2.2 Alternative Curriculum

According to the Kiribati National Teachers’ Service Standards Framework (KNTSS), the ‘alternative curricula’ is classified as one of the components under the second standard, Curriculum. Generally, ‘alternative curricula’ is well-known worldwide as an extra or a more focused curriculum designed for students with weaknesses that can be in form of physical, emotional, cognition, and any other that could negatively affect a student’s progression academically (Team, 2018). This involves some effective teaching and learning strategies that could assist and cater to a unique need of a learner. However, I have one of my own deliveries that I like to implement and practice this component effectively. Therefore, this discussion will be based on the strengths and weaknesses of delivering and practicing the ‘alternative curricular’, including some recommendations for these weaknesses. Specifically, it will focus on three indicators of this component which is demonstrating a variety of integration learning activities for students with special needs, methods and approaches to develop learning programs for a variety of disadvantaged groups, and encouraging the development of innovation, creativity, and insight.

To start with, I believe that providing an alternative curriculum could assist in promoting better learning for most students with weaknesses academically. As long as the ‘alternative curriculum’ is designed for students who are not making growth in the general education setting, I need to find out first which students may need this special approach and what needs that I should cater to. This part is the most important thing to do, as you as a teacher must know your students very well (refer to Moodle posting). However, by gathering this information, I could be able to plan an ‘alternative curriculum’ that would be effective for each need. But as long as I could acquaint myself with these students recently, I could manage to find each student’s needs and that made me think and apply an effective approach that can specifically cater to each need. I found that there are a variety of students’ weaknesses and therefore might need approaches or teaching strategies that would specifically cater to these weaknesses.

In the learning environment, there are some students that could not afford to remain learning inside the classroom for a long period of time. Whereas this could make them bored and also create inappropriate behavior inside the classroom and can be a distraction to others. Thus, they could never learn better and gain good grades in their academic progression. I, therefore, apply a teaching and learning approach that is ‘outdoor education’ where I lead students to use the 'maneaba' instead of the classroom (refer to photos). I always thought that it was the best option for me, as I hope that this approach can definitely solve this kind of issue. The ‘outdoor education’ has been recognized by some research for its values like decreasing sedentary behaviors and encourages students to be more physically active, improving their attention and motivation, and reducing stress levels (Philippe & Beaudet, 2021). In this kind of learning, not just targeted students benefit from this but also involve and give other students some other opportunities like having fun activities and so forth. But, before taking this option, I gave them fun activities like game activities and hands-on activities to engage them in the learning process. Also, I provide an opportunity for students who need more support by providing them better support in their academic progress. This includes face-to-face support for them individually through the explanation and constructive feedback.

Apart from that, I also found that after the demonstration and explanation of the topic, some students still need more time to study the concepts of the topic. I usually encounte this as for some students are slow learners. As a teacher, I considered this as another issue that could affects students’ academic progression. So, to avoid and solve this problem, I prefer to provide an extra-curricular activities like homework as it could assist them to take time as much as they need to practice the concepts at home. Thus, students could learn more and feel confident on each concept of the topic. Recently, I used to encounter this problem as another issue for students to learn, but to solve this, I provided some fun opportunities for students like using game activities (refer to the Block-teaching Reflection Journal). Moreover, some students during the presentation part, could not afford to present their group work using the target language. This is caused by their own personal attributes like being shy or not confident with the answers. Therefore, to address this kind issue, I provided a guideline on a chart for students to follow or practice. As long as there is a guideline provided to them, students feel confident to use the target language to present what they came up with. Therefore, providing extra-curricular activities like the homework and extra resources like a guideline can probably assist students to demonstrate and understand the learning concepts even if they have such intentions that prevent them from doing it.

Furthermore, even some students have different weaknesses but also there are smart students or gifted students as well. These students learn at a faster pace than regular students, but also, this kind of student needs the ‘alternative curricula’ for some reason like they could find that the learning is not necessary to them as it’s already been their prior knowledge. It is not good to leave them behind or remain at their current knowledge or skills, but a teacher needs to develop this capability of these students. This is the first time I consider it as it is another issue for students while learning. Because students can feel that the learning is not that interesting as to the others and they can probably be bored as well. As it is the first time, I notice this, I prefer to find for some approaches that could be effective to this kind of issue. After doing some research, a teacher needs to provide extra-curricular activities beside what students need to study. In this case, a teacher can offer the smart ones to work on an extra-curricular activity to develop his/her prior knowledge and skills (Weselby, 2017).

To conclude, the ‘alternative curricula’ can be considered as the best competency that teachers should have to be a professional teacher. This extra-curriculum works as the solution for all barriers students have while they are in school. Also, it provides essential opportunities for different kinds of students to continue with no end to their learning or studies. As long as 'inclusion' has been introduced in regular schools, teachers will need this approach as part of their teaching for different kinds of students. Even students have their own unique needs but as long as teachers provide this support, they are able to make considerable growth toward these goals with focused instruction and practice opportunities.

References

Philippe, J., Beaudet, A. (2021). What is the value of outdoor education? | EdCan Network. (2021, July 19). EdCan Network. Retrieved from: https://www.edcan.ca/articles/outdoor-education/.

Team, S. P. (2018). Learning differences: Is an alternative curriculum for my student? STEM Prep Academy. Retrieved from: https://stemprepacademy.org/learning-differences-is-an-alternative-curriculum-for-my-student/.

Weselby, C. (2017). Teaching Gifted and Talented Students | Resilient Educator. ResilientEducator.com. Retrieved from: https://resilienteducator.com/classroom-resources/how-to-engage-gifted-and-talented-students-in-the-classroom/.