...Curriculum Philosophy Paper Patrice Bax HRWD 6713: Curriculum Design Submitted: October 6, 2012 In mathematics, there is a rule called the order of operations which instructs a student to solve certain steps first, before calculating others steps to arrive at an accurate solution to a mathematical expression. Similarly, society teaches an order of operations to life in that students are to first, matriculate through secondary education to attain foundational skills in support of man’s progression in society; second, enter into college to gain skills and knowledge to prepare for survival in society; third, graduate from college with specific jobs skills and credentials to give meaning to society; and finally, contribute to the functioning and betterment of society by successfully entering and succeeding in the workforce. Unfortunately, society is facing a detrimental problem that may signify a defect in this order of operation, because graduates are unprepared and lack the skills needed to succeed in today’s workforce. The basis of this paper is to provide clarity to the problem of unprepared graduates entering the workforce, and suggest a viable solution by offering that simulated education curriculum rooted in Social Efficiency Ideology is a practical response to the issue. Clarity of the Problem U.S. Chamber of Commerce (2012) recognizes that the toughest competition in business is the global race for talent. Plumer...
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...REPUBLIC OF TRINIDAD AND TOBAGO MINISTRY OF EDUCATION SECONDARY EDUCATION MODERNIZATION PROGRAMME DRAFT SECONDARY SCHOOL CURRICULUM Form Three Mathematics Curriculum Development Division October 2003 TABLE OF CONTENTS About this Draft i Foreword – A Note to Teachers iii Acknowledgements v PART ONE Introduction 1- 1 The Curriculum Underpinnings 1- 2 Philosophy of Education 1- 3 The Goals of Education 1- 5 The Essential Learning Outcomes 1- 6 The Curriculum Design and Development Process 1-11 PART TWO - CURRICULUM CONTENT Vision Statement 2- 2 Rationale for the Teaching and Learning of Mathematics 2- 3 Goals of the Mathematics Curriculum 2- 4 General Intended Outcomes For Forms I, II, and III. 2- 5 Connections to Other Core Curriculum Areas 2- 6 Framework for Mathematics for Forms I, II and III 2- 9 A General Curriculum Framework 2-11 Course Outline for Form III 2-12 PART THREE - STRATEGIES/METHODOLOGIES Teaching and Learning Strategies 3- 2 Suggested Activities 3- 6 Suggested Resources 3-15 PART FOUR - EVALUATION Elaboration of Assessment and Evaluation 4- 2 Evaluation Tools and Strategies 4- 5 Cross-referencing to Teachers’ Guide 4- 7 BIBLIOGRAPHY 4- 9 ___________________________________ i ABOUT THIS DRAFT Under the umbrella of the Secondary Education Modernization Programme (SEMP), since the latter...
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...factors influencing the emergence of the curriculum, models of curriculum design and the implication of curriculum evaluation. 1.1 Concept of curriculum There is no single definition of the curriculum .The most common definition of curriculum that most teachers give is that it is a syllabus or a program of study but this is an erroneous definition. For Taba (1962), it is a ‘plan for learning’, while Lawton describes the curriculum as “a selection from the culture of a society” (Lawton, 1975, p6). It has also been described as “a social and political construct that changes over time in response to a range of factors and influences” (Mc Cullock, 1992, p9). Hence, the term curriculum means different things for different people. While it is obvious that the curriculum is not neutral, its content and how it is transmitted depends on the kinds of interaction between curriculum developers, teachers and students. Stated differently, curricula emerges depending on the various ways curriculum developers, teachers and students interact with each other. In this essay, I will outline the internal and external factors that shape the interaction between the official curriculum, what is taught in secondary schools and learning that takes place in classrooms. Internal factors include the influences of philosophy, psychology and sociology, whereas external factors include the social, economic and political aspects that shape curriculum design. Two curriculum models, namely the rational and the dynamic...
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...I. INTRODUCTION The role of curriculum in educating the students is a dynamic process that seeks to cope with the changes in our society. Understanding the traditional and emerging concepts of curriculum as well as the factors that affect its development will guide the educators to respond to the needs of the learners. In planning, constructing and evaluating a curriculum, educators and curriculum practitioners may use one or more approaches. The contrasting approaches that are generally used in curriculum development are Technical/Scientific Approach and Non-technical/Non-scientific Approach. In scrutinizing these approaches, the advantages and disadvantages are revealed and the differences they generate in creating a curriculum. According to Bago (2008), information about personal and collective commitments to a particular viewpoint and the values considered important by individuals, school, and society are exposed when examining an approach. Curriculum can also be designed based on a particular context. It solely depends upon the elements namely: contemplation of aims, projected learning outcomes, syllabus, learning and teaching methods, and assessment. There are three common patterns to design a curriculum: through subject – centered, experience – centered, and problem – centered. These are incorporated into the curriculum by looking into its possible effects to the certain elements mentioned above. A design that addresses to the conceptual framework of science education...
