Rationale 1A: Curriculum and Instruction

 Link to Artifact 1A

Louis Stevens III

C&T 898: Masters Project

Dr. Steven White

27 June 2022

Artifact Description

            The artifact referenced is a final paper submitted in the course C&T 709: Foundations of Curriculum and Instruction with the purpose of outlining the history, context, and contributions of influential curriculum theorists. In this submission, I also detail aspects of my own curriculum philosophy and beliefs in high stakes testing as a mode of assessment. This artifact has a particular emphasis on the works of Jerome Bruner and Herbert Kliebard. Their perspectives will be compared and contrasted. Please see the original paper’s abstract for more information. Certain aspects of the original submission have been updated to reflect my experiences. The artifact was originally submitted in my first semester of graduate school and during my first year of teaching.

Artifact Rationale

            Learning outcome 1A focuses on theories, planning models, current trends related to both curriculum and the portfolio’s relevance to that expectation. It states, “Demonstrate understanding of basic concepts and processes of curriculum and instruction (theories, planning models, current trends) and how they connect to the candidate’s context” (University of Kansas 2020). This project reaffirmed many of the concepts that are imperative to critical thinking in curriculum and provided me with a greater understanding of the core concepts that have transferred to the later coursework in my degree track. By analyzing the historical evolution of western curriculum, I have gained a greater comprehension in modern techniques and development in curriculum as well.

            This final paper was selected to highlight the learning outcome because I believe it demonstrates my deep understanding of the concept and mastery of its foundations. This submission also displays proper use of APA formatting and citing, a key component of the masters project portfolio. My graduate studies at the University of Kansas have been my first experience in utilizing this formatting style and this project allowed me to practice with greater precision. Finally, this project helped me to implement many of the schools of thought presented (primarily from Kliebard) in my own practice by considering how my approach affects student comprehension of curriculum materials.

            One concept I have borrowed from Herbert Kliebard in my own approach is the idea of social meliorism. As educators, it becomes easy to get bogged down by pacing guides and the standardization of education. Reminding myself of the ultimate goal for my students, to become advocates and leaders of the future, becomes necessary in creating a legacy I can be proud of. I believe in the power of the hidden curriculum, pioneered heavily by John Dewey and Philip W. Jackson (1968).

            This artifact remains relevant to my contemporary practice in that I implement content-area materials that aim to make a well-rounded individual, in the spirit of Bruner’s humanist perspective. My goal remains to prepare my students for critical thinking roles and civics understanding while maintaining my responsibility to the school’s mission. I carefully consider the potential of each student’s intelligence profile and differentiate and plan accordingly. Some students learn best kinesthetically, visually, or auditorily. These notes are common in my lesson plans for language arts.

            The course materials from C&T 709 also continue to affect the implementation of my curriculum and delivery. I am more conscious of how I combine old and new methodology to create a whole child. Bloom’s taxonomy and scaffolding still direct my instruction, but I am always conducting new research and using technology (see artifact 1E) to advance my practice. While its important to evaluate each new piece of research or tech, communicative and diversified resources are growing each day to supplement regular teaching. Think ClassDojo, interactive PowerPoints, SMART touch technology, Flocabulary, and others.

Conclusion

            Understanding the foundations of curriculum is the basis of any aspiring student of the C&T department and well-rounded educator. Just as the seminal theorists mentioned advocate, scaffolding your own knowledge and continuing to grow with this basis is a crucial step to becoming a greater student, teacher, and researcher. I hope I demonstrated these founding figures’ relevance to my own 21^st century practice at Toledo Preparatory Academy.

 

References

Philip Wesley Jackson (1968). Life in Classrooms. Holt, Rinehart and Winston. Teachers                                                College Press. pp. 33–37. ISBN 978-0-8077-7005-4.

University of Kansas Department of Curriculum & Teaching. (2020, July). C&T 898 Course                                          Syllabus. KU Connect . Retrieved June 30, 2022.