Starting from scratch : One classroom builds its own curriculum / Steven Levy.

Includes bibliographical references (p. 178).

1. Finding the Genius
2. What Do We Teach?
3. What Is the Ideal Classroom?
4. Was the American Revolution Completed Before the War Began?
5. Why Are Our Shoes Made on the Other Side of the World?
6. What Is the Greatest Number?
7. Poverty of Gratitude
8. How Did Our Town Get Its Name?
9. What Is the Biggest Change in Your Town Since Your Were Born?
10. Discipline and Character
11. Exit Signs
Appendix A: Plan for Fourth Grade
Appendix B: Faculty Meeting Questions
Appendix C: Desk Olympics Events
Appendix D: Pilgrims '92 Class Poem
Appendix E: Directions for "Number" Drawings
Appendix F: Original Bike-Path Questions
Appendix G: Interpreting Bike-Path Data

While the professional literature is glutted with theories on educational reform, our children remain starved for authentic learning that grows out of their unique, original classroom experiences. Award-winning teacher Steven Levy attributes this disparity to the lack for clear examples illustrating the kind of thinking and planning that results in powerful learning. The void, he asserts, too often prompts teachers to "either return to the curriculum guide or try to implement projects developed by others." Starting from Scratch presents an inspired alternative. In detailed accounts, it explains the step-by-step observations, thinking, and planning that enabled Levy to develop a variety of original projects with his elementary students. These have ranged from environmental inquiries - students studying the impact of a local bike path on their community - to an imaginative look at the qualities of number - a classroom quest to determine which is the greatest number. These projects were generated by the children's own interests, but they also provided myriad opportunities to develop basic skills. In this regard, Starting from Scratch offers a creative reconciliation of some of the more hotly debated issues in education: project-based learning versus basic skills; integrated curriculum versus discipline-centered instruction; state and national standards versus local and individual interests