<![CDATA[K-12 Curriculum Development - Book Reviews]]>Sun, 15 Jan 2012 23:31:13 -0800Weebly<![CDATA[Leading Curriculum Development]]>Sun, 24 Jan 2010 14:03:25 -0800http://www.k12curriculumdevelopment.com/2/post/2010/01/leading-curriculum-development.htmlLeading Curriculum Development is a book that supports the ongoing work of K-12 curriculum developers.  For several years, ESPN has aired classic sporting events on a channel called ESPN Classic.  Recently, ESPN started airing games under the title ESPN "Instant Classic."  It could be argued that Leading Curriculum Development is an "Instant Classic" in the field of education.  After reading this book, I would rank it with the following classic curriculum books:

Basic Principles of Curriculum and Instruction (1949)
Ralph Tyler

The Process of Education (1977)
Jerome Bruner

Curriculum Renewal (1987)
Allan Glatthorn

Understanding by Design (1998)
Grant Wiggins & Jay McTighe

Deciding What to Teach and Test: Developing, Aligning, and Auditing the Curriculum (2000)
Fenwick English

The main chapters in the book are titled, Defining Effective Curriculum Leadership,
Basic Tasks of Curriculum Leadership, Making Curriculum Purposeful, Building the School Curriculum Team, Constructing the Path for Curriculum Improvement, Detailed Planning to Implement Change, Curriculum Improvement Means Staff Development, Closing the Circle Through Evaluation, and Coordinating Successful Curriculum Work. 

The author, Jon Wiles, provides several helpful reproducible planning sheets and tools for curriculum developers in the book's appendix.  K-12 Curriculum Developers will benefit from these templates and resources.

It is difficult to identify a favorite chapter in this book, because I can see how I will benefit from different chapters depending on which stage in the curriculum development process I am currently encountering (i.e., Planning, Developing, Reviewing, Revising, Professional Development, Leadership, Developing a Teacher Leadership Team, etc.).  Wiles wrote, "Curriculum development is the essential function of school leadership.  Whether this role is carried out by a principal, an assistant principal, for curriculum, a team leader, a department head, or by leading classroom teachers, the curriculum defines all other roles in a school" (p. 2).  I agree with this definition of curriculum development and I like how the author introduces his book by stating that curriculum development is essential and it can be carried out by several different people in a school system.

Leading Curriculum Development shares Eight Common Curriculum Designs, Components of Detailed Curriculum Planning, Ten Tools That Empower Curriculum Leaders, and Four Evaluation Questions.  These are important things to consider when developing or revising a K-12 curriculum.  Some curriculum books are difficult to read or are filled with charts and templates that would take several years to complete.  While the author does not imply that curriculum development can be completed at a workshop or during the summer months, he does offer practical tools and strategies for increasing student achievement through the 'essential function' of curriculum leadership.  If you are serious about K-12 Curriculum Development, then you should order this book.  If you are a novice at curriculum development or you are a new principal, district leader, or teacher leader, then this book provides a solid introduction to the field of curriculum development.

Please feel free to share your thoughts on Leading Curriculum Development.

Wiles, J. (2009). Leading curriculum development. Thousand Oaks, CA:
         Corwin Press.]]><![CDATA[On Excellence in Teaching]]>Sat, 23 Jan 2010 06:44:39 -0800http://www.k12curriculumdevelopment.com/2/post/2010/01/on-excellence-in-teaching.htmlIf you have a desire to learn more about curriculum development, assessment, differentiating instruction, curriculum mapping, and the science of teaching, then this is the next book you should purchase.  On Excellence in Teaching is the fourth book in a series published by Solution Tree.  The Leading Edge series unites education authorities from around the globe and asks them to confront the important issues that impact teaching and learning.

