Essay On Curriculum

EssayonCurriculumandInstruction

TheoriesandPracticesinCurriculumandInstruction

MarnoAngaDr.ErlindaNavarro

MAinEducationalManagementM–F11:00am–1:00pm

FinalsExaminations–Answers

2.SearchanyMemorandumOrderfromDepEdorCHEDandanalyzetheirrelevancetocurriculum reengineering.

Thistermfocusesnotjustaminortweakorchangesintheexistingcurriculum,butfocusesonthe totaloverhaulingofthesystem.Thecurriculumreengineeringisadauntingtasknotjustforthe developerandexpertbutalsointheschooladministratorsandeveryonebelowhim/her.The questionofhowoftenshouldweconductcurriculumreengineeringbedone?Theanswerisasoften aspossible.

Thesecondpartofthatansweriswhenisthatevenoccurring?Iftheevaluationprogramyieldsthat therearegrossdifferencesbetweenyourcurriculumandtheoutsideworldthencurriculum reengineeringshouldbedone.ButIhavesaidbefore,curriculumreengineeringisacurriculum overhaulItistakingupacurriculum,breakingitapartandreassemblingitThisshouldnotbe happening.Acurriculumshouldbeasmoothtransitionfromonepointtoanother.Butifthis overhaulingdooccur,however,thismeansthattheproperfailsafemechanismswerenotestablished andproperchecksandbalanceswerenotset–upproperlyThisiswherecurriculumevaluationtakes itsroleasanagentofchange.

Curriculumevaluationissoimportantthatithelpshighlightthestrengths,exposetheflawand challengesofthecurrentorplannedcurriculum.Itoffersadistinctviewonhoweverythingworks. Imagineateacherjustteachingalldayforthepastfortyyearsandnotevenevaluatedonce.Then sheleavesthe

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ObjectivesOfACurriculumPlanEssay

CURRICULAMPLANThemostimportantobjectiveofacurriculumplantodevelopspecified skillsorknowledgetoatargetedgroupandtheplanmustbespecificandtimeframedinorderto achievetheaimwithinthedefinedtimeframe.Thiscurriculumplanaimedtodeveloptheessential employabilityskillstothemultitudeclientgroupwhichincludesthedifferentage,genderandethnic groupsThiscurriculumplantargetedtocompletewithintheperiodofeightweekswiththeoretical andpracticalsessions.Ineachsessiontheprogressionoftheplanwithacloseconsiderationtothe skillsachievedwouldbeanalysed.Therewillbeaclearanddefinedframeworkforeachsession andtheassessmentofstudent'sperformanceTheassessmentmethodsdesignedwithaclear intentionofincreasedstudentinvolvement.Eachsessionrequiredtocompletewithinthedefined timeframetoensurethesuccessfulcompletionofthecurriculumplan.GOALSANDOBJECTIVES

AccordingtoStevenandFallows(2008)itisimportantforanycurriculumplantohaveaclear, focusedandpracticalorientedplantoensurethesuccessfulcompletionaswellastheachievement ofmaximisedresultThemajorobjectivesofthiscurriculumplanare,Tomaketheclientgroupable toidentifycertainemployabilityskills,valuesaswellasqualitiesTomaketheclientgroupableto describecertainemployabilityskills,valuesaswellasqualitiesTomaketheclientgroupableto recognisethe

Throughmandatoryacknowledgement(DisabilityDiscriminationAct,1992)ofindividuals previouslysegregatedinoureducationsystem,thegovernment,whooperateonbehalfofthe people,havepubliclyproclaimedinclusionforall.Whenchildrenwithdisabilities,disadvantageor learningdifficultiesareincorporatedintotheregularschoolingdomainamorerealisticversionof communityissubscribedtoAsaconsequence,themoreweareconfrontedwithdifference,the greaterourthresholdtoacceptandembraceit.

Asacommunityweenacttangibleproclamationsofourvaluesintheformoflegislationand policies.Furthermorethepubliceducationsystemreflectswhatwe,asacommunityholdinesteem whilstembodyingourhopefortheshowmorecontent administration,teachers,students,parents,governmentandgeneralpopulace)willbeparamountto thesuccessofthisideal.

b.Howwillyourteachingpracticebeinfluencedbyyourunderstandingoftherequirementsof inclusiveeducation?

