Chapter 9

 

                         

IMPLEMENTATION

     The successful implementation of any new curriculum involves thoughtful planning and hard work on many levels. Experience from the field suggests that the following are critical in successfully using Investigations to improve the teaching and learning of mathematics for all students.

     An Implementation Plan. Designing and implementing a long-term, well-articulated plan requires a diverse team with a strong leader and a shared vision of what effective elementary mathematics teaching and learning can and should look like. Communication about the plan needs to be clear and consistent, so that people know what is expected of them, and what resources are available to support them in their work. 

     Another than that the very reason a curriculum is developed. The ones being directly influenced by the curriculum. Parents as supporters in the curriculum. In other meaning, parents are the best supporters of the school.

in other word about curriculum content Math is a cumulative, vertically structured discipline. We have many thousands of years of accumulation of mathematical research. The totality of accumulated mathematical knowledge continues to grow at a significant pace. This presents major difficulties to teachers and learners of math.

First, there is a great deal that could be learned, so careful decisions have to be made about what to have students learn. These decisions need to be revisited from time to time as the totality of mathematical knowledge continues to grow.

chapter 8

     

     Now let us consider the idea of curriculum design. As indicated by the definitions at the beginning of this book, the term “design” is used as a verb to designate a process (as in “designing a curriculum”), or as a noun to denote a particular plan resulting from a design process (as in “a curriculum design”). Never mind that a curriculum is not a garden or a bridge or a traffic pattern; our purpose in this chapter is to see how things play out when we apply the design practices of architects and engineers to the creation of new curricula. And, for the moment, let us put aside the question of precisely what a curriculum is (a matter to be taken up at the beginning of the next chapter), since the process of curriculum design can be explored without first having agreement on a precise definition of curriculum.
                                           

     The purpose of this chapter is to explore ideas, not to provide detailed step-by-step instructions on how to create an actual curriculum design, let alone an actual curriculum. It is as though, by way of analogy, the chapter deals with how general design principles may seem to apply to designing any kind of buildings, but not to how to produce detailed engineering plans for use in constructing actual buildings

     Curriculum design is purposeful. It is not just to “have” a course of study. Its grand purpose is to improve student learning, but it may have other purposes as well. Whether the purposes are in harmony or in conflict, explicit or implied, immediate or long-range, political or technical, curriculum designers do well to be as clear as possible about what the real purposes are, so that they can respond accordingly.
     
     Curriculum design is creative. Curriculum design is not a neatly defined procedure that can be pursued in a rigorous series of steps. At every stage of curriculum design there are opportunities for innovative thinking, novel concepts, and invention to be introduced. Good curriculum design is at once systematic and creative—feet-on-the ground and head-in-the-clouds.

 

Chapter 4

Hi, nice to see you again. In my opinion, the great model to school is behaviorism. It is because, Behaviorism( also called approach) was the primary paradigm in psychology between 1920 to 1950 and is based on a number of underlying assumption regarding methodology and behavioral analysis.

Behaviorism is primarily concerned with observed behavior, as apposed to internal events thinking and emotion. Observable (i.e. external) behavior can be objectively and scientifically measured. Internal events, such as thinking should be explored through behavioral terms ( or eliminated altogether)

• Checklist based on Behaviorism model

1.  * Behavior is the result of stimulus – response (i.e. all behavior, no matter how complex, can be reduced to a simple stimulus – response association). Watson described the purpose of psychology as: “To predict, given the stimulus, what reaction will take place; or, given the reaction, state what the situation or stimulus is that has caused the reaction"
   

• Resigning curriculum

1. Verbal Reinforcement (saying 'good job')
2. Repetitive practice
3. Drill/ Rote work
4. Bonus points (providing an incentive to participate)
5. Establishing rules
   

Chapter 5

Hello guys! 

Regarding to my previous topic, i want to share a lil bit about curriculum. 

Is curriculum relevant to my field of study? 

For me, i will absolutely give a big YES for that question. I as a student can refer and follow what had written in the curriculum document itself. As we know, the curriculum contain the aim, goals and objective for the education, programme, the assessment, the planning for future education and many more. Besides, I will be more discipline in doing my work when I refer to the curriculum document. :)

In other hand, this curriculum had been designed to make sure that we as a student can learn and gain even more knowledge and information about the course that we take. 

Next is, what make an awesome curriculum in this 21st century? Hmmmmm.

In my opinion, students nowadays, their thinking level are totally different from ours. So, we should be more creative in creating an awesome curriculum. The content have to be interesting either for the programme or the exercise. Apart from that, our government already provide a good service of technology for our education. It is a good advantage for us to build and make the best curriculum document. The usage of computer or laptop in classes are also the example of good technology for youngsters. This also can make them a student with a great mind and make them think creatively and out of the box. This is why the curriculum in this 21st century is awesome. :D 
                                              

Chapter 7

CURRICULUM THEORY & PRACTICE.
       

