Curriculum that is Important

Teachers shape lives. . .by equipping students with the intellectual wherewithal necessary to make their way in a world that increasingly demands academic preparation for full societal participation (Tomlinson, 2003, p. 56).

Chapter 5 of Tomlinson's text was full of wonderful quotes to help teachers, both novice and veteran. Here is one more before we jump into the depths of "Curriculum & Instruction as the Vehicle":

When we as teachers utilize the tools of our trade - curriculum & instruction - to ensure affirmation, contribution, power, purpose, and challenge, will we succeed in contributing significantly to the development of mind that is our charge (Tomlinson, 2003, p. 57). 

Remember that we are teaching people, and not just content. Let our students hear/see/feel that we want to learn about them and do whatever we can, using what we're teaching, to make sure [they] are fuller and more potent human being(s) than [they] were when [they] walked into our classrooms (adapted from Tomlinson, p. 58).

Feeling inspired yet?

If not, let's now take a closer look at one of the five elements of the curriculum & instruction cog. I'm sure you'll be inspired by the end!

Curriculum That is Important

How to be less burdened by the ever-growing hamster wheel of curriculum

• All the disciplines we teach helps all of us, young and old, answer life's questions:
1. What is life about?
2. Who am I in it?
3. How do I matter?
4. What does it mean to be human?
5. How does the world work?
6. How do I make a contribution to my world?

However. . . 

Students in schools that teach less and teach it better score higher on standardized tests than those in schools that sought to cover massive amounts of information

because

we need to make connections and meaning from information in order to really remember it.  The brain is inefficient at rote memorization, which is what happens when one is required to learn a lot of information in a relatively short amount of time.

(All of us college students - current and former, myself included - realize how much we don't remember after those late-night cramming sessions before a big test.)

So what?

We must help students understand frames of meaning withing the disciplines, how to ask useful questions, and how to find and use information efficiently and effectively.

It is up to us to uncover the essentials: what should students know, understand, and be able to do in each discipline.

We must move away from wanting to cover EVERYTHING, and move toward uncovering and distinguishing between what is essential, what is important and what would be nice to cover if there is time.

"We cannot teach the breadth of the entire world and at the same time achieve any depth of understanding" (Tomlinson, 2003, p. 58).

Therefore, the importance of curriculum is. . .

to help students:

1. master and retain essential information
2. organize knowledge around essential information/concepts
3. develop essential understandings, and
4. competently utilize essential skills 

Without these elements woven together and present in curriculum, students' learning will have gaps in it.

"Determining what is important in curriculum is the teacher's role. . .It is our responsibility (and opportunity). . .to make clear to students the information, ideas, practices, products, and attitudes that are the signatures of [each] discipline" (Tomlinson, 2003, p. 60).

Reference

Tomlinson, C. (2003). Fulfilling the promise of the differentiated classroom: Strategies and tools for responsive teaching. Alexandria, VA: ASCD.