Inkeepingwiththerequirementsofinclusiveeducation,contemporaryteachingenlistsanimproved holisticviewofeachchildinordertoinformpracticeAccordingtoZundans(2006)thespectrumof disabilityanddisadvantagecannotbecontainedinahomogenousgroupandassuchconsideration ofthewholechildmustbetakenintoaccount.Thisconsciousconsiderationofindividualstudent needsmeansformulatingrelationshipswhichinformpracticeandsubsequentadjustmenttotheway inwhichweteach.Effectiveclassroompracticemayincludemodificationofthecurriculum,suchas multilevelinstruction,tosuitindividualneeds.Additionallywemustbemindfulofteachingonlyto theregularstudent.Limitedinstructionsuchasthisallowsforheightenedlevelsof underachievementandmissedopportunitiestoenrichthelearningexperienceinourclassrooms. Essentially,thisbehaviourstandsindirectoppositiontotheidealsofinclusiveeducationinwhich theteacherhasaresponsibilityforallstudentlearning.

Developingpositiveclassroomcultureandemphasisonthecollectiveworthofthecohortcan greatlyimprovethe

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EssayaboutInclusiveCurriculuminSchools

EssayOnCurriculum

Thenationwidetrendtomigratecurriculumdecisionsfromtheschoolorschooldistricttothestate levelhasthepotentialtocontributepositivelytotheeducationalsystem–ornegatively. Onthepositiveside,themigrationofcurriculumdecisionstothestatelevelensuresthatthestate's establishededucationalphilosophyandideologyarerecognizedandincorporatedintothe curriculumAccordingtoOrnsteinandHunkins(2017,p),thereareatleastfiveapproachesto curriculum.Developingasinglecurriculumatthestatelevelwouldprotectthecoherencyofthe state'smissionbyrecognizingastate–levelapproachforcurriculumandprovidingconsistent applicationoftheapproachTheconceptofcharterschools,asinNewshowmorecontent Establishmentofcurriculumdomainatthestatelevelallowsthelocallevelcurricularisttofocuson theimplementationandeducationoftheoryandpractice,asopposedtodomain,ofthecurriculum. Ontheotherhand,accordingtoOrnsteinandHunkins(2017),"mostcurricularists,includingthose whowritetextbooks,havedifficultyfusingtheoryandpractice"(p.16).Thereshouldbeserious concernthatanycurricularistatthestatelevel,removedfromthedailyinteractionwithstudents, withlimitedabilitytointegratethedomainintotheoryandpractice,couldpotentiallywreakhavoc onacurriculum,especiallyifheweretointegratemoreofhisownpersonalviewsandvaluesthan foundationandtheoryintothedomainofthecurriculum.Additionally,iftheprofessionaleducator intheclassroomcannotethicallyagreewiththeestablishedcurriculumandorthepracticeofitin theclassroom,thesystemfailsthelearner

Furthermore,itisonlynaturalthatanincreaseinthestate'sresponsibilitytoestablishcurricula wouldalsoincreaseitsrelianceonnationalprofessionalorganizations(e.g.NCTM,NCTE,etc.)for assistance,clarificationanddataYet,withouttherequirementforcurriculaspecialiststobeunified throughcertificationinthetheoryandpracticesofcurriculum,thereisnoprotectionfromspecial–interestgroupsseekingto

Curriculumimplementation

Curriculumimplementationentailsputtingintopracticetheofficiallyprescribedcoursesofstudy, syllabusesandsubjects.Theprocessinvolveshelpingthelearneracquireknowledgeorexperience.

Curriculumimplementationcannottakeplacewithoutthelearner.Thelearneristhereforethe centralfigureinthecurriculumimplementationprocess.Implementationtakesplaceasthelearner acquirestheplannedorintendedexperiences,knowledge,skills,ideasandattitudesthatareaimedat enablingthesamelearnertofunctioneffectivelyinasociety.

Curriculumimplementationreferstohowtheplannedorofficiallydesignedcourseofstudyis translatedbytheteacherintosyllabuses,schemesofworkandlessonstobedeliveredto...showmore content

Teachersareaconstantfactorintheeducationsystemandthushaveakeyroleforclassroom innovation.Iftheyarenotmotivatedtoengagewithaninnovation,thennothingwillhappen.

Learnersarealsoacriticalelementincurriculumimplementation.Whileteachersarethearbitersof theclassroompractice,thelearnersholdthekeytowhatisactuallytransmittedandadoptedfromthe officialcurriculum.Theofficialcurriculumcanbequitedifferentfromthecurriculumthatis actuallyimplemented.Thelearnerfactorinfluencesteachersintheirselectionoflearning experiences,hencetheneedtoconsiderthediversecharacteristicsoflearnersincurriculum implementation(UniversityofZimbabwe,1995:p31).Forexample,homebackgroundandlearner abilitycandeterminewhatisactuallyachievedintheclassroom.