Readers will have a difficult time selecting which chapter to read first.  This book was written by some of my favorite authors (Grant Wiggins, Lynn Erickson, Heidi Hayes Jacobs, Carol Ann Tomlinson, and Jay McTighe).  Robert Marzano served as the editor of On Excellence in Teaching.  About ten years ago, it was not the norm for authors to share their ideas in the same book.  Solution Tree has managed to get authors to collaborate for four consecutive books and it is beneficial to educators.  Many educators have felt like these authors were saying the same thing regarding curriculum development, but each author wrote their own book(s) with a slightly different angle.  While I still encourage educators to read the full-length books by each author, this may not be practical for every educator.

In chapter one, Grant Wiggins addresses What's My Job? Defining the Role of the Classroom Teacher.  This chapter focuses on curriculum development, teaching for understanding, assessment, grading practices, and the aims of education.  This chapter alone is worth the price of the book.

David Berlliner states, "We are headed the wrong way with accountability practices.  The same politicians and business persons that want high-stakes testing to be the cornerstone of a school accountability system also want students to develop 21st century skills.  They cannot have it both ways"
(p. 141).  Often teachers admit that they would prefer to teach 21st century skills, but the AP exam or the state's End-of-Course exams do not assess 21st century skills.  It is sad to hear teachers say, "I know that my teaching would be different if I did not have to prepare students for an End-of-Course test."  Berliner and other authors suggest concept-based curriculum and instruction, differentiated instruction, authentic assessment and instruction that leads to enduring understanding of key concepts and skills.

In chapter nine, Robert Marzano shares his framework known as The Art and Science of Teaching.  Several authors describe the problems associated with instruction that merely aims to 'cover' state standards or the local curriculum.  Heidi Hayes Jacobs summarizes 'coverage' instruction with the following analogy:
"Imagine if your doctor said, I give the same medicine every September. So be sure, when you enter the hospital, that your illness matches what I am prepared to give" (p. 209).

Marzano shares more about On Excellence in Teaching on YouTube at:
On Excellence in Teaching

If you are serious about improving curriculum development, increasing student achievement, differentiating instruction, identifying what students should know and be able to do, and improving classroom teaching and assessment of key learning goals, then you need to order this book today!  When you read this book it will challenge your views on education, but it will make you a better educator.  You may even wish to have a study group with your colleagues.  Solution Tree offers a FREE Study Guide (See Attached Document Below).

Please feel free to share your thoughts regarding On Excellence in Teaching.

Marzano, R. (Ed.). (2010). On excellence in teaching. Bloomington, IN: Solution
         Tree Press.  
on_excellence_in_teaching.pdf
File Size: 178 kb
File Type: pdf
Download File
]]><![CDATA[Leading with Questions: How Leaders Find the Right Solutions By Knowing What to Ask]]>Thu, 31 Dec 2009 06:33:43 -0800http://www.k12curriculumdevelopment.com/2/post/2009/12/leading-with-questions-how-leaders-find-the-right-solutions-by-knowing-what-to-ask.htmlLeading with Questions is a book that teaches leaders how to ask questions rather than provide their opinion or solve problems for the group.  Superintendents, Curriculum Coordinators, Principals, Assistant Principals, Teachers, and other educators will benefit from the practical advice offered by Michael Marquardt.

Great leaders recognize that they do not have the answer to all curriculum concerns, student code of conduct infractions, professional development strategies, best practices in teaching for each content area, or solutions to emerging community problems.  The author shares how babies inquire and six year olds naturally ask questions.  However, at some point adults tell children "Quit asking so many questions."  When a Superintendent or principal becomes the leader of a school district or school, it may feel awkward to ask questions.  After all, a leader who asks too many questions may be perceived as a weak leader or one without answers.  "Rather than telling people what to do, the leader must have the courage to ask them what needs to be done and then make a serious attempt to remove any obstacles in the way" (p. 55).

The book also addresses intentional questioning skills.  Rather than asking a list of questions, a great leader asks "What do I want my question(s) to accomplish" (p. 63)?  Chapter four is titled Asking the Right Questions and the author provides several sample questions that could be used in the field of education. 

As we enter a new year (2010), it is important to begin with some key questions which will focus on continuous improvement.  Whether you are a member of a Professional Learning Community, a Department Chair, a Teacher Leader, a member of the school improvement team, a building leader or a central office staff member, these questions will provide your team with 'food for thought'.

