Fifth Gradein Language Arts
Currently,several participants exist who take part in the development,designing, implementation and evaluation of curriculum. Integral inthe planning and implementation of the curriculum are the variousadministrative personnel, teachers, curriculum analysts, curriculumspecialists, teachers and researchers. Often, designing of curriculumrequires that the different participants interact and have some sortof take and share that goes beyond the academic prism and is able toinfluence the community. Without an effective curriculum in place,students are not able to comprehend or meet the challenges that arisein the society. The development of this curriculum ideally will beinstrumental in development of students or persons who aresuccessful, confident and responsible in their actions.
Indeveloping this curriculum, the sole philosophy that guides it is anobjective to provide learning experiences to all types of learners.The choice of my philosophy has largely been informed by severaldifferent philosophies and philosophers like Jean Piaget and LevVygotsky.
Even thoughthere are differences that emerge in these theories, they shall beapplicable in certain dimensions and inform the development of thiscurriculum. Piaget believed that children go through certain stagesto develop their cognitive ability, an aspect that is taken up inthis development of the curriculum. Even the view that Vygotsky heldthat the development of children is continuous is taken up indesigning the curriculum. The significance of the theories and thetheorists transcends from the fact that they focus on childdevelopment an aspect that is crucial at the fifth grade curriculumand especially in the language arts.
Additionally,the design of this curriculum highly borrows from the existingphilosophies of Pragmatism and Constructivism. Additionally, thephilosophy of Progressivism will be used and it entails more onscientific inquiry. Given that Piaget’s line of thinking is highlyis highly borrowed, there is more emphasis on the accumulation andaccommodation of knowledge. It is from this that the modifications ofthe curriculum tend to represent the very reasonable and rightfoundations of effective curriculum to be used in in the 5thgrade of learning English Language Arts. The current modifications onthe curriculum are based on assessments, cohesion pacing and depth.
I believethat the various specialists in the field would approve of theassessments plans that mainly entails formative assessments thatconsist of carrying out group assessments, teacher’s observationsand measurement of the projects undertaken by the students. Studentsare expected to acquire knowledge through the various opportunitiesoffered to them to discover themselves, observe and use theirimagination. There are rubric that are to be designed by specialiststo help in evaluation of the measurements. Evaluations of the rubricsare integral to help in the assessments of student’s performance.Curriculum and assessments that are to be put in place are to beguided by the needs of the students and the various learning styles.
Benchmarkswould be approved by specialists of education since they have to bein snych with the grade and the content areas. Having the benchmarksin place is significant to both teachers and the students given thatthey can take into consideration the needs of both students andteachers. As part of the assessments plan to monitor modifications,the benchmarks will be used every other quarter. The design of thebenchmarks is to embrace Common Core State Standards that arecurrently in place.
Numerousbenefits come with the adjustments of the curriculum and parents andcommunity members need to be informed and taught concerning thesignificance and the efficacy of the new assessment system that is tobe put in place. This is very important as it helps the students tobe comfortable learning. The learning at this level entailsconceptualization, analysis, evaluation and comprehension of thecontent in depth. Through this modified form of curriculum, retentionof knowledge in the long-term will be quite instrumental.
Childrenare expected to learn through making discoveries, inquiring andhaving fun, a process that fully embraces the Dewey theory. Accordingto this theory, there is need for students to be actively involvedand driven by interest and natural instinct to study. Hence throughthis new developed curriculum, the prior knowledge of students isactivated and allow for guidance and exploration of the knowledgethat they already acquired.
This theoryis in agreement with the theory of Realism that is also applicable inour case. The theory of realism emphasizes on having the mind beingexercised with a couple of discussions that enables the students tocultivate deeper knowledge, develop solving problem skills. This tendto be in agreement with my belief that students often learn andbenefit more upon being exposed to different challenging tasks,experiences and acquiring skills that can assist them to confront thedaily challenges in life.
The newprogram designed will be received with a lot of relief by thecommunities because it is to give them a better outcome as comparedto the previous program that is in place. The program is to meet thevision of the school that affirms producing students that are able toimpact the society positively through the diversity that they bringwith them to the community. This new program is more result-orientedand the students are to have impeccable skills that can help themconfront the life challenges.
Parents andstudents will find the new program more helpful as it exposes thechildren to more skills and inculcates into the children long termknowledge acquisition that is necessary in the development of asociety going forward. They will support the new program because ofthe immense benefits that it has and given the nature of the programbeing student-centered. The new program will meet the goals andobjectives it was designed for since it student-centered where theteacher just becomes facilitator and there are a lot of outcomes forthe students.
The newprogram design is to be evaluated continuously and it is to be donethrough qualitative research. Through this continuous evaluation ofthe program, there will be fine-tuning of the curriculum in regardsto the content, materials, methods applicable. This will ensure thatstudents get optimal benefits from the experiences and curriculumdevelopers are then able to affirm the success.
After oneyear, there will be furnishing of data and it is to be grounded onthe modifications on the curriculum. Given that the new program isstudent centered, they should be able to track their own progress andreport any issue if necessary for actions to be taken. The curriculumis quite appropriate for the students as it will allow the studentsto construct their own knowledge and inculcate it for long termbenefits. Further, the curriculum is also ideal for teachers as itensures that teachers are able to do away with fragmentation andfocus more on being facilitators. The staff finds it ideal given thatit allows them to focus on goals and objectives of the school andhence achieve the vision of school in particular. Upon analysis andimplementing the curriculum for one year, the specialist will havewith them sufficient data that they can use to validate the newprogram.
It iswithin plans to have the new curriculum retained while acknowledgingthat the value of the decisions made needs to be assessed as thecurriculum is delivered in the classrooms. Hence we have determinedthat there will be need to have data collection carried outthroughout the year and analyzed throughout the year. Therefore, thecurriculum will have to be assessed as it is delivered in theclassrooms.
The purposeof this paper was to make modifications to the current 5thgrade English Language Arts curriculum. This process was to take intoconsiderations the changes that would be conducive for both teachersand students and hence ensure they are successful. In doing so, thedesign of the new curriculum will adopt scientific positivisticevaluation model for evaluating the current curriculum. Afterstudying Provus’s Discrepancy Evaluation Model which combinesevaluation with system management theory that consists of fourcomponents a) determining program standards, b) determining programperformance, c) comparing performance with standards, and d)determining whether a discrepancy exists between performance andstandards.
Our focuswill be on the curricular phenomena to be evaluated. We will hence,collect information, organize it and analyze it. We are interested inthe quality and value of the curriculum. The data we collect willenable us to make judgments as to how students did with thecurriculum experienced. Authentic assessment will be utilized toevaluate the efficiency of the curriculum.
Intended Learning Outcomes define assessment criteria
Identification of learning outcomes especially the unintended ones
The art curriculum will be presented allows for deeper analysis
Curriculum before and after justification