Curriculum development and implementation refer to a form of step-by-step progression used to enhance education and literary skills. Advancements and innovative teaching techniques have been introduced in the teaching cycles to influence different countries' curricula positively. The development and implementation of Gwinnett's curriculum for grades K-12 have considerable strengths; however, if I were one of the institutions Curriculum Management service members, I would prioritize essential requirements for lower grade students. Also, my top three priorities would be directed to increased innovative techniques and strategies such as blended or transformative learning; the design used by Gwinnett's curriculum needs to embrace diversified curriculum designs. Conversely, this paper seeks to discuss priorities that should be implemented amongst Gwinnett’s Curriculum to make it more engaging and productive.
If I were the leader in charge of Gwinnett’s Curriculum Management Team, I would first prioritize having a word wall in every building block to make it easier for 1 st -grade learners to comprehend and familiarize themselves with many words in a shorter period ( Wilbanks, 2020 ). All word walls should be easily seen from different directions, perhaps, they play vital roles in growing learners who are in the process of comprehending different letters. Word walls are a must-have for 1 st grade since they help grasp high-intensity words that the instructor has already been taught but seem problematic. It is critical in the Curriculum plan because it displays math's symbols and definitions. For instance, a word wall covering math's counting numbers and cardinality is considerably helpful to learners. As children engage in daily reading and writing sessions, they can confirm from the words wall posters any problematic words or even the alphabets. Words wall also helps build a system of positive quality assurance; in that, it re-defines the children's learning process by giving a more accessible and enhancement of learning through professionalized collaborations.
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I would also prioritize the use of math manipulatives when administering kindergarten math. Math manipulatives are a considerable learning tool that kindergarten institutions should strive to embrace for smooth learning, mostly for the math’s subject. They provide an environment where kids can actively engage in learning using interesting and colorful shaped blocks ( Wilbanks, 2020 ). Conversely, they also offer one of the best effective measures that instructors use to get kindergarten learners more captivated and intrigued to learn. They should be used to administer all math categories, including geometry, operations, algebra, measurement, and teaching numbers. Use of manipulatives as a learning tool is vital for learners since it provides a platform for children to learn numbers, operations, and develop algebraic thinking. By giving students options to create physical models of abstract mathematical ideas, manipulatives help kindergarten kids build confidence gradually. They also make the learning process more exciting and enjoyable to students and considerably help them develop capabilities to make sound decisions and confirm their reasoning.
My third priority, if I were in charge of Gwinnett's Curriculum Management team, is encouraging the use of an Easel in every Kindergarten classroom, mostly for social sciences. An Easel is an effective method of actively engaging kindergarten learners to store required guide books and charts. Besides, children also make literary paintings on an easel during learning, which helps their physical and cognitive growth abilities ( Cooper, 2020 ). Instructors also use an easel while scaffolding rich experiences to the learners, thus developing physical and emotional growth. The use of an easel considerably enhances the child's fine motor skills. As a result, I would champion adopting an Easel model in Gwinnett's Curriculum to facilitate bonding amongst children and encourage kids' innovativeness. Use of an Easel during the early growth stages of a child helps establish and develop perfect hand-eye coordination, which is soundly an essential life skill. The perfect eye-hand coordination helps children learn, develop consistency and enough courage to advance their literacy skills.
The three priorities, using a word wall, math's manipulatives, and an easel, would help Gwinnett District Curriculum through supporting kindergarten requirements and smoothening children learning processes . Their priorities would create an environment that provides all stakeholders with a measurable plan and a systematic structure for ensuring quality service delivery to the learners. For example, math's manipulatives and word walls reinforce students' core competencies that must be demonstrated by an individual student before advancing to the next study level. Without a strategic curriculum, teachers cannot assess whether students establish a factual background to support themselves to the next level of education ( Hatch, 2020 ). Despite enlightening the kids on school-related topics, these priorities boost students thinking capacities thus making them good decision makers and future responsible citizens.
I chose these three priorities due to their possible impact on Gwinnett's Curriculum development and implementation. For example, math's manipulatives act as the background for establishing and teaching 1 st -grade math's ( Hatch, 2020 ). Math manipulatives play the role of practice worksheets for learners since they act as assessment forms for checking whether kids understood a specific concept or not. On the other hand, prioritizing word walls in the kindergarten is also another substantial effort. However, much underrated, word walls take part actively in the establishment and development of children's literacy skills and cognitive ability to memorize abstract facts and ideas. Since word walls contain all alphabetical numbers in their correct order, this helps kids comprehend the right order of letters alphabetically and easily track specific letters of interest. Word walls keep children engaged and motivated to keep interacting with individual letters, including reading or writing. Lastly, Easel mostly impacts children's physical and cognitive ability. Children using an easel, whether to do painting works, or engaging in storage activities, get their fine motor skills well-articulated. For example, easel paints allow kindergarten learners to experiment with real aesthetic elements ( Cooper, 2020 ). On the other hand, the teacher is also provided with a platform to support rich experiences that mostly encourage the children's physical, emotional, and cognitive growth. With these three priorities, instructors can strategize a way to align their learning activities to the objectives. For instance, teachers can use word walls to indicate for students the intended outcomes after a learning chapter to assess their skills and knowledge.
In conclusion, Curriculum Management Teams should focus on institution goals that benefit the financial expectations and satisfies the institution's objectives and goals. Curriculum Management Teams should prioritize efforts that clearly define the quality assurance process and assess learning after a certain period. Defining curriculum knowledge, content, skills, and concepts are vital in outlining the significant strengths and weaknesses that can be corrected by fostering effective learning measures. The priorities discussed above would help Gwinnett District Curriculum attain a new teaching approach that is more student-centered; moreover, curriculum management teams should strive at achieving the most output from the least and cost-effective applicable strategies. The three mentioned priorities, including math's manipulatives, word walls, and Easel, are some effective strategies that should have been prioritized to establish and implement the Gwinnett Curriculum.
References
Cooper, S. (2020). Preschool Art at the Easel . Playful Learning for Toddler and Preschoolers. Retrieved 30 September 2020, from https://teaching2and3yearolds.com/preschool-art-at- the-easel/.
Wilbanks, A. (2020). Academics Knowledge and Skill . Gwinnett county public schools. [online] Available at: <https://publish.gwinnett.k12.ga.us/gcps/myhome/public/parents/content/general-info/k- 12_all_aks_booklets_by_core_subject> [Accessed 30 September 2020].
Hatch, C. (2020) . The Art Easel in the Preschool Classroom . Preschool Plan It. (2020). Retrieved 30 September 2020, from https://www.preschool-plan-it.com/art-easel.html.
