By Carolynn and Allison Why some conceptions continue to be used By Allison There are many different conceptions of curriculum and approaches that the education system can take all with many pros and some cons Conceptions of curriculum are considered to be the ways in which curri ID: 532549
Download Presentation The PPT/PDF document "Conceptions of Curriculum" is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Slide1
Conceptions of Curriculum
By Carolynn and Allison Slide2
Why some conceptions continue to be used?
By Allison Slide3
There
are many different conceptions of curriculum and approaches that the education system can take, all with many pros and some cons. Conceptions of curriculum are considered to be “the ways in which curriculum is viewed or defined by those who develop, implement or evaluate it and include underlying beliefs about what is real, true and valuable” (Thomas, 1990). It is important that whatever conception of curriculum that is being used is believed in and valued.Slide4
Academic rationalism is said to be the most mainstream approach and the one that is used the most in the education system. Academic rationalism is predominately focused on giving the child the tools to participate in society and provide them with the access to some of the world’s greatest ideas (Eisner & Vallance, 1974). This conception continues to be used over time because it focuses on realizing that the education system cannot possibly teach children everything but instead gives them knowledge and ability to learn how to find the answers themselves and understand where to look (Eisner & Vallance, 1974). This still holds true for curriculum today. Although we try to teach
our
students as much as we can, we understand that not every child will learn all they are suppose to. Instead it is crucial that we give students the ability to teach themselves and find the answers they need. This will help them once they leave the school and our out in the world. Being given the ability to gain knowledge themselves will help them navigate through society.
There are many other conceptions of curriculum such self-actualization, which are not considered as mainstream because of their inability to always implement. Self- actualization refers to personal purpose and to the need for personal integration, and satisfying experiences for each individual learner (Eisner & Vallance, 1974). I see this as an immensely important part of curriculum and education. Seeing each child as an individual coming into school with different experiences is crucial. However, for educators this could be a difficult task to implement. We are given specific things we need to teach and although we try and create different ways of teaching to cater to all the children’s needs this can be difficult when having many students at once.
All of these conceptions of curriculum hold value and can be an important part of education, however it is clear that some are used more than others for many different reasons. With education continuously changing it is important that these conceptions of curriculums remain in effect but also are able to be tweaked and shifted to cater to todays society. Slide5
Understanding of Conceptions of Curriculum
By Carolynn Slide6Slide7
Conceptions of curriculum can be used to look at a curriculum through various viewpoints. It’s simply a way to see how a curriculum is defined by others. When you're looking at a curriculum is it focusing on social and culture needs, the individuals needs or subject matter (Sowell, 2005). This is what you notice when you look deeply into the curriculum and see how it should be used or what we should focus on. Some people may believe in one conception where others can believe in more than one. This means that various ideas from different conceptions can be used in the curriculum at the same time. The main conceptions are technology, cognitive process, social reconstruction, humanistic and academic rationalism which also can be called different names.Slide8
Technology and Cognitive Process
The
technology conception
of curriculum (also called systemic and behavioural) focuses on how curriculum should be taught or how knowledge should be communicated. It looks for a system of instruction that can be used to teach any content. (Eisner & Vallence, 1974; Vallence,
1986
).
Curriculum technologists believe that learning is preplanned and that goals, standards, expectations and objectives should be predetermined. The content, lesson plans, learning outcomes, assessment measures must align with these elements. (McNeil,
2006;
Orstien & Hunkins,
2009)
It helps the learner see what’s expected of them and where they can improve (McNeil, 2009). Through this conception you're focusing less on the individual and their relationship to materials and more on the organization and presentation of materials to the learner. Everything is decided before students come into the classroom (Eisner & Vallence, 1974). Curriculum technologists also use technology sometimes to transmit learning through audio visual aids or computer assisted programs giving students immediate knowledge. (Eisner & Vallence,1974; Sowell, 2005)
Another conception is the
cognitive process
approach (also relates to the technology and self actualization conception) focuses
on the development of the intellectual process. The curriculum should shape the intellectual and cognitive skills of the learner. Once they gain the skills the learner can apply it to other forms of learning and in any context. It focuses mainly on the learner, the materials and the learning process where they see the individual as interactive. (Eisner & Vallance, 1974; Sowell, 2005) This approach believes if the learner is provided with the correct set of intellectual skills they can grow to be intellectually independent and can use them in situations outside of school (Eisner & Vallance, 1974).Slide9
Other Conceptions that Relate to Technology
There
are also other conceptions of curriculum that can be used to view the curriculum.
