Program Outcome 1 Reflection
For this program outcome I chose my curriculum analysis paper from CUR 512, Curriculum Analysis and Planning. In this course we defined curriculum, the aspects that are considered when writing curriculum, the theoretical perspectives found within curriculum, and the goals of the curriculum. By writing this paper, I was able to focus in on a unit that I teach in third grade social studies to get a full picture of the curriculum. I was also able to see the complex issues surrounding the curriculum that I never previously noticed.
Curriculum is so much more than the paper copy of lessons and activities that we receive as teachers, but before this course I never really thought of curriculum as being much more. When planning curriculum there are various aspects that need to be considered, such as the content and objectives covered, the materials used, the sequencing of the unit, teacher training and much more. The content and objectives covered starts higher than the county curriculum. During my research on the social studies unit, I looked at the national, state, and local curriculum for third grade social studies. It was very difficult to find connections to the national curriculum, but I saw a strong correlation between the state and local curriculum. By investigating these connections I was able to see the broad scope of the curriculum at the state level and how the local school system had focused the content to create the units that the teachers use in their classrooms. These connections helped me understand how the state curriculum influences and drives our local curriculum.
Through my research, I also looked at the types of curriculum taught in our classrooms. For example,...
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...omplex process in which a lot of things are taken into consideration. The curriculum developed needs to align with the curriculum that is taught and tested within the classroom. This is especially important with the hopes of developing continuity within a school system and now continuity nationwide. Through engaging and well-developed curriculum we can effectively support student learning and impact their academic growth for years to come.
References
Common Core State Standards Intiative. (2012). Common core state standards. Retrieved
from http://www.corestandards.org/the-standards
Posner, G. (2004). Analyzing the curriculum. New York: McGraw-Hill.
Glatthorn, A., Boschee, F., Whitehead, B., & Boschee, B. (2012). Curriculum leadership.
United Kingdom: Sage Publications, Inc. Retrieved from http://www.uk.sagepub.com/upm-data/44331_10.pdf
Connected to this theme is the development of a shared, lived experience, where students and teacher are involved in an ongoing negotiation of curriculum. In the first 13 chapters, Paley’s central focus is to develop a learning community within the safety of the classroom. In the second half of her book, Paley illustrates how the combination of these two themes in turn offers an opportunity for what we call an opening up of the definition of curriculum. This review is an analysis of these three themes within the organizational framework of Paley’s book. The theme of children and teachers as co-creators of curriculum is established in the first chapter when Paley says, “Each year I wait to be reawakened by a Reeny … something to ponder deeply and expand upon extravagantly” (p.10). Reeny responds to this call by asserting herself early on as a curriculum leader in Paley’s classroom. Because children themselves are curriculum makers and leaders, curriculum cannot be imposed upon the learner. Ultimately, this opening up of the discussion of what curriculum means is established by Reeny in the last lines of the book when she announces: “But I’m thinking, why don’t you stay and we’ll talk about it. Don’t fly away. See we can keep talking about it, okay?” (p. 99). It is in Reeny’s utterance that we understand—the curriculum conversation must necessarily begin with students’
Definitions for curriculum are many and varied. Broad sweeping statements claim that curriculum is what is taught in various subjects and the amount of time given to each. While a more specific view is that curriculum are performance objectives for students that focus on specific skills or knowledge (Marsh, 2010). Marsh (2010, p. 93) defines curriculum as “an interrelated set of plans and experiences” that are completed at school. The curriculum used in education can have various interpretations, it may refer to the curriculum as a plan that encompasses all the learning that is planned and directed by the school. Cu...
Franklin Bobbitt in The Curriculum writes: ‘The central theory [of curriculum] is simple. Human life, however varied, consists in the performance of specific activities. Education that prepares for life is one that prepares definitely and adequately for these specific activities. People need the abilities, attitudes, habits, appreciations and forms of knowledge and these will be the objectives of the curriculum. The curriculum will then be that series of experiences which children and youth must have by way of obtaining those objectives.’ (Bobbit...
Curriculum. Ed. Laurence Behrens and Leonard J. Rosen. 10th ed. New York: Pearson Longman, 2008.622-626. Print.
