The Importance of Considering Philosophical and Psychological Foundations in Developing a Curriculum.

Brady and Kennedy (2007) explain the stakeholders that influence the curriculum are classified into two specific groups. Individuals which consist of students, parents and teachers and their concerns with the curriculum and groups consisting of government, community groups, business community and Universities all of which garner their own interest to ensure society continues to be shaped by the correct curriculum (Brady & Kennedy, 2007). This highlights the need for a diverse level of input into the curriculum. Brady and Kennedy (2007) convey that everyone in the community has a role to play to shape the curriculum and as a society we look to give the young people and adults the essential knowledge, skills and attitudes to be productive and informed citizens. All individuals and groups help form and improve the curriculum and are an integral part of the future learning of

The teacher can only dream that maybe he or she will be able to help a child to find his or her place in the world and make a change to the betterment of our society. In composing my philosophy I will share why I am compelled to teach and my philosophy in regard to the education process. I will also reflect on the professional aspects of my future career; as well as, the steps I will take to assure that my knowledge and ability to be an educator will suit our ever-changing society.

Curriculums are the roadmaps for schools which provide purpose and direction for administrators, educators, parents, and students. Curriculum typically refers to, “the knowledge and skills students are expected to learn, which includes the learning standards or learning objectives they are expected to meet; the units and lessons that teachers teach; the assignments and projects given to students; the books, materials, videos, presentations, and readings used in a course; and the tests, assessments, and other methods used to evaluate student learning.” (Curriculum, 2015, para. 1) Curriculums may come in many shapes and forms, whether they’re purchased as a package at the school or district level or they’re created or refined by educators and

In 2008 the new curriculum for the foundation stage in wales began its roll out. Its aim was to bring consistency and continuity to children’s education, thus transforming early year’s education in Wales. The principles on which the curriculum is based are that children should be provided with a good basis for future learning and the ability to apply their learning to everyday situations. Leighton Andrews, the former education minister, said in an article on the Welsh Government website that the curriculum was designed “to allow all children to flourish whatever their stage of development or learning ability” (Andrews, 2010). The Framework for Children’s Learning for 3 to 7 Year olds in Wales (here forth known as ‘The Framework’) outlines 7 key areas of learning. These are ‘Personal and social development, well-being and cultural diversity’, ‘Language, literacy and communication skills’, ‘Mathematical development’, ‘Welsh language development’, ‘Knowledge and understanding of the world’, ‘Physical development’ and ‘Creative development’. The curriculum focuses on holistic learning, meaning that whilst there are 7 separate areas of learning, they are to be taught in a way which entwines them together allowing for children to develop skills such as everyday problem solving by understanding that mathematics is not merely a school subject but a skill which is used in everyday life.

I believe that I can pass along my own wisdom while simultaneously helping them to develop a knowledge base of their own. I believe that I can get through to students and allow them to reach new realizations. I believe that I can help them to see the process of schooling as an experience that is both interesting and enlightening. What follows is my interpretation of the teaching profession. It details the methodological and ideological frameworks that I would use to construct a learning experience that is meaningful for students.

Throughout my time in Messiah College's Teacher Education Program, my beliefs, values, and knowledge of education have been challenged, reflected upon, and changed. Another way to state the latter is that my philosophy on education has been shaped by the experiences I have had within the education system at Messiah College along with surrounding school districts. The way in which teachers design curriculum and instruction have a direct correlation to the individual's philosophies of education. Having a philosophy provides teachers "with framework for broad issues and tasks, such as determining the goals of education, subject content and it organization, the process of teaching and learning, and, in general, what experiences and activities to stress in schools and classrooms" (Ornstein, 1991, p. 102).

