CURRICULUM KNOWLEDGE 1
Curriculum Change Plan: Part 5 – Curriculum Knowledge and Implementation
XXXXXXXXXX
School of Education, Liberty University
Author Note
XXXXXXXXXXXXX
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to XXXXXXXXXXX.
Email: XXXXXXXXXXXXX
Word Count (body only): [1924]
CURRICULUM KNOWLEDGE 2
Curriculum Change Plan: Part 5 – Curriculum Knowledge and Implementation
Curriculum Integration Approaches
In adopting curriculum integration (CI) approaches, specifically in the implications of
integrating UDL principles with the Amplify Texas 3-5 ELAR program, concept-based and
brain-based inquiry supported by depths of questioning models are CI approaches that will assist
with effectively merging the curriculum change plan. The Taba Model of curriculum
development is employed alongside CI, which is rooted in the educational philosophies of
progressivism and constructivism, thus materializing into becoming a practical framework to
guide CI. These components combined include project-based learning experiences with inquiry-
led activities, where the teacher facilitates learning through guided and leveled questioning.
CI should encompass Bloom's Taxonomy (Bloom et al., 1956) or Costa's levels of
questioning (Costa & Kallick, 2015) to support higher-order and critical thinking in students.
Students' cognitive processing skills will develop and heighten when question types are
appropriately employed, aiding learners in synthesizing information effectively. Bloom's
Taxonomy evokes students' analytical abilities through a hierarchy of questions that can modify
instructional methodologies and enhance learning outcomes (Nurmatova & Altun, 2023). The
alignment of learning outcomes within the hierarchal stages guides teachers into the generation
of appropriate objectives and assessments (Nurmatova & Altun, 2023); hence, this alignment of
student outcomes would support the customization of Amplify lessons to meet learners needs
through questions scaffolded to appropriate levels of depth and understanding. Costa's Levels of
Questioning connotes that questions unlock thinking, and efficacious questioning is essential to
effective pedagogical practices (Alexander et al., 2021); hence, Alexander et al. (2021) submit
that effective questioning makes questioning equitable to all. Regardless of the model used,
CURRICULUM KNOWLEDGE 3
efficacious questioning should include three components: the good question, the student's
response, and the teacher/student's response to the original question (Alexander et al., 2021). The
curriculum change plan infused with embedded question types through each read-aloud or
student reader in the Amplify lessons would provide teachers with equitable questioning sessions
for all learners and empower students to share collaboratively by developing their academic
language.
Concept-based and brain-based inquiry are CI approaches supporting the proposed
curriculum change plan. A concept-based inquiry approach would uphold the fidelity of Amplify
while supporting a progressive thinking curriculum because it would focus on the students and
peer relationships and emphasize growth - not mastery, be action-centered, led by inquiry,
equitable for all, and community-centered (Perez, 2022). The Southeast Michigan Stewardship
Coalition (2013) submits that concept-based CI places the learning process in a context of
finding the big picture through transdisciplinary measures; thus, learning occurs through
overarching concepts that students transfer their knowledge through personal connections,
learning from other disciplines, and including the broader global community (Stewardship
Coalition, 2013).
The CI model that revolves around Amplify is based on the TEKS (content knowledge
and skills), Amplify's unit maps and scope (concepts), and active learning activities and
assessments executed through specified instructional strategies (action). Amplify ELAR provides
rich literature that sparks interest in students; however, students' curiosity is stifled by the teacher
directing the read-aloud with each lesson and keeping a grasp on learning through student
readers because the curriculum calls for teachers to explicitly walk students through constructing
meaning through each chapter of their readers. A concept-based inquiry approach would
CURRICULUM KNOWLEDGE 4
encourage teachers to guide students into "learning how to learn" by supporting students' growth
through the acquirement of the skills needed to understand and process content; hence, teachers
should be in the role of a collaborative partner, not the sole instructor (Perez, 2022). The student
reader portion of a lesson is a prime example of where a teacher could apply the curriculum
change plan by teaching the reading skill specified by Amplify's unit overview and maps.Then,
releasing the processing of information to students through the support of a UDL framework and
concept-based curriculum integration plan. In saying this, a potential disadvantage of concept-
based inquiry is that students need to develop metacognitive and metacognitive regulation skills;
thus, a teacher would need to explicitly teach, model, and provide opportunities for execution
before being able to release inquiry-based objectives.