Curriculumimplementationcannottakeplacewithoutthelearner.Thelearneristhereforethe centralfigureinthecurriculumimplementationprocess.Implementationtakesplaceasthelearner acquirestheplannedorintendedexperiences,knowledge,skills,ideasandattitudesthatareaimedat enablingthesamelearnertofunctioneffectivelyinasociety(UniversityofZimbabwe,1995:p8).

Nomeaningfulteachingandlearningcantakeplacewithoutadequateresourcematerials.Forthe officiallydesignedcurriculumtobefullyimplementedasperplan,thegovernmentthroughthe MinistryofEducationandother

ReflectionOnLearningAndCurriculum

Weliveinaglobaleconomythatrequiresourstudentstobepreparedtothinkbothcriticallyand creatively,evaluatemassiveamountsofinformation,solvecomplexproblems,andbegood communicators.Astrongfoundationinreading,writing,math,andothercoresubjectsisstillas importantasever,yetbyitselfisinsufficientforsuccessinlife.AsIreadandreflectedonthetwo articleschosenthisweekmythoughtskeptcirclingbacktowhatlearningandcurriculumshould reflectin21st–centurylearning.Bothauthorstouchuponhowstudentstodayarerequiredtolearn materialjustforthesakeoftakingatest.Therefore,theyusuallyregurgitatematerialfortheexam yetthereisnoretentionorinterestinwhattheyarelearningespeciallyinthecoresubjectsThis placespressureontheteacherstoaltertheircurriculumtofittheneedsofthetest.Ibelievethatthis notonlynarrowstherangeoflearningbutcrushesthecreativityintheclassroombothwiththe teachersandthestudents.Weasteachersandadministratorsarethenevaluatedandheldaccountable forthesetestscoreswhichcanbetiedintoamyriadofrewardsorpenaltiesdependingonthe outcomes"Testscoresareusedtodeterminepunishments(suchassanctions,penalties,funding reductions,negativepublicity),accolades(awards,publiccelebration,positivepublicity), advancement(gradepromotionorgraduationforstudents),orcompensation(salaryincreasesor bonusesfor

"Curriculumisthefoundationoftheteaching–learningprocesswhetheritisaschool,college, universityortrainingorganization.Theprocessofprovidingtheplanandkeepingitrunning smoothlyisknownascurriculumdevelopment"Thereforethefollowingessaywilldiscussthe curriculumdevelopmentprocessinFiji,theapproachesusedinthecurriculumdevelopmentprocess andprovideanoverviewofcurriculumdevelopmentinFiji,howithasevolvedovertimeandwill providestrengthsandweaknessesofthisapproachbyusingownexperiencesandsupportedby research,willstatehowcurriculumdevelopmentcanbeimproved.Tobeginwith,Accordingtothe formerpermanentsecretaryforeducation,nationalheritage,cultureandarts,Dr....showmore content

Curriculaisoverloadedwithfactualcontentwhichistoolengthyfortheteacherstocompletewhere lesstimewillbeleftforthepreparationfortheexternalexammostlyfortheexternalexamination forexampleyear13geographyandhistory

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Americahasadiverseeducationalsystemandisresponsibleforensuringthatcurriculumis reflectiveofthisdiversity.AsAmericabecomesmorediverse,itiscommonplaceforseveral languagestobespokeninasingleschool(fivelanguageswererepresentedinmyclassroomalone lastyear),andthedemandforteacherstrainedattacklingtheacademic,emotional,andsocialneeds ofstudentsispressingTranscendingrace,theissueisnoteasilyrectifiedbyofferingtoplace teacherswho"looklike"theirstudentsintheclassroom;rather,themoreviablesolutionisin trainingteacherstobecomemoresensitivetostudents'academicandculturalneeds.Furthermore, socioeconomicdifferencescontributetothis"greatdivide"thatshowmorecontent

Public–schoolsystemsarebrimmingwithminoritystudentswhoarebecomingincreasingly deficientintheknowledgeandskillsneededforself–sustainabilityinthe21stcentury.Iworkedas anelementaryteacherinTitleIschoolsformorethantwodecadesandwitnessedstudentsbeing taughttopicsbearingverylittlerelevancetotheirculturesorinterests.Theconcernforthecontent beingtaughtpromptedmetowritecurriculumthatincorporatedtopicsalignedtothestandards, relevanttostudents'cultureandinterests.Whenthetopicofstudents'culturalinterestwasbroughtto teachers'attention,manydidnotunderstandtheneedtoexaminetheirpracticesfromtheirstudents' perspectives,causingmanyteacherstodismissthecurriculum,choosingtoadheretothestatusquo.

