Dear Diane Ravitch:
This week I watched your interview with Book.TV where you explain why you think we need to focus on good strong curriculum. This focus concerns me.
When I first began teaching I was committed to the idea that k-12 schools should, above all else, provide students with a rigorous curriculum. As an art teacher I saw what many teachers did in their classrooms as simply putting paints and crayons in front of kids and saying, "have at it, now don't make too big a mess." I spent countless hours writing curriculum and developing lesson plans that would expose students to the splendors of art history, the thought provoking ideas in art philosophy, and a strong foundation in aesthetic theory. I loaded those lessons full of such rich content that I thought there would be no way my students would be bored in my class or that they would walk away from eighteen weeks in my classroom not knowing more than I did when I took high school art. Why then was I always surprised when most of my students did not find the content as riveting and inspirational as I did? Sure, occasionally I would expose them to an idea or introduce them to an artist that would capture their attentions and their imaginations but not always, not by a long shot.
What I failed to realize when I was a new teacher was that in so carefully crafting a rigorous curriculum for my students I was robbing them of the element that made the curriculum exciting for me. I was robbing them of the opportunity to discover many of these things for themselves. Discovery is fun, discovery is the ingredient in the learning equation that provides the fuel to keep going. It is why we like adventures and exploring. It is this thrill of discovery that can motivate lab researchers to spend years on painstakingly boring and repetitive tasks in the pursuit of knowledge. And, it is what was largely lacking in my classroom my first four years as a teacher.
Last week I posted a clip where as part of it Alan Kay very eloquently describes the Montessori model of school and how the Macintosh OS was based on Montessori principles. Users of the computer discover how to use it by encountering cues in the digital environment. This discovery propels the user to dig deeper and explore more until soon they understand how to navigate and use the computer. Our classrooms need to be more like the Macintosh OS. I started to come to this realization about teaching and learning about four years ago, just before I started this blog and titled it Techno Constructivist.
A rigorous curriculum poses another problem. Even if it doesn't extinguish the thrill of discovery in students it still represents a fundamental and troubling truth about the purpose of school. Curriculum always discriminates by what it includes and especially what it excludes. Howard Zinn knew this and made it his life's work to explore this equity issue within the context of US History curriculum. At it's best, curriculum reinforces mainstream values. At its worst, it oppressess and excludes people and ideas. But, maybe that is what the goal of NCLB and RTTT is. If you deprive someone of the thrill of discovery they loose the love of learning and diminish their ability to engage in critical thought. If you focus on rigor in the curriculum you reinforce the values and biases in that curriculum.
1 comment:
*clapping* I am in agreement with you Carl. What we need is the freedom to meet students where they are at and learn with them there. Rigorous, ridged curriculum is a good way to lose those students who already get overlooked in the back of the classroom. Excellent post!
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