A concept-based CI can be elevated by incorporating brain-based CI and fostering
collaborative and cooperative environments. Additionally, neuroscience can further enhance the
learning experience by informing curriculum development. According to the School of
Education (2021), effective teaching methodologies can lead to physical changes in the brain and
enhance its functions during the process of learning. In a practical sense, the more a student
practices a skill, the easier it is to learn (School of Education, 2021). A pivotal point in shifting
the teacher-led Amplify towards a brain-based approach would be to slow the pace of the scope
and sequence to give students more time to practice the reading skill taught before moving on to
a newly acquired skill. Additionally, the read-aloud would be limited to the amount of time a
teacher spends reading to 10 minutes, not 40 minutes because students lose interest; instead,
teachers should assign portions of the read-aloud to groups or offer it through a video to promote
structured conversations. Additionally, the long Amplify read-aloud decreases student
stimulation and motivation for learning; thus, students will increase comprehension when they
CURRICULUM KNOWLEDGE 5
are engaged in the lesson and can apply the information to their lives, making it relevant (School
of Education, 2021). In saying this, an awareness of the possible limitations of student's
motivation levels, ability to focus, cognitive ability levels to distinguish relevant from irrelevant
information, appropriate application of schema, and the strength of student's self-minoring skills
should be taken into consideration when applying brain-based inquiry into curricular
(Shimamura, 2018).
By utilizing the UDL framework and the Taba Model, supported by concept-based and
brain-based inquiry CI integration approaches, a practical framework for implementing a
progressive and constructivist curriculum that caters to students' diverse learning needs, interests,
and abilities could be developed through a down-top approach. This curriculum change plan can
cultivate more meaningful and transformative learning experiences for students through the
application of questioning models, collaborative and cooperative groupings, and the effective use
of neuroscience to inform curriculum development.
Student-Centered Approaches
Inquiry-based reading is a student-centered approach to instruction where students
actively discover information through inquiry; thus, the teacher poses questions, designs
methodologies, and guides interpretations (Alper, 2018). Inquiry-based instructional practices
embrace the processes, not the content, and support the discomfort and struggle of students
(Alper, 2018). Reading should be a method of inquiry because inquiry-based reading fosters
knowledge building and knowledge construction; hence, applying inquiry to reading skills will
promote more authentic and meaningful learning experiences for students (Katan & Baarts,
2020). However, one disadvantage of inquiry-based learning is a student's inability to identify
CURRICULUM KNOWLEDGE 6
when they have successfully met a learning outcome; hence, a teacher could provide a rubric,
concise written objectives, and clearly explain success criteria to students.
Student voice and choice is a student-centered approach that empowers students through
autonomy and responsible decision-making. The curriculum change plan can include adapting
the Amplify curriculum into reading choice boards of different activities supporting each lesson's
learning objectives. Another approach to providing student voice and choice within the
integration of the UDL principles is to provide students with multiple means of expression
through the daily Amplify exit tickets. Students' choices can be to provide a written expression
or typed response, oral recorded response, sketched thinking map or another graphic, and multi-
media options to show evidence of learning and multiple modalities to assess learning objectives.
Amplify as a stand-alone curriculum does not offer students opportunities for voice or choice;
hence, providing students with choices is not about guiding students to a specific outcome,
instead guiding them into responsible decision-making and increasing engagement through
officering choices to drive reading engagement (Merill & Gosner, 2021). A disadvantage of
student voice and choice is there being too broad of input from students or limited cooperation
for students staying on task with multiple students working on different tasks simultaneously.
Interactive presentations are a student-centered approach that makes learning active
despite being teacher-directed. Often, presentations are very teacher-centered, and an approach to
shifting the cognitive load to students is to adjust a presentation to include interactive elements
(Villalba, 2023). A teacher could teach a lesson using an interactive Nearpod or Edpuzzle
activity that would keep students engaged by actively participating rather than idly sitting and
listening to a teacher's lecture. Another interactive activity is using a Google Jamboard for sticky
note responses, including but not limited to vocabulary, prediction, question, or answer walls.
CURRICULUM KNOWLEDGE 7
Regardless of location, jam boards provide students instant connectivity to work collaboratively
or learn from one another in real time. Some potential disadvantages of using interactive
activities to promote student-centered learning are students posting inappropriate words, fearing
misspellings, getting incorrect answers for everyone to see, or the time consumption of getting
students to submit answers promptly.
Hidden Curriculum
There is inequality in education due to the hidden curriculum prevalent in all academic
institutions. The hidden curriculum indicates different social classes, races, or cultural
backgrounds, which can provide more opportunities for some and fewer opportunities for others.
The academic curriculum explicitly states learning objectives and expected outcomes; however,
the language, style, structures, and explanations of academic tasks are where the hidden
curriculum can be found among communities (Kozlowski, 2022). The hidden curriculum alludes
to norms, rules, and values instilled into students (Kozlowski, 2022); thus, students with diverse
cultural backgrounds and traditions will analyze and develop their perceptions of classroom
materials and environments. Teachers teach the hidden curriculum by imparting local social
norms and expectations to students.
