Chapter 1 discusses the relationship between Curriculum and Instruction. In your teaching how do you approach the similarities or differences between Curriculum and Instruction?
Curriculm must first be in place before instruction can take place. One needs to know what is to be taught before a plan for teaching can be organized. Assessments must then follow to determine abilities, needs, learning styles, etc... Some school systems require instruction methods which allows some variations within the classroom. Lessons must be SOL driven, and although the SOLs are just to be the minimum requirements, it seems as the years go on, I am simply teaching to a script and only for the tests in the Spring. It appears that the curriculum is everchanging as the instructional methods are with each replacement of cooridinators within my school system.
Curriculum is the first puzzle piece to a very large puzzle. Instruction is a piece of the puzzle that has to be turned many different directions before it will fit its place appropriately. Instruction may need to be turned in al directions before you find out the most appropriate way a child learns. Assessments arengiven in order to make sure the puzzle comesntogether to make a picture.
Curriculum acts as a GPS system for instruction. Proper instruction is based on a detailed and organized curriculum. Although, curriculum can inhibit a teachers ability to be creative. Many teachers feel like they are unable to add a personalized touch to their instruction due to the time frame that is stamped on the given curriculum. We have what is called a GPS (Guided Practice System) in our school system which tells the exact time a teacher is given to teach a certain content area. I believe this takes away from instruction and I am sure you all would agree, we remember the teachers that made learning fun without a timed curriculum. All in all, an organized,and detailed curriculum aids in the success of instruction but it's up to the teacher to make instruction successful.
Curriculum and Instruction is so often used as one in the same by people in the education field. However they are not. I really like what Angela has said "Curriculum acts as a GPS system for instruction". This is so true. In Virginia our basis of or curriculum are our Virginia Standards of Learning. We must then take this curriculum and add to it. Educators are then responsible for determining the best ways of instruction for the standards to be met.
The way I approach the differences between instruction and curriculum are tired and overly simplistic, but have worked to this point.
Instruction is something that I have a say in. It is fairly subjective, and in turn varies widely in effectiveness. On the other hand, curriculum is predetermined in the hierarchy, and I have no say in its design. While there is not much variety within a singular curriculum, it can be fairly bland. The question I spend more time thinking about is how do I get to help set the curriculum?
Curriculum is necessary to guide instruction. However, instruction begins with individual assessment. It is important to determine the learning style of each student and his/her abilities. After this process, instruction can begin. However, it seems that after December instructional focus turns to the student's ability to pass one test. Is a students' ability to pass one standardized test truly an evaluation of that student and the teacher? In the end assessment of the student and teacher are very necessary. I am just not certain that one test can determine a child's ability to learn and a teacher's ability to instruct.
While I do not teach in a classroom (I am with RU T/TAC), I am very taken with Dr. M's statement of trying to build the plane while flying it. It helps me really solidify the relationship between curriculum and instruction. When I was in the classroom teaching, I would agree with much of what has been stated in earlier posts about the real and perceived role of SOL's. I felt, at times, I was flying around in half a plane...
I believe that it is very important to have a solid curriculum to build appropriate instruction. In my classroom, utilizing the curriculum guides is the foundation for all lessons. Students and teachers need building blocks in order to advance in their learning. However, curriculum sometimes lends itself to "gaps" in student learning, when teachers take the curriculum too literally. I think curriculum should be our guide, but we need to make sure we "stretch" student learning as much as possible. That is where strategic planning of instruction takes place.
I agree with Melissa's statement "Curriculum is necessary to guide instruction." As a teacher who works with students with various learning abilities, instruction and the various ways I instruct are key to the success of those individual students. I feel curriculum is a tool to enhance the learning of those students but I must first begin with the level of instruction they need in order for them to be successful with their learning and the learning of any particular curriculum.
Curriculum and instruction cannot be separated. Curriculum is the guidline in which instruction is executed. I think with need to keep instruction in mind when developing curriculum. I think that sometimes we get so caugh up in the curriculum that we are able to make "teachable."
Curriculum is what we are required to teach by the "higher power" in education. Curriculum is made up of the objectives our students will be assessed on and in turn we will be held accountable for their assessment results.
