Element 1: Defining Curriculum

Curriculum is the intentionally planned and unplanned experiences that a student

has both inside and outside of the classroom, that is related to the content of the
course of study. As students reflect and evaluate their experiences, both inside and
out of the classroom, they begin the process of learning (Dewey, p. 33-36). Teachers
play a key role in curriculum, especially as implementers of daily curriculum;
unfortunately, I see the role of the teacher impacting the curriculum as too small.
Accountability is necessary to ensure students do not have the same experience
every year, regrettably leaving too many teachers with little input on curriculum. I
really connect with Zerubavels metaphor that things are so much a part of us that
they remain unnoticed are like invisible glass walls. They are noticed only when we
walk into them (Connelly & Clandinin, p. 10) as I contemplate of the role of
students. Much of the daily part of curriculum goes undetected until it is missing or
there is a breakdown in that specific procedure. My initial thought is that students
value derives from their input on evaluating the curriculum of a course. After
reflecting on the idea that you need to think of them continually remaking that
history as they deal with the particulars of the situation at hand (Connelly &
Clandinin, p. 8) their role must be expanded to include shaping relevancy of the
curriculum. Students enter my class every day bringing with them an experience
that will shape their mindset. Educational or not, positive or negative, the
experience will alter their paradigm of the moment. Schools and communities need
to work together to facilitate an end goal for and evaluate the curriculum
implemented.

References:
Connelly, F. M., & Clandinin, D. J. (1988). Teachers as curriculum planners:
narratives of experience. New York, NY: Teachers College Press, Teachers
College. Columbia University.
Dewey, John. My Pedagogic Creed. In David J. Flinders & Stephen J. Thornton Eds.,
The Curriculum Studies Reader (p. 33-36). New York, NY: Routledge.