People'scultureinfluenceshowtheynavigateinsociety,impactingtheirinteractionsand assimilationwithintheeducationalarenaCultureimpactsstudents'learning,thereby,necessitating thatteachersremainmindfulofstudents'diversity.Moreover,theculturegapexistingbetween studentsandteachersneedstobenarrowedtofacilitatemorepositiveteacherandstudentoutcomes throughtrainingopportunitiesTeachersneedtobetrainedinunderstandingtheculturaldiversityof students,resultinginbestpracticesreflectiveofdiversity.Itisnotenoughtoprovideteacherswitha two–hourtrainingonthedifferencesbetween

EssayOnCurriculumDesign

ReflectionPaperOnCurriculum

CurriculumReflectionSte.GenevieveR–IIschooldistrictislocatedinSoutheastMissouri.The district'smissionstatementisWorkingTogethertoCreateSuccessatSte.GenevieveandBeyond. OneofthemostsuccessfulwaysthattheSte.Genevievefacultycollaboratestogetherconcernstheir methodofcurriculumdevelopment,alignment,andrevision.Thisreflectionassignmentwill examinethecurriculumprocessofSteGenevieveR–IIThefollowingitemswillbeaddressed withinthisanalysis:thedefinitionofcurriculum,thedistrict'sformal/informal/hiddencurriculum, thedistrict'scurriculumleadership,theimpactofMissouriStandardsonthedistrict,thedistrict's currentplanforcurriculumrevision,andashowmorecontent Ste.GenevieveR–IIhasallthreeformsofcurriculum.Theformalcurriculumiscomposedof variousdocumentssavedtoGoogleDrive.Informationusedtoachievethisformalcurriculum includesthefollowingdocuments:theMissouriLearningStandardsforthedepartments,the MissouriLearningStandardsCrosswalkshowingstandardsandalignment,theMissouriLearning StandardsTerminologyforvariousdepartments,curriculumchecklists,informationaboutbackward design,pacingguides,unit/lessonplandocuments,andassessments.Theinformalcurriculumis presentatSte.GenevieveR–II,butitisnotindocumentedform.Thevaluesoftheteacherscreating thecurriculumplayaroleinitsdevelopmentandimplementation.Eachteacherbringstheirown styleintotheclassroom;asaresult,thecurriculumisfollowed,butitisfollowedindifferentways asteachersplacetheirindividualteachingstyleintotheirinstructionForexample,whenteaching skillsaboutliterarytheme,oneteachermightincludeaspecificpieceofliteraturebasedonstudent interest.Anotherteachermightnotincludethesamepieceofliterature,buttheconceptoftheme willstillbeanaspectoftheirlessonsAnotherexamplemightbeinregardstoteachingotherkinds oflessonsthatare

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EarlyChildhoodEducationillustratestheteachingandcareofchildreninotherenvironments outsideofthehome.Earlychildhoodcentersonthedevelopmentofallchildrennomattertheir gender,race,abilities,orethnicorientationandgivesknowledgeofearlychildhoodlearning process,whichentailsvalues,culture,desiresofparentsfortheirchildren,andespeciallyachild's needforknowledgeablefunctionalityinsociety

EarlychildhoodeducationstartedwithamotherinEuropeintheearly1800's.Sheeducatedchildren outsideoftheirhomesandsoonthisideatraveledtoAmericaduringtheIndustrialRevolt.Schools wereorganizedinfactories,churches,andprivatehomeswhileparentsworkedduringtheday these...showmorecontent...

InviewofthefactthatwehaveanewPresident,newlegislationhasbeenimplementedsincethe previousNCLBlegislationestablishedin2005–06byFormerPresidentGeorgeW.Bush.TheNo ChildLeftBehindorderededucatorsmustbe"highlyqualified"bytheendof2006schoolyearwith theirlicenseandmeetallcertificationprerequisitesofthestateinwhichtheyteachTheeducator mustalsohaveabachelor'sdegreeandmustpassstatecertificationtobeeligibleforthe2006school year.Teachers,whodonotmeetthosequalifications,willnotbepermittedtoteachagainuntilthey havemetthoseprerequisites.