Encouraging People to Ask and Respond to Questions
1.  Where are we going?
2.  Where are you going?
3.  What are you doing well?
4.  What suggestions for improvement do you have for yourself?
5.  How can I help you?
6.  What suggestions do you have for me?
                                                                            (pp. 129-130)

I recognize that the ability to ask intentional questions is a weakness in my leadership style.  As a classroom teacher, I knew the power of questions and I was intentional about planning questions which led toward student understanding of key concepts and skills.  However, school administrators often lose the ability to ask good questions when they enter administration.  When a teacher approaches a school administrator with a potential problem, the easy solution is to offer a soultion, quick-fix, or opinion.  Marquardt suggests that people are not empowered by our stories or solutions to their problems.  The next time they have a problem, they will come to us for another solution.  Marquardt cited John Kotter, an authority on leading change.  Kotter says, leaders think change is about "writing a memo," or simply telling the organization to change.  "Too often leaders launch their initiatives by calling a meeting or circulating a consultant's report, then expect people to rally to the cause.  It doesn't happen that way" (pp. 166-167).

This book has the potential to change how educators interact with one another, how they approach meetings, and how educators prepare K-12 students for the rapidly changing workforce which they will enter following high school graduation.  It is safe to say that no educator has all of the answers for today's K-12 curriculum, instruction and assessment issues, and the ability to interact with families from diverse cultures.  A leader who asks questions will support student achievement more than a leader who begins with the answers.  I challenge educators to purchase this book and then to begin the practice of leading with questions!

Please feel free to share your thoughts on Leading with Questions.

Marquardt, M. (2005). Leading with questions: How leaders find the right
        soultions by knowing what to ask. San Francisco, CA: Jossey-Bass
        Publishers.
]]><![CDATA[The Six Secrets of Change]]>Sat, 15 Aug 2009 14:40:10 -0800http://www.k12curriculumdevelopment.com/2/post/2009/08/six-secrets-of-change.htmlMichael Fullan is an international leader on educational change.  He is the professor emeritus of the Ontario Institute for Studies in Education at the University of Toronto and the special advisor in education to the premier of Ontario.  A list of his books and articles is available at Change Forces.

The Six Secrets of Change: What the Best Leaders Do to Help Their Organizations Survive and Thrive is an important contribution to the field of educational leadership and it helps teachers and administrators understand how to challenge the sacred cows in an organization while impacting schools and student achievement.  The field of education is changing at a rapid pace, yet several educators admit that change is painful and leading an organization or system into unchartered territory requires more than top-down leadership.  Whether your school system is attempting to improve from good to great or you are a system that has been identified as low-performing, this book offers advice which will help you meet your desired outcomes.

The Six Secrets of Change:

I.    Love Your Employees
      School systems should enable their staff to learn continuously and to find
      meaning in their work (Fullan, p. 12).  Fullan cites evidence from the field of
      business and business leadership books which research the need to love
      your employees.  If employees feel connected to the school or organization’s
      goals and they feel respected, then change will be approached differently.
      Fullan does not indicate that employees will embrace change, but the change
      process will go more smoothly if Secret One is implemented. 

II.   Connect Peers With Purpose
       The job of educational leadership is to provide purpose and direction through
       purposeful peer interaction and learning in relation to desired outcomes and
       results (Fullan, p.12).  Fullan introduces the term purposeful peer interaction.
       Other authorsuse terms such as collaboration, teamwork, shared leadership,
       and synergy.  If teachers and administrators rally around the school system’s
       purpose and understandthe common curriculum, educational aims, and the
       timeline for implementing change, then they will more likely feel like part of
       the team.  Teachers often feel like they arethe victims of state mandates,
       federal policies, initiative fatigue, and decisions which impact classroom
       instruction.  Purposeful peer interaction allows teachers to have a voice in
       the decision-making process and to craft how policies and mandates will be
       implemented.  DuFour, DuFour, and Eaker (2008) address the idea of
       purposeful peer interaction with their research on Professional Learning
       Communities.

