thoughts on curriculum

Even though I had taught for 20 years, worked through two masters programs and consider myself a thinking teacher, my initial thought of curriculum was still the guide that sat on the shelf and was very removed from what I did in my classroom. Over the course, I’ve come to see curriculum is not a static document but truly encompasses everything that goes on in a classroom, and it is only through well thought out development and implementation that we can ensure the teaching and learning we hope to achieve.

Looking at different definitions of curriculum helped me to begin to examine my own thoughts on the subject. The ideas of the Operational, Hidden, Null and Extra Curriculum made me start to examine what was really going on in schools and classrooms and how it is influenced.

The idea that the written, taught and tested curriculum can be very different was a bit of a revelation but so true when I think of the guide on the shelf being so removed from what I did in the classroom. I’ve come to understand that only through aligning these pieces can there be real success. Teachers and administrators often wonder why they are not seeing greater improvement in student achievement. Taking a closer look at the alignment of these three curriculums can hold a part of the answer. Often what is written, as the curriculum, is not what is delivered to students, and what is delivered to students is not what they are tested on or used to demonstrate their achievement.

The real problem I’ve come to think is that we don’t design curriculum in a manner that is truly usable to the teacher. Often it is designed in a manner that is unwieldy or too sparse to provide any real guidance. Too many pieces outlining everything often make it difficult to use the resource as a guide. Too little often forces the teacher to use the textbook-which should be just one resource-as a guide.

Another issue is the curriculum development process. It must begin with a philosophy and vision that guides the curriculum development and shines in the final document. I found Postman’s narratives from The End of Education most intriguing and his “gods that fail” connect well to what Ken Robinson is talking about in his TED talks on creativity and a new paradigm for schools. There needs to be a closer look at what we expect our schools to do for our students. This new vision and philosophy will guide what and how they are taught.

I’ve come to feel that delivering the curriculum in separate blocks is neither efficient nor meaningful to students. Designing curriculum to be delivered in integrated units through project-based learning can help students connect their learning to the real world. Providing the resources to implement these units, standards to be covered through them, and assessment tools through a well laid out curriculum will help teachers to deliver instruction in a manner that will engage learners and allow for creativity, critical thinking, and the building of independent learning habits. These types of projects can often be best delivered through the use of technology, helping to build 21^st century skills in a meaningful way.

Too often the curriculum doesn’t provide for teachers all the resources they need to teach all students. Universal Design for Learning theory seems to be the solution to this issue. By designing curriculum to provide multiple means of representation, action and expression, and engagement you plan for differentiation. By including these elements in the curriculum from the outset, teachers are provided with the tools they need to reach all learners. Integrating technology through out the curriculum design also provides teachers with the tools they need to engage today’s students.

I’ve come to see curriculum as the critical element in making changes in our schools. Designing curriculum that includes all of the important components mentioned in a manner that is user friendly and accessible to teachers can truly change what happens in the classroom.

Written, Taught, Tested Curriculum for 21st Century Learners

Districts striving to meet the needs of the 21^st century learner must look towards the future for the skills the learner will need. Fortunately this has been done for districts through the Partnership for 21^st Century Skills.( http://www.p21.org/) The skills outlined by this initiative include the themes that will be essential for today’s learners to understand, as well as the learning skills, information, media and technology skills and the life and career skills they will need for success in the future.

The themes of global awareness, financial, economic, civic, health and environmental literacy can be woven into the core subjects of language arts, math, social studies and science. However, these themes and all subjects should be taught in a manner that will give students the opportunity to practice creativity and innovation, critical thinking and problem solving, and communication and collaboration. These are the learning and innovation skills necessary that will allow students to succeed in the complex work environments they will face in their future.

In order to do this, the written, taught, and tested curriculum must be reworked from what is traditionally thought of as “the curriculum”. Districts shouldn’t tie themselves to specific programs and materials but strive for more open-endedness. The curriculum will still present the skills and knowledge students need to know and master. But it must also include methods and strategies that allow them to be presented in a context that deepens students’ understanding and allows for practice of the learning and innovation and life and career skills. This can be done through the presentation of projects and problems as a basis for student learning. The tested curriculum will need to include more open-ended assessments, which will allow students to demonstrate their knowledge in a variety of ways. Presenting and developing rubrics to and with students will help students have an understanding of the expectations and allow assessment to be done in a formalized though less traditional manner.

Towards this end, the ubiquitous use of Web 2.0 tools need to be a part of these curricula. Tools that allow students to not only access information but also utilize the information to create knowledge products that can be shared are essential. Through the use of such tools, creativity and innovation are fostered and developed. Collaboration and communication skills are developed when students can utilize these tools to work with experts in the field as well as students across their school, district or the world in the development of solutions to real world problems and knowledge products to share with real audiences. Podcasts, videos, blogs, wikis, web pages and other online tools allow students to demonstrate their knowledge and understanding in a manner that can help others to learn.

