Collaborative
curriculum design (CCD) as a model for homeschool instruction is introduced and
described. Results of this innovative method of delivering instruction are
grounded in the body of research in an effort to give homeschool practitioners
a theoretical basis for making similar organizational choices for their own
schooling efforts. Using collaboration between peers as a method to improve
learning, engagement, and quality of work is well explored in the literature.
Collaboration between adults and teens is not as well explored. Collaborative
curriculum design sees collaboration between an adult and a teen for schooling
purposes. Successes of the CCD project are described as well as significant
lessons and recommendations that include ensuring that all participants are
included in all stages of planning, establishing strong rapport between the
teacher and student, using humor as a mechanism of rapport building, and
ensuring that sufficient contact hours are built into the schedule. Both
authors include recommendations to future practitioners in an effort to inform
future practice of similarly situated teachers and students. The authors
present a case description of the collaborative efforts of one adult teacher
and one teen student during a single academic year as they explored together an
English Language Arts curriculum. Despite the success experienced by all
participants the project ended after a single academic year due to factors
outside of the parameters of the project.