Like a good business plan, every teacher should have a personal educational philosophy in place. Witcher, Sewall, Arnold, and Travers in Teaching, leading and learning: It’s all about philosophy (2001) say that a

This report summarizes my findings after evaluating the curriculum of Natchez-Adams School District. I was granted access to the curriculum by Dr. Delarious Stewart, Curriculum Director for the Natchez-Adams School District. This report is designed to reflect how the curriculum is aligned with state and district standards. A curriculum is vital to promoting the success of all students because it is the content that is being taught in the school district. For this reason, the person or persons designing and developing the curriculum must understand the many different facets of an effective curriculum. I will present my findings in the following paragraphs.

Developing an innovative curriculum each school calendar year is very imperative when producing an effective learning environment for students and faculty members. The term “curriculum” is known as the academic content that is taught in schools. School leaders and teachers may define curriculum as courses offered by the school, but is rarely used in such a general sense in school. When developing the curriculum, one must attain to the organized preparation of the lesson that is going to be taught in that given school year. Being an Christian educator and leader, it is imperative to show the Christian philosophy and worldview on how the plan impacts the belief and opinions about curriculum development, express my personal belief about the truth of society,

First, lets define what a curriculum is, Ornstein and Hunkins (2013) define curriculum as being a plan for achieving goals (p.8). The second definition for curriculum is dealing with learner’s experience. According to this definition anything planed outside or inside school is part of the curriculum (Ornstein & Hunkins, 2013, p.8). The third definition of curriculum is less popular than the first two and says, “Curriculum is a system for dealing with people” (p.9). The last two definitions define curriculum as being a field of study with its own functions, research, and theory; and curriculum being defined in terms of subject mater (Ornstein & Hunkins, 2013, p.9). A bester way to remember the definition of curriculum is that it outlines different events to help each educator through out the school year (Ornstein & Hunkins, 2013, p.8). Applied Behavioral Consultant’s Inc. (ABC)

Defining and creating the perfect curriculum has been a struggle for educators and administrators since the creation of universities. This struggle has continued throughout the evolution of the American higher education institutions. Starting with Harvard University in the 17th century and following all the way through to today where there are over 4,000 institutions of higher education in the United States. The goals of universities have stayed relatively the same in that they want to create prepared individuals who go out into the world ready to work and make it a better place. The challenge has been that what the world requires is constantly changing and therefore the knowledge that individuals enter the world with needs

Teaching has been one of the most challenging tasks I’ve ever encountered. Unlike other professions, a teacher doesn’t eventually become an expert in this field. With a continually changing society, teachers are often introduced to new ideas and concepts to improve their teaching practices. Likewise, throughout this course, I was introduced to many different philosophies and philosophers of education. While some of these philosophies confirmed my own philosophy of education, there were also beliefs that differed from my own.

Each school have a variety of subjects and each subject needs a curriculum to teach students and help them to understand their subjects. Curriculum has a variety of elements. In fact, some of them are more important than others, such as content and assessment. In this paper I am going to give reasons of why I believe they are important.

Aristotle once said, “The one exclusive sign of thorough knowledge is the power of teaching.” Teaching enables students to gain the intelligence needed to excel in life. I believe that a teacher’s philosophy of education is a crucial role in his or her approach to leading students on their educated path. A philosophy of education is the set of beliefs that every school and every teacher stand behind. The certain philosophy that one chooses provides the answers to many vital questions, such as the purpose of schooling, a teacher’s role, and what should be taught in the classroom.

A curriculum is any planned educational experience. Ideally, the learning objectives should incorporate the acronym “SMART”: Specific, Measurable, Attainable, Relevant, and Targeted to the learner. Systematic Curriculum and Instructional Development (SCID) is a successful model for curriculum development customized to complement the needs of career and technical educators as well as business and industry trainers. It has five phases: design, development, implementation, evaluation. Since curriculum reflects the models of instructional delivery chosen and used, some might indicate that curriculum could be categorized according to the common psychological classifications of the four families of learning theories “Social, Information Processing, Personalist, and Behavioral” as defined by Cortes (1981). Cortes