Part of my job involves writing curriculum. For a long time I found it really hard to wrap my mind around exactly what that means. Was it just thinking up some neat courses for students to take? Was it reading through pages of complicated standards, and making sure that some class everyone took covered every one of them? Was it even something that you could do well— and if so, how?
As I kept teaching, and then became a curriculum director, I saw that deciding a curriculum meant thinking about two things: first, what was it that students should know or be able to do; and second, what should students have to do in pursuit of that knowledge and those skills?
Depending on your school, the word “curriculum” is tinged with either freedom and excitement or restriction and rules. It might be about learning, or it might be about coverage. It might be a flexible, living set of ideas that can grow and shift to include new ideas, or it might be doctrine, a set of laws as immutable as the periodic table– which, maybe some chemist will tell me, actually can be mut-ed. My hope is that when thinking about where students need to be and what they should do to get there, a few things will happen.
First, get the students’ input. One thing that looking at 20th-century curriculum history tells us is that using a series of outside agencies, think-tanks, and other groups to decide what students to learn might be a good way to increase rigorous content, but it leads to a lot of back-and-forth. Any time you have one group saying we need more math and science, there’s another saying that we need more art instead. It’s the back-and-forth that’s behind the “reform wars” that prevent a whole lot from getting done. It’s not to say that all outside agencies are bad; the Partnership for 21st Century Skills, for instance, does a great job of figuring out exactly what those skills are. But an agency that says its agenda is the secret to improving schools is necessarily short-sighted. Schools don’t need just more math or just more art– they need more everything. Asking students what they might want to learn about sounds simple enough, but as the professionals, it’s easy to get caught up in fighting our own battles, and lose sight of what the students in question might want to learn.
Second, involve the teachers in writing curriculum. Curriculum specialists are all well and good, but since the teachers’ job is to enact the curriculum, they can’t be treated as soldiers who simply carry out orders. Maybe the most leaderly thing a curriculum director can do, paradoxically, is give leadership away to those who will bring the curriculum to the students directly. Treat the teachers like professionals, and give them their say. That’s what leads to buy-in– a whole-school effort and everyone on the same page.
Maybe the most important, and final consideration when thinking about a curriculum is to ask these three questions:
1) Does the experience ensure the best opportunity for mastery of the subject matter?
2) Is the experience provided in a way that fosters the development of 21st-century skills and habits of mind in students?
3) Is the experience grounded in relevance and real-world application?
If a new curricular experience– a new course, an assessment, a trip, a collaboration– fulfills these three requirements, then it’s probably worthwhile.
Thanks to all my readers out there– I wish you all a wonderful holiday and a very happy new year!