III.  Capacity Building Prevails
        Capacity building is not new in the field of leadership.  One thing that has
        changed is building capacity within an organization or school system on an
        ongoing basis.  In the past, leaders were advised to build capacity when big
        decisions needed to bemade or when change should be implemented.
        Jim Collins (2001) addressed the need to have the right people in the right
        seats on the bus.  Fullan addresses this concept in Secret Three.  He wrote,
       “organizations seek people who are not only individually talented but also
        system talented – that is, they can work in and keep developing cultures of
        purposeful collaboration” (Fullan, p. 71).

IV.  Learning Is The Work
       Ongoing learning will prepare educators for the rapid change that occurs
       during a school year.  Each year, schools teach students from around the
       world, students who speak multiple languages, students with learning
       disabilities, students who live in poverty, gifted students, and students who
       are coping with moving from one school to another.  One educator cannot be
       expected to be an expert in reaching all students. Through purposeful peer
       interaction, teachers and administrators will learn strategies which support
       the learning needs of each student.  Fullan cites the research of Pfeffer
       and Sutton (2006, p. 145) – Having a learning culture and the capacity to
       operate effectively “is much more important to organizational success than
       having the right strategy” (p. 89).

V.   Transparency Rules
      Traditional models of school leadership favored the principal knowing the
      change initiative and sharing it with a department chair or team of teacher
      leaders.  The teacher leaders would share information with the rest of the
      school staff.  “Transparency concerns assessing, communicating, and acting
      on data pertaining to the what, how, and outcomes of change efforts” (Fullan,
      p. 93).  If educators wish toclose achievement gaps, then they should
      become transparent about the results andshare strategies which work for
      students who are struggling to meet determinedproficiency levels.
      Transparency allows educators to focus on the district’s main goals.  While
      this is Secret Five, transparency is no secret in an organization.

VI.  Systems Learn
       According to Fullan, “When the first five secrets are all put into play, the
       system can and often does learn, but even in the best systems, continuous
       learning is not guaranteed” (p. 107).  He suggests that traditional
       organizations and school systems have focused on improving individuals.  If
       you reflect on how most schools in the United States operate, each teacher
       is evaluated by the building principal.  Each principal is evaluated by a
       superintendent or assistant superintendent.  Individuals are evaluated, yet
       the organization often places emphasis on system change or collaborative
       change.  Change is complex and it cannot be approached by individuals.  In
       order to grow as a school or as a school system, leaders need to create
       opportunities for system learning.  Fullan has spent his career researching
       System Learning and additional articles may be accessed online at
       Change Forces.

Conclusion
The Six Secrets of Change will challenge your thinking and will assist readers in developing strategies for coping with change and for impacting student achievement.  The 21st Century will provide rapid change in the field of education and educators must create learning organizations that can adapt to change.  Teachers and administrators can operate as a purposeful community if they learn how to apply the six secrets of change.  Please feel free to share your thoughts on The Six Secrets of Change.

Fullan, M. (2008). The Six Secrets of Change: What the Best Leaders Do to Help Their
          Organizations Survive. San Francisco, CA: Jossey-Bass Publishers.
 
Additional References:

Collins, J. (2001). Good to great: Why Some Companies Make the Leap...and Others
         Don't. New York: HarperCollins Publishers, Inc.

DuFour, R., DuFour, R., & Eaker, R. (2008). Revisiting Professional Learning
          Communities at Work: New insights for improving schools. Bloomington, IN:
          Solution Tree.
]]><![CDATA[Power Standards: Identifying the Standards that Matter the Most]]>Fri, 10 Jul 2009 10:11:11 -0800http://www.k12curriculumdevelopment.com/2/post/2009/07/power-standards-identifying-the-standards-that-matter-the-most.htmlPicture
Educators have frequently struggled with the sheer volume of state and national standards which outline what each student should know and be able to do.  Marzano and Kendall (1998) wrote, “if American educators were to adequately cover all of the knowledge identified in the current set of standards for the core subject areas, it might take as much as 22 years of schooling.”  Power Standards: Identifying the Standards that Matter the Most provides educators with a proven process for prioritizing standards and determining which standards are most essential for student success.