Instruction is how we deliver the curriculum. We instruct from many different perspectives based on our students' needs identified through various assessments and RTI (our Response To Intervention).
Donna Fortune The curriculum is a road map for me that guides the content of my teaching. It tells me the destination I am trying to reach. The route of my instruction is based on the students specific learning needs and styles.
Curriculum is what I have to teach my students. This does not change much from year to year. The part of my teaching that changes frequently is the instruction. There is more freedom with instruction because it is driven by the students and their needs. Curriculum is driven by our state and local standards. We are able to add to it and fill in when we feel there are gaps, however, the majority of flexibility is in our instruction and not so much our curriculum.
I agree with Sarah in the idea that curriculum is driven by the state and local standards, and unless they change it, it is what we teach from year to year. The place where we get to put our creative stamp is in the choice of instruction methods. This is also where we can meet the needs of our students and suit the curriculum to where they are. I think the basics of curriculum are given to us, and it is up to us as to how we convey them to students.
Curriculum is the foundation for instruction. Many measurements come into play before the structure above the foundation is complete. Adjustments in the construction of the structure must be made to insure that each and every students learning style and ability is being met.
Curriculum is the overall plan of what is to be taught from year to year. Where instruction is the act of teaching or the presentation. As a teacher, I always looked at the curriculum as the concepts that I was told to cover. It came from the administration, the county, the state, etc. Whereas the instruction came from me. It was up to me as to how I taught it, what methods I used to get the information across to the students and how I varied the instruction from day to day or minute to minute.
I definitely think that curriculum must be set in place in order for instruction to be effective. I believe that in teaching, the two things intertwine with one another. Obviously, curriculum is continuously changing in our school systems today; therefore, the instructional methods are constantly changed too. Adjustments are made frequently because these things interlace with one another.
In order to give effective instruction, you need to have a starting point. Having a curriculum in place, allows us to have a guide as to what to teach. Although the curriculum is the same in every classroom, the instruction can be different since all teachers teach in different ways. All students get the proper and consistent curriculum, however the way they learn and get the information will be different. Instruction methods allow us to feel like we can teach how we feel is most effective for our students to get the information. The curriculum is a constant reminder of what to teach.
While there seems to be little disagreement that curriculum is the starting point, as stated by Bethany, I have been reconsidering my model for the Curriculum-Instruction Relationship. I had considered the relationship to be that of the concentric model with curriculum being in the dominant position. This is the model used when considering curriculum alignment; however, I am giving more consideration to the cyclical model because instruction does affect curriculum (i.e pacing and sequence). There is that feedback relationship.
Curriculum is the what and instruction is the how. While the two are defiantly intertwined, both affecting each other, I find myself considering instruction more on a daily basis. I would assume that most teachers spend much more time considering the how than the what. The curriculum is usually well defined in advance by the state, the school system, the department or grade level, or even the teacher.
As a teacher in the Commonwealth of Virginia, my curriculum is pretty much set-in-stone by the Standards of Learning. My teaching methods, however are not. The way I teach is constantly changing in relation to student ability and new resources. I am forced to look at my teaching methods and ask myself, "What could I have done differently?" "What worked?" I am not able to pick and choose WHAT I teach, but I am able to choose HOW I teach it!
As a special education teacher, I feel the curriculum for my students are set for them to fail. The work given to them is not on their grade level or ability, making them farther and farther behind. My students must try and keep up with the general education student on the path of attaining the ultimate SOL pass grade. If the student does not pass, then they feel that they can't do what is needed of them to be a success. The curriculum for them should be on grade level for them to make them a success. What is this "NO CHILD LEFT BEHIND" thing anyway!!
Curriculum and instruction are in a continuous, interdependent relationship with one another that cannot be denied.
I think of curriculum as the predetermined destination (based on the state and local standards) and instruction as the route and mode of transportation used to arrive there. The destination is the same for each student, but how they get there must be designed based on the individual student. This is the art of teaching and instruction, finding out which ones will help specific students arrive where they are expected. If the destination is changed, then we must reroute and determine how best to get there.
Maybe it is time we realize that the destination should be reevaluated because school districts and communities are different, giving more say to the localities in the curriculum for their students.
In the classroom curriculum and instruction are inseparable; they are both needed and used to create the most effective classroom. You must have a plan of what is needed to be learned (curriculum) and then you need to be able to present the material (instruction) in a way that the students can learn it.
