Abstract
A unique curriculum design approach, “the ill-structured problem,” used for a gifted foreign language program has implications for many subjects. This approach is based on the premise that school curricula should be designed close to real life situations. Answers become solutions to real problems—problems that are defined and explored by students, not structured by teachers.
Chesapeake Public Schools offers a summer FLES (Foreign Language in the Elementary School) Program for its academically gifted fifth and sixth grade students. This curriculum design approach has been very successful in motivating both pupils and teachers. On the first day of class students confront an “undecorated” room. It becomes their task to make the classroom an island of the culture they are studying. This cultural island becomes a place where students exhibit their ongoing exploration of the target language. Students are asked a series of questions designed to guide them toward a structure for their language acquisition. What do you want to learn? How do you want to learn it? With these questions, students begin to build their curriculum. The acquired knowledge of the new language and culture is reinforced daily.
The “ill-structured problem” curricula design model is a perfect match for the creative, intelligent student.
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