How has your definition of curriculum been shaped by the course readings and discussions? How and why has your definition of curriculum changed?
When I started this course, six weeks ago, I thought I knew how to define curriculum. I remember in my posting asking the question “Is it what the State wants our students to learn or is it what we want them to learn?” I did not know that there were so many different definitions for curriculum. Posner defines curriculum as that “which gives the basic lesson to be followed, and includes objectives, sequence, and materials. This is the curriculum upon which accountability is based.” Glathorn defines curriculum as that which is “found in written guides, lesson units, and scope and sequence documents.” The Partnership for 21st Century defines curriculum as, “essentially a design, or roadmap for learning, and as such focuses on knowledge and skills that are judged important to learn.”
I felt that these were all starting points in defining the idea on which curriculum is based. However, as I progressed through the course, I realized curriculum is more than just a roadmap and that what these definitions omit is something essential to the concept that is the substantial planning that goes into that document that teachers use in the classroom
It is clear that there are three essential elements that make up a curriculum: the written, the taught, and the tested. It is also evident that all three work in tandem. The written curriculum is the information in curriculum guides, state standards documents, and textbooks. The taught curriculum is what is actually taught by the teacher in the classroom, while the tested curriculum is the knowledge and understanding we assess. All three parts must be in harmony with each other so that the teacher knows what to teach, how to teach, and how to assess the students. I have come to understand that in order for the curriculum to be successful, when writing the plan there must be collaboration between teachers and the curriculum writers.
It is also clear as the world changes we must be flexible about how the curriculum will guide our students in the contemporary world. The Partnership for 21st Century calls on school: “to adopt a 21st century curriculum that blends thinking and innovation skills, information, media, and ICT literacy; and life and career skills in context of core academic subjects and across interdisciplinary themes” and “to employ methods of 21st century instruction that integrate innovative and research-proven teaching strategies, modern learning technologies, and real world resources and contexts.
Upon reflection I have come to understand the importance of preparing our students for the world in which they must live and how we must tailor our instruction to make them more successful in that world. We again confront new challenges in the composition of what makes for the best curriculum. As I was reading our local paper, The Maryland Independent, I can across a very interesting article titled; High-tech teaching tools offer options for schools: http://www.somdnews.com/stories/02182011/indytop172159_32398.shtml
It describes how technology is helping a Title 1 school in Charles County, Maryland to help disadvantaged students.
Monday, February 21, 2011
Sunday, February 13, 2011
Individual Reflection Log-Week 6
As a school administrator and instructional leader, what instructional technology would you expect to see in the written, taught, and tested curriculum of a school or school district striving to meet the needs of 21st century learners?
As an administrator or instructional leader, I would make sure that the teachers are inserting technology in their everyday lessons. In the written curriculum, I would expect to see specific links that attach themselves to the concepts being taught. One such site especially useful for the reading curriculum is Discovery Education. Through Discovery Education’s United Streaming, students get information on a specific topic. Another excellent tool is Safari Montage which relates to topics being taught. There are reading websites such as myskillstutor, to help with reading comprehension. There are math websites, such as FASSTMath, aaamath, and first in math to help with solving word problems. Also valuable is Pete’s PowerPoint Station which offers teachers power points on specific topics.
In the taught curriculum the teacher has to take the information that is written and apply it to the lesson being taught. The absence of the links would require the teacher in order to make the lesson whole to do a great deal of research to prepare the lesson. As an administrator I would review how all the technological elements are woven together to enhance learning.
In the tested curriculum, I would expect assessments to determine whether the students use technology to grasp the concepts. To determine this, mapping software, mapskills concepts science skills and the worldwide web could be harnessed. It is my belief that technology when used properly can greatly enhance students who are visual learners with conceptual learning.
What instructional technology would you promote to differentiate instruction for all learners? Consider some of the tools and strategies outlined in the Jacobs' text.
Stewart in her article states that: “For the first time in history, our students have the capacity to produce high-quality products that rival those of a professional production company.”
(p.126) It is important that when we use technology, we are using it to help the students understand the concept. Blogs are an especially good use of technology for differentiated instruction. Blogs, I have found, are most helpful in encouraging students to articulate their ideas and through their use their thoughts are expressed more vibrantly Similarly iTunes are useful in helping students to understand music better. They listen to the stories, the rhythm, and the way beats are put together.
Baker states: “In the 21st century, “text” and “literacy” are not limited to words on the page They also apply to still and moving images, such as photographs, television, and film.” He goes on to say that being literate today means understanding wikis, blogs, nings, digital media, and other emerging technologies. (p. 133) All these tools can help with differentiated instruction by giving the students ownership of their own work.
Another piece of technology that would be helpful is the Digital Portfolio. Digital Portfolio allows students to showcase their work. As they move through the year the collect artifacts and add them to their portfolios. By year’s end they will have produced a piece of work of which they can be proud, something which is meaningful to them.
What instructional technology would you promote to differentiate instruction for all learners? Consider some of the tools and strategies outlined in the Jacobs' text.
Stewart in her article states that: “For the first time in history, our students have the capacity to produce high-quality products that rival those of a professional production company.”
