Tag Archives: Curriculum
Sample Websites for Education
Sample Paper
Words 2,143
List and annotate four sample websites that you find useful for your educational practice in either curriculum development or lesson planning. Be sure to explain your reasons for choosing the websites.
Curriculum Deliberation (http://condor.depaul.edu/~ppereira/pers/intro.htm) is an introduction of curriculum deliberation written by Peter Pereira — DePaul University. It is a nice summary of the paradigms involved in education. This description of the curriculum paradigms focuses on the paradigm instructional design was proposed by Schwab in the early 1970′s. This alternative has been loosely labeled ‘curriculum deliberation’ or ‘the practical’ and has its origins in the work of John Dewey. Although Schwab’s work is often cited, it has never achieved the prominence of the first two paradigms. It lacks the apparent simplicity of Tyler’s approach and the attractive nature of critical theory.
“Brainstorming, Idea-mapping, and Organizing Information in the New Millennium” (http://www.microsoft.com/Education/Analytical.aspx ) describes how Microsoft Visio can be applied curriculum mapping. Brainstorming and idea mapping are established process and organizational practices both common in education and business. Powerful tools such as Microsoft Visio® enable teams to capture ideas and organize and present them more clearly and efficiently than was the case traditionally. This site contains a clear step-by-step description of how to work together in teams to develop curriculum. I liked this site because it gives me information about how Microsoft products can be used for curriculum design. “ Curriculum Integration” (http://www.ncsu.educhass/extension/ci/applied.html) was designed to introduce the learner to curriculum integration. This site presents clearly and concisely the learning theories of the following important educational philosophers : John Arnold, James Garbarino, Howard Gardner, Lev Vygotsky and John Dewey. “Curriculum Theory and Practice” by Mark K. Smith (http://www.infed.org/biblio/b-curric.htm) links curriculum theory and educational practice. This comprehensive and detailed article discusses the various four purposes of curriculum from a historical perspective. This article offers a detailed critique of standards-based curriculum and argues for a curriculum design that will encompass all learning experiences.
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Education Format
Discussion Questions
Words 2,725
What problems, if any, did you have in defining curriculum and why? (2-3 Paragraphs)
The idea of curriculum is hardly new – but the way we understand and theorize it has altered over the years – and there remains considerable dispute as to meaning. It has its origins in the running/chariot tracks of Greece. It was, literally, a course. In Latin curriculum was a racing chariot; currere was to run. A useful starting point for us here might be the definition offered by John Kerr and taken up by Vic Kelly in his standard work on the subject. Kerr defines curriculum as, ‘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. (Kelly 1999).
The difficulty in defining curriculum content lies in the conflict between visions. The curriculum designer already, before starting a curriculum project, brings to his curriculum design project his viewpoints and values. On the other hand, the client that he is designing the content for have their own set of priorities and issues. A successful curriculum is the compromise between the private vision of the instructional designer and the needs of the public and the school system.
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“Curriculum Theory and Practice” by Mark K. Smith
Article Review
Words 1,016
Introduction
Curriculum Theory and Practice” (2000) by Mark K. Smith (http://www.infed.org/biblio
/b-curric.htm) links curriculum theory and educational practice. This comprehensive and detailed article discusses the various four purposes of curriculum from a historical perspective. 1) curriculum as a body of knowledge to be transmitted; 2) curriculum as an attempt to achieve certain ends in students (“product:); Curriculum as process. and Curriculum as praxis. In this paper, I will discuss the “product” approach to curriculum as outlined by Smith.
The Product approach to Curriculum
According to Smith, the dominant modes of describing and managing education are today couched in the productive form. Education is most often seen as a technical exercise. Objectives are set, a plan drawn up, and then applied, and the outcomes (products) measured. (Smith, 2000). Standards-based education is the most commonly used paradigm in modern educational practice. Education is most often seen as a technical exercise. Objectives are set, a plan drawn up, then applied, and the outcomes (products) measured. This way of thinking about curriculum theory and practice was heavily influenced by the development of management thinking and practice. The rise of scientific management is often associated with the name of its main advocate F. W. Taylor. Taylor looked at the success of Ford’s assembly line in which workers, instead of building the entire car, worked on one specialized task and proposed that was needed in workplaces was greater division of labor with jobs being simplified; an extension of managerial control over all elements of the workplace; and cost accounting based on systematic time-and-motion study. All three elements were involved in this conception of curriculum theory and practice. For example, one of the attractions of this approach to curriculum theory was that it involved detailed attention to what people needed to know in order to work, live their lives and so on. A familiar, and more restricted, example of this approach can be found in many training programs, where particular tasks or jobs have been analyzed, broken down into their component elements, and lists of competencies drawn up. In other words, the curriculum was not to be the result of ‘armchair speculation’ but the product of systematic study.
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“You can always Look It Up .. or Can You?” By E.D. Hirsch Jr.
Article Review
Words 1,200
Hirsch’s basic message is that there is important subject matter content that all students need to learn that this content should be appropriately sequenced, uniformly paced and that its achievement should be objectively measured. Sequencing has to do with the logic of the subject matter and not the “age readiness” of the child, a concept which he dismisses with considerable scorn.
Thus Hirsch’s curriculum is content driven. Children need to master the simpler elements of this content before they can move on to the more complex ones and all children at a certain grade should receive this material at approximately the same time without wasteful repetition from one year to the next. Children must learn fundamental content regardless of the methods used to teach it. He rejects the idea that students can learn the tools of inquiry, or how to know, without learning the content entailed in specific subjects and he defend the use of memory and repeated practice feeling that they have been neglected because of an overemphasis on progressive education.
He is also a defender of whole class instruction because he believes that it is often the most efficient way of delivering knowledge and skills, and he is a harsh critic of “the project method”. Finally, he holds that the facts and skills that children should be taught in school must be continually measured by “objective” tests, and that those who fail should receive remedial work and, if necessary, repeat the grade.
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