Discussion W2

Discussion Assignment Two

During this course, you will participate in six graded Discussions. Discussions give you an opportunity to reflect upon, process, and elaborate on the Learn section material. A thread addressing the discussion prompt (at least 400 words). Each thread must contain at least two peer-reviewed references, one Scripture reference, and must be at least 400 words. Current APA format is required for citations, and a reference list in current APA format is required at the conclusion of each thread. You must also use proper grammar as outlined in the APA manual.

When writing your thread, consider and address each of the following questions:

• How do you define curriculum? • How does curriculum differ from instruction? • Who is responsible for curriculum development? • What are the responsibilities of a curriculum designer? • What challenges do designers face in a school and/or from external groups? • How should a Christian approach curriculum design?

Required Resources

Brown, P. C., Roediger III, H. L., & McDaniel, M. A. (2014). Make it stick. Cambridge, MA: Harvard University Press. ISBN: 9780674729018

Lalor, A. D. M. (2016). Ensuring high-quality curriculum: How to design, revise, or adopt curriculum aligned to student success. ASCD. ISBN: 9781416622796

McTighe, J. & Willis, J. (2019). Upgrade your teaching: Understanding by design meets neuroscience. ASCD. ISBN: 9781416627340

Stern, J.H., Ferraro, K.F., & Mohnkern, J. (2017). Tools for teaching conceptual understanding, secondary: Designing lessons and assessments for deep learning. Thousand Oaks, CA: Sage Publishers. ISBN: 9781506355702

Wiggins, G.P. & McTighe, J. (2005). Understanding by design. Alexandria, VA: ASCD. ISBN: 9781416600350

Curriculum Design and Responsibilities 400 words

When writing your thread, consider and address each of the following questions:

 How do you define curriculum?  How does curriculum differ from instruction?  Who is responsible for curriculum development?  What are the responsibilities of a curriculum designer?  What challenges do designers face in a school and/or from external groups?  How should a Christian approach curriculum design?

According to Beauchamp (1972), Curriculum is a document designed to be used as a point of departure for instructional planning. p.15) The curriculum is key to a child’s learning development. Not just about school, students or educators, curriculum is the center of the learning environment and society as well. Teaching content is important, but considering the interests and needs of the students being taught is more important than the amount of information covered.

“Curriculum is the primary vehicle for achieving the goals and objectives of a school. In developmentally responsive middle grades schools, curriculum encompasses every planned aspect of the educational program. It includes not only the basic classes designed to advance skills and knowledge but also school-wide services and programs such as guidance, clubs, and interest groups, music and drama productions, student government, service activities and sports.” (This We Believe, p. 17).

Curriculum encompasses much more than the collective courses of study and must reflect the nature and needs of the students. Curriculum and instruction are different but complement one another. Curriculum is the “what” is being taught and learning is the “how” of what is being taught. If curriculum is the end result, then instruction is the means of getting to the end result. Without curriculum planning, instructional methods cannot take place. An evaluating committee of educators, parents and community leaders should be formed to take feedback and input from the community when a new curriculum is being created. During this time, the suggestions from the public give direction to the development process. Several meetings may be held until the school board decides whether or not to take the suggestions and move forward with curriculum development. The designer(s) of a curriculum should be mindful to, “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).” The goal is for

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everyone involved to be aligned with the same ideals educationally, culturally and technologically. Regardless, the impact of personal perspective on curriculum must be considered in all classrooms. Teachers still find ways to have a Christian approach within the classroom with expectations and the way in which they conduct themselves with students and colleagues. Teachers whose classrooms are hubs for learning and discovering have found ways to integrate all of these qualities to be effective and for intentional teaching. Classroom expectations are usually crafted with the assistance of the students and they consist mainly on how to treat and respect oneself and others. “Jesus saith unto him, I am the way, the truth, and the life: no man cometh unto the father, but by me” (John 14:6, King James Version). An educator that believes Jesus is the truth, would live and teach according to the dictates of Christ.

Beauchamp, George A. (1972). Basic Components of a Curriculum Theory. Curriculum Theory Network, No. 10 (Autumn, 1972), pp. 16-22

Jackson, A. W., & Davis, G. A. (2000). Turning points 2000: Educating adolescents in the 21st century. NY: Teachers College Press.

National Middle School Association. (2003). This we believe: Successful schools for young adolescents. Columbus, OH: National Middle School Association

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