Hayes Jacobs described curriculum in a straight forward, easy to understand manner. According to Hayes Jacobs, curriculum is not just a textbook you teach from or standards that you need to teach to (Laureate Education, 2016a). Curriculum is actually the plan that you create for your students and their learning experience (Laureate Education, 2016a). Curriculum is about making choices. Thinking about the specific group of students you will be teaching, the demographics, skill level, goals, and setting, will help educators create a learning experience that is not generic, but tailored to the students (Laureate Education, 2016a). Teachers should continue to use textbooks to share information, but when designing curriculum educators need to plan what instructional methods and assessments will engage and support their students best.

When designing curriculum, teachers need to consider the required standards. When the state standards are created, they are written with all students in mind (Laureate Education, 2016a). They are not written to fit the needs of your individual students. According to Tribuzzi, there are too many standards. Some of which are unclear and poorly written (Laureate Education,

b). When creating curriculum, educators need to plan lessons that support their students. They need to make choices to incorporate standards in a way that is natural and authentic. In doing so, they are planning a curriculum that is well rounded and tailored to their students. All of the choices made by educators are considered part of the curriculum design process.

This perspective on curriculum is new for me. As I design curriculum in the future, I will keep Hayes Jacobs’ definition of curriculum at the forefront (Laureate Education, 2016a). I believe shifting your perspective to think more like Hayes Jacobs can completely change how and what your students learn. Currently, our school curriculum follows the textbook for most subjects. For example, in history and science, we read the pages related to the topic for the day and then have class discussions. I have always struggled with this lesson format. I believe students learn most through hands on, engaging lessons. When strictly following the textbook, it does not allow for as much in depth thinking. Students are not challenged to think outside of the box and build off what they have learned. I would like to try and blend small group activities, partner work, lecture style learning, and individual work time with exposure to the textbook, as a way to create a balanced variety of lessons. Knowing the definition of curriculum from Hayes Jacobs will help me plan more deliberate, differentiated lessons and units. Differentiated instruction will allow me to address the needs of my students while adhering to the required curriculum and standards (Frankling et. al., 2017). By differentiating the curriculum and standards, the outcome will remain the same, but the means to reach them is flexible.

As I plan differentiation in my classroom, it is helpful to remember that the process can be whatever I believe my students need, as long as we reach the desired results (Frankling et. al, 2017). For example, when teaching a money standard in math, if I know a handful of my students would be more successful slowing down and using manipulatives, I will spend time working with them in a small group. I can use a slower pace and practice problems with manipulatives to get my students to the same end goal as the rest of the class.

As I mentioned above, my school is very textbook focused. The past two years I have felt pressure to teach students the way the rest of the teachers in the grade teach. I did not feel encouraged to make changes to support my students. Thinking about designing curriculum for next year, I am concerned the adjustments I make will be met with questions. I worry that my colleagues will want me to go back to what I was doing before.

References

Frankling, T., Jarvis, J., Bell, M. (2017). Leading secondary teachers’ understandings and practices of differentiation through professional learning. Leading & Managing, 23(2),

72 – 86

Laureate Education (Producer). (2016a). Designing curriculum, instruction, and assessment:

Curriculum for your students [Video file]. Baltimore, MD: Author.

Laureate Education (Producer). (2016c). Designing curriculum, instruction, and assessment:

Unwrapping standards [Video file]. Baltimore, MD: Author.

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