From "New Teacher Jolts KIP" by Jay Matthews
"I've found that most traditional textbooks oversimplify and isolate concepts, and yet, are still too difficult for non-readers to use. They don't generally push students to think, but offer repetitive, and boring, practice," she said. She started writing each lesson nightly. This was a remarkable feat of youthful energy when you consider that KIPP teachers work 10 hours a day, and Suben was putting in another three hours each night at home composing the next day's lesson on her Dell laptop.
Suben said: "My primary goal as a teacher is to help my students understand the reasoning behind math rules and procedures. I have several core beliefs about this: (1) Understanding is constructed by the learner, not passively received from the teacher. (2) Understanding is built by making connections between as many strands of knowledge as possible. (3) Understanding is galvanized through communication. (4) Understanding is only valuable when you reflect on it and question it."
The core of her method is the workbook she produced last year on the fly. It "lets students build their own notes and create their own examples. It is incredibly active learning," she said. They were encouraged to write down the meaning of important terms and strategies they used that worked with certain kinds of problems.
"I certainly refer to traditional textbooks for ideas and guidance as I write," Suben said. "My sequence and pace are set by a long-term plan that I have designed to catch the students up on second-, third- and fourth-grade material as well as introduce every single D.C. public schools fifth-grade standard by testing time. I model my word problems after the eighth-grade text that I used in Louisiana because those problems require the level of understanding that I am looking for. I focus on non-traditional problems so that students are forced to think."
Thinking! Isn't that a violation of the No Child Left Behind Law?