Education Assistant

Many thought leaders in education today are calling for a complete transformation of curriculum (what is taught, content), instruction (teaching processes), and assessment (how students demonstrate what they know in products).  The paradigm shift is from a short-term focus on content and skill acquisition to a long-term aim for talent development. Yong Zhao (2018) calls this shift a “reach for greatness.”

As future leaders in education, you will participate in a Transformative Curriculum Symposium. We will discuss three key themes. First, “WHAT IS.” the current norm in curriculum, instruction, and assessment (CIA). Secondly, “WHAT SHOULD BE,” the transformative vision, and why we must move in that direction. Finally, “WHAT CAN BE,” the practices that can be put in place now to accomplish the vision.

To prepare for the symposium, keep an ongoing Transformative Curriculum Journal of ideas from our reading and viewing. Your journal will be submitted in four installments.  Make notes about what iswhat should be, and what can be in all three areas of curriculum, instruction, and assessment.  You can organize your journal in a chart (below).  Be sure to cite the source of each idea, i.e., (Zhao, p. 15). The class symposium is your opportunity to advocate for your transformative vision for CIA based on a synthesis of ideas from your journal.

A reminder that Journal #3 should be a new document and reflect ideas gained from reading and discussing these texts:  Zhao, Chapters 4 – 5; Paynter, Chapters 4 – 6

  WHAT IS

The current status quo that needs transforming

WHAT SHOULD BE

The transformative vision and why we need it; evidence

 

WHAT CAN BE

Practices we can use now to implement the transformation

Curriculum (content)

What students need to know and be able to do.

     
Instruction (process)

Strategies for teaching and learning content.

     
Assessment (product)

How students demonstrate their learning.