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Running Head: CURRICULUM THEORY PAPER
Curriculum Theory Paper
Nicole Ritchie
EEC 610
University of Alabama at Birmingham
Spring 2012
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Introduction
As a current teacher I understand how much mandated curriculum influences what I teach
in my classroom. While I have the opportunity to present the material in the manner I believe is
best for my students, I understand and have to follow the mandated standards. The best way for
me to present the content to my students is in a safe and creative environment where my students
are allowed to experiment and make mistakes. In this way my students have opportunities to
learn from their experiences and one another to become better learners.
I strongly believe in integrating hands on learning, making visual connections, peer
interactions and inquiry based projects to be the main focus of instruction. I prefer to follow the
constructivist approach which is associated with transition; it is my job to teach the mandated
curriculum. I also allow my students opportunities to be creative in ways to represent material
they have learned (Aldridge & Goldman, 2007). I believe we all learn different, and my students
deserve opportunities to construct and demonstrate their knowledge of a given unit in multiple
manners.
Content of the Curriculum
In the perfect world educators would be able to set their own curriculum, however this is
not the case. I know my planning starts with the mandated curriculum which guides instruction.
I believe curriculum consists of the big ideas, or objectives. The curriculum should be
standardized across classrooms. Oliva, P. (2005) discusses different definitions of curriculum,
but overall it is described as “the sum total of all instructional objectives” (p. 7). The school is
responsible for teaching the learning outcomes; this is how curriculum is set forth for teachers.
Once the curriculum is set it is the teachers’ job to plan instruction according to the needs of the
students and the personal beliefs of the teacher.
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The role of instruction is to make curriculum operative. One cannot have instruction
without the set curriculum. Therefore, instruction is based on curriculum. In my classroom I
base my instruction around the curriculum and the needs of my students. Instruction is the
delivery system to teach the curriculum. The curriculum I follow is a framework based on the
definition according to Aldridge, Emfinger, & Martin (2006). I follow a set of guidelines in
regards to my instruction. I have freedoms to adapt the content to the needs of my classroom.
At my school I have given textbooks I follow, but I also follow Best Practices as
described by Zemelman, Daniels & Hyde (2005). The activities in my classroom are studentcentered; finding a balance of student interests and teacher directed activities I better serve my
students with best practices. When I teach from whole-to-part my students gain the ability to see
the “big picture” and are given the ability to understand why we do our work. I believe children
learn best through doing. Following this framework I am able to adapt the given curriculum and
use instruction that is student-centered.
Theoretical and Philosophical Background
Because of the fact that I believe my students learn best in an environment that promotes
hands on learning, strong peer interactions, and inquiry based projects I believe in many of the
constructivist based classroom theories. Vygotsky believed students learn best through social
interactions both within and above their zone of proximal development. Children that are on the
verge of learning a new concept should interact with a fellow classmate or teacher. This
interaction offers information to the child in a manner that is scaffolded so that the child can
complete the given task (Mooney, 2000). I agree with Vygotsky that this is the best way
children learn new tasks; small group instruction and promoting peer interactions is best for
students to learn within their zone of proximal development.
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I do however believe there has to be a balance of teacher guided instruction as well. The
teaching as transaction best fits my theoretical beliefs. Aldridge & Goldman (2007) state
transaction is closely associated with constructivist theories. Students work with one another
and take on an active role in their learning experiences. This process can be achieved through
talking, planning, researching, and developing a way to represent what they have learned.
Experimental learning includes doing. This is achieved through writing, working with objects,
conducting experiments, taking field trips and preparing group projects (Zemelman, Daniels &
Hyde, 2005).
Through the use of constructivism and transactional teaching I believe inquiry based and
theme based units are essential for student learning. The use of manipulatives and hands on
activities are also important in student learning through this framework. Following the
curriculum I am given and the opportunity to base my instruction on Best Practices I provide
authentic instruction to my students.
Grade Level
Currently I am teaching third grade; I am moving up to teach fifth grade to teach
specifically math and science next school year. Transactional instruction and inquiry based
model is appropriate for all grade levels. I will be focusing this theory paper specifically on
math and science at the fifth grade level. While in my current classroom, I follow these
guidelines, but I have to plan with another teacher that does not share the same theoretical
beliefs. Next school year I will have the opportunity to plan my instruction more closely to my
personal beliefs and the needs of my students. I have many ideas I would like to take with me
and implement in my instruction next year.
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Instructional Implementation
Teaching Math and Science at the fifth grade level allows me the opportunity to use
many different student-centered activities. These student-centered activities are developmentally
appropriate and follow the constructivist approach. Through transactional teaching I believe I
will better serve the learning needs of my students in a style that is aligned with my personal
beliefs. I will follow the Alabama Course of Study, Scott Foresman enVision Math, and Scott
Foresman Science to guide my curriculum. Based on the mandated curriculum I have the
opportunity to select the instructional strategy that works best for my personal beliefs. These
instructional strategies allow for open ended activities thus promoting higher level thinking
(Aldridge & Goldman, 2007).
