My Experience
I'll never forget the excitement I felt on that September day back in 2004 when I was offered my first teaching position as a third grade teacher at a local private school. Shortly after concluding my interview, the headmaster kindly showed me to my new classroom and gave me a tour of the building. He graciously introduced me to my soon-to-be colleagues, thanked me for coming in, shook my hand, and told me he looked forward to seeing me back on my first day. Wait…wasn’t something missing? What were my expectations? What was my curriculum?
Needing to prepare for my first day, I asked to see my curriculum. He looked at me puzzled. I explained that I was just looking for what the school considered to be the guiding standards and concepts expected for the subjects I was charged with instructing. Again, he looked at me as though I had just grown a third arm or a second head and offered, “Well, we do have some textbooks you can use.”
After leading me to a musty closet filled with random textbooks, he pointed to the shelf designated for third grade and, with that, returned to his office. Standing there alone and confused, I found a small selection of mismatched texts, some with teacher’s editions and others without.
Panic set in…There I was, a first-year teacher, left to my own devices to determine what would be taught and what resources and materials should be used. Though, I was still a novice in my field, even I knew that textbooks in and of themselves are not curriculum!
Since that time, I have moved from the private system to the public schools, but the vexing question of curriculum has continued to follow me. It is an issue that does not seem to go away; it has only shifted and evolved. Upon entering the public school system, I no longer had to determine for myself the appropriate content and resources as I had at the private school. For the most part, that “curriculum-in-use” had/has been decided for me and stated explicitly. However, the struggle I have now is that my curriculum is ever-changing.
I have been in my current district for nearly nine years and am currently teaching third grade for the fourth time. I can honestly say, that in that time, I have never taught the exact same curriculum twice, even in the same grade. My district is constantly adopting new programs and pedagogical practices. Not only has my content changed, but so have my teaching resources and the methods I am expected to use for instruction. Added on to that are all of the curricular changes put forth by the state by way of changes in standards. In my district, as I am sure is true of most districts in Michigan, the Common Core has become the driving force behind an overhaul to large chunks of my curriculum. As we move through this school year, a support site from North Carolina’s ACRE (Accountability and Curriculum Reform Effort) has proven quite helpful in assisting us to understand the new requirements of our core driven curriculum.
What is curriculum?
So you can see why, for me, answering the seemingly benign question of “What is curriculum?” is not the easy task it would appear to be. There are so many permutations of the word curriculum: intended vs. enacted, received vs. lived, explicit vs. implicit, internal, electronic, even the null curriculum (that which we do not teach). How does one begin to make a simplified definition? What I have managed to decipher through my professional experiences and from our course readings this cycle is the following: First, there is no one correct definition of curriculum. There are many varying definitions of curriculum which can overlap and contradict each other at the same time. Secondly, curricula are not static. They change frequently depending on the current values of society and trends in education. Trying to define it is almost an exercise in futility. Therefore, the best I can offer in the way of an answer to that question is my limited interpretation of the meaning of curriculum with the knowledge that it may not be in agreement with the interpretations of others reading this blog.
Like, Leslie Owen Wilson, I believe curriculum is a blend of its many definitions. However, it is my opinion that curriculum can be most easily explained as that which is to be taught (the overt curriculum) and that from which we learn. Therefore, a teacher’s curriculum at any given moment comprises a multitude of things. In the most basic sense, it is the standards put forth by state, and the subjects/content, skills, and concepts deemed important by the district for each grade level. It is also the resources the teacher uses to support the instruction of the aforementioned standards, etc., which incorporate everything from trade books to the internet and, yes, sometimes it may include textbooks. That is not to say that one program or text alone makes up the curriculum, but rather the text in combination with other sources, experiences, and activities can be considered part of the delivered curriculum. Further, I feel that, if the content of the curriculum is required to be presented and instructed using a particular model such as using the workshop model for math, reading, and writing, then that instructional method can also be considered part of the teacher’s curriculum. However, I also believe there are also sources from which a child learns that are not controlled by the teacher or school that can still be considered part of their personal curriculum. In other words, a child learns not just from his or her experiences connected to school but also from external sources like the home, community, church, etc.
What is the purpose of curriculum?
The larger debate for me seems to be in determining what is the purpose of curriculum? One of my favorite quotes about education speaks to this. John Lubbock said, “The important thing is not so much that every child should be taught, as that every child be given the wish to learn.” The sentimental, altruistic side of me believes this whole-heartedly. If my curriculum does not impart the inherent value of learning, that is to say that if the desire to learn is not achieved, then the what at how of my teaching are of no consequence. However, the realist in me says that there is more to it than that. Beyond having the wish to learn, I feel it is also important to prepare a child for the future.
