Curriculum Research Questions

Task: Choose a subject and grade-level. Research the curriculum frameworks for MA or the state you plan to teach in. As you review the curriculum, try to answer the following questions:

Mathematics, Grade 9

1. Are there opportunities for you to modify the curriculum to prepare liberated, skilled, critical thinkers? If so, where? How?

Yes. Although not many, feel that the curriculum can be modified in terms of the examples used to demonstrate math problems. For example, when dealing with statistics and ways to represent them graphically, as a teacher I can choose what statistics I want to work with. It can be as simple as about of candy in a candy jar, or I can go deep and promote critical thinking by having them look up and find the statistics for the crime rate in their community. Ideas can range from drop out rate, teen pregnancy rate, how many homes contain single parents, incarceration numbers, and much more to incite awareness. Another place where the curriculum can be modified is through word problems. Instead of setting up generic stories, I can use stories that relate to the students’ neighborhoods, countries, and lives. Allowing them to create their own word problem, using something they heard about on the new and another way to open their eyes to what’s going on in their community while teaching them math.

2. Provide any critiques you have of the curriculum and components you think are missing.

One issue I have is with the mathematical textbooks. I sometimes feel that they use words/phrases and speak about situations that not all urban youths have experienced. This also is true of some of the standardized testing that they give. I remember a few years ago; one test had the word “porpoise” on it and because a number of students did not know what that was, they skipped the question. If maybe “dolphin” or even “fish” had been used instead, they would have increased the amount of students who understood the word, hence understanding the question.

ED435 8/02/2011

Unfortunately I was not able to attend the last class, but I heard so much about it that I had to comment. What seem to really resonate with people was the class project presented in small groups. I heard so much positive feedback around the different presentations and my group especilly made sure I knewwhat each of them had presented. Thanks to Melissa, I was also able to view a recording of Chuk's rap. What a great, insightful piece. I am honored to have been a part of this class and thank each and everyone of you for making it a "safe place." Thank you Prof. Grandson for your guidance.

Breaking it down for the last time.... for now.

Hey all,

Just wanted to extend the warmest of shout-outs to all of you for your continued support - and for everyone's willingness to challenge each other academically, socially and professionally. It's what makes this cohort so great.

I consider the mark of a great class to be its ability to inspire further research among its students/community members, and I definitely think that was accomplished here in ED 435. I came in with many questions ... and leave with only more. In the end, though, this class wasn't really about finding the answers (if we knew the answers we wouldn't be here). ED 435 was about finding ourselves and our place in society (for better and for worse), looking our personal and national demons right in the face and saying "I see you" just as we "see" our students who enter our classrooms (read: just because they might have "problems" does not mean they are the problem).

In many ways, ED 435 both affirmed and challenged me; to use the lingo of this course, it met me where I was and (started) to take me where I need to be. I look forward to the continued academic journey ED 435 inspires me to pursue, but perhaps more importantly, I greatly anticipate continuing my journey of "learning to learn" away from books --- and closer to people. It's something I've come to realize I need to work on ... and I'm grateful for having the chance to realize it. Again, I must simply say: thank you.

Peace, cheers, and everything else that is lovely about the world,

Ryan

8/2/11 Last Class Reflection

So sad! Our last class!
You guys are all soooooo amazing!!!

I think we just scratched the surface in our discussions.
Please see Brad's blog reflection on this class, which I think allows us to go deeper into the conversation. Please respond to his post and keep the conversation going, so that we can achieve one of our goals to be our courageous, vulnerable, risk-taking self by challenging each other, being honest, and critically examining our beliefs. Brad's incredibly honest here. Kudos for him in helping us dig deeper.

In regards to Grandson's comment about the sadness produced by watching his first film, African Roots with American fruits, watching the tragedies of the past are important. They may evoke sadness, but they also bring knowledge. With it we can make better, more informed decisions about our future. I was not sad about the film. I actually thought it was going to be more graphic. It's what we do with it...

7/28 It's Elementary Reflection

I really appreciated being able to facilitate discussion for part of the class Thursday, July 28. Thank you everyone for your thoughtful comments, questions and insights. One of the issues that we raised around talking about lgbtqi issues in the classroom is the approach. Are we teaching values or respect? How do we respect student's who hold opposing views, who believe homosexuality is a sin?

One of the central things I took away from the film is that when talking about lgbtqi issues in the classroom we are addressing misinformation through education and addressing safety/respect for all people. One of the most disheartening realities is the amount of violence, suicide, and pain around lgbtqi issues. This is NOT right. Gay or transgendered student need to feel safe and welcomed in schools. And as one of us said, if we can't talk about sexual orientation issues comfortably, how will we guide our kids to process it?

Tuesday August 2nd Reflection (Kono)

A sincere thank you to my dear fellow Donovans and to Prof. Grandson for a very engaging and intellectually challenging class. I appreciate the openness with which everyone shared their ideas, perspectives and experiences. I certainly learned much from each of you.

In retrospect of our last class - I think one of the most resonating experiences was the small-group sharing of our projects. (Another warm thank you to Melissa for the idea). One of the most interesting things for me about the class was understanding how differently and uniquely we each approached the project as a direct reflection of our experience with and in the class. The depth to which my group went to depict these experiences was humbling and amazing. I hope that we continue to share these with one another.

The issues we have spoken about in class, particularly of the role of race in schools, are going to be ever present in my future work as a teacher. I will continue to struggle with the challenges we faced as a class and I look forward to reaching out to each of you for the kind of support that I know we all have decided we are certainly going to need.

Thank you again, Prof. Grandson.

Sincerely

Nathan

7/26 Class Reflection

Newkirk's article really opened my eyes to some of the issues that males face in writing. I am glad that through his article I was able to examine the bias around girls being better writers than boys. I think back to my first year teaching and question whether that bias was unconsciously pervading my thinking, as if to excuse poor writing in my male students. I will definitely take into consideration the concerns around discussing emotions and the protection of those emotions the next time I read papers in my class. It is a topic we can surely talk more about.