Quality. Wasn’t that something to do with maintenance?
Pondering thoughtful curriculum and the conversation of learning…
When I employ the Socratic method in the classroom, I know that I have an agenda. I have a plan, expectations, and anticipated paths the inquiry into a subject will take; what do we do, as educators, when the answer to our question is unexpected and turns the inquiry in a new direction? If we fail to acknowledge the unexpected thought, we shut off a potential avenue for discussion. Don’t we want the students to speak up if they have questions? This kind of thoughtfulness is exactly the kind of behavior we profess to encourage, yet too often it is sacrificed in the interest of “covering the material” or making sure that we are “prepared for the test.”
Applebee points out that if we embrace a constructivist viewpoint in which the student’s experience shapes the knowledge, rather than consider knowledge as something that can be memorized by rote, the goal of successful instruction is the engagement of the student in an exchange of ideas, a conversation leading naturally from discussion and interconnected course materials (1997). The goal of the successful instructor is to encourage students to make the connections between materials themselves, and to provide the environment in which this process can successfully happen.
I tend to teach literature from a historical perspective, trying to frame individual works based on the events in society and the lives of the writers. This has the benefit of a built-in context and implied connectivity between the various pieces of literature. I have found, however, that students need to have the conversation guided to relevant current explanations or examples that connect their life experiences to those of past authors. This helps with Applebee’s concept of relatedness in curriculum, but what do we do about quantity and quality?
I found the idea of quality and its relationship to curriculum very interesting. So much of what we teach is part of the traditional view of the literary canon. In embracing diversity and displaying sensitivity and awareness for the differences in society, we have added material to the lists that we need to consider, without regard for time constraints or fallout. Depending on the cultural mores of our communities, there will be varied reactions to the addition of various works to the curriculum. I feel that if the addition furthers the inquiry and adds to the conversation, it is beneficial. When we give students the opportunity for free exchange of ideas, they sometimes squander the chance; however, there are those occasions that seem to light a fire under them, and drive them to further exploration and inquiry. Quality material enhances these interactions, and provides students with grist for the inquisition mill. Context seems to be a driving factor for my students. If I can show them a vignette, paint them a picture, or guide them to a kernel of information that enhances their understanding of a work, then I have succeeded. If the qualities of a text can provide fodder for discussion, moving their inquiry forward, then we have made real progress, and helped to shape their envisionment of the literary canon. This canon has a form, true, but how they react to that canon can make or break the student’s academic career. Without quality, an openness to inquiry and interpretation, and patience, thoughtful curriculum cannot grow.
Applebee, A.N. (1997). Toward thoughtful curriculum: Fostering discipline-based conversation in the English language arts classroom (Report No. 1.10). Albany, NY: National Research Center on Literature Teaching and Learning.
February 10th, 2008 at 12:58 pm
Hi, Ludlow,
I like one of your last quotes: “Without quality, an openness to inquiry and interpretation, and patience, thoughtful curriculum cannot grow. ” I know I’ve grown cynical (and, yes, it bothers me, too), but I feel as if I’m in one of those situations you describe: No quality, no openness to inquiry, precious little patience. Let me just say it: My seventh-period students are a gang of hellions. I can barely get them to shut up, let along contribute something, ANYthing, to a conversation about literature. I feel as if I have to solve that problem first, and =then= worry about bringing them to a constructivist ideal. Recently, I’ve been busy poring over books on classroom management, but Lord knows I’m open to any suggestions from the outside. Thoughts, anyone?
February 10th, 2008 at 2:47 pm
“When we give students the opportunity for free exchange of ideas, they sometimes squander the chance; however, there are those occasions that seem to light a fire under them, and drive them to further exploration and inquiry.”
Students need to develop the skills, vocabulary, and knowledge necessary to generate the meaningful exchange of ideas and take advantage of the contextual elements they are presented, whether they’re the “vignettes” you describe, skits the students perform, or the projects they present. Students come in expecting the class to be a vacuum, because that is what they so often experience. The context can spring from the relatedness that Applebee mentions: once students get used to having the conversations and build a rapport, they can share and generate a new shared context to light their own fire, so to speak.
Arguably, every good text provides multiple issues and opportunities for discussion and instruction. Therefore, any good text set allows for multiple exposures to a variety of themes in different contexts. Incorporating interdisciplinary planning and instruction could also provide context for student discussions, especially given your current historical disposition.
February 11th, 2008 at 12:39 pm
I agree with the point you made in regard to adding materials to the curriculum that will pique student interest in a subject or literary work being studied. I also emphatically agree with your view on being patient with students as they traverse the oftentimes difficult road of understanding literature. Is teaching the traditional or classical view of literature, let’s use Shakespeare as an example, so important that we sacrifice any and all joy a student might draw from the text? I think the answer to this at a high school level should be a resounding no. I think one of our main focuses should be to create a life-long love of literature. The test is important, yes, but how much learning are we willing to sacrifice and to what end? Cramming things that kids are going to find boring or tedious, especially to something as enjoyable as Shakespeare, might backfire on us. We need to be aware of who we are teaching, where our students are at in terms of their intellectual capacities and their maturity levels, and how we can best teach them the things that are important, not only for the test, but for their lives. I wish some of our politicians would realize this as well and ease up on the testing.
