Task 1 Reading Comments

1. We need to consider curriculum as a focus point for education because it is the framework of what we teach. As teachers we must springboard off what is mandated to us, tweak the information so students can learn new information and parents can understand what is being taught to their children.

In my experience curriculum is always being manipulated to enhance test scores; do something different, possibly raise the perception of achievement then actually raising scores, but changing the norm. What to teach and how to teach it has changed so much over the past few years that the appearance of teaching has become much, much harder. Or, are the states and school districts trying to establish the curriculum as a “how to” manual for anyone to come in and teach?

While reading Applebee’s lengthy perspective on curriculum, I understand how the curriculum needs to be adjusted. Trying to perfect the link between today’s student makeup and the knowledge needed to advance and succeed will allow for the curriculum to be either outdated or modern. He also points out in teaching writing how spelling accuracy dwindled as writing was departmentalized into processes so the art of writing can be perfected.

“When we make suggestions for educational reform that involve removing existing curricular structures, it behooves us to offer effective alternative.” (Applebee, 8) Alternatives are easy to think of but how effective are they in the long run is the gamble administrators must decide upon. In today’s world, the long term impact of new curriculum not working or being effective can cost teachers their jobs or put a school in crisis.

Teaching is not teaching anymore. Yes we develop lesson and push the students to excel, but budget cuts and performance levels seem to be the bottom line. This is why curriculum is to be considered. Which method to use is still debatable, to me though, we must remember getting the most out of a student or enlightening them to a new topic is the true meaning of teaching?

2. I like how Wraga starts his article, a student trying to get out of work. It seems as the years of schooling goes by the student does get bored or burnt out by their senior year. To keep them and any other student engaged, class alternatives and interesting lesson plans must be offered. Wraga’s fused curriculum is something we use at Ryle High School. We offer American and World studies. When I taught in middle school, we correlated lessons. It is funny how we do something because it makes sense then some educator gives it a fancy title. Wraga’s terminology of vertical and horizontal articulation is what I do as an English teacher at Ryle. We have implemented ILT groups to enhance the vertical articulations but also the essential questioning from Wiggins is becoming the main focus in our common assessments.

The attraction to Applebee’s various ideas is great. The catalog structure within a curriculum is always beneficial. Utilizing a subset of vocabulary and grammar terms helps the students broaden their personal vocabulary and gain an appreciation for new information. Episodic curriculum is one we subconsciously use to plan out the year. Using Applebee’s preference for conversation in a new curriculum is intriguing but a bit puzzling. As teachers do we not already use this type of questioning in the classroom? I assume Applebee believes this should be more encompassing of all material taught in schools.

My preference is one of all models. By using the standards based and essential questioning in my lesson plans, I am pulled to Wiggins’ model. One question leads to another, knowledge known is used for knowledge learned. But Applebee’s “individual” forms of curriculum (catalog, correlation, episodic) I still use in planning and teaching. Of course connecting all subjects together, would allow the students to see the big picture of education. The one thing I was drawn to while reading Applebee’s paper was the Socratic Method. When I read Wiggins’ article there was Socrates name. Advancing the curriculum in intertwining all models, so which model do I prefer? I would say which model works best for my students? I would only know by experimenting and building upon my experience, leading me to new ideas of perfecting my craft.

3. I feel the curriculum is slowly changing to a more modern one. The impact of essential questions has taken a foothold in my curriculum. The shift to internet resources and case studies from textbooks has slowly taken over. Textbook companies have countered with giving teachers some essential questions to utilize when introducing a story or new unit. The question I always have when a curriculum is being changed, is how it will affect discipline. I am a firm believer in the fact a well managed class can perform any activity, no matter what curriculum is being used. It is so hard to have students “question” a topic or begin a debate when another student purposely disrupts the conversation. A teacher can build any type of house she wants if she builds a strong enough foundation.

In an ideal setting the modern curriculum would have the teacher bring up a topic, have the students debate what they know and how it correlates to their lives. The teacher would then introduce a story, case study, and any subject matter to be further examined and connected to their opening line of questioning. The teacher would guide the students to the ultimate thought on the particular topic so the students can determine on their own merit how the learned knowledge can impact their lives. Whatever activities or homework a teacher uses to continue the line of questioning would be encouraged.

Ignorance is not always bliss. To me ignorance is not always a negative thing; a person is just lacking knowledge in a particular subject matter. Personally if a person does not want to understand something in a particular field then using the term ignorant fits. The problem with ignorance in education is trying to enlighten the ones who do not want to learn. So much time is used upon this group that the ones who do want to learn or try are taken advantage of. More often than not, it does not matter what the curriculum is or what it can do, if the students are not willing to try. Teachers do get paid to do whatever it takes to prepare the students, but responsibility has to be put upon the students sometime.
I receive a magazine entitled Teaching Tolerance, which focuses on students with different backgrounds and abilities and how we can help them achieve in the classroom. This one particular magazine has an article dealing with a new curriculum dealing with civil discourse. Bringing in controversial topics which deal with different races and abilities fit with both Applebee and Wiggins’ models, students may be drawn to these more modern topics since they are so personable. Constant questionning and open conversations would be perfect for this subject. It fits with the modern curriculum on how it can be used, but it could also be implemented in the traditional sense with good activities and lesson planning.

Do we need a new curriculum? Possibly, as a teacher I will encourage any strategy to get more out of a student. As an administrator, I say yes to keep scores on the rise and keep the educational process fresh and push my teachers to stay creative. Currently, I see the benefits of Wiggins’ essential questioning, but I am apprehensive of Applebee’s constant conversations.