Entry 6

Q. 1. Think about the "shifting minds model" in Canada, do you see any similarities in the current development rationale we adopt here in the U.S. or your current country? Why is digital technologies so important in the 21st century?

   Shifting Minds is an innovative framework that ensures a student-led learning environment. The teachers act as facilitators to help guide students in personal, project-based learning. There is a similarity in our STEM program at our school. The facilitator allows her students to choose projects based on their own creative style and guides their learning. They are busy with hands-on technological projects that are both challenging and rewarding. I love seeing them so occupied to the exclusion of all else. 

    I believe I do see a trend in our education system wanting to do more project-based learning that not only engages students to their environment, but they can see the relevance in a global perspective, as well. A system that is similar is the "goal-based design" or "Design-Down, Deliver-Up" model. One of the things we need to get away from is the state mandating teachers teach their way when it clearly has not worked. I say that from the perspective of teaching in an area where our hands are tied with the curriculum we have to teach. I would love to see more project-based instruction; however, our district is so heavily tested that I see students who are weary of coming to school. Students are not going to test well, if all they encounter are an endless array of tests! I believe I digress... I personally look forward to when I am free to do more student-led learning.

    Digital technologies is important in the 21st century for a multitude of reasons, not the least of which is, globally, that is where we are. Unfortunately, with the onslaught of Covid 19, both students and teachers were forcibly thrust into a situation where distance learning was a must. Some teachers were woefully unprepared for such an event and students were not mentally geared to learning online. Now, here we are, a couple of years later and we are still trying to teach students to be prepared for online learning. Teachers are becoming more adept at creating online learning opportunities for their students by using Google Classroom and a myriad of other digital platforms. The biggest obstacle in my area is getting students and parents on board. 

Entry  5

Q. 1. Think about the standard of "goal-based design" and the "Design-Down, Deliver-Up" Model. How does such philosophy resonate with curriculum alignment?

Q. 2. Imagine now you have total control over curriculum development and are creating a yearly planning guide - how do you plan to align assessments with learning objectives? How often and in what forms do you plan to assess the students?

    The goal for every educator should be to develop well-rounded, critical-thinking citizens who are ready to compete in today's world. One way to achieve this goal is to create a curriculum design that showcases the student's learning. I believe that a goal-based design is a great way to implement the curriculum. It is important for students to know exactly what is expected of them; what are their learning outcomes. When the students know what they are expected to learn, that is the first step of taking ownership. Planning activities to facilitate the learning objectives is a fun way to engage students. These activities are also great assessment tools. This design is a good way to make sure that differentiated instruction takes place and it makes it easier for individualized student learning.

    I would create a syllabus for my students and parents. The syllabus would clearly define state and define the objectives (learning outcomes) for each nine weeks, the projects, the books students will be reading, the quizzes, and final assessment. I would also include any technology we will be using, materials needed, and grading criteria. 

    As far as assessing students, I would assess students periodically using the activity projects and one at the close of each nine-week period. Their assessments could range from visual demonstrations to essays to speeches. I would also include a project-based learning activity.

Entry 4

Q. Have you adopted Farrel's backwards planning model as a teacher in planning lessons? Does it help align written curriculum, taught curriculum and assessment? Why and why not? Think about the indicators that matter most to you - how do you plan to evaluate the classroom culture and teaching effectiveness in the future?

    I have grown up in a culture where teachers were told not to "teach to the test." Now, as a fairly new teacher and yet a 'baby boomer" I am instructed to do just that. I inwardly rebelled because I felt I was just giving my students facts to regurgitate back without much regard to actual learning. It wasn't until recently that I started to look at this from a different perspective. By allowing students to know what will be on the test is giving them a 'heads-up' for what's to come. I have always let my students know the objective to the lesson and the standard(s) we will be covering before the start of the actual lesson. Now, allowing them access to what the questions will be gives me the freedom to create lessons that lead to those questions. 

It does help align written curriculum because you already know the end result! Creating lessons that align with the test helps with knowing what technology will be used to guide your students along the road to success. Students feel confident when they know that the teacher is on their side and that the test isn't going to be a "crap-shoot" or a guessing game. The teacher's goal is to help the student succeed at learning and helping them to become a confident, critical thinking citizen.

When evaluating the classroom culture, I would want to see how the teacher involves everyone in activities. I would also like to see how blended the instruction is as it pertains to being sensitive to diverse backgrounds and cultures. I think it is important to have a positive atmosphere where different perspectives are taken in and valued. I would like to see artifacts on the classroom walls that come from the students, not just posters of clever sayings from the teacher.

Curriculum Portfolio-Entry 3

Q. Based on your opinion, should or could we adopt dual processes (i.e., naturalistic or technological ) into your curriculum? If not, why? If yes, on what level (elementary, secondary, or post-secondary)? Does such dual approach mechanism provide more educational opportunities, or does it further polarize the society? 

The Technological Process:  This type of curriculum involves a linear method of presenting lessons. It's very structured and organized. The teacher has a clear path (a guide) with which to create lessons. According to researcher Conrad Wesley Snider, "there are six objectives for understanding that can serve as criteria for lesson development using technology:

1. Explanation: knowledge and justified accounts of events, actions, and ideas

2. Interpretation: narratives and translations that provide meaning 

3. Application: using knowledge effectively in new situations in diverse contexts

4. Perspective: critical and insightful point of view

5. Empathy: identification with another person's feelings and worldview

6. Self-Knowledge: wisdom to know one's ignorance and one's patterns of thought and action

The above is realized as needs are assessed, objectives are decided, learning activities are chosen, and required materials are gathered.

The Naturalistic Process: This type of curriculum is centered around learning experiences. There are still objectives, activities, and required materials; however, the assessment is more "hands-on."  With this model, the curriculum focuses more on the overall learning as students are doing rather than a virtual lesson.

    With the technological process, the learning is a road trip centered on an end goal, a destination; whereas, with the naturalistic process, learning takes place within the road trip which will lead to a final destination.

The Dual Approach: Personally, I think it would be rather difficult, considering the age we live in, to not blend the two processes. Teaching 6th grade, I find it imperative to use technology to help students realize they are an integral part of a much larger world. In order to grow students to be productive citizens of their environment I need to embrace a dual approach to my curriculum. However, before they can see themselves as part of the global picture, I must first make sure they see themselves as part of their own neighborhood and that takes the technological process into the naturalistic model.