Curriculum, as used by schools, is a tool that is meant to guide both teachers and learners on an educational journey. Curriculum is used to help ensure that students are given an “appropriate” and “equal” education. I put the words appropriate and equal in quotations because I struggle with accepting those words as they are. I am only in the early stages of the MATC program, but thus far I have learned much about the short-comings of current state mandated curriculum and the potential we can have as educators to make a difference when we have the opportunity.
I agree that the purpose of curriculum should be to set a roadmap for teachers to follow in order to create a meaningful education. But I think we need to step back for a moment and reassess what meaningful really means. I believe that the purpose of education should be to create and metamorphosis a student into becoming the most productive and well-rounded human being they can be. In order to do this, we need to look at each student as a person and not as a number. Not everyone is made to attend a university after high school. It is our job as educators (and sometimes our students biggest cheerleaders) to guide our students to individual success.
Reading Donovan’s article reaffirmed my belief that education and curriculum needs to be differentiated from person to person. However, in the case of Donovan who is severely handicapped, the issues in his curriculum are much more clear and easier to see. Donovan clearly needs differentiated care, but there are so many students in various schools all around the country who are falling below the radar and not being cared for, as they should be. Schools are relying on a liberal arts education that puts each student on a path geared towards college. The two chapters by Nel Noddings helped me see these issues clearer.
I would like to address this issue on a personal level. Currently one of my good friends is going through a personal crisis that is the result of a kindergarten though 12th grade education that taught him to believe that the only worth while path in life was to graduate from high school and to pursue a college degree. Now, this may not be an issue for the millions of students out there who fall into that category, but for my dear friend, he is currently 27 years old and STRUGGLING with an undergraduate degree. Not only is he struggling to succeed in basic classes, but he is also suffering in a severe loss of self-esteem. However, my friend is very capable of many different skills. But society has set him up to believe that if he doesn’t receive a college degree, then he is less of a person in society. It saddens me to think that if he had been offered vocational courses in high school, and a support system that recognized the theory of multiple intelligences that he would not be in the place he is today. Today, as and educator and a friend I may be able to relay to him that the ability to succeed in a traditional classroom or college is not a measure of intelligence and value, but I hate to say it- the damage is already done. Personally, I feel very lucky that I am part of the percentage that found “school” to be easy and openly accepted that college was the next path after high school. I was even able to find a balance in incorporating one of my hobbies (visual arts) into my education.
I enjoyed reading Noddings perspective on how it is important for us as educators to also consider our students physical and spiritual well being. If our job is to help students become their best selves, we cannot forget about those two aspects. When I think about the concern regarding our students spirits’ my mind goes to friends and students who have taken their own lives. If we as teachers could be more in touch with matters other than the popular math, science and social studies I feel there would be a stronger sense of care and a stronger willingness to be open.
I feel that the issue of curriculum is bigger than we are as educators, and that seems very scary. It seems quite a bit easier to focus on following the standards and benchmarks than to introduce a new perspective that encourages us to look at each student as an individual- but in order to encourage individual success, it is necessary for us to do that.
Resources
http://www.houstonpress.com/2008-05-15/news/college-immaterial-for-high-school-students-in-vocational-training/
This article, written by Todd Spivak, discusses how vocation programs are providing opportunities for students who are not on the path towards college. The article discusses students who may have otherwise dropped out of high school had there not been an alternative route.
http://www.infed.org/thinkers/gardner.htm
This website explores Gardner’s theory of multiple intelligences. Explores the different ways in which people learn and therefore the different ways people can teach.
http://www.washingtonmonthly.com/college_guide/blog/ignoring_vocational_education.php
This blog by Dan Luzer discribes how America's economy could benefit from more vocational schools/program- Yet we are cutting our funding for vocational programs.
http://the.honoluluadvertiser.com/article/2010/Mar/15/op/hawaii3150309.html
This article, written by David Matsumoto, discusses how Hawaii is reevaluating its education system in order for improvements. Hawaii is trying to make great efforts to help prepare students for their futures whether it be a vocation or college. "Especially during three years of public high schools in Hawai'i, curricula should be tailored to the student's abilities and aptitudes."
http://www.readingrockets.org/article/263/
This website focuses on differentiated instruction based on the students' needs. What it is and how to do it.
I thought it was moving that you included a real life scenario of a student who did not succeed through our current system. My school is one who promotes academic success through college. Each classroom is assigned a college and our goals are always about college readiness. After reading your post it made me think of those students who may not be college bound. I do feel that a college education do promote success though, even for those students whom are more vocationally successful. Take a student who is successful with mechanics. This student could get trained in high school for mechanics, but then take college courses in mechanics to fully develop there skills and build that education before working in the field. They could still work in mechanics but with their degree have a higher level job in mechanics. Statistics do say that college offers more opportunities and I am a firm believer of this. Although your points did resonate for me about how their is a lack of trade skill teaching in high school such as vocational education. I do not think all students thrive in a liberal education as previously stated in the articles because not every student is of that mind, but maybe we could still have college as part of their future, but in different ways.
