Reading+Reflection+EDL+719

//Curriculum 21// Reflections K. Ashley EDL 719

Throughout the book, //Curriculum 21: Essentials for Education in a Changing World,// various authors provided very practical and valuable suggestions for our schools in this changing world. One of the mantras that it seems we must ask ourselves is “What does it mean to be educated in the 21st century, and how do we do this?” Based on the information provided in this book, I believe that our profession can truly continue moving in the right direction. This paper will highlight some of the ideas from this book that I believe will impact my fifth grade students, and my school district as a whole. One of the proposals that is presented was to start by knowing what you want your students to do before you start. Basically, we should plan backwards. This is a simple strategy that I implement with my scope and sequence. In my classroom, I am driven by my standards and benchmarks. From there I calculate what and how I will assess that information. The new insight that I would like to implement as a result of this book, is being more creative in how I get to the assessment, and what models I will use to truly assess my student’s learning. I particularly liked the statement, “In our work to improve education we need to be bold advocates for creative ideas that are actionable, rational and constructive” (17). It is essential to my student’s learning outcomes that I continue to pursue new and creative methods that are still based on best teaching practices. The second chapter of this book discussed ways to upgrade our curriculum. Some of the suggestions were the following: develop assessments to replace current practice, work with IT, replace assessments, share assessment data, and create a schedule for assessments. As I thought about these suggestions, I am very happy about the progress that my PLC is making. As a group of fifth grade language arts teachers we diligently have looked at our standards, and created common assessments, and have shared data. We have been in the process of differentiating our curriculum to support all of our learners in a more individualized way. One of the components mentioned was to work with IT. I have found it especially beneficial to work with my LMS. At my school, Joyce Treml has been incredible asset and advocate for my technology integration, and I appreciate her support. Overall, I am proud of the professional collaboration that we have at Lineville. When I consider my students, it is critical for me to think about the information and changing systems that they are bombarded with each day. It has become part of an educator’s job to help our students make knowledge out of information. One way to help my students in this process is to engage student participation. The book stated, “Participatory culture means learning takes on a more active role that a traditional passive role” (83). Due to the fact that our students are surrounded by a barrage of stimulating messages, we must be creative in how we try to connect and revive learning for our students. As teachers, we must move past passive lecture and drill methods and focus on engaging learning with relevant assessments. One suggestion to accomplish student participation was to use a model of learning that is built on the merit of engagement. The book said that this model, “occurs beyond the formal rules of classrooms and traditional education” (85). Personally, I think this is going to have to be a culture of learning that we deliberately create. This model will need to incorporate teachers, administration, parents and, most importantly, our students. Another key concept that was discussed in this book was looking at the identity of the learner and education. There were several points in this chapter that I think are important in looking at how we plan our students’ educational experiences. We must remember that our learners are changing. Due to the fact that students are connecting with social networks on the internet, many students have a false sense of true relationship. Which is what brings us back to the next main point about relationship. Technology is not the “main point,” it is still relationships in the real world that are important (86). Personally, it is essential to my students’ success that they know that I care about them. One of the overriding themes that is present in education is the pressing need to prepare students for this changing world. One of the ways we will do this is by continuing to pursue and emphasize global knowledge and skills. These skills may be in the form of economic, science/technology, demographic, security/citizenship, and education. As we try to reach these goals, it is critical that we continue to, “open every student’s eyes to the complexity, opportunity and challenges of a globalized world, and equip students with a competence to succeed and to lead this new era” (114). As professionals we have to make it a priority to practice, model, and pursue a greater dynamic of 21st Century Skills. When we all embrace this need we can make an impact on this changing global world.