I have to agree with my classmates that have stated that instruction begins with curriculum. It also "ends" with curriculum. I believe strongly that the best model to depict the relationship is the cyclical model. One drives the other - they continually affect each other and cannot be thought of seperately, in my opinion. I also agree that the VA SOLs influence both curriculum and instruction like no other single factor.
As chapter 1 states, curriculum is the "what" and instruction is the how". In saying this, you have to know "what" you are teaching before you know "how" you teach it. With this being said, both can not work without each other. As some mentioned, the cyclical model is a great representation of how the two go hand in hand. They both constantly effect each other. Whatever the curriculum may be, it must be conveyed one way or the other. Sometimes students change the way it should be conveyed based on learning styles, so it turn, the presentation or instruction is altered. I do agree with Mrs. Russell in VA's SOLs have a greater influence on curriculum and instruction more than any other factor.
Curriculum must come before instruction. Curriculum guides effective instruction in that the curriculum must be aligned with planning of instruction to be effective. Without following the curriculum, one would not know what needs to assessed and checked for understanding. The curriculum helps guide me in a backward approach to teaching and lesson planning. I know what I need to assess students on and can make adjustments to my instruction based on student knowledge of content.
I use the curriculum as a guide to my instruction. The curriulum tells me what my students must learn but it is up to me how to instruct. After each chapter/lesson I evaulate it and see if the instruction needs to change in order for my students to understand material better.
I use the curriculum framework set forth by the state of Virginia to guide my instruction. The curriculum guides me in what I must teach my students as well as know what I must assess my students on. I take the curriculum that I am given and then choose the method in which I teach the material to my students. If it were not for the curriculum guides for each class, then it would be a difficult decision having to decide what to instruct and how in depth you must go with each lesson.
Without a goal, the 'game plan' to reach that goal cannot be devised or implemented. That is how I view curriculum/instruction. I truly believe that the model set forth in chapter 1 of the text (the circular model) is how curriculum and instruction must be considered. One cannot be present without the other if one wants to experience success in the classroom. That success comes about through the knowledge acquired by one's students.
I'm with Dosie on the Cyclical Model of Curriculum and instruction; this idea of curriculum and instruction lends itself to a school system in a constant state of change. With advancements of technology and information so readily available, I think we must constantly be adapting and adjusting what we do to meet the needs of our students, and we can't possibly change one without it affecting the other. As a coach, I'd never completely re-write my playbook in the middle of a season; however, I will adapt and adjust the game plan based on the various strengths and weaknesses that present themselves and by the end of the year, my playbook looks quite different than it did to start the season.
I relate to Donna's earlier blog that equates curricuum to a road map. Then I also connect that to what James wrote (the what and how) and come up with my own, probably bizarre, definition of curriculum and instruction. I believe curriculum is the destination (the what) and instruction is the way we get there (the how). In my mind, it is like a road trip to a wonderful vacation (curriculum). However, we have to get there in a 1967 Volokswagon Camper Van (instruction). We have to be ever mindful of the VW Van and make certain to take care of it in order to get to where we have set out to go.
Curriculum must be set to ensure instruction, but the two also go hand-in-hand. One must have an effective curriculum to have effective instruction and vice versa. Yes, we have SOLS (curriculum), but how do we implement effective instruction?
I think in order for instruction to be strong then the curriculum must also be strong and vice versa. I have been in enough curriculum development meetings to make my head spin and although I probably grumbled about it I understand the importance and the implication it has on my instruction.
I do not have a classroom since I am a stay-at-home mom, however, I believe that planning starts with the curriculum, just as James B. Macdonald compares, "curricular activity as the production of plans for further action and instruction as the putting of plans into operation." (Oliva,p.7) I believe that it would be a mistake to allow instruction to precede curriculum because it would be instruction without a goal in mind. As stated, "Curriculum can be conceived as the what and instruction as the how." (Oliva,p.7) The curriculum is what gives teachers direction. Planning starts with curriculum. The book says it best, "Curriculum is the program, plan, content, and learning experiences, whereas instruction is the method, the teaching act, implementation, and peresentation of those plans." (Oliva,p.7)
I am starting to think that the “curriculum specialists” in my district have some of the terms confused themselves. In my classroom, the district Program of Studies, or curriculum, is handed down from above. That large 3-ring binder is a combination of VA standards and also instructional directives, but it does not really include a big picture model to consider. That being said, and working in an alternative high school with many special needs students who are not special ed, I base my instructional choices on the printed Program of Studies, but I like to think that I design my own unique curriculum that meets the needs of a special population.
