There are varying views on the definition of the term curriculum. What is your preferred definition of the
curriculum? It is essential to know your preference in this, because you will develop a curriculum change
plan for this term. Share your proposed curriculum change plan topic and explain the goal for your
curriculum change plan. How does your selected definition of curriculum apply to your curriculum change
plan?
Gordon, Taylor, and Oliva (2019) provided a vast array of definitions and perspectives
related to curriculum. They even noted that some curriculum theorists and leaders view curriculum
through the lens of standards to be taught and learned, while others perceive curriculum to include
experiences of students throughout the learning process (Gordon, Taylor, Oliva, 2019). One
definition of curriculum that I prefer is Ronald C. Doll’s: “the formal and informal content and
process by which learners gain knowledge and understanding, develop skills, and alter attitudes,
appreciations, and values under the auspices of school” (Gordon, Taylor, & Oliva, 2019, p. 5). This
definition emphasizes learning as a process that is not always based on formalities such as goals,
methods, objectives, materials, etc. I also agree with James McKiernan that curriculum is “planned,
implemented, learned, evaluated, and researched in schools at all levels of education” (Gordon,
Taylor, & Oliva, 2019, p. 5). I would add that curriculum should be reasonably flexible to reflect
the diverse needs of students. Considering the wide-range of learning styles, needs, and experiences
of students when developing curriculum ensures that students have equitable opportunities to master
and exceed academic goals and objectives. Without intentionality, curriculum can become
standardized in a way that creates inequity for certain students.
My proposed curriculum change plan involves the inclusion of diverse, culturally relevant
literature in secondary English Language Arts classrooms, specifically in Virginia. With growing
diversity in schools across the state of Virginia and an increase in issues surrounding race and
racism, it is important that students are exposed to literature that expands their understanding of
their history and individual and collective identities. Because national statistics report that half of
public school students are from historically marginalized racial groups, Kibler and Chapman (2018)
believe that educational inequity be addressed. According to Kibler and Chapman (2018),
addressing this inequity “must focus on leveraging students’ strengths, experiences, languages, and
culture rather than perpetuating subtractive schooling practices” (p. 741). Kibler and Chapman
(2018) go on to suggest that introducing culturally relevant texts is one way to ensure that students
feel a sense of connection to what they are learning. Not only does the inclusion of culturally
relevant texts in curriculum benefit students from racially marginalized groups, but it benefits all
students in increasing awareness of and critical thinking around social issues. The goal for this
curriculum change plan is to propose changes in high school Virginia English Language Arts
standards of learning that require students to engage with diverse literature and literature that is
reflective of students’ own communities.
References
Gordon, W.R., Taylor, R.T., & Oliva, P.F. (2019). Developing the curriculum: Improved outcomes
through systems approaches (9th ed.). New York, NY: Pearson.
Kibler, K. & Chapman, L. A. (2018). Six tips for using culturally relevant texts in diverse
classrooms. International Literacy Association, 72(6), 741-744. https://ila-onlinelibrarywiley-com.ezproxy.liberty.edu/doi/pdf/10.1002/trtr.1775
REPLIES
Jamie Walko
Jamie,
Thank you for your discussion of the definition of curriculum you align with. In your post,
you stated, “Teachers can often struggle with curriculum implementation due to a lack of adequate
training or consideration…Because the underlying pedagogy of the curriculum designer is often felt
within a curriculum program, a [curriculum] change may require a pedagogical shift by the teachers
to implement effectively.” I agree with completely! I began my teaching an independent school
where teachers had a lot of control over what and how things were being taught. I relocated to a
larger charter school where the “what” and “how” were already set in stone. This was challenging
for me because I am deeply connected to my work as a teacher. In order to implement instruction
effectively, I desire to be connected to the curriculum. In the end, I am back at the school I
previously left, but with a new appreciation for the freedom I have in planning and implementing
curriculum. Since teachers are responsible for implementing curriculum and we get to know many
of our students on a personal level, I think it would be wise for teachers to be including in decisions
around curriculum.
I am super interested in the topic you chose for your curriculum change plan. The high
school where I teach is small and we do not have advanced-level courses for gifted students, so I am
often looking for ways to challenge these students in my English classroom. I am interested in
strategies that you may share on how to reach these students in a way that is manageable for
teachers and beneficial for students. I look forward to hearing more about your topic Jamie!
Tracy Friend
Tracy,
I enjoyed reading about the definition of curriculum that you prefer and your proposed
curriculum change topic. Leslie Wilson definition of curriculum sounds like one that I can align
with as I believe that a learner’s personal experiences influences the way that he or she is able to
receive, process, and engage with content material. This is something that must be considered when
implementing instruction. I believe that students’ experiences influence the application of
knowledge that you discussed in your post.
I am interested in your curriculum topic change because ensuring that students can apply
curriculum to real world issues is something that I am passionate about. Gordon, Taylor, and Oliva
(2019) state: “Whatever is taught in school should in some way possess transfer value; that is,
learning in school should have applicability in either a broad or narrow sense outside of school and
after the school years” (p. 43). Students must find relevancy and connection to what they are
learning and be able to apply this knowledge to other areas of their lives outside of the classroom.
My high school students have asked me on many occasions how what they are learning, within and
outside of my classroom, is relevant and applies to their present lives and future. Even they
recognize the importance of transferability of curriculum. I look forward to hearing more about
your topic Tracy!
References
Gordon, W.R., Taylor, R.T., & Oliva, P.F. (2019). Developing the curriculum: Improved outcomes
through systems approaches (9th ed.). New York, NY: Pearson.