ThenewchangesNoChildLeftBehindlawswerepassedearlierin2010stressestheimportanceof educationhastobeourmainconcerntoensurethatourchildrenaregettingqualityeducationThe legislationiscalled"PerformanceCounts,"Itreevaluatestenurelawsandevaluation.Thismeans thatteachersareevaluatedandbeinglaidoffbecauseoftheirperformanceintheclassrooms.No matterhowlongtheteacherhasbeeninhis/herpositionthatstillwouldn'tkeepthemintheir positionbecauseoftheirlowperformance.Overthenext10yearsthefocuswillbetoprepare hundredsofnewteachersinSTEMscience,technology,engineering,andmath(Mclatchy,2010). TheprogramistoencouragestudentsintheSTEMfieldoralternativeteachercertificationprograms toswitchtheircareersiftheychooseto.For

EssayaboutEarlyChildhoodEducationCurriculum

ThroughthecompletionofmygraduateprograminCurriculum,Instruction,andAssessment,Ihave gainedanimmenseamountofknowledgeandaplethoraofskillswhichIhaveusedandfound valuableinmyseventhgradeEnglishclassroomMyoutlookonstudentlearningandmyempathy towardsstudentshasalsobeenpositivelyaffectedbytheprogram.Theselearningopportunities haveledmetobecomeabettereducatorbothinsideandoutsideoftheclassroom.Oneofmymost influentialexperiencestookplacewithmyveryfirstclass,ED523taughtbyDrHoweInthis course,IlearnedabouttheUnderstandingbyDesign(UbD)FrameworkcreatedbyWigginsand McTighe.Thisframeworkfocusesonabackwarddesignapproachthatusesbig...showmore content

Italsogivesthemtheabilitytomakeconnectionstorealworldsituationsandgetthe"bigpicture". ByusingtheBackwardDesignapproach,myassessmentpracticeshavealsobeenpositively affected.NowthatIknowexactlyhowIamassessingmystudentsbeforeIteachaunit,Iamableto addressmisunderstandingsinadvanceandprovidestudentswithrubricsandassessmentmaterials beforetheystartaprojectorassignment,sotheyknowexactlywhatisexpectedofthemIhave foundthatstudentsperformbetterandaremoreengagedwhentheyknowmyexpectationsin advanceIhavealsodiscoveredthatstudentsaremoreconscientiousabouttheirgradeor performancewhentheyareabletolookatmyassessmenttoolandaskquestionsorcheckoffthe taskstheyhavecompleted.WithinthreemonthsoftakingED523,myschooldistrictbeganusing curriculummappingCurriculummappinghasfacilitatedmydistrictineliminatinggapsand repetitioninthecurriculumandhasallowedustodevelopafluentscopeandsequence.Thisprocess hasoptimizedstudentlearninginmyclassroom.Inowknowwhatthestudentshavealreadylearned andcanbuilduponthoseskillsandunderstandingsandcanalsobetterpreparethemforthecontent theywillbeintroducedtointhefuture.Themappingprocesshasgivenmetheabilitytocreatecross curricularunitswithmycolleaguesThestudents

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TheImportanceOfCurriculumInEducation

Duringtheearly1900s,governmentofficialsbeganspecifyinglevelsofliteracyandnumeracy taughttostudents(Blaise&Nuttall,2011,p.101).ThisencouragedphilosopherslikeJohnDewey (1859–1952)toconsideralternativeteachingmethodslike"progressiveschooling"whichinvolved inquiry–basedchild–centeredactivitiesdrawnfromtheenvironmentandeverydayexperiences. Dewey'sidealisevidentinclassroomstodayaspartofthecurriculum(Blaise&Nuttall,2011,p 102).Curriculumisnotonlyabouttheofficialcurriculumandthe"precisioninplanningand flexibilityinexecution"(Marsh&Willis,2007,p.4)itentails,butallotherexperienceslearners haveundertheguidanceoftheschool(Marsh&Willis,2007,p11)Althoughtheformal curriculumwasdevelopedasaguideline,educatorsneedtodeveloptheirownworkingtheory (Blaise&Nuttall,2011,pp.80)aroundhowtheywillimplementthecurriculumintheirclassrooms. Thekeyconceptsinthecurriculumtheoryincludetheintendedcurriculum;whatthegovernment expectsstudentstoexperienceandlearn,theenactedcurriculum;ateacher'sinterpretationand executionofthecurriculum,thehiddencurriculum,thesocialrulesandnormsthatchildrenlearn withoutteachersrealisingit,andthenullcurriculum;thetopicssuchasviolence,thatmaybeof interesttostudents,butremainexcludedfromtheenactedcurriculumforvariousreasons.Thelived curriculumisthelearners'actualexperience

