M Odule on Crafting the Curriculum

The word curriculum can mean something different to different people, even to different teachers who use the term almost daily (Manning & Butcher, 2012). However, it boils down to curriculum being what a student learns, both in terms of core subject content, as well as though social activity and elective/activity courses. However, there has often been a disconnect between different states and districts over what exactly should be in the curriculum for various grades and what is needed to prepare students for life beyond school, as well as providing little basis for comparing the US to other countries. That’s where Common Core State Standards (CCSS) come in. According to Teaching in the Middle School (2012), the Common Core standards were created in an attempt to provide curriculum standards that are “rigorous, internationally benchmarked, and aligned with college and work expectations”. Since its implementation in 2009, 42 US states and the District of Columbia have integrated the standards into their curriculums. (Core Standards, 2015)

Curriculums are the roadmaps for schools which provide purpose and direction for administrators, educators, parents, and students. Curriculum typically refers to, “the knowledge and skills students are expected to learn, which includes the learning standards or learning objectives they are expected to meet; the units and lessons that teachers teach; the assignments and projects given to students; the books, materials, videos, presentations, and readings used in a course; and the tests, assessments, and other methods used to evaluate student learning.” (Curriculum, 2015, para. 1) Curriculums may come in many shapes and forms, whether they’re purchased as a package at the school or district level or they’re created or refined by educators and

Curriculum, as stated by Glickman (2014) “is the what of instruction”. Additionally, Ornstein and Hunkins, (as cited by Glickman, Gordon and Ross-Gordon, 2014) have listed the elements of the curriculum and they “are sequence and continuity, scope and balance”. The mastery with which a teacher can incorporate the elements of the curriculum in instruction is categorized by levels. The levels of teacher involvement in curriculum implementation are described and exemplfied

In theory, this is the same idea that Howard County has for their Social Studies curriculum, but unfortunately the continuity in subject matter mastered is not evident and I fear we could go down the same road with Common Core (CCSS). Therefore, curriculum should support continuity within a school system, but often that does not occur.

When it comes to curriculums it is important to know what kids interest are and to find out what they are learning. Children being involved in the classroom is more than just participating in the lesson. The themes need to help and expand the

Brady and Kennedy (2010) define the term curriculum as ‘the means by which young people and adults gain the essential knowledge, skills and attributes they need to be productive and informed citizens in a democratic society.’ However the term has many varied definitions, it can be described as being the subject matter, the overall plan for teaching or the outcome of what is taught (Wiles, 2005). Marsh and Willis (cited in Marsh, 2009, p. 3) break curriculum down into three individual areas of ‘planned curriculum’, the objectives and aims, ‘enacted curriculum’, how the objectives are

According to Smith and Ragan (2008) “Instructional Design is a process in which many items of materials are developed, designed, and delivered” (Smith and Ragan 2008). Instructional design has given me information on strategies to develop effective lesson plans in which will support my students to be fully engaged with the activities provided in a classroom environment. Instructional design also supports ideas on planning lessons for students with diverse and cultural needs for all learners. The eight learning outcome supported ideas for my students to become more familiar with integrating technology in class with their peers in which supported a diverse environment. While incorporating technology into my activities strategies of

Setting Instructional Direction. My interest in Instructional Design began during my first year of teaching when I had poor classroom management skills and looked for solutions to managing a disruptive classroom. I learned that I was in charge of my classroom, the kids’ behavior was up to me, and the easiest way to have a smooth classroom was to design lessons that did not allow for off-task behavior and to deliver those lessons with strong instructional strategies. Because it was up to me to engage my students in their own learning, I had to find instructional strategies that worked for my kids, and I’ve spent the past 18 years continuing to do so. The result has been my passion for teaching and learning.

Universal Design in Education Matthew Trotti Grand Canyon University: SPD 500 8/25/15 Abstract Universal Design is all around us, not just in some of the products that we use but also in education. According to one article “Universal design in education is a framework of instruction that aims to be inclusive of different learning preferences and learners” (Black, D. R., Weinberg, L. A., & Brodwin, M. G, 2015). There are so many different approaches that a teacher can use in the classroom involving universal design.

When curriculum are designed, planed daily activities follow. Curriculum designed by the interest of the children and go through steps. Include philosophies of education, theories, standards, principles values, research, and views on how children learn best. Usually contained different domains that children develop through the activities. Socio emotional, intellectual. Then, goals and objective are written and say how this goals will be recognize. A plan is coming for outside and inside environment, the activist have to be planned to be out or in the classroom.

Curriculum was developed the late 80s out of an aim to make learning more balanced and

2012, p. 113). In this area my current knowledge was scored as beginning and emerging. So far with the courses I have completed, none have been directly focused on curriculum. Many of my classes have given general ideas and suggestions on the type of curriculum recommendations, but none on how to specifically create your own lesson plan with the proper curriculum. I feel that curriculum is based on the age group one intends to work with. I feel it is important for me to make a decision on which age group I plan to work with. Then, I would need to take additional courses that focus the type of curriculum especially for that group. It would be ideal, if I could find a mentor who has worked in this age group and brainstorm with him/her. Throw out some of my ideas/plans to them and welcome any positive critisim they would have for me. I’m a huge advocate for gaining additional practices by physically being in a classroom. What a great way to actually practice your lesson plan and teaching strategies on the children. Since each child learns and absorbs differently, this would be a great opportunity for me to see the modifications I would need to make with my curriculum and teaching strategies to ensure that each child is getting a full understanding of what they are being taught in my

2. How curriculum is developed in our school? “Our curriculum is based on Common Core Standards (Math and Reading) and GPS (Science and Social Studies). Teachers incorporate differentiated activities based on what is expected in the curriculum and the results of test data.”

Most of my direct experience working with curriculum is as an public elementary school teacher. I prided myself for many years in aligning the state curriculum frameworks and objectives with the instruction going on in my classroom, and received praise from administrators for sticking to the “playbook”. As time went on, though, I realized that my mixed ability classes were simply not performing up to my personal expectations. I began to create flexible groups for math and language arts, and differentiate instruction based on group needs and student interests. I saw significant improvements in student engagement, behavior and overall achievement.

According to Blaise and Nuttall (2011), to understand curriculum, we must first understand what is meant by the term curriculum. Within curriculum there are five key concepts, they are the intended curriculum The Intended curriculum is the curriculum that the teachers want the children to experience in order to develop particular knowledge, skills, and attitudes. (Blaise & Nuttall, 2011, p. 82). The enacted curriculum is what teachers want students to experience. important reason why the intended curriculum is enacted differently from teacher to teacher, from classroom to classroom, is that a key part of a teachers work is to interpret the official curriculum, taking into account a wide range of variables that are specific to their classroom and school setting.