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...DEFINING CURRICULUM AND THE APPROACHES QUESTION 1 The word "curriculum" has been and still is used to convey many different ideas and to signify many different things. The word's intended meaning actually differs depending on the speakers and writers and across place and time. The society, political situations, technological advancements, and philosophy not only influence today's curriculum, but they influence each other as well. Each affects and is also effected by one or more of the other therefore because of this, the concept of curriculum is sometimes characterized as fragmentary, elusive and confusing. However, the numerous definitions indicate change that brings about diverse interpretations of what curriculum is all about. The definitions are influenced by modes of thoughts, pedagogies and political as well as cultural experiences. According to Elliot Eisner (1985) defined curriculum as a series of planned events that are intended to have educational consequences for one or more learners of which I do agree with his statement because as an educator because we cannot cover the whole syllabus so we plan ahead on what we are going to cover and what not to cover which leads to us being in control of all the events in the learning process for one or more of our learners. Fraser (1993) views curriculum with a much wider interpretation as the interrelated totality of aims, learning content, evaluation procedures and teacher-learning activities, opportunities and experiences...
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...CURRICULUM Introduction As part of transforming South Africa, the educational landscape has undergone dramatic changes where ultimately teachers have to decide to either implement a curriculum as mandated or to adapt the curriculum to take into account their particular context. Teacher’s in South Africa battle on a daily basis with the effects of teaching large number of learners in an under-resourced context. Teachers are expected to adapt to those changes and such changes impact heavily on the roles of teachers in the classroom. They must find a way to facilitate teaching, learning and assessment despite difficult conditions. The gap between curriculum as intention and curriculum as reality confronts teachers regularly. The aim of this essay will address the narrow and broad definitions of the concept curriculum, as well as the official, explicit, implicit, covert and hidden curriculum as they are viewed by different authors. Defining Curriculum Two views on curriculum: Narrow and Broad Many educationists argue that awareness of different interpretations is important in developing a Good understanding of what curriculum is (Booyse & Du plesis, 2014: 4). However they make a point that different approaches, either as a blue print or adaption approach, may be appropriate for different situations. Take a closer look at the various interpretations: Eisner (1985) defines curriculum as a series of planned events that are intended to have educational consequences...
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...Introduction Curriculum as a field of study is relatively young. Most place its birth during the second or third decade of this century, often with the publication of Franklin Bobbitt's. In 1918, Denver superintendent Jesse Newlon's suggested use of teachers in curriculum development . It is important to note that the study of curriculum did not begin as an addition to an extant field, say as a subfield of psychology or philosophy. Rather, it began in administrative convenience: professional responsibility for curricular matters. They came from every academic background imaginable. This means different kinds of thinking from the scientific to the artistic have emerged in the curriculum field. Curriculum as a field includes curriculum theory, development, implementation (that is, instruction), and evaluation. Traditional, conceptual-empiricist, and reconceptualist are theoretical frameworks that govern specific approaches to curriculum issues. Each of these frameworks can be characterized by the dominant and subordinate assumptions that govern the knowledge and values which underline their respective modes of inquiry. Traditionalists: Educational philosophy (Pernalism and Essentialism) General Philosophy (Idealism and Realism) Educational Psychology (Behaviorism) History The field of curriculum studies began in the early 1920's, and grew out of the necessity and need...
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...day assignment is late up to a maximum of 3 days. After 3 days assignment will not be accepted. You are required to read your textbook especially chapters identified in this assignment and course materials before completing assignment 1. Question 1. Discuss ways that students are involved in curriculum development in a school district with which you are familiar (chapters 3 and 4 can provide you with good ideas). Answer Students play a major role in curriculum development because the curriculum is centered on them. The students are involved through their performance, feedback, and etc. If students are not performing at the level that they should then teachers tend to evaluate their curriculum. Students’ feedback is also a beneficial part of the curriculum development. Students learn in a variety of ways so it is portent for teachers to accommodate all learning styles so that each student has an equal chance at learning. Question 2. Explain ways parents and others from the community are involved in curriculum development in a school district with which you are familiar (chapter 4 can provide good ideas). Answer Parents and communities are also involved in curriculum development. The saying, “It takes a village to raise a child” is true. By the parents and communities volunteering and collaborating with the schools can increase students’ performance and positive impact. The parent committees (PTA) that are established at schools is an example of how the parents...