Feedback is a very integral step in curriculum. Therfore, making the cyclical model one of the best models of instruction. At the middle school our instruction is continuously affected by data and feedback. Teachers are always checking for understanding with summative and formative assessments.
In my classroom, I use the "curriculum" that the state provides for my subject area, and I adjust my instruction to meet those objectives. So in essence, I think curriculum and instruction go hand in hand.
The Virginia Standards of Learning are my curriculum, but I must agree with what Melissa mentioned above in the aspect that as I teach my classes the students determine the instruction methods, thus, their abilities determine the curriculum much of the time. But their is no doubt that curriculum and instruction need each other to exist
I agree that strong instruction is based on strong curriculum planning. Unfortunatley, like Luke mentioned, the Standards of Learning have become the curriculum for most schools and ultimatley drives instruction.
For me, undertanding the difference between curriculum and instruction means understanding the differece between what I'm responsible for teaching and how I'm going to go about teaching it. You must have a thorough knowledge of the required curriculum before you can even start planning your instruction. When curriculum and instruction are aligned with our assessments, we should be able to use the curriculum as a makeshift checklist to monitor our progress towards teaching those mandatory content and skills.
I believe that curriculum is the backbone of instruction. Without a curriculum to follow, instruction can become mis-guided or get off track. I beleive that a teacher cannot have one without also having the other.
Curriculm must first be in place before instruction can take place. One needs to know what is to be taught before a plan for teaching can be organized. Assessments must then follow to determine abilities, needs, learning styles, etc... Some school systems require instruction methods which allows some variations within the classroom. Lessons must be SOL driven, and although the SOLs are just to be the minimum requirements, it seems as the years go on, I am simply teaching to a script and only for the tests in the Spring. It appears that the curriculum is everchanging as the instructional methods are with each replacement of cooridinators within my school system.
ReplyDeleteCurriculum is the first puzzle piece to a very large puzzle. Instruction is a piece of the puzzle that has to be turned many different directions before it will fit its place appropriately. Instruction may need to be turned in al directions before you find out the most appropriate way a child learns. Assessments arengiven in order to make sure the puzzle comesntogether to make a picture.
ReplyDeleteCurriculum acts as a GPS system for instruction. Proper instruction is based on a detailed and organized curriculum. Although, curriculum can inhibit a teachers ability to be creative. Many teachers feel like they are unable to add a personalized touch to their instruction due to the time frame that is stamped on the given curriculum. We have what is called a GPS (Guided Practice System) in our school system which tells the exact time a teacher is given to teach a certain content area. I believe this takes away from instruction and I am sure you all would agree, we remember the teachers that made learning fun without a timed curriculum. All in all, an organized,and detailed curriculum aids in the success of instruction but it's up to the teacher to make instruction successful.
ReplyDeleteCurriculum and Instruction is so often used as one in the same by people in the education field. However they are not. I really like what Angela has said "Curriculum acts as a GPS system for instruction". This is so true. In Virginia our basis of or curriculum are our Virginia Standards of Learning. We must then take this curriculum and add to it. Educators are then responsible for determining the best ways of instruction for the standards to be met.
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteThe way I approach the differences between instruction and curriculum are tired and overly simplistic, but have worked to this point.
ReplyDeleteInstruction is something that I have a say in. It is fairly subjective, and in turn varies widely in effectiveness. On the other hand, curriculum is predetermined in the hierarchy, and I have no say in its design. While there is not much variety within a singular curriculum, it can be fairly bland. The question I spend more time thinking about is how do I get to help set the curriculum?
Curriculum is necessary to guide instruction. However, instruction begins with individual assessment. It is important to determine the learning style of each student and his/her abilities. After this process, instruction can begin. However, it seems that after December instructional focus turns to the student's ability to pass one test. Is a students' ability to pass one standardized test truly an evaluation of that student and the teacher? In the end assessment of the student and teacher are very necessary. I am just not certain that one test can determine a child's ability to learn and a teacher's ability to instruct.