The
system
approach
means
dividing the curriculum into systems. Through this approach you have the curriculum developer such as the superintendent or director who organizes and plans the curriculum. They plan the curriculum stages and structures. People who believe in this approach are constantly looking at curriculum issues and theory. The
managerial
approach
sees
the school as an interactive system between students, teachers and administrators. This approach mainly focuses on the organization and implementation aspect. Educators who use this conception develop the curriculum according to the schedule, space, and resources available. (Orstien & Hunkins,
2009)
Lastly, the
social efficiency
approach focuses on schools meeting the needs of society. They believe that a curriculum should be taught to train children to function better in society (Schiro,
2008).
Slide10
Social Reconstruction and Humanistic
The second lens of curriculum
is social reconstruction
(also called social transformation or reconceptualist) which focuses on society needs (Eisner & Vallence, 1974). We should create an education where subject matter focuses on environmental, economic, social and political issues or perspectives happening in society (ie. pollution). This conception sees the curriculum as a way to produce social change. (Eisner & Vallence, 1974; McNeil,
2006;
Orstien & Hunkins,
2009;
Pratt, 1994; Sowell, 2005) Education should be structured to prepare students for living in a changing society by providing them with tools they can use to function appropriately. It’s about giving the learner real life situations they can experience in the curriculum. (Eisner & Vallence, 1974; Sowell, 2005) Students can develop a better society so the school should be an extension of it (Orstien & Hunkins,
2009;
Sowell, 2005). This allows young learners to have a better understanding and connection with society where in the curriculum they are learning ways on how to live (Sowell, 2005).
Another way of viewing the curriculum is through the
humanistic conception
which refers to self actualization, individual fulfillment and learner centred. This conception focuses on the individual and their needs and interests (Orstien & Hunkins,
2009;
Schiro,
2008).
Its student oriented and child centred meaning children can pursue their individual choices. This lens helps the learner discover and construct learning for themselves. (Eisner & Vallence,1974; Schiro,
2008;
Sowell, 2005) It sees education fully supporting an individual's life and development meaning the whole child (Eisner & Vallence, 1974; Orstien & Hunkins,
2009;
Pratt, 1994; Sowell,
2005).
The curriculum, content and subject matter should bring personal meaning to each individual that relates to experiences unique to the learner. This can allow the individual to learn ways on how to manage things of personal significance. (McNeil,
2006;
Pratt, 1994; Sowell, 2005) This conception is truly about developing the child’s fullest potential where the curriculum should be responsible for developing a child identity, personal growth, individuality, personal freedom and autonomy (Eisner & Vallence, 1974; McNeil,
2006;
Orstien & Hunkins,
2009;
Schiro,
2008)Slide11
Academic Rationalism
You can also use
academic rationalism (
also called cultural transformation, scholar academic or tradition of organized knowledge) to view the curriculum. This conception is the oldest and traditional way of approaching curriculum (Eisner & Vallence,1974; Sowell, 2005). This conception focuses more on subjects, cognition and knowledge. The main mode of teaching is that the individual needs to learn various academic subjects (math, English, science, history, social studies) in school. (Eisner & Vallence,1974; McNeil,
2006;
Schiro,
2008;
Sowell, 2005) In each academic area there are a set of academic standards. Academic thinkers believe school should be structured to help repair needs and gaps in an individual's understanding. The transmission of information should also be taught by teachers through verbal or written means. (Pratt, 1994) Basically, the curriculum should be used to help individuals understand knowledge (skills, tools, concepts) that they need to participate actively on their own and support their cultural needs (Eisner & Vallence, 1974; Sowell, 2005).
All these conceptions of curriculum really show you how a curriculum can be defined by going into the logistics of how it is structured, organized and planned.Slide12
Relationship to Philosophies and Curriculum Designs Slide13
What are the two types of philosophies? Slide14
Traditional Philosophy
Traditional philosophy relates to the educational philosophy of
perennialism
and essentialism
Focuses
on the
past
Believes in filling the learner
with information
Subject
matter focus
Teachers are
seen as
an authority
figure
Teacher uses control and direction
Lessons are based
on lectures and explanation
Knowledge
prepares
students
for other contexts outside of school
(Ornstein,
1994
)
By Carolynn Slide15
Contemporary Philosophy
Progressivism &
Reconstructionism
Progressivism:
Having knowledge promotes growth and development
Believes in student motivation
Emphasizes
active
participation and meaningful learning
Takes into consideration the whole individual (both psychological and sociological)
The teacher is the guide and resource for the student
Promote hands on learning based on individuals experiences
Student centered approach in which their needs and interests are important
Is interdisciplinary in subject matter, activities and projects
(Ornstein,
1991
)
By Allison
Slide16
Reconstructionism:
Believes that education can promote social change
Focuses on improving society
That students learn from real life experiences and environments (not just sitting in a classroom)
Learning is seen as active
Believes that the teacher is the agent and leader
Subjects should help the individuals become knowledgeable about issues such as social, economic and political
(Ornstein,
1991
)
By AllisonSlide17
What are the different curriculum designs?Slide18
Subject-Centered
Classified as a single subject, interdisciplinary, thematic instruction etc.
