Curriculum Documentation and Origins - Essay Example

Curriculum Documentation and Origins I. How is the curriculum documented? 1.1 On what curriculum and standards documents and other resources will you base your analysis? Which state and national standards are relevant to the chosen curriculum? The curriculum analysis will be based on the English curriculum framework taught in American public schools. The Massachusetts English language arts curriculum was the initial curriculum framework. In 2009, the framework was revised, a move that saw the development of an improved curriculum framework that guides the teaching of English in American schools. The curriculum framework is used across different states and counties. It is documented in an article titled An English Language Arts Curriculum Framework for American Public Schools. The document with the curriculum framework analyzes the requirements for each grade. However, this paper will focus on the tenth-grade English curriculum. As expected, the curriculum highlights different concepts of teaching English in an effort to enable students to develop all the critical English proficiency skills. The English curriculum framework conforms to the existing national standards for improving English proficiency in American schools (Stotsky, 2013). 1.2 On what aspects of the analysis does the curriculum focus? The English curriculum focuses on promoting both thinking and language through interactive learning. In addition, the curriculum focuses on ensuring that students develop oral language and literacy skills. An additional focus of the curriculum is to ensure that students engage with literary from different genres, cultures, as well as periods. The American English curriculum also places emphasis on writing as a critical skill that helps students develop, clarify, and communicate ideas in different forms of writing. The English curriculum also exposes students to different forms of media, allowing them to review the media forms appropriately. The curriculum also seeks to impart students with both reading and writing skills at an exemplary level. The English curriculum also promotes certain strategies that ensure that students can acquire academic knowledge, meet their academic standards, and register a measure of independence in learning. In addition, the English curriculum seeks to build on the English language as well as on the experiences and the interests of students. The curriculum is intended to give students an opportunity to develop distinctive writing or speaking voice, which helps them to achieve self-expression. Other parts of the English curriculum ensure that students are developed in order to become responsible American citizens, preparing them for active participation both in the school setting and in civic life (Stotsky, 2013). 1.3 What Limitations in the documentation did you find? Worth noting is the fact that the English curriculum has numerous sources required for developing different skill in students. After identifying some texts required for tenth-grade curriculum, there were challenges in photocopying the text. However, it was noted that many texts are available in the original version of different states (Stotsky, 2013). II. What situation resulted in the development of the curriculum? 2.1 If you can find out, who made up the cast of characters in the development of the curriculum? What were their names, with what institution were they affiliated, and what were their respective roles in the project? Within the project team, who represented the learners, the teachers, the subject matter, and the milieu? Was there an obvious blind spot on the team? As highlighted above, the original framework for the English language arts curriculum was developed in Massachusetts. Different teams have been reviewing the curriculum in an effort to ensure that it meets the modern standards of English, and that it conforms to new strategies of instruction delivery within the classroom. Evidently, the developers of the curriculum were highly esteemed individuals with a diverse understanding of the English language. The 2009 version of the curriculum was introduced to different school counties in 2010 and has remained to be the functional curriculum. The chief author of the current document is Sandra Stotsky, who is affiliated with the University of Arkansas (Stotsky, 2013). 2.2 To what social, economic, political or education problem was the curriculum attempting to respond. The current curriculum framework sought to ensure that students developed the four critical skills in learning a language, namely reading, writing, speaking, and listening. The previous frameworks did not provide a holistic approach towards the teaching of the English language in American schools. The current framework seeks to ensure that students develop critical thinking skills as well as self-expression and the curriculum prepare them for their responsibilities as American citizens. The fact that the curriculum requires students to interact with literary works from different time periods and cultures illustrate the need for promoting social integration through the curriculum. The current curriculum also enables students to develop a critical understanding of existing literature from different parts of the globe. More specifically, it seeks to meet one of the educational goals of ensuring that students develop creative and critical thinking skills, which is closely tied to their interests and aspirations (Stotsky, 2013). 2.3 What planning elements dominated the curriculum development process? The most outstanding planning component in the development of English curriculum was to promote an academic agenda. Notably, the developers of the framework recognized the salient need for American schools to have an effective framework for helping teachers teach students the English language. The guiding principles in the curriculum frameworks focus on students and the need for the curriculum to help students develop a diverse range of skills. Promoting English Proficiency in American schools is one of the critical steps towards developing a literate society. Therefore, the curriculum requires students to interact with different texts in order to develop diverse language skills (Stotsky, 2013). III. What perspective, if any, does the curriculum represent? The English curriculum represents a language learning perspective, which focuses on the development of the four critical skills that define language proficiency. Worth noting is the fact that proficiency in the English language is a key determinant of students’ success in other subjects because the instructions are delivered in English (Stotsky, 2013). Second Set: The Curriculum Proper IV. What are the purposes and content of the curriculum? 