February 11th, 2008 at 4:08 pm
I have to play the devil’s advocate here for a minute. While I agree with everyone’s views that we need to spark student interest first, and while I, too, want to make my students life-long readers and writers, the bottom line is that my administration wants data that will help up make AYP. Beyond AYP, I’m not sure if they give a hoot about students loving the content. Maybe I just need to let go and trust my instincts…do what everyone else is saying and make everything more student centered…but I can’t seem to get this AYP monkey off my back. It doesn’t look like we are going to make AYP this year because of our math scores, and they are predicting grim results next year in English. We are talking about implementing required remedial courses (think drill and test) in order to counter the looming AYP failure, but I’m not sure if this is the answer. If all the latest research tells us to make learning student-centered, how do we actually implement student-centered curriculum in a culture of test hysteria? How do we do what’s right for kids and pass AYP in the process?
February 12th, 2008 at 11:13 am
Hi there all,
Ludlow was kind enough to invite me back. I hope that won’t be a decision now regretted.
What an important conversation – designing a thoughtful curriculum! I found the article on the web and as a former educator, I’m so encouraged to see that you are doing this reading and engaging in these kinds of conversations. It seems to me that each of you has brought a unique perspective to this conversation that supports knowledge building for all!
Ludlow has noted: “what do we do, as educators, when the answer to our question is unexpected and turns the inquiry in a new direction? If we fail to acknowledge the unexpected thought, we shut off a potential avenue for discussion. Don’t we want the students to speak up if they have questions?” and
“When we give students the opportunity for free exchange of ideas, they sometimes squander the chance; however, there are those occasions that seem to light a fire under them, and drive them to further exploration and inquiry.”
I’m wondering if here, becoming more expert in the “ways of knowing and doing” for both teacher and learner is valuable. Teacher expertise in refocusing discussions after accepting and validating a student comment seems difficult needing, I think, not only substantial practice but good “critical friend” feedback from other colleagues. Might that be a possibility? And on the learner side, can’t educators assist their students by “enable(ing) and support(ing) that participation” through instructional scaffolding? Do “utopian’s” and “tragalibro’s contributions refer to that?
“Gbpackers” seems to support these contributions yet is truly frustrated with the climate in the classroom, seeking I think support. Truly everyone in a classroom has faced this obstacle and it seems to me that seeking to create an environment for learning should be a priority. I’m wondering can the climate created, through the adoption of basic classroom management beliefs, support the quest for thoughtful meaning making in the classroom. If a constructivist perspective grounds the design of curriculum, does a behaviorally based environment support that? Or what might your reaction to Alfie Kohn statement be?
“To “manage” students’ behavior, to make them do what we say, doesn’t promote community or compassion, responsibility or reflection. The only way to reach those goals is to give up some control, to facilitate the tricky, noisy, maddening, unpredictable process whereby students work together to decide what respect means or how to be fair.”
Lastly, “iltrgb” is in such a difficult position that many face— Torn by the stark reality of the dire climate of a building focused on meeting AYP and the invitation to design so much more for students. Just a thought whose origin stems from Grant and Wiggins. In order to pass your physical examination, do you practice the tests your doctor gives you? Or do you live a healthy life? Is there an analogy here?
You all are far more accomplished than I was as a novice educator! I wasn’t fortunate to experience such a “thoughtful” curriculum model during my formal education. As an educator, your frustrations and challenges will be many as you well know already and I’m thinking these kinds of meaningful conversations can be instrumental in helping you travel the path to a career which is rich and rewarding!
Best wishes,
Lani
February 17th, 2008 at 2:15 pm
Lani–
Thank you again for gracing my page with your comments, as well as for your insightful thoughts. Could you expand on which Alfie Kohn statement you are referring to? (I still have to go read the Grant and Wiggins article you referenced in the “Just a Test” post…)
Thanks again.
–Ludlow
February 17th, 2008 at 5:00 pm
Hi Ludlow,
Sorry the quote got lost in the comment; here it is:
“To “manage” students’ behavior, to make them do what we say, doesn’t promote community or compassion, responsibility or reflection. The only way to reach those goals is to give up some control, to facilitate the tricky, noisy, maddening, unpredictable process whereby students work together to decide what respect means or how to be fair.”
His book, “Beyond Discipline: From Compliance to Community” profoundly impacted my practice.
You’ll find the quote in this discussion of his book here:
http://www.alfiekohn.org/teaching/edweek/discipline.htm
And you can hear an interview with him regarding his thoughts here at the bottom of the text:
http://www.alfiekohn.org/books/bd.htm
I’m interested in your reaction if you have time. I know your days are filled to overflowing with teaching and your coursework —- maybe these resources are possible reading for this summer–
Best,
lani