                       

• "All the learning which is planned and guided by the school,whether it is carried on in groups or individually, inside or outside the school. (Quoted in Kelly 1983).

CURRICULUM THEORY AND PRACTICE

• Four ways of approaching curriculum theory and practice:

1. Curriculum as a body of knowledge to be transmitted.
2. Curriculum as an attempt to achieve certain ends in students - Product.
3. Curriculum as process
4. Curriculum as praxis

                      

CURRICULUM AS A SYLLABUS TO BE TRANSMITTED

• Syllabus,naturally, originates from the Greek.
• Basically it means a short and clear statement or list of topics for discourse (to communicate in writing or speech), the contents of a treatise (a piece of writing to examine a particular subject), the subjects of a series of teaching.

                         

STEPS IN GETTING THE 'PRODUCT'

• Step 1 : Diagnosis of need
• Step 2 : Formulation of objective
• Step 3 : Selection of content
• Step 4 : Organization of content (educators to prepare the content)
• Step 5 : Selection of learning experiences.
• Step 6 : Organization of learning experiences
• Step 7 : Determination of what to evaluate and of the ways and means of doing it. (Taba 1962)

    

                      

• This approach of curriculum theory and practice is systematic and has considerable "organizing power".
• Central to the approach is the formulation of behavioral objective-providing a clear notion of outcome so that content and method may be organized and the results evaluated. 

  

                          

• The problem here is that such programmes outside the learning experiences of learners. This takes much away from learners.
• Learners can end up with little or no voice. They are told what they must learn and how they will do it
• The success and failure of both the programme  and the individual learners is judged on the basis of whether pre-specified changes occur in the behavior and person of the learner (the meeting of behavioural objective).
• The "behaviour" has to be some uncertainly about what is being measured.
• There are questions around the nature of objective. This model is hot on measurability. It implies that behavior can be objectively, mechanistically measured.

                       

• Another way of looking of curriculum theory and practice is via process.
• Curriculum is the interaction of teachers, students and knowledge.
• Curriculum is what actually happens in the classroom and what people do to prepare and evaluate.

STENHOUSE ON CURRICULUM

• Curriculum should provide a basis for planning a course:

IN PLANNING:

1. Principle for the selection of content-what is to be learned and taught.
2. Principles for the development of a teaching strategy (how it is to be learned and taught)
3. Principles for the making od decisions about sequences.
4. Principles on which to diagnose the strengths and weaknesses of individual students.

EMPIRICAL STUDY

• Principles on which to study and evaluate the progress of students.
• Principles on which to study and evaluate the progress or teachers.
•  Guidance as to the feasibility of implementing the curriculum in varying school contexts, pupil contexts, environments and peer-group situations.
• Informations about the  variability of effects in differing contexts and on different pupils and an understanding of the causes of the variation.

                             

• The first is a problem for those who want some greater degree of uniformity in what is taught.
• This approach to the theory of curriculum, places thinking at its core and treats learners as subjects rather than objects, can lead to very different means being employed in classrooms and high a degree of variety in content.
• The major weakness and strength of the process model rests upon the quality of teachers.

- Prescribed curriculum materials

- Dependent on the wisdom and meaning-making in the classroom.If the teacher is not up to this,then   there will be severe limitations on what can happen educationally. 

                               

CURRICULUM AS PRAXIS 

• The pedagogy goes beyond the learning experiences of the learner:

-It is a process of learning the experiences by learners through 'dialogue and negotiation', recognizes them both as problematic.

-Allows students and teachers together to confront the real problems of their relationship (Grundy 1987:105)

• This approach the curriculum itself develops through the dynamics interaction of action and reflection.
• At its centre is praxis : informed, commited action.

CURRICULUM CONTENT

• Curriculum is what actually happens in classrooms,that is "an ongoing social process comprised of the interactions of students,teachers,knowledge and milieu" (1990;5).
• In contrast,Stenhouse defines curriculum as the attempt to describe what happens in classrooms rather than what actually occurs.

Chapter 3

    PHILOSOPHICAL FOUNDATIONS OF CURRICULUM


                

• Philosophers are people who seek after wisdom and curious about the world seeking to understand the nature of things.
• Philosophers study the workers of other philosophers and state anew what others have put forward as well as proposing new philosophies.
• A philosopher can be a person who knows philosophy even through he or she engages in little or no philosophizing
• .Philosophy also refers to the collective works of other philosophers. It can mean the academic exploration of various questions raised by philosophers.

