research
CURRICULUM RESEARCH PAPER
CURRICULUM RESEARCH PAPER
Chandra Givens
EDUC 872
Liberty University
2019
Curriculum research paper
CURRICULUM RESEARCH PAPER
Theorist
John Dewey, one of America’s most influential philosopher and educator, was
born in 1859 and lived through times of great change for the United States from the onset
of the Civil War through the Great Depression, the New Deal, and both World War I and
World War II. Dewey’s middle-class family, upbringing, and life experiences helped to
form his philosophy and views regarding the importance of community. Gutek (2011),
stated that Dewey had 93 years to see some of the most momentous events in U.S.
history. This progressive educator had decades to observe the world, note the many
changes, examine and think about the dynamics of change, which shaped his educational
philosophy (Gutek, 2011).
Theory/Design Principles
John Dewey developed his educational ideologies heavily influenced by Horace
Mann and Jane Addams (Gutek, 2011). Dewey “believed that curriculum should begin
with direct experiences that naturally led to the organized academic disciplines (Gutek,
2011).” Dewey maintained that curriculum should be relevant to the students' lives.
“Teach curriculum grounded in rigorous, public academic standards for what students
should know and be able to do, relevant to the concerns of adolescents and based on how
students learn best (Jackson & Davis, 2000, p.23).” He imagined that children learn by
doing and that the development of life skills are central to children's education.
Schools were to be a place of growth where students would learn through
experience based active learning instead of compartmentalized curriculum and recitations
Curriculum research paper
(Gutek, 2011). Curriculum content is derived from student interests and questions. The
scientific method is used by progressivist educators so that students can study matter and
events systematically and first hand. The emphasis is on process-how one comes to know.
Progressivists believe that education should focus on the whole child, rather than
on the content or the teacher. This educational philosophy stresses that students should
test ideas by active experimentation. Learning is rooted in the questions of learners that
arise through experiencing the world. It is active, not passive. The learner is a problem
solver and thinker who makes meaning through his or her individual experience in the
physical and cultural context. Effective teachers provide experiences so that students can
learn by doing.
Contribution
The Progressive education philosophy was established in America from the mid
1920s through the mid 1950s. John Dewey was its foremost proponent. One of his tenets
was that the school should improve the way of life of our citizens through experiencing
freedom and democracy in schools. Shared decision making, planning of teachers with
students, student-selected topics are all aspects. Books are tools, rather than authority.
Dewey believed students solved problems through a series of steps and knowledge gained
from past experiences. Dewey's concept of education put a premium on meaningful
activity in learning and participation in classroom democracy. Unlike earlier models of
teaching, which relied on authoritarianism and rote learning, progressive education
asserted that students must be invested in what they were learning. Dewey argued that
Curriculum research paper
curriculum should be relevant to students' lives. He saw learning by doing and
development of practical life skills as crucial to children's education.
Impact
The Progressive era saw a push towards public schooling as a pathway for
opportunities for the immigrants to the United States. The Progressive movement (Gutek,
2011) came about as the US was embarking on industrialization and urbanization.
Progressivism in education began as reaction against the failings in the US school system.
Dewey had extraordinary visions for moving education and public school to be a means
for all individuals that include the working class, immigrants and equitable educational
opportunities, access and learning for all students. As has been noted, he was a strong
proponent for public schooling and for a foundation of democratic values. Dewey felt the
community was to be supported and included as it had a responsibility in helping students
to construct social consciousness and therefore to become productive members of
society.
Equally important is Dewey’s focus on expanding democracy throughout all areas
of society not just in education. Dewey emphasis on democracy was based on the need of
assisting immigrants and rapid industrialization. John Dewey believed that education is
essential for social progress and reform. With this intention, Dewey recognized the need
for social integration due to the emergence of working-class families and immigrant
populations growing and the significance of making schools more appealing to
contrasting groups.
Analysis
Curriculum research paper
Dewey’s curriculum is built around natural units that grow out of the pressing
questions and experiences of the learners. Pope (2000) contends that viewing the world
from a naturalistic viewpoint is an atheistic worldview. He believes that an atheistic
worldview does not include God as part of that world. The advocates of the progressive
movement believe that reality is in flux and is always changing, so meaning is in the
context of the individual who is a problem solver. Progressives believe that knowledge is
gained by individual experience. With an emphasis on learning how to learn, the child is
at the focal point of learning. The belief is that people should learn how to make moral
decisions based on which course of intelligent action will likely produce the best results
in human terms.
I believe that Dewey did have a biblical worldview that was woven throughout
his ideology. His idea of curriculum was based on students’ interests and involve them in
active experiences. Teachers will instill an interest for knowledge, and will serve as
guides in through inquiry, rather than as disciplinarian. Dewey envisioned school as a
“miniature society that would act as the catalyst for creating a new sense of community”
(Gutek, 2011). “Carry each other’s burdens, and in this way you will fulfill the law of
Christ” (Galatians 6:2 New International Version).
Theorist
Grant Wiggins and Jay McTighe are the national recognized educators that
developed Backwards design. Wiggins and McTighe are the authors of the
Understanding by Design(UbD) texts and related tools, which are focused on “teaching
for understanding.” The work of Wiggins and McTighe is grounded in “backwards
Curriculum research paper
design” – the practice of looking at desired student outcomes to design curriculum units,
performance assessments, and daily lesson plans. Wiggins is the author of the
books Educative Assessment and Assessing Student Performance, as well as numerous
articles for Educational Leadership. His work is grounded in 14 years of secondary
school teaching and coaching. McTighe is an accomplished author, having co-authored
14 books with Wiggins. His books have been translated into ten languages. He has also
written more than 35 articles and book chapters, and been published in leading journals,
including Educational Leadership (ASCD) and Education Week.
