A View from a Different Perspective~

Curriculum Design–Module 3 Blog

Throughout this past two-week module, I have become quite excited and enthused about the curriculum project for this course and have greatly enjoyed my focused efforts preparing for the peer review process. I must say I am pleasantly surprised by the transformation in my own perspective and the greater sense of optimism within me regarding opportunities to collaborate with others in my school on behalf of all students. Early in the module, I responded to the following discussion question from my vantage point as a special education teacher:

How have the purposes for high school changed, and what should guide communities as they plan new high schools?

Author Vivien Stewart in the article, Becoming Citizens of the World, discusses significant and new challenges facing secondary students in today’s schools represented by four major trends: economic, science and technology, health and security, and changing demographics. (p. 524-525). Merely from my perspective as a classroom teacher over the last three decades, I have seen incredible changes in all of these areas—especially considering that when I began as a high school teacher no one had a personal computer and needless to say, the world-wide-web did not exist. Many of my students who struggled in school academically could still find success in more of the hands-on classes such as carpentry and manufacturing. In the midst of the increasing requirements and demands to strive for rigorous standards, I as a special education teacher am concerned about those who are not able to meet with such expectations. Following a long list of skills needed by today’s high school graduates who will be engaged in global commerce and collaboration, Stewart expresses that, “U.S. schools are not adequately preparing students for these challenges….compared with students in nine other industrialized countries, U.S. students lack knowledge of world geography, history, and current events” (Stewart in Parkay, Hass & Anctil, p. 525). If U.S. students in general are falling short, where does this place many of my students?

Other colleagues voiced similar concerns within the posts for this module—although many postings were centered on the expectations for students in the very early grade levels. While reading these posts, I sensed that behind the academic dialogue were the voices of parents concerned about the increasingly demanding expectations for their own children—particularly in relation to the “Common Core”. (If you click on the following link, you will find another link part way down the page entitled “ELA Map of Skills and Concepts”.

http://www.k12.wa.us/CoreStandards/ELAstandards/default.aspx)

I have mixed perspectives on the issue of high expectations. While I believe that all students should be encouraged and challenged to perform to the best of their ability, I am concerned that those who are unable to compete at a high level will sense that they no longer “belong in the race”. I believe that high schools have an obligation to help all students develop themselves in preparation for a realistic future. I agree in particular with the following segment from the Coalition of Essential Schools, 1998: “…Curricular decisions should be guided by student interest, developmentally appropriate practice, and the aim of thorough student mastery and achievement. Students of all ages should have many opportunities to discover and construct meaning from their own experiences” (As cited within Parkay, Hass & Anctil, 2010, p. 522).

OSPI website 2012, Retrieved on May 1, 2012 from:: http://www.k12.wa.us/CoreStandards/ELAstandards/default.aspx

Parkay, F.W., Hass, G., & Anctil, E. – 2010: Curriculum Leadership; Readings for Developing Quality Educational Programs, 9th ed.; Allyn & Bacon, Boston, MA, USA .

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