                         
PHILOSOPHY AND CURRICULUM

"Philosophy is the beginning point in curriculum decision making and is the basis for all subsequent decision regarding curriculum" John Goodland.
   
              

MAJOR PHILOSOPHIES

• Idealism
• Realism
• Pragmatism
• Existentialism

                             

IDEALISM

• Highest aim in the search for truth and values that will stand the best of time.
• Idealism is the group of philosophies which assert that reality, or reality as we can know it, is fundamentally mental, mentally constructed, or otherwise immaterial (Wikipedia).
• Truth and values are seen as absolute, timeless and universal.
• Idealists stress the importance of learning ideas and concepts.They believe in reasoning but question the use of scientific method and sense perception.Idealists believe in sharing ideas and great works that are universal,as well as long-lived.
• Idealists stress the importance of learning ideas and concept.

IDEALISM CURRICULUM

• Curriculum is hierarchical. Concept and abstract subjects are the top subjects. (Philosophy, theology)
• Promotes abstract thinking(Mathematics is considered important because it cultivates the power to deal with abstract thinking)
• Language subject is important.

                                

REALISM

• Realists believe that schools should promote human rationally through observation and experimentation.A lot of responsibility is placed on the teacher to have the right background and information. Realist teacher believe in the importance of experimental learning.Students have to take a hands-on approach.

                    

REALISM CURRICULUM

1. Logic and lessons that exercise the mind and that cultivate rational thought are stressed.
2. Three R's (Reading,Writing, Arithmatics)
3. Ethical,political,economics thought.
4. Organized separate subjects curriculum. For example, study of humankind experience becomes history subject.

                      

• Refereed to as experimental-ism, based on change, process, and relativity.
• Construes knowledge as a process in which reality is constantly changing.
• Nothing can be viewed intelligently except in relation to a pattern 
• Truth is  no longer absolute or universal.
• Pragmatism place their focus on the idea of change.This constant change results in people having to understand what it means to know.
• Believe that knowing represents an exchange between the leaner and the environment.

                     

PRAGMATISM CURRICULUM

• Views teaching as more exploratory than explanatory
• Considers teaching and learning as process of recon trusting experience according to scientific method
• Focuses on problems solving.

                           

                             

• Stress in individualism and personal self-fulfillment
• Prefer to free learner to choose what to study and determine what is truth.
• recognize few standards, customs or tradition.

                         

EXISTENTIALISM CURRICULUM

• Consists of experience and subjects that lend themselves to philosophical dialogue and acts of choice making, Literature , drama film making and art.
• Classroom would be  rich in materials.
• Stresses self-experience activities, experimentation, and methods and media.
• Focuses on learner's feelings,emotions, and insights.

EDUCATIONAL PHILOSOPHIES

                             

                                    

                               

                                

 PERENNIALISM

• Classic subject;Literature, language ,mathematics
• Constant curriculum (Unchanged)
• Common curriculum for all(Little room for electives and vocational)
• Students has no freedom to choose.

PERENNIALISM CURRICULUM

1. Paideia proposal
2. Liberal arts

                         

• Philosophical base; Realism and Idealism
• Aim : To promote intellectual growth and educate the competent person
• Knowledge: Essential skills, master to concepts and principles
• Role of teacher: Authority in the field.
• Teaching method: explicit teaching of traditional values. Tough discipline

ESSENTIALISM CURRICULUM

1. Essential skills(THREE R"s)
2. Essential subjects: English, Science,history,math, foreign language
3. Affected by the demand of the public to raise the academic standards and to improve students work and minds.
4. subjects that have contents are emphasized rather than process

• Back to basic curriculum
• Excellence in education
• Cultural literacy

                              

• Philosophical base : Pragmatism
• Aim: To provide democratic,social living
• Knowledge : Growth and development, living learning process, focus on active and relevent learning process, focus on active and relevant learning
• Role of teacher: To guide
• Teaching method: Problem solving and scientific inquiry.

PROGRESSIVISM CURRICULUM

1. Curriculum should be based on students interests.Should be applicable for human affairs (solving problem).
2. Interdisciplinary subject matter.
3. Focus on activities and projects.
4. Reality is changing therefore no need  to focus on fixed body of knowledge.
5. Process is more important than content.

• Relevant curriculum
• Humanistic education
• Radical school reform.

RECONSTRUCTIONISM

                                                                                            

        RECONSTRUCTIONISM CURRICULUM

• Emphasis on social sciences and social research methods
• Examination of social, economics and political problem
• Focus on present and future as well as local and global issues.

