Curriculum Development Interview
The practice of curriculum development entails an efficient organization of what the teachers will teach the students and the process of teaching and assessment. The stakeholders in education such as educators, government, and parents have the responsibility of creating a curriculum. Presently, there are several challenges regarding policies and strategy that accompany the process of curriculum development. Curriculum development is important in any educational institution since it also identifies the resources required to impart knowledge. It entails the contents of the education program, how they are taught, the time of teaching and the expected outcomes (Print, 1993). It is important to ensure that teachers
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Paul’s Public Schools District, and he shared the following. Currently, Hans is the Director of the Office of Teaching and Learning at Saint Paul Public Schools. In 1996, Hans graduated with a bachelor of science in Math and Physics from the University of Wisconsin-Eau Claire and proceeded to the Saint Mary’s University of Minnesota where he studied Master of Education. Later, Hans pursued spent another two years at the Saint Mary’s University of Minnesota to acquire Principal Licensure. Hans started teaching in the fall of 1996 at Chetek High School. From 1996 to July 2004, Hans taught in different schools in the states of California and Minnesota before becoming an assistant principal for Bruce Vento Elementary School. In June 2014, Hans became the director of teaching and learning for the Saint Paul Public Schools district. In general, Hans has 18 years of experience as a teacher for different subjects, especially math and …show more content…
Otherwise, subjects should stand alone to enable students choose a variety and acquire in-depth knowledge from individual subjects. The major decision I would make as a director of curriculum development would be to involve parents and community members in the curriculum development process. Accordingly, I will clearly define the role and contribution expected from parents and community members during the curriculum development process.
Finding an opportunity to interact with Hans Ott provide insights on the role of teachers in developing the curriculum. Hans explained that teachers have a responsibility to make the curriculum a living document. For instance, teachers should constantly review the impact of different teaching styles, strategies, and approaches on the learning outcomes of students. Accordingly, I feel the need to review my teaching career and conclude whether it has had better influence on students. Moreover, I feel the urge to compare different practices and try new strategies so that I can have the maximum impact on
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...
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)
...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.
of the teaching methods I am utilizing, as well as, how I am assessing the students is beneficial to not only all my students, but professionally as well.
Since then, Basic Principles of Curriculum and Instruction has been a standard reference for anyone working with curriculum development. Although not a strict how-to guide, the book shows how educators can critically approach curriculum planning, studying progress and retooling when needed. Its four sections focus on setting objectives, selecting learning experiences, organizing instruction, and evaluating progress. Readers will come away with a firm understanding of how to formulate educational objectives and how to analyze and adjust their plans so that students meet the objectives. Tyler also explains that curriculum planning is a continuous, cyclical process, an instrument of education that needs to be fine-tuned.
Before the lesson is prepared, the teachers must have a clear understanding of the objectives of the lesson to be taught. By having an understanding of what they students will able to accomplish at the end of the lesson, the content remains focused and thorough. The teacher must then express these objectives to the students including the standards for performance. Students can then be held accountable for expectations that are known.
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.
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...
Marzano, R.J. (2007). The art and science of teaching. Alexandria, VA: Association for Supervision and Curriculum Development.
Curriculum is a term that has many different meanings or uses. Theses uses differ greatly in many of the writings of professional educators with regard to their definition or terminology, so it is often difficult to actually reconcile these differences. Despite the fact that professionals defining curriculum have tried to restrict the meaning of the word, they still do not agree on the foundation or basis of the term, which would have to be taken into consideration when hoping to define it with a degree of legitimacy or credibility. In 1856, the word “curriculum” first appeared in Webster’s Dictionary and it was presented as a course that especially was taught at University. Later, the definition curriculum was mentioned and published by an American educationist John Franklin Bobbitt in 1918. In 1918, Bobbitt wrote his first writing in explaining the meaning of curriculum in his essay “The Curriculum: a summary of the development concerning the theory of the curriculum”. Bobbitt stated that curriculum came from the Latin word for “race-course”. Moreover, he clarified curriculum as “the course of deeds and experiences through which children become the adults they should be, for success in the adult society”. Traditionally, curriculum is defined or recognized as the sum of information, facts, concepts, ideas, and experiences that is delivered to students by teachers. But, the modern concept of curriculum is different from the traditional concept because curriculum definition is developed due to several reasons such as cultural changes resulting from scientific and technical development, the change in the objectives of education and the nature of the curriculum itself affected by students, environment, cultures, society, and theories...
When it comes to implementing a curriculum everyone has an opinion. Whether it is the organization of the curriculum or the evaluation of the curriculum, everyone from administers, teachers, and parents will have their opinions on the new curriculum. The curriculum development group has many difficult decisions to make. They have to decide when and how to implement, who will be in charge, what data will be collected, and how will the curriculum be evaluated.
To define curriculum leadership, one should first have a working definition of curriculum. According to Marsh and Willis (2007), curriculum is usually regarded to mean a program of instruction at a school including both the planned and unplanned events in the classroom (pp.16, 375). Curriculum has three basic focal points: the nature of the individual, the nature society, and the nature of a subject (P. Brown, CIED 5053 lecture notes, August 28, 2006).
Teachers should aid students in stretching their abilities and developing their basic skills. Also, the value of students’ perceptions of both the use and interest of the subjects studied at school is pivotal to effective within-school curriculum development. Thus, a curriculum’s development agenda is centered on the relationship of the students on
We need to continuously assess and evaluate our students so we can set appropriate goals for each student and individual instructions. Each child learns different, so as a teacher we need to have different styles of teaching for positive reinforcement.
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.