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...Status | Date | Type | Document | 01/05/2013 | Regular | 1 | | Academic Status | Date | Type | Document | 01/05/2013 | Active | 1 | | Documents Control | Academic Record | 2013 1st Semester :: Main Campus | Mode / Type / Cond | Crd. | Grd. | Qpt. | | | MATH | 181 | Business Algebra | Reg / Core / regular | 3.00 | C | | | | INSY | 110 | Computers and Business Information Systems | Reg / Core / regular | 3.00 | B | 7.00 | | | CONV | 101 | Convocation [1st Year 1st Semester] | Reg / Core / regular | 0.00 | S | 0.00 | | | ACCT | 111 | Financial Accounting 1A | Reg / Core / regular | 4.00 | C | 8.00 | | | ORIE | 100 | Orientation | Reg / Core / regular | 0.00 | S | 0.00 | | | RELT | 215 | Philosophy of Christian Education | Reg / Core / regular | 2.00 | | 0.00 | | | MGMT | 155 | Principles of Management | Reg / Core / regular | 3.00 | B+ | 7.00 | | | ECON | 215 | Principles of Microeconomics | Reg / Core / regular | 3.00 | C+ | 6.99 | | | EDUC | 101 | Work Education | Reg / Core / regular | 0.00 | | | | | | Core Cumulative, Cred: 15.00, GPA: 2.14 | Period Total: | 15.00 | GPA= | 2.14 | | | 2013 2nd Semester :: Main Campus | Mode / Type / Cond | Crd. | Grd. | Qpt. | | | MATH | 182 | Business Calculus | Reg / Core / regular | 3.00 | | | | | COMM | 102 | Communication Skills | Reg / Core...
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...this, The Methodist Hospital began the Methodist Advancement into Professional Practice Program (MAPP). MAPP students are senior professional nursing school students with an interest of pursuing a career as an OR nurse. The internship is an aggressive two month program focusing on the skills required to function as a highly trained OR nurse. In an effort to uphold recommended standards and practices, the core curriculum is based on the fundamental elements of the Association of PeriOperative Nurses (AORN). During the first two weeks students began their training in a classroom setting where were introduced to the basic concepts of the OR. The next six weeks students will be engage in simulations labs of what was taught in the classroom setting. They will demonstrate mastery through return demonstration prior to orienting through the OR suites. Once on the unit, MAPP students are assigned a preceptor for the remainder of their training and are allowed to function independently through direct supervision by their preceptor. Philosophy Philosophies are...
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...choose the latter, because of the person’s ability to excel in business and accounting, but also to be proficient in other social and non-business related skills. The combination of receiving a good liberal arts education, attending Aquinas College, and then applying both to my life will assist me in creating a successful future with a professional career. According to the Merriam-Webster online dictionary, liberal arts is defined as “college or university studies (as language, philosophy, literature, abstract science) intended to provide chiefly general knowledge and to develop general intellectual capacities (as reason and judgement) as opposed to professional or vocational skills” (Merriam-Webster). Students who receive a liberal arts education become knowledgable and skilled in many areas of study, rather than one specific topic. They become prepared to deal with complexity, diversity, and change. A liberal arts education does not necessarily include professional, vocational, or technical curriculum; rather, provides students with a broad knowledge of the world, as well as an in-depth study of one area. The educational program at Aquinas College combines studies in language, math, social sciences, natural sciences, humanities, majors, minors, and professional areas of study, therefore qualifying itself as a liberal arts college. Aquinas College holds several values to the utmost importance, some of which include prayer, study, community, and service. Spending four, or more...