1. International education
2. Equality of educational opportunity.

ADVENTIST PHILOSOPHY

  

• Philosophical base: Theism
• Aim: Restoration of man to God's image.
• Knowledge: Bible values. To prepare responsible citizen for the world today and the world to come. Balance education-Spiritual,physical,mental,social(Wholistic Education)
• Role of teacher: Lead student for Christ
• Teaching method: Faith integration, practical, living by exampling(modeling)

ADVENTIST CURRICULUM

1. Curriculum focus: Salvation, Redemption
2. Subjects: Bible subjects in every program, health subject,vocational,work education,service learning,outreach.

CURRICULUM TRENDS

• Adventist curriculum trends?

1. Health message(vegetarianism)
2. Sanitarium
3. Academy (Boarding school)
4. Isolated schools.
5. Educational Excellence.
6. Integration of faith and learning.

 

Chapter 2

    THE ROLES OF CURRICULUM WORKERS.

                            

    CURRICULUM WORKERS???

•  People who work on curriculum engage in many different types of endeavors.
• Curriculum workers had the first time approach that appeared both comprehensive and workable,
• They are advised to concentrate on student behaviors in devising objectives for a unit to emphasize appropriate learning experience rather than simply identifying content to be covered.

1. Curriculum practitioners use curricula within the instructional arena and super- vise its use in schools.
2. Classroom teachers who plan instruction using social studies textbooks, implement a reading program, or derive a science program from curriculum ideas offered on a Web site a curriculum practitioners.
3. Curriculum disseminators make known to curriculum practitioners the existence of curricula and the proper methods of using them. A curricula disseminator might be a textbook salesperson, a school district subject matter specialist, a college professor offering a methods course, or a workshop leader for publishing company or professional organization.

                     
                                              

    CURRICULUM EVALUATOR

• Curriculum evaluation is historically as rich as education.The evaluation  concept is so comprehensive that contains several evaluation activities with the common function of investigating a certain curriculum in a given administrative content.

                           

    CURRICULUM ADVOCATES

• Curriculum advocates are educators and members of the general public who are concerned about and attempt to influence what is taught in schools and how it is taught.
• A curriculum advocate might be a parent attempting to influence the curriculum decision of his child's school, a citizen trying to influence the curriculum decisions of the state department of education, or a politician (perhaps a president,governor, or legislator) attempting to implement her curriculum ideas through the political process. 

                         

CURRICULUM THEORISTS

• Curriculum theorists examine the philosophical and ideological underpinnings of existing curricula;

1. Study how curricula are used, disseminated, created, and evaluated. How study the endeavors and intents of other  curriculum workers.
2. Speculate on what curricula should accomplish,probe the "whys" of their own examinations.
3. Write books such as this one, all for the purpose of contributing to the general body of knowledge about effective curriculum practice, dissemination , advocacy, development , and evaluation. 

                       

THE ROLE OF THE CURRICULUM

• The role or the curriculum worker is a categorized under four headings and rationale provided for each;

1. Coordination of curriculum planning and development.
2. Definition and application of curriculum theory.
3. Design and application of curriculum research
4. Provision of aid in filling in;service needs of staff.

chapter 1

     FOUNDATIONS AND DOMAINS OF CURRICULUM AND PEDAGOGY.(WEEK 2)

               

      WHAT IS CURRICULUM?

      * Curriculum has to do with the answers to such commonplace questions as:
     -"What can and should be taught to whom,when, and how?"(Eisner & Vallance, 1974).
     - Curriculum is "all planning for the classroom"(Begg,2005)

      DEFINITION OF CURRICULUM.
   
     * Curriculum is the"content"or"subject matter"of instruction. The content includes the whole range of matters in which the student is expected to gain some knowledge and competence (Philip Phenix,1962).As content,as learning experiences,as behavioral objectives,as a plan for instructions, and as anontechnical approach(Fred C.Lunenberg,International Journal Of Scholarity Academic Intellectual Diversity,2011). The curriculum is all the experience that individual learners have in a program of education whose purpose is to achieve broad goals and related specific objectives, which is planned in terms of a framework of theory and research, or past and present profesional practice.Parkay and Hass(2000).


                                   MALAYSIA PHILOSOPHY OF EDUCATION

                           HISTORICAL FOUNDATION OF CURRICULUM








                                   



     CONCEPT OF PEDAGOGY
         
                         

     What is pedagogy?

 *The art,science or profession of teaching. Defined as the exploration of effective teaching and learning strategies.Also defined as the art and science of teaching children. In the pedagogical model, the teacher has full responsibility for making decisions about what will be learned, how it will be learned,when it will be learned, and if the material has been learned.
*Pedagogy, or teacher -directed instruction as it is commonly known,places the student in a submissive role requiring obedience to the teacher's instructions.It is based on the assumption that learners need to know only what the teachers teaches them. The result is a teaching and learning situation that actively promotes dependency on the instructor. (Knowles,1984)