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Which teaches science knowledge and skills better to
our students: mandated curriculum or f lexible program?
Our Alberta education system
has always had a mandated
curriculum. The science
knowledge and skills are listed in
outcomes with “Specific Learner
Expectations”. These outcomes
are an outlined of what needs be
taught to our students as seen on
the right. When the students
have learned the outcomes the
teacher “checks” it off as
completed.

Specific Learner Expectations

Students will:
1. Identify colours in a variety of natural
and manufactured objects.
2. Compare and contrast colours, using
terms such as lighter than, darker than,
more blue, brighter than.
3. Order a group of coloured objects,
based on a given colour criterion.
4. Predict and describe changes in colour
that result from the mixing of primary
colours and from mixing a primary colour
with white or with black.
Alberta Education. (1995-2012). Government of Alberta.
Retrieved November 11, 2013, from Program of Studies:
http://education.alberta.ca/teachers/program.aspx
However, not all education
systems are this way, in
Australia and Finland the
curriculum is flexible. The
student/child are the center
of the program and they
influence the science
knowledge and skills, which
are to be taught in the
curriculum.

Rosen, Len . 2012. 21st century tech blog's human resolutions for lifeboat earth in 2013.
[Web Image]. Retrieved from http://www.wfs.org/blogs/len-rosen/21st-century-techblogs-human-resolutions-for-lifeboat-earth-2013
 Alberta teachers are making a shift to teach more 21st

Century learning skills. But there is a debate that this
might not teach the science knowledge our students need.
Alberta Education. 2011. Framework for student learning. [Web Image]. Retrieved from http://education.alberta.ca/teachers/aisi/themes/21-century.aspx
PROS
 keeps teachers
accountable and gives
consistency to our
students
 teachers know what
Science material is being
taught and there is
professional develop and
classroom supplies ready
to support it

CONS

•

•

teachers and
students are
confined to the
science
curriculum
teachers are
unable to teach a
student’s interest.
Mandated Curriculum and Flexible Programming
By having a mandated science curriculum there are
mandated standards our teachers need to teach to. All
teachers are teaching the same material and there is no
question whether or not students learned ‘something’
(Ahlquist, 2003). Mandated curriculum ensures the
materials are organized in a logical sequence “based
upon well-articulated teaching objectives, reasoned representations of content taught, and considerations of
what students have learned and what they are going to
learn” (Wang & Paine, 2003, pg. 91).
 Teachers are always looking for professional

development to support their teaching. Professional
development should “influence teachers’ teaching,
provides specific standards, suggestions, and resources for instruction” (Wang & Paine, 2003, pg. 91).
 The hope is that by providing teachers with

professional development consistency among teachers
is built “between the guidance, teaching materials, and
assessment” (Wang & Paine, 2003, pg. 91).
Mandated Curriculum and Flexible Programming
 When teachers are confined to the science curriculum

we are unable to teach our student’s interests
 Teachers who teach solely the curriculum become deskilled technicians, where the only goal is to teach the
content (Ahlquist, 2003).
 Limiting teachers to only teaching the curriculum ties
teachers into teaching “to the lowest common
denominator, the standardized tests” (Ahlquist, 2003,
pg. 59).
Audio of my personal thoughts on mandated curriculum
PROS
 allows students to
influence their learning,
because students are able
to learn about science
topics that interest them
 flexible curriculum
allows for Science inquiry
projects in order to
develop 21st century
learning skills

•

•

CONS
there is no
insurance that the
science knowledge
and skills students
need to learn will be
taught with flexible
curriculum
no consistency
among teachers or
schools
Mandated Curriculum and Flexible Programming
 If the program is flexible students are able to learn

more about things that interest them. Students can
form questions that they have wondered, “set personal
goals, monitor and reflect on their performance
processes and outcomes, and make adjustments to
manage independent projects” (Moote, William, &
Sproule, 2013).
 Students are engaged by learning more about their
passions and take their learning into their own hands
(Moote, William, & Sproule, 2013)
 The curriculum in Australia is more flexible, allowing

students and teachers to build the curriculum together by
emphasizing on the science inquiry (Aubusson, 2011).
 The focus in the Australian curriculum is more
“representation of inquiry approaches and quite a bit of
contemporary thinking about investigative skills and
notions of inquiry” (Aubusson, 2011. pg. 234).
 The strands most frequently described “contributing to a
scientifically literate Australia were the 'Science as a
Human Endeavour' and 'Science Inquiry' rather than the
'Science Understanding' strand” (Aubusson, 2011. pg.235).
 Flexible curriculum allows for inquiry projects, which