Materials for teaching subjects are standard and traditional
Its focus is on subject matter and subject oriented curriculum
Stressed content (pre-planned) – students must learn it
Based on textbooks and teacher training
Curriculum is designed to introduce individuals to essential knowledge
(Ornstein & Hunkins,
2009)
By Allison Slide19
Learner-Centered
Classified as organic, developmental, child or experience centered
The child should have indirect contact with knowledge
Focus is on child and their experiences
Believe in creativity and self direction
Concerned with the whole child
Wants the students to actively participate in the design of their curriculum, content and activities
Want the children to be actively involved in their own learning
Teaching style needs to suit the child’s development
Children should explore problems and topics of their interest
Teacher is seen as the observer
Focus is on child’s point of view rather than the adult
Learning should not be separate from an individuals life
(Ornstein & Hunkins,
2009)
By Allison Slide20
Problem-Centered
Classified as life situation, social function, or reconstructionist design
Integration of subject matter to study social or life situations that lead to improving society
Focus on real life issues or situations of both individuals and society
Educators should provide students with learning for altering social and economic realities
Based on societal issues and needs
Schools should engage children in critical thinking of society
Emphasis on problem solving and social/human skills
(Ornstein & Hunkins,
2009)
By
AllisonSlide21
The relationship of each conception to the different philosophies and curriculum designsSlide22
Overview of Relationships
By Carolynn
Conceptions of curriculum
Philosophical Foundations
Curriculum
Design
Traditional:
perennialism
Traditional: Essentialism
Contemporary:
Progressivism
Contemporary:
Reconstruction
Subject
centred
Learner centred
Problem/
society
centred
Academic
Technology
Cognitive Humanistic Social reconstruction Slide23
Academic Conception
By Carolynn Slide24
Academic
conception comes
from the traditional philosophy of
perennialism
Educators who follow this philosophy and conception believe in
….
Educating the individual (rational)
The mastery of facts and knowledge
Focusing on classical subjects
Teaching traditional values
Teachers helping students think logically
(Ornstein
,
1991
)
Content and knowledge focused curriculum
The teacher
lecture approach
Teachers providing the knowledge to children
(
Hill,
1994)
Academic
conception focus
on subject matter and single subject design
If you follow this conception and
curriculum designs
both see curriculum as
….
A subject oriented curriculum – where students learn about one subject and the content within that subject.
(
Sowell, 2005)
Having a variety of courses to meet students needs
Based on textbooks and teacher training in a subject areaTeachers having a role in direction, lectures and large group discussionsIntroducing individuals to essential knowledge Stressing content (Ornstein & Hunkins,
2009)Having materials for teaching subjects that are standard and traditional (Sowell, 2005) By Carolynn Slide25
Technology/Cognitive Conception
By Carolynn Slide26
Technology and
cognitive
process conception comes from the traditional philosophy of
essentialism
Educators who follow this philosophy and conceptions believe in
….
Focusing on essential skills and academic subjects
Mastery of concepts, skills and principals in each subject matter are important
Developing the intellectual growth of young individuals
Educating the individual (competent)
(
Orstein,
1991
)
Teaching
basic ideas
The teacher
focused approach
(Hill,
1994)
Technology and
cognitive
process conceptions are based on the discipline and correlated design
Why?
It focuses on correlating subjects where learning in one or two subject areas relate to each other (In other words, sequencing content).