Ainsworth is quick to share that he is not advocating for teachers to randomly select standards which will be eliminated from curriculum and instruction.  The process is designed to assist schools and school systems in identifying essential understandings and skills that are important for students to develop. 

The Power Standards Identification Criteria:
Developed by Dr. Douglas Reeves

1)  Endurance: 
      Will this standard or indicator provide students with knowledge and skills
     that will be of value beyond a single test date?  For example, proficiency
     in reading will endure throughout a student’s academic career and
     professional life.

2)  Leverage:
     Will this provide knowledge and skills that will be of value in multiple
     disciplines?  For example, proficiency in creating graphs, tables, and
     charts and the ability to draw accurate inferences from them will help
     students in math, science, social studies, and language arts.  The ability
     to write an analytical and persuasive essay will similarly help students in
     every academic area.

3)  Readiness for the next level of learning:
     Will this provide students with essential knowledge and skills for that will
     prepare them for success in the next level of instruction? (p. 13)

The chapters in this book are outlined as follows:

Chapter One                  Why Power Standards?
Chapter Two                  How to Identify Power Standards
Chapter Three                Involving Everyone in Power Standards
Chapter Four-Six             Examples of the Process from U.S. School Districts
Chapter Seven                Frequently Asked Questions
Chapter Eight         Identifying Power Standards: The Step-by-Step Process
Chapter Nine                  Unwrapping Power Standards
Appendix A                 The “Safety Net” Curriculum
Appendix B                     Power Standards for the Middle Grades

If you or educators in your school have ever said, ‘I simply cannot cover all of the state standards in one year’, you are not alone.  Wiggins (1997) wrote, “with clarity about the purpose of content in the intended performance results, teachers and students will be able to grasp and better adjust in light of their priorities from day one” (p. 57).  Identifying Power Standards will provide clarity of purpose and will increase curriculum alignment within buildings and across school districts.  Please feel free to share your thoughts on Power Standards: Identifying the Standards that Matter the Most.

 
Ainsworth, L. (2003). Power standards: Identifying the standards that
           matter the most. Englewood, CO: Lead + Learn Press.

Additional References:

Marzano, R.J., & Kendall, J.S. (1998). Awash in a Sea of Standards. 
            Aurora, CO: Mid-continent Research for Education and Learning.

Wiggins, G. (1997). Work standards: Why we need standards for
            instructional and assessment design. NASSP Bulletin 81 (590):
            56 – 64. 


]]><![CDATA[On Common Ground: The Power of Professional Learning Communities]]>Thu, 09 Jul 2009 15:14:37 -0800http://www.k12curriculumdevelopment.com/2/post/2009/07/on-common-ground-the-power-of-professional-learning-communities152.html On Common Ground: The Power of Professional Learning Communities is a powerful contribution to the field of educational theory and research.  The contributing authors comprise a Who’s Who of Educational Leaders.  Roland Barth, Rebecca DuFour, Richard DuFour, Robert Eaker, Barbara Eason-Watkins, Michael Fullan, Lawrence Lezotte, Douglas Reeves, Jonathan Saphier, Mike Schmoker, Dennis Sparks, and Rick Stiggins share their individual research and collective experiences to allow educators to see how curriculum, instruction, assessment, and student achievement can improve through collaboration and purposeful actions of K-12 educators.

The book is organized into five sections:
   
      I.     Overview of PLCs
      II.    Critical Questions of PLCs
      III.   Creating PLCs
      IV.    Placing PLCs in a Broader Context
       V.    A Call to Action

Schmoker (2005) wrote, professional learning communities begin “with a group of teachers who meet regularly as a team to identify essential and valued student learning, develop common formative assessments, analyze current levels of achievement, set achievement goals, share strategies, and then create lessons to improve upon those levels” (p. xii).  Barth refers to professionals sharing their craft knowledge.  Fullan reminds educators that “each of us is the system” (p.221).  Professional learning communities provide educators with the opportunity to share craft knowledge, reflect on teaching and learning, develop curriculum, and improve the system.  Lezotte, whose name has become synonymous with the Effective Schools movement, wrote “There are only two kinds of schools – improving schools and declining schools” (p. 186).