The student centered activities I plan on implementing in my instruction in Math are
number talks, journaling, the use of manipulatives, and collaborative group discussions. Parrish
(2010) explains that students need to have the ability to have a flexible understanding of
numbers, accurately compute numbers, and compose and decompose numbers. Through the use
of number talks students are able to discuss and question responses in a safe and risk-free
environment. To turn my students into reflective learners I plan on implementing journal writing
in my Math instruction. Once a week I will provide opportunities for my students to write about
our focus for the week, question anything they did not understand, and explain any complications
or successes they encountered during the week. I will follow the steps laid out by Williams &
Wynne (2000) to implement journal writing in my Math classes. Using manipulatives in
instruction will provide opportunities of concrete examples that are physical representations of
the problem (Zemelman, Daniles & Hyde, 2005). Collaborative group discussions will be
implemented in number talks and the use of manipulatives. Allowing students the opportunity to
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share their thoughts on numbers, I believe, will create an environment that promotes a cohesive
community.
In Science instruction I plan on using journaling, inquiry based experiments, research
based projects, collaborative group projects, and multiple forms of assessment. The journals I
plan on implementing in my Science classes will be different than the Math journals. These
journals will function more like a portfolio for a unit study. Student will turn this journal in at
the end of each unit. These will include all classroom activities, inquiry-based experiments, any
student self-selected projects that demonstrate their understanding of the material, and selfreflections. The inquiry based experiments I plan on implementing in Science instruction will
follow the steps Corder & Slykbuis (2011) set forth to change “cookbook” labs into inquirybased experiences. Using these steps I am able to adapt the experiments offered in the mandated
textbook into inquiry based experiments. Research and collaborative projects align with
constructivist beliefs that students need opportunities to construct meanings through social
interactions and self-interests. All of these different changes will provide opportunities to use
multiple forms of assessment.
Role of the Teacher
My number one goal as a teacher is to create an environment that makes learning fun.
Growing up I was a struggling learner, so I love turning those kids that hate school into those
that look forward to coming to school each day. I am able to create this environment because I
show my students I care about each and every one of them. Taking time out of each day to speak
to every one of my students is important to me. I plan to try to continue doing this next year
even with double the number of students I will be teaching. I would also like to respond more
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personally to the journal writings in Math and Science each week. Also creating a studentcentered classroom is important for students.
I believe setting standards high is important for students to have goals to set. Working
with my students to set goals allows me to be a guide and a partner in their educational
experience. Students need to have an understanding that they take responsibility for their
education.
The main role I will play in instruction will be as a facilitator. According to Zemelman,
Daniels & Hyde (2005) describes Best Practice teaching as “classrooms where there is less
lecturing and more interaction, more hands-on, collaborative activity, and fewer worksheets” (p.
22). I understand in some cases I will have to lecture, but I still prefer a lecture style that
involves student participation as much as possible. Through the use of collaborative discussions
I have more of an ability to take on a role of the facilitator of a discussion as opposed to the
lecturer.
Role of the Students
My students will be equal members in the community of our classroom. Each student
will take full responsibility for their actions. Because of the fact that each student is actively
involved in their learning experience they will not only have to answer to me as their teacher but
to their classmates as well. In this respect, my students will learn to do the right thing, not
because they will get in trouble. I want my students to do the right thing because they not only
hurt themselves, but their classmates when they do wrong.
Constructivist classrooms utilize collaborative grouping. Since I believe in the
constructivist teaching my students will work together in small groups as well as on individual
research projects. My students will continually be active communicators with their classmates as
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well. With the use of group and individual projects students will have opportunities to use
different methods to represent their learning in a style that best suits their learning process.
Role of the Classroom Environment
A well-organized classroom is important for students to be successful. All materials will
be clearly labeled and easily accessible for all students. I prefer and work better in an area that is
clear of clutter. Organization is important in a productive classroom. All materials will be age
appropriate and represent the diversity of my students. Math manipulatives and materials for
different experiments will be easily accessible and relevant to the current unit of study. I will
also have a library with age appropriate and subject appropriate material available to my students
in my classroom library.
I will have clear zones in my classroom for the different needs of my area of instruction.
There will plenty of room to spread out for collaborative grouping. All student desks will be in
groups to foster collaboration as well. I prefer to have my teacher area in the back of my room.
In order to keep my personal area to a minimum I plan on keeping my desk on a wall, and
utilizing the closets in my room to keep my professional teaching materials and all materials not
currently needed. There is also counter space and a large window seal to display student work. I
will also have wall space outside of my classroom to allow student to display their work.
The color scheme I use in my classroom is primary colors. I would like to carry this into
my fifth grade classroom as well. These make a room welcome and friendly in a manner that is
not sex oriented. These colors provide an environment that is age appropriate as well.