The use of the wide array of resources available on the web allows for instruction to be differentiated to meet the needs of all learners. It allows for various entry points and levels of support. The use of media in the classroom brings audio and video to students who may have been otherwise shut out of learning through text alone. Online games and simulations and digital manipulatives also give students the opportunity to see concepts through a different lens than previously available. All of these tools are available through the web. Through open-ended project and problem-based learning, students can access this material at their entry-level point, as well as utilize it to demonstrate their learning and share it in a manner that helps them to build confidence in themselves and their skills.

Some of the most important skills a student can hope to gain are information, media and technology literacy skills. With the wealth of information and media available to them, students must learn to think critically regarding its use. Technology will always be changing, however, students who gain the understanding of how to utilize technology for learning will be able to move forward with it. Students will need to learn how to discriminate among the rapidly growing wealth of information resources available to them for the resources that best meet and fit their needs. Providing students with the skills to discriminate and fully utilize the technology, information and media available to them will empower them to take control of their learning. Instruction in these information skills and the use of web tools are essential for all 21^st century learners.

Philosophical Beliefs on Curriculum

I believe school has many purposes but the most important one, to me, is to prepare students to be functioning members of society. Towards that end, students need to be able to think critically, communicate effectively, understand the interdependence of society, and establish lifelong learning habits as well as develop a skill base that allows them to earn a living. With these skills, students will be able to support themselves, participate in a democracy, behave as responsible citizens locally and globally, and pursue the interests that will add richness to their lives.

This belief fosters the need to ensure that students have the language, math and science skills which will allow them to develop the skill base to earn a living. It also means students need to have an understanding of all cultures, how they have developed and interacted through history, an understanding of their government, and an understanding of global issues to develop citizenship skills and behavior.

The fine arts, technical vocations, and physical and mental health also need to be developed in students for them to understand the many different aspects of society and to ensure a rich, full, and healthy life. Philosophy, the study of various religions, foreign languages, and other humanities pursuits also give students a broader understanding of their world and better understandings and abilities to interact with people.

Through all of these subjects, critical thinking and communication skills must be taught. Delivering these skills through meaningful pursuits and in the context of various subject matters will ensure their development and use by students. Having recently heard about the Paideia Group and their framework for education, I think it probably sums up my ideas of what should be taught in schools.

I believe all students can learn. They learn best in a safe, nurturing environment where they can establish personal relationships. Differentiation of instruction is important so that each student can be met at his or her skill level and is successful. Students learning experiences must be relevant and meaningful, and the concepts students learn need to prepare them to be successful in their future. Towards that end, I believe the integration of technology into instruction is key. Students will live in a world where technology is an increasing part of their everyday activities. Their learning must include the meaningful and thoughtful use of technology to teach them the skills they will need as well as how to utilize technology as a tool.

In my work as the technology teacher in a K-5 school, I try to plan and deliver lessons that are an integrated part of students’ content learning. Whether it is having fifth graders publish their autobiographies, while practicing use of literary devices, utilizing Google Earth for third graders to study their community and state, or first graders and kindergarteners utilizing software to demonstrate their emerging math skills, I try to make all of my lessons an integrated part of students’ learning. What I find most frustrating is the fact that classroom teachers don’t seem to see my lessons as such. There are few teachers who continue the work I start with students in the classrooms and are true collaborators in the planning of projects and the execution of them. However, most seem to look at my tech time as a special lesson that provides them with planning time. Despite constant attempts to collaborate, it seems to be the rare teacher that truly understands the meaning of the word.

I think what is needed is a true revamping of the curriculum as it exists in my district so that it reflects the integration of technology. Administrators and staff may then begin to give it a closer look and see the value of meaningful use of technology in students’ learning. I see technology as a tool which can transform schools in a myriad of ways. But until it is an integrated part of all curriculum and embraced by educators as a tool that enhances instruction and management of learning such a transformation cannot occur.

In regards to my other beliefs about learning, I have made a concerted effort to learn the names of all of the 400 plus students I work with, as it is the first step in establishing a real relationship with students which allows them to reach a comfort level to take the chances necessary in their learning. I find differentiation to be the most difficult part of my work. I try hard to keep activities open ended enough to ensure success by all students.

I also am leaning more and more towards collaboration between students as this is a skill that needs to be developed in students, but also allows for differentiation. It often requires a great deal of creativity to live my beliefs within the confines of a system that does not reflect them.