The purpose of curriculum in modern times is to keep learning uniform. In order to cover what is on the OGT we have to follow the course of curriculum that the state has mandated. I feel that where I teach, there is an importance placed on not only the OGT but also making sure that we meet the 12 standards on the state report card in order to stay "EXCELLENT." The district I teach in is on the lower end of the socioeconomic scale. This makes it more difficult to "hang" with other schools in our league (Wyoming, Indian Hill, Mariemont etc.). Therefore there is an emphasis placed on scores and numbers that I think in those districts may come more easily.
The role we have in this purpose is to follow what has been handed down from the state. It is our duty to make sure that the student is getting the required standards and benchmarks. Students will need certain skills (writing, graph reading, problem solving etc.) Our resposobility is to do our best that all students are being taught what we are required to educate them on. From the readings I liked all three. I beleieve all had good ideas that are doable, realistic and successful. I believe that they all can work. A quote from "For whom do we write the curriculum" Eisner states "Nothing is as transparent as the attitude of another learning." This for for us as teachers is very important, as students will be inspired, interested or in some cases staying awake due to our love for what we teach.
The great state of Ohio has dictated to us our curriculum. I have a choice of how I deliever it. Do I use the Paideia method? I have at the Paideia School at Hughes> I haven't in many years. However, I do like it and may go back to it shortly. The article Backward Design had many of the ideas I have used in the past and I need to get back to. Maybe you have guessed... I am in a little bit of a rut. I feel a little trapped by the OGT and by a difficult class that I have. What can I do to get them to pass? Not only the class but the OGT. The questions continue.... how much homework? quizzes, tests? Notes,videos,worksheets,group projects.... You get the idea. Or is it one of those classes where nothing works? For example do I use the Paideia style with them? How many will read the document? How many will write their questions? How many can answer questions? Or Backward Design says in step 4: create learning activities. Having the students switch up every 15 minutes or so could be good. Problem is will that 15 minutes be knocked down to 10 minutes after they settle back down. I do use Type 1 Collins writing which is good and consistent. Also, this helps prepare for the OGT. I believe as the teacher of the class it should be somewhat mixed, the control we have on designing the curriculum.. I think that some areas of curriculum should be mandated to make sure students are being taught similar specifics, while the teacher should be given some freedoms in how they will implement their curriculum instruction.
The curriculum that I have a in my class on a day to day is a wide spectrum of high school social studies. I teach two bells of 9th grade general World History. I have two bells of 10th grade general American History. And I have two bells of an elective Law class to 11th and 12th graders. We do many things.... we take notes, worksheets, homework, I relay stories tying the time we are learning about to another time period and to today. Hopefully the student will see how history can repeat itself. I have students make quizzes to learn the material better. I have them chose what they don't understand as well as maybe some other items. This way they get to know the material better and see what the wrong answers are as well see in to the mind and process a test maker goes through. I play some games for review. We do some Type 1 writings and have discussions. I try and use Differntiated Instrucion to incorporate all learning styles.
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Great post and nice honesty- I know how one can get in a rut - maybe your inquiry plan (coming up in the following module) will enable you to try some new things. That said- one thing you said stuck with me and that is how different the way curriculum is enacted in schools that are not the Indian Hill type schools. I have worked in many different school districts and I have been the most discouraged when I have worked in low performing schools. It seems like the focus at those schools have been so much on the skill and drill type of curriculum enactment to get the kids "up to speed" but it is so much more complicated than that. Perhaps those schools need a different more stimulating approach- clearly the traditional model has not worked- but I think administrators are too scared to try innovation- they just focus on the bottom line. There is so much inequity between school districts in the way curriculum gets enacted and it is discouraging to work at those low performing schools- but that said those are the schools that need us the most. Interesting dilemma.
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