Theory
Backwards Design or Understanding by Design (UbD) involves planning with
the end in mind (or the end goal) while focusing on what students are expected to learn
and be able to do. It was developed because teaching standards are blueprints for
designing instruction, consequently the curriculum is a means to an end and the state
standards can stifle instruction design. According to Wiggins and McTighe, “Teachers
are designers. An essential act of our profession is the design of curriculum and learning
experiences to meet specified purposes.” (1998, pg. 1)
Designing learning experiences and activities focused on specific learning
goals allows for a deeper understanding of the content. Developed to focus on student
understanding content mastery and knowledge and the desired results of the lesson,
Backwards design puts the goal in the forefront of planning. “We are also designers of
assessments to diagnose student needs to guide our teaching and to enable us, our
students, and others . . . to determine whether our goals have been achieved; that is, did
Curriculum research paper
the students learn and understand the desired knowledge?” (Wiggins and McTighe, 1998
pg. 1).
Assessments, assignments, projects, and achieving academic goals and a conceptual
understanding is also an end result of UbD. Greater learning experiences for individual
students and consistency to are provided in this model to bring change to the educational
disparities that exist.
Contribution
UbD influences rethinking how curriculum is designed which starts at
planning based on the goals at the end of the unit, including formative assessments to
check for understanding throughout the lesson. It is critical that teachers know when
student are not understanding and learning in order for students to gain understanding.
Rather than planning with textbooks, backwards design advocates that starting with the
desired results will drive the curriculum. Backwards design has a three-stage planning
sequence that include; identifying the desired results, determine acceptable evidence, and
plan learning experiences and instruction. The idea is to think about the big picture in
planning to ensure understanding through each stage. Each stage is described in the
following section.
In Stage 1 (Identify Desired Results), state, national and district standards are reviewed
and goals are established as well as potential content, topics and resources. (Wiggins and
McTighe, 1998). The framework provided by Wiggins and McTighe assists educators
with determining curricular priorities within the unit includes three rings that represent
Curriculum research paper
information worth being familiar with, important to know and do and enduring
understanding.
Stage 2 (Determine Acceptable Evidence), helps teachers understand if students have
achieved the desired results and met standards by determining acceptable evidence
throughout the lesson, not just at the end. It is in this stage that teachers are able to think
like assessors which is important during this test-driven state of education. Creating
meaningful assessments and learning plans can enhance learning for students.
Assessment types can vary from traditional quizzes and tests to performance tasks and
projects which can be open-ended, complex and authentic.
Stage 3 (Plan Learning Experiences and Instruction), the final stage is planning the
learning experiences and instruction. It is in this stage that teachers will ask questions
that will drive learning and instruction, such as: what activities will equip students with
needed knowledge and skills, what resources and materials are important to accomplish
goals, what knowledge and skills will students need to achieve desired results and is this
design coherent and effective? (Wiggins and McTighe, 1998).
Impact
Backwards design changed the field of education by helping educators to think
about the specific methods used during instruction as well as examine the strengths and
weaknesses of activities and assessments. The field of education has an accurate means
of articulating and justifying grades when UbD is implemented. Because of this, students
are provided with fair assessments and better-quality feedback as well as an explanation
for grades and why the assignments matter. Educators also take a more personalized
Curriculum research paper
approach to planning and understands that all students learn content and material that
they are able to relate to.
Analysis
One of the most challenging components of the backward design process is to
identify the desired results. “A common mistake made when first using the
Understanding by Design methodology is to assume that everything taught in the
classroom is as important as everything else” (Sgro &Freeman,2008). Learning is the
master skill. When you fully engage in learning—when you throw yourself
wholeheartedly into experimenting, reflecting, reading, or receiving coaching—you are
going to experience the thrill of improvement and the taste of success” (Kouzes & Posner
2017, p. 184). Whenever learning takes place, faith must be exercised through an
endeavor to see the fullness of whatever it is you are learning and faith itself implies a
commitment to grow in knowledge “And whatever you do, in word or deed, do
everything in the name of the Lord Jesus, giving thanks to God the Father through him”
(Colossians 3:17 English Standard Version).
I believe that the Understanding by Design (UbD) process moves instruction away from
just “doing activities to do them.” Wiggins and McTighe also promote clarifying for
students what is expected for understanding (termed enduring understandings) and what
is expected for assessments (using rubrics, etc.) by stating these clearly at the beginning
of each unit. Teachers who have studied and adopted the practice of backward design
start with these inquiries, and then move on to specific queries pertinent to the content.
This strategy is adaptable to the Christian perspective on learning. It promotes
Curriculum research paper
instructional focus; but also, for the Christian teacher, it allows for the incorporation of
Christian understandings and principles.
Curriculum research paper
References
Gutek, G. L. (2011). Historical and philosophical foundations of education: A
biographical introduction (5th ed.). Boston, MA: Pearson.
Jackson, A. W., & Davis, G. A. (2000). Turning points 2000: Educating adolescents in
the 21st century. NY: Teachers College Press
Kouzes, J., & Posner, B. (2017). The Leadership Challenge. Hoboken, NJ, United States
of America: John Wiley & Sons, Inc.
Pope, E. (2000). Developing a biblical worldview. Retrieved from
http://www.foundationsforliving.org
Sgro, Sergio D. and Freeman, Steven A. (2008). Teaching critical thinking using
understanding by design. Agricultural and Biosystems Engineering Conference
Proceedings and Presentations. 224. https://lib.dr.iastate.edu/abe_eng_conf/224
Wiggins, G., & McTighe, J. (1998). Understanding by design. Virginia: ASD.
Wiggins, G., & Thomas, R. (2003). Backward design for forward action. Educational
Leadership, 60(5), 52-55.