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I see curriculum as the map teachers use to be sure targets and outcomes are consistent and defined. I think the shifts in the role of the teacher, mean that this defined curriculum will be even more important. This will serve as my map as I plan and organize lessons. As a teacher, I will need to be able to keep students progressing and moving forward. I will need to be able to measure growth toward targets and outcomes. I will also need to be able to facilitate this process through individual learning paths for students - creating intervention and enrichment opportunities in real time.

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If I think of the curriculum as a planned pathway of expected learning, then I wonder if I will have to shift this thinking or does the concept still stand and implementation shifts? If the concepts still stands, then students will really have to understand curriculum targets so that self-direction and discovery contributes to learning outcomes. I wonder how the college and university curriculum is or is not shifting to accommodate new learning designs.

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Our curriculum will continue to evolve as we gain confidence in the blended and online learning environments. I believe more emphasis will be placed on collaborative development of formative assessments so that teachers and students have the information they need to make immediate decisions about curriculum, resources and student grouping.

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Every course has standards students need to demonstrate learning in regardless of whether the class is traditional or blended. My role now is to pick out the best problems for students to tackle, and ask questions in the best way to get students to demonstrate their understanding. The standards won't change, but material is learned through doing now, as opposed to watching. A huge factor in students demonstrating their understanding is making sure I ask the right questions.

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Dana KlenCurriculum must change as the teacher's role changes. The way a teacher presents content or even the type of content might differ now that direct instruction will not be the primary form of instruction.

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Dana KlenCurriculum must change as the teacher's role changes. The way a teacher presents content or even the type of content might differ now that direct instruction will not be the primary form of instruction.

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Eleanor Barbino         Our curriculum has changed dramatically in the last ten years.  Traditionally, teachers have imparted knowledge and students have soaked it up.  Now we have moved from a lecture based approach to an inquiry approach to learning which has changed how we develop curriculum.  In all our classes we are focusing more on building skills through our content rather than simply requiring them to regurgitate information.  Blended learning is the next step to promoting student inquiry and self paced learning. 

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Eleanor Barbino         Our curriculum has changed dramatically in the last ten years.  Traditionally, teachers have imparted knowledge and students have soaked it up.  Now we have moved from a lecture based approach to an inquiry approach to learning which has changed how we develop curriculum.  In all our classes we are focusing more on building skills through our content rather than simply requiring them to regurgitate information.  Blended learning is the next step to promoting student inquiry and self paced learning. 

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The role of the teacher changes from that of a direct instructor to one of a coach and mentor.  Teachers have to pull away from a more traditional way of content delivery and give room to the students to explore the content and to become their own advocates.  Teachers will use their time to guide students in areas that are a struggle for them.

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The teacher's role is to find a balance in how learning events are structured and sequenced. The teacher is the coach helping the students make personal meaning of the content and skills. I always like saying the I am no longer the gatekeeper of knowledge but the director of learning.  I love Melissa's point: WHAT is taught is not different. HOW it is taught is changing

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During curriculum meetings this year, I have observed teacher mindsets shifting as they look at standards and create formative assessment (learning) opportunities which connect to the standards. The real work of the teachers is now more heavily focused on the planning, with the students in charge of their own learning. This differs from wholly placing the task of student-learning on the teachers, which has been common practice for decades (i.e. lecture, teacher-driven environments). Teachers are now setting up the learning environment, and are there to give support and feedback along the way to help students achieve.

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We will be working on the curriculum for this course in the spring so the development of the class is perfect timing.  The Anatomy class currently has about 40% of the content delivered through online research, 3D simulations, animations, videos and the like and this will be expanded for the Blended class.  The most difficult part of curriculum development will be in determining which labs that are currently done hands-on may be able to be covered with online resources.  Also , how will labs be delivered - will they all have to do them on specific days?  Can they come in and do at their own pace? Can they blend in class and online? There is quite a bit to explore.

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Curriculum will change due to the role of the teacher changing because curriculum will have to be less teacher directed and more student discovery. What is being taught will not change, but the way it is being delivered will

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The curriculum will have to be changed so that the activities and materials are delivered without teacher lecture (or much less of this directed teaching). Curriculum will have to be changed for self-paced and self-directed learning depending on groups of students. Check for understanding points will also have to be given often to be able to create and change these groups based on student understanding.