Part 2: framework for curriculum evaluation
Part 3: Curriculum analysis
Strengths and weakness of the current curriculum
Strengths
The current curriculum is primarily geared towards ensuring a student-oriented instructional platform. Therefore, most of the tenets basic to a sound and efficient curriculum are inherently embedded. For instance, the standard of the curriculum tally and align with those stipulated in the state of Georgia's department of education. The content is also keenly and appropriately customized to meet all the student’s requirements as per each grade and level. Weakness
The primary weakness that the curriculum creates to my students is in reading since the curriculum is contextually English based in instructional language. Most of the students are of Hispanic Hispanic origin composing of 71% of the student population. Therefore, reading becomes difficult with most English language learners. ELL students are 63%. Additionally, SWD also experience problems in reading. Learning experiences are also not standardized also owing to the diverse nature of the general student population which makes it difficult for the school to follow a standard education scheme. Another weakness that the curriculum has concerning the learning needs of my students is that assessment and grading is done on similar platform in the entire state.
Remedy to the weakness
The curriculum offered by the state of Georgia should customize the curriculum to accommodate all the diverse learning needs of the target students. Grading and assessment should also be based the students entry behavior. For instance, the grading of SWD and ELL should be less strict and structured to allow them a fair chance of passing and learning.
Research-based methods
Research-based methods have been found to significantly improve the overall outcome of the teaching and learning process mostly for diverse learners. For instance, a teacher may use research based methods such as the following to enhance the learning outcomes of the curriculum:
Demonstration
Demonstration proves significant in addressing the diverse needs of differentiated learners such as ELL and SWD. The learners are able to learn from demonstrations as presented by the teacher and fellow students. In contemporary education setting, students with diverse needs experience the learning process in more vivid and clear manner if a teacher demonstrates the context (Marzano, Pickering, & Pollock, 2001).
Use of questions and answers
Questions and answers are used to measure the level and rate of learning of students. For ELL and SWD students, the method is instrumental in assessing the learning process. For instance, questions and answers juggle student’s memory and invoke the spontaneous mastery of the content since they are required to answer the questions from memory (Abdallah & Mohammad, 2016)
Provision for guided practice
Guided practice allows the teacher to practically evaluate the learning process in ELL and SWD students in real time. Teachers are expected to provide guided practice to the students after a teaching a concept. For instance, in mathematics, a teacher is expected to teach a particular mathematic concept then give the learners a practice question and go round the classroom assessing and guiding the students in tackling the problem (Marzano, Pickering, & Pollock, 2001).
There are many other evidence-based strategies that can enhance the curriculum and promote more learning in diverse learners (Abdallah & Mohammad, 2016). Use of demonstrations, visual aids and presentations prove useful for SWD and ELL students.
Alignment with common core standards
The state of Georgia has specific academic performance and instructional based standards that all schools within the region must follow. Therefore, Belmont Hill Elementary is keen to meet all the required standards. For instance, the school uses the stated career and college ready performance index commonly termed as CCRPI in assessing the overall performance of the students. Moreover, the school also adhere to the 100-point scale of measurement that provides the parents and the community with performance indices of the students. Reports must also be generated for each assessment to ensure that all details are analyzed and the relevant data communicated to parents, teachers, and interested stakeholders (Georgia School Reports, 2016). The school also uses standards-based assessment which is aimed at determining student mastery of content, critical thinking, and reasoning as per the state curriculum requirements.Moreover, the curriculum tenets that the school must meet in order to align with the common core standards are:
Phonemic Awareness and English Language Learners
Phonics and English Language Learners
Vocabulary and English Language Learners
Fluency and English Language Learners
Comprehension
Part 4: Reflection
As a teacher, I have a crucial role in the planning and implementation of the curriculum since I understand the students and their needs at an individual, group and institutional level. In planning, I actively provide practical insights and advice regarding the materials, relevant skills, and activities that must be integrated into the curriculum. At the implementation level, I plan and organize the curriculum to fit the specific needs of my learners. Moreover, I make minor changes when the students entail some SWD and other special needs so as to give them an enjoyable and educative learning experience.
How to strengthen the curriculum to meet the needs of diverse learners
My diverse learners include students from different origins and background such as Hispanic, Asian, white, black, multiracial, and Native American. Moreover, I have SWD students. Therefore, I have to be strategically creative and spontaneous in curriculum implementation to ensure that all my students get the best and the most out of it. One of the methods I use is to modify and customize the curriculum to meet the specific targeted learning outcomes I desire for them. Secondly, I plan and organize my lessons in a manner that all the learners will have time for learning and use the available resources. Thirdly, I ensure to use research-based strategies such as discussion, group activities, questions and answers, feedback system and demonstration among other approaches. As such, I am able to strengthen the curriculum and improve the specific learning outcome.
References
Abdallah, M. S., & Mohammad, M. M. (2016). Critical Thinking & Lifelong Learning: An ADKAR Model-Based Framework for Managing a Change in Thinking & English Language Learning Styles at the Secondary Stage. Online Submission.
Davis, L., Devaul, H., Sumner, T., & Weatherley, J. (2013). Curriculum Customization Service: Results of a Pilot Study and Future Enhancements. Georgia Institute of Technology.
Georgia School Reports | Georgia School Reports. (2016). Schoolgrades.georgia.gov. Retrieved 15 October 2016, from http://schoolgrades.georgia.gov/belmont-hills-elementary-school.
Marzano, R. J., Pickering, D., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Ascd.
McMillan, J. H. (2013). Classroom Assessment: Pearson New International Edition: Principles and Practice for Effective Standards-Based Instruction. Pearson Higher Ed.
Moore, K. D. (2014). Effective instructional strategies: From theory to practice. Sage Publications.
Selvester, P. & Summers, D. (2012). Socially responsible literacy: teaching adolescents for purpose and power. New York, NY: Teachers College Press.
