I have been asked to answer a question for my second post to the world. How does the English Language Arts IRP (Integrated Resource Package) help and/or hinder me as a beginning teacher? To answer the question simply - I believe the IRP is a huge help to new teachers. The reasons for this are simple; it provides a student teacher, like myself, effective ways to pinpoint specifically what I need to focus my teaching on. For example, it provides guidance in the form of aims, goals and curriculum organizers. The IRP gives us quite precise examples of where students’ oracy, reading, viewing, writing and representing skills should be for each grade level. Additionally, the guidelines for assessment are clear and carefully worded.
What I like best about the IRP, and apparently this has changed over the years, is that within all of these confines, it allows teachers a lot of flexibility. As with most things, there is not one right way of teaching or learning. This gives teachers the chance to creatively explore teaching methods to arrive at the PLO’s (prescribed learning outcomes). The language the IRP uses enforces this, as terminology such as “Considerations for Program Delivery” are section headings (ELA IRP, 2006). Within sections such as this, it provides readers with up to date teaching strategies that create a useful guide for teachers to follow.
That being said, the IRP is a tool, not something that should be used word for word. There is a reason there are still teachers in classrooms and not computer programs teaching our children. The teachers’ judgment and decision making is something that I believe cannot be replaced. With enthusiastic and creative teachers, the carefully worded guidebook lays out a solid path for teachers to follow.
The counter to all of this is, the IRP’s are not short pamphlets. Each one is a book with a LOT of content. As a student teacher learning numerous subjects, it is going to be a very difficult task becoming a master of all the different course IRP’s for grades 6, 7 and 8. Mastering even one of the English Language Arts IRP’s will take considerable time.
Having the IRP as a tool to guide my teaching strategies, instead of having it as a be all and end all of teaching, makes it a strong resource. The professional autonomy it gives me to create my own lessons for wherever I will be teaching will provide a more rewarding experience for my students and myself. When I enter the classroom for the first time, I will certainly be glad to have it!
References:
British Columbia Ministry of Education, (2006). English Language Arts Grade 7 Integrated Resource Package.
That is sort of what intimidates me a little bit as well, the ELA is only one IRP, and we might have to learn Math, Social Studies, Phyiscal Education, Art, Music, Drama, French, and Health? That's a lot of pages and a lot of PLO's to try and pull off for every subject!
ReplyDeleteI agree that it is only a tool as well, and creativity and enthusiasm will pave the way for new teachers.
We eat the elephant one bite at a time...
ReplyDeleteyou have an overview approach in your Education classes. This is repeated next term (you will have more grounding and understanding of the BC Curriculum as you re-enter the ELA IRP in the reading class).
In practicum you narrow down to what can/will be taught during your time there in a specific grade and for specific subjects.
You will use this experience and knowledge to help you in your planning as you get out into your first years of teaching. If you are a TOC first, which seems to be the case here in Victoria, you teach through other professional's planning...and you build your repertoire of strategies and knowledge to better approach the PLO's when you are doing the planning.
Hope you don't mind that I jumped in here with my thoughts - but your post and Greg's response inspired me.