Final+Philosophy+Submissions

I believe that before a student can begin their learning process, all of their needs must be met physically and when those needs are met, we need to begin with the basics of that education. In my district, a large part of our student population enters the primary grades with little to no English in their vocabulary. Truth be told, some of these students (because of the family dynamics or lack thereof) enter school for the first time with little or no language AT ALL, bringing in the issue that our curriculum must address the issues of daily, **spoken** language as well as **academic** language. I realize that this does not hold true in all districts, but with the social problems of our society at large and the influx of immigrant students entering our school systems, there are most certainly other districts experiencing the same issues. Curriculums should meet the needs of all students (verbal & not, literate & not) or at the very least allow room for educators to adjust and modify their teaching of said curriculum to meet those students needs. A curriculum that ties the hands of educators simply will not work in most of today’s school. Also, Franklin Bobbitt states in Curriculum Theory and Practice that the central theory of curriculum is simple, human life consists of the performance of specific activities. (Bobbitt, 1918, 1928) It is my opinion that these specific activities include academics as well as the necessities of life. In other words, if we are providing our students with the essential elements of life such as nourishment, safety and a feeling of worth, we must incorporate a “daily living” component into our curriculums. Not necessarily the type of daily living skills that you would see in place for exceptional students but purely a “back to basic” type curriculum to include something as simple (yet extremely important) as spoken language and the essential skills needed for individuals to exist in today’s. In the electronic world of today and with the extreme numbers of neglected children, the simple activity of spoken conversation is disappearing. Parents lost in an alcohol or drug induced stupor cannot provide the stimulating chatter that a child in the developmental years requires. Yes, we must incorporate 21st century skills and technology into our curriculums, but we must also imbed 19th century social skills into it as well. Without these, no curriculum will provide the ultimate results needed. As to what roles we need to take and who should be the decision/policy makers, I believe that educators, families, as well as government leaders must be in on the decision making process. I believe that we are all in agreement with what the end result in our educational system needs to be, so shouldn’t we all be involved in the decision making process as well? It is my opinion that we are all stakeholders of curriculum, from government leaders - to teachers and administration - to the students themselves. The government leaders are in position to “make things happen” and we as teachers/administrators find our jobs on the line if certain curriculum criteria is not met, and who will be our leaders of the future if not the students learning from said curriculum themselves? For one party to exclusively decide what the expectations are, how they will be achieved and what the penalties are for non compliance will be, would be to totally ignore what could be very valuable opinions and resources. As stated by Tomlison and McTighe, we must remember that the student is the focal point of our work as teachers and educators (Tomlinson & McTighe, 2006), therefore to exclude these resources would be a crime. Because students come to us at such varying levels of readiness and experiences a curriculum needs to be one that can be adjusted to meet the needs of the very neediest to the most advanced. I understand that in today’s world, technology is a necessary part of the curriculum, but I also feel very strongly that all the technology in the world will do a student very little good if he/she cannot distinguish between a noun and a verb and at the very least exist as a functional human being. To address part of this issue, I truly believe that basic grammar should be a huge part of the elementary curriculum and later the technology component can be brought in to play in forms such as “digital story telling” and other features needed by our more advanced students. In addressing the second issue, we must be meeting essential human needs of all students as stated earlier. Although I understand that in today’s world, information is just a click away, because of the geographical area and social economical issues my students face, I try to very hard to incorporate into my lessons methods that teach my students what can be done should a computer, internet access or other electronic devices are not available in order to research a given topic. Again, I believe that students should be taught the basics of research before moving on to the digital world of research. If I am to describe my philosophy on curriculum, I would have to say that yes, I am a very “back to basics” believer. However, I hope that I am open-minded enough to know that although I teach my students some of the very basic lessons that I learned years ago, I must also equip them with the critical attribute of not only having the basic information but also knowing what to do with it. (Jacobs, 2010) Today’s student must feel as at home with 21st Century Learning as I did in the basics of my education. References Hurwitz, E., Menacker, J., &Ward, W. (n.d.) //Critical issue: Developing and maintaining safe schools.// Retrieved from http://www.ncrel.org/sdra/areas/issues/environment/drugfree/sa200htm Bobbitt, F. (1918), //The Curriculum//, Boston: Houghton Mifflin Bobbitt, F. (1928), //How to Make a Curriculum//, Boston: Houghton Mifflin Tomlinson, C.A. & McTighe, J. (2006), //Integrating differentiated instruction & understanding by design//, Associated for Supervision and Curriculum Development Jacobs, H.H. (2010), //Curriculum 21, essential education for a changing world//, Associated for Supervision and Curriculum Development || The purpose of school is to give students the skills needed to be active citizens in their community, and encourage them to strive for their own personal achievement. I believe the subjects that we must teach are reading, math, science, social studies, health, art, music, and technology. Now that I have learned more in this class, I realize that our new generation of students must also have the skills to help them excel in a more global society. No longer do the standards of reading, writing and arithmetic suffice. Students must now also have a better understanding of foreign languages and culture as well as current global trends in science and technology (Jacobs, 2010). Additionally, I now realize that technology is not a subject to be taught on its own, but integrated throughout the other