In chapter 4 of Heidi Jacobs book she talks a lot about form vs. function. She notes that form should always follow function, and a whole is the sum of its parts. Although these seem like very obvious statements, I think that it's clear these "words of wisdom" aren't necessarily followed in the school setting. For example how is giving the students a written test on different species of trees more functional them going out and looking at them? Point blank...it's not.
It is important that everything has a reason in the classroom. From the lessons to decor to integration on technology. Grouping is something that Jacobs talks a lot about. Have you ever sat in a classroom and has the teacher make each student say the numbers 1-4, in the end all going to your group number you said? What is the intention of grouping that way? Wouldn't there have been a more beneficial way to get students together? Jacobs says there are three types of grouping: 1.) Institutional grouping is based on fundamental criteria like age, gender and development. 2.) Instructional grouping are the teachers choices in response to the internal needs of the classroom. 3.) Independent grouping is more voluntary in nature, and usually take place in out door settings. Notice there is no "just because" group. We all need to make sure we have reasons for what we do, and not just be doing it out of habit, or because thats what other teachers in the past have done.
Yes and that goes for all the other "regularities" of school—classes, 43-minute periods, etc.—that DEFINE the curriculum. If these things were built on solid research, that would be one thing, but they are not. So we work around how school has always been structured and that influences the curriculum...but not always in positive ways.
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