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Rigor, relevance, and relationships are the new '3 R's' for the 21st century learner, says Meyrat. "All of our students will be left behind if we don't transform their education," she says. "No one outside of the u.s. Really pays attention to a students' performance on the test"
Rigor, relevance, and relationships are the new '3 R's' for the 21st century learner, says Meyrat. "All of our students will be left behind if we don't transform their education," she says. "No one outside of the u.s. Really pays attention to a students' performance on the test"
Rigor, relevance, and relationships are the new '3 R's' for the 21st century learner, says Meyrat. "All of our students will be left behind if we don't transform their education," she says. "No one outside of the u.s. Really pays attention to a students' performance on the test"
Scenario Response Assignment #1: Reforming the Curriculum for the 21st Century Learner Auguste Meyrat Administration of the EC-12 Curriculum University of North Texas
Scenario Response Assignment #1
2 Reforming the Curriculum for the 21st Century Learner Purpose of Reform In light of the many changes happening in the world as a result of globalization and new technologies, our districts curriculum must be adapt accordingly. While sufficient for meeting the needs of past learners, the curriculum does not do the same for learners of the coming century. When more and more different countries participate in the global marketplace, make greater use of the internet and other new technologies, and constitute a greater portion of Americas own population, the old monolingual, disconnected, paper-and-chalkboard education of the past utterly fails to prepare students adequately (Stewart, 2010, p. 98-100). As the writer, Vivien Stewart, makes clear in the chapter, A Classroom as Wide as the World, in the book Curriculum 21, All of our students will be left behind if we dont transform their education with this new global context in mind (p. 98). American students must not only connect with the rest of the world; they must compete and offer something of their own. Their attitudes must significantly change along with the tools they use for learning. They must start looking outward with their education instead complacently looking inward. Just like students and the new world they live in, the curriculum must open up in a radical way. To do this, the curriculum must adopt a new 3 Rs in addition to the old The 3 Rs that emphasized reading, writing, arithmetic: these new 3 Rs are rigor, relevance, and relationships. Rigor From the states perspective, the STAAR has come to mean everything for a school. This test alone largely determines the standards for schools, teachers, and students; not surprisingly, it also dictates the structure and standards of the districts curriculum.
Scenario Response Assignment #1
3 From the global perspective, STAAR means quite little. It is one state assessment among 49 others in the U.S. No person outside of Texas really pays attention to a students performance on the STAAR. Sensing this, even many Texan students see little value in STAAR and exert as little effort as possible doing well on it. However, other countries do pay attention to how American students perform on internationally recognized tests, some of which Texan students do take, like the International Baccalaureate Exams and Advanced Placement Exams (Stewart, 2010, p. 106). These tests differ from STAAR in their level of rigor: they demand much more critical thinking, greater knowledge of content, and advanced reasoning than Texass standardized test. Only a small privileged minority of students takes these exams and experiences something close to a global standard of education; the vast majority of students has no such access. Our curriculum must seek to close this gap in standards. A way to do this would be to review the standards and goals of the district and state and compare them with those of other countries (Stewart, 2010, p. 111). If these standards fall critically short of others standards, then the district should try to raise them. Additionally, the district should try to provide adequate training to equip teachers themselves to teach at this level (Stewart, 2010, p. 112). It only makes sense that teachers who instruct students with an international standard adopt this standard for themselves. Already, the district features many classes on engaging the student; now it must offer courses on enlightening the student. Relevance As it stands, the framework of the district's curriculum is still stuck in the last century, breaking up its subjects and academic pacing according to the decisions reached by the
Scenario Response Assignment #1
4 Committee of Ten in 1892 (National Education Association, 1892, pp. 6-7). To move into the 21st century, teachers and students must rethink these subjects, most importantly by giving these subjects a global context. Teaching with a global context would align all subjects with global concepts. English should teach world literature to explore different perspectives; social studies should take greater prominence, seeking to do more than give a basic civics background for American students; science should make the world its laboratory and treat bigger issues that affect different areas, like epidemics, climate change, and multinational scientific initiatives; the arts should also take greater prominence and highlight artistic contributions of other countries that include contemporary examples as well as traditional ones; and math should be heavily emphasized and reinforced at all levels since it truly an international language (Stewart, 2010, pp. 105-106). Above all, all subjects must emphasize the great need for students to learn with the whole world in mind. There is more than one story in the world as writer Chimamanda Ngozi Adichie relates in her talk, The Danger of the Single Story (July 2009). Students who fail to realize this will face increasing dissonance between expectations and reality as they encounter different people from different cultural backgrounds. Relationships Although the rest of the developed world (and much of the developing world) makes it a priority to have their students be bilingual, American students stubbornly speak English and neglect instruction in any other language. To address this serious issue, the district curriculum mandates only a couple of years of Spanish in high school, but this does little. A bilingual education must start earlier and it should include different, and potentially more significant, languages like Arabic and Chinese (Stewart,
Scenario Response Assignment #1
5 101, p. 107). To measure proficiency, students should not only speak the language, but also be able to learn in that language. Furthermore, with increased access and use of Internet, teachers should offer opportunities to their classes to communicate with other classes around the world (Stewart, 2010, p. 108). If the students are currently doing this on their own at home or later in their jobs, they should certainly start doing this in their classes. Learning a new language and actually using this language to communicate with other students will help students in the district to forge relationships, both in a specific and general sense. In a global community, it not simply a matter of what a student knows, but how he knows and whom he knows. Technology has made everyone in the world a neighbor, not just the people in the house or apartment next door. In the past century, creating this relationship with other people and other cultures was a luxury for international enthusiasts; today, it is a fundamental skill for all people all over the world. Conclusion To be fair, implementing these suggested changes would be difficult, but keeping to the same path will seriously jeopardize our students ability to succeed. Globalization can either be something wonderful that opens up new opportunities for all, or something terrible that deprives certain nations of the few opportunities they used to enjoy. Depending on the changes made to the curriculum, our students will either thrive in the first group, or languish in the second.
Scenario Response Assignment #1
6 References Adichie, C.N. (2009, July). Chimamanda Ngozi Adichie: The Danger of the Single Story. [video file] Retrieved from http://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story? language=en National Education Associaton (1892). Report of the Committee on Secondary School Studies. Washington: Government Printing Office. Stewart, V. (2010). Chapter 6: A Classroom as Wide as the World. In Jacobs, H.H. (Ed.), Curriculum 21 (pp. 97-114). Alexandria: ASCD.