4.1 What aspects of the curriculum are intended for training and what aspects are intended for educational content? The English language requires students to adopt practical skills of reading, writing, listening, and speaking. For this reason, the main goal of the curriculum is to promote proficiency in each of the four aspects of the English languages. All the aspects of the curriculum outlined in the framework seek to promote proficiency and the development of practical skills in the different language aspects. Notably, proficiency in English requires students to be trained in the different language activities outlined in the curriculum. Since students need to practice each of the four skills, a training aspect is often used in the teaching of English. Students have to complete different exercises in writing, reading, speaking, as well as listening throughout the course for them to become sufficiently proficient (Stotsky, 2013). Grade ten students need to carry out several activities successfully in an effort to demonstrate their increasing language skills. 4.2 At what level, if at all, does the curriculum express its purposes? The English curriculum has an outright purpose of promoting the proficiency of the language in students. Notably, the curriculum framework seeks to impart students with outstanding reading, writing, listening, and speaking skills as well as creative and critical thinking skills, which broaden the perspectives of students. The curriculum framework moves beyond the traditional teaching of English and highlights the salient need of ensuring that learning English prepares an individual for both personal responsibility and civic life. English proficiency is a precondition for students to develop an analytical and critical approach to other subjects. Therefore, the English curriculum seeks to ensure that students in the tenth grade develop a unique writing voice that they can use in other subjects as well (Stotsky, 2013). 4.3 What educational goals and educational aims are included and emphasized in the curriculum? The English curriculum promotes different educational goals. Worth noting is the fact that teaching English must adopt the child-centered approach in an effort to address the learning needs of all students. The modern American curriculum has placed emphasis on the need for adopting the child-centered approach. For this reason, the English curriculum outlines different requirements for students who need to acquire outstanding language skills. Language proficiency is one of the educational goals that cannot be underestimated. For this reason, teaching the English language seeks to introduce a measure of literacy. The English curriculum helps students to develop a critical approach to different types of literature, even those covered under different subjects. The curriculum highlights the salient needs for teachers to understand the socio-pedagogical as well as the psychological components defining the student environment. Such an approach helps English teachers to rely on more positive delivery strategies in an effort to impart students with the relevant skills (Stotsky, 2013). 4.4 What types of learning objectives are included and emphasized in the curriculum? Some of the learning objectives highlighted in the curriculum framework include the need for students to develop proficiency in oral presentations. The curriculum also requires students to understand the structures and conventions that define modern English. Other objectives include vocabulary and concept development as well as a distinction between formal and informal English. Teachers also need to ensure that students have developed good foundations of reading and spelling. The curriculum also requires students to be exposed to nonfiction, fiction, poetry, drama, traditional narratives, classical literature, as well as myths as some of the leading genres of literature (Stotsky, 2013). The curriculum also intends to introduce students to the research process, analytical writing, persuasive writing, as well as personal writings. The expected outcomes from these objectives are that students will exhibit proficiency in the different skills. 4.5 What are the primary ways in which the curriculum represents the subject matter to students? The primary ways in which the curriculum represents the subject matter to the students include collaborative learning in discussions and group work, personal assignments, watching films, instructions from the teacher, and the use of other relevant materials. Notably, English teachers rely on specific approaches that have the capacity to help students learn more. Unlike other subjects, the subject matter must be presented in a manner that they can easily understand and develop proficiency. 4.6 Does the curriculum have a view of multicultural education in its content? Would you consider it an assimilationist, multiethnic, or social Reconstructionist view? Evidently, the English curriculum promotes a multi-cultural approach towards education. Students from different parts of the globe enroll for English lessons in order to develop the required proficiency so that they can excel in other subjects. In addition, the literary works considered in the English curriculum allow students to gain familiarity with cultures and histories of different regions. Notably, students are encouraged to develop a critical view of literature from different parts of the globe, a fact that is evidently multi-cultural (Stotsky, 2013). 4.7 How is it determined if students have met the standards? What are the consequences if it is determined that students have not met standards? Does it matter if you adhere to the standards? The English curriculum has specific standards that determine the level of proficiency. Notably, all the students must meet the proficiency levels in accordance with regular standardized tests. Students must exhibit competencies in reading, writing, speaking, and listening as well as the capacity to critically analyze different literary works. If students have challenges meeting these proficiency levels, they deserve remedial classes. Worth noting is the fact that some students may exhibit challenges, especially if English is not their first language. Therefore, the curriculum allows the teacher to give special attention to students studying English as a second language. Developing English proficiency is of critical importance for the students (Stotsky, 2013). There are both state and national standards for determining English proficiency of grade ten students. For this reason, all the students must meet the expected average score on the standardized tests. 