Portfolio unit 8
EDUC 5220 - Curriculum Design and
Instructional Decision Making
October 27, 2021
The course
of curriculum design and educational decision-making is one of the best courses
from which I have learned a lot, and the fact that when studying any course in
the university you fully believe that the reform of the educational process is done
only without it, for example, when I studied the course of creating an
attractive environment, you see that the process of education renaissance is
done only through it and this is a great success of the course and when I
studied the course of curriculum design and educational decision-making.
I now
believe that the validity of the education process in my country or in any
country Another is through the design of a strong curriculum that corresponds
to the needs of individuals and meet their desires with the needs of the whole
society and studied that the design process is not carried out by an individual
but a large group of individuals who studied in the best foreign universities
and received science at the hands of the great scientists in the world and this
higher group creates groups smaller than them to perform specific functions
such as conducting questionnaires or meetings with students, teachers, parents
and all communities of society with the aim of reaching the process of
evaluating the curriculum The old and presented their views on how the new
curriculum is and what their needs are, i.e. they feel that all the steps that
this committee is taking for the rest of the people themselves and all this is
done through a mental action plan for the process of reforming the existing
curriculum or the formation of a new school model that responds to changes in
society as well as meets its needs and develops the skills of the twenty-first
century .
In this great course,
I have learned several important points, including the following:
The
curriculum has many definitions that vary from researcher to researcher.
According to Russell, the problem of definition is not as flexible as it
appears on the surface. This is so because it remains a strong debate whether
the teacher makes the curriculum or the curriculum makes the teacher. The
point, however, is, the content of a curriculum is partly influenced by the
needs of the learner and the curriculum determines what the teacher teaches
(Russel, 1997).
I
think the following definition of the curriculum is from the best, where
“Tanner and Tanner (1975) has an accommodating definition of curriculum, thus:
Curriculum is the planned and guided learning experiences and intended learning
outcomes, formulated through the systematic reconstruction of knowledge and
experience, under the auspices of the school, for the learner’s continuous and
willful growth in personal social competence.” (Ikhianosime, F. (n.d.),2011,
P4)
The curriculum plays a major role not only in terms of
education but also in terms of economy, trade, industry and even politics.
Eisner asked good questions, showing the relationship between curriculum and
life, “What opportunities do students have to work cooperatively to address
problems that they believe to be important? Can we design schools so that we
create communities of learners who know how to work with one another? Can we
design schools and classrooms in which cooperating with others is part of what
it means to be a student? Do students have the opportunity to serve the
community in ways that are not limited to their interests? “(Eisner, E.
(n.d.),2001, P302)
In the International Bureau of Education
website of UNESCO in an article with different meanings of the curriculum was
mentioned that In some cases, people see the curriculum entirely in terms of
the subjects that are taught, and as set out within the set of textbooks, and
forget the wider goals of competencies and personal development. This is why a
curriculum framework is important. It sets the subjects within this wider
context and shows how learning experiences within the subjects need to
contribute to the attainment of the wider goals. (Eisner, E. (n.d.),2001). I think
this refers to there are different goals for the curriculum.
Kliebard,1989
mention that Curriculum decision making also involves the problem of
distribution We should be prepared to address the question of who should get
what knowledge through the institution of schooling generally, and the vehicle
of the curriculum in particular. As the English sociologist, Michael F. D.
Young has contended, all knowledge is socially constructed, and this point is
of fundamental importance in curriculum thinking. Young and others have argued
from this sociology-of knowledge vantage point that "the school curriculum
becomes just one of the mechanisms through which knowledge is 'socially
distributed. " If this "socially distributed" knowledge gets
parcelled out according to, say, social class or race or gender, then this view
would have the highest significance for any relationship we may assume between
education and social mobility. When we consider the value and mechanism of
knowledge goods (Kliebard, H. M., 1989)
I
think that schools determined to create communities of learners trained in
21st-century skills, the most important of which is collaboration, innovation,
creativity and problem solving are almost too few so, we need more from these
schools. I have studied to the world Michael Schiro that to
design a curriculum we must take care of the study of several ideologies.
Michael Schiro mentioned
that there are four Curriculum
Ideologies, that is, “The Social Efficiency ideology, the Scholar Academic
ideology, the Learner-Centered ideology, and the Social Reconstruction
ideology,” (Schiro,
2013) which he believes once put to
practice can lead to positive results within the education sector.
In his elaboration of the
four curriculum ideologies together with their purpose of education, Shiro says
that The Scholar Academic Ideology is to “help children learn the
accumulated knowledge of our culture” (Pg 4). This ideology focuses on the
delivery of content of a specific discipline and the role of learners is to
take it all in. The social Efficiency Ideology differs
from the scholarly academic in a way that it aims to equip learners with skills
that would make them productive in society. It also labours in determining the
needs of a society leading to the training of learners to meet these needs. (Pg
5). Schiro’s The learner-centred Ideology does not rely on the
societal needs or on the academic disciplines, it instead centres on the needs
and concerns of the learners individually. This ideology details the fact that
individuals are knowledgeable from their interaction with the world around
them, the teacher’s role is to help facilitate the synthesis of the knowledge
that the learners have. This rules that the teaching methods should be
learner-centred and the activities should dwell on the interests and strengths
of the learners. Finally, Shiro Posits that The Social Reconstruction
Ideology looks forward to the reconstruction of an already bruised society.