subjects. We will need to teach our students different knowledge so that they can cope with the challenges of today’s technology based society (Sahlberg, 2005). My job is to help prepare each student to excel in whatever path they choose. I know that students learn in a variety of ways and this learning takes place at each individual’s pace. By using the principles of Differentiated Instruction, I will foster a comfortable, respectful, and challenging learning atmosphere for each student (Tomlinson-McTighe, 2006). It is important to use the principles of DI because it is the best way to propel each individual’s learning (Tomlinson and McTighe, 2006). I feel strongly that each student is unique and that it is my job to help each one of them do their personal best, celebrating their growth and personal victories in learning. “Culture, race, language, economics, gender, experience, motivation to achieve, disability, advanced ability, personal interest, learning preferences, and presence or absence of an adult’s support are just some of the factors that students bring to school with them in almost stunning variety”(Tomlinson and McTighe, 2006, p. 1). I embrace the uniqueness of each pupil by getting to know each of them and their strengths and interests, to provide them with opportunities for success. I use different methods of instruction to best reach each of my learners. I am responsive to their needs, and use different methods of teaching the content to different members of my class. I use different groupings throughout the day to allow students to work collaboratively when appropriate. These include whole group, small groups and individual instruction. I will also incorporate newly learned web 2.0 tools to enhance student interest and learning. As we have discussed in class, these tools are great for increasing student interest, and they enhance student learning when used appropriately. The tool should not be the point of the lesson, but should assist in learning. The definition of curriculum from one of our classroom readings was “all the learning which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside the school” (Smith, 1996, 2000, p. 1). While I agree that this basic definition is accurate, it does not give a clear and complete definition. My definition of curriculum has changed dramatically from my initial thoughts on the issue. Initially, I thought curriculum was the subject matter I am teaching in my classroom, as prescribed by the school district, using state standards and benchmarks. I know now that it is not the reading, math, and science guides that are provided to me by my school district. These are merely tools available to help me teach the curriculum. I have learned that curriculum is designed using the standards and benchmarks adopted by my district, but over time, maintaining more flexibility than I had initially considered. The simple fact is, in an ever changing world, curriculum must continue to evolve. This includes not only what should be taught, but how it will be taught. It must be focused and logical, and presented in multiple ways to reach each learner. It also includes authentic assessment based on the objectives. My current definition of curriculum includes not only what should be taught, but also how it will be taught. It covers all core areas: reading, math, science, social studies, health, technology, art, and music. It must be focused and logical, and presented in multiple ways to reach each learner. Our texts point out the importance of updating the curriculum to include more modern goals and objectives to help all students prepare for life in the twenty-first century cutting that which is outdated. It is of utmost importance for students to learn the skills necessary for them to become productive and self-sufficient citizens. I believe who decides what is important for students to learn is still open for debate. Possible stakeholders include teachers, students, parents, administration and other community members, as well as future employers. Arguably, all of these representatives should have input toward possible curriculum, as their best interests are at stake, but I can see this as a problem too. Too many battling interests may result in the curriculum being pulled in too many directions. I am encouraged that some of the stakeholders have come together in an attempt to update the curriculum to include the Curriculum 21 and technology goals. In the //Digital Learning Now// report, a panel of governors and other stakeholders created a vision for maximizing student potential by using technology. They realize that the system is not working well for all learners and has remained virtually unchanged for the past 50 years (Foundation for Excellence in Education, 2010). To see that a diverse group can get together to promote updating curriculum and using the latest tools to teach and learn is a step in the right direction. Along with the belief in differentiating instruction from day one to meet student needs, I believe in offering varying choices in curriculum for students once they are beyond the “basics”. If a student is free to choose and pursue different areas of interest, they would be far more likely to enjoy school and complete their education. I feel the way to do this is to find the new forms of school. This could include no longer being bound by a 180 day school calendar, or a brick and mortar school building. Students should not be bound by traditional versions of school where age, calendar and rigorous schedules hold students to a pace of learning that is not appropriate or desirable for them (Jacobs, 2010). This phenomenon is leading students down a path of disengagement from school. If we were to restructure schools to go where the student chooses, while still using a good curriculum, any learner could pursue areas of interest while still getting the necessary curriculum. The content and processes of curriculum should reflect the values of the student’s community. Furthermore, I feel we must now include a global component to our curriculum so that our students will be able to live, work, and compete in a global marketplace. “All of our students will be left behind if we don’t transform their education with this new global context in mind” (Jacobs, 2010, p. 98). If we begin at a young age to help students understand their communities as well as other global communities, they will have a better understanding of their place in the world. In conclusion, I believe it is my job to create and implement the curriculum based on the standards and benchmarks adopted by my district, in a manner that will work for my students, taking into account their learning style and the pace that is appropriate for them. To do this, I will use many of the skills and techniques that I have learned about during this class. I will use backward planning and curriculum mapping to ensure that I have a clear understanding of the entire curriculum I employ in my classroom. I will use