ReplyDeleteWhile I do not teach in a classroom (I am with RU T/TAC), I am very taken with Dr. M's statement of trying to build the plane while flying it. It helps me really solidify the relationship between curriculum and instruction. When I was in the classroom teaching, I would agree with much of what has been stated in earlier posts about the real and perceived role of SOL's. I felt, at times, I was flying around in half a plane...
ReplyDeleteI believe that it is very important to have a solid curriculum to build appropriate instruction. In my classroom, utilizing the curriculum guides is the foundation for all lessons. Students and teachers need building blocks in order to advance in their learning. However, curriculum sometimes lends itself to "gaps" in student learning, when teachers take the curriculum too literally. I think curriculum should be our guide, but we need to make sure we "stretch" student learning as much as possible. That is where strategic planning of instruction takes place.
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteI agree with Melissa's statement "Curriculum is necessary to guide instruction." As a teacher who works with students with various learning abilities, instruction and the various ways I instruct are key to the success of those individual students. I feel curriculum is a tool to enhance the learning of those students but I must first begin with the level of instruction they need in order for them to be successful with their learning and the learning of any particular curriculum.
ReplyDeleteCurriculum and instruction cannot be separated. Curriculum is the guidline in which instruction is executed. I think with need to keep instruction in mind when developing curriculum. I think that sometimes we get so caugh up in the curriculum that we are able to make "teachable."
ReplyDeleteCurriculum is what we are required to teach by the "higher power" in education. Curriculum is made up of the objectives our students will be assessed on and in turn we will be held accountable for their assessment results.
ReplyDeleteInstruction is how we deliver the curriculum. We instruct from many different perspectives based on our students' needs identified through various assessments and RTI (our Response To Intervention).
Donna Fortune
ReplyDeleteThe curriculum is a road map for me that guides the content of my teaching. It tells me the destination I am trying to reach. The route of my instruction is based on the students specific learning needs and styles.
Curriculum is what I have to teach my students. This does not change much from year to year. The part of my teaching that changes frequently is the instruction. There is more freedom with instruction because it is driven by the students and their needs. Curriculum is driven by our state and local standards. We are able to add to it and fill in when we feel there are gaps, however, the majority of flexibility is in our instruction and not so much our curriculum.
ReplyDeleteI agree with Sarah in the idea that curriculum is driven by the state and local standards, and unless they change it, it is what we teach from year to year. The place where we get to put our creative stamp is in the choice of instruction methods. This is also where we can meet the needs of our students and suit the curriculum to where they are. I think the basics of curriculum are given to us, and it is up to us as to how we convey them to students.
ReplyDeleteCurriculum is the foundation for instruction. Many measurements come into play before the structure above the foundation is complete. Adjustments in the construction of the structure must be made to insure that each and every students learning style and ability is being met.
ReplyDeleteCurriculum is the overall plan of what is to be taught from year to year. Where instruction is the act of teaching or the presentation. As a teacher, I always looked at the curriculum as the concepts that I was told to cover. It came from the administration, the county, the state, etc. Whereas the instruction came from me. It was up to me as to how I taught it, what methods I used to get the information across to the students and how I varied the instruction from day to day or minute to minute.
ReplyDeleteI definitely think that curriculum must be set in place in order for instruction to be effective. I believe that in teaching, the two things intertwine with one another. Obviously, curriculum is continuously changing in our school systems today; therefore, the instructional methods are constantly changed too. Adjustments are made frequently because these things interlace with one another.
ReplyDeleteIn order to give effective instruction, you need to have a starting point. Having a curriculum in place, allows us to have a guide as to what to teach.
ReplyDeleteAlthough the curriculum is the same in every classroom, the instruction can be different since all teachers teach in different ways. All students get the proper and consistent curriculum, however the way they learn and get the information will be different. Instruction methods allow us to feel like we can teach how we feel is most effective for our students to get the information. The curriculum is a constant reminder of what to teach.