Helps students progress in their learning
Teachers believe in teaching the
intelligence and
the
intellectual process
It focuses on thematic instruction where content is planned before instruction
(
Sowell, 2005)
It aims to foster student thinkers
People who study content in their field provide the ways that students learn content Individuals need to experience the subjects and be able to comprehend the informationStudents don’t need teachers to present information all the time Students are to function as little scholars (Orstein & Hunkins,
2009)By Carolynn Slide27
Social Reconstruction
The main purpose is to engage students in critical analysis of different communities (local, national, international) in order to speak to humanities problems on all different scales
Social reconstruction is a concept that is less fully developed as a curriculum design and more developed as an educational philosophy
Social reconstruction relates to the contemporary philosophy of reconstructionism and problem centred curriculum design
(Ornstein & Hunkins,
2009)
(Sowell, 2005)
By AllisonSlide28
Humanistic
Humanistic educators explain that certain domains such as cognitive, affective, social, and spiritual are important aspects and should be addressed through curriculum
The humanistic approach also stress, intuition, creative thinking, and a holistic perception of reality
This conception relates to the contemporary philosophy of progressivism and learner-centered designs
(Ornstein &
Hunkins
, 2013) By AllisonSlide29
Planning, Assessment and Instruction for the different curriculum designs Slide30
P
lanning:
How teachers plan and the type of planning they do within the curriculum.
Instruction:
How teachers teach children and the type or mode of instruction they use to implement lesson plans.
Assessment:
How teachers assess and document children’s learning and understanding.
H
ow they use assessment to support or enhance learning.
By Carolynn
Planning, Instruction and Assessment Slide31
Learner/Student Centred
Curriculum Design
By Carolynn
What educators can use in
a
learner centred curriculum design
to formulate
their
assessment, planning and instruction:
Inquiry: Exploring
inquiry
questions of students in the classroom (Canadian Associate Education, 2014
).
Democracy education: Students have a voice and freedom in school
.
Co-construction:
Students
are
actively involved in constructing their own meaning and learning with
others
(Hayes
, 2003
). Slide32
How
planning is done in a learner/student centred curriculum
design
By Carolynn
Students
are co-planners where they get to participate and be involved in the planning (Canadian Education Association,
2013). Teachers
do plan some units and topics at the beginning but they don’t plan it all. The students will have interests, topics or
inquiry questions they
show excitement
for as the year progresses.
The students
are given a say in
the ideas and topics they want to
explore. Teachers
tend to plan
with
their
students as they go.
(Canadian Education Association, 2014)
They use their ideas and opinions as the bases in their plans. In other words, it comes from the students not the teacher. (
Canadian Education Association, 2013)
Teachers adapt the planning to each
child’s learning
needs (Canadian Education Association, 2013).
Teachers
understand the
curriculum better when they focus on the
learner
(Canadian
Education Association, 2014
).
When teachers plan they go through the curriculum
backwards. Teachers
before they plan
know and understand the
outcomes. Then they use the topics from the children to plan around it.(Canadian Education Association, 2014)Topics and learning opportunities focus on one or more curriculum areas or outcomes. Teachers incorporate other curriculum areas that would supplement the topic. (Canadian Education Association, 2014) Using this approach teachers can integrate all the outcomes without realizing it. When teachers don’t do an outcome they either incorporate it into another topic or extend the current topic they are doing with the students. (Canadian Education Association, 2014) Teachers try to add a new outcome each time (Canadian Education Association, 2013). Slide33
How
instruction is done in a learner/student centred curriculum
design
Instruction is student based
Instruction can be done in peer groups and at tables not desks. Students work together on activities or learning opportunities. At the beginning of the year teachers will teach how to work in groups where they talk to their students about strategies so they understand how groups work. Once students understand they act more as a guide. At this point, children are naturally able to work in peer groups. This is shown in students where if another peer is not doing their work they are able to tell the student and help their peer get re engaged by encouraging them to share their ideas. (Canadian Education Association, 2014)
This is the same for a new topic or content teachers will teach them at first to give students background knowledge. Then the students are on their own and they can construct their own learning and discoveries. (Canadian Education Association, 2013) At this point, teachers instruct more as a mentor, a resource or a facilitator with the students (TEDTalks, 2013).
They use different teaching
styles
with
their students
during instruction- If
students
are visual learners, hands on
learners,
or
auditory learners
. They gear their activities or teaching to each child. (Canadian Education Association, 2013)
Children have a
voice
on what to do or how they
want
to implement a learning
opportunity
(Canadian
Education Association,
2014).
During instruction children are given time
to work on projects and activities. If the work takes longer
teachers provide extra
days
or time slots to finish.
There is not a set time
frame
(McMillan,2014
).
Instruction is interactive and active between
teachers and students (Canadian Education Association, 2013). Teachers also instruct using videos, films, music, dance, doodling to teach the students. Teachers also teach using the arts- this speaks to the children more then other subjects. (TEDTalks, 2013) It gives the students an image to go along with what the teachers is saying. (Canadian Education Association, 2013)By Carolynn Slide34
How is assessment done in a learner/student centred curriculum design
Assessment is done at the beginning, middle and end of each unit or topic in the form of pre
assessment,
formative
assessment and
summative
assessment(McMillan
, 2014
).