essential questions in my teaching. I will use more formative assessments so that I may gauge student progress and adjust my teaching to each student’s needs. I will find new ways of presenting information so that I can best reach each learner in a meaningful way. I will integrate technology as often as possible to create an active environment for all. It is important to use technology to bring real world problems into the classroom for students to explore, solve and discover new problems (National Research Council, 2000, p. 207). I will use authentic assessment in a photo album manner, rather than a snap shot. I will strive to continue to grow as a professional so that I can apply new skills and knowledge in my classroom. I will collaborate with my peers, because they carry a wealth of information and experience. Most importantly, I will treat each student as the unique individual that they are and always do the best I can for each of them. References Bransford, J. D., & Brown, A. L., & Cocking, R. R. (Eds.). (2000) How People Learn. Washington, D.C: National Academy Press. Foundation for Excellence in Education, Digital Learning Now!. (2010). Report of the FFE final report on benefits of adopting digital learning in US schools. Retrieved from http://www.excelined.org/Docs/Digital%20Learning%20Now%20Report%20FINAL.pdf Jacobs, H. H. (2010). Curriculum 21 Essential Education for a Changing World. Alexandria, VA: ASCD. Smith, M. K. (1996, 2000) ‘Curriculum theory and practice’ //the encyclopedia of informal education,// [|www.infed.org/biblio/b-curric.htm]. Sahlberg, P. (2005) Models of Curriculum Development-international trends and the way forward. Proceedings of the International Conference on Curriculum Reform and Implementation. Ankara, Turkey: Ministry of National Education, PP.108-121. Retrieved from [] Tomlinson, C. A., & McTighe, J. (2006). Integrating Differentiated Instruction + Understanding by Design. Alexandria, VA: ASCD. || Adrienne Jaramillo
 * Name || Paper ||
 * Becky Ramzel ||  ||
 * || Philosophy of Curriculum Educ 542 Rebecca (Becky) Ramzel It is my belief that the role school should play for each individual is to mold and create a confident, knowledgeable, well adjusted and functioning human being who is capable of putting their knowledge to use in today’s world. This product of the American school systems, whether they be public or private, must learn the fine art of interacting in most any given social setting as well as the academics that a well rounded education provides. But before any of the above can take place, each individual must first feel safe and secure in their learning environment. Students who lack the necessities such as safety and nourishment cannot be expected to turn their full attention to the learning process. However, I do not feel that the entire burden should fall upon the school system and its educators but also on the individual families involved. It is a sad fact that safety and security at home for our students is becoming harder to find and even if they do have these essentials, a large part of our student population bring a tremendous amount of “baggage” to school with them each day. We, as educators, find ourselves sorting and sifting through all of these issues each day BEFORE the teaching actually begins. In an internet article by Emanuel Hurwitz, Associate Professor of Education, University of Illinois, he states that more than ever today’s schools are serving children from dysfunctional homes, children dealing with hunger and lack of emotional support, children living in poverty and any number of social emotional issues. Because children are required to come to school, school personnel have a duty to provide them with a safe, secure and peaceful environment in which learning can occur. (Hurwitz, Menacker & Weldon, 1996).
 * Darla Stynen || My Philosophy of Curriculum Darla Stynen  <span style="display: block; font-family: 'times new roman','serif'; font-size: 16px; text-align: center;">University of New Mexico  <span style="display: block; font-family: 'times new roman','serif'; font-size: 16px; text-align: center;">College of Education  <span style="display: block; font-family: 'times new roman','serif'; font-size: 16px; text-align: center;">EDUC 542 Principals of Curriculum Development  <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">When I first started this class, I believed curriculum to be the teacher’s guide that I was provided for each subject. Furthermore, I thought of technology as more of a novelty than an important part of the curriculum. I now have a completely new perspective of the meaning of curriculum.
 * Darla Stynen || <span style="display: block; font-family: 'times new roman','serif'; font-size: 16px; text-align: center;">My Philosophy of Curriculum <span style="display: block; font-family: 'times new roman','serif'; font-size: 16px; text-align: center;">Darla Stynen  <span style="display: block; font-family: 'times new roman','serif'; font-size: 16px; text-align: center;">University of New Mexico  <span style="display: block; font-family: 'times new roman','serif'; font-size: 16px; text-align: center;">College of Education  <span style="display: block; font-family: 'times new roman','serif'; font-size: 16px; text-align: center;">EDUC 542 Principals of Curriculum Development  <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">When I first started this class, I believed curriculum to be the teacher’s guide that I was provided for each subject. Furthermore, I thought of technology as more of a novelty than an important part of the curriculum. I now have a completely new perspective of the meaning of curriculum.
 * Darla Stynen || <span style="display: block; font-family: 'times new roman','serif'; font-size: 16px; text-align: center;">My Philosophy of Curriculum <span style="display: block; font-family: 'times new roman','serif'; font-size: 16px; text-align: center;">Darla Stynen  <span style="display: block; font-family: 'times new roman','serif'; font-size: 16px; text-align: center;">University of New Mexico  <span style="display: block; font-family: 'times new roman','serif'; font-size: 16px; text-align: center;">College of Education  <span style="display: block; font-family: 'times new roman','serif'; font-size: 16px; text-align: center;">EDUC 542 Principals of Curriculum Development  <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">When I first started this class, I believed curriculum to be the teacher’s guide that I was provided for each subject. Furthermore, I thought of technology as more of a novelty than an important part of the curriculum. I now have a completely new perspective of the meaning of curriculum.
 * || Christina Sanchez My Philosophy of Education:[[file:CS_Philosophy_11_29_11_FD_2.docx]] ||
 * || Christina Sanchez My Philosophy of Education:[[file:CS_Philosophy_11_29_11_FD_2.docx]] ||
 * || Christina Sanchez My Philosophy of Education:[[file:CS_Philosophy_11_29_11_FD_2.docx]] ||

