Alright, lets get this party started!!!
Why do we need to consider curriculum?
What a loaded question! Well, I teach in Ohio. For those who don't we have the Ohio Graduation Test (OGT) in which I will make MANY references to. A high school sophomore must pass five two hour tests in five days on top of his/her schools requirements to graduate from high school. Thanks to No Child Left Behind we now must "teach the test." I do not like Standardized Tests! However, the hand we have been dealt dictates to us what is seen as important. So, curriculum is important to us so that we are covering the material that we will need in order to be successful on "The Test." Last year my school had its best outing --91% passed! The likely hood for us to do much better is not likely. To help continue this we now are using common assessment through out the year. Does anyone else use this?
What model of curriculum do you feel best fits my current role? What model are you most attracted to? what would be my preference?
I can answer all of these questions with one of three we read about. William G. Wraga's "Toward a Connected Core Curriculum." This format made the most logical sense to me. Years ago I team taught a Hughes High School. I am a history teacher and to team with the english teacher when we were studying WWI and they could read "All Quiet on the Western Front." This leads to a much more deep understanding of the material. They stay on the topic longer. It is not all chopped up and we can use differentiated instruction to help the students learn. This will also help with content knowledge, state benchmarks and indicators being addressed. I believe when students are exposed with differentiated instruction they will be more likely to learn whether they are kinesthtic, tactual, auditory or visual learners they would learn more with the connected core curriculum. With the article written by Grant Wiggins and having the students dictate the curriculum do to there interests. What about standardized tests (OGT) that are here to stay! I do not see how you can cover what is required if you did it this way. Also, what if you do not teach intrinsic learners? Many of us do not. As for Applebee's article on conversation curriculum. Again, we summon the mighty OGT. Students must have test taking and writing skills.
"Modern" Curriculum-
First and foremost it must deal with.... you guessed it! Standardized Tests! I think they way that could best fit this is the Connected Core Curriculum (CCC). It makes the most sense. Students will have a deeper understanding of the material being presented. I do buy into the new approach to curriculum. Understanding the material will lead to deeper understanding and the ability to "read" in to problems and develop problem solving skills. Now, kids can take tests better. We as teachers are held back. However, if you know you are using the CCC you can try and mix it up a little more. This could lead to some new and exciting lessons.
About Me
- Dan Perlman
- Hey folks, I teach History at Taylor High School. I have been teaching for 15 yrs. I have coached high school football for 18 yrs. I earned a Masters Degree in Educational Leadership from The McGregor School of Antioch Univ. And saving the best for last I am married with a 6 yr. old son and soon to be 4 yr. old daughter.
He Dan- great to see your enthusiasm--especially for a topic such as curriculum. That said- you raise a conundrum that has been mentioned a couple of times and that is the role of standardized tests. I know that we often feel that we are teaching to the test. The way that manifests itself seems a bit constrictive but does it have to be? I think that perhaps if we could design better tests- tests that related some of this integrated curriculum (like you mentioned that you did at Holms- do you think you could do any of that in Ohio?) that maybe teaching to the test would not be so bad. I think accountability is good and having high standards ultimately helps all students but does that have to mean that we just gloss over content to make sure it is all covered? Could this look different in Ohio? How about Kentucky? And what is our role in these types of decisions? I like how you ended with some optimism-- perhaps a thoughtful use of the CCC and some collaboration can result in exciting lessons and deep learning.
ReplyDeleteI teach ninth and tenth grade English at Ryle High School. We are in our second year of common assesments. Overall they are fine but it depends upon the team you are with and how open and compromising your team can be. Debating upon the standards and essential questions, trying to get material covered within a short time window is hard. Then find the time to evaluate the assessments results is tough. The hardest thing for me was letting some of my responsibility go and allow the team to develop some lessons.
ReplyDeleteWe teachers in my school just attended a meeting in which we were basically being told to gear students toward the ACT, not KCCT. The fifth grade teachers felt the most pressure because they are preparing their students to enter middle school and they felt like they didn't know what to teach. I like Dr. Clarke's suggestion that we need to design better tests that are in line with an integrated curriculum. Not only do we need an integrated curriculum, we also need tests that actually measure this.
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