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- Toni Morrison: Spilling over the Corners of Text - August 6, 2019
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- MCAS Whitehead Test Prompt-What Were They Thinking? - May 28, 2019
- If They Are Choosing the Family Car, They Are Going to Want Choice in the Classroom - February 27, 2019
- Teachers Pay Teachers-The Fast Food of Education - February 22, 2019
- Yes, Breaking Up (with a text) is Hard to Do - October 8, 2017
- Copying the Nation’s Founding Documents by Hand - September 24, 2017
- A Comic Book Helped to Inspire the Civil Rights Movement - August 7, 2017
Who wants to rewrite curriculum this summer?
Let’s be honest. Writing or rewriting curriculum is a ongoing process that, while necessary, is not always seen as the most positive experience. Moreover, the suggestion of spending summer days writing curriculum (paid or unpaid) may trigger range of emotions, some strangely akin to the model offered by Swiss psychiatrist Elisabeth Kübler-Ross in her 1969 book, On Death and Dying.
That model is commonly referred to as the “five stages of grief”, and those five stages have been applied to many different sciences, from the financial markets (The Five Stage of Bit-Coin Understanding in Fortune Magazine) to sports (The Five Stages of NFL Fan Grief in The Atlantic).The premise of the film Groundhog Day is that the protagonist Phil, is forced to repeat each day as he fails at each stage. Perhaps it is that kind of failure that makes educators confront curriculum revision exhibiting a range of different emotions.
Because the Kübler-Ross model was developed to address the lack of curriculum in hospitals, the model contains language that is especially applicable to any form of curriculum in general. The descriptions in each of the five stages chronicle the emotional rollercoaster that educators at any grade level or in any content area may experience in addressing revisions to curriculum.