Posted on 10/12/2012 at 01:28 PM by Global Reach

Anticipating what our students could possibly need in the coming five years seems almost impossible.  With technology changing every 3-6 months, the economy moving closer and closer to a one-world financial system, and the development of new delivery systems for services and products that push us into a world we are simply not aware exists makes it seem impossible.  Our K-12 educational systems are designed to produce the “college ready” student.  There are an increasing number of students completing 12-20 credits of college prior to completing high school so we may feel that we are doing a great job of that.  But career ready – may be a question even our 2-4 year colleges are asking themselves.  The “Curriculum 21 team” (Jacobs, 2010) specifically addresses the following components as necessary in upgrading curriculum designed to equip our students for the global market must include:
•    A global perspective that is developed and presented in the content area where it is natural and viable.
•    A personal and local perspective that is cultivated so that each student can create relevant links to the content.
•    The whole child’s academic, emotional, physical, and mental development is thoughtfully considered in content choices.
•    The possibilities for future career and work options are developed with an eye to creative and imaginative directions.
•    The disciplines are viewed dynamically and rigorously as growing and integrating in real-world practice.
•    Technology and media are used to expand possible sources of content so that active as well as static materials are included.
•    The complexity of the content is developmentally matched to the age and stage of the learner.
The “goal is to replace dated content with dynamic and current material.” (pg. 32)

Some of the great questions Jacobs asks in her book are ones I want to close this month’s blog with and hope that you will spend some time contemplating them as a teacher or challenging your staff with as a school administrator:
1.    Within the discipline being reviewed, what content choices are dated and nonessential?
2.    What choices for topics, issues, problems, themes, and case studies are timely and necessary for our learners within disciplines?
3.    Are the interdisciplinary content choices rich, natural, and rigorous?
4.    What content should be kept?  What content should be cut? What content should be created? (pg. 34,35)

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