...m while having freedom to choose how to teach it. This allows the curriculum to become more personable. Teachers currently associate curriculum with government mandates. They believe that curriculum is what they are told to teach instead of what is desired to learn. Curriculum in the educational setting, according to Pinar, is intended to be used to teach us to think intellectually, sensitively, and with courage to prepare us to be individuals committed to other individuals.
Thomas S. Stone Elementary located in Prince George’s County School District, is experiencing the implementation of a new initiative mandated by the state of Maryland called America’s Choice. The goal of America’s Choice new curriculum is crafted to make the teachers and students more accountable in raising student’s test scores in order to make AYP (Annual Yearly Progress). More than half of our students are illiterate and many don’t speak English. This research paper will explore the philosophical and psychological foundations, socioeconomic factors, curriculum design approach, curriculum development approach, aims, goals and objectives of curriculum development, the strategies used for implementation and the evaluation criteria and issues.
Develop an argument on or some ideas of understanding about curriculum as multicultural text by relating the works of Darling-Hammond, French, & Garcia-Lopez, Delpit, Duarte & Smith, Greene, Nieto and Sletter to your experience of curriculum, teaching, and learning as affirming diversity. You could think specifically about the following questions: Is there a need for diversity in curriculum studies and designs? Why? What measures do you think will be effective in incorporating such a need into curriculum studies and designs? What is the relevance of diversity to your career goal, to education in your family, community, and school, to education in Georgia, and to education in general? In which way can you develop a curriculum which helps cultivate empathy, compassion, passion, and hope for citizens of the world, and which fosters social justice?
Posner (2004, p. 36) discusses the importance of understanding the situational factors that lead to the development of a particular curriculum. This curriculum has been created as a response to the problem of technology skills and resources being typically isolated as a separate curriculum, rather than being integrated into the broader curricular areas. This leads to curricula that are often devoid of 21st century skills needed by students to ensure future success (Partnership for 21st Century Skills, 2004). The goal of the curriculum, therefore, is to focus on specific technology skills that can be readily integrated into other curricular areas without sacrificing critical objectives within those curricula and, in fact, enhancing the relevance and levels of engagement in those areas.
Since then, Basic Principles of Curriculum and Instruction has been a standard reference for anyone working with curriculum development. Although not a strict how-to guide, the book shows how educators can critically approach curriculum planning, studying progress and retooling when needed. Its four sections focus on setting objectives, selecting learning experiences, organizing instruction, and evaluating progress. Readers will come away with a firm understanding of how to formulate educational objectives and how to analyze and adjust their plans so that students meet the objectives. Tyler also explains that curriculum planning is a continuous, cyclical process, an instrument of education that needs to be fine-tuned.
A curriculum is a compilation of study materials that are used at all grade levels, classroom and homework assignments and a set of teacher guides. It could also include a list of prescribed methodology and guidelines of teaching and some material for the parents etc. It is generally determined by an external governing body. However, there are some cases where it may be developed by the schools and teachers themselves.
Curriculum is important being it’s the underlying factor that plays a role in determining ones growth, achievement and success. The majority of curriculum con...
Jacobs, H. H. (1997). Mapping the big picture: Integrating curriculum and assessment. Alexandria, VA: Association for Supervision and Curriculum Development.
It is believed that the enactment of a curriculum is socially constituted and sustained by individuals within participatory contexts that shape students’ and teachers’ engagement (Gutiérrez & Rogoff, 2003; Holland, Lachiotte, Skinner, & Cain, 1998)....
Todays’ teaching is tailored to student’s interest and strategies. Teachers are taught that a well-developed lesson plan should be engaging to students in order for the students to learn. This philosophy is the total opposite of what is being taught in education programs. I cannot imagine a classroom that does not teach its students based off a curriculum that meets the student’s needs and interest. It is proven research that everyone learns best when information is tailored to meet the specific learner interest.
Designing curriculum, instruction, and assessments are steps teachers use to help them make sense of the concepts they teach and helps drive instruction. These steps can take on many different forms and drive a classroom in a plethora of ways. These steps, when developed properly, can help a teacher utilize each moment in the classroom and help students gain more insight to the standards they need to become proficient.