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Curriculum
Barriers Model: Whole Class Barriers Analysis
This model shows how a teacher might examine planned curriculum materials and
methods for a 3rd grade science unit on plants. Each method or material, listed
at left, is aligned with student qualities. The third column highlights barriers
created by the interaction between materials, methods, and student weaknesses
and points out missed opportunities created in the intersection between materials,
methods, and student strengths or interests.
|
Materials
and Methods
|
Student
Qualities
|
Potential
Barriers/Missed Opportunities
|
| Printed Textbook | Kevin—Low
vision Bill—Loves computer graphics Brian—Limited English |
Difficulty
seeing small text Textbook does not tap into this interest and skill Difficulty decoding and understanding the word meaning |
| Lecture/whole class presentation | Jose—Limited
English Helen—Home problems Kiwa—Loses focus, dreams |
Difficulty
comprehending meaning May not engage with material, distracted from listening May not engage with material, distracted from listening |
| Library research | Brian—Organizational
problems Kiwa—Trouble with key concepts |
May
have trouble keeping track of what he is learning May not be able to abstract the important content for project |
| Written report | Sarita—Poor
writing mechanics Jake—Talented at drawing |
Difficulty
expressing her ideas effectively Does not tap into Jake’s drawing skill |
| Flower drawing | Phillip—Fine motor problems | Drawing is physically arduous—may not engage him |
| Oral report on flower | Jorge—Saxophone
player Brian—Easily discouraged |
Does
not tap into Jorge’s musical talent May intimidate Brian |
| Independent project | James—Strong
leadership and collaboration skills Helen—Distracted, personal concerns Elizabeth—Deep knowledge of plants |
Context
won’t draw on his leadership and collaboration skills. Helen could have difficulty working alone. |