Individual Reflective Paper on Aspect of a Learning Theory
Negotiated/ Democratic Curriculum
Negotiated/Democratic Curriculum
"Negotiating curriculum" is a means through which students share authority in the
classroom (John Kordalewski 2006). Negotiation Curriculum referees to the process of
teachers empowering students by allowing them to have a strong voice in classroom
discussion, as well as input into the essential learning activities that take place in their
classroom, (Kath Murdoch 2006).
Negotiated or Democratic Curriculum is when,
Students have a voice in classroom processes, they share in decision-making and
the construction of knowledge. The teacher, consequently, becomes a co-learner and
facilitator as well as a source of knowledge (John Kordalewski 2006).
According to Kim Murdoch a negotiated approach means that curriculum is "not solely
emergent for the child or from the teacher but is negotiated - it is child initiated but
teacher framed". Students actively involved in curriculum discussion, voicing their
opinions and having their say over class content and activities to be undertaken during
class time.
James Beane suggests that for students to participating in democratic curriculum they
must have the opportunity to choose what they learn within the classroom.
“His ideas are based on the ability of students to participate in their own education”(John
Kordalewski 2006).
Beane believes that teachers have an obligation to help young people seek out a range of
ideas and to ‘voice’ their own. Beane believes that imposed standardized curriculums
actually ‘deskill’ teachers as they are forced to follow approaches imposed on the school
(John Kordalewski 2006).
Advantages
“Negotiated Curriculum” can be seen to enhance students learning as students have input
as to how they will proceed in particular activities. This may entail students choosing
topics, planning future activities, as well as selecting sources and media for individual
and group projects. When students are involved in the selection of activities and
classroom topics for conversations and learning, the students are more engaged in
classroom discussion as they are interested in the topic at hand, resulting in enhanced
student learning (Kath Murdoch 2006).
Potential problems
When negotiating curriculum with students, teachers may lose structure in the classroom
and have class discussion heading off on a tangent that is not relevant to the topic at hand.
Students may also de discouraged when, after having their say, and input, and it being
disregarded , or voted against by other students. For Negotiating to be effective the
teacher must ensure “classroom structure, routines and record keeping are tightly in
place” (Kath Murdoch 2006).
Using Jon Cook’s model for negotiating curriculum, Lynne Collidge negotiated with her
year 10 class their unit of study surrounding Shakespeare. Lynne describes the unit as a
success,
Not because each student was intrinsically interested in Shakespeare and valued
the opportunity to learn about him and his works, but because students did feel that they
had at least some opportunity to have input into the classroom program, and to learn at
least one or two things of their own choice.
Giving students a choice and degree of control over the classroom teaching and learning
program can be seen here to benefit the students as they have input into decision making
and control over their own learning.
Looking at Jon Cook’s model of negotiation, in which he outlines key questions for
students to answer;
What do we already know?
What do we need to know?
How can we find out?
How can we show what we have learned?
These simplistic questions are used to create students discussion and aid with planning of
the curriculum. This empowers students within the classroom, through a carefully guided
process which sees students and teachers creating and collaborating in planning activities
which are designed for the students to take a greater responsibility for their own learning.
(John Kordalewski 2006)
Observational Experience of the Theory
When on my placement at Parkdale Secondary working with my mentor teacher Ms
Kennedy, I witnessed negotiated curriculum being implemented first hand. In our year 9
Physical education class, Ms Kennedy gave the students a chance to influence what they
as student were to participate in, for the next sport unit. The only requirement was that it
had to be a racquet or bat sport. Ms Kennedy listened to the students suggestions, and
involved her self in class discussion. Although this is a very simple example of
negotiated curriculum it emphasizes all the key elements required to be categorized as a
democratic or negotiated curriculum. Those being;

The students participated in decision making.

Teacher was an active listener.

All Student’s had an equal voice.

The selections were chosen by the students, and framed by the teacher.

Learning selected by the students.
Negotiating the curriculum, such as Ms Kennedy did here, can be seen to facilitate the
development of positive partnerships between students and teachers. Teachers and
students have equal voices in the classroom and both are recognized. The learning
becomes a more transparent process for students because they are very much the
engineers of their own learning (Kath Murdoch 2006).
Acknowledging the importance of student voice in the classroom means acknowledging
students' active role in the learning process. Teaching practices that engage student voices
can enhance learning.
Negotiated or democratic curriculum can be seen to enhance students engagement in
class participation and discussion, as it gives all students a voice in the classroom, which
they can use to mold and shape class activities and learning processes to which they
participate in.
The main feature of this learning theory is that it gives students a voice within the
classroom to change curriculum, letting them have a say and be excited about class topics
and activities, leading to this theory being appropriately named Democratic curriculum
theory.
Reference
Murdoch, Kath 2006, Negotiating the curriculum with students: a conversation worth
having
John Kordalewski 2006, Incorporating Student Voice into Teaching Practice. ERIC
Digest.
Lynne Collidge, Negotiating the Curriculum - STELLA - Standards for Teachers of
English Language and Literacy in Australia © 2002 AATE
Onore, & Jon Cook. Negotiating the curriculum: Educating for the twenty-first
century. London: Falmer Press.