A strategy to combat teaching explicit social norms is to shift from direct, content-driven
instructional approaches (teacher-centered) towards indirect, student-centered processing
approaches (Kozlowski, 2022). A teacher can think aloud, promote structured conversations, and
provide problem-solving opportunities for students to construct their own conclusions. Teachers
who promote self-discovery and unity rather than conformity will narrow the broadness of the
hidden curriculum. A conscious, ongoing observation will develop an awareness of potential
places where the hidden curriculum may become visible. Teacher self-efficacy will strengthen
CURRICULUM KNOWLEDGE 8
through reflecting on the hidden curriculum, while integrating the curriculum change plan; thus,
the context can support or hinder the goals of the curriculum change plan. Additionally, teachers
must be mindful of the example set for students because instances of hidden curriculum can
occur simply from a teacher’s actions, words, or expressions. “In everything, set them an
example by doing what is good. In your teaching, show integrity, seriousness” (New
International Version, 1978/2011, Titus 2:7). The rationale behind being cognizant of the hidden
curriculum is ensuring the intentional design of school culture and environment because it serves
as the landscape that all teaching and learning occurs. When a teacher intentionally molds these
elements to align with the proposed curriculum change plan, conducive conditions will be
constructed to affect student attitudes and learning outcomes positively.
In conclusion, the proposed curriculum change plan of integrating the UDL principles
with the Amplify Texas 3-5 ELAR program can be enhanced through a combination of concept-
based and brain-based inquiry approaches supported by depths of questioning models. Also, the
amalgamation of student-centered approaches, such as inquiry-based reading, student voice and
choice, and interactive presentations, can enhance the learning experience, advancing student
autonomy and responsible decision-making. Additionally, being aware of the hidden curriculum
and intentionally designing the school culture and environment promotes positive student
attitudes and learning outcomes. Overall, this curriculum change plan can cultivate many
approaches to enhance the Amplify ELAR curriculum by making it more accessible to all
learners. Furthermore, applying multiple approaches and being aware of hidden curriculums will
cultivate more meaningful and transformative learning experiences for students with space built
in to tailor instruction to meet students’ diverse learning needs, interests, and abilities.
CURRICULUM KNOWLEDGE 9
References
Alexander, K., Gonzalez, C., & Marco, S. (2021). Questions in secondary classrooms: Towards a
theory of questioning. Theory and Research in Education, 20(1), 5-25.
https://doi.org/10.1177/14778785211043020.
Alper, C. (2018). Embracing inquiry-based instruction. George Lucas Educational foundation:
Edutopia. https://www.edutopia.org/article/embracing-inquiry-based-instruction/.
Bloom, B. S, Engelhart, M. D., Furst, E. J., Hill, W. H. & Krathwohl, D. R. (1956). Taxonomy of
educational objectives: The classification of educational goals. Handbook I: Cognitive
Domain. New York: David McKay Co Inc.
Costa, A. L., & Kallick, B. (2015). Five strategies for questioning with intention. ASCD, 73(1).
66-69. https://www.ascd.org/el/articles/five-strategies-for-questioning-with-intention
Katan, L. & Baarts, C. (2020). Inquiry-based reading – Towards a conception of reading as a
research method. Arts and Humanities in Higher Education, 19(1), 58-75.
https://doi.org/10.1177/1474022218760261.
Kozlowski, K. The hidden academic curriculum and inequality in early education. Routledge:
Taylor & Francis. https://read.kortext.com/reader/pdf/2114068/Cover.
Merill, S. & Gonser, S. (2021). The importance of student choice across all grade levels. George
Lucas Educational Foundation: Edutopia. https://www.edutopia.org/article/importance-
student-choice-across-all-grade-levels/.
New International Version. (2011). Zondervan. (Original work published in 1978). Titus 2:7.
CURRICULUM KNOWLEDGE 10
Nurmatova, S. & Altun, M. (2023). A comprehensive review of Bloom’s Taxonomy integration
to enhance novice EFL educators’ pedagogical impact. Arab World English Journal, 14
(3), 380-388. https://dx.doi.org/10.24093/awej/vol14no3.24.
Perez, D. (2022). Social foundations of K-12 Education. Pressbooks.
https://kstatelibraries.pressbooks.pub/dellaperezproject/chapter/chapter-5-progressivism/.
Shimamura, A. (2018). The power and pitfalls of brain-based learning programs. Psychology
Today. https://www.psychologytoday.com/us/blog/in-the-brain-the-beholder/201807/the-
power-and-pitfalls-brain-based-learning-programs.
School of Education. (2021). What is brain-based learning? American University. Washington,
D.C. https://soeonline.american.edu/blog/brain-based-learning/.
Villalba, P. (2023, October 12). Seven student-centered learning examples with technology.
Nearpod Blog. https://nearpod.com/blog/student-centered-learning/.