**Position Statement: Philosophy of Curriculum** **Adrienne A. Jaramillo** **University of New Mexico** **EDUC 542 Principles of Curriculum Development** I believe that the purpose of school is to give everyone an opportunity to educate themselves in a way that allows them to pursue their choice of career path, or at the very least, allows a person to make good choices for themselves. At the elementary level, children have the opportunity to learn basic reading, writing, and mathematics, along with critical thinking skills that help them to be better able to make decisions concerning the world around them. As we live in a democratic society where citizens have the opportunity to be involved in the decisions that influence our lives, we should therefore, have the opportunity to make informed decisions. I do believe that school exists to empower those who attend and open doors that may otherwise remain closed. Knowledge truly is power. Everyone deserves an equal opportunity to learn useful and relevant information that includes more than just basic reading and mathematics. Students must have experiences with the natural world and be given opportunities to make connections and question what is happening around them. Students must also have opportunities to learn about past experiences, so they are able to understand where they come from and have value for those experiences. They must learn about others so they are better equipped to learn and know about themselves. It is imperative that students also learn ways to express themselves so their voices can be heard. We (all students) must learn who we are and how we function in our world. Curriculum is more than what we can learn from books. It is multicultural and diverse. It is a way of thinking, and a way of being. It is both local and global. It is a road map that helps us reach our ever changing destination. According to Grundy, “curriculum is not simply a set of plans to be implemented, but rather is constituted through an active process in which planning, acting, and evaluating are all related and integrated into the process” (Grundy, 1987: 115). I like this idea, but I found Jacobs’ ideas more useful. I have learned by reading __Curriculum 21__ by Heidi Jacobs, (2010) that there are three basic parts to curriculum: content, instruction, and assessment. This definition makes the most sense to me, and it is more than the standards and benchmarks that I used think of as curriculum. The content piece of curriculum is what students are to know and to what degree at each level of their academic careers. My understanding of curriculum is that it is not the “reading program,” or the “math program.” These are only a few of the tools by which curriculum can be delivered. It is the teacher’s job to understand the given content and deliver it in a manner in which students are able to learn it. This is where effective differentiation and the use of 21st century curriculum come in. Effective instruction is vital in the delivery of curriculum. This is the art and heart of teaching. If we aren’t reaching all of our students, there simply isn’t any point. We know we are being successful when our students are successful. Assessment is the piece that actually tells us if we have reached our goals. Assessment can come in several forms and should guide instruction. When students have acquired the given skills through curriculum, they are better able to lead more productive and informed lives. When we design curriculum, we must put the needs of our diverse learners at the front to help them realize their potential power through knowledge (Tomlinson and McTighe, 2006). By planning backward, we can keep the end result in mind. Curriculum should constantly be evolving to meet the needs of our students (Sahlberg, 2005). My idea of curriculum is that it is like a road map. We have to know where we are going in order to get there. We don’t just get out on the road and start driving and hope that it all works out. When we have a destination in mind, we plan the route and the various stops along the way, then we reach our desired destination. One of the most important things for students to learn is the ability to think critically and be able to solve every-day problems. When learning is centered around “big ideas” and “essential questions” problem solving and deeper knowledge will result (Wiggins and McTighe, 2005). If students have these skills, then it won’t matter if they can correctly compute a long division problem using an algorithm, they will be able to solve the problem by using logic and reason when it is appropriate to do so. Students should also be able to read well and analyze what they have read so that they can form their own interpretations and connections within their own realities. Above all, students should learn how to //think and apply knowledge.