Richard DuFour outlines three questions which drive the work of a professional learning community:

      1)   What do we want each student to learn?
  
      2)   How will we know when each student has learned it?

      3)   How will we respond when a student experiences difficulty in
            learning? (p. 33)

Professional learning communities are a method for ongoing school improvement.  This book allows educators to review the research from multiple educational leaders.  The research is clear that becoming a professional learning community is a method for focusing our efforts.  Teachers have traditionally worked in isolation and results have been between teachers.  The professional learning community concept “is specifically designed to develop the collective capacity of a staff to work together to achieve the fundamental purpose of the school: high levels of learning for all students” (p. 18).  For additional information on professional learning communities, educators are encouraged to visit www.allthingsplc.info.  Please feel free to share your thoughts on On Common Ground: The Power of Professional Learning Communities.


DuFour, R., Eaker, R., & DuFour, R. (Eds.). (2005). On common ground:
             The power of professional learning communities. Bloomington, IN:
             National Education Service.

]]><![CDATA[The Last Lecture]]>Sat, 16 May 2009 20:23:43 -0800http://www.k12curriculumdevelopment.com/2/post/2009/05/the-last-lecture.htmlDr. Randy Pausch, a computer science professor at Carnegie Mellon University, was asked to give a lecture as part of the university’s annual lecture series.  About the same time he was approached about the lecture, doctors had diagnosed him with terminal cancer.  As he reflected on his childhood, his education, and the countless students he had taught, he developed The Last Lecture.  While this blog typically features curriculum books, Dr. Pausch shares several lessons that can be learned about curriculum development and the purpose for being an educator.  This book is inspirational and thought-provoking.

As we reflect on life, each of us can remember a barrier that stood in our way.  Dr. Pausch reminds us that even if we don’t find a way around the barrier we can still learn from our experiences.  He wrote, “brick walls are there for a reason.  They give us a chance to show how badly we want something” (p. 79).  K-12 curriculum developers need to remember the benefits of a challenging curriculum.  It is easy to focus on a mastery curriculum, rather than stretching students and helping them see problems from multiple perspectives.

Chapter four is titled, Enabling the Dreams of Others.  As Dr. Pausch describes, “It’s a thrill to fulfill your own childhood dreams, but as you get older, you may find that enabling the dreams of others is even more fun” (p. 115).  Sometimes students don’t realize their dreams until later in life.  However, they will look back on the time spent with an inspiring elementary school teacher or a series of teachers who challenged their thinking and changed their life.  

One of his dreams in life was to work for Walt Disney as an Imagineer.  During The Last Lecture he was able to share how this dream was fulfilled.  He also wrote, “Walt Disney’s dream for Disney World was that it would never be finished” (p. 127).  Curriculum development should be viewed as a process, rather than a product.  If K-12 curriculum developers take the approach that curriculum will never be finished, then they will constantly strive to make the curriculum rigorous, relevant and differentiated.

Since time is finite, Dr. Pausch asks readers, “Are you spending your time on the right things” (p. 108)?  When educators analyze curriculum maps, they are able to determine if key concepts and skills are being taught.  They are also able to modify the pacing of a course in order to meet the needs of students.  This is a key question for every human being and it is a question that curriculum developers and collaborative teams should ask on a regular basis.

The last lecture was delivered on September 18, 2007.  Dr. Pausch lost his battle to cancer on July 25, 2008.  You may watch The Last Lecture at www.thelastlecture.com.  The Last Lecture Educator’s Guide and other online resources are also available.  Please feel free to share your thoughts on The Last Lecture.