(p.126) It is important that when we use technology, we are using it to help the students understand the concept. Blogs are an especially good use of technology for differentiated instruction. Blogs, I have found, are most helpful in encouraging students to articulate their ideas and through their use their thoughts are expressed more vibrantly Similarly iTunes are useful in helping students to understand music better. They listen to the stories, the rhythm, and the way beats are put together.
Baker states: “In the 21st century, “text” and “literacy” are not limited to words on the page They also apply to still and moving images, such as photographs, television, and film.” He goes on to say that being literate today means understanding wikis, blogs, nings, digital media, and other emerging technologies. (p. 133) All these tools can help with differentiated instruction by giving the students ownership of their own work.
Another piece of technology that would be helpful is the Digital Portfolio. Digital Portfolio allows students to showcase their work. As they move through the year the collect artifacts and add them to their portfolios. By year’s end they will have produced a piece of work of which they can be proud, something which is meaningful to them.
Baker writes, “Unfortunately, many K-12 educators have yet to realize the benefits of teaching students with and about non-print media, what is today recognized as an important part of ‘media literacy.’” (p.133) Teachers need to become aware of the vast and changing array of technology that is coming available to them. By selectively incorporating the most relevant of those technologies into their teaching, they will have acquired powerful new tools to assist them in making instruction more interesting to students and to enabling students to become more proficient.
References:
Jacobs, H. H. (2010). Curriculum 21: Essential Education for a Changing World. Alexandria, Virginia : ASCD.
As an administrator or instructional leader, I would make sure that the teachers are inserting technology in their everyday lessons. In the written curriculum, I would expect to see specific links that attach themselves to the concepts being taught. One such site especially useful for the reading curriculum is Discovery Education. Through Discovery Education’s United Streaming, students get information on a specific topic. Another excellent tool is Safari Montage which relates to topics being taught. There are reading websites such as myskillstutor, to help with reading comprehension. There are math websites, such as FASSTMath, aaamath, and first in math to help with solving word problems. Also valuable is Pete’s PowerPoint Station which offers teachers power points on specific topics.
In the taught curriculum the teacher has to take the information that is written and apply it to the lesson being taught. The absence of the links would require the teacher in order to make the lesson whole to do a great deal of research to prepare the lesson. As an administrator I would review how all the technological elements are woven together to enhance learning.
In the tested curriculum, I would expect assessments to determine whether the students use technology to grasp the concepts. To determine this, mapping software, mapskills concepts science skills and the worldwide web could be harnessed. It is my belief that technology when used properly can greatly enhance students who are visual learners with conceptual learning.
What instructional technology would you promote to differentiate instruction for all learners? Consider some of the tools and strategies outlined in the Jacobs' text.
Stewart in her article states that: “For the first time in history, our students have the capacity to produce high-quality products that rival those of a professional production company.”
(p.126) It is important that when we use technology, we are using it to help the students understand the concept. Blogs are an especially good use of technology for differentiated instruction. Blogs, I have found, are most helpful in encouraging students to articulate their ideas and through their use their thoughts are expressed more vibrantly Similarly iTunes are useful in helping students to understand music better. They listen to the stories, the rhythm, and the way beats are put together.
Baker states: “In the 21st century, “text” and “literacy” are not limited to words on the page They also apply to still and moving images, such as photographs, television, and film.” He goes on to say that being literate today means understanding wikis, blogs, nings, digital media, and other emerging technologies. (p. 133) All these tools can help with differentiated instruction by giving the students ownership of their own work.
Another piece of technology that would be helpful is the Digital Portfolio. Digital Portfolio allows students to showcase their work. As they move through the year the collect artifacts and add them to their portfolios. By year’s end they will have produced a piece of work of which they can be proud, something which is meaningful to them.
What instructional technology would you promote to differentiate instruction for all learners? Consider some of the tools and strategies outlined in the Jacobs' text.
Stewart in her article states that: “For the first time in history, our students have the capacity to produce high-quality products that rival those of a professional production company.”
(p.126) It is important that when we use technology, we are using it to help the students understand the concept. Blogs are an especially good use of technology for differentiated instruction. Blogs, I have found, are most helpful in encouraging students to articulate their ideas and through their use their thoughts are expressed more vibrantly Similarly iTunes are useful in helping students to understand music better. They listen to the stories, the rhythm, and the way beats are put together.
Baker states: “In the 21st century, “text” and “literacy” are not limited to words on the page They also apply to still and moving images, such as photographs, television, and film.” He goes on to say that being literate today means understanding wikis, blogs, nings, digital media, and other emerging technologies. (p. 133) All these tools can help with differentiated instruction by giving the students ownership of their own work.
Another piece of technology that would be helpful is the Digital Portfolio. Digital Portfolio allows students to showcase their work. As they move through the year the collect artifacts and add them to their portfolios. By year’s end they will have produced a piece of work of which they can be proud, something which is meaningful to them.
Baker writes, “Unfortunately, many K-12 educators have yet to realize the benefits of teaching students with and about non-print media, what is today recognized as an important part of ‘media literacy.’” (p.133) Teachers need to become aware of the vast and changing array of technology that is coming available to them. By selectively incorporating the most relevant of those technologies into their teaching, they will have acquired powerful new tools to assist them in making instruction more interesting to students and to enabling students to become more proficient.
References:Jacobs, H. H. (2010). Curriculum 21: Essential Education for a Changing World. Alexandria, Virginia : ASCD.
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