Curriculum alignment revisited

Glatthorn, A. A. (Fall, 1999). Curriculum alignment revisited. Journal of Curriculum and Supervision, 15 (1), 26-34.

Misconception/narrowness
Under the accountability pressure, most teachers simply understand curriculum alignment as to "check the content of the state tests by using nonconfidential materials, examine the curriculum guide to remind themselves about what else should be taught, develop plans to accommodate the guide and the test, and teach as best as they can" (p. 26).

Used foolishly, curriculum alignment

• diminishes the art of teaching
• sterilizes the curriculum
• makes the classroom a boring place

Used wisely, curriculum alignment offers teachers a practical method to ensure that students are well prepared for the mandated test

Creative coping

• Analysis of the written curriculum
  
  • Mastery curriculum (essential for all; based on state standards and benchmarks; grade-specific; tested; should require only 60-80% of class time to teach)
    
  • Organic curriculum (essential for all; continuing development; not grade-specific; not tested)
    
  • Enrichment curriculum (not essential; "nice to know")
    
• Development of mastery units (tested-written-taught)
  
  • review the mastery benchmarks
  • develop written curriculum within the limits of prescribed state standards and tests
  • implement the unit flexibly, modifying it to respond to students' needs and abilities
  • teach a brief enrichment unit if time is available
    
  
  

Expansion of the concept of Alignment

• Eight types of curriculum
  
  • hidden: the unintended curriculum - what students learn from the school's culture and climate and related policies and practices. (powerful influence on students)
    
  • excluded (null): what has been left out.
    
  • recommended: the curriculum advocated by experts. (little impact on the written curriculum and teachers)
    
  • written: the document produced by the state education agency, the school system, the school, and/or the classroom teacher that specifies what is to be taught (moderate influence on the taught curriculum)
    
  • supported: the curriculum that appears in textbooks, software, and multimedia materials. (strong influence on the taught curriculum - e.g., elementary teachers who teach 4-5 subjects rely heavily on the textbook - major source of content knowledge)
    
  • tested: embodied in state tests, school system tests, and teacher-made tests. (strongest influence on teachers and students - "will this be on the test?")
    
  • taught: the curriculum that teachers actually deliver. (significant gap between the taught and the learned - student don't always learn what they are taught)
    
  • learned: the "bottom-line" curriculum - what students learn. It's the most important curriculum of all.
    
• Aligning the most important types of curriculums (best to be added to the written/taught/tested triad)
  
  • hidden/taught (uncover the hidden - find the discrepancy - modify)
    
  • written/recommended (compare the state standards and benchmarks with those recommended by the professional organizations to improve standards)
    
  • excluded/written (recapture the excluded content to add to the written)
    
  • supported/written (compare textbooks on state-approved list with the state-mandated course)
    
  • tested/learned (use the result of both the state's mandated tests and the teacher's tests to diagnose teaching/learning problems)
    
• Aligning the taught/learned curriculums
  
  • the taught/learned gap: student don't always learn what they are taugh
  • causes
    
    • environmental factors (e.g., classroom climate; external noise)
    • teacher factors (poor organization, unclear explanations, unclear speech, misinformation, insufficient monitoring and assessment, insufficient and/or inappropriate choice of content knowledge)
    • student factors (inattentiveness, lack of prior knowledge, disability, emotional problems, absorption with a personal agenda, influence of peers, disconnectedness with lesson content, fatigue or illness, cultural differences, preference for avoiding failure rather than being embarrassed by participating)
      
  • solutions: peer collaboration in diagnosing and remediating the problem.
    

Modernism VS Postmodernism

Modernism

Assumptions

1. Life & the world are mechanical
2. There exists a stable-state universe
3. Curriculum development can be compartmentalized and decontextualized "norm"
4. Goals can be separated from the experience designed to address them

Leading proponents

1. Bobbitt (The Curriculum, 1918): first consider curriculum as a science; curriculum development is precise and predictable, resulting in a tangible product; still the mainstream view in today's schools
   
2. Tyler (Basic Principles of Curriculum and Instruction, 1949): four basic questions (modernist, linear, cause-effect framework
   
   • What educational purposes should the school seek to attain?
   • What educational experiences can be provided that are likely to attain these purpose?
   • How can these educational experiences be effectively organized?
   • How can we determine whether these purposes are being attained?
3. Taba (Curriculum Development: Theory and Practice, 1962): There was a definite order to curriculum development; all curricula are composed of certain elements; seven-step model:
   
   • Diagnosis of needs
   • Formulation of objective
   • Selection of content
   • Organization of content
   • Selection of learning experiences
   • Organization of learning experience
   • Evaluation and means of evaluation
     

Postmodernism

Assumptions

1. Life is organic, not mechanical
2. The universe is dynamic, not stable
3. Curriculum development is not passive acceptance of steps, but evolves from action with the system in particular contexts
4. Goals emerge oftentimes from the very experiences in which people engage

Leading proponents

1. Giroux (1991): encourage the achievement and employment of multiple awareness
   
2. Lyotard (1992): play the game without rules, and from the very playing, to invent new rules; our challenge is not that of supplying a clear reality, but inventing allusions to the conceivable and engaging ourselves in the dynamics of the system
   
3. Doll: four criteria (1993, 4 Rs)
   
   • Richness: players include teachers, students, and interested parties from the wider community; curricula must have some disturbing qualities
     
   • Recursion: stability + change; reflective interaction; no fixed beginning or ending; the curriculum is designed to allow for continually going back to and then incorporating previous points and insights into a growing sense of understanding
     
   • Relations: dialogue between students and teachers; social activity full of surprises
     
   • Rigor: critique validity; cultivate new ideas
     
4. Slattery (?)
5. Pinar (?)