Académique Documents
Professionnel Documents
Culture Documents
My initial thoughts about curriculum were minimal as I began this course. I interpreted
curriculum very simply, something that was provided to you by your district and it was your job
to implement. I did not attribute any particular pedagogy to curriculum implementation. In our
first response paper, we compared two early theorists. I selected Maria Montessori and Herbert
Kliebard. I selected Maria Montessori based on my familiarity with her work in early childhood
and my current position as an early childhood special education teacher. I also selected
Montessori because I identify with her ideas of a child-driven curriculum and arranging the
Montessori due to the opposite points of view. I felt in particular, that the two theorists views of
the role of the student in the curriculum was of the greatest differences.
I began response paper #1 by describing the different views of the student within the two
theorists views. Maria Montessori placed a significant importance on the students role in
curriculum. She strived to highlight the importance of respecting the individuality of each
curriculum from a student centered point of view, allowing the student to guide the curriculum
and progress through stages at his or her own pace. Montessori used the power of observation
to determine the progress and direction of students rather than formal assessments. Students
also demonstrated their understanding of concepts through instruction and presentation to other
students or teachers. Within the Montessori approach, more knowledge and insight are gained
by the student through the process of exploration, observation and construction and not just the
the shortcomings of a students knowledge and seeks to deliver the information to alleviate those
shortcomings. The scientific view sees curriculum as something to be delivered by the teacher
and received by the student. The scientific view does not take into account the student and what
their interests or strengths lie. It does not consider the individuality of the child because it views
curriculum as preparation for adult life. The scientific view also highlights the importance of
having specific objectives within the curriculum in an effort to deliver unknown information or
skills.
As I stated in the introduction, when I began this course I had a very simple interpretation
of curriculum. In fact, Im not sure I would ever refer to it as an interpretation but more like a
definition. After reading and progressing through various theorists and movements, I have
begun to see curriculum as an evolutionary and complex process within education. The overall
consideration of the role of learner and of the teacher is one of the more significant
considerations for myself. I come from a generation of education of teacher centered, delivery of
information and I see the value in learning specific sets of skills. Now as a teacher, I see our
curriculum morphing and evolving to allow the student a more significant role regarding
curriculum and a focus on the process of learning over the product. I have two questions that I
feel help to revise the interpretation of curriculum. How do you define education? What is
educations purpose? I feel these two questions are the basis of curriculum foundation. Much
like the scientific view, I feel the definition & purpose of education can create drastic differences
Part II
In response paper #2, I discussed the influence of politics on education and its
curriculum. I begin by discussing the issues of accountability and how those in political offices
are making tie much of their decision making and political stance to test scores. Often, funding
for schools is also tied to the assessments. These funding formulas and assessment based
decisions are frequently made by systems or people who are without any educational experience.
Wyane Aus study simply strengthened my views regarding high stakes testing and the
issues of accountability. Aus study seems to show that testing controls education by narrowing
cites Burch and Wopmann, in showing direct links between policy-makers intentions and high
and delivery. For example, as I finish this paper today, the US Department of Justice has sent a
letter to every public school outlining their responsibility to comply with Title IX by
accommodating students who identify as transgender to utilize the bathroom/locker room with
which they best identify. This letter reminds public schools As a condition of receiving Federal
funds, a school agrees that it will not exclude, separate, deny benefits to, or otherwise treat
differently on the basis of sex any person in its educational programs or activities unless
example of political influence and more. While I understand what the government is stating that
this is what they recognize under Title IX and as recipients of title IX funding, schools are
therefore obligated to comply, the government is attempting to stipulate the local school climate
by tying funding to this issue. While this may be a legitimate claim by the federal government, I
find it highly unlikely that many schools will regard it as anything but a threat. (Lhamon, C. &
Gupta, V. Dear Colleague Letter on Transgender Students. US Department of Justice. May 13,
2016.)
Part III
As I have progressed through this course, I have found myself analyzing my own views
of curriculum and attempting to form my own views regarding several standpoints. I realize that
I favor a student guided curriculum but need further development in how to implement and
utilize such strategies. Montessori refers to the need for teachers to take an interest in natural
phenomena (Flinders, et al, 2013. P. 23). I am reminded of this daily by my students who are
fascinated by all things in nature. Our school is brand new and state of the art, specially
designed for early childhood, but despite the incredible playground at their disposal, my students
still enjoy picking flowers, finding bugs, watching birds and observing clouds just as much. It is
this freedom to explore their interests and flourish from those interests that draws me to
Montessori. Even though I teach early childhood special education right now, I have always
been disturbed by the pace with which students must progress through school. In an ideal
setting, I would see students having the opportunity to progress free of time constraints and
pacing charts. I would love to see students have the opportunity to stop and explore a concept
further when it piqued their interest. In an ideal setting, I would prefer for students to be
assessed through a variety of methods, not just assessments. Education as a whole attempts to
address that somewhat with differentiation but it still seems sporadic in implementation. In
information to students. Much like Bobbit, I interpreted it as preparation for adult life. I
described curriculum as a set of skills that a student would need to successful outside of school.
Bobbit referred to this as directed training (Flinders, 2013. P. 13). While I do still believe this
to an extent, it is the type of skills and the type of preparation that has altered. I know that I am
very much against standardized assessments. The more I learn about them the less good I feel
that can come of them. I am disturbed by the fact that with so much local and state control that
our systems are unable to account for a students progress beyond an exam. At the end of the
day, it seems that assessments are the easiest way to show the results of money invested. I
initially also thought that if schools were run like businesses they would be more effective. I
could be in favor or against this now . In some ways, I feel schools like a business would be
more effective, such as accountability through rewarding teacher effectiveness through bonuses
or pay raises. However, that ties right back to performance and then to accountability and how
It is important though to decipher this information and interprets education theory for
yourself as an educator though. When you know how you best identify, it is easier to identify
strengths and weaknesses in your career. Identifying your stance within curriculum can make
you a stronger implementer and developer of curriculum. Within education we are no strangers
to change, so when your school district changes curriculums yet again, you are better able to