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Module 1: Discussion 1

Master of Science in Education, Walden University

EDUC 6602J– Designing Curriculum, Instruction, and Assessment

September 15, 2021

Module 1: Discussion 1

Education has changed significantly throughout the years. Bar-Yam et al. (2002) states, “The rapid changes and increased complexity of today’s world present new challenges and put new demands on our education system” (para. 1). In consideration of the world continuously changing, it is fathomable that education should be ever-changing as well. Change is necessary for education to grow and evolve. McCullough (2015) states that “Change in education happens almost as often as the weather. Be it curriculum, evaluations, ‘best practices’, technology, and the like, educators must stay aware and alert if they are to keep up with the newest trends” (para.1). However, can too much change be a catastrophe for our students? I contemplate this question often and ultimately believe that the answer is yes; too much change can damage our students. I believe that testing is our downfall when it comes to changes. Testing can help educators have a better understanding of students’ knowledge. Although, we have to consider the repercussions of testing too often and the adverse effects that testing has on our students. In the 21st century, educators are responsible for creating tests, giving tests, and getting students prepared to take tests.

From the first day of in-service every year until the last day of school, I hear about the tests our children have to take and how we can improve our test scores for each year. State testing occurs three times a year at my school. During the school year, our students are expected to go up by thirteen to fifteen points. That does not seem like a lot to ask for until you consider that at my rural school, approximately 76% percent of our second graders are below grade level. Then the kids are expected to increase their scores by 30-65 points by the end of the school year. Dr. Marzano and the educators discussed how education focuses on test scores in the 21^st century

( Laureate Education (Producer), 2010b). I agree with them. Educators are so focused on ensuring that their students are test ready, we do not have time to slow down and get to know our students better. Dr. Tomlinson mentioned that by focusing on students’ interests, we are able to differentiate instruction to help them understand better (Laureate Education (Producer), 2016d).

Henson (2015) mentioned that constructivism, multiculturalism, and education reform are all meticulously connected. Educators and administrators will have all three built strategically into the classrooms and throughout the school. Henson (2015) wrote, “NCLB has mandated that twenty-first-century educators at all levels must base their practice on research” (p.24). My school has been nominated as a Professional Learning Communities Model School. Miller (2020) describe Professional Learning Communities as “an ongoing process in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve” (para. 2). Each grade level comes together twice a week to discuss what our students are achieving and not understanding. We use action-based research to provide a better understanding of the content for our students.

Educators must create a safe learning environment that supports the necessities of all learners (Laureate Education, 2016). Educators need to know their students. This allows us to see our diverse learners and help use what we know about them to help us create a safe learning environment for all the students. At the beginning of the year, I have my students make an all about me worksheet. This allows me to get to know my new students better and helps me understand how I can accommodate my diverse learners. Henson (2015) described constructivism as being able to connect new concepts to prior learning. This allows students to have a starting foundation to build on using that knowledge while cross-referencing the concepts. For example, my students are learning how to decompose tens right now to add and subtract within 100 (Common Core State Standards Initiative, 2012b). They were able to recall their prior first-grade standard, understanding the tens and one’s digit of two-digit numbers to complete our current standard (Common Core State Standards Initiative, 2012a). To start our current standard, I retaught the first-grade math standard to help my students connect their prior and current knowledge. Henson (2015) wrote, “One quality that aligns constructivist and multiculturalists is the common belief that all students can and will learn” (p.4). I believe this is true. All students have the ability to learn; however, educators must provide students with the right tools to learn.

References

Bar-Yam, M., Rhoades, K., Booth Sweeney, L., Kaput, J., & Bar-Yam, Y. (2002). Changes in the teaching and learning process in a complex education system. New England Complex Systems Institute. Retrieved September 15, 2021, from https://necsi.edu/changes-in-theteaching-and-learning-process-in-a-complex-education-system .

Common Core State Standards Initiative. (2012a). Math: Number & Operations in Base Ten: First Grade.

Common Core State Standards Initiative. (2012b). Math: Number & Operations in Base Ten: Second Grade.

Henson, K. T. (2015). Curriculum planning: Integrating multiculturalism, constructivism, and education reform (5th ed.). Long Grove, IL: Waveland Press.

Laureate Education, Inc. (2016). RWRCOEL Diversity Proficiencies. Walden University.

Laureate Education (Producer). (2010b). Designing Curriculum, Instruction, and Assessment: Education Today [Video file]. Baltimore, MD: Author.

Laureate Education (Producer). (2016d). Differentiating for Student Interests [Video file]. Baltimore, MD: Author

McCullough, M. (2015, September 12). In education “change is inevitable, growth is optional” or the 3 types of educators. Matt McCullough - Education Enthusiast. Retrieved September 15, 2021, from https://matthewmccullough.weebly.com/blog—mind-wanderings/ineducation-change-is-inevitable-growth-is-optional-or-the-3-types-of-educators .

Miller, A. (2020, January 4). Creating Effective Professional Learning Communities. Edutopia. Retrieved September 16, 2021, from https://www.edutopia.org/article/creating-effectiveprofessional-learning-communities .

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