In consideration of the article, Perspectives on Four Curriculum Traditions, I would say that I found myself in agreement with both the Social Behaviorist and the Experientialist points of view. Like the Social Behaviorist, I feel that a curriculum should prepare a child to be successful in today’s world. In truth, I feel that the curriculum should prepare a child to be successful in tomorrow’s world. The fact of the matter is that we are preparing students for a future we can’t even begin to conceive. This is why I feel that the purpose of a curriculum should not be to “fill and empty vessel” with knowledge to regurgitate, but that its main purpose should be to provide opportunities for students to build the skills they will need to be successful in the world of tomorrow. Students need to build 21st Century skills like inquiry, problem solving, collaboration, and creativity. They need to become creators and contributors of knowledge. Thoughtful incorporation of technology and project-based learning can be integral players in achieving this end. Over the past few years, this mindset has pervaded the professional development and curriculum development in my district. The district has even created its own framework for 21st Century Teaching and Learning. Similar frameworks can be found through the Partnership for 21st Century Skills. It is my belief that these skills should be embedded in activities throughout the content areas and should be just as important to the curriculum as the content itself.
As I mentioned before, I am also in agreement with the Experientialist point of view. I found myself in agreement with Dewey that we must consider the past experiences of a child, but we must also build upon those experiences as a way to connect to new ones which will expand their thinking and lead to future connections. Therefore, I feel an additional purpose of curriculum is to engage students by tapping into their interests and understandings and using them to a greater body of knowledge and more advanced skill sets.
Resources: Rather than link all my resources at the bottom of this post, they are embedded throughout the post.
Additional resources:
The REAL School Design Blog-This posting had an interesting take on the meaning and purposes of curriculum.
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ReplyDeleteMaria,
ReplyDeleteFirstly, I love your introduction to this blog. It had a very personally approach and let me know your teaching journey thus far. I did question the struggle you felt with the lack of tools and materials in the private school versus the public school. Was the issue that the private school only used text books or that you needed to create much of the materials to be used in your classroom to cover the objectives for that grade level? I am sure going against the norm of text book instruction or creating so many materials to cover objectives seemed daunting as a new teacher. I know that I came into a school where teachers were using readers and math books lesson to lesson which was a very foreign concept to me because I always created my own lessons and materials based on grade objectives.
I hear your frustration with never teaching the same thing twice. In fact the reason I wanted to comment on your post was because of the connection I felt to a lot of what you said. One place we do differ is in our idea of curriculum. I think curriculum is what needs to be taught (Common Core Objectives) with the incorporation of critical thinking skills. I feel that the way teachers teach this and the materials they use are just strategies and tools, not the curriculum.
When you say that your curriculum always changes are you saying that you were expected to teach different content or to go about teaching the content in a new way? If it was to teach the content in a new way, besides your new school’s intuitive to strive for 21st Century skills what other facts played a part in this curriculum change?
Based on your own definition of curriculum you mention that, “curricula are not static. They change frequently depending on the current values of society and trends in education.“ I think about this definition you present and wonder if you also want to include that curriculum changes based on the students in your classroom? If you think curriculum is HOW you teach something than it would be changing every year based on the students needs in your own class.
I know you stated that you were a Social Behaviorist and an Experientalist. However, based on Schubert’s Perspectives on Fourth Curriculum Traditions you might also want to consider the intellectual traditionalist. I know that they advocate the curriculum that “teaches students to be interested in the great questions that penetrate all aspects of understanding the word.” (pg 3). Based on the framework of your school district, that seems to match one of the pillars for the 21st Century Skills you are working towards, Global Awareness. You might have seen this TED Talk (http://www.ted.com/talks/sugata_mitra_the_child_driven_education.html) before; however, I think you would really enjoy it based on your own belief of project-based learning. In this video students from many poverty stricken nations are given a computer with absolutely no instructions. Together, they are able to figure out how the computer works and even solve challenging problems.
