Current and Alternative Curriculum Structure of Central Elementary School

Current and Alternative Curriculum Structure of Central Elementary School

"The mission of the faculty and staff of Central Elementary is to educate all learners to high levels of academic performance while fostering positive, social, and emotional growth to develop leaders for tomorrow." This mission statement exemplifies the vision, purpose, and educational goals of a small, rural elementary school in Arkansas. Similar to numerous schools throughout the state and nation, educational idioms such as high student achievement and expectations, attainable learning objectives, curriculum mapping, vertical/horizontal alignment, and research-based strategies, are prominent elements of the the curriculum. Additionally, pacing guides and state benchmark exams are frequently used to guide instruction. Therefore, the existing mission and curriculum highly resembles Klein's (2001) description of the measured curriculum. However, the measured curriculum model alone cannot successfully fufill the school's mission and purpose. In this essay, I will discuss alternative curriculum perceptions that can be incorporated to advance student achievement and cultivate "leaders for tomorrow."

As future leaders of society, it is imperative that students are positively involved in their communities. This idea is supported through the curriculum view of social reconstructionists. According to Klein, "Through this conception and design of the curriculum, students learn how to learn. They attack real problems, become meaningfully involved as citizens of the society, and begin to critically examine and help mold a better society" (2001, p. 33). Similarly to this perception, students at Central Elementary participate in an annual food drive for the needy during the Thanksgiving season. However, an event such as this can lead to numerous learning opportunites that allow students to reflect and understand the importance of positive interaction and community development. Another possible addition would be the integration of a recycling program to help students understand the need and benefits of saving the Earth. Learning objectives and goals of subject areas remain, yet students become aware of how their contributions can make a positive difference in society.

Allowing students to analyze, think critically, and solve problems vastly enhances their intellectual capacity. Therefore, a highly successful curriculum would undeniably foster students to become skillful thinkers. This model of curriculum is referred to by Klein (2001) as cognitive processes. In contrast, the measured curriculum utilized at Central Elementary and many other schools provides routines patterns of time on task, direct teaching, application of learning objectives, assessments, etc. Often, critical thinking opportunites are not visible. Activities, such as building, analyzing, and explaining

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