Different theories present own opinion of the most effective way through curriculum models. ‘Curriculum models are approaches or procedures for implementing a curriculum’. (Wilson, 2009: 522) Commonly curriculum are described as product, process and praxis. While curriculum as a product depends on the objectives as the learning goals and the measured means, a process model focuses on learning and relationship between learner and teacher. Chosen curriculum model depends on teaching and assessment strategies in some cases determinate by awarding bodies, organisational constrains, funding body and political initiatives. The dominant modes of describing and managing education are today couched in the productive form. Objectives are set, a plan drawn up, then applied, and the outcomes (products) measured. It is a way of thinking about education that has grown in influence in the United Kingdom since the late 1970s with the rise of ‘vocationalism’ and the concern of competencies. In the late 1980s and the 1990s many of the debates about the National Curriculum for schools did not so much concern how the curriculum was thought about as to what its objectives and content might be. (Wilson, 2009)
Franklin Bobbitt in The Curriculum writes: ‘The central theory [of curriculum] is simple. Human life, however varied, consists in the performance of specific activities. Education that prepares for life is one that prepares definitely and adequately for these specific activities. People need the abilities, attitudes, habits, appreciations and forms of knowledge and these will be the objectives of the curriculum. The curriculum will then be that series of experiences which children and youth must have by way of obtaining those objectives.’ (Bobbit...
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...y curriculum to respond to individual needs and to support particular aptitudes and talents giving everybody opportunities for achievement. These make my teaching relevant. Learners can value of what they are learning as is relevant to their lives, present and future. Balance between curriculum and learning is reflected in teaching methods and assessment strategies which, I think, enable learners exercise self- awareness and responsibility for their personal achievement.
Applying principles in curriculum, such as: balance, rigorou, coherent, vertical, integrate, appropriate, focuse and relevant make curriculum transparent and effective. These making clear of purpose of my curriculum in educational and sociological terms, being easy to understand and applied in measurable way. And I can say that learning is planned, ideas is introduces and learning is experienced.
Definitions for curriculum are many and varied. Broad sweeping statements claim that curriculum is what is taught in various subjects and the amount of time given to each. While a more specific view is that curriculum are performance objectives for students that focus on specific skills or knowledge (Marsh, 2010). Marsh (2010, p. 93) defines curriculum as “an interrelated set of plans and experiences” that are completed at school. The curriculum used in education can have various interpretations, it may refer to the curriculum as a plan that encompasses all the learning that is planned and directed by the school. Cu...
Structured, pertinent curriculum is the foundation of a good class. If students are not interested in the information presented, then the class has no value to the student but to merely satisfy a graduation requir...
...m while having freedom to choose how to teach it. This allows the curriculum to become more personable. Teachers currently associate curriculum with government mandates. They believe that curriculum is what they are told to teach instead of what is desired to learn. Curriculum in the educational setting, according to Pinar, is intended to be used to teach us to think intellectually, sensitively, and with courage to prepare us to be individuals committed to other individuals.
Curriculum policy in both Scotland and England in recent years has seen a considerable overhaul by both governments north and south of the border. In Scotland in 2002 following a ‘National Debate on Education’, the government felt the current curriculum at the time was failing. The government felt there was too much emphasis on examination, overly prescriptive and insufficiently interdisciplinary curriculum (Tucker, 2013). They saw that the world was continually changing and seen that education had to change with it. More choice, opportunities and a simple but effective way of assessment was needed.
Curriculum is the organized framework that explains the content that children are to learn, the processes through which children achieve the identified curricular goals, what teachers do to help children achieve these goals and the context in which teaching and learning occur. The best curriculum for early childhood teacher is developmentally appropriate curriculum that allows teachers to set-up an effective learning environment for children.
A Rationale for Teaching across the Curriculum Teaching across the curriculum requires teachers to make a conscious effort in order to apply the principles, knowledge and values of several academic disciplines simultaneously. These disciplines can be related through central issues, themes, processes, topics, experiences and problems (Jacobs 1989). It allows students to use what they have learned and been taught in different ways. The thematic unit is the organisational structure of teaching across the curriculum, with a framework of goals and outcomes that outline what students should be expected to learn as a result of the activities and lessons in the unit. As a result, it allows for the opportunity of deeper learning through problem solving
This means that the curriculum being taught should be effective and pertaining to the goal of going to college. In a school setting, what is being taught (the curriculum) is very important to the teachers and students of the school. The most underlying reason being that this is what they will spend the next 12 years in school learning and teaching. Everyone has different perception of what a curriculum is and how they feel it should be taught.
Posner, G. (1998) ‘Models of curriculum planning’. In Beyer, L. and Apple, M. (eds) The Curriculum. Problems, Politics and Possibilities (2nd edn). New York: State University of New York Press.
According to Glatthorn, Boschee and Whitehead (2006, p.74), a curriculum theory is a set of related educational concepts that affords a systematic and illuminating perspective on curricular phenomena. In a simpler term, a curriculum theory is an academic discipline devoted to examining and shaping educational curricula (Wikipedia, curriculum theory). One that would be a proponent of a structured-oriented curriculum would be concerned primarily with analyzing the components of the curriculum and their interrelationships. They will tend to be descriptive and explanatory in intent whereas, one that is a proponent of a value-oriented curriculum would be concerned primarily with analyzing the values and assumptions of curriculum makers and their
Curriculum approaches significantly influences a teacher 's value and the nature of learning for a student in the classroom (Coleman, 2015). Moreover, curriculum methods provide educators with the skills to developing creative, useful curriculum that is building a better discernment of a subject matter or a stronger connection across fields in everyday life. According to Marsh and Willis (2007) all learning is arranged and engineered by some form of curriculum approaches (Marsh & Willis, 2007). Therefore, it is essential that all educators fully understand how curriculum approaches play an important role curriculum designing, planning, and mapping regarding image,
It is beneficial to teach real world lessons and inspire student discovery and problem solving. The curriculum focuses on the interests of the students and establishes a fine balance between valued content and interactive learning activities. The curriculum is important because it has the ability to reach students on different levels and what appeals to them. When students are interested in the subject matter, they want to learn and do not feel forced to learn. The instruction and delivery of this philosophy is very important because I believe active engagement, constructivism, and cooperative learning will enhance the students life skills and what they will carry with them in the future. As a progressivist teacher I believe it is important to to think outside the box and know how to go above and beyond to fulfill the potential of my
Curriculum is important being it’s the underlying factor that plays a role in determining ones growth, achievement and success. The majority of curriculum con...
One of the most clearly seen and common aim of schooling is to develop individuals ‘who have skills an...
Educational institutions today are increasing their emphasis on high standards as a crucial factor in improving the quality of education imparted to their students. They are, therefore, looking at new and better ways to develop such a curriculum that meets all the pre-decided standards. This calls for a change in the way schools are run and the methods of teaching in order to design, implement and evaluate curriculum effectively.
Designing curriculum, instruction, and assessments are steps teachers use to help them make sense of the concepts they teach and helps drive instruction. These steps can take on many different forms and drive a classroom in a plethora of ways. These steps, when developed properly, can help a teacher utilize each moment in the classroom and help students gain more insight to the standards they need to become proficient.