develops 21st Century skills, such as critical thinking,
problem solving, collaboration, self-direction.
 Inquiry-based projects provide students with the
opportunity to work through the learning process of
questioning, researching, and assessing the
information (Moote, William, & Sproule, 2013).
 Projects stimulate active engagement in students as
they learn (Moote, William, & Sproule, 2013)
Here is a video from New
Brunswick Department
of Education about
21st Century education.
Mandated Curriculum and Flexible Programming
 Principals, policy makers, and educators find that

flexible curriculum can affect the accountability of
teachers. There is also a fear that the professional
development would not be strong for a beginning
teacher, allowing teacher evaluations to be equal
(Lasswell, Pace, & Reed, 2008).
 In Australia, the concern is if a child moves, it can
become “awkward for them if the curriculum is not
lined up” (Aubusson, 2011. pg. 232)
Audio of my personal thoughts on flexible programing
 using relevant issues and/current issues in the world

would make a lesson more interesting, this would also
help with creating that family connection as if it is a
current issue it is probably talked about around the
supper table (Sumrall & Shillinger, 2004).
 we are in a place right now where there is a rapid
change; therefore, “academic programs must
experiment and evolve in order to keep pace with
advances in knowledge, changes in professional
practice, and shifting conditions in society” (Baldwin
& Baumann, 2005, 89).
 Alberta’s education system needs to change. It needs to

incorporate more 21st century skills as seen on this video

Curriculum
Redesign
I believe that our Alberta curriculum needs to change.
We need to be given more freedom in the set curriculum
for classroom teachers to work with students on topics of
interests. We need to allow our students the chance to
learn about what interests them by supporting our
students to form scientific questions (Moote, Williams,
& Sproule, 2013). When we have students included in
the process of their own learning, where they are
deciding what will be taught, students are developing an
awareness to particular topics and the importance of
learning them and understanding them (Sumrall &
Shillinger, 2004). I also believe that if our curriculum
was not so heavy, current topics in the media could be
explored.
 Following a student’s interest is different then actual

inquiry. Our students need to learn how to form a
good inquiry question. Alberta Education has created
‘Asking Powerful Questions’ in Social Studies. Here are
the links: the first is a set of lesson plans and the other
shows some excellent short video examples of
implementing these lessons into the classroom.
 http://www.learnalberta.ca/content/ssmt/html/asking
powerfulquestions_mt.html
 http://www.learnalberta.ca/content/ssapq/index.html
• Alberta Education developed a model for inquiry for

teachers. Here is the link:
 http://www.teachingbooks.net/content/FocusOnInqui
ry.pdf
 Edmonton Catholic’s district is working with Lee
Crockett on the 21st century fluencies, which we are
implementing into how we teach the Alberta
Curriculum, his book is
 Literacy is not Enough
After watching the Did You Know
video,

Did you know

Which teaches science
knowledge and
skills better to our
students:
mandated curriculum
or
flexible program?


Ahiquist, Roberta. 2003. Challenges to academic freedom: California teacher educators mobilize to resist statemandated control of the curriculum. Teacher Education Quarterly. 30.1. pg. 57



Alberta Education. 2011. Framework for student learning. [Web Image]. Retrieved
from http://education.alberta.ca/teachers/aisi/themes/21-century.aspx



Alberta Education. (1995-2012). Government of alberta. Retrieved http://education.alberta.ca/teachers/program.aspx



Aubusson, R. 2011. An Australian science curriculum: competition, advances and retreats. Australian Journal of
Education. 55.3. pg. 229-244



Baldwin, R. & Baumann, M. 2005. Options for change: a flexible vehicle for curriculum evolution and reform.
Innovative Higher Education. 30.2.



Lasswell, T., Pace, N., Reed, G. 2008. Weighing in: rural Iowa principals’ perceptions of state-mandated teaching
evaluation standards. The Rural Educator 29.3. page 40-44



Moote, J., William, J. & Sproule J. 2013. When students take control: investigating the impact of the CREST inquirybased learning program on self-regulated processes and related motivations in young science students. Journal of
Congnitive Education and Psychology, suppl. Special issue on Fostering Self-regulated learning. 12.2 pg. 178-196



Rosen, Len . 2012. 21st century tech blog's human resolutions for lifeboat earth in 2013. [Web Image]. Retrieved
from http://www.wfs.org/blogs/len-rosen/21st-century-tech-blogs-human-resolutions-for-lifeboat-earth-2013



Sumrall, W. & Schillinger D. 2004. A student-directed model for designing a science/social studies curriculum. The
social studies. 95.1 pg 5-10



Wang, J. & Paine L. 2003. Learning to teach with mandated curriculum and public examination of teaching as contexts.
Teaching and Teacher Education 19. pg. 75-94.