Because I teach at a private Catholic school I will also provide an area where my students
can pray and have access to a bible and rosaries. Going to school wide weekly Masses helps
provide a community atmosphere for my students.
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Role of the Materials
The different materials I will have in my classroom will not only be specific to the
subject areas I teach, but I will also provide materials that are relevant to the studies in their other
class. My library will contain books that are written on a range of reading levels. I will provide
a range of fiction and non-fiction books that not only relate to our subject areas, but match the
interests of my students.
All math manipulatives will be provided for each student and easily accessible. I am a
strong believer in the use of math games to reinforce math concepts. These games will be
relevant to our current area of studies and age appropriate.
Science materials will be organized so that students know exactly what everything is and
how it can be used in inquiry relevant to our unit of study. I will also provide different materials
to create projects and add to their journals.
Role of Assessment
Because I teach at a school that is generally traditional, but my beliefs are constructivist, I
have to balance my assessments. I believe portfolios are best in assessing student understanding,
but also have to give tests related to units of study. I believe this is the best balance in meeting
the believes of both my school and myself. Throughout units I will use journal entries,
questioning, and observations to assess my students. Occasionally I will use worksheets in
instruction. I believe graphic organizers are good to use as worksheets as they provide visual
representations of my students learning.
Role of the Parents
I am blessed to be at a school where parent involvement is high. I keep an open door
policy with the parents of my students. I believe communication is the key to keeping a good
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rapport with parents. I keep and updated classroom website that explains everything we are
doing in our classroom. I put all important information on my website. Another way I keep the
door of communication open is through promptly responding to emails.
Finding different ways for parents to be involved in their child’s lives is important even
for working parents. As students get older parent involvement continues to be important in fifth
graders lives. Parents will be invited to speak to classes as their backgrounds relate to our units
of study. My school does not have school busses, so on any field trip we use parent drivers to
transport students. This will provide opportunities for parents to participate.
Role of the Community
Our school is a community focused around our faith. To help build a school community
we have school wide weekly Masses and we hold regular prayer services. The fifth grade
partners with the kindergarten to be their buddy at Mass. As a school and as a class we do many
service projects to reach out to our surrounding community. During Advent and Lent we raise
money for a chosen charity and participate in class service projects for a chosen charity.
In order to get my students even more involved with our community we take field trips to
local organizations such as Jones Valley Urban Farms. I would also like to find more ways to
invite community leaders and helpers into my classroom when it is aligned with the standards I
will teach. I would also like to find ways to make my students aware of their outside community
and find ways they can make a change or help their community.
Conclusion
Through my undergraduate studies, multiple years in the classroom and continuing my
education through graduate school I have learned a great deal about methods in the classroom. I
constantly come back to the teaching of the constructivist theory when I think about my ideal
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classroom. I personally believe students create knowledge through social interactions and selfdiscovery. I view my job as the facilitator of instruction. I know that I cannot possibly know
everything, but it is my job to help guide my students to the answers to their questions. An
atmosphere that promotes creativity, hands on activities and inquiry based experiments will help
me better teach my students in my fifth grade Math and Science classes next school year.
Keeping an open door policy with not just my students but parent as well will help keep
the lines of communication open. Finding ways all parents can become involved and informed
will help them help their child succeed. Involving parents and community leaders and helpers
will also help my students understand their relationship to the outside world.
Organized in Figure1 is my personal ideal framework for education. Based on the given
standards it is my constructivist beliefs that guides instruction. I believe through theme based
and inquiry based units I can teach my students to think cognitively and critically. Once my
students think in both ways my students will achieve success.
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Figure 1. Personal curriculum framework. This figure illustrates my personal beliefs of how
students learn when constructivism is the foundation and theme and inquiry based units are used
to achieve student success.
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References
Aldridge, J., Emfinger, K., & Martin, K. (2006). Curriculum frameworks, approaches, and
models in early childhood education: What’s the difference? Focus on Teacher
Education, 7(2), 3-7.
Aldridge, J., & Goldman, R. (2007). Moving Toward Transformation. Birmingham: Seacoast
Publishing, Inc.
Corder, G. & Slykbuis, J. (2011). Shifting to an inquiry-based experience. Science and Children,
48(9), 60-63.
Mooney, C. (2000). Theories of Childhood: An introduction to Dewey, Montessori, Erikson,
Piaget, and Vygotsky. St. Paul, MN: Redleaf Press.
Oliva, P. (2005). The curriculum: Theoretical dimensions. Developing Curriculum (pp. 1-20).
Boston: Addison-Wesley
Parrish, S. (2012). Number talks: helping children build mental math and computation strategies.
Sausalito, CA: Math Solutions.
Williams, N. & Wynne, B. (2000). Journal writing in the mathematics classroom: A beginning
approach. Mathematics Teacher, 93(2), 132-135.
Zemelman, S., Daniels, H., & Hyde, A. (2005). Best Practice (3rd ed.). Portsmouth: Heinemann.