ReplyDeleteI appreciate your viewpoints and see that you are an advocate for all students such as Donovan. What are your thoughts on how to bets educate students such as Donovan?
You touched on including well being and spirits in the classroom. How far do you think curriculum should go with it? For example, my school is known for teaching morals. Each month is a new moral focus and we teach the kids how to demonstrate that moral at home, at school, and in the real world. Our goal is to make better members of society. I wish I had that kind of education as a student and was curious your thoughts on how to incorporate well being and human spirit.
When you mentioned tailoring curriculum to individual students, I couldn't agree more. I think that's where the highly qualified teachers come in because a teacher who cares can turn generic objectives and tailor them to fit the needs of his/her students whether it be to find how it relates to them on a personal level, break down the building blocks, or extend the objective.
Your resources seemed very helpful at seeing more of your point. I was glad to see the article about Hawaii making sure to use vocational and college readiness verses just college readiness. You had many great points and I appreciate the personal story. Thank you for sharing such wonderful insight!
Becky,
DeleteA lot of what you said really resonated with me. I feel that we have similar perspectives on what the purpose of a high school education should be and whether we should be pushing all of our students to get a college degree. I fear that many of my students will end up being like your friend who is currently struggling through college. I completely agree with you – college isn’t for everybody – but it seems to be the only message that we’re sending to our students. I loved the chapters by Noddings. I had read some of her work prior to this class so I knew that we were on the same page with many of our educational beliefs. She makes some great points that warn against guiding all of our students along the same liberal arts/college prep track. I think it’s interesting that her book was published 20 years ago, yet we still seem to be facing many of the same problems with our educational system.
Going back to your friend… many of my students, like your friend, are not “college” students. They have many great talents and attributes, but going to a four-year university is probably not the best fit for them. However, many of them feel that this is what they HAVE to do, especially those who grew up in the district (a middle-upper class, predominantly white area). What’s worse is when they have parents or other “concerned” adults breathing down their neck that they have to go to college or they won’t have a future. Am I saying that they’ll be fine with only a high school diploma for the rest of their lives? No, but there are a number of different options that can and should be explored. I constantly tell my students that they have to think outside of the box. If they don’t think college is right for them, that’s okay. Going to a trade school, considering the military, or taking some time to work and save money until they’re actually ready to start college are all perfectly acceptable options. Otherwise 10 years down the road, they may still be struggling through undergrad like your friend. I’m sure that there are many things your friend could be successful at, had he been given the right encouragement and opportunities as a high school student. The graduation requirements are quite intense for high school students and while it might sound nice that we are holding students to more “rigorous” standards, we are severely limiting their opportunities to explore alternative classes. Some of my favorite classes in high school were the non-required courses like band and psychology – courses that many students may no longer be able to fit into their schedules. Like I said in my original post, students do not come in a one size fits all model and we need to be aware and accepting of that as educators. High school should be an opportunity for students to explore their passions and talents so when the time comes to make a choice about higher education and a career path, they are making an informed decision that they WANT to make, not because they feel like they have to.
Emily
Hi Becky, very nice post. As an industrial technology teacher I am delighted to hear other teachers validate the work that folks like myself do on a daily basis. My belief is that we teach certain skills that the world does and will continue to rely on. I will always stress that I do not teach woodworking, as many people call it, because we spend a great deal of time teaching students many areas of technology and introducing students to different areas of technology. With so many technical jobs available currently in the United States it is important to not only teach these skills but learn as a society to value them.
ReplyDeleteThe articles that you provided highlight many needs in our society. Most crucial is that we recognize that there are 3 million jobs requiring technical skills that we cannot fill due to a technologically illiterate society. Unfortunately, schools teach young students that this is not work for them because it does not require a liberal arts education. What many people do not realize is that schools like Virginia Tech are called Virginia Tech because they are schools specializing in technical trades and skills. The great MIT is a technological institute. Many four year colleges also offer 2 year degrees with specialties in technical fields that young people rarely ever hear about.
Every student is told they are on a college prep curriculum regardless of true ability because we are afraid to hurt someone's feelings by telling them they would be best suited for the trades. I have two problems with this. One, what is wrong with guiding a student to a well-paying job that requires manual labor that they might actually enjoy? And two, why are we afraid to let someone know what they are really capable of?