Teachers use many modes of assessment which gives flexibility in how students demonstrate knowledge and understanding (McMillan, 2014, pg. 6
).
At the beginning of the year they assess each students. Teachers will physically ask the children how they learn, what
learning opportunities they
want to do or what they need from their teachers. They use that to adapt their curriculum and build on it. This helps them see what the students want in their education. (Canadian Education Association, 2013)
Teachers assess during each unit or topic using dynamic assessment (ongoing
assessment)-
To see what a child can do independently and what they can do with adult guidance. (Shepard, 2000). Teachers also provide ongoing feedback that is specific and individualized to each child. This can encourage and
develop
a child self confidence and motivation in their learning. (McMillan, 2014)
Teachers assess at the end of each unit or topic using
student
self assessments. This helps increase students responsibility for their own learning and to make the relationship between teachers and students more collaborative (Shepard, 2000, pg. 12).
Teachers also use other alternative forms of assessments such as teacher
observations.
Teacher observation is used constantly in a
learner/student
centred design. This helps
teachers assess
their students progress, interests and understanding. This can be done before, during and after instruction. Other forms
of assessment
that these teachers use are performance based
assessments
such as an exhibition, demonstrations or paintings of children works and knowledge. This
gives
children the freedom in their
responses to the topic.
(McMillan, 2014)
By Carolynn Slide35
Tests
and
exams
is not fundamental for
a learner/student
centred design (Canadian Education Association, 2011). Independent and
individualized tests
are more important (Bombicino, 2012).
It’s more
supplementary and
used to
support learning instead (TEDTalks, 2013
).
Reporting cards and reporting are individualized to each
student (
Bombicino, 2012
).
Teachers create different assessment rubrics. Teachers may not have the same marking tools for every child.
It makes it more
individualized. But they do have set marks for some subjects such as
math
. (Canadian Education Association, 2014)
Children are able to choose their own learning activities or projects. Since they have a
choice
on what to do children are not assessed the same way as other children.
(
Canadian Education Association, 2014) This gives students more choices in how to show mastery and competence (McMillan, 2014, pg. 6
).
Teachers
assess
students through oral
questioning or
conversations (McMillan
, 2014). Teachers will know if their students are understanding the knowledge or not just by the conservations they are having with them or other students. (Canadian Education Association, 2014) They may also do this through individual interviews or
conferences
(McMillan, 2014. Children create journals of their learning or create portfolios – Teachers use these to assess children’s learning (Canadian Education Association, 2014). Teachers also assess their own practice. The reflections are publicly displayed. It’s a way for teachers to assess themselves in the classroom to see what works or what did not work or see what they could do next time. Teachers learn from each other. (Canadian Education Association, 2014) Slide36
Outcome on Students and
T
eachers
Outcome on the
students when
they have a voice in the classroom:
Students are more engaged and excited to come to school.
Students are not bored about the content because each unit they get a new
experience.
They interact and participate more in their learning because it provides relevance to their personal lives.
Students have
more connections to the topic and show more passion in their
work.
Students
express themselves
more.
Students are seen as
individuals.
Canadian Education Association, 2013)
You see
the room full
of student based projects. The children get motivated to talk to
others about
their projects
they
have done in the classroom.
(
Canadian Education Association, 2014)
It give students the chance to use their curiosity. When you
open students
curiosity they will
learn without assistance. (TEDTalks
, 2013)
By Carolynn
Teachers outcomes when students have a voice
:
Teachers have more
connections
and knowledge of each students. Teachers respond better to their students.Teacher get excited to come to the classroom. Teachers have more passion of the curriculum. Teachers push themselves to be better. (Canadian Education Association, 2013) Slide37
Subject Centred Curriculum Design
B
y Carolynn Slide38
How planning is done in a s
ubject centred
curriculum
design
Planning is done based on the subjects coming first and organizing what needs to be learned within each of those subjects
Planning comes from the curriculum directly and is based on the specific subjects and what students are expected to know about those subjects
The students likes and inquiry is not taken into consideration during planning as much as in the student/learner approach. Rather the subject is taught regardless of where the child is at academically and what their interests are
Planning is standardized and focused on
the main subjects expected to mastered
By: AllisonSlide39
How
instruction is
done in a subject centred curriculum design
Instruction is done based on standardization
It is done through the curriculum and very narrow minded in how gaining these skills within the student can be achieved
It is done through testing, assignments and basic lessons done by the teacher
As Ken in the Ted Talks discusses, this does not help foster children’s creativity or diversity. Not all children learn the same, and therefore subject centered design, although it has some benefits need to be able to be geared at more than one type of learner (Ted Talks, Robinson, 2013)
By: AllisonSlide40
3 Principles that drive human life…
Human’s are naturally different and diverse
Education can be seen as currently based on conformity not diversity based on this model
Curiosity
Curiosity keeps children interested, if they are not fostered in their curiosity they will become bored and unengaged
Instead of curiosity we have a culture of compliance
Human life is creative
We currently have a life of standardization rather than fostering creativity
Standardized testing only focuses’ on certain “important subjects” of leaving other things out
Ken Robinson, Ted Talks, 2013Slide41
How
assessment is
done in a subject centred curriculum design
Teachers
align assessment to state standards and content driven standards using the standard based
education.
