As I look back on the discussions in which I’ve participated and the readings I have completed in this module I notice that I am most focused on two things: imbedded character education and values in the curriculum and the variety of ways that curriculum is selected and delivered across classrooms, schools, districts and even countries.
Having just completed EDU 6085, Moral Issues in Education, the incorporation of a character education program in the curriculum is still fresh in my mind. We presented and discussed many different formal character education programs and studied how this type of curriculum has changed in our country over the past several hundred years. It is interesting to me, at this point, to closely consider the “imbedded” character and values education we present to our students, both intentionally and unintentionally, on a daily basis. I know that the impact of imbedded values and character in curriculum today is significant, probably at least as significant as the formal character education that is written in our lesson plans.
Inlay (2010) stressed this point as she presented a situation in which students took it upon themselves to own up to and remedy a mistake they had made that had impacted others. The school in question had fostered a culture in which it was safe to make mistakes and learn from them. Much of this learning is presented to students through an implicit curriculum of values.
This week I have been particularly interested in learning about curriculum selection and curriculum reform in countries other than my own (thanks Darryl!). This brings home the point that educator collaboration can go much farther than teachers within the same school district or state. We gain so much when we reach out to work with teacher leaders across the globe. The use of technology has broadened the potential of collaboration in ways that I know I have not even imagined yet. Of course, I have not yet taken EDTC 6536 – Instructional Technology and Information Management…
Inlay, L. (2010). Leaders’ voices – Putting theory into practice. In F. Parkay, et al., Curriculum leadership: Readings for developing quality educational programs (pp. 43-48). Boston, MA: Allyn & Bacon.