The main purpose for having a curriculum is to have guide in which all teachers within a given structure will follow. The state gives certain standards it wants all schools to reach. A school district will adapt those standards to their buildings, and then again many times a school will adapt those standards into a course of study for their teachers to follow.
Unfortunately for teachers many times we are last in line when it comes to developing curriculum. I am aware in most cases the people developing the curriculum have been teachers at some time. But for example someone who taught at a public high school in northern Columbus does not know what it is like to teach in inter-city Cleveland, or out in eastern Brown County (which is mostly farm land). As Childre said in Backwards Design, we need to start with the learners, and the only ones who know them are the teachers who see them everyday.
At my school we are given a pacing guide to follow for our different subjects. As teachers we given the freedom to teach the subjects as we chose. But we still have certain standards that must be covered each month. It seems that the curriculum is a series of checklist that we as teachers need to cover before the "state test". I have been in on curriculum discussion, when it has been decided it skip a section because it "was taught in eighth grade." But would agree with our reading that we should find out about our students first and evaluate their needs before deciding on the curriculum.
Monday, September 21, 2009
Monday, September 14, 2009
Task One
Before reading the articles my goal for the curriculum in my class was that my students will be able master the skills for my class. I know that most students will not need to solve quadratic equations in their everyday life. So I want my students to have the ability to follow steps and to use logic skills to solve any problem they come across, from how much paint to buy or how to turn a couch so it can pass through a door. I feel the role of knowledge has slipped through the cracks of curriculum design. From the districts I have encountered lately it seems an over-paid individual, who sits over in a district office with no contact with students, makes all the curriculum decisions. Those decisions are usually data driven from last year state test, since marks on a state report card are more important than student knowledge. The overall goals of school districts now is getting high marks on state testing and state report cards. Districts feel if they are "excellent" then they are doing a good job and the state funding money will come in.
After reading the articles I must say I tend to agree with both Wraga and Wiggins. I do feel we need to have a curriculum when we teach as guidelines and stepping stones. As students go from one class to another we need to make sure that when students move onto the next level they are prepared. But many times the curriculum is so detailed and long, teachers use it as a checklist instead of a guide. Teachers feel overwhelmed at times, and even pass up teachable moments because they "need" to get so much information in before "the test." Wraga stated, "In this testing environment, students no longer study subject matter as an end in itself,but for the narrower end of passing a test." (Wraga, pg 89) How many times have you heard teachers or yourself answer the famous question "why are we doing this?" with the "because it is on the _________( OGT, CATS, ACT, SAT, etc)." The stats given from the student survey in Wraga article show that the kids have learned to play the game as well. They know all they need to do is pass the test and move on. Wiggins gives some great advise to what curriculum should do:
1. equip students with the ability to further their knowledge.
2. have the ability to turn questions into knowledge
3. develop in students high standards of craftsmanship
4. engage students so they learn to take pleasure in seeking knowledge. (Wiggins, pg 57)
As teachers we can teach students the needed material,but if they do not see the connection or relevance the material will be forgotten. I feel that in math classes this can be very difficult, but I still try to create an activity or project that will tie the material to real-life applications. Once students are able to make the connections to material the students then will see why they are completing the task and want to explore further knowledge. As teachers even if we cannot change how the curriculum is written, we can change how it is taught. Once the students want to learn and are eager to learn then going more in depth won't be such a task for the teachers.
After reading the articles I must say I tend to agree with both Wraga and Wiggins. I do feel we need to have a curriculum when we teach as guidelines and stepping stones. As students go from one class to another we need to make sure that when students move onto the next level they are prepared. But many times the curriculum is so detailed and long, teachers use it as a checklist instead of a guide. Teachers feel overwhelmed at times, and even pass up teachable moments because they "need" to get so much information in before "the test." Wraga stated, "In this testing environment, students no longer study subject matter as an end in itself,but for the narrower end of passing a test." (Wraga, pg 89) How many times have you heard teachers or yourself answer the famous question "why are we doing this?" with the "because it is on the _________( OGT, CATS, ACT, SAT, etc)." The stats given from the student survey in Wraga article show that the kids have learned to play the game as well. They know all they need to do is pass the test and move on. Wiggins gives some great advise to what curriculum should do:
1. equip students with the ability to further their knowledge.
2. have the ability to turn questions into knowledge
3. develop in students high standards of craftsmanship
4. engage students so they learn to take pleasure in seeking knowledge. (Wiggins, pg 57)
As teachers we can teach students the needed material,but if they do not see the connection or relevance the material will be forgotten. I feel that in math classes this can be very difficult, but I still try to create an activity or project that will tie the material to real-life applications. Once students are able to make the connections to material the students then will see why they are completing the task and want to explore further knowledge. As teachers even if we cannot change how the curriculum is written, we can change how it is taught. Once the students want to learn and are eager to learn then going more in depth won't be such a task for the teachers.
Wednesday, September 2, 2009
Long Time Reader, First Time Blogger
Hello, you are reading the blog of Scott Reveal. I am entering my tenth year of teaching high school students the art of mathematics. I spent one year at Cloverleaf high school, before returning home to Cincinnati and teaching at Glen Este High School, my alma mater.
In addition to my teaching duties I'm the head coach for freshman football, and the head coach for the varsity indoor and outdoor track teams.
I enjoy spending my free time with my wife and my four children. Landon is seven entering 2nd grade, Mitchell is 5 entering kindergarten, Ava and Ella are three entering their first year of Pre-school.
In addition to my teaching duties I'm the head coach for freshman football, and the head coach for the varsity indoor and outdoor track teams.
I enjoy spending my free time with my wife and my four children. Landon is seven entering 2nd grade, Mitchell is 5 entering kindergarten, Ava and Ella are three entering their first year of Pre-school.
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