“to
KNOW something, we believe one needs to do something active with it. In
addition, it is impossible to DO something unless there is some content
involved (KNOW). BE reflects what an individual does with the KNOW and
the DO” (Drake & Burns, p. 35).
Throughout
my experiences in the Concurrent BPhEd (Honours) / BEd Intermediate Senior program,
I’ve had the opportunity to be exposed to curriculum throughout various
courses. Nonetheless, until now it has always been understood as a sort of
framework or standard teachers had to abide to, and I didn’t really
conceptualize idea of interpretation. Drake,
Reid, and Kolohon (2014) elucidate how the concepts of Know, Do, and Be (KDB)
allow teachers to make meaning of outcomes outlined in the curriculum. In EDU 6363: Key Ideas – The KNOW/DO/BE Bridge, Jimenez (2013) refers to Drake and Burns (2004) image of Know/Do/Be
Bridge in order to exemplify the fundamental connections between these three
entities.
Retrieved from https://apriljimenezbporfolio.wordpress.com/2013/01/20/edu-6363-key-ideas-the-knowdobe-bridge/;
Drake, S. M., & Burns, R. C. (2004). Meeting
standards through integrated curriculum. Alexandria, Va.: Association for
Supervision and Curriculum Development, c2004.
In
turn, although the Know and Do are foundationally important in creating this
framework, I find the Be to carry underappreciated importance. The Be calls for
character education and citizenship as a key to twenty-first century platforms.
Since the Be is implicit throughout curricular outcomes teachers may overlook
this section (Drake, Reid, & Kolohon, 2014). Generally, the Be holds grave
importance in creating a student who is not only knowledgeable of the subject,
but knowledgeable of the world around them. For example, to select a class
valedictorian grades is not the only factor, often selection is also based upon
the level of participation in extracurricular activities and a personality that
can be a unifying representation of the graduating class. I remember my High
School class valedictorian was one of the most upbeat, personable, approachable
girls anyone has every met, and it came to no surprise she was selected.
Therefore, success is not only measured by grades, but it also conveyed through
the kind of person you represent yourself as. The following video indicates the
importance of the Be, because no matter who you are somebody is learning from
you. The boy indicates to teachers that although History as a subject is
important, students should be taught how they can make history, and how they
will impact the world in the future. Teachers have to help students see who that
are going to BE someday (i.e. writer, doctor).
Retrieved from https://www.youtube.com/watch?v=RwlhUcSGqgs
As a future teacher I intend on
implementing character education throughout my lesson plans. First, it is
important to know your students and integrate the multicultural values that may
be present; this will ensure that your values don’t become dominate. Focused
within a physical education setting, I think two important characteristics to
focus on would be anti-bullying and inclusivity. For example, implementing a lesson on wheelchair basketball will allow students to ‘put
themselves in someone else’s shoes’ and experience how difficult it is to play
the game with certain restrictions. I know in one of my university classes we
did this, and I had a newfound appreciation for Paralympic athletes, which in
turn sparked my interest in working with children with various disabilities. Overall,
although implicit, I truly believe values woven throughout the Be is the true
determinant in creating students who will be successful throughout life.
References
Drake, S. M., & Burns, R. C. (2004). Meeting standards through
integrated curriculum. Alexandria, Va.: Association for Supervision and
Curriculum Development, c2004.
Drake, S. M., Reid, J. L., & Kolohon,
W. (2014). Interweaving Curriculum and
Classroom Assessment: Engaging the 21st Century Learner. Don
Mills, ON: Oxford University Press.
Jimenez, A. (2013, January 20). EDU 6363: Key Ideas – The KNOW/DO/BE Bridge.
Retrieved from https://apriljimenezbporfolio.wordpress.com/2013/01/20/edu-6363-key-ideas-the-knowdobe-bridge/
Kid President. [SoulPancake]. (2013,
September 12). Kid President’s Pep Talk
to Teachers and Students! [Video File]. Retreived from https://www.youtube.com/watch?v=RwlhUcSGqgs
Hello Nicole,
ReplyDeleteOnce again, I enjoy the use of the quote to introduce your topic as it captures the reader's attention. I too share the same interpretation of the Know, Do and the Be. I found that your statement that the "Be" is often implicitly stated within the curriculum to be nothing but true. A teacher using a specific curriculum must understand the values and attitudes he or she must instill within the classroom when following curriculum guidelines in order to achieve fostering the "Be" component. I enjoyed your Kid-President video link as it pertained well to your point and drew my eye. I learned how important character education is within a classroom. I would dare you to ask yourself if it would be appropriate to perhaps incorporate a "wheelchair basketball" lesson when an individual in your class is in a wheelchair. Do you believe that will promote inclusivity or perhaps point out the specific student to a further extent. How would you tailor the lesson to create the most positive atmosphere? One thing I would suggest is that you specify where your program is taking place (Brock), as an individual from the outside who reads your blog may be curious! Overall, you challenged me to think about how I will incorporate character education within my future classroom and highlighted its importance. Looking forward to your next blog!
Miss Robinson
Ms. Rodrigues,
ReplyDeleteI really enjoyed your post for this week. I agree with your position that the BE is generally left behind. I also found that to be the case when we were doing KDB exercises in class. Oftentimes, the BE was left out, especially when related to the KNOW or the DO, which many people think to be so important. However, it is quite important to ensure that, while we ensure our students understand the content and importance of the subject we are teaching, that our students also become active citizens in their communities as well. This is brought through the 'be' component. I believe that this also ties in nicely with your last post, ensuring that there are both individualized, but inclusive classrooms. Ensuring that each student is taught according to their individualized needs ensures that they learn the curriculum, but it may also give the teacher the chance to ensure their students are being taught the values and positive attributes it takes to be a part of society. Ultimately I believe your post awakened my thought process, especially when it comes to my own future as a teacher. I must ensure that my students not only get taught the curriculum, but also are taught how to BE proper and positive citizens in this world.
Ms. Rodrigues,
ReplyDeleteThe BE, as you pointed out is often left out, despite being a crucial component of the curriculum and the KDB. As prospective teachers, it is not only our job to produce a students who are knowledgeable of the subject, but it is also our duty to create students that are knowledgeable of the world around them. A huge component of the BE is integrating 21st century skills into the classroom. Perhaps your post could have explored the integration of various media and technologies to allow students to become versed in these 21st century skills, as well as bringing relevant world issues into your classroom. I like that your posts always include a personal touch! I've enjoyed getting to know you through these blogs.
good job,
Miss Roberts