Developing and Aligning a Purpose-Driven Curriculum
By Steven M. Weber,
In 2002, author Dr. Rick Warren wrote The Purpose Driven Life, which sold over 30 million copies worldwide. Warren wrote, the most basic questions every human faces in life are: Why am I here? What is my purpose? When teachers
and administrators develop curriculum they are faced with similar questions such as those posed by Warren. Too many educators with individual purposes working together in a school can create curriculum clutter and a lack of clarity over curricular aims. “Schooling at its best reflects a purposeful arrangement of parts and details, organized with deliberate intention, for achieving the kinds of learning we seek” (Wiggins & McTighe, 2007, p. 9).
What is purpose-driven curriculum and instruction? A purpose-driven curriculum allows teachers and administrators to focus on key concepts, skills, essential questions and enduring understandings which have been identified by educators for each course and grade level. Once key concepts, skills, essential questions and enduring understandings have been identified, teachers use instruction and multiple assessments, including common formative assessments to check for student understanding. Over the past fifty years, several school districts have jumped from one program to the next. Vendor products have been sold to school districts and educators have placed their hope in the product, rather than emphasizing ‘the process’. According to Morris (2002), “too many people dream of the results of success and ignore the process” (p. 63).
When educators choose to participate in purpose-driven curriculum and instruction, they make a conscious and collective commitment to have more than a one-year focus. Whether teachers use Understanding by Design (Wiggins & McTighe), Curriculum Mapping (Jacobs), Differentiated Instruction (Tomlinson), Concept-Based Curriculum and Instruction (Erickson), Unpacking the Standards (Ainsworth, Reeves, & Marzano), Professional Learning Communities (DuFour) or a combination of recommendations from authors and research, it is important to note that a clear focus on aligning the curriculum and communicating decisions across buildings will create a more intentional delivery in each classroom. When educators participate in curriculum mapping efforts, they often focus on completing their map, rather than reflecting on how instruction could be differentiated or identifying gaps in the written, taught and tested curriculum. When educators work together to unpack state and national standards, they often complete the task of unpacking and then look for next year’s school or district focus.
The difference between purpose-driven curriculum and instruction and traditional approaches to instruction is that each of the district’s initiatives are understood by the teachers and administrators and are seen as the main focus when making decisions regarding curriculum development, instruction, textbook adoption and assessment. The attached chart titled What is a Purpose-Driven Curriculum? provides an overview of purpose-driven curriculum which can impact student achievement while preparing students for life. As teachers continue to make curriculum and instruction more purposeful, students will be able to answer the questions:
Why am I here? (Purpose)
What is the purpose of this class? (Relevance)
References:
Morris, T. (2002). The art of achievement: Mastering the 7 C’s of success in
business and life. Kansas City, MO: Andrews McMeel Publishing.
Warren, R. (2002). The purpose-driven life. Grand Rapids, MI: Zondervan
Publishing Company.
Wiggins, G. & McTighe, J. (2007). Schooling by Design. Alexandria, VA:
Association for Supervision and Curriculum Development.
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