EDD 8510 week3-2

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School

Liberty University *

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Course

8510

Subject

Arts Humanities

Date

Jan 9, 2024

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docx

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Uploaded by WymikiELivaeh

Week 3 Discussion A curriculum artifact that I am critiquing is the ELA textbook that is utilized within our county. It is entitled: HMH Into Literature National G7. According to Houghton Mifflin Harcourt (2023), this textbook is geared towards creating “passionate” readers and writers through the application of relatable text, and it is “with diverse, culturally relevant texts that connect with students' lives, our HMH Into Literature curriculum builds confidence, standards mastery, and college and career readiness for every learner in the classroom.” The assumptions that can be derived from this textbook is that the curriculum is intentional in acknowledging, respecting, and meeting the needs of the diverse group of students being served. The curriculum encourages the inclusion of materials and experiences drawn from a wide variety of cultures, fostering an environment that is conducive to learning for students of all backgrounds. The artifact implies that it is essential to examine pedagogy and its correlation with the importance of cultural diversity. The philosophy of teaching and learning focuses on the idea that all students can learn. A culturally responsive curriculum can definitely nurture cultural literacy, bolster academic achievement, foster social cohesion, and possibly aid in the development of global citizens. It is my belief that a curriculum and instruction models’ effectiveness can be described as subjective as it is contingent upon localized educational objectives, societal needs, and cultural contexts of the communities it serves. However, the Backward Design model has proven to be most effective for the students being served in my institution. The primary advantage is its clear focus on learning outcomes (Burkholder, 2016). Moreover, by starting with the end in mind, instruction is able to be aligned to meet specified learning goals (Burkholder, 2016). From my own experience, I have been able to conclude that this clarity can stimulate a sense of purpose among students and guide them towards understanding rather than memorizing. I also believe that the Backward Design model encourages transformational learning. Recognizing the desired results first allows the opportunity to create more meaningful and engaging experiences, which can transform both cognitive and emotional perceptions of the subject matter. References Ahwee, S., Chiappone, L., Cuevas, P., Galloway, F., Hart, J., Lones, J., Medina, A., Menendez, R., Pilonieta, P., Provenzo, JR., E., Shook, A., Stephens, P., Syrquin, A., Tate, B. (2001) The Hidden and null curriculums: an experiment in collective educational biography, Educational Studies, 35(1) 25-43

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