(Course Design by George Posner) "Experience shows that curriculum designing has a significant effect on teachers' thinking and on how they act in the classroom.  Teachers report that the design process, as a whole, has given them a clear conception of what they want learned, and this conception has directly affected their teaching.  Teachers find themselves better able to respond to questions and comments in a focused way, to ask pertinent questions, to react to various types of student errors, and to take advantage of unforeseen teaching opportunities as they arise.  As a result of engaging in the design process, teachers have found that their judgements about their own teaching effectiveness become increasingly based on what and how students learn, not just on how smoothly the day went."

 

 

The Teacher's Role in Curriculum, P. Warner

What then is the role of the teacher and the learner in curriculum development from the biblical worldview? As teaching professionals root their educational goals in the great commission, they will claim their role as the primary creators of the curriculum that will guide their students in learning. The relationships among teachers, curriculum, and student learning become circular. Teachers create and modify curriculum. Curriculum guides instruction that leads to student learning. Student learning informs teachers and helps them to make informed decisions to again create and modify the curriculum.

Government, church, and and society now become tools for the teacher rather than competitors. Governments can provide standards as departure points rather than destinations and help create systems to create efficiency for the teacher. Society can fund research, provide resources, demonstrate models of best practice and help build communities that will empower teachers to maximize their efforts. Churches and families partner with teachers to reinforce the curriculum and provide the fundamental community in which to live out the curriculum that is being taught. When teachers are equipped, this reduces tension, promotes professionalism, and creates a diversity among academia that is healthy. Models of factory-type education, teacher unions, and political fighting must be left behind. Christian teachers can lead the way in a healthy relationship with curriculum and student learning by claiming their position as the primary professionals responsible for what is being taught.

Changing curriculum is difficult. Systems are big, the political stakes are high, even in small communities. Evaluating curriculum is expensive and time consuming. Seth Godin (2012) writes that additional roadblocks stand in the way of significant curriculum reform. First, teachers are comfortable teaching the methods and content they already know. Second, we may need to break out of traditional teaching methods like rote memorization, lectures, and tests to teach the kind of robust curriculum a biblical worldview might lead us to. Christian educators cannot be deterred by these obstacles. Teachers should work diligently to create curriculum that is rooted in the word of God, connects students to His story, and equips them to answer key questions in life so that they are prepared to live life as a disciple of Jesus Christ.