Thanks for giving me a lot to think about,
Ashten
I loved hearing your story about your first teaching assignments. As I read through your post, I felt as though you were telling my story as well. Much like you, I was extremely thrilled to be hired just a couple of weeks prior to the start of school. My principal walked me into a classroom and showed me what would soon be my room. He let me know that if I needed anything, he was just a phone call away. With that, he then walked out. I took a glimpse of my classroom and noticed I had nothing - no materials, no books. The only thing the room had to offer was a desk and a few large, blank walls. I just stood in the middle of my classroom looking around, thinking about how excited I was to have a job. At the same time, I couldn’t help but think how overwhelmed I was, knowing that students would be in the room in less than two weeks. The thought of being responsible for teaching 20+ students with less than two weeks to prepare – and without any resources – was completely terrifying to me. Luckily, there was another second grade teacher that I could turn to for help, as I knew I’d be needing it. I was excited to think about the ideas I could bounce off her, the answers she’d have, and some other tricks of the trade she could offer me. Shortly after I was introduced however, I found out it was her first year teaching second grade as well. At least we were in it together!
ReplyDeleteWith regards to your views about curriculum, I really enjoyed reading your post. I feel as though we have a lot of the same viewpoints when it comes to curriculum and its purpose. Students absolutely bring other factors to school. These experiences definitely affect the way in which a child learns. As educators, it’s up to us how we influence the children in our classroom to continue to learn, and it would be to our benefit to build on the experiences already in place. Whether positive or negative, they still serve as the foundation from which the child begins each year. How we instruct and engage our students is what ultimately matters.
I couldn’t agree more with your statement, "I believe curriculum is a blend of many different definitions." I think it is very hard to define the term curriculum, as everyone has their own interpretation of its meaning. Not only that, but we also have to factor in the broad spectrum of ability levels we’re dealing with each day from our students. It’s hard to imagine one curriculum effectively addressing each and every one of our students, for the same reasons discussed above.
I also love how you said we need to prepare students for the future. At the end of the day, that is our job as educators. So often I wonder if we are doing the best job we can at preparing our students for the future that lies ahead, especially when we are not even sure what the future will look like. As a kindergarten teacher, my students still have a tremendous amount of years ahead of them before they even begin to think about college, or the workforce for that matter. Who's to say what they need to be prepared for when everything around them is constantly changing?
-Ashley Whaley
Maria,
ReplyDeleteMy first job, my classroom was actually in a different building, I was told to walk over there and get a key to my room. I didn't even have my principal with me! When I walked over and explained who I was, they secretary called the custodian who took me to my room. I was given the key and he left. I was sitting them in a room with tables and chairs. Nothing else! I was teaching a class called Quest, which was to supplement our science and social studies in the classroom. I wasn't given any teacher names or anything to coordinate with. Now, I am currently working at a charter school, and I have had a little bit of the same experience as your first year teaching. I am in a 5/6 split, and there is not curriculum nor textbooks for science or social studies. The only text book and curriculum I have is for Math. It was confusing at first. But now, I just look back and am surprised by how far I have come.
I also agree with Ashten a little bit as I believe curriculum is not necessarily the Teacher's Guide to go along with textbooks, but the plan of combining the Common Core with critical thinking. Students bring so many different experiences and connections with them to school, how can a Teacher's Guide know the students and relate to them - it cannot! In order to make learning meaningful we have to take all of their interactions outside of school into consideration.
I am interested in what types of technology you have been using in the classroom. What types of technology professional development does your district offer?
Hi Maria,
ReplyDeleteThanks for your work! It was really cool to read through your post, and then to see how your colleagues responded. The back and forth raised lots of interesting thoughts for me.
Ashten raised some interesting points, so maybe I will build off of her. But before I do that, I should just acknowledge what everyone else has said--very effective opener here. Our own stories of teaching contain such grains of wisdom and truth, it is so very powerful when we can share them!
Now, back to Ashten. I actually agree with you, I think, that curriculum is everything: the what, how and why of teaching! Curriculum is that from which we learn. If we view it like that, then of course: how we teach impacts kids just as much (probably more) than the what or content of teaching. As Dewey says (roughly): the biggest mistake we make is to think that kids only learn what we are intending to teach them. They always learn so much more: from our demeanor, our passions, our methods, and our thinking.
You talk about curriculum never being static. I agree. I agree because curriculum is the by-product of a child coming into contact with an experience. And that is never simple or predictable. But that's the more philosophical side. On the practical side, I think it quite shocking that schools change things from year to year, or make new teachers figure out what to teach and how to do it! No one should be put into that situation. We need flexible guidelines that allow teachers a menu or range of options to meet the needs of most kids--and the freedom to go off script whenever it is perceived that the "menu" is not sufficient. If the child isn't hungry for anything I'm cooking, I need to find something else!
So one thing I think you might clarify here is the degree to which a "static curriculum" refers to our freedom to adapt things as teachers in light of unique individuals, and when "static curriculum" refers to schools that keep changing things in light of the newest fad.
Thank you for a very provocative and interesting post!
Kyle