Professional Documents
Culture Documents
Individual Reflection
Individual Reflection
Smith 2
My Experience as a Student throughout the Ideology Lessons:
Taking on the role as the student during the remaining ideology presentations allowed me to feel
what it is like to be on the other side of curriculum. While being a student, I found that every
group was successful in teaching me something about water and citizenship, regardless of the
method. Although I originally thought that the learner centered ideology would be more effective
and enjoyable, I discovered that all of the ideologies and methods had something effective to
bring to the table. During all of the presentations I was very aware of what my role as a student
was. I noticed that each ideology was different in curriculum and lesson planning in terms of the
origin of knowledge expected from the student, the type of questions asked, the method of
instruction given, and the expectations of the students.
How I feel about this assignment overall/ what do I believe are variables that impact
teaching and learning:
As a result of this assignment, I feel like I have created a further understanding of curriculums
role in education. Before being in the education program, I was not fully aware of the impact that
a teachers ideology of curriculum has towards the lesson, the classroom environment, and the
student. The variables that I believe impact teaching and learning, in terms of curriculum and
instruction, include the teachers expectations of students, the teachers behavior and body
language toward the students, and of course the ideology of education that the teacher reflects
within lessons. Through this assignment I have learned that curriculum is not, and should not be
neutral, rather it should embody multiple expressions of educational ideologies. Participating as
both a teacher and a student within this assignment, I strongly agree with the notion of the
importance of infusing and integrating a mixture of ideologies and methods when teaching a unit
or a lesson.
Smith 3