Curriculum TDI - Reflection #3

How has your definition of curriculum been shaped by the course readings and discussions? How and why has your definition of curriculum changed?


In the beginning...

My current understanding and definition of curriculum would be a compilation of what we teach, who we teach, how we teach, and when we teach.

• What we teach deals with the content and standards to be covered.
• Who we teach deals with that alignment of the above content and standards with the audience to be taught.
• How we teach deals with the assortment and variety of teaching modalities coupled with strategic planning to meet the needs of various learning styles.
• When we teach deals with the timeline in which all of the above is to be completed.

I look forward to gaining a more in-depth understanding of curriculum.


Presently...

I have definitely gained a more in-depth and comprehensive understanding and appreciation for curriculum. Having it broken down to the written, taught, and tested really brought perspective and context to my understanding of curriculum. Glatthorn's text, Developing a Quality Curriculum, is a must read for all educators. It is a 133 page succinct and comprehensive explanation of curriculum and what steps are needed to take in working with curriculum. For years, I have been exposed to pieces of curriculum, from lists of standards, to pacing guides, to resources. Quite often, those items, and some others have been presented individually as curriculum. Glatthorn outlines a 12 step process in "Developing a Mastery Curriculum:"

1. Identify the Subject Mastery Goal
2. Analyze State Frameworks
3. Refine Subject Mastery Goals
4. Develop a Report of the Knowledge Base
5. Develop the Hallmarks of Excellence
6. Develop the Curriculum Framework
7. Identify the Strands of the Curriculum
8. Develop the Scope-and-Sequence Chart
9. Identify Available Curriculum Materials
10. Develop the Curriculum Guide
11. Evaluate the Guide
12. Determine How the Guide Will Be Distributed

Many of the steps above tend to be overlooked, skipped, and/or dismissed as districts and schools look to find a curriculum, which should be the foundation of any educational institution. Developing, or even acquiring, a curriculum will never be an easy/minimal step process. For what it is meant to do, it should be approached with the highest level of respect and commitment from those who seek to implement it. As Jacobs states in Curriculum 21, another must read, "As educators, our challenge is to match the needs of our learners to a world that is changing with great rapidity. To meet this challenge, we need to become strategic learners ourselves by deliberately expanding our perspectives and updating our approaches." This means that after all the work put into developing a mastery curriculum, we will always need to modify it base on an ever changing global society.

My definition has not necessarily changed, but it has been validated and placed into context. The steps I briefly mentioned in my initial understanding of curriculum have been expounded upon. The numerous discussions held with my classmates have provided varied perspectives on the view of curriculum from many corners of the education world. Those conversations have reminded me that we must look at education wholistically, not only because of the various learning styles of the students we serve globally, but also the various learning styles of the adults chosen to educate and those who effect education policy. I have definitely grown from their input. I now have a deeper respect for the entire process of developing, implementing, modifying, and monitoring the use of curriculum.