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Mandated Curriculum and Flexible Programming

  • 1. Which teaches science knowledge and skills better to our students: mandated curriculum or f lexible program?
  • 2. Our Alberta education system has always had a mandated curriculum. The science knowledge and skills are listed in outcomes with “Specific Learner Expectations”. These outcomes are an outlined of what needs be taught to our students as seen on the right. When the students have learned the outcomes the teacher “checks” it off as completed. Specific Learner Expectations Students will: 1. Identify colours in a variety of natural and manufactured objects. 2. Compare and contrast colours, using terms such as lighter than, darker than, more blue, brighter than. 3. Order a group of coloured objects, based on a given colour criterion. 4. Predict and describe changes in colour that result from the mixing of primary colours and from mixing a primary colour with white or with black. Alberta Education. (1995-2012). Government of Alberta. Retrieved November 11, 2013, from Program of Studies: http://education.alberta.ca/teachers/program.aspx
  • 3. However, not all education systems are this way, in Australia and Finland the curriculum is flexible. The student/child are the center of the program and they influence the science knowledge and skills, which are to be taught in the curriculum. Rosen, Len . 2012. 21st century tech blog's human resolutions for lifeboat earth in 2013. [Web Image]. Retrieved from http://www.wfs.org/blogs/len-rosen/21st-century-techblogs-human-resolutions-for-lifeboat-earth-2013
  • 4.  Alberta teachers are making a shift to teach more 21st Century learning skills. But there is a debate that this might not teach the science knowledge our students need.
  • 5. Alberta Education. 2011. Framework for student learning. [Web Image]. Retrieved from http://education.alberta.ca/teachers/aisi/themes/21-century.aspx
  • 6. PROS  keeps teachers accountable and gives consistency to our students  teachers know what Science material is being taught and there is professional develop and classroom supplies ready to support it CONS • • teachers and students are confined to the science curriculum teachers are unable to teach a student’s interest.
  • 8. By having a mandated science curriculum there are mandated standards our teachers need to teach to. All teachers are teaching the same material and there is no question whether or not students learned ‘something’ (Ahlquist, 2003). Mandated curriculum ensures the materials are organized in a logical sequence “based upon well-articulated teaching objectives, reasoned representations of content taught, and considerations of what students have learned and what they are going to learn” (Wang & Paine, 2003, pg. 91).
  • 9.  Teachers are always looking for professional development to support their teaching. Professional development should “influence teachers’ teaching, provides specific standards, suggestions, and resources for instruction” (Wang & Paine, 2003, pg. 91).  The hope is that by providing teachers with professional development consistency among teachers is built “between the guidance, teaching materials, and assessment” (Wang & Paine, 2003, pg. 91).
  • 11.  When teachers are confined to the science curriculum we are unable to teach our student’s interests  Teachers who teach solely the curriculum become deskilled technicians, where the only goal is to teach the content (Ahlquist, 2003).  Limiting teachers to only teaching the curriculum ties teachers into teaching “to the lowest common denominator, the standardized tests” (Ahlquist, 2003, pg. 59).
  • 12. Audio of my personal thoughts on mandated curriculum
  • 13. PROS  allows students to influence their learning, because students are able to learn about science topics that interest them  flexible curriculum allows for Science inquiry projects in order to develop 21st century learning skills • • CONS there is no insurance that the science knowledge and skills students need to learn will be taught with flexible curriculum no consistency among teachers or schools
  • 15.  If the program is flexible students are able to learn more about things that interest them. Students can form questions that they have wondered, “set personal goals, monitor and reflect on their performance processes and outcomes, and make adjustments to manage independent projects” (Moote, William, & Sproule, 2013).  Students are engaged by learning more about their passions and take their learning into their own hands (Moote, William, & Sproule, 2013)
  • 16.  The curriculum in Australia is more flexible, allowing students and teachers to build the curriculum together by emphasizing on the science inquiry (Aubusson, 2011).  The focus in the Australian curriculum is more “representation of inquiry approaches and quite a bit of contemporary thinking about investigative skills and notions of inquiry” (Aubusson, 2011. pg. 234).  The strands most frequently described “contributing to a scientifically literate Australia were the 'Science as a Human Endeavour' and 'Science Inquiry' rather than the 'Science Understanding' strand” (Aubusson, 2011. pg.235).