It was nice to read about your thoughts on individualized curriculum. I have to agree that this would be a great advantage for all students to know that they will have freedom to explore many types of classes in order to find the best fit for them. I remember feeling in high school that I needed more opportunities to learn about what jobs were really like, and to know what types of degrees led to what kinds of careers. One area many high schools could really improve in is career awareness. Many students really do not understand what types of degrees lead to what kinds of jobs. Or for that matter, what a person does as part of a job.
Ultimately, we need a society that values work, not a degree, and learn to accept that anyone adding value to our society is worthy of respect and praise. The Nodding's article mentioned that people with a liberal arts education feel superior to our non-traditionally educated workers and end up devaluing them. This is very unfortunate and a change that needs to be made to our mindsets.
Lastly, I enjoyed your personal touch about your friend who is struggling. I struggled a great deal early in college and went to a high school that did not provide technology or vocational opportunities. When I transferred to a two year community college I decided that I would be interested in trying woodworking, as I had always had an interest in learning it. I loved it, and could not be happier that I found a way to make it part of what I do daily. Although, I may never admit to actually teaching a little bit of it.
I was drawn to your post following your introduction and interest in gaining the insight of another art educator. I have been teaching high school art on a cart since the fall of 2008. Prior to my graduation my student teaching experience placed me dividing my time between a kindergarten – 1st grade building and a 2nd – 3rd grade building. I can sympathize of your situation and have a great admiration for the organizational skills you must possess to keep your schedule, materials, and students in working order. In the time that has passed since I was within an elementary classroom I find that it is the energy of those students that I miss the most. There is a freewheeling excitement which those children vigorously develop their assignments.
ReplyDeleteUpon reading your Cycle I post I find that you have formulated a misdirected definition of curriculum. I interpret curriculum as what is to be taught and instruction as to be defined as how that material should be transmitted. Within your post you state that, “I believe that the purpose of education should be to create and metamorphosis a student into becoming the most productive and well-rounded human being they can be.” I am in agreement with this statement and that the material that we instruct should be driven by the goal to influence our students into becoming productive and honorable members of the 21st century.
The conflict that I see in your definition, and subsequently the role of a liberal arts education, comes from your line, “my belief that education and curriculum needs to be differentiated from person to person.” Instruction could be and should be differentiated to meet the educational needs of the students. But the goals, the mission statement, of curriculum should be universal. If they are not, where do we get accountability, where do we get direction? How would you evaluate or assess the success of your 600 students if each of those students were following a different path?
I unfortunately disagree with a great deal of what Nodding wrote and his critique of the liberal art education model. I have a friend and colleague of mine who was enrolled with me in the Art Education program during my undergrad. Following our sophomore year he decided that the college path was not best for him and he decided to pursue another path. Another of my friends went nearly seven years after graduating high school before working toward his BA. The educational experience is about exposure to knowledge. The retention of that knowledge is dependent on the instruction, and how the teacher can make that material most engaging, and differentiated to meet those student’s specific needs.
Specifically addressing an Art Education issue, I have a wide range of abilities and interests within my Visual Arts Foundations class (Art I). We are composed of 9th – 12th graders with interests varying from AP track to just wanting the fine arts credit for graduation. Am I to expect the same degree of the same degree of artistic production from each of my students? No. Am I to expect each of my students to be able to understand and apply the concepts covered in class? Yes. My students might not all go on to be professionally trained artists. In addition, this course very well may be the only art class many of them ever take, ever. I am not worried about them memorizing names and dates, I am concerned with their abilities to take the presented material and apply it. It is that process that is what they will need to be able to do as part of a vocational class, a college course, or on the job during a future career. School teaches you how to learn. The content of that curriculum is in place to expose the student to new things.
Thank you for sharing with us your post and your very personal experiences.
Hi Becky,
ReplyDeleteThank you for your post, which has generated a veritable buzz of commentary! Well done!
Like your other readings, I resonated with your views, and the story of your friend.
Where I would focus my own comments is on the notion of the purpose of curriculum/education is to help each person realize their own potential. Now, I completely agree with this--in that way, we both subscribe to some of the experientialist views described in the Schubert piece.
But I would go further and say that we only are self actualized in society, by sharing our gifts with society, and having society appreciate and appropriately reward our contributions (this is the upshot of what Noddings says too, I think). Therefore, we always have to keep the relationship between self and society in view when we talk about self actualization.
I write this because I think it is too easy to think about self actualization as something we get by sitting in a room meditating (and some form of meditation/prayer/self reflection is important), whereas we only fully become ourselves in living with and helping others.
This then becomes the challenge for the education of Donovan--what are his talents, what can he contribute to our lives, and how do we ready ourselves to receive what he can give?
I think you are very right to point to a moral (even spiritual) purpose to schooling. I think these are really tough questions. I hope you will continue to use our course to work out some answers to them.
Thanks for your work!
Kyle