Chapter 6 reflection

I thought chapter 6 talked about interesting labels for various types of curriculum development. I never use to think of curriculum as various types. Now I see that they had names for various reasons. After reading the chapter I thought about the curriculum for various subjects how they fit into some of the categories listed. I have noticed that most of the curriculum I have seen are integrated some are one kind than others. It various from curriculum to curriculum I guess whoever developed them had various reasons for various ones I guess. Come to think of it with the language change and shift now in the villages there has to be change all across the Yup'ik curriculum to fit the needs of students. Even Yup'ik proficiency test needs to be changed. I heard it was developed over 20-30 years and over those years our language has changed and it needs revision. I know some of items are not relevant of what we do now and some are.

Week 5 reflection

I thought this chapter was pretty interesting because it allowed me to think further of what I have been doing here at the district creating curriculum for classroom use for all teachers and students. The chapter stressed how goals are developed for educational programs and developers draw on their understanding of both present and long-term needs of learners. Developing Yuuyaraq curriculum has long been developed using Yup'ik values and beliefs as the basis of the curriculum. These values and beliefs were developed by elders and Yup'ik teachers during summer institutes back in 1980's which then the scope and sequence was developed to guide the Yup'ik values and beliefs to create lessons for students to learn about our language and culture. Each Unit or theme developed has rationale, values, and beliefs embedded. It is the same with the Upinguarluta thematic unit for K - 3rd grades. Both the Upinguarluta and Yuuyaraq Thematic Units are set in a heuristic spiral where they start from basic to more harder critical and analytical way of learning including the orthography and grammar. All this is connected to Yup'ik worldview where human, nature, and spiritual realms are connected. That is how both Upinguarluta and Thematic units are connected. When I read the chapter I saw some connections in each of the listed Academic rationalism where are Yup'ik philosophy is embedded(values and beliefs) where mental discipline is involved to respect our worldview. It is learner centeredness teaching from experience and prior knowledge.
I thought about people who developed Yuuyaraq and Upingaurluta thematic units what went on through their minds when they were developing the curriculum. I am so impressed with units they came up with and the importance of teaching them in class. We are very fortunate, I believe with what we have in our Yup'ik language here at the district. I know in the future it will keep changing with language change plus social changes.

Week 4 reflection

1. How is situation analysis different from needs analysis?

Situation analysis is checking the validity of the curriculum from factors that might affect the curriculum (students, teachers, community, organizations, institutions) while needs analysis is collecting information from stakeholders to create a curriculum using their input or ideas.
I thought situation analysis part in curriculum is important because this is the point where the curriculum developed is tested or piloted to get information about the developed curriculum so that the stakeholders, organizations, and institution would check to see if the curriculum is valid or reliable. It is better to revise the curriculum with the input from all involved, so that the needs of the children are met. Otherwise, there will be some that will not accept the change no matter what because there are some people that do not like change. But others who took part will accept the change for the better of our kids needs.
There were many example situations in the book that really highlighted some of the situations we go through here at the district. Our district is so large and it takes a while to finish our projects to adopt curriculum. We try to get majority input from the stakeholders and pilot the projected curriculum to assess the program. Piloting the curriculum helps us to decide with the input from other stakeholders.
I thought the reading was helpful for me to understand better in what I do at the district level. I agree with the others with most of the examples because I have experienced some of the situations.

Chapter three reflection

I thought putting into text was interesting way to see needs analysis and different procedures to conduct needs analysis was interesting. Seems to me we have been doing a lot of informal negotiations with the stakeholders: teachers, students, parents, community members, and academic specialists when administering the needs analysis. But I may have not noticed other ways. Also samples of student work, assessment data on student performance, reports by teachers encountered by students, and other examples are also parts I have seen here at the district level. They might have done other ways but I think I have not been too observable. As I was reading the chapter I was thinking how much we utilize the examples here and trying to make the best for every stakeholder.
But whenever someone in the curriculum seeks to see what works in classroom. Teachers, students, specialists, parents, school board, and community are informed and check for validity of the texts and etc. Plus the new text or idea is also piloted and then either adjusted or changed or thrown off for another one. I guess what I am saying is they are tested to see for the validity and reliability of using the text or program. I hope I am making sense here!

Week 2 reflections

Here are my two reflections I did not do the one that had to do with groups...

Rachel

Hi there!! waqaa!! Naspaagaqa una blog-arcuun!!!