The Ebb and Flow of Curriculum
1) What does the term "curriculum" mean to you? Explain why.
The Latin root definition of curriculum means “race course.” According to Marsh and Willis “more than 120 definitions of the term appear in the professional literature devoted to curriculum, presumably because authors are concerned about either delimiting what the term means or establishing new meanings that have become associated with it” (P. 9). There is no one single definition of curriculum that I can confide in. Out of all of the learned definitions of curriculum, I find combining bits and pieces most fruitful. The history of curriculum development has opened my eyes further to explore these pieces.
Definition 3, as a “planned learning” example, does not address many questions. Marsh and Willis pose the question “Are unplanned, but actual, learnings excluded from the curriculum?” (p. 10). I have diverse, large classes that have many special needs and conditions. This is in the form of ADHD, ADD, Special Education, Section 504, and everything from peanut allergies to diabetes. The courses are filled at 30 per period. One definition of curriculum will not work for all classes and individuals as a collective group. I create an atmosphere where my students engage in the learning process. Curriculum continually changes and I make sure to ebb and flow with those changes. Often this is on-the-fly so I must adapt in those particular learning situations. Though there is careful planning, I make sure my classes are able to accommodate and modify efficiently and effectively, while keeping the students engaged. As noted by Marsh and Willis “precision in planning, flexibility in execution” (p. 4) says it best.
Producing students interactions with activities that challenge them in meaningful ways and with real world problems is paramount. Using helpful and proven models for items through rote memorization is not typically effective and does little for retention. Using models, such as the vocabulary acquisition model, can be. There are ways on embedding the terms within the assignment that is hands-on and and adds value in the student’s eyes. An example in one of my classes is audio-video class.
We needed to learn industry editing terms and everyone is on a different level of understanding. Having them involved in watching and then creating their own, unique edited version of a film can enable them to take ownership and learn through creation and choice. Creation is at the heart and uppermost echelon of Bloom’s Revised Taxonomy. The students share their creations by presenting them on the big screen. This may occur in multiple stages of the implementation of the lesson based off of the original curriculum. Seeing and hearing their work enables them to put on a different pair of glasses and truly absorb critiques along with self-reflection journals. They know now what can be improved and learn the terminology in a more organic way. The learning is embedded.
We are but actors in a play. Both the teacher and the student interact, creating a sort of “lived” curriculum, based off of what each respectively experiences. (Marsh and Willis, 2007)
Preparing my students for college and trade school is important. Equally important is the curriculum to support educating my students for their lives as 21st century learners. Each having unique needs as we no longer cater to an elite few, tailoring the curriculum of pioneers. Flinders and Thornton point out Alfred North Whitehead as he states “There is only one subject-matter for education, and that is Life in all its manifestations” (p.400). Curriculum must be decided upon by multiple community members such as parents, students, community, administrators, and teachers. This is not to say that the Herbartians were wrong, but we need to leave room for choice and movement. Our ability to ebb and flow and change with the curriculum as it changes, is essential.
References
Flinders, D.J., & Thornton, S.J. (Eds.) (2013). The curriculum studies reader (4th ed.). New York: Routledge. ISBN
9780415520751 Marsh, C.J., & Willis, G. (2007).
Curriculum: Alternative approaches, ongoing issues (4th ed.). Upper Saddle River, NJ: Pearson. ISBN 0131715100
Hine, Lewis. 1915. SchoolHouse in Kirkland.The Photography Collections, University of Maryland, Baltimore County.
1) What does the term "curriculum" mean to you? Explain why.
The Latin root definition of curriculum means “race course.” According to Marsh and Willis “more than 120 definitions of the term appear in the professional literature devoted to curriculum, presumably because authors are concerned about either delimiting what the term means or establishing new meanings that have become associated with it” (P. 9). There is no one single definition of curriculum that I can confide in. Out of all of the learned definitions of curriculum, I find combining bits and pieces most fruitful. The history of curriculum development has opened my eyes further to explore these pieces.
Definition 3, as a “planned learning” example, does not address many questions. Marsh and Willis pose the question “Are unplanned, but actual, learnings excluded from the curriculum?” (p. 10). I have diverse, large classes that have many special needs and conditions. This is in the form of ADHD, ADD, Special Education, Section 504, and everything from peanut allergies to diabetes. The courses are filled at 30 per period. One definition of curriculum will not work for all classes and individuals as a collective group. I create an atmosphere where my students engage in the learning process. Curriculum continually changes and I make sure to ebb and flow with those changes. Often this is on-the-fly so I must adapt in those particular learning situations. Though there is careful planning, I make sure my classes are able to accommodate and modify efficiently and effectively, while keeping the students engaged. As noted by Marsh and Willis “precision in planning, flexibility in execution” (p. 4) says it best.
Producing students interactions with activities that challenge them in meaningful ways and with real world problems is paramount. Using helpful and proven models for items through rote memorization is not typically effective and does little for retention. Using models, such as the vocabulary acquisition model, can be. There are ways on embedding the terms within the assignment that is hands-on and and adds value in the student’s eyes. An example in one of my classes is audio-video class.
We needed to learn industry editing terms and everyone is on a different level of understanding. Having them involved in watching and then creating their own, unique edited version of a film can enable them to take ownership and learn through creation and choice. Creation is at the heart and uppermost echelon of Bloom’s Revised Taxonomy. The students share their creations by presenting them on the big screen. This may occur in multiple stages of the implementation of the lesson based off of the original curriculum. Seeing and hearing their work enables them to put on a different pair of glasses and truly absorb critiques along with self-reflection journals. They know now what can be improved and learn the terminology in a more organic way. The learning is embedded.
We are but actors in a play. Both the teacher and the student interact, creating a sort of “lived” curriculum, based off of what each respectively experiences. (Marsh and Willis, 2007)
Preparing my students for college and trade school is important. Equally important is the curriculum to support educating my students for their lives as 21st century learners. Each having unique needs as we no longer cater to an elite few, tailoring the curriculum of pioneers. Flinders and Thornton point out Alfred North Whitehead as he states “There is only one subject-matter for education, and that is Life in all its manifestations” (p.400). Curriculum must be decided upon by multiple community members such as parents, students, community, administrators, and teachers. This is not to say that the Herbartians were wrong, but we need to leave room for choice and movement. Our ability to ebb and flow and change with the curriculum as it changes, is essential.
References
Flinders, D.J., & Thornton, S.J. (Eds.) (2013). The curriculum studies reader (4th ed.). New York: Routledge. ISBN
9780415520751 Marsh, C.J., & Willis, G. (2007).
Curriculum: Alternative approaches, ongoing issues (4th ed.). Upper Saddle River, NJ: Pearson. ISBN 0131715100
Hine, Lewis. 1915. SchoolHouse in Kirkland.The Photography Collections, University of Maryland, Baltimore County.