// This can be accomplished through the use of essential questions to help students to make their own connections and construct their own learning in a way that is appropriate, useful, and meaningful (Bransford, Brown and Cocking, 2000). Who decides what is taught in a classroom? Educational leaders at the state level make the decisions about what is to be taught and learned. Districts adopt and choose programs that are to be delivered with “fidelity.” However, I believe it is the teacher who decides what is presented in the classroom and how it is presented. We teachers have been given guidelines by the state that we are to follow, and students must take a high stakes test that is used to judge just how well the curriculum is being delivered and learned. But ultimately, I do think that it is the teacher who makes the decisions about curriculum. Who //should// make these decisions? I think that curriculum choices should be made by all the stakeholders: students, parents, teachers, educational leaders, and the community. If the students are to live and work within the community, why wouldn’t it make sense for the community to have some sort of role? Are we preparing students to live and work productively within their communities? Business and industry may have a say in that they want to hire workers with certain types of skills. The partnership for 21st Century Skills tells us that it wants students who can think critically, solve problems, and collaborate (Jacobs, 2010). If we aren’t preparing our students with these skills, industry may look elsewhere leaving some communities with less economic opportunities for its residents. Students should have choices when it comes to their education. After all, it is their education. Students along with their parents should be able to have a voice in what they are to learn and how they are to learn it. This may lead to more positive outcomes such as increased student involvement and accountability (Jacobs, 2010). Should there be a different curriculum for different students? No, curriculum should be available to every student. It is the manner in which it is presented and or assessed that may be different. The traditional school setting where everyone gets the same thing doesn’t work for every student. Teaching for understanding requires certain attitudes and responsiveness from the teacher. Teachers who get to know their students’ needs and interests can better engage learners in more effective ways and thus be more successful (Tomlinson and McTighe, 2006). Just as teachers should plan curriculum around students’ academic needs, student values should also have some role within the classroom. Their language, cultural background, and ways of knowing should be respected and valued. These values should be built upon and used to develop a respect among classmates and teachers within the classroom. Students and teachers working toward a common goal can foster a sense of value for students’ education and themselves. Teachers can help to develop a sense of value and respect for other cultures as well as ecological issues. After all, we must all coexist on this planet together. We must foster a sense of sustainability. “Educators for sustainability work to develop in young people and adults the knowledge, skills, attitudes, and enduring understandings required to individually and collectively contribute to a healthy and sustainable future,” (Cloud, 2010). The values that are present in curriculum would be those that help students evolve into responsible global citizens. Our students are the ones who reap the benefits of good curriculum or suffer from the losses of our curriculum shortcomings. It is they who have the most to gain or lose from our curriculum and its delivery. But they are not the only stakeholders. It is the teacher who is held up to the microscope as well. Our community, state, and country are also stakeholders in the whole scheme of curriculum. Are we preparing students to be ready for the jobs that will be available to them in the next ten to fifteen years? Are we preparing young people to be responsible global citizens? I think we have a long way to go. My role in my 6th grade class is to give students opportunities to solve problems, question freely, and think deeply. I must deliver the curriculum to the best of my ability. This means I must know my content inside and out, provide useful and meaningful instruction that reaches all of my students, and use assessments to help me adjust my teaching strategies. It also means that I must know not only about 6th grade standards, but also the levels that come before and after 6th grade. I need to know where they came from and where they are going. I also need to know why they are learning certain content. Is it something that will be built on later? How? I must begin where they are in order to take them further, (Marzano, 2004). I must provide curriculum that matches the world they live in and prepare them for the one to come by using current best practices including 21 century curriculum and Web 2.0 tools. “As educators, our challenge is to match the needs of our learners to a world that is changing with great rapidity. To meet this challenge, we need to become strategic learners ourselves by deliberately expanding our perspectives and updating our approaches,” (Jacobs, 2010, pg. 7). I must continually seek out new information through professional development and reflect on my teaching to increase learning for my students. Providing real world problems, asking essential questions and helping students construct their own knowledge can engage students in more meaningful and exciting ways. I must also possess and express enthusiasm and passion for the concepts I teach and hopefully pass that on. Curriculum is not book deep. There is a curriculum that is taught every day and it isn’t in any book. It is portrayed in a teacher’s attitude and actions. It is the model in front of the class.