He points out that issues like race, gender, social, and economic inequalities
are the roots of societal injustices, and these are supposed to be rectified
through education. (Schiro,
2013)
I think that the curriculum is always
changing and developed and hence the role of researchers and scientists
specialized comes in finding the best curriculum to achieve the needs of
learners and develop their skills especially skills of the 21st century so that
the most expensive goal of the curriculum is to create a generation of leaders
in multiple fields achieve happiness and well-being
And we can't lose sight of the great benefit of our study
of the ideas of Dr John Dewey, one of the founders
of the education revolution in America and the world.
Dr John Dewey put statement is the best statement ever published on
education in the 20th century. Written after more than two decades of democracy
and education (Dewey's most comprehensive statement on his position in
educational philosophy), this book illustrates how Dewey reformulated his ideas
as a result of his experience with progressive schools and in light of the
criticisms of his theories received. In analysing both "traditional"
and "progressive" education, Dr Dewey insists that neither old nor
new education is sufficient and that both are mixed because neither of them
applies the principles of a carefully developed philosophy of expertise. (
Dewey, J.,1938)
Dr Dewey in chapter 8 Experience --The Means and Goal of
Education mentioned that “The
principle that education to achieve its goals both for the individual learner
and society must be based on experience - which is always the actual life
experience of some individuals and the educational system must move in one way
or another, either backwards to the intellectual and ethical standards of the
pre-science era or forward to use more scientific methods than ever before in
developing and expanding the possibilities of developing and expanding experience” (Dewey, J.,1938)
Develop a
curriculum reform plan through a community project in which everyone
participates in which we guarantee the needs of students for the future,
whether by designing a new school model that has all the ingredients for
success, whether from a curriculum that adopts the achievement and development
of students' skills as well as training teachers on the latest educational
systems and freedom of thought and creativity to create a generation for the
future and then evaluation
step.
The
evaluation process is a process of measuring the impact of the existing plan to
emphasize the positives and avoid the negatives. I think the Davis’
Process Model, the Stake’s Countenance Model, and the Eisner’s Connoisseurship
Model (Wood, 1988) are legitimate methods of curriculum evaluation in my
learning community.
The
Davis process model’s delineating sub-process allows individuals and groups to
evaluate aspects of the curriculum by focusing on the aspects they feel are
important for a particular audience. In my learning environment, this model
could be used for what UNESCO (2015) identifies as assessment for
accountability. Stakeholders who fund the school need to know the ideas they
are promoting, such as reducing violence against students in schools, are being
implemented. If these assessments are favourable, we could gain more support.
Also, we can assess formatively which areas we should improve on. This would be
an effective process to evaluate if the curriculum is meeting this goal.
References :
Russell,
Susan Jo. The Role of Curriculum in Teacher Development, Retrieved from
http://investigations.terc.edu/library/bookpapers/role_of_curriculum.cfm,
August 30, 2014
Ikhianosime,
F. (n.d.). Problems of definition in the curriculum. Academia.edu.
https://www.academia.edu/16840258/PROBLEMS_OF_DEFINITION_IN_CURRICULUM.
Kliebard,
Herbet M, (1989), Problems of Definition in Curriculum, Journal of Curriculum
and supervision, Fall, vol 5. No. 1-5, retrieved from http://www.ascd.org/ASCD/pdf/journals/jcs/jcs_1989fall_kliebard.pdf,
August 30, 2014
Eisner,
E. (n.d.). What does it mean to say a school is doing well?. In Flinders, D. J., & Thornton, S. J. (Eds.), The Curriculum
Studies Reader, Fourth Edition, pp.297-305. New York, NY: Routledge. https://chrisdavidcampbell.files.wordpress.com/2016/12/eisener-2001.pdf
Different meanings of “curriculum" (n.d.).
International Bureau of Education. http://www.ibe.unesco.org/en/geqaf/annexes/technical-notes/different-meanings-%E2%80%9Ccurriculum%E2%80%9D
. Kliebard,
H. M. (1989). Problems of definition in the curriculum. Journal of
Curriculum and Supervision Fall 1989, 5(1), pp.1-5. http://www.ascd.org/ASCD/pdf/journals/jcs/jcs_1989fall_kliebard.pdf
Olema, D. K.,
Nabitula, A., Manyiraho, D., & Atibuni, D. Z. (2021). Analysis of the shift
from knowledge-based to competency-based education among secondary school
teachers in Uganda. http://ir.busitema.ac.ug:8080/handle/20.500.12283/783
Schiro, M. (2013). Curriculum theory: Conflicting visions and
enduring concerns (2nd ed). SAGE Publications.
Dewey, J. (1938). Experience and education. Touchstone
Book. http://ruby.fgcu.edu/Courses/ndemers/Colloquium/ExperiencEducationDewey.pdf
UNESCO (2015). Student learning assessment and the
curriculum: issues and implications for policy, design, and implementation.
Current and Critical Issues in the Curriculum and Learning. pp. 1-29. http://unesdoc.unesco.org/images/0023/002354/235489e.pdf
Woods, J. D. (1988). Curriculum evaluation models:
Practical Applications for Teachers. Australian Journal of Teacher Education,
13(1).http://dx.doi.org/10.14221/ajte.1988v13n2.1
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