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Abstract
This essay discusses how curriculum development, professional development, and action
research are linked within an educational system. Language learning is used as an example
research are considered part of closing the gap between the ideal (i.e., the written curriculum)
and reality (i.e., taught curriculum) as teachers develop not only pedagogical skills but also their
and improvement of the teaching profession as a whole. Action research permits teachers to be
part of the solution as learning principles are to be established and adhered to. It was determined
that shifting teachers to become more curriculum functioning will better provide the knowledge
and skill necessary to increase understandings among learners and common assessments across
disciplines.
Curriculum development 2
then it should follow that a curriculum ought to be built around the great
issues, principles, and values that a society deems worthy of the continual
Bruner's hypothesis, now almost 50 years old, not only is still relevant to the general
classroom of today but is also relevant to foreign language learning as well. Curriculum
development, professional development, and action research provide the means for linking the
desired results with individualistic and collective ends. In language learning, like other skill-
based subjects (e.g., sports, drama, and music), the curriculum tends to focus on behavioral
objectives for each skill (Glickman, Gordon, and Ross-Gordon, 2007) which then leads to
professional development and action research - should the gap between the desired results and
current reality warrant it. Instead, a more integrated curriculum merges concepts,
understandings, facts, and skills such that subsequent professional development and action
research would together establish language acquisition as both means and ends.
Building a curriculum around the acquisition of a language is best served when based
on the growing of understandings. Wiggins and McTighe (2005) highlight several distinguishing
a) an important inference, drawn from the experience of experts, states as a specific and
useful generalization
Curriculum development 3
b) referring to transferable, big ideas having enduring value beyond a specific topic
coconstructed by learners) and “doing” the subject (i.e., using the ideas in realistic
that progresses from an objective to an activity then concludes with an evaluation – an integrated
curriculum begins with creating the overall desired results in the form of understandings. For
competence that provides the evidence of both language skill and content knowledge. Fisher and
Frey (2007) list the following formative assessment means for checking for understanding: a)
oral language, b) questioning, c) writing, projects and performances, d) tests, and e) common
assessments and consensus scoring. Recognizing that all these techniques should be a part of
any assessment program, the focus here remains on performance tasks and the importance of
Once the desired results have been established, designing common performance tasks
precedes the instructional planning through a “backward design” (Wiggins and McTighe, 2005).
Fisher and Frey (2007) add that “creating an assessment, even an imperfect one, allows groups of
teachers to talk about the standards, how the standards might be assessed, where students are
performing currently, and what learning needs to take place for students to demonstrate
Curriculum development 4
proficiency” (p. 122). Having teachers collaborate in this way provides the means for identifying
the gap between the ideal (i.e., the written curriculum) and reality (i.e., the taught curriculum).
To close this gap, professional development may need to be considered in order to give teachers
the necessary knowledge and pedagogical skill to improve current practice. Similarly, action
research provides a more collectivist approach to closing the gap by implementing a more
address more than pedagogical skill. “In recent years the field has expanded to include a variety
school improvement, and e) improvement of the teaching profession (Glickman, Gordon, and
Ross-Gordon, 2007, p. 366). When teachers have the support and opportunity to work together
on common assessments they also build their personal network with others that can lead to a
variety of professional development purposes as mentioned here. Since performance tasks are
included in the curriculum, their efforts are directly related to school improvement as well. The
act of developing assessments can also be the basis for conference talks, thus extending the
applicability of common assessments throughout the teaching field as well as promoting one's
career.
Action research can also help closing the gap between the written and taught curriculum.
“Action research in education is study conducted by colleagues in a school setting of the results
of their activities to improve instruction” (Glickman, Gordon, and Ross-Gordon, 2007, p. 406).
Since common assessments are the link between planning for learning and the desired results
(Wiggins and McTighe), collaboration between teachers can foster improved practice that
Curriculum development 5
extends to all areas of teaching in the form of learning principles. The premise of basing
teaching practice on a set of shared principles is to not leave the details of teaching to the
teachers alone but rather share the commitment with administrators as well (Sergiovanni, 2005;
Wiggins and McTighe, 2007). This allows for a more collaborative action research as the
process proceeds through a series of five stages: a) “select focus area, b) conduct needs
assessment, c) design action plan, d) carry out action plan, and e) evaluate effects and revise
action plan” (Glickman, Gordon, and Ross-Gordon, 2007, p. 408). In language learning, action
research that adheres to individual professional development better prepares teachers to gain the
expertise and experience needed to close the gap between what teachers say should be done and
competencies work together in designing the most appropriate common assessments that can be
action research assist in shifting language teachers to a higher level of “curriculum functioning
(as displayed by initiating and suggesting ways to change and knowing how to proceed in
creating curriculum)” (Glickman, Gordon, and Ross-Gordon, 2007, p. 393) that addresses both
level of choice, responsibility, support, and authority, teacher leaders emerge then become agents
References
Fisher, D. and Frey, N. (2007). Checking for understanding: Formative assessment techniques
for your classroom. Alexandria, VA: Association for Supervision and Curriculum
Development (ASCD).
Glickman, C., Gordon, S., and Ross-Gordon, J. (2007). Supervision and instructional leadership:
A development approach. New York, NY: Pearson.
Sergiovanni, T. (2005). Strengthening the heartbeat: Leading and learning together in schools.
San Francisco, CA: Jossey-Bass.
Wiggins, G. and McTighe, J. (2007). Schooling by design: Mission, action, and achievement.
Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).
Wiggins, G. and McTighe, J. (2005). Understanding by design. Alexandria, VA: Association for
Supervision and Curriculum Development (ASCD).