The School Curriculum in an Era of Standards and Accountability Chapter 11 The School Curriculum in an Era of Standards and Accountability

A Scenario Let’s look at the scenario on page 320. What preparation does Suzanne have to do?

What is “curriculum”? Curriculum is commonly defined in the following ways: The subject matter taught to students A course of study; systematic arrangement of courses Planned educational experiences offered by a school Experiences students have under the guidance of a school Process teachers go through in selecting and organizing learning experiences for their students

Curriculum is everything teachers teach and students learn in schools. Instruction is the strategies teachers use to help students reach learning goals.

4 types of curriculum 1. Explicit curriculum- the formal curriculum, the standards, the material found in text books and curriculum guides. Let’s talk about text books a minute… Use them strategically. Student needs Scope Quality

2. Implicit curriculum- “hidden” curriculum, the lessons children learn from the nature and organization of the classroom and the way children are treated. These are the types of lessons learned as children observe their parents or their teachers.

3. Null Curriculum- Think “null and void”, the curriculum teachers don’t have time to cover or choose not to cover. Teachers tend to avoid what makes them feel uncomfortable or what they know little about. The also tend to want to teach about what interests them. Examples: slavery, evolution Recess- part of the “null” curriculum. Thoughts? “Time on task”

4. Extra-curriculum-learning experiences beyond formal studies; lessons learned through clubs, sports, plays, and other activities that don’t earn academic credit. Benefits of participating in “extra-curriculars” include – Higher academic performance Reduced dropout rates Lower rates of substance abuse Less sexual activity Better psychological adjustment (including higher esteem and reduced feelings of social isolation) Reduced rates of delinquent behavior If at all possible, sponsor an extra-curricular activity (stipends, professional development, increased interaction with colleagues, etc)

Something from the text I want to address… Pg. 323 shows two schedules, one first grade and one third grade. These are largely misleading. The text also says that “the amount of time a teacher devotes to different content areas is a personal decision.” This is no longer true in the state of Florida… or at least is only partially true. (Middle school/ High school schedules are dictated by the bell schedule.)

We have mandated time frames for elementary are -- 90 minutes of reading daily (cannot include independent reading time unless it is a station, must be uninterrupted, can include word work (spelling)) Minimum of 45 minutes of language arts (writing and grammar) daily Minimum of 180 minutes of science weekly Minimum of 120 minutes of social studies weekly Minimum of 150 minutes of p.e. weekly Don’t forget lunch– most elementary students get 25 minutes for lunch. Most schools, per the School Performance Plan, also require independent reading time not included in the 90 minute reading block. ** scheduling is a NIGHTMARE– especially when planning for pullouts (speech, language, ESE, remediation, Title 1) or when classes rotate. Reading remediation must be IN ADDITION to the 90 minute block.

Integrated Curriculum - is also called “interdisciplinary curriculum” Connects all areas of the curriculum together For example… let’s say you’re studying plants. In reading, read Plantzilla as your fiction piece and read nonfiction materials about plants for your nonfiction In writing, work on letter writing (like in Plantzilla ) In science, study plants, plant parts, needs of plants, do experiments In math, graph results from you plant experiments In social studies, work on mapping skills focusing on types of plants. If you are studying states, focus on state plants.

Integrating in the middle/high schools Integrating curriculum gets harder as students get older for several reasons: Classes aren’t self-contained anymore Teachers have to work / plan together Don’t have same planning schedules Standards get more difficult to align Students are on different tracks– not all in same classes.

Why is integrating important? Compartmentalizing the curriculum detracts from learning. Integrating curriculum, however, demonstrates for students how concepts relate. Integrating allows for repetition of skills and concepts that help many students retain the information. Integrating improves achievement scores.

What’s the point? When we integrate the curriculum, students hear and see the content material repeatedly. They begin to make the connections and better retain the information. Problems with integrated curriculum: If you change classes, integrating requires meetings and agreement (collaboration) with other teachers Requires a lot of time and extensive planning Requires deep understanding of concepts and curriculum / standards requirements in every subject area

Forces that Influence Curriculum Standards and Accountability Federal Government No Child Left Behind (NCLB) Act of 2001 Individual Disabilities Education Act (IDEA) of 1975 National Defense Education Act of 1958 Textbooks (remember previous discussion) Philosophy and Teacher Professionalism

Curriculum Controversy 21st Century Skills Movement to promote global awareness, civic literacy, critical thinking, communication skills, and technology expertise. Does not just focus on the “basics” anymore. Some researchers think this movement is geared only toward middle and upper class learners and those who will go into professional careers; overlooks the manual workers.

Sex Education MANY say sex ed should not be part of school; however, when the statistics are what they are… In 2001, nearly ½ of teens were sexually active by the end of high school; nearly 1 in 10 were active by age 13 Almost 13% of 10th grades said they had four or more sex partners Average age of “first intercourse” dropped from 19 to 15 (1943 to 1999) The US has the highest rate of teenage pregnancy and births in the Western world 80% of teenagers who become pregnant are unmarried; 57% of teenage mothers keep their babies

Some argue that schools have both the right and responsibility to ensure students have access to the information; court cases have upheld this belief. Parents DO have the right to keep their children from this material. According to polls, 93% of high school parents and 95% of middle school parents want their children to have sex education. Some want nonsegregated group education; others want segregated.

Those who object to sex education in schools usually site religious reasons and typically support an “abstinence only” approach. TV is helping, at least according to polls done of middle and high school students. Shows like “Secret Life of American Teenager” show the many problems that arise when sex is part of the equation. This show, and movies like Juno help students see that being a teenage mother isn’t glamorous.

Moral and character education is also controversial (see pgs. 339-340) Intelligent Design (vs Big Bang / evolution)- Many call for “equal time” of both theories, at a minimum. Censorship- the practice of prohibiting the use of “objectionable” materials. Diary of Anne Frank; Of Mice and Men; To Kill a Mockingbird; The Adventures of Huckleberry Finn The question is how much control should a parent have over his/her child’s education? Then there is also the question of professional autonomy for educators.

Internet Censorship How much technology use is too much? What rules should be in place to prevent potential problems?

Legislature you NEED to know (Professional Exam) See table 11.2 on page 330; these WILL be on your test!!! National Defense Education Act Economic Opportunity Act Civil Rights Act Elementary and Secondary Education Act Bilingual Act Title IX IDEA Environmental Education Goals 2000 NCLB

BYE!!!