Keystone Magazine - Page 63

Q: What trends are you seeing in curriculum development? A: There is greater intentionality now in curriculum development, meaning that parents, students, teachers and administrators want education to provide explanations in a number of areas. There is the demand for a roadmap, or a big picture understanding of the content the school presents, for both students and teachers. What is being taught cannot be arbitrary. Teachers need to know why they are teaching what they are teaching, and students should be able to articulate why they are learning what they are learning when they are learning. Otherwise, the meaning of learning isn’t clear, and a valuable opportunity for understanding is being lost. I believe that students and teachers who have a big picture understanding will be empowered in their educational experiences because they have a clearer understanding of what they are doing and why. Curriculum development is trending towards a demand for deeper global perspectives or cultural understanding in communication. It is essential for our students to have the ability to communicate with people from other parts of the world in order to tackle big, thorny issues such as war and peace, and environmental issues. Many curricula, from the IB to the IPC, to independent curriculum, are all pressing towards stronger global and inter-cultural understanding. Educators, brain scientists, and students themselves are making a convincing argument for more experiential and integrated learning. Students have an increasingly important role in creating and shaping their own education. With large-scale integrated curriculum development, you can put these kinds of initiatives into action. “Chinese are truly interested in making education effective for training students to become world leaders and global citizens.” Sally Booth with her family in Washington D.C., The U.S. 61