Highly recommended by Kim Deok-nyeon, author of "Integration of Professor Evaluation," and Song Seung-hoon, author of "My Book Reading Class"!

Education is only education when it cannot demonstrate its own worth.

One teacher's concerns, which began with the desire to properly teach the majority of children in the classroom, rather than a small number of successful children, ultimately led to countless efforts to create classes that focused on growth, not grades.
Through countless trials and errors, the author realized that more important than "how to teach?" is "who to teach what to?" and, furthermore, "who learns what and how?" This is a record of the field where the author, together with colleagues who were looking in the same direction, failed several times and achieved small successes occasionally to create a real class.
This book contains the process of frontline teachers, who aspire to become true teachers, creating, evaluating, and documenting real classes that focus on growth rather than grades for our children in the school setting.

The curriculum provided by the state is goal-oriented.
However, in order for children in the classroom to reach this goal, the direction, speed, and method cannot be the same for each individual.
So, as someone who implements that curriculum, I thought that we need a teacher training curriculum that can be 'modified or developed to suit the growth of children.'
In addition, I began to think about the need for practical skills to consistently apply it to classes, evaluations, and records.
--- p.8

The curriculum that best suits the field can continue to lead to students' learning.
Ultimately, such teacher training courses should serve as basic data for revising the national curriculum as they are shared more widely.
Rather than a curriculum that simply follows what is given, it should be implemented as a curriculum that is reconstructed through students' learning and experiences, then returned as feedback, and then revised, shared, and collaboratively developed by teachers, creating a virtuous cycle.
--- p.80

One achievement standard must be linked vertically and horizontally to other achievement standards.
This will prevent discontinuity between units or classes.
Of course, a story-based connection is needed.
It is important not to stop at one span of growth, but to connect that one span to become two spans, and then expand to ten spans.
This can be seen as the completion of a spiral curriculum through repetition and deepening.
Therefore, rather than looking at each individual achievement standard in detail, we must group multiple achievement standards together and connect them.
The most ideal way is to link the entire semester's achievement standards together.
Of course, it will take a long time, but I recommend that you try to expand the scope little by little, even if it is difficult.
--- p.107

The method is simple.
For now, let's put aside the textbook and come up with the achievement standards to be taught for one semester and think, "In what order should I teach them so that I can turn them into a story that will help children learn well?"
There are various criteria for connecting, such as by topic, by activity, by integrating areas, by difficulty, and by familiarity.
This is a completely different approach from ordering the textbook itself.
Even if you rearrange the order of the units or texts in a textbook, it is not easy to organically connect them.
Rather, you can select and arrange the appropriate textbook texts according to the order of the achievement standards that have been narrated.
--- p.123

Interdisciplinary integration is a method of restructuring that many schools are attempting due to the recent activation of the free-year system and autonomous curriculum.
However, if you create a single topic and create new, separate activities that are unrelated to the existing curriculum (achievement standards), it becomes difficult and requires a lot of effort from teachers.
Rather than creating a separate curriculum, I would like to prioritize integrating or merging the achievement standards within the curriculum of each subject.
This is because it has the effect of being connected and linked to regular classes, rather than being fragmentary and one-time, and it also reduces the burden on the teacher.
--- p.130

It is true that when assessments change, classes change.
However, in reality, where teachers are still not given the right to 'plan education' and 'evaluate', this can easily end up as nothing more than a slogan.
Moreover, it is difficult to achieve this as long as discrimination-oriented evaluation and standardized tests are realistically enforced.
--- p.
183

Under this common understanding, we began to open classes, conduct training, contribute to newspapers, and write books.
Meanwhile, the term and concept of 'curriculum-class-evaluation-record integration' began in Gyeonggi Province and gradually became known to teachers across the country.
However, behind the expansion was the practical necessity of expanding the student record screening process for university entrance exams.

--- p.226