There are common objectives that are used to assess each student
‘s learning
. In doing this
student’s achieve
better on tests.
One form of assessment that is most commonly used is high stake tests or standardized
tests.
These types of
tests
influence teacher
‘s effectiveness
and the content they provide in the classroom. When they have these large scale
tests teachers use it
as bases for assessment.
They
focus a lot on test prep by aligning
tests
in the classroom to support these large scale test
formats.
Teachers use technology in evaluating and assessing students learning.
Assessment is usually done after instruction but it is also done
throughout in both
formal or informal
ways. Some assessments that
are done in a subject centred classroom include both selected response
assessments
or constructed response assessments. This could come in a form of multiple choice,
matching, true
and false, short answer, label a diagram or show your
work responses. There is usually one right answer. This
can be seen in tests and exams which is fundamental to assessing children’s understanding and knowledge in this type of curriculum design. But essays and papers with restricted responses and teacher created portfolios are also used. These questions or responses are the same for every child. Teachers also use oral questioning and teacher observations in formal ways. They use it as a way to test or as a way to determine students understanding (pg. 61).By Carolynn Slide42
Teachers provide children with the same scoring criteria and how they will be evaluated before the assessment.
Teachers use the same form of assessment for every student making it standardized.
Reporting and report cards are standard for each student.
(McMillian, 2014)
Assessments are done to support specific instructional goals that the teacher puts in place.(Shepard, 2000
).
Assessments
are usually preplanned before the learning activities are determined
(
Hayes, 2003
).
Assessments are
seen as separate from instruction. (Shepard, 2000
).
Teachers provide a set time frame for assessments to be completed where they may not allow for extra time.
Teachers provide feedback to the learner about performance which will lead to self correction and
improvement
(
Shepard, 2000, pg.11
).
By Carolynn Slide43
Outcomes on students and teachers
Outcomes on students using this design:
The
students abilities are not being given its full potential to develop and achieve. They don’t get to be individuals and use their unique
talents. (Canadian education Association, 2011)
It can hold children back from
greatness (Canadian education Association, 2011).
Children are less connected, engaged and excited to do the work (TEDTalks, 2013
).
It limits
students
passion and individual expression
(TEDTalks, 2013
).
The students have a better understanding of what is expected of them.
By Carolynn
Outcomes
on
teachers
using this
design:
Sometimes teachers may not get as accurate of a view of the child’s
intelligence or
achievement level (Canadian education Association, 2011).
It allows teachers to see who is on track and who is not on
track (Canadian education Association, 2011).
Teachers are more confidence in themselves because they know the content, lesson plans and assessments support the outcomes and standards.
Since they know the children are gaining the knowledge they need.
It can sometimes make
teachers
disconnected
with their
students.
Slide44
Society/Problem Centred Design
instruction
Planning
assessment
“we are in an era of standardization and accountability and society-culture-based designs do not focus on subject content, but on social issues”
By: AllisonSlide45
How is instruction done in a society/problem centred design?
Instruction is done through looking at society as a whole
Knowledge needs to be connected to the outside world and what is going on outside the walls of the school
It is important to share the problems of society with students rather than shelter them from it as they may have ideas of their own on how to make
their
society and world a better place
Instruction needs to based on society because all our students are submerged into society inevitably Slide46
How is planning done in a society/problem centred design?
Planning is done based on what is going on within society
Planning is based on what is going on within society and the problems society is facing
Ursula Franklin made a good point that when something is going wrong or not working, you need to look at the main problem; the big picture. Everything stems from something bigger and broader and needs to be understood through that lens to be fully fixed or tweaked (Ursula Franklin, CBC Radio)
By: AllisonSlide47
How is assessment done in a society/problem centred design?