While there seems to be little disagreement that curriculum is the starting point, as stated by Bethany, I have been reconsidering my model for the Curriculum-Instruction Relationship. I had considered the relationship to be that of the concentric model with curriculum being in the dominant position. This is the model used when considering curriculum alignment; however, I am giving more consideration to the cyclical model because instruction does affect curriculum (i.e pacing and sequence). There is that feedback relationship.
ReplyDeleteCurriculum is the what and instruction is the how. While the two are defiantly intertwined, both affecting each other, I find myself considering instruction more on a daily basis. I would assume that most teachers spend much more time considering the how than the what. The curriculum is usually well defined in advance by the state, the school system, the department or grade level, or even the teacher.
ReplyDeleteAs a teacher in the Commonwealth of Virginia, my curriculum is pretty much set-in-stone by the Standards of Learning. My teaching methods, however are not. The way I teach is constantly changing in relation to student ability and new resources. I am forced to look at my teaching methods and ask myself, "What could I have done differently?" "What worked?" I am not able to pick and choose WHAT I teach, but I am able to choose HOW I teach it!
ReplyDeleteAs a special education teacher, I feel the curriculum for my students are set for them to fail. The work given to them is not on their grade level or ability, making them farther and farther behind. My students must try and keep up with the general education student on the path of attaining the ultimate SOL pass grade. If the student does not pass, then they feel that they can't do what is needed of them to be a success. The curriculum for them should be on grade level for them to make them a success. What is this "NO CHILD LEFT BEHIND" thing anyway!!
ReplyDeleteCurriculum and instruction are in a continuous, interdependent relationship with one another that cannot be denied.
ReplyDeleteI think of curriculum as the predetermined destination (based on the state and local standards) and instruction as the route and mode of transportation used to arrive there. The destination is the same for each student, but how they get there must be designed based on the individual student. This is the art of teaching and instruction, finding out which ones will help specific students arrive where they are expected. If the destination is changed, then we must reroute and determine how best to get there.
Maybe it is time we realize that the destination should be reevaluated because school districts and communities are different, giving more say to the localities in the curriculum for their students.
In the classroom curriculum and instruction are inseparable; they are both needed and used to create the most effective classroom. You must have a plan of what is needed to be learned (curriculum) and then you need to be able to present the material (instruction) in a way that the students can learn it.
ReplyDeleteI have to agree with my classmates that have stated that instruction begins with curriculum. It also "ends" with curriculum. I believe strongly that the best model to depict the relationship is the cyclical model. One drives the other - they continually affect each other and cannot be thought of seperately, in my opinion. I also agree that the VA SOLs influence both curriculum and instruction like no other single factor.
ReplyDeleteAs chapter 1 states, curriculum is the "what" and instruction is the how". In saying this, you have to know "what" you are teaching before you know "how" you teach it. With this being said, both can not work without each other. As some mentioned, the cyclical model is a great representation of how the two go hand in hand. They both constantly effect each other. Whatever the curriculum may be, it must be conveyed one way or the other. Sometimes students change the way it should be conveyed based on learning styles, so it turn, the presentation or instruction is altered. I do agree with Mrs. Russell in VA's SOLs have a greater influence on curriculum and instruction more than any other factor.
ReplyDeleteCurriculum must come before instruction. Curriculum guides effective instruction in that the curriculum must be aligned with planning of instruction to be effective. Without following the curriculum, one would not know what needs to assessed and checked for understanding. The curriculum helps guide me in a backward approach to teaching and lesson planning. I know what I need to assess students on and can make adjustments to my instruction based on student knowledge of content.
ReplyDeleteI use the curriculum as a guide to my instruction. The curriulum tells me what my students must learn but it is up to me how to instruct. After each chapter/lesson I evaulate it and see if the instruction needs to change in order for my students to understand material better.
ReplyDeleteI use the curriculum framework set forth by the state of Virginia to guide my instruction. The curriculum guides me in what I must teach my students as well as know what I must assess my students on. I take the curriculum that I am given and then choose the method in which I teach the material to my students. If it were not for the curriculum guides for each class, then it would be a difficult decision having to decide what to instruct and how in depth you must go with each lesson.
ReplyDeleteWithout a goal, the 'game plan' to reach that goal cannot be devised or implemented. That is how I view curriculum/instruction. I truly believe that the model set forth in chapter 1 of the text (the circular model) is how curriculum and instruction must be considered. One cannot be present without the other if one wants to experience success in the classroom. That success comes about through the knowledge acquired by one's students.