Pausch, R., & Zaslow, J. (2008). The last lecture. New York:
       Hyperion.


]]><![CDATA[Principal As Curriculum Leader: Shaping What Is Taught and Tested]]>Sun, 15 Mar 2009 20:31:11 -0800http://www.k12curriculumdevelopment.com/2/post/2009/03/principal-as-curriculum-leader-shaping-what-is-taught-and-tested.htmlDozens of books have addressed the role of the building principal as a curriculum leader or an instructional leader, but most authors do not explain how a principal interacts with state standards, local curriculum writing committees and with the Central Office staff.  In today’s schools, the principal has more responsibilities than ever before, but in the age of No Child Left Behind (NCLB) and increasing levels of accountability, the principal must be aware of practical strategies which will support the ongoing curriculum work of teacher teams.  While this book is designed for principals, it is also a practical book for assistant principals, classroom teachers, curriculum specialists, superintendents, state department of education curriculum consultants and others interested in curriculum development.

Glatthorn and Jailall (2009) wrote, “Curriculum making is a constructed process between districts and schools, and it is a high-value activity into which the principal, as curriculum leader, must extend strong influence” (p. 62).  Chapter one is titled, What It Means to Be a Curriculum Leader: No Child Left Behind and Beyond.  One of the highlights of the first chapter is the authors’ answer to the question, ‘What constitutes a quality curriculum?’  The Hallmarks of Curriculum Quality are shared and are supported by research.  

Chapter ten is titled, Aligning the Curriculum.  Curriculum alignment is an ongoing process and it requires teachers and administrators to have a plan and ongoing communication about the plan.  The authors outline seven types of curricula which need to be monitored.  The Types of Curricula described are the Recommended Curriculum, Written Curriculum, Taught Curriculum, Supported Curriculum, Assessed Curriculum, Learned Curriculum, and Hidden Curriculum.  Most school districts focus on the written, taught, and assessed, and hope for the best. 

The tables and resources included in this book make it a valuable resource for educators involved in K-12 curriculum development.  “Strong, intentional leadership in curriculum development is a necessity for strong instructional leadership” (p. 188).  Please feel free to share your thoughts on The Principal As Curriculum Leader: Shaping What is Taught and Tested.  

Table 

1.1      Generic Skills for a 21st Century Workplace

2.1        Summary of Curriculum Functions by Levels

3.1        Analyzing Curriculum Leadership Roles

5.1        Criteria for Evaluating Curriculum Guides or Courses

6.1        Example of a District Vision of Curriculum

15.1    Unit Analysis Form

*  This is not a complete list of the resources provided.
    There are several more tools and resources.     


Glatthorn, A.A., & Jailall, J.M. (2009). The principal as
       curriculum leader: Shaping what is taught and tested
       (3rd ed.).  Thousand Oaks, CA: Corwin Press.      

]]><![CDATA[Five Minds For The Future]]>Wed, 11 Mar 2009 11:19:57 -0800http://www.k12curriculumdevelopment.com/2/post/2009/03/five-minds-for-the-future.htmlIn 1983, psychologist Howard Gardner published Frames of Mind, the book in which he introduced his ‘theory of multiple intelligences’ (MI theory).  Gardner is best known in educational circles for his theory of multiple intelligences, a critique of the notion that there exists but a single human intelligence that can be assessed by standard psychometric instruments.  Five Minds For the Future (2006) introduces educators to a new way of looking at curriculum development and educational policy.  In the book’s introduction, Gardner wrote, “One cannot even begin to develop an educational system unless one has in mind the knowledge and skills that one values, and the kind of individuals one hopes will emerge at the end of the day” (p. 14).

Gardner describes the five minds for the future as The Disciplined Mind, The Synthesizing Mind, The Creating Mind, The Respectful Mind and the Ethical Mind.  He describes that students will need a synthesizing mind in order to avoid being overwhelmed by information.  “Most young people are not going to enter the ranks of one specific discipline.  And so educators face a choice: do not teach them the discipline at all; introduce them to the facts of the subject and let them fend for themselves; or strive at least to give them a taste – a “threshold experience” in David Perkin’s term – of what it is like to think in a disciplined manner” (p. 31). 