4.8 Is the Curriculum aligned with the standards? Does the curriculum facilitate student understanding of the content and processes espoused by the standards? Are portrayals of the nature/structure of the discipline congruent between the curriculum and the standards? Are the balances of the depth and breadth of the curriculum and the standards congruent? Are the standards cited for each topic/activity? Evidently, the curriculum framework conforms to the existing standards that students must meet. The framework seeks to ensure that all the students have an opportunity to develop proficiency in different language skills. Students who do not meet such standards need to have access to remedial classes until they can meet the expected standards. In addition, the curriculum gives special attention to students with learning disabilities and those undertaking English as a second language. The competency of such students may differ immensely from the rest of the students. Therefore, teachers must follow the provided guidelines for ensuring that students eventually meet the expected standards. All the four critical language skills have different standards for determining proficiency. Some students may be proficient in reading while exhibiting challenges in writing. Developing English proficiency includes a mastery of the four skills. Teachers should play a critical role in ensuring that the content covered in class conforms to the existing standards (Stotsky, 2013). For this reason, the instructional methods used by teachers determine the level of conformity between the content delivered in class and the existing standards. V. What assumptions underlie the curriculums approach to purpose and content? 5.1 What conceptions of learning, objectives, curriculum and teaching underlie the materials that you are analyzing? The curriculum framework for the English language highlights different activities that teachers should ensure that they are carried out in an effort to help students develop proficiency in different skills. The curriculum seeks to impart students with knowledge on the structure of modern English, vocabulary, and concept development, formal and informal English, as well as the foundations of reading and spelling. The curriculum goes further to help students develop an analytical approach to literature. In addition, students develop research skills and learn different types of writing (Stotsky, 2013). For this reason, the material analyzed focus on helping students develop a specified skill in English. 5.2 What aspects of the hidden curriculum are likely to accompany the conceptions and perspectives underlying the curriculum? The hidden program in the English curriculum is to help students understand the different approach of literary works available in the globe. Students are likely to develop competencies in writing under the inspiration of different authors. In addition, the exposure to a diverse range of literature and introduction to the different forms of writing enable students to develop a distinct voice in the society. From the understanding of diverse literature works, students can understand their position in the modern society (Stotsky, 2013). Literature from different time periods gives students a chronological understanding of how the modern society emerged. 5.3 To what extent is the curriculum likely to play a hegemonic role in its purposes or content? Through the analysis of diverse literary works, students will understand the dominant social and political ideologies. Such understanding is likely to influence their perceptions. VI. How is the curriculum organized? 6.1 What provision, if any, is made for macro-level vertical and horizontal organization? The organization of the English curriculum framework is made for macro-level because it adopts a holistic approach that seeks to impart students with the four critical skills required for language proficiency (Posner, 1995). 6.2 What basic configuration of the content is found at a more micro-level? There is an ordered framework designed specifically for each language skill, a factor that conforms to the micro-level. 6.3 How are various media employed to deliver the curriculum? The delivery of the English curriculum involves the use of different media forms ranging from films, documentaries, newspaper articles, and a diverse range of literary works. 6.4 What organizational principles does the curriculum employ? Does or can technology play a role in the curriculum organization? Technology plays a critical role in the curriculum organization since teachers can use different media forms in the delivery of content. 6.5 What are the social and political implications of technology in curriculum organization? The continued use of technology has served to alter social and political perceptions. In the curriculum organization, technology serves to enhance the delivery of content. However, teachers must be selective on the technology they use in an effort to promote the desired social and political agenda (Posner, 1995). 6.6 Does the curriculum organization increase or decrease the likelihood that tracking will be used? The curriculum organization of the English language makes it evident that there is a salient need for tracking in an effort to ensure that students develop the required proficiency. VII. What assumptions underlie the curriculum organization? 7.1 What epistemological assumptions if any underlie the curriculum organization? The English curriculum adopts a straightforward approach in an effort to ensure that all the students develop the expected proficiency. For this reason, none of the epistemological assumptions were identified. 7.2 What psychological assumptions, if any, underlie the curriculum organization? The psychological assumption of the English curriculum is that it helps students develop self-identity through continued self-expression especially in writing. 7.3 What other assumptions, if any, related to your curriculum's organization underlie the curriculum? The curriculum has underlying social assumptions because language proficiency is a critical part in socialization (Posner, 1995). Third Set: The Curriculum in Use VIII. How should the curriculum be implemented? 