Module 1: Conceptions of Curriculum

My Interpretations of Mainstream Curriculum Conceptions 

To help organize my thoughts I decided to break down each of the curriculum approaches discussed in this week’s readings and share my perspective on their usage. I found Al Mousa’s tables to be a helpful visual in organizing my thoughts. 

Technology: Sowell highlights that the technology focused curriculum aims to make learning “systematic and efficient” (48) as students work their way through sequenced tasks of increasing complexity while receiving “immediate feedback” (49) on their progress. Al Mousa adds that the focus of this theory is on “the process and with how rather than the what of education.” (23)  McNeil explains that this curriculum aims to “maximize student achievement by specifying clear objectives” (26-27) and teaching to the test. 

I can see that the levelled approach of this curriculum style would motivate some students to continue working hard to move onto the next level. This reminds me of some online math programs like IXL, that ask questions on specific math subjects and students plug in their answers to see if they got the correct answer. While this tool can be a great option for those who are learning remotely or need extra practice on a specific unit, this type of learning is disengaging and isolating as students work independently while staring at a screen.  

While I agree that immediate feedback is a great tool that supports students to gain self awareness, make adjustments, and continue progressing in their learning, I can see how this curriculum style would not be as successful for all current learners in the K-12 system. For many students, having a strong relationship with trusted adults and their peers at school is the most important part of their school experience. Instead of learning through meaningful conversations and shared learning experiences, this theory promotes route tasks and receiving automated feedback from a device. The focus is majorly on the teachers, as they must select the appropriate method or tool, to get their students to reach a specific target, leaving little room for personalization or creativity.   

Despite my critiques of this theory, I do see the value in incorporating technology across subject areas and ensuring students know how to use technology safely, as it continues to be an important method of communication and connection that students will use throughout their lives. When technology will enhance my students learning, through research, presenting their learning, or expanding their knowledge of a specific skill (reading, coding, typing etc.) technology is a great teaching and learning tool. With that said, I try to be aware of the amount of time I allow my students to use devices at school, as so many have increased screen time especially during the pandemic.   

Society-based curriculums Al Mousa highlights that this curriculum prioritizes “societal needs over individual needs” (23). The aim is for students to learn skills to survive and function effectively in an unstable and changing world. Schiro adds that the social reconstruction theory aims to “construct [a] new and more just society that offers maximum satisfaction to all of its members” (6). McNeil describes several hands on learning experiences that students could explore through this curriculum style, such as participating in volunteer programs, cooperating with communities and resources to make positive changes and “working as equals with adults” (28). 

With many environmental, racial, and SOGI topics being covered in the media in the recent years, more youth are becoming empowered to use their voices to make change. Although these topics are starting to become more of a priority in the BC curriculum, I believe we still have a long way to go, as many teachers are not comfortable teaching social justice topics in their schools. With more authentic training and access to experts in these fields, paired with teachers’ openness, hopefully we will see more learning for both teachers and their students surrounding these topics to make a more inclusive and self-aware society.

At the elementary level I have seen this theory highlighted in field trip contexts (beach clean ups, community gardens, and fundraisers for various causes) though these opportunities have been limited due to Covid. I could see how memorable hands on community experiences could be for older students especially, as they can witness their positive influence first hand. I still vividly remember handing out clothing, toiletries, and food to unhoused people in Vancouver’s downtown Eastside in grade 12 with my school’s volunteer group. It was a highlight from my year and the experience motivated us to continue collecting donations. Moving forward, I hope to weave in more long lasting and memorable learning experiences surrounding societal issues for my students as they highlight the importance of community and empathy.  

Academia: McNeil explains that academic realism aims to “make students thinkers, [so they can independently] question and problem solve” (27). Al Mousa adds that academic rationalism hopes to “acquire tools to participate in Western culture tradition, giving access to [the] greatest ideas and objects humans have ever created" (24). This theory highlights the importance of building a strong understanding of core subjects, and testing students to assess their mastery. This focus reminds me of the “3 Rs” in school; reading, writing, and arithmetic which although are important, seem dated and disengaging. Also the emphasis on Western culture in some interpretations of this curriculum seems closed minded and nationalistic. 

Individual Based: I completed my BEd in 2017 and the main idea I heard throughout my lectures and observations was “student- centred.” Orstein highlights that the humanistic theory prioritizes “small groups instead of teacher dominated, large group settings” (8). Starting school in the 90s, I remember that anyone who had learning differences was “pulled out” and brought to a separate learning area. There were no EA’s in classes and students were expected to sit in their desk quietly and listen to the teacher. I definitely noticed a shift in teaching when I started volunteering in classrooms throughout university. I was starting to see more adults in the classroom, supporting all students regardless of their needs or level. Teachers spent less time lecturing infant of a board and more time circulating among small groups. Projects were more open ended and students had more choice and flexibility in their learning. McNeil adds that this approach focuses more on the “process of learning rather than the product” (25) as teachers foster caring and supportive environments where students can infuse their creativity and curiosity into their studies.  

