EDCI 604

EDCI 604 – Curriculum Evaluation and Implementation

Reflection

One of the more valuable pieces of work that came out of this course was my curriculum manifesto, as it helps me to put down and reevaluate what I find important in a curriculum. Through it I was able to look at how I was educated and how I am educating my students today. I began to question why I was taught what I was taught, and the reasons for why I teach it in the manner I do. Moreover, in a world that is increasingly connected, do the same rules really apply?

Education for the masses, in most modern countries, was founded on the idea of creating model citizens that would be ready for the workforce. This meant creating a curriculum based around the basics of writing, computation, and love of one’s country, which is much of what we see today. Yet, the globalized economy workers need to be more than cogs in the machines, and their love of country is less rigid than it once was. This comes as the flow of outside information and conflicting opinions press against our previously ingrained notions. In this artifact I look at what this means for the future of curriculum development and then go on to create my own based on my own ideals.

In creating my own curriculum I sought to make something which moves beyond a set of rigid standards and instead focuses on larger concepts. Each district an even school should be allowed to modify the curriculum to fit the dominant culture or cultures in their area. There would be no standardized testing, but instead a project-based model where each year students work either alone or in groups to produce projects of their own design. These projects would encourage cross-curricular development and blur the lines of what it means to be a subject teacher.

Artifact(s)

Curriculum Manifesto

Research

Fullan, Michael. (2007). The new meaning of educational change. New York:        Teachers College Press.

Fullan’s book was a fantastic resource in helping me to understand how change is effected in the school setting, and the challenges that one must overcome in order to make it happen. It also helped me to see that many of the issues that a school’s administration must confront come from external sources such as the state and district. The idea of uniformity within the school system was once its greatest asset, allowing shared resources and skills. These days though it seems this desire for uniformity is running up against the culture.

McLaughlin, M. (1976). Implementation as Mutual Adaptation: Change in Classroom Organization. Retrieved from http://ereserves.regis.edu/ares/ares.dll?SessionID=S232815818X&Action=10&Form=50&Value=6557

Many of the ideas I’ve had with regard to the way I wish a school would implement change can be summed up by mutual adaptation. In my own classroom I am already building resources each and every year in order to adapt to the changes in technology and the way my students relate to it.

DeMarrais, K. B., & LeCompte, M. D. (1990). The way schools work: A sociological analysis of education. New York: Longman.

I used this book mostly for the case studies and the examples of real classrooms that they presented. The examples themselves didn’t provide a lot of facts, but were more inspiration for a set of ideas.

Standards – NETS Standards and 21st Century Skills

The NETS Standards for Teachers addressed in this artifact are:

– Promote, support, and model creative and innovative thinking and inventiveness.

– Engage students in exploring real-world issues and solving authentic problems using digital tools and resources.

– Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes.

– Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.

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