Cross-CurricularLearningEssay

'Makingcognitiveconnections,withinsubjectsandbetweensubjects...'(Piaget1977,Cockburnand Haylock2008,Rose2009)isanaspectofcross–curricularlearning.Generallyspeaking,cross–curricularlearningiswhenskills,knowledgeandattitudesofanumberofdisciplineswhichare appliedtoasingleexperience,problem,question,themeoridea.Insimpleterms,it'salsoknownas athematicapproachFromthispoint,I'dbeexploringthereasonswhyathematicapproachshould beadoptedintheclassroomandthisapproachcoulddeliverthefourcoresubjectsintheNational CurriculuminKeyStage1.OntopofthatI'dbeexploringtheissuesraisedofadoptingacross–curricularapproachandtheimplicationsofusingatheme–basedshowmorecontent Thisformofassessmentallowsmetofindoutchildren'spriorlearningexperiencesandinterestsand givesmeanindicationofwheretheyareat,whilstchildrengettingtohavea'voice'inwhatgoeson intheirclassroom.Ontopofthat,atthestartofthetermchildrenwouldbeabletoengageintheme basedlessonsbyinquiringthemtosuggestthemesthey'dliketostudyoverthenexthalfterm,this giveschildrenthepowertotakecontroloftheirownlearningandsupportschildren'sintrinsic motivationofwantingtolearnforthemselves.

Again,duetothefactthatchildren'sinterestsandexperiencesareusedtoformaplatformfor learning,thethematicapproachtendstolenditselftobemoremotivatingforpupilsinconjunction withtheirwiderlifeexperiences,assuggestedbyBarnes(2009)(MumfordD(2000)Planninga theme–basedunit,Canada:PacificEdgePublishingLtd)Thiskindofassumptionassertsthatall childrenrespondspositivelytothesamestyleofteachingorthesamestimulus.However,he neglectsthatmotivationarisesfrommanysourcesandchildrenareinspiredbydifferentand unpredictableoutputs.Itisthereforeunderstoodthatcross–curricularapproachwillnotsuitall children.Butatthesametime,asmyroleasa

TheImportanceOfCurriculum

Curriculumcanbemodifiedandadaptedtoprovideeffectivelearningexperiencesandteaching strategiesthatareinclusivetoallstudents.Makinglearningaccessible,classroomenvironmentand engaginglearningaresomeofthestrategiesthateducatorscanimplementtoensureaccessible learningtoallstudents.Althoughtheremaybesomeoftheadvantagesanddifficultiesthatmay ariseasaresultofimplementingtheseteachingandlearningstrategieseducatorsmusthaveavariety ofstrategiesthatcanbeusedinallclassrooms.

Providinganeducationthatisaccessibletoallistorecognizethatallstudents'areunique individualsWhichmeanstounderstandthattheiremotional,educational,socialandphysicalneeds arediverseandwillrequiredifferentiatedapproaches.Educatorsneedtobeawareofthemany barriersthatmayaffectlearning.Curriculumissaidtooneofthemainbarrierstocreatingan inclusivelearningenvironment.Forexample,ifateacherexpectsallstudentstodemonstratetheir knowledgeofdecimalsandexponentsthroughlectureonly,theyareessentiallycreatingmissed opportunitiesandpotentialbarriersforindividualstudentsStudentsthatencounterpoor mathematicalunderstanding,willnotbenefitfrombeingjusttoldaboutdecimalsandexponents. Mathematicsisasubjectthatrequireshandsonlearningandmanipulatives.Ateacherwhois unawareofthis,mayloseherstudentsduringthelessonduetothelackofpriorknowledgeof

CurriculumandPedagogy:Thecurriculumisexperiencedbyallstudents,albeitindifferentforms. So,curriculumwhichisbasedonmoreinteractionbetweenthestudentsandteachersismorelikely toacceptable.ThereisabodyofevidencefromtheUS(andincreasinglyinothercountries)thatthe morestudentsinteractwithotherstudentsandstaff,themorelikelytheyaretopersist(e.g.Astin, 1984;Tinto,1997)Duetointeractionamongstudents,theylearnagreatdealfromeachother Furthermore,bothsocialandacademicintegrationintoahighereducationinstitutionhaveapositive impactontheirsenseofbelongingto(Reayetal.,2001),andultimatelylearningwithin,that environment(Thomas,2002)

Despitedifferentformsofdeliveryandmodesacrossdisciplines,thecurriculumformsaplatform fortheimplementationofstrategiesanddimensionsthatengagestudentsintheirlearning experienceshowmorecontent

Inthecontextofaworldwideparadigmshifttowardsstudent–centeredoutcomes–basedapproaches, andatatimewhenmanyPakistaniuniversitiesinthedepartmentsaredevelopinglearning,teaching assessmentstrategies,thisresearchreviewswhattheresearchliteraturesaysabouttheimpactof qualitystrategiesonstudents'learning.Itthenproceedstotranslatethatintopracticalsuggestions forpracticewiththespecificintentionthatassiststoinformdepartmentsinthedevelopmentof appropriateteachingandlearningstrategiesandlearner–centeredapproachesandpracticeswhich meettheuniversitygeneralprinciplesonqualityAssessmentdefineswhatstudentsregardas important,howtheyspendtheirtimeandhowtheycometoseethemselvesasstudentsandthenas graduates.Asstudents'pointsofviewindicate,assessmentalwaysdefinestheactualcurriculum (Ramsden,1992:

CurriculumAndPedagogyEssay

ImportanceofCurriculumFoundations

Introduction

Curriculumplanninginvolvesmakingaseriesofchoices(Saylor,AlexanderandLewis,p.27)In theprocessofcurriculumplanningthethreebasesofcurriculumshouldbeconsideredthesebases aresociety,learnerandknowledge.Eachofthesebasesisequallyimportantandcannotbe neglectedTheyarelikethreelegsofatripodstand,ifonelegisbiggerthantheotherthanthetripod cannotstand.Similarlyeachofthesebasescannotbegivenmoreimportanceoverthantheotherall haveequalimportance.SocietycanbeunderstoodthroughSociology,Learnercanbeunderstoodby PsychologyandKnowledgecanbeunderstoodthroughPhilosophyThusinordertoplan curriculumthefoundationsofcurriculumplayamajorrole....showmorecontent...

Anotherexamplecanbetheroleofteacherasamodeloftruthandotherabidingvirtueslike administeringdiscipline,reinforcingdiscipline.Learningistherealizationofgoodnessandtruth. Philosophicalschoolsofthoughts

Apartfromthesethreequestionswehavefivebasicphilosophiesthatlaythefoundationof curriculum.

Idealism

Idealismstressesthatstudentsacquirevitalsubjectmatterinanideacenteredcurriculum.Ideas consistofconceptsandgeneralizationsforstudentstoacquire.Idealistbelievesthatknowledge comefromfoursourcesierevelation(spiritualbooks),authority(tribeleader),religiousleaders andmyths.Idealismfocusontheconstantefforttoachieveperfectionandthepurposeoflearningis tobenefitthehumanityratherthanselfengagement.

Example:IdealismisastrongreflectionistheSindhTextbooks,theversesfromHolyQuranare quotedwithinthetext.TeachingandlearningprocessinPakistaniclassroomsarefromtextbooks andknowledgecomesfromtextbooks,subjectmatterisconsideredofhighvalueinPakistani society.

Realism

Realismisconcernedwiththeworldofideasandanythingthatarefixedwithestablishingsubject matter.Realistssaythatthematterisrealandthattheideaexistswithinthematter.Realistsbelieve thatthereisnothingbeyondscientificknowledgeKnowledgecanbeobtainedfromtheuseofsense andnature.Supernaturalismdoesnotexistsinceitgoesbeyondsensedata.(Edige&

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WhatIsCurriculum

Whatiscurriculum?

1.Curriculumisacomplexterm;itcanbebroadornarrow.Curriculumisasetofbroaddecision aboutwhatistobetaughtandhowitistaught,thatdeterminethegeneralframewithinwhich lessonsareplannedandlearningtakeplace(Farrant,MAp.12).Curriculumisseenastheeducation umbrellaofnationaleducationthatincludesthelessons,thetimetableandtheacademiccontent prescribedbythenationaleducationdepartmentinschoolsorprogramoverseveralyears.The curriculumcompromisesopportunitiesforlearningprovidedbyschoolsandestablishesquality relationshipofwhatislearntandwhatoperatesoutsidetheschoolItguideslearningexperience designedtofacilitatestudentslearningtodevelopqualityeducationsystem.Narrowviewof curriculumcanbeacourseofstudyordifferentsubjectsofferedinschoolsshowmorecontent Childrenarelearningcultureofbecauseitisintegratedwherebyculturaldayiscelebratedeachyear atschool.Parentsmeetingaredonetermlyandtheyareinformedofwhatishappeningatschool throughletterwritingTherelationshipbetweentheprincipalwithinteachers,learnersandthe regionalofficeisverystrong.Thereisalwaysinformativebriefingeverymorning.Theacademic, social,andbehavioralexpectationsestablishedbyschoolsarecommunicatetolearnersonMonday morningattheassembly.Culturalperspectivesispracticesatourschoolbecauselearnersare recognized,integrate,orhonordiversityandmulticulturalperspectiveswhichmayconveyboth intentionalandunintendedmessagestolearnersSomeschoolsmayexpecteveryoneto communicateinEnglishonlywhileotherschools,however,mayactivelyintegrateorcelebratethe multiculturaldiversityofthestudentbodybyinvitingstudentsandparentsCommunitymembersare alwaysinvolvedinthe