BC’s core competencies parallels the goals of the student centred curriculum, as the focus is on personal and social awareness, creative and critical thinking, and communication and collaboration. Compared to receiving work habits marks like I did in the 90s, these core competencies are weaved into daily learning to promote positive, collaborative, and inclusive learning environments for students. Although it is difficult to gauge how much each BC teacher highlights and implements these competencies, I believe that the self-awareness piece is a huge part of being a successful learner. 

A Little bit of This… A Little Bit of That

When reflecting on my own practice and thinking about which curriculum theories I prioritize in my teaching, I, like many others, find I incorporate different aspects of the varied theories into my practice. Although I believe that the basis of my practice is student - centred teaching, I incorporate aspects of other curriculum theories when appropriate. Pratt’s observation stood out to me when he stated “in an ideal world, teachers would not adhere to only one perspective on curriculum, they [would] adopt concepts from different curriculum conceptions to fulfill commitment to human well-being.”(29)

I think that as teachers, it is important to constantly be evolving and mirroring what is happening in society to ensure we are providing authentic and engaging learning experiences for our students. For example, out of necessity during the beginning of Covid, teachers needed to quickly adjust to online teaching (technology), providing their students and their families with a new method of learning, all while figuring things out for themselves. With increased environmental and social justice issues highlighted in the news, teachers are incorporating more social justice topics in their classrooms to help students better navigate current events and develop their own opinions. Continued isolation and heightened anxiety surrounding the pandemic, directed teachers to prioritize mental-health and wellbeing (individual) among their learners as well as themselves. 

A quote that echoes the necessity for constant adaptability, from Brown’s report is “teachers are not just delivery mechanisms or conduits for curriculum, but rather, they are creators or makers of curriculum” (Clandinin & Connelly, 1992).

With any lesson I plan, whether that be as a classroom teacher, or as an ELL teacher, I aim to meet each student where they are at by accessing their prior knowledge, getting to know them and their interests, highlighting their strengths and acknowledging their stretches, and providing ample opportunities for collaboration and creativity. I gladly weave in technology and societal connections whenever possible. 

I want students to view school as a safe space where they can be themselves and feel supported and celebrated. Pratt argues that “making new friendships is more significant to an individual’s future well-being than most of cognitions we teach in school” (16). I see this first hand as an ELL teacher, as many English learners are too shy to interact with their peers so they need support to make peer connections. By getting to know their interests and providing a safe space for them to learn English without judgement in small groups, I am better able to foster connections between students with similar interests. From my experience, the students who do not have any strong peer connections at school really struggle in all aspects of their learning, since they do not feel seen or supported. 

I believe that modelling and teaching healthy relationship skills and self reflection are valuable aspects of the curriculum that can sometimes be pushed aside by academic goals. I am by no means saying that curricular content should be put on the back burner indefinitely, but students’ well being and mental health should be the top priority, especially during this isolating period we are currently experiencing. 

Sources:
Al-Mousa, N. (2013). An examination of cad use in two interior design programs from the perspectives of curriculum and instructors, pp. 21-37 (Master’s Thesis).
 
Brown, G. T. L. (2006). Conceptions of curriculum: A framework for understanding New Zealand’s Curriculum Framework and teachers’ opinions. Curriculum Matters, 2, 164-181.

            “Core Competencies.” Building Student Success - B.C. Curriculum, https://curriculum.gov.bc.ca/competencies#unpacking.

Clandinin, D. J., & Connelly, F. M. (1992). Teacher as curriculum maker. In P. F. Jackson (Ed.), Handbook of research on curriculum (pp. 363-401). New York: Macmillan.
 
Eisner, E., & Vallance, E. (Eds.). (1974). Five conceptions of the curriculum: Their roots and implications for curriculum planning. In E. Eisner & E. Vallance (Eds.), Conflicting conceptions of curriculum (pp. 1-18). Berkeley, CA: McCutchan Publishing.

             McNeil, J. D. (2009).  Contemporary curriculum in thought and action (7th ed.).  Hoboken, NJ:  John Wiley.  Pages 1, 3-14, 27-39, 52-60, 71-74.
 
Ornstein, A. C., & Hunkins, F. P. (2013). Curriculum: Foundations, principles, and issues (6th ed.). Boston, MA: Pearson. pp. 1-8.
 
Pratt, D. (1994). Curriculum and human well-being. In D. Pratt, Curriculum planning: A handbook for professionals (pp. 1- 34). Fort Worth, TX: Harcourt Brace College Publishers

              Schiro, M. S. (2013).  Introduction to the curriculum ideologies.  In M. S. Schiro, Curriculum theory: Conflicting visions and enduring concerns (2nd ed., pp. 1-13). Thousand Oaks, CA:  Sage.

Sowell, E. J. (2005). Curriculum: An integrative introduction (3rd ed., pp. 37-51). Upper Saddle River, NJ: Pearson.