References

Bransford, J. D., & Brown, A. L., & Cocking, R. R. (Eds.). (2000) How people learn. Washington, D.C: National Academy Press

Grundy, S. (1987) Curriculum: product or praxis? Lewes: Falmer Press.

Jacobs, H. H. (2010). Curriculum 21 essential education for a changing world. Alexandria, VA: Association for Curriculum Development

Jacobs, H. H. (2010). Cloud, J. P.Education for a sustainable future. Curriculum 21 essential education for a changing World. Alexandria, VA: Association for Supervision and Curriculum Development

Marzano, R. J. (2004).Building background knowledge for academic achievement: Research on what works in schools. Alexandria, VA: Association for Supervision and Curriculum Development

Sahlberg, P. (2005) Models of Curriculum Development-international trends and the way forward. Proceedings of the International Conference on Curriculum Reform and Implementation. Ankara, Turkey: Ministry of National Education, PP.108-121. Retrieved from []

Smith, M. K. (1996, 2000) “Curriculum theory and practice” //the encyclopedia of informal education//, [|www.infed.org/biblio/b-curric.htm].

Tomlinson, C. A., & McTighe, J. (2006). Integrating differentiated instruction and understanding by design: Connecting kids and content. Alexandria, VA: Association for Supervision and Curriculum Development

Wiggins, G. & McTighe, J. (2005). Understanding by design (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development

Veronica Cordova