Defining Effective Curriculum for the Digital Generation(LDavis)
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Defining Effective Curriculum for the Digital Generation
LeTysha L Davis
Walden University
EDUC-6602J Designing Curriculum, Instruction, and Assessment
Dr. Nate M Sparks
12/3/2023
Defining Effective Curriculum for the Digital Generation
Early in the video, Dr. Hayes defines curriculum. What is your definition of effective
curriculum?
When I define curriculum I define curriculum as an educator being able to plan the lesson
and the curriculum to meet the needs of the students. That usually means changing the
environment if need be or adding something new to the classroom such as technology. Designing
an appropriate curriculum should take into cognizance the curriculum plan that would suit every
child including those with special needs. Such a curriculum should be planned in such a way that
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would provide opportunities, activities, and experiences for the education of the special
needs(Eskay, 2013). When curriculum is planned effectively it means that the educator is helping
the student to meet goals.
First, the educator must decide whether there should be a particular focus for curriculum
planning and if so what it should be. In light of this, the educator can modify their school's
approach(Harden,1986). To what extent do they wish to focus on: aims and objectives
(engineering approach), teaching methods (mechanics approach), content (cookbook approach),
timetable (railway approach), problems (detective approach), one idea or strategy (religious
approach), the regulations (bureaucratic approach), or a curriculum designed to attract
sponsorship (public relations approach)? The magician approach, in which it is not clear how a
curriculum is developed, is not recommended. a collaboration with students, patients, and other
professional colleagues (consumer approach), or a collaboration with an external consultant
(consultant approach)? Whichever approach is adopted, advantages should be maximized and
deficiencies minimized(Harden, 1986).
How does/will your curriculum address the needs and preferences of the digital generation?
Assistive technology plays a vital role in the learning process of individuals with
disabilities. These individuals have trouble performing activities independently, and often
teachers incorporate AT in their learning processes to help such students (
Walker, 2018
). Such
technology affords people with disabilities greater opportunities to improve their ability to
perform their tasks and enhances the education of learners with disabilities through interaction so
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that concepts can be taught more effectively (
Walker, 2018
). Due to the presence of AT in the
learning/education process, students with disabilities can get assistance to improve their social
skills and engage in more social interaction through enhanced lifestyles. Many students with
disabilities can perform necessary tasks; however, they cannot effectively deliver outcomes due
to the presence of specific disabilities. AT enables students with disabilities to perform like other
students in their educational environment.
When addressing the needs of students in an inclusive classroom I do understand that
each child learns differently and a lot of children learn from technology. One thing I have learned
Is that these children get help from devices such as a device. When I worked within the
classroom the speech pathologist who would visit the classroom would use the iPad that was
specifically for this one student to try to communicate with him. The goal was to have him learn
how to communicate his needs possibly on the iPad further down the line. My curriculum would
address the needs to make sure they are getting the same material as other students but in a
simplified form for example making a cooking item in the microwave.
What questions should you ask yourself when you differentiate your curriculum?
Do we use a variety of differentiated instruction strategies based on relevant data? Once
teachers have identified the what, or content that needs to be retaught, it’s time to identify the
how, or differentiated instruction strategies. The first thing to consider is student grouping. If the
entire class hasn’t mastered a concept, Conover’s teachers often start by reviewing exit tickets.
Then, as students start mastering the material, teachers think about how to best use small-group
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time by reworking small groups and pulling in additional support when needed. Once groups are
established, the next step is to present content so that it sticks(Cleaver, 2018).
Do we have relevant and consistent conversations about data? Once you have your data,
having a productive conversation with teachers is the next step. First, teachers talk about the
reports and how to interpret them. They identify areas of strength and talk about what’s going
well. Next, they hone in on what needs to improve by looking across data sources to triangulate.
In other words, they see what’s similar and different between the various sources they
have(Cleaver, 2018).
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References
Cleaver, S. (2018, August 24).
3 questions every school leader should ask to support effective
differentiated instruction
. We Are Teachers. https://www.weareteachers.com/differentiated-
instruction-questions/
Harden, R. M. (1986). Approaches to curriculum planning.
Medical education
,
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(5), 458-466.
Walker B. (2018, March). Assistive technologies to support students with language-based
learning differences. In Society for information technology & teacher education international
conference (pp. 2006–2011). Association for the Advancement of Computing in Education
(AACE).