Models of Curriculum Development

Harry Wong defines curriculum as “the course of study and experiences that states what the students are to learn.” (Wong, 2009, p.232). Curriculum is the driving force of the content to be taught and the methods to be used. The most effective curriculum is designed by a committee made up of teachers, administrators, and curriculum specialists. This committee is tasked with unpacking standards as they are reviewed and integrated into the committee’s design. It also strives to propose curricular and instructional strategies that best convey the required content for each course of study.

the choice of learning opportunities and to methods of learning. The aim of this unit is to focus on learning

The benefits of an emergent curriculum is that it revolves around the child, it is flexible, it offers an open environment, it offers a welcoming environment, helps create confidence in children, helps children be self-assured, builds self-esteem, creates satisfaction, and it is collaborative.

Emergent curriculum is a way of planning curriculum that is based on the children’s interest and passion at a certain point in time. Children thrive and learn best when their interests are captured. Learning occurs naturally. Planning emergent curriculum requires observation, documentation, creative brainstorming, flexibility and patience on the part of the Early Childhood Educator. Rather than starting with the lesson plan which is repeated every year regardless of the age, developmental level or interests of the children, emergent curriculum starts with the children’s interest. In short, it is a child-directed and teacher facilitated approach to planning the curriculum. Emergent curriculum summons a lot of creativity

Prompt: Discuss the impact of Curricula on their intended beneficiaries as described in the readings of Jean Anyon and John Taylor Gatto.

the experience of being taught the students will learn new things and the teaching represents the

A driving objective for a teacher is to affect students to advance their expertise in education by finding them the correct course. The teacher should promote positive motivation and inspiration by adhering to legislation and codes of practice which will increase every student’s focus in developing and bridging gaps to display eagerness towards a healthy broad mindset, creative thinking and brighter approach. A mentor should coordinate assessments which will reinforce the ability to perceive individuals’ abilities and knowledge progressions and moreover support them further to boost their learning capacity to acquire a well-established national standards skill set.

The National Curriculum has some resemblance towards the Objectives Model established by Ralph. W. Tyler in 1949 (Brady & Kennedy, 2010) whereas the curriculum is designed answering 4 key questions. Tyler’s Objectives model involves establishing the objectives or aims, stating the experiences or structure of the learning activities, implementation of the objectives and the assessment and evaluation of the learning activities/objectives. Tyler (as cited in Brady & Kennedy, 2010, pg.207) believes ‘evaluation is also a continuing process. Feedback may lead to a

Curriculum development refers to a process of critical questioning used in framing the activities of teaching and learning in schools. The process of developing a curriculum translates broader statements of intent in actual plans and actions. Curriculum development involves designing and developing integrated plans for teaching and learning, implementation, and the evaluation of the plants if they achieve learning objectives. Accordingly, the intention of curriculum development is to align the planned, delivered, and experienced curriculums. On November 3, I contacted Rachel Yurk to provide some insights on the curriculum development process of Cedarburg School District. Yurk is the Instructional Technology Specialist for Cedarburg School District. As demonstrated by the Cedarburg school district curriculum development process, the primary purpose of curriculum development is to guarantee integrated and coherent learning experiences to enhance personal, academic, and professional development of students.

Curriculum can be broken into three forms: intended curriculum, implemented curriculum and attained curriculum. Intended curriculum is the goals for instruction, that are set through: schools, school districts, states, and national organizations. The TIMSS illustrates intended curriculum through the school’s textbooks, curriculum guides, programs, and surveys of educational higher-ups. Implemented curriculum is the pursuit of desired goals within the classroom, and the teacher’s performance in the learning process. The TIMSS studies for implemented curriculum include videotapes and surveys from a teachers’ course. The surveys include the teachers instructional practices, beliefs on education, subject being taught, and other factors that influence the student’s test scores. Attained curriculum is the

Stenhouse (1975) states that “Curriculum is an attempt to communicate the essential principles and features of an educational proposal in such a form that is open to critical scrutiny and capable of effective translation into practice”.

Initial assessment is utilized to track and chart students journey in academics and see how well they are learning what is set out in the curriculum. As an educator it is imperative to diagnose and access individual students learning goals in order to be able to map their future progression and tailor activities based on their needs. It is essential that guidance is given to students in preparing their learning goals and analysis in their achievements so that they can reach their intended targets and goals. Carrying out this analysis will enable the teacher to understand the task ahead and how to meet learner’s requirements. Providing real life experiences is a form allows students to form a link and understand almost instantaneously what is

Emergent curriculum is basing your teaching and experiences on what the interest is of the children. With that being said emergent curriculum isn’t as easy to implement, as an educator you must be observant and active within the children’s conversation and actions. As Dutton states the hardest part is finding what area to focus on, knowing children there may possibly be having four or five areas of importance going on at once. As an educator this has been one of my challenges, but I’ve learned to focus more on the details rather than the overall topic. Introducing an experience may spark interest of other children or end it all together, a key step would be to let the children emerge and flourish. As Dutton states “When an adult tries too hard

Moreover, he then proposes four steps of curriculum development in his rationale. He say that the first step is that in the curriculum development one should know which educational goal the school would want to attain. Then in step two he says now there must be a focus on which educational experiences should be provided in order to attain the goal. Thirdly he argues that now there should a strategy that is put in place that will help in organizing such experiences. Lastly according to him it is time to design an assessment tool that will help us to access and check if these purposes or goals are being realized. He says clear on focus because he believes that the curriculum should be planned based on the following criteria: Relevance, importance, and

In order to teach successfully teachers must learn about first learn about their students. Teachers must assess the student’s capabilities and interests. Some students are visual learners, while others learn from hands on activities, or verbal communication. Not all students can learn through memorization, rather they learn through interest and relation to the topic. “To realize what an experience, or empirical situation, means, we have to call to mind the sort of situation that presents itself outside of school" (Democracy and Education). The curriculum should encompass material that is most useful for a student to learn. It seems that in the majority of schools, students are not given the flexibility to guide their own learning, but rather follow rigid instructions that destroy the student’s imagination.