RunningHead:FinalProject

FinalProject/ResearchPaper

Therearemanydifferentareasthatonemustfocusonastheyareattemptingtocreatea developmentallyappropriatecurriculumforyoungchildrenAlloftheseaspectsareequally importanttothelearningprocess.Therefore,itisimperativethatweasteacherstaketheprocessof planningthiscurriculumveryseriously.Notonlyisitimportantthatweunderstandthebasic guidelinesforalessonplan,wealsoneedtobeknowledgeableofthedevelopmentalandlearning theoriesaswell.Thesetheorieswillhelpustounderstandthewayachildlearnsmentallyand physicallyOncewefullyunderstandtheconceptsofearlyeducationwecanthentakethemtothe classroomand...showmorecontent...

Thismeansthatthecurriculummustbeaperfectmeasureinorderforthechildrentothrive.All childrendeveloptheirskillsontheirowntimetableSo,inaroomofthreeyearoldchildrennotall ofthemwillbeatthesamedevelopmentallevel.Asteacherswemustbeabletocreateacurriculum thatencompassestheentireclassroomThismeanswehavetoallowroomforflexibilityand creativity.Wemustfigureoutawaytomodifycertainprogramssothatallofourchildren,even thosethatdon'tlearnasrapidly,canexperiencesuccess.Anothersignificantaspectincreatinga developmentallyappropriatecurriculumforayoungchildisbeingabletoputouttherightamount andtypeofsuppliesinthechildren'slearningareas.Forinstance,puttingoutpaper,glueand scissorsforanartprojectthatonlyrequirescuttingandpastingwouldbemoreproductivethan bombardingthechildwithunnecessarysuppliessuchaspaint,brushes,stringandglitter. Overwhelmingthemwithtoomanyoptionsonlyconfusesthestudentwhichinturn,blockstheir creativityItisallaboutknowingourstudents,wehavetobeabletoteachthemandprovidethe appropriatethingstheywillneedforthatpointintheirlives.

Itwillbenefitallteacherstofamiliarizethemselveswiththemanydevelopmentaltheories.A developmentaltheoryisthebeliefofhowachildgrowsandlearnsCatronandAllen(2003)

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INTRODUCTION

Thereseemstobealotofcontroversyanduncertaintyasto¡¥whatisthecurriculum?¡¦Assuch, thereisadistributinglackofconsensusonanall–embracingdefinitionofthiscomprehensive conceptThisis,inpart,duetothevariousinterpretations,meanings,emphasisandapproachesthat thescholarsofcurriculumstudiesembarkupon.This,inturn,leavestheeducationpractitionersand thegeneralpublicinthedarkastowhatconstitutesthatwhichshouldbeconsideredas¡¥good curriculumpractice¡¦ineducationalinstitutions

Thisexpositionseekstohighlightandevaluatethekeyconceptsofthecurriculumandsomeofthe factorsthathavemarkedinfluenceoncurriculumplanning,curriculumdevelopmentandshow morecontent...

Theproductviewentailsaplantobefollowedbytheteachers(blueprint)incarryingoutthe didacticactivities.Thepracticeviewencompassesalltheactivitiesthatinformtheoccurrencesinan educationalinstitution.

Inanutshell,thenarrowperspectivepaysmoreattentionontheintentions,plansorideasregarding whatshouldhappeninaschoolOnthecontrary,thebroadperspectivefocusesontheexistingstate ofaffairsandrecognisestheactualhappeningsbasedonsocialconstructs.

21DIFFERENTFORMSOFCURRICULUM

Lengthydebatespertainingtothedefinitionofthecurriculum,amongcurriculists,haveculminated intheemergenceofdivergentconnotationsandhencevariousformsofthecurriculumnamely:

Aplannedanddocumentedformofthecurriculum

Thevalues,beliefsandnormsofbehaviourthatarecommunicatedimplicitlythroughtheprocessof socialisation;intentionallyorunintentionally.Thehiddencurriculumisaccidentalinnatureandisa by–productofplannedactivitiesSocialandsexrolesareacquiredthroughthisformofthe curriculum.

Thisformofthecurriculumseekstoaddresstheimbalancesandinequitiesthatexistedinracially–divided

CurriculumDevelopmentandChangeEssay

2.1.1.Formalor¡¥official¡¦curriculum 2.1.2.¡¥Actual¡¦curriculum –Thatwhichtakesplacewhenthe¡¥official¡¦curriculumisimplemented 213¡¥Hidden¡¦curriculum 2.1.4¡¥Common¡¦curriculum

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