8.1 What are the temporal, physical, organizational, and political-legal requirements of the curriculum? Coverage of the curriculum requires teachers to focus on the different activities that will impart students with the relevant skills. Therefore, all the requirements of the curriculum must be met if students are to achieve the goal of language proficiency. 8.2 What are the probable costs and benefits associated with the curriculum change? Introducing a curriculum change is likely to translate to high costs because the framework will need to be organized and the relevant boards of education consulted. In addition, teachers will need training on the changes in the new curriculum. However, the changes may have positive impacts on the students by promoting language proficiency. 8.3 To what extent will the curriculum be consistent with and appropriate to the teacher’s attitude, beliefs, and competencies? The curriculum framework ensures that teachers develop the required competencies and that they have appropriate attitudes in an effort to help students register positive outcomes in acquiring language proficiency. 8.4 What values are embedded in the curriculum and how well are these values likely to be suited to the community? The English curriculum promotes the development of values such as social responsibility gained from the exposure to a diverse range of literary works. Since students understand their society well and develop a unique voice of expression, they are more likely to impact the society positively (Posner, 1995). 8.5 To what extent is the curriculum aligned to the standards? It is rational for the curriculum to be aligned to the existing standards. Such alignment makes it easier for teachers to determine the progress of students. However, the English language requires teachers to adopt a holistic approach in order to impart students with a diverse range of skills (Posner, 1995). 8.6 What technologies are required for implementation of the curriculum? The technologies required for the implementation of the curriculum include projectors, computers, and other equipment depending on the instructional strategies of teachers. 8.7 To what extent does the curriculum take into account the students’ cultural, ethnic, or social backgrounds? To what extent does it accommodate gender differences? Since the curriculum involves a diverse range of literature, students are exposed to different cultures, social backgrounds, as well as ethnicities. A critical analysis of such works helps students develop tolerance towards other cultures (Posner, 1995). IX. What kinds of changes, if any, will be necessary to implement this curriculum? 9.1 What approaches to curriculum change seem to be consistent with the curriculum? Adopting a child-centered approach that requires teachers to assess individual needs of each student may present positive outcomes in the English curriculum. 9.2 If your curriculum has already been implemented, what approaches characterized the change efforts? The implementation of the curriculum introduced teachers to a new model of promoting English proficiency by increasing the different activities required for each skill (Posner, 1995). X. What can you learn about the curriculum from an evaluation point of view? 10.1 What, if any, data does the curriculum provide? What conclusions about the curriculum seem warranted on the basis of the data provided? The current framework proves to be a rigorous program that can deliver positive outcomes in promoting language proficiency in high school students. 10.2 What standardized tests are relevant to this curriculum? How well is the curriculum aligned with the relevant standardized test? The state English proficiency tests are applicable as standardized tests to this curriculum. In addition, there is an evident alignment between the curriculum and the standardized tests in order to promote positive outcomes (Posner, 1995). 10.3 What instruments or suggestion for collecting data does the curriculum provide? Are these tools equally fair for all social, economic, cultural, and ethnic groups? Different data collection strategies may be applicable depending on the research topics. The survey method is more appropriate for the quantitative approach while interview sessions are more realistic in qualitative approaches. 10.4 What are your concerns about the curriculum that could be clarified by evaluation data? Some of the concerns that need clarifications using evaluation data include the efficiency of instructional strategies used by English teachers for different grades. In addition, evaluation data can be used in understanding the comparative proficiencies of students in reading, writing, listening, and speaking (Posner, 1995). XI. What is evaluation perspective is represented in this curriculum? 11.1 Does the approach to student evaluation manifest a measurement based or an integrated approach or both? In the English curriculum, a skill based approach is the most effective perspective in determining language proficiency. 11.2 What would a non-conservative (or radical) evaluation of the curriculum look like? A radical evaluation of the curriculum would have several outcomes as it would help teachers determine the proficiency of students at their selected times without relying on standardized tests (Posner, 1995). Fourth Set: Critique XII. What is your judgment about the curriculum? 12.1 What are its strengths and weaknesses? The strength of this curriculum is that it promotes proficiency in the different language skills. A close analysis of the curriculum reveals that it does not give the required attention to individual needs. 12.2 Of what dangers would you want to be careful if you implemented it? Evidently, I have not identified any dangers that would arise from implementing the curriculum. 12.3 How would you adapt it to maximize its benefits and strengths and to minimize its limitations and risks? In the implementation of the curriculum, I would give more attention to individual needs as a strategy of promoting positive outcomes. References Posner, G. J. (1995). Analyzing the curriculum. New York: McGraw-Hill. Stotsky, S. (2013). An English Language Arts Curriculum Framework for American Public Schools: A model. Retrieved on 3rd May 2015 from www.uaedreform.org/wp-content/uploads/2000/01/Stotsky-Optional_ELA_standards.pdf Read More