Curriculum engagement


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EDCT 595 Week 3 Presentation

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  • Knowledge is viewed as a set of skills to be mastered and facts to know.Learners are assumed to know nothing about a subject and are therefore taught (acted upon as objects, not participants) and have learned if they are able to transmit the knowledge they have been taught into action (application).Curriculum is viewed as a product that can be designed in a series of steps…
  • When curriculum is viewed as a process, the primary focus is not on content or materials per se, but on interactions among teachers, learners and knowledge.From this perspective, learners are not ‘objects’ to be acted upon (like empty vessels to be filled with the knowledge of the textbook or from the teacher) but are active participants in the teaching and learning transaction. Thus, curriculum is not a course syllabus or a set of lesson plans, but is rather what actually happens in the classroom and what all the participants(teachers and students) do to prepare and evaluate these interactions.
  • In practical terms, for the purposes of applying our evolving definitionof curriculum for this course and/or for your cognate project, curriculum can be thought of as what is learned and what is taught (content), how it is delivered (teaching/learning methods), how it is assessed and the resources used to deliver and support the teaching and learning. The dynamic I want to emphasize is that of process over product – so in this sense you can think of your engagement in curriculum development as being more like following a recipe than like manufacturing a product. You imagine an a curricular possibility, assemble your ingredients, put together the dish using the right steps and measures, always account for variations in the meal based on individual and collective tastes and know that every time the outcome will vary based on the interactions of all the ingredients on one another.
  • Curriculum engagement

    1. 1. Curriculum Engagement<br />Product vs. Process<br />
    2. 2. Curriculum as Product<br />
    3. 3. Curriculum Production<br />Diagnosis of need<br />Formulation of objectives<br />Selection of content<br />Organization of content<br />Selection of learning experiences<br />Organization of learning experiences<br />Determination of what to evaluate, and the ways and means of doing it.<br />
    4. 4. Curriculum as Process<br />
    5. 5. Curriculum Values & Ideals<br />
    6. 6. A Continuous Process of Development<br />
    7. 7. A process definition of curriculum<br />'A curriculum is an attempt to communicate the essential principles and features of an educational proposal in such a form that it is open to critical scrutiny and capable of effective translation into practice’ (Stenhouse, 1975).<br />
    8. 8. Teaching is like Cooking?<br />
    9. 9. Issues & Concerns<br />Uniformity<br />Control of the process<br />Teacher quality<br />Time constraints<br />Accountability<br />
    10. 10. Your Curriculum Project<br />Select your focus<br />Develop the goals (what you hope to achieve overall) and objectives (specific learning outcomes) of the curriculum;<br />Describe the content and the learning experiences that would best support the attainment of the stated curricular goals and objectives;<br />Describe how learning experiences would be organized;<br />Describe the process of assessing the attainment of learning goals and objectives.<br />
    11. 11. How will you do this???<br />Don’t reinvent the wheel<br />Seek out models for your area of focus<br />Include both general and specific models in your search<br />Develop a bibliography of sources for your project that will also serve as a resource for your classmates.<br />
    12. 12. References<br />Curriculum Theories<br /><br />The Curriculum Process<br /><br />Grundy, S. (1987) Curriculum: product or praxis? Lewes: Falmer Press.<br />Stenhouse, L. (1975) An introduction to Curriculum Research and Development, London: Heineman.<br />