Curriculum Definition Project

Curriculum Definition Project

Curriculum Definition

My view of curriculum is similar to John Dewey's view. I believe that you must start with the experiences of a child, and then build upon them. The child should be at the center of learning (Flinders & Thornton, 2009). Curriculum is the content gained from experiences indirect or direct, which is used to shape children into productive democratic citizens. It includes a broad range of subject matter taught meaningful enough to be imposed upon children. Curriculum should lead children to become productive members of society with the knowledge they've gained in their formal schooling. Curriculum should stay with people throughout their lives since learning is an on-going process that never rests. According to Henson, when revising or implementing a curriculum you should make sure the curriculum provide a balanced core of common learning, focus on results with multiple assessments, integrate subject areas, involve students in learning, recognize and respect student diversity, avoid tracking plans, and develop student thinking skills (Henson, 2006, p. 237).

When developing a curriculum I believe that it is so important to keep in mind that curriculum is flexible and exist outside the classroom. Real life experiences help students understand and appreciate what they're learning. The current curriculum needs to prepare American students, in the 21st century, to be global citizens, effective problem solvers and self directed responsible workers.

Curriculum Model

I see curriculum as being compared to a road trip. Just like the highway, curriculum is something that has many twist and turns, changes, and reoccurring construction. A highway is constantly being patched and reconstructed over time. As long as people continue to travel the highway, it will need reconstruction. The process for developing curriculum will forever be fluid.

The students are the cars traveling the highway. No student is identical; they all come from different backgrounds. Not all students come to school knowing the same things. The cars are traveling the highway at various speeds with different destinations. Some are on a faster pace than others. The students' interest, skill, and ability determines the lane the students' drive in. Some drive in the fast lane until reaching their destination, while others ride in the slow lane the entire time. Then you have those that switch lanes periodically.

The map is the teacher. The teachers each have something different to offer, as no two classes will be alike. The map identifies the appropriate route according to the students' final destination. The map scaffolds the driver to their final destination. When the car gets