Curriculum Barriers Template continued..

In the experience of completing the Curriculum Barriers Tutorial there were four steps to complete

1. Choose a student

2. Choose curriculum

3. Analyze the barriers

4. Wrap up

From these meaningful practices, appropriate results were made and if these instances were real - further means to improve educating identified individuals would occur.  Not a teacher yet I used the provided students and curriculum to learn from.

The child I selected was Miguel. Below is an excerpt from the site about his academic tendencies:

Throughout his schooling, Miguel has struggled with reading and math basics, but with support from his family and adjustments to his assignments, he has progressed well. Miguel's world has recently been thrown into turmoil by his parents' divorce and a grandparent's illness. Miguel's varying and unpredictable emotional states are impairing his school performance.. Miguel's art teacher reports that Miguel has started to produce detailed and skillful art projects and seems, in that subject, able to become deeply engaged.

Next, the curriculum model I matched with Miguel was Fifth Grade US History:

This curriculum unit addresses the McREL United States History Standard #14:
"Understands the course and character of the Civil war and its effects on the American people." 

The benchmark for the class is that students will "understand the provisions and significance of the Emancipation Proclamation (e.g., reasons Abraham Lincoln issued it, public reactions to it in the North and the South)."

The materials for student use include a textbook, reference books, videos shown in class, workbook exercises, and paper and pencil. Word processing is allowed rarely, on certain written homework assignments, but never on tests.

Teaching methods include whole class lecture and discussion; small group discussion and short projects; seat work, homework assignments that are handed in and corrected.

Assessment includes grading of homework assignments, class discussion participation, end of chapter tests, and a test at the end of the unit requiring multiple choice, fill in the blanks, and essay questions. The tests are all done with paper and pencil, and writing mechanics are graded.

The chart below includes my results and some suggested strategies that would benefit Miguel based on learning about Miguel and the curriculum available to him:

Curriculum: Fifth Grade US History
	Student: Miguel
Curriculum Element	Student Characteristic	Barrier in learning environment for this student
Whole class lecture	Reading struggles effects Miguel’s adeptness to writing quickly	The material may be instantly understood yet the notes Miguel takes may be unclear to follow later on
Discussions - whole group and small group	Miguel works better with a helper one-on-one	Whole group discussions would be overwhelming for Miguel.  He could become lost in the group and his focus would not be on track
Textbooks and reference books	Reading struggles are a problem for Miguel	This independent task is worrisome for Miguel. Without the support and time for schoolwork assistance at home, Miguel will not progress
Assessments that include multiple choice, fill in blanks and essay questions.  * Writing mechanics observed.	Much of the test components require the ability to read and use mathematical elements that are difficult for Miguel	This structured and typical form of assessment is very biased and unfair to track Miguel’s progress.  An alternative form like an art project that displays curriculum understanding and expression should be provided *