Designing the Curriculum - Ashley, Gia, Daniela

The Curriculum Wars Article

  • Early 1990s, K-12 curriculum was going through reform because progressives and traditionals did not agree 
  • Standards were adopted in the early 2000s which made a more centralized learning for students
  • 1988-2004 there was an emphasis on narrowing the curriculum 
  • Changes were being suggested and there was an increase in time spent teaching English and math by about an hour a week and decrease in teaching science 
  • People are excited to reshape education through new technologies
  • New technologies will influence different individual learning styles
  • Common Core State Standards project believes learning should affect what a society wants students to learn
  • Common Core = education traditionalists
  • Non-fiction and fiction readings are not balanced through Common Core
  • Tracking in math is ended in eigth grade
  • Math courses are integrated in Common Core
  • Technology makes it easier to find resources but makes teachers put less effort in
  • Traditionalists believe in personal aspects of teaching with actual people instructing
  • Process over product is more about teaching for kids to learn over test results

Group Exercise

Question #1

  • Chosen population: High schoolers (Grades 9-12)
  • Situation: Pre-adulthood, ready to go to college, very active
  • Transformation sought: Transition from very structured core classes, to more creative and free flowing classes allowing high schoolers to reflect their personalities, and prepare them for an abundance of creativity/freedom in their college classes; also this class can be used as a stress relief
  • Mode: Teaching in a high school semester long studio (hip hop or dance therapy - relevant to high schoolers)
  • Strategies: Starting with dances more familiar to them (street dance) then moving to more cultural dances and more skilled level dances; encorporating partner dances so that the students get more comfortable with one another

Question #2

  • The clothesline method is unique because it encourages a transformation for the students
  • We will asses where students are at in the beginning by warming them up or auditioning them and breaking them into levels
  • Then we will show them a group of past students who took the class and made a dance and show them that they will experience a transformation 
  • Then we will start teaching them the dance


Empathy Map 

  • Break into sections based off of seeing, hearing, feeling, thinking, saying
  • What's going on inside of the student's head - helps you understand
  • Allows you to have empathy for someone else and see the world from their point of view
  • Important to tap into perspective of students to build a proper curriculum for them

Making Adjustments

  • Make a set up adjustments to make the curriculum more powerful
  • Lessons may not be working and so it is time to tweak some things





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