Introduction The word curriculum derives from the Latin word ‘currere’ meaning ‘to run’ and infers that one of the functions of a curriculum is to provide an outline or plan to enable learning to take place. Curriculum is referred as lesson and / or academic content delivered in school, college, universities and training learners against the set learning outcome or syllabus. Dictionary define curriculum as “the courses offered by a school, but it is rarely used in such a general sense in schools”
knowledge of the curriculum innovation planning as well as my overall learning from this course. As a group, we decided to explore Christine Sleeter as our critical theorist and we started developing a deep passion for her work in multiculturalism. Since, we all come from a higher education background and we understand the ongoing issues in our institutions related to multiculturalism, we decided to use multicultural curriculum based on Sleeter’s theory and design our curriculum innovation project
In order to discuss what model of curriculum works best for certain disciplines, teachers, and situations, you first must define what you mean by curriculum and how you choose to define it (Lunenburg, 2011b). Lunenburg describes two different sets of models: deductive and inductive (Lunenburg, 2011a; Lunenburg 2011b). Deductive logic begins with a broad topic and moves toward a more specific goal; it is often considered a top-down approach or hypothesis-testing logic (Trochim, 2006). Inductive
Outline I- Introduction II- Definition and characteristics III- Six Facets of Understanding IV- The Backward Design V- Strengths and Challenges of the UbD VI- Research Findings VII- Concluding Remarks VIII- References Introduction The major goal behind school education or any educational experiences is to prepare students for further learning and more effective functioning in their lives. “One of the most important strengths of a country…is its educational systems…provided that the educational
MODULE 5 Models in Curriculum Development INTRODUCTION Curriculum development is concerned with the drawing up of plans for teaching and learning activities in classroom situations that will bring about positive changes in the lives of the learners. It is based on the school’s mission and goals and identifies ways of translating these into a coherent and coordinated program of meaningful experiences and conditions eliciting responses that will lead to the transformation of the learners into
1. When creating curriculum plans, educators should interpret and understand the learning context (or learning scenario). Explain your interpretation of the scenario of your chosen curriculum plan. Students in Marika’s class show by their comments and actions, that they have a low understanding of multiculturalism and acceptance of other cultures. The student that makes the remarks is only repeating what he has heard. This is common in young children according to MacNaughton (MacNaughton, 2000)
Ross’ (2000) article ‘Curriculum Gardening’ explores the notion of a garden as a metaphor for curriculum in education. According to the Catholic Education Office Sydney (2014), the curriculum is not just a document, but a framework that is put in place to nurture student learning and allow students to be engaged in meaningful and purposeful learning experiences that will create life-long learners. It is Ross’ view that ‘Curriculum Gardening’ is a sound metaphor, because just like a garden students
The History of Curriculum Planning Hiawatha L. Blunt Grand Canyon University: EDA 561 July 17, 2013 The History of Curriculum Planning An effective curriculum depends on its design. When developing and planning a curriculum, educators must focus on student success. According to Danielson (2002), “educators follow clearly defined steps that are designed to link the local curriculum to state and district content standards” (p. 81). Once a state has established a Standard Course of Study, educators
Chapter 2 Chapter 2 Curriculum Development and Design 11 Curriculum Development and Design Sue Baptiste, Patricia Solomon 2 Contents The Pedagogical Framework: Problem-based Learning . . 12 Approaching the Task of Curriculum Renewal . . . . . . . 13 Where to Begin? . . . . . . . . . . . . . . . . . . . . . . . 14 Designing Our New Programs . . . . . . . . . . . . . . . . 16 Redevelopment Within a Problem-based Learning Culture . . . . . . . . . . . . . . . . . . .
1Analyse theories and models of curriculum development. According to John Delnay (1959) “Curriculum is all planned learning for which the school is responsible. The curriculum is all the experiences learners have under the guidance of the school. How do we define Curriculum? According to Bandi and Wales (2005), the most common definition derived from the word Latin root, which means racecourse. Bandi and Wales (2005), also stated that for many students, the school curriculum is a race to be run.