This is my Blog post for Task two: enacting curriculum-
What is the purpose of curriculum and what role as teachers do we have in this purpose? I think that curriculum has many purposes. Overall, we know that it is to provide students with content and purpose within their educational environment. The purpose of curriculum would be the aim that you are focusing on: intellectually, socially, personally. To gain a sense of basic skills, creativity, and a positive work ethic! As a teacher we wear many hats and have many roles in making curriculum purposeful. I want to ensure that my students are given the chance to encompass what curriculum is and the purpose behind it. My role as their teacher is to ensure that they are being taught the skills to gain a sense of who they are, as a student, a person, and someone who relates to the real world. How, what they learn in the educational setting is purposeful for who they are as members of society.
How much control do we have over curriculum? How much should we have? This varies from district to district. Some align the curriculum for you and you have to follow it, some give you the opportunity to look at the curriculum as a whole and align to the state standards in which you are responsible for teaching, some may even allow you to design the curriculum yourself. I think that there are probably more ways in which teachers have control over curriculum. The school that I work in, we are given the opportunity to meet as teams and take a look at the grade level curriculum that has been designed. We are given the opportunity to align it to the necessary standards and we are also given a lot of opportunities to come up with our own lessons that encompass the curriculum. Anything that we can add to enhance the curriculum for are students is encouraged. I think that the situation that I am in now the amount of control over curriculum is ideal. We are the ones who are teaching and we want to make sure that it is what actually engages our students to learn. Obviously, you need to make sure it is approved. But, I feel like it is a give and take and a team effort that includes teachers as the key parts in planning out what a curriculum should look like.
What does the curriculum that I have in my classroom look like on a day to day environment? The backward design approach is a good way to describe what the curriculum looks like in my classroom. Being a special education teacher, I really am focusing on differential learning and like the readings say just because a student can memorize facts does not mean they actually understanding the meaning behind or how to relate it to real world problems and experiences. The first thing that I do is get to know my students and their individual learning styles, I familiarize myself with their individual goals and needs, and I then align them to the standards expected at their level. Through this I am teaching, re-teaching, developing assessments and hands on activities that will engage my students to apply meaning to what they are learning and why it is so important to encourage the relation to real world experiences!
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Wow- you got a jump start on the work- nice job- I will comment on it a bit later when I read more of them! Way to stay on top of things.
ReplyDeleteThanks-
ReplyDeleteIt is sometimes hard for me to relate because I teach high school, but I also liked the backward design approach. This approach gives teachers a better chance to differentiate student learning and to create lessons that work more closely with individual needs.
ReplyDeletePlanning the assessments and then what you are teaching seem such a great idea!!!
Thanks Mindy-
ReplyDeleteI know what you mean! There is a huge gap or shall I say difference in elementary to high school. That is my overall goal as a special education teacher, to make sure that I am effectively and appropriately differentiating instruction so that it is meeting my students ever changing needs and learning styles!
Leslie, I am curious... do you find, as special education teacher that the backwards design approach can truly 100% be applied to each individual child in the classroom. I know, when I worked with Title 1 students, I was able to personalize all my lessons and cater the assessments to their abilities. But, in a regular classroom setting, with 24 Kindergarteners, I find it difficult to modify for each student. I end up putting them into 3 or 4 groups and doing instruction this way. I wasn't sure if success came from total immersion of the process of backwards instruction, or if using certain parts for certain students was acceptable. I too like planning assessments before teaching, it gives us a frame of mind for exactly what we want our students doing.
ReplyDeleteGreat discussion going here about differentiating for students. I agree with Amanda that special educators by the nature of their jobs are very good backwards design followers. It is actually a wonderful model but much harder to translate in a whole class of 25 kids. I agree with Amanda that grouping seems to work in these large settings but that also raises some issues- especially with tracking students and not giving students the modeling that they need. I think we --as regular education teachers--can really learn from those who work with individualized goals but it is a challenge with larger groups of students- especially as they move up grade levels.
ReplyDeleteIt sounds like your school and staff have are a well oiled machine. I really like the way everyone is involved and helps make student learning the first priority. Getting together to help design the curriculum based on your students is great. I am also a special education teacher, i have only been asked a hand full of time to participate in those content meetings. (It seems like there is some other training that they see as more important that i have to attend). Knowing that other special education teachers are actively participating in content meetings gives me the courage to speak up and ask to be more involved. Thanks
ReplyDeleteI have found that grade level meetings are essential in developing a curriculum outline and road map for the year. In my school, the grade level teams that work the best together, are the ones that meet weekly to discuss which objectives and goals need more time or reteaching opportunities. As a non-homeroom teacher, I really notice the time and effort said teams put into helping their students succeed. I only hope that in the future, I have a grade level team that is as dedicated.
ReplyDeleteJulie- I agree as well! I think that weekly grade level meetings are crucial to the open communication and collaboration that requires a grade level to operate as one. Amanda- I am always designing, brainstorming, following, and re-designing as far as what approach works the best. I do feel that the backward design is the most beneficial but by no means do I feel it is what I follow 100% of the time. I too, group my students into groups of 3 or 4 to help hit certain areas. With your title as a Kindergarten teacher I think that is one of the best ways to target students needs in class sizes of 24 and beyond. I know this working with that age level in the past. I must say that as my numbers continue to grow, I find myself doing much of the same to supplement what I may have missed the first time around, or even second. Working with larger groups does pose those red flags and problematic ideas on how to get to everyone equally!
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