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Student-Oriented Curriculum: Asking the Right Questions
Abstract
Based on one middle school teaching team's curriculum improvement project, this monograph makes a case for actively involving students in all aspects of the teaching/learning process by means of a student-oriented curriculum. The goal of the project described was to provide an opportunity for students to study thematic units, working cooperatively to integrate all subject areas within a daily block of time. The monograph provides an account of the project undertaken and the successes and lessons learned, and aims at encouraging and guiding those who seek to empower students and integrate learning. Following a brief introduction, the second section of the monograph, "Preparing for Implementation," addresses how to start a similar project. The third section, "Team Building," addresses overcoming years of instructional passivity. The fourth section, "The Environmental Unit," presents a case inquiry project. The fifth section, "Assessment," addresses measuring student learning. The sixth section, "Inclusion," addresses special needs students in this project. The seventh section, "The Crime Unit," presents a second case inquiry project. The eighth section, "Expanding the Integrated Block," further addresses thematic units, while the ninth section, "The Future Unit," addresses still another thematic unit. The tenth section, "The Survival Unit," describes the final unit of the year. The final section, "Lessons Learned," presents 16 lessons derived from the year-long experience. (SD)
... These stories describe what curriculum and instruction can look like when it includes reflection, content from student questions and concerns, student choices and decision-making, real-life connections, and problem-based learning (Wigginton, 1985;Brodhagen, Weilbacher, and Beane, 1992;Beane, 1993;Pate, et. al., 1997;Alexander, 1995;Muir, 1994b;Muir, 1998b;Delisle, 1997;and Nagel, 1996). ...
... When middle school students act like the young people they are, it is sometimes hard for teachers to see their intellectual side. Teachers, who plan curriculum with students, using a curriculum negotiation model (Brodhagen, Weilbacher, & Beane, 1992;Muir, 1998b;Alexander, 1995;Nesin & Lounsbury, 1999) based on students' questions and concerns about themselves and the world they live in, do see students' intellectual interests. The students have very mature, sophisticated, and complex questions, including the following (Brodhagen, Weilbacher, & Beane, 1992;Muir, 1998b;Alexander, 1995): ...
... Teachers, who plan curriculum with students, using a curriculum negotiation model (Brodhagen, Weilbacher, & Beane, 1992;Muir, 1998b;Alexander, 1995;Nesin & Lounsbury, 1999) based on students' questions and concerns about themselves and the world they live in, do see students' intellectual interests. The students have very mature, sophisticated, and complex questions, including the following (Brodhagen, Weilbacher, & Beane, 1992;Muir, 1998b;Alexander, 1995): ...
... 616). Another of the lessons learned by the two sixth grade teachers in Maine who instituted curriculum inte gration (Alexander, 1995) dealt with this issue. They state: "Traditional con tent can be incorporated within a student-oriented curriculum. ...
... In addition, the experience of evaluating resources for reliability and appropriateness develops a valu able skill that is often part of state and local curricula/ standards. Two sixth grade teachers in rural Maine (Alexander, 1995) who took the initiative and successfully established an integrated curriculum during the year reached many important conclusions. Among them was this one: ...
... A first step for the progressive administrator is to become knowledgeable about curriculum integration. Read Beane's works (1993Beane's works ( , 1997, the stories of suc cessful efforts (Alexander, 1995;Springer, 1995;Pate, Homestead, & McGinnis, 1997), and other advocates of integrated curriculum (Vars, 1993;Brazee & Capelluti, 1994). In addition, sample theme issues of journals [Middle School Journal, November 1991, January 1992, September, 1996, March 1998, Novem ber 1998Educational Leadership, October 199I,April 1995). ...
Noting that the first decade of the new millennium is sure to see continuing efforts to reform curriculum and classroom practices by implementing the middle school concept, this booklet answers middle school teachers' most pressing questions about the cornerstone of the middle school concept, integrated curriculum. The 20 questions addressed include the following: (1) what is curriculum integration?; (2) what is the difference between interdisciplinary instruction and curriculum integration?; (3) can the mandated curriculum be adequately addressed in curriculum integration?; (4) how does curriculum integration change the teacher's role?; (5) how does the student's role change with curriculum integration?; (6) what instructional organization plan is needed to support curriculum integration?; (7) what kind of personal and professional staff development is needed? and (8) where can one secure more information? The booklet's appendix presents a planning process for achieving curriculum integration. (Contains 25 references.) (HTH)
... The teaching function is simply to lead and support when the student requests or appears to need assistance. Alexander et al (1995) conducted a one-and-a-half ...
International high school students who study in Canada face a number of critical transitions in their educational journey. This study examines two of the most critical transitions, namely transitioning from an overseas high school to a Canadian high school, and then from high school to a Canadian university. The challenges facing these students and their teachers can be overwhelming. This study examines: • socialization and settlement, • effective communication and language proficiency, • and mainstream course study. Additionally the student must pass a number of language-related hurdles that are part of the university admission process. International students are almost universally under pressure, both self-imposed and parentally imposed, to take a "fast track" toward their academic goals. ESL classes take on a significant role in the students transition because they must demonstrate English language proficiency to be admitted to a Canadian university. This study explores an ESL syllabus that is effective in facilitating the process of transition in a manner that also encourages student engagement and motivation. The primary goal of this proposed Transition-Focused (TF) ESL Syllabus concept, and the associated conceptual framework TF Syllabus construct is to assess the effectiveness of the Transition-Focused ESL Syllabus as applied to a specific international school (Toronto Central Academy) and similar schools. Transition-Focused (TF) ESL Syllabus in Transitional Education 3
The purpose of this dissertation was to investigate middle level teachers' transitional process as they move from an interdisciplinary/multidisciplinary curricular format to curriculum integration. This study was designed to identify key stakeholders in this transitional process and determine the role each played, and to identify and investigate the key steps and obstacles along the way. The primary participants in this study were identified as teachers in the process of transitioning to a curriculum integration model. They and two other teachers on their five-teacher team, five students, three parents and the school principal were interviewed. Teacher interviews were most extensive, delving into their philosophical beliefs about teaching and learning, as well as details of their practice. Students and parents shared their thoughts and feelings about student involvement in planning curriculum and the school's principal elaborated on the role of leadership in curriculum change. Other qualitative data gathering techniques used in this study included on-site visits and analysis of curriculum-related documents, including curriculum unit guidelines, assessment tools and lists generated in student brainstorming sessions. A cross-case analysis was used to group answers to the same question looking for similar or different responses. Five themes emerged related to the philosophical beliefs and guiding principles of the two primary teachers in this study: a) commitment to trusting student/teacher relationships, student involvement in curriculum planning, and democratic process in the classroom are cornerstones to enacting curriculum integration, b) this curriculum requires teachers to think in an integrative manner, c) integrative thinking and child-centered teaching can be learned, d) to bring about significant curriculum change, leadership is necessary at multiple levels, and e) team configuration can facilitate or complicate curriculum integration. The findings of this study also reveal a number of benefits to curriculum integration, including: the motivational value that results from the ownership students feel when they are involved in curriculum planning, the constructive nature of learning which is enhanced by emphasizing connections across the curriculum, the need for students to become responsible and accountable for their own learning ,and the effectiveness of cooperative learning and peer teaching.
Discusses the implementation of partner teams of two or three teachers at the middle school level. Considers the effect of these partnerships on class organization, student achievement, and teachers' relationships, and notes the evolution of partnerships from teaching teams. (JPB)
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