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...a group called ‘the Adjusters.’ It was believed that students needed lessons in practical matters such as friendships, hobbies and family life more than the lessons acquired in college or vocational school.” John Dewey, who was one of the main advocates of progressive education and became known as the “father of Progressive education,” created a “Laboratory School” in Chicago. The curriculum at Dewey’s Lab School was described as two-dimensional: 1. The child’s side that focused on activities, and 2. The teacher’s side that focused on “logically organized bodies of subject matter” (Tanner 102). Students learned subject matter through familiar events and social activities: they cooked, sewed, wove, wood-worked, explored farming, etc. (Benson 30 ; Tanner 109). Critics of his school and his philosophy argued that “Dewey isolated children from the real world by creating an imaginary world with curriculum that gave students experiences with the sole aim of acquiring subject matter.” Maria Montessori was an Italian physician and educator who developed an educational philosophy that focused on independence, freedom, and respect for a child’s natural development. Montessori’s education spread to the United States in 1911, received criticism and went away in 1914, and returned in 1960. “Thousands of schools throughout the country embrace this style of learning as a model of human development.” However, the traditional approach to education, which prevails today, remains...
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... IN ED 740-CURRICULUM DESIGN AND DEVELOPMENT BY FIRMA CACCAM VIRAY, Ph. D. Professor And ESTRELITA TOLENTINO GAMIT, Ph.D. Asso. Professor OPEN UNIVERSITY CENTRAL LUZON STATE UNIVERSITY SCIENCE CITY OF MUNOZ, NUEVA ECIJA PHILIPPINES INTRODUCTION The excellence in the program in any institution reflects the quality of program planning and development. Education is no exception: the quality of individual school programs varies quite directly with the quality of program planning. The programs of individual schools, classrooms and of individual students usually mirror distinctly the nature and extent of the planning and development of these programs by teacher and students (Saylor and Alexander, 1966). Curriculum development is a complex undertaking. Its complexity and difficulty are perhaps heightened by the usual absence of a set of clear ideas or models and planning and the how and theory of curriculum planning and development (Beauchamp, 1961). ASSUMPTIONS OF CURRICULUM PLANNING (Saylor and Alexander, 1966) 1. Quality in educational program has priority in educational goals. 2. The curriculum itself must be dynamic and ever changing as new developments and needs in our society arise. 3. The process of curriculum planning must be continuous, not limited and must be dynamic. 4. No master curriculum plans will serve all schools. 5. Many individuals participate in curriculum planning. 6. Procedures of curriculum planning vary from...
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...CURRICULUM DEVELOPMENT 1. Curriculum * “The planned and guided learning experiences and intended learning outcomes, formulated through the systematic reconstruction of knowledge and experiences, under the auspices of the school, for the learners’ continuous and willful growth in personal social competence.” (Daniel Tanner, 1980) * Curriculum refers to the means and materials with which students will interact for the purpose of achieving identified educational outcomes. * The concept of curriculum is as dynamic as the changes that occur in society. In its narrow sense, curriculum is viewed merely as a listing of subject to be taught in school. In a broader sense, it refers to the total learning experiences of individuals not only in schools but in society as well. * Curriculum comes from the Latin root, "currere" which means "to run", which later came to stand as the "course of study." * Curriculum is the sum total of all learning content, experiences, and resources that are purposely selected, organized and implemented by the school in pursuit of its peculiar mandate as a distinct institution of learning and human development. * Robert M. Hutchins views curriculum as “permanent studies” where the rule of grammar, reading, rhetoric and logic and mathematics for basic education are emphasized. * Caswell and Campbell viewed curriculum as “all experiences children have under the guidance of teachers”. This definition is shared by Smith, Stanley and...
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...Module 7: Curriculum IMPLEMENTATON “Homework Must Be More Fun and Meaningful’ In Module 5 we discussed what was involved in curriculum planning and in Module 6 we looked at different techniques of designing the curriculum focusing on some curriculum design models. The next stage in the curriculum development process according to Tyler, Taba and Alexander & Saylor is the implementation of the curriculum plan. The final destination of any curriculum (whether it be a school, college, university or training organisation) is the classroom involving students, teachers, administrators and the community. Implementing the curriculum is the most crucial and sometimes the most difficult phase of the curriculum development process. Those responsible for implementing a curriculum often hear comments and concerns such as: o Teachers are already overloaded – how are they going to implement the new ideas. o Parents and education officers are only interested in a high pass rate in examinations – how are schools to incorporate suggested changes. These are real concerns and made worse when persons implementing the curriculum are not clear what is expected of them. How often have we heard people say, ‘the plan was good but implementation was poor’. On the other hand, if a curriculum plan is not implemented and remains on the shelf then all efforts in planning will be a sheer waste. A curriculum must be delivered...
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