Null curriculum

The concept of null curriculum is very interesting. The definition of the word "null" says exactly what is intended in the concept - "having no value". Once I began to read the article I knew that null curriculum were the topics that are often viewed as being controversial or having no educational value. As I read on, the concept of evolution came up as a component of the null curriculum. This is a topic that is excluded from the whole science curriculum and is almost never mentioned due to it being controversial. This topic and the other areas that are mentioned in the article do have a value in my mind, just not the minds of the individuals who write the standards. The null curriculum could be brought into the content area in order to allow the students to develop individual thoughts and opinions of the topic. This is a way of expanding the minds of students. Students do need to learn more than just what the standards state, but time prevents teacher from teaching the null curriculum. I would consider the use of null curriculum in my teaching, however teaching the topic of evolution would be approached very carefully.

Instructional design

This design model is another instructional approach that could be utilized within a curriculum. This instructional design model is designed for both beginning and experienced instructors. The intent of this model is not just for middle school level teacher, but for university professors, industrial employers and military instructors. This model produced two reactions among the instructors who have utilized these procedures. The reactions produced are that teachers would adopt and use these components immediately and that their insight to instruction has changed for the better once incorporating this design model in their curriculum.

This design model incorporates 9 components. These components are:

· Assess needs to ID goals
· Conduct instructional analysis
· Analyze learners and context
· Write performance objectives
· Develop Assessment instruments
· Develop instructional strategy
· Develop and select instructional materials
· Design and conduct formative evaluation of instruction
· Design and conduct summative evaluation

When evaluating the 3rd, 6th and 7th component, an instructor can begin thinking about the types of learners that are in the classroom and how she must deliver instruction to meet their needs. She would then be able to differentiate her instruction accordingly. When looking at the other models that we have reviews, this design model also allows us to intergrate other design models in to instruction such as differentiated instruction. This model immediately allows us to think about the end results from the start, like the backward design model. We also are allowed to incorporate direct instruction where appropriate.

There are several reasons that this design model is often used in a curriculum. These reasons are that this model provides a specific focus on what the learner needs to know and how to apply the information after instruction. This model also provides a smooth transition between each component. This is important especially to the instructional strategy and the desired learning components. Finally, the last reason that one should use this process is because of the models ability to be used over and over with any learner and in type of classroom setting.

Backward Design

The backward design is another approach to consider when designing a curriculum and the lessons. This article suggests that teachers are focused too much on how to teach a lesson and less on what the student needs to learn. We do need to consider what needs to be learned and what resources and materials are necessary to teach the lesson. We also need to consider the following questions: Do students know why they are studying a specific topic? What should they be expected to understand? What does the topic relate to that have been previously covered? What should the student know, and understand? How will the student be able to apply the concepts following a lesson? These are the questions that we all need to be thinking about when planning a lesson. Evaluating these types of questions is what the backward design want us to focus on primarily.

When looking at this model and the other models that we have discussed, this design model can be incorporated in with the other design models. This model is giving us a different approach in thinking when we are planning our main lessons. The other models such as 4Mat and differentiated instruction provide us with ways to reach out to each student individually so that they can grasp a standard or better understand a concept. Combined all of these models can help us as teachers to reach our goals in the classroom.

Direct Instruction vs. Differentiated and 4Mat Instruction

Direct Instruction is a more traditional instructional model that offers efficiency in a highly organized structure. Direct instruction lessons are developed with the “Big Idea” in mind so that all types of learners are addressed at the same time. There are 3 components of Direct Instruction:

1) Program Design
2) Organization of Instruction
3) Student- teacher Interaction

In comparing and contrasting direct instruction with differentiated instruction, the program design of the direct model consists of 5 elements that generalize strategies for a wide range of learners. Differentiated instruction is a model that does not generalize. In fact, differentiated instruction is a model that allows for student differences to be focused on individually or in small similar groups. The instruction of differentiated instruction is specific to student readiness, interest and learning types where as in direct instruction, instruction is directed to the whole group. When looking at the 4Mat model in comparison and in contrasting perspectives, the 4Mat model also looks at multiple learning styles like differentiated instruction. The difference is that the 4Mat model is based on 4 types of learners instead of all types of learners which differentiated instruction addresses. Essentially, the program design of the direct model is different in that it is designed to address a whole group instead of multiple groups or individuals.

When looking at the organization of instruction between the 3 models of instruction. Again, the direct model is highly organized and is made up of 4 specific elements. The instructional organization of the direct model states that students can be divided into multiple groups where each group receives the same precise and specific instruction on the “Big Idea”. The difference is that in differentiated instruction and in 4Mat instruction the groups are instructed based on the characteristics of each group. The groups would be organized by the unique learning styles in differentiated and 4Mat instruction.

All of the models require teacher-student interaction. However, the Direct Model requires less interaction than the differentiated and the 4Mat models of instruction since the direct model is designed to address the whole class as a group therefore there is less individualized instruction. The Instruction of the differentiated and 4Mat models actually is more individualized than the direct model since multiple learning styles are addressed in these models.

The 4Mat System

The 4mat system is based on 8 cycles of instruction that is intended to reach all types of learners. These 8 cycles are broken down into 4 types of learning styles that are based on the left and right brain dominance theories. The idea behind this system is that it places more emphasis on the learner. According to the system, learning takes place through perception of experiences and concepts and through processing new information by reflection and action. Lessons that incorporate the 4mat model should answer Why, What, How, and If.

