Definition of Curriculum...

How has your definition of curriculum been shaped by the course readings and discussions? How and why has your definition of curriculum changed?

Initially, I defined curriculum as a document that was used to guide our lessons and control what was being taught in the classroom. (If that had a negative connation it was suppose to be that way:))

But now I have a new found respect for the curriculums that are being developed and revised in our county each year. I look at the curriculums now as a useful course of study that is provided to teachers to deliver explicit instruction in the classroom. Ironically, this is necessary so that school system can meet the requirements of the No Child Left Behind Act.

Before, I viewed the written curriculum as a useless document that was developed by “naysayers” that did not have the competency to understand how math should be taught to students. I felt like the expectations of the teachers were impossible and as long as I made sure my students were delivered the concepts according to the required state standards then I was doing what was needed for a learning community in my classroom.

But now I feel I was so wrong in my interpretation! The course readings and discussions with my colleagues have helped me to see how dynamic the curriculums that are developed in our school district really are. Especially in comparison to some of the curriculums that my team members are forced to use to teach. In an activity we had to examine elements of our team members school curriculum and I was saddened of some of the conditions that other teachers are expected to teach from. This made me have an appreciation for what my school district develops for our teachers.

For instance, In Glatthorn’s text Developing a Quality Curriculum he revealed to me the value of a school district having a quality curriculum for their schools. Particularly, I realized how individualizing the curriculum can simplify teaching students with different aptitudes and learning needs. The curriculum that I analyzed met the requirements of the components of the curriculum to be considered a curriculum of excellence according to Glatthorn’s book.

My only opposition is that the textbook that is being used is not aligned with the state standards. To be frank, they have placed our 5th grade students in a 6th grade middle school book with the efforts to increase the rigor among students learning. This makes teaching difficult to find additional items outside of the textbook materials to reinforce the skills to students. From my research, most textbooks are aligned in a developmental sequence that ultimately gives the students what they should learn by the completion of that grade. Since the textbook for grade five was developed for students in grade six those fifth grade students are missing a huge component that would help them to make connections in mathematics in the future. To illustrate for you what I am saying, when it was time to teach adding and subtracting like denominators, we had to use a previous textbook because the current textbook considered that concept (along with others)a prerequisite skill for their textbook.
But all in all, our fifth grade mathematics curriculum framework is aligned with the Maryland State Department of Education Voluntary State Curriculum. The curriculum framework makes it easy for a teacher to differentiate instruction to meet the goals and objectives for all students in the classroom. Moreover, it provides the resources that teachers need to infuse technology and effective learning strategies for struggling and advanced students.

This class has helped me to determine what to look for in a quality curriculum and how vital it is for a teacher to scrutinize the curriculum they are teaching to students.