  • 17.  Flexible curriculum allows for inquiry projects, which develops 21st Century skills, such as critical thinking, problem solving, collaboration, self-direction.  Inquiry-based projects provide students with the opportunity to work through the learning process of questioning, researching, and assessing the information (Moote, William, & Sproule, 2013).  Projects stimulate active engagement in students as they learn (Moote, William, & Sproule, 2013)
  • 18. Here is a video from New Brunswick Department of Education about 21st Century education.
  • 20.  Principals, policy makers, and educators find that flexible curriculum can affect the accountability of teachers. There is also a fear that the professional development would not be strong for a beginning teacher, allowing teacher evaluations to be equal (Lasswell, Pace, & Reed, 2008).  In Australia, the concern is if a child moves, it can become “awkward for them if the curriculum is not lined up” (Aubusson, 2011. pg. 232)
  • 21. Audio of my personal thoughts on flexible programing
  • 22.  using relevant issues and/current issues in the world would make a lesson more interesting, this would also help with creating that family connection as if it is a current issue it is probably talked about around the supper table (Sumrall & Shillinger, 2004).  we are in a place right now where there is a rapid change; therefore, “academic programs must experiment and evolve in order to keep pace with advances in knowledge, changes in professional practice, and shifting conditions in society” (Baldwin & Baumann, 2005, 89).
  • 23.  Alberta’s education system needs to change. It needs to incorporate more 21st century skills as seen on this video Curriculum Redesign
  • 24. I believe that our Alberta curriculum needs to change. We need to be given more freedom in the set curriculum for classroom teachers to work with students on topics of interests. We need to allow our students the chance to learn about what interests them by supporting our students to form scientific questions (Moote, Williams, & Sproule, 2013). When we have students included in the process of their own learning, where they are deciding what will be taught, students are developing an awareness to particular topics and the importance of learning them and understanding them (Sumrall & Shillinger, 2004). I also believe that if our curriculum was not so heavy, current topics in the media could be explored.
  • 25.  Following a student’s interest is different then actual inquiry. Our students need to learn how to form a good inquiry question. Alberta Education has created ‘Asking Powerful Questions’ in Social Studies. Here are the links: the first is a set of lesson plans and the other shows some excellent short video examples of implementing these lessons into the classroom.  http://www.learnalberta.ca/content/ssmt/html/asking powerfulquestions_mt.html  http://www.learnalberta.ca/content/ssapq/index.html
  • 26. • Alberta Education developed a model for inquiry for teachers. Here is the link:  http://www.teachingbooks.net/content/FocusOnInqui ry.pdf  Edmonton Catholic’s district is working with Lee Crockett on the 21st century fluencies, which we are implementing into how we teach the Alberta Curriculum, his book is  Literacy is not Enough
  • 27. After watching the Did You Know video, Did you know Which teaches science knowledge and skills better to our students: mandated curriculum or flexible program?
  • 28.  Ahiquist, Roberta. 2003. Challenges to academic freedom: California teacher educators mobilize to resist statemandated control of the curriculum. Teacher Education Quarterly. 30.1. pg. 57  Alberta Education. 2011. Framework for student learning. [Web Image]. Retrieved from http://education.alberta.ca/teachers/aisi/themes/21-century.aspx  Alberta Education. (1995-2012). Government of alberta. Retrieved http://education.alberta.ca/teachers/program.aspx  Aubusson, R. 2011. An Australian science curriculum: competition, advances and retreats. Australian Journal of Education. 55.3. pg. 229-244  Baldwin, R. & Baumann, M. 2005. Options for change: a flexible vehicle for curriculum evolution and reform. Innovative Higher Education. 30.2.  Lasswell, T., Pace, N., Reed, G. 2008. Weighing in: rural Iowa principals’ perceptions of state-mandated teaching evaluation standards. The Rural Educator 29.3. page 40-44  Moote, J., William, J. & Sproule J. 2013. When students take control: investigating the impact of the CREST inquirybased learning program on self-regulated processes and related motivations in young science students. Journal of Congnitive Education and Psychology, suppl. Special issue on Fostering Self-regulated learning. 12.2 pg. 178-196  Rosen, Len . 2012. 21st century tech blog's human resolutions for lifeboat earth in 2013. [Web Image]. Retrieved from http://www.wfs.org/blogs/len-rosen/21st-century-tech-blogs-human-resolutions-for-lifeboat-earth-2013  Sumrall, W. & Schillinger D. 2004. A student-directed model for designing a science/social studies curriculum. The social studies. 95.1 pg 5-10  Wang, J. & Paine L. 2003. Learning to teach with mandated curriculum and public examination of teaching as contexts. Teaching and Teacher Education 19. pg. 75-94.