Living a Responsive Curriculum

My son Jacklayinginthegrass and I set off on one of our many adventure walks, taking advantage of the quickly diminishing summer days. Suddenly, Jack veered from the footpath, ran to a patch of lush green grass, and laid down with a giant grin. He yelled, “momma, come lay on the grass with me!” I couldn’t help but laugh with the energy of his spontaneity and quickly joined him. I looked up at the perfectly blue October sky, felt the soft grass tickle my skin and I smiled at the simplicity of our shared moment. My son is only three and yet emits such a wonderful wisdom on the art of enjoying life, of feeling life and of living every moment.

When approaching my second toolkit challenge, for my “Designing Inclusive Learning Environments” grad class, I felt it was necessary to discuss the concept of supporting an inclusive learning environment through a responsive curriculum. I wrote a post recently titled Learning to “leave” the classroom : Differentiating School Programming, discussing how I see Education should provide students with multiple pathways to learn and ultimately choice in their learning continuum. And in order to support multiple learning pathways, teachers need to connect curriculum in a responsive way to the students.

Why a responsive curriculum?

If I acknowledge and firmly believe that every student who enters a classroom arrives with their own past experiences, knowledge about the world, interests and curiosities, and varying areas of understanding, in order to best differentiate for them I need to facilitate the curriculum to meet their individual learning needs. Doing so honours each student as an individual human being. Not trying to fit human beings into a curriculum. I am teaching students before me today. Not students from last year, five years ago, or students in the future. So then the challenge lies in how do I create a Responsive Curriculum for my students?

Imagine going to see a physician for a leg pain, and then arriving and the doctor already has a prescription in hand before even knowing asking you about your experience in the first place. How often have I planned a Unit, or a lesson plan or thought I had a great inquiry challenge for my students, but had first started with looking at the curriculum. Then later wondered why the students just weren’t hooked? I assumed I should start with the curriculum and then adapt it to meet my learners. Teachers are here to teach the curriculum, right? However, I had it backwards. Instead, I should be asking: how do I help foster a learning experience where the students inform the choices that develop the curriculum of the year?

Because ultimately I need to honor the learner and where they currently are in life’s continuum.

So when does the curriculum come into play? 

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Learning to like online learning…

I have never taken a completely online course before. So when I enrolled in “Universal Learning Environments in the 21st Century”, a Graduate certificate program, connecting Rocky View Division employees and the University of Calgary Werklund School of Education, I was open to the unexpected. My online cohort consists of a dynamic group of Rocky View employees with varying backgrounds that range from psychology, Learning Specialists, administration, teachers, and Learning Support teachers, to name a few. My current course is titled, “Designing Inclusive Learning Environments”. We have a total of three online meeting discussion times scheduled, where we all meet online to converse about different topics and share ideas. The rest of the time, we are given a weekly challenge and required research readings to discuss and debate with each other through postings. Almost a month in, I feel this online learning experience has shown me a new perspective on Education.

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