UNDERSTANDING THE CURRICULUM FROM AN OUTSIDE PERSPECTIVE

Written Assignment Unit 3

University of the People

EDUC 5220 - Curriculum Design and Instructional Decision Making

Dr. Chris Pendergraft

June 2023
UNDERSTANDING THE CURRICULUM FROM AN OUTSIDE PERSPECTIVE

It is always a pleasure to get the views and feedback from someone who may have no

connection to education. Today I will be talking to one of my family members to get their

own opinions and views on ‘the curriculum’. Questions will be posted and responses will be

written down. The narratives of professionals can be used in a qualitative design to collect

their voices and experiences (Merriam and Tisdell, 2015; Cladinin, 2007). Experiences are

communicated through stories that are delivered with contemplation and that show a person's

attempts to deal with their challenges (Craig, 2011).

See the narrative below for a referral.

Interviewee Information: -

1. Who did you ask? Family Member

2. When did you ask them? July 1, 2023

3. Where did you ask them? While at home

4. What was his/her immediate reaction?

Conversation Narrative: -

Robert: Hey, I was wondering if I could ask you a question. What does the word

"curriculum" mean to you?

Family Member: Hmm, well, when I think of curriculum, I see it as a structured plan or

framework that outlines what students are supposed to learn in school. It's like a roadmap for

teachers to follow, guiding them on what topics, skills, and knowledge they should cover

with their students.

Robert: That's an interesting perspective! How did you come to develop this understanding

of the curriculum?

Family Member: Well, I don't work in education, but I've always been curious about how

schools organize their teaching and learning. I've read a few articles and watched
UNDERSTANDING THE CURRICULUM FROM AN OUTSIDE PERSPECTIVE

documentaries that touched on the topic of curriculum. Additionally, my interactions with my

kids' teachers during parent-teacher conferences and school events have given me some

insights into how the curriculum is discussed and implemented.

Robert: That's great! It's always valuable to gather perspectives from various sources. Can

you share any specific details about what you've learned regarding the curriculum?

Family Member: Sure! From what I understand, a curriculum often includes a set of

learning objectives, educational standards, and a sequence of topics or units to be taught. It

provides teachers with guidelines on what content to cover, what skills to develop, and the

expected outcomes for students. It's designed to ensure that students receive a comprehensive

education across different subjects.

Robert: That's a great summary! Have you ever encountered any discussions or debates

about the curriculum in your interactions with educators or others?

Family Member: Yes, actually. I've heard some conversations about the need for the

curriculum to be more flexible and adaptable to the needs of individual students. Some

people argue that a one-size-fits-all approach might not work for everyone, and there should

be room for teachers to personalize instruction based on their students' interests and abilities.

There were also discussions about the balance between academic content and the

development of essential skills like critical thinking, creativity, and problem-solving.

Robert: Those are important points that come up frequently in educational discussions. It's

interesting to hear your perspective on them. Overall, based on what you've learned, how do

you think the curriculum impacts students and their learning experiences?

Family Member: Well, I believe the curriculum sets the foundation for what students learn

and helps ensure that they receive a well-rounded education. It provides a common structure

and shared expectations across different classrooms and schools. However, I also think it's

essential to find the right balance between following the curriculum and allowing for
UNDERSTANDING THE CURRICULUM FROM AN OUTSIDE PERSPECTIVE

flexibility and creativity in teaching. Ultimately, the curriculum should serve as a tool to

support student learning and growth.

Robert: I completely agree! Thank you for sharing your insights and perspective on the

curriculum. It's fascinating to hear your thoughts as someone outside of the education field.

Family Member: You're welcome! I'm glad I could contribute to the conversation. It's

always interesting to discuss different aspects of education.

Finally, Chan (2012) asserts that Hong Kong pupils are typically viewed as passive

learners (Watkins & Biggs, 1996). Morris (2003) claims that the curriculum is taught "by

transmission" and "[emphasizes] memory over understanding and reproduction over the

application to real problems" as perceived by the majority of pupils in Hong Kong schools

(pp. 51-52). Let us take this as a reminder that people may say or do things that really do

affect them but at the end of the day what we say still can have a solid impact on the world as

we know it. Curriculum is one of those impacts, so the next time you see a person talking

about curriculum remind them of this fact.

UNDERSTANDING THE CURRICULUM FROM AN OUTSIDE PERSPECTIVE

REFERENCES

Chan, E.Y-M. (2012). The transforming power of narrative in teacher education. Australian

Journal of Teacher Education, 37 (3), 111-127.

http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1724&context=ajte

Craig, C. (2011, February). Narrative inquiry in teaching and teacher education. Advances in

Research on Teaching, 13, 19–42.

https://www.researchgate.net/publication/235282657_Narrative_inquiry_in_teaching_

and_teacher_education