ReplyDeleteI'm with Dosie on the Cyclical Model of Curriculum and instruction; this idea of curriculum and instruction lends itself to a school system in a constant state of change. With advancements of technology and information so readily available, I think we must constantly be adapting and adjusting what we do to meet the needs of our students, and we can't possibly change one without it affecting the other. As a coach, I'd never completely re-write my playbook in the middle of a season; however, I will adapt and adjust the game plan based on the various strengths and weaknesses that present themselves and by the end of the year, my playbook looks quite different than it did to start the season.
ReplyDeleteI relate to Donna's earlier blog that equates curricuum to a road map. Then I also connect that to what James wrote (the what and how) and come up with my own, probably bizarre, definition of curriculum and instruction. I believe curriculum is the destination (the what) and instruction is the way we get there (the how). In my mind, it is like a road trip to a wonderful vacation (curriculum). However, we have to get there in a 1967 Volokswagon Camper Van (instruction). We have to be ever mindful of the VW Van and make certain to take care of it in order to get to where we have set out to go.
ReplyDeleteCurriculum must be set to ensure instruction, but the two also go hand-in-hand. One must have an effective curriculum to have effective instruction and vice versa. Yes, we have SOLS (curriculum), but how do we implement effective instruction?
ReplyDeleteI think in order for instruction to be strong then the curriculum must also be strong and vice versa. I have been in enough curriculum development meetings to make my head spin and although I probably grumbled about it I understand the importance and the implication it has on my instruction.
ReplyDeleteI do not have a classroom since I am a stay-at-home mom, however, I believe that planning starts with the curriculum, just as James B. Macdonald compares, "curricular activity as the production of plans for further action and instruction as the putting of plans into operation." (Oliva,p.7) I believe that it would be a mistake to allow instruction to precede curriculum because it would be instruction without a goal in mind. As stated, "Curriculum can be conceived as the what and instruction as the how." (Oliva,p.7) The curriculum is what gives teachers direction. Planning starts with curriculum. The book says it best, "Curriculum is the program, plan, content, and learning experiences, whereas instruction is the method, the teaching act, implementation, and peresentation of those plans." (Oliva,p.7)
ReplyDeleteI am starting to think that the “curriculum specialists” in my district have some of the terms confused themselves. In my classroom, the district Program of Studies, or curriculum, is handed down from above. That large 3-ring binder is a combination of VA standards and also instructional directives, but it does not really include a big picture model to consider. That being said, and working in an alternative high school with many special needs students who are not special ed, I base my instructional choices on the printed Program of Studies, but I like to think that I design my own unique curriculum that meets the needs of a special population.
ReplyDeleteFeedback is a very integral step in curriculum. Therfore, making the cyclical model one of the best models of instruction. At the middle school our instruction is continuously affected by data and feedback. Teachers are always checking for understanding with summative and formative assessments.
ReplyDeleteIn my classroom, I use the "curriculum" that the state provides for my subject area, and I adjust my instruction to meet those objectives. So in essence, I think curriculum and instruction go hand in hand.
ReplyDeleteThe Virginia Standards of Learning are my curriculum, but I must agree with what Melissa mentioned above in the aspect that as I teach my classes the students determine the instruction methods, thus, their abilities determine the curriculum much of the time. But their is no doubt that curriculum and instruction need each other to exist
ReplyDeleteI agree that strong instruction is based on strong curriculum planning. Unfortunatley, like Luke mentioned, the Standards of Learning have become the curriculum for most schools and ultimatley drives instruction.
ReplyDeleteFor me, undertanding the difference between curriculum and instruction means understanding the differece between what I'm responsible for teaching and how I'm going to go about teaching it. You must have a thorough knowledge of the required curriculum before you can even start planning your instruction. When curriculum and instruction are aligned with our assessments, we should be able to use the curriculum as a makeshift checklist to monitor our progress towards teaching those mandatory content and skills.
ReplyDeleteI believe that curriculum is the backbone of instruction. Without a curriculum to follow, instruction can become mis-guided or get off track. I beleive that a teacher cannot have one without also having the other.
ReplyDelete