Assessment in a society/problem centered design is based on a changing world
Encompassing the traits listed in the diagram from the Ursula Franklin Academy means assessing real issues and making sure the child is better prepared to be submerged in a society that is constantly facing challenges and changingSlide48
Professional Context Slide49
Conceptions of Curriculum in FDK (full day kindergarten)
I currently teach in the full day kindergarten program at a Catholic elementary school. It is interesting to read about these conceptions of curriculum while teaching an inquiry-based program. Education is constantly changing so I think it is important to incorporate all of these conceptions rather than just constantly using one. I will try to incorporate as many different ones while completing planning, instruction and assessment within my classroom. All of the conceptions of curriculum hold value within the education system so it is important to pick out bits and pieces from each and decide which aspects of the different conceptions will work within my class and with my students.
While learning about the different designs that exist (student, subject and society/problem) it occurred to me that it is important to encompass all of these in my teaching. While working in the full day kindergarten, it is clearly mostly student directed in the way they learn, however we are always meeting their curriculum needs. We just implement in ways that we know interest them, science is based on things they are talking about (animals, flowers etc.) and so on.
By learning how to teach the subjects needed, while implementing it in a way that is of interest to the students and fosters their creativity and individuality I think we will see more true learning, which as Ken Robinson explains, is very different than the word education.
By: Allison Slide50
Bringing forth all these curriculum designs although challenging I think is absolutely attainable. Since learning about all these designs, I found with the new FDK curriculum, a lot of these designs are already being used.
Every day the children’s inquiries are being explored within the class, while the teachers implement through those interests the subjects that also need to be taught.
By teaching in this way, I am finding the children are more engaged because they are learning about things they chose and that are of interest to them.
I will continue to work towards the society based curriculum design and trying to implement all of them on a daily bases to ensure the 3 core principles that Ken Robinson describe are being met; fostering diversity and differences, fostering curiosity and fostering their creativity.
Conceptions of Curriculum in FDK (full day
kindergarten) Continued…
By: AllisonSlide51
Curriculum
in a Childcare
The conceptions of curriculum
, the different educational philosophies and curriculum designs can
be used as a tool for analyzing planning, instruction and assessment in different
professional
settings. At any setting, you can view your content, the subject matter, the role the teachers play, how you format the curriculum,
your teaching style, the
evaluation and assessment procedures
used, your able to see what approach is used.
By analyzing these elements you can see what view is being taken to develop, organize and present the curriculum to
students.
At
my daycare setting, we have no set curriculum. We just have a philosophy we use to plan activities. We
focus
on the
planning,
instruction
and assessment
aspect.
When using the conceptions of
curriculum, educational philosophies and curriculum designs to
analyze how we plan and implement our programs I found we use
different ones. We focus on the cognitive process, technology and humanistic conception. We focus on the essentialism and progressivism philosophy as well as use subject and learner centred design. When
we program plan we focus on developmental areas
such
as social, emotional, cognitive, language
, and literacy, motor
and creative.
In relation to the humanistic conception we focus on the whole child. In
each developmental area there are skills
that
a child
needs to learn
and be taught for them to fully participate
as individuals. For example, they need to learn their numbers, letters, colours, shapes, learn skills on how to socialize with others, how to share and take turns, learn how to express emotions appropriately, learn how to hold a pencil, learn how to kick a ball etc. We focus on these areas and many other skills in our activity plans.
The main area that we focus on is cognitive where we integrate these skills in all activity plans. For example, we may plan an art and craft activity that will support a specific skill in fine motor, a specific skill in creative and cognitive. We hope through our program plans the children will learn the necessary skills needed to move to the next level in their development. This relates to the cognitive process conception because we believe in shaping the cognitive skills of the children so they learn the tools and skills needed to participate actively in other contexts. This idea also supports the essentialism philosophy because we believe in focusing on teaching essential skills to the children. But how we plan also supports the technology conception and the subject centred design because all the skills we incorporate into our plans are predetermined skills that a child at a specific age must achieve and we also correlate the different developmental areas together. We believe this helps a child progress better in their learning. We also incorporate humanistic ideas in our planning. We use a play based philosophy to plan our activities for the children. This philosophy believes children learn about themselves, the world and others through play and social interactions. We try to capture that in our program plans when we create hands on, playful, child centred activities that allow children to discover and explore their play materials freely. To us each child is unique and has a potential to learn, so our plans are individualized to the children’s needs and interests. If some children have an interest in cars, buildings or animals then we plan activities around that interest and we explore that topic. Also if children are at different levels in their development then we gear our activity plans towards those needs so each child can be included. This relates to the humanistic approach, the learner centred design and the progressivism philosophy where a curriculum should focus on active participation of individuals in the planning giving them the opportunity to learn on their own and gain personal fulfilment of their abilities (Orstien & Hunkins, 2013). Our activity plans and use of play materials help our children gain confidence in their own skills. Slide52
When looking at how we use instruction, I found we use both humanistic, academic and technology.
