There are some great thoughts here. I agree that it is a necessity for the teacher to focus on standards of the curriculum that seem most important to them in the midst of time constraints. Therefore, it seems quite important that teachers think more about what is really important for students to learn. We are the professionals in our content areas and must organize our instruction in such a way that effectively communicates what is truly important to our students.
Rather than drop or combine content areas, shouldn't we be focusing on more effective methods for bringing different content area teachers together who teach the same students to make learning more relevant and cross-curricular? I find the academy system works well in this respect for a number of reasons. First, students choose a path that interests them and seems relevant to what they would like to pursue. Second, professional teachers, each masters in their content area, come together and plan collaboratively for their group of students, and focus their content area instruction around the theme of the academy. This helps manage the overcrowded curriculum and meets the need to connect the various facets of learning opportunities students face each day.

As a new teacher, it is difficult to know always know what is essential in teaching the standards. It is easy to feel overwhelmed. I like this article.

I agree. I have only been teaching for 3 years and I find it very hard to fit in all that I am required to do as well as finding the best ways to teach the curriculum. I think that the definition of "essential" should be based on the classroom. I know what my kids know and what they don't know. I wish there was more time to talk to other grades levels above and below my own, to align what we are teaching so that we are not wasting our time or the students time.

This brings to my mind the question of elementary generalists and whether this is truly an effective system. I teach in Canada, and as an elementary generalist, am expected to teach the students 9 subjects. This poses a good question as to how one is supposed to"find what is essential" within the curriclum. I also think this points to the argument of integrating subjects.

Jeff I am interested in your comment that "teachers need to think more about what is really important for students to learn." - Do you think this is leaving it too open for teacher interpretation? Especially for those who are generalists?

I have often thought about what you note as the academy system where students choose their direction, but then I wonder how early are we expecting them do this? What are the consequences if they change their mind or are not successful in their chosen direction?

My school is also experimenting with a project-based learning program called IMPACT. This is the first year we have worked with it and it has had some bumps along the way, but, in all, I have seen in my students have higher engagement in the curriculum and deeper understanding. The idea is that teachers collaborate in planning to provide students with a more well-rounded, multi-sensory experience. The media specialist, classroom teacher, and school technology facilitator all get together once a grading period and work together to come up with ways to help students succeed. I truly believe in this program and cannot wait for the next few years to see where it will take us. This is one way that really helps with integration of content.

Jill,
I think vertical curriculum alignment is a great idea. I recently spent a day with a couple of English teachers from other grade levels to discuss this. We found that many of the state standards are similar from ninth through twelfth grade, yet we all feel quite stretched to cover the numerous standards. Therefore, we began the process of breaking up the standards per grade level to vertically align the curriculum so that all of the standards would be covered (and some reinforced), each teacher would have less to cover, and each teacher would know what the other grade-level teachers were responsible for. Though we just did this, I believe it was a worthwhile endeavor.

Nicole,
Great questions. I do think that the classroom teacher knows the needs of their students better than a generalized curriculum, and that as a professional, he or she must make informed decisions about what to cover. The article was correct in its assumption of an overcrowded curriculum. I do want to point out, and am sorry if I was misleading, that the teacher's decisions about what to cover should be tied to the curriculum standards set forth by the state or district. However, since it is so broad, a teacher should responsibly design instruction that does not spread the curriculum too thin. The best place to start in this endeavor is through careful assessment of student needs.

In response to the academy questions, I was referring to students at the secondary level and do believe that guidance is needed through the school counselors, administrators, and teachers. Obviously, such young learners are likely to change their minds about the chosen academy path. Therefore, it is of vital importance that the instruction, despite the academy, is still tied to the state curriculum standards. If a student switches academy paths, they are merely switching their approach to learning and applying the concepts, but the concepts remain the same. For example, a student studying "Macbeth" in the Health Science Academy may take a more "crime scene investigation" approach to understanding character motives. On the other hand, a student in the performing arts academy may study character motive through role play or "getting into role." Either way, they are still learning character.

I feel very overwhelmed trying to meet the standards, follow the curriculm and prepare for standardzed tests. I teach special ed and I need to focus more on baic skills with my students, ecpecially reading. I feel that I have no time to be creative because I need my students to meet certain benchmarks. I especially feel the pressure because I am a new teacher under probation and need to show student progress and results. I am lucky to have a lot of support and patience from my administration. I can understand why most new teachers give up the porfession after only a couple of years, it can be very stressful!

I am a first year teacher and I find it very difficult to teach everything that the curriculum has in it. I feel some days that my students have so many specials, I do not have time to teach at all.
In my teaching I try to balance the essentials; the things the students will need to be successful in their education, with the nonessentials; the things that would be nice for the students to know.