The difference between this model and that of First Principles is that the first principles model is more problem centered with the idea that students learn better solving problems. The 4mat model is learner centered around the imaginative learner, the analytic learner, the common senses learner, and the dynamic learner.

After reading and even researching other web sites on this model, I would like to see lessons that follow the 4mat model just so I can obtain a better understanding how this system works.

Unlocking Potential in AA Students

After I read this article I felt that the ideas that Jackson suggested should be used in any classroom setting with any student. All Students need understanding, motivation, and confidence. These things are very important in order for quality learning to take place. I understand her perspective on connecting with the African American student and the importance of making a culturally different student feel no less important than his classmates. We all have encountered situations where we did not connect with someone (regardless of race or cultural differences). This is where we as educators need to realize when we may feel this way and work harder to make connections with those students who are needing motivation, understanding and confidence.

Differentiated Instruction

I have had some exposure to this concept. However, in my training we developed lessons that targeted a specific learner, such as the hands on learner or the visual learner. As I read the posted article, the concept was more complex that what I had learned. I do see the advantage of incorporating differentiation into a single lesson -- as it reaches out to the whole class, not just a single group of individuals. I also see that this concept could make lesson planning rather tedious and complex. I would like more formal training on this one! I am also eager to see how you all incorporate it in you lessons.

middle school changes

The two things that I believe have changed for the better in the modern middle school movement is 1) the change from junior high school to middle school and 2) the formation of team teaching within the middle school system. As I stated in class last week, my junior high school experience was difficult. The curriculum and environment was very similar to high school. Once I got to high school the only things that was different was that I was in a new and larger school with more people.

Fast forwarding to my training in eduction, I was exposed to my first middle school during this time. The first thing that captured my attention was that the school that I was required to do my observations in was divided up into "pods" and the hallways were colored coded. Each grade was divided into a blue pod, a green pod, a yellow pod and so on. The "pods" were actually a cute way a saying that the school was actively team teaching. The students were divided into groups and were place in a pod or with a group of teachers that taught them all year. I thought that this school design was brilliant. (This specific middle school was Pulaski County middle school in Pulaski, Virginia.) To me this is a Huge advancement from where I came from.

The one thing that I still see pros and cons with is block scheduling. This is definitely different from the traditional 6 or 7 period classes that meet each day. I think that the time length is adequate for high school students, but I not sure about middle school age kids. Mentally, it may be too long for middle school students. I am also not sure if meeting every other day is good for middle school kids either. I am thinking that many will forget what has been covered, therefore the teacher will be spending more time reviewing material than necessary. Either way, the changes that have occurred over time with in the middle school movement have proved to be beneficial to middle school aged children more so than the old days of junior high school.

historical development of a unique middle school curriculum

Although, I have very little concrete experience in teaching I see how curriculum, instruction and assessment has evolved over the past several decades. As I think back to my training while I was earning my M.S. degree, the instructional focus was to deliver material in a manner where students would have the opportunity to have hand-on activities and lots of cooperative learning with in the classes. This is a more suitable learning environment than just entering a classroom and opening a book and taking notes. Examples of assessments that I incorporated were writing reports on instructed material, checklists indicating if objectives had been met and then the traditional multiple-choice, fill in the blank test. The curriculum was a little different. Because I was Ag Ed, there was no set curriculum to follow. It was pretty much what ever one wanted to teach. I know that is not the case with the core academic classes. Regardless of the type of class, I recognize that curriculum, instruction, and assessment have made many changes over time. I also do see that the traditional ways of teaching are still present and in some cases are still necessary.
Once I do obtain my classroom, I plan on incorporating different instructional and assessment methods in my teaching. I know that this is necessary to reach out to multiple learners.

Kelly: I understand your feelings of uncertainty. I always feel that way at the beginning of a school year. However, it goes away quickly as the year begins, and you have a thousand other things to think about. I am sure that the experience that you have in working with the public will help you. I worked in large corporations before I went into teaching, and I know that helped me to learn to prioritize and multitask. I bet you will be a great teacher, because you do have that work experience, and you seem to be passionate about your subject.
~Becky

What are your impressions of teaching early adolescents? What are your strengths in this areas? Conversely, What are your weaknesses?

My impression of teaching early adolescents is full of uncertainty. My only dealing with this age group is through observation only. I have only experienced high school students. However, my observations have shown to me that young adolescents have more control in their actions than high school student can have. I know that there are challenges facing me. This age group can be fragile as they are developing mentally and physically. This is the age where adolescents begin to establish and individual identity. Knowing this already, I recognize this to be a strength.



Other strengths that I possess is that I have worked with the general public for several years, so I am better able to rationalize through tough situations and I am capable of handling conflict in a professional manner. I believe this will help me in the classroom, especially if I am faced with a difficult situation.



As far as any weaknesses, I foresee discipline to be the toughest challenge that faces me. This seems to be the one challenge that most teachers have a hard time with in the beginning of their careers. However, I am optomistic that with time and experience that discipline won't be a problem in my classroom.

-Kelley Ryan

It looks that way!

Is this how you blog?

Hi Kelly, I guess I'm "blogging" ... I like the pink background :-)

You're Here

Kelly,

Be sure to put your name in your first post on your blog, so people will know who you are.

Thanks,

Ron