Point/Counterpoint Position. Power point Presentation

ED503-Educational PsychologyDr. Donna Cady

I

Should the curriculum be standardized for all?

Supporters for a standardized Supporters for a standardized curriculumcurriculum seek to establish a plan of instruction seek to establish a plan of instruction that indicates structured learning experiences and that indicates structured learning experiences and outcomes for students. It specifies the details of outcomes for students. It specifies the details of student learning, instructional strategies, the teachers’ student learning, instructional strategies, the teachers’ role, the context in which teaching and learning take role, the context in which teaching and learning take place and more recently, everything that affects what place and more recently, everything that affects what happens in the classroom and consequently affects happens in the classroom and consequently affects student learning (Berkas & Pattison, 2000). student learning (Berkas & Pattison, 2000).

Supporters cont’dSupporters cont’d

Adler as cited in Noll(2010) stated democracy is best served Adler as cited in Noll(2010) stated democracy is best served by a public school system that establishes uniform curriculum by a public school system that establishes uniform curriculum objectives for all students.objectives for all students.

Marzano (2002) contended that the curriculum must be Marzano (2002) contended that the curriculum must be general, liberal and equal for all, regardless of any student general, liberal and equal for all, regardless of any student experiences at home.experiences at home.

Ravitch as cited in Berkas & Pattison(2000) stated ”standards Ravitch as cited in Berkas & Pattison(2000) stated ”standards can improve achievement by clearly defining what is taught can improve achievement by clearly defining what is taught and what kind of performance is expectedand what kind of performance is expected

Opposition to a standardized Opposition to a standardized curriculum for allcurriculum for all

Students come from a Students come from a variety of variety of backgrounds and backgrounds and learning experiences. learning experiences. Learning(2007) noted, Learning(2007) noted, some people are more some people are more right brain and some right brain and some are more left brain are more left brain and some curriculum and some curriculum fits better with some fits better with some learning styles than learning styles than others. One standard others. One standard is not beneficial for all. is not beneficial for all.

Opposition cont’dOpposition cont’d

Kohn(2001) stated that standards are more Kohn(2001) stated that standards are more problematic when three things are true:problematic when three things are true:– 1. When they consist of lists of specific 1. When they consist of lists of specific

content, teachers must adopt a “bunch of content, teachers must adopt a “bunch of facts” mode of teaching that discourages facts” mode of teaching that discourages depth of understanding.depth of understanding.

– 2. Meaningful education is compromised when 2. Meaningful education is compromised when standards are chosen on the basis of whether standards are chosen on the basis of whether they lend themselves to measurement.they lend themselves to measurement.

– 3. We should be aware of standards that are 3. We should be aware of standards that are top-down mandates… standards based reform top-down mandates… standards based reform is undemocratic. is undemocratic.

My positionMy position

I support a standardized curriculum to act as a set of I support a standardized curriculum to act as a set of guidelines for instruction. However, I am opposed to guidelines for instruction. However, I am opposed to a strict application of these standards on all students. a strict application of these standards on all students. As stated in Marzano(2002) the solution of some As stated in Marzano(2002) the solution of some portion of standard education and some portion of portion of standard education and some portion of electives and specialization offers a balance to electives and specialization offers a balance to students. students.

Supporting researchSupporting research Reigeluth as cited in Berkas & Pattison (2000) Reigeluth as cited in Berkas & Pattison (2000)

noted, that the quest for the attainment of noted, that the quest for the attainment of high standards by all students in conjunction high standards by all students in conjunction with current research on teaching and with current research on teaching and learning calls for a “customized approach learning calls for a “customized approach (learning-focused) to education” rather than a (learning-focused) to education” rather than a standardized approach… (a sorting-focused standardized approach… (a sorting-focused system),” From a curriculum-development system),” From a curriculum-development perspective, such an approach necessitates perspective, such an approach necessitates knowing where each learning experience fits knowing where each learning experience fits in a given unit of field of endeavor, as well as in a given unit of field of endeavor, as well as how all experiences and units fit in the big how all experiences and units fit in the big picture of what students should know and be picture of what students should know and be able to do. able to do.

ConclusionConclusion A standardized education has some benefits for A standardized education has some benefits for

students and teachers. It serves as a guideline to students and teachers. It serves as a guideline to ensure that each student is learning the same ensure that each student is learning the same topics. However, because no two students are topics. However, because no two students are the same, the ability to customize the learning the same, the ability to customize the learning approach of the curriculum ensures that all approach of the curriculum ensures that all students have a fair opportunity to be educated students have a fair opportunity to be educated at their individual learning level and not a at their individual learning level and not a uniform structure that would impact students who uniform structure that would impact students who have not developed to the required level. have not developed to the required level. Educators cannot adapt a one size fits all Educators cannot adapt a one size fits all approach. Flexibility is needed to enable approach. Flexibility is needed to enable educators to personalize curriculum to meet the educators to personalize curriculum to meet the students needs. students needs.

ReferencesReferences

Berkas, N. & Pattison, C. (2000)  Critical issue:  Integrating standards into the curriculum. Berkas, N. & Pattison, C. (2000)  Critical issue:  Integrating standards into the curriculum.

North central regional educational laboratory. Retrieved on May14, 2010 North central regional educational laboratory. Retrieved on May14, 2010

http://www.ncrel.org/sdrs/areas/issues/content/surrclum/cu300.htm

Learning (2007) What is the role of standardized curriculum? Twin Cities Daily Planter. Learning (2007) What is the role of standardized curriculum? Twin Cities Daily Planter. Local Local

news for global citizens . Retrieved on May 12,2010 news for global citizens . Retrieved on May 12,2010 http://www.tcdailyplanet/blog-

entry/2007/03/21/what-role-standardized-curriculum.html?print=1entry/2007/03/21/what-role-standardized-curriculum.html?print=1

Marzano, R.J. (2002). In search of the standardized curriculum. Principal, Vol 81, 6-9Marzano, R.J. (2002). In search of the standardized curriculum. Principal, Vol 81, 6-9

  Noll, J. W. (2010). Taking sides clashing views on educational issues. New York: McGraw-Noll, J. W. (2010). Taking sides clashing views on educational issues. New York: McGraw-Hill.Hill.