The final chapter in the book is titled Toward the Cultivation of the Five Minds.  The final chapter provides examples of the five kinds of minds.  Gardner also includes a section titled Resistance and Obstacles [to the Five Minds for the Future].  This is not another gloom and doom book about the changing global economy nor does this book make it sound like educators are to blame for the current state of education.  Gardner feels that educators should review their curriculum to see if the five kinds of minds are being cultivated in the K-12 experience.  According to Gardner, “Whatever their importance in times past, these five minds are likely to be crucial in a world marked by the hegemony of science and technology, global transmission of huge amounts of information, handling of routine tasks by computers and robots, and ever increasing contacts of all sorts between diverse populations” (p. 161).  The author strongly believes that in order to prepare our students for success as adults, we must ask ourselves if our current curriculum and instruction efforts are preparing individuals who are disciplined, synthesizing, creative, respectful, and ethical.  Please feel free to share your thoughts on Five Minds for the Future..
 
View Dr. Howard Gardner sharing his thoughts on Five Minds for the Future
Recorded at the RSA Lecture Series – London, England
Length:  60 minutes 

Gardner, H. (2006). Five kinds of minds for the future.  Boston, MA: Harvard Business
            School Publishing.

]]><![CDATA[Made to Stick ]]>Thu, 05 Mar 2009 18:36:07 -0800http://www.k12curriculumdevelopment.com/2/post/2009/03/made-to-stick.htmlMade to Stick is a New York Times Bestseller and should be on the bookshelf of K-12 Curriculum Developers.  The authors ask, “Why do some ideas succeed while others fail” (p. 10)?  What do advertisers know about customers that could translate into key concepts ‘sticking’ with students beyond the unit test?  You may not have seen this book at the most recent education conference, but the strategies shared are at the heart of curriculum development.    

The Stickiness Factor

The authors use the term stickiness, which they adopted from Gladwell’s (2000) book titled, The Tipping Point.  Do you remember the commercial with the woman yelling, “Where’s the Beef?”  Do you know which company tells customers, “I’m Lovin’ It”?  Do you know which company said “Just Do It”?  If you can name these companies, then the marketing firm did their job and years later the idea is stuck in your mind.  Educators have used Roy G. Biv to help students remember the colors of the rainbow.  Please Excuse My Dear Aunt Sally is a common way to teach Order of Operations in mathematics class.  Curriculum Developers must ask, what is essential for students to know and be able to do at this grade level and in this course?  The next step is identifying strategies which will help the knowledge, skill, concept or enduring understanding stick.  This book shares the six qualities of an idea that is made to stick.

The Curse of Knowledge

When educators are tempted to tell students everything, with perfect accuracy, when they should be providing just enough information to be useful, then a little more, then a little more, they have experienced the Curse of Knowledge (p. 57).  If a teacher has taught the same concepts every year, they become an expert on key concepts and enduring understandings.  The longer a person teaches the same course, it becomes increasingly difficult to avoid the Curse of Knowledge.  It is difficult for adults “to forget what it’s like not to know what we know” (p. 46). In order for students to truly understand key concepts, educators must allow students to research, experiment and explore the content and discover answers to their questions.

Resources for Educators

Heath and Heath wrote, “As a teacher, you’re on the front line of stickiness.  Every single day, you go to work and try to make ideas stick” (2007).  Recently, the authors developed multiple free resources which complement Made to Stick.  Educators will need to complete an online form and then they will have access to the free resources.  One of the free resources was developed specifically for teachers.  Visit http://www.madetostick.com/teachers.  

Made to Stick shares the six qualities of an idea that is made to stick, how to avoid the Curse of Knowledge, and how to break complex information into lessons that will stick.  Please feel free to share your thoughts on Made to Stick.

Heath, C. & Heath, D. (2007). Made to stick: Why some ideas survive 
        and others die. New York: Random House, Inc.

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