Across the content areas of the Learning Results the higher order reasoning and thinking skills are often embedded within the language chosen for the performance indicator. In reading, there is the familiar debate over the merits of phonics versus whole language instruction. In mathematics, there is concern whether it is appropriate to de-emphasize mental computing skills that can now be performed using a pocket calculator, and in some communities parents are distressed by an apparent lack of structure or formality within certain classrooms. It is not the place of this document to address methods of teaching or the organization of the classroom. Rather, this document focuses on results - not the means or methods by which students are taught.
Some teachers prefer a structured classroom while others use a less formal setting.
Further, it is not the place of this document to specify how many students should be in a classroom, what level of formality should prevail, or what instructional methods are most appropriate. These are matters for teachers, parents, and local administrators to resolve. However, the state does have an obligation to monitor the results of student learning within our communities. That is the role of the state as dictated by the Maine Constitution. In order for all students to have appropriate opportunities to move toward achievement of the Learning Results and demonstrate mastery as they progress, schools will continue to design curriculum, instruction, and assessment opportunities that meet the needs of a diverse student population.