But it also supports the subject centred and learner centred design.
There are moments where we use a teacher directed approach where we sometimes use the traditional
ways of
teaching children. We may focus more on the product rather then the process of learning. We feel that if we don’t teach them
these skills at
a young age they won’t learn the skills needed to participate in the public school system. We tend to implement teaching related activities where we teach them something like letter recognition or French. It usually involves us telling them what to do. We may also use a computer program to instruct and transmit information to the children. For example, to teach French we use a computer with video recordings of songs for the children to listen to and sing. This relates to academic rationalism and
technology as well as subject centred design because it’s a teacher focused instruction that we choose.
But sometimes, we change our role and act more like a resource or a guide where we step back and let the children learn on their own where we provide individual choice or free play
. The children get to choose the activities, what they want to play with and how they want the activity to be implemented.
We give the children the opportunity to work with peers or they can sit on the floor or at the table to do their activity. The children have as long as they want on their activities since there is not a set time frame. We also
feel a child needs an adult who is nurturing, caring and respectful which can help a child develop in our classroom. This is what a teacher in a
humanistic and learner centred
classroom displays.
When looking at assessment we don’t focus on the formative assessments we do more informative assessments of children’s learning. This relates to the humanistic, progressivism and learner centred design. Before we plan we observe the children in their play. We observe the conservations they are having with other children or the materials they are playing with to see what their interests are and where they are developmentally. We document these ideas and interests and use them in our planning of activities
and the type of teaching style we use to teach the children. We also assess the children during the implementation of activities to see how the children are learning or grasping the skills we wanted to work on. We do that through oral conversations, documentation of children’s work, taking pictures or through the use of anecdotal observations. Then we use these evaluation pieces to try to make connections to other things the children want to learn about to expand their understanding. At the end of each topic, with the help of the children we make a child centred scrapbook of all the children’s accomplishments to show the parents. In my centre we are always doing assessment not just at the end of each topic. This supports the humanistic conception and learner centred design because we are focusing on the child and their learning where they get a chance to be involved in documenting and assessing their own learning.
Using the
conceptions, philosophies and curriculum designs to
analyze my professional context allowed me to go deeper into how educators at my work
plan and implement
program
plans and assess the children.
I never knew we took different viewpoints to define our philosophy and incorporated them into the learning opportunities we present to the children. It showed me that the traditional
way
is still being used sometimes influencing our choice of focusing strictly on the individual. I learned using these
conceptions, philosophies and designs can
be helpful because it makes people see what view they are taking and what they could do to change or adjust their curriculum to make it better for the learner
.
By: Carolynn Slide53
References
Bombicino, E. (2012, October 23), Why Are Finnish Kids So Smart?. [Blog Post]. Retrieved from
http://tvo.org/blog/current-affairs/inside-agenda/why-are-finnish-kids-so-smart
Canadian
Education
Association.
(2011, August 31).
John Ralston Saul: Where is the Standardized Testing Trend Taking Us?.
[Video file]. Retrieved from https://vimeo.com/28412154
Canadian Education
Association.
(2013, March 11).
The Power of Student Voice to Enhance Teacher Practice.
[video file]. Retrieved from https://vimeo.com/61528845
Canadian
Education
Association.
(2014, January 30).
A Teacher's P.O.V. on Starting Inquiry-based Learning in the Classroom.
[video file]. Retrieved from https://vimeo.com/85470752
Eisner, W. E., & Vallance, E. (1974). Conflicting conceptions of curriculum (pp. 1-18).
Berkeley
, CA:
McCutchan
Publishing
Corporation
.
Hayes
, D. (2003) Making learning an effect of schooling: aligning curriculum, assessment and pedagogy, Discourse: studies in the cultural politics of education, 24(2), 225-245
Hill
, A. M. (1994).
Perspectives on philosophical shifts in vocational education:
From realism to pragmatism and reconstructionism. Journal of
Vocational
and Technical Education, 10(2), 37-45.Slide54
McMillan, J. H. (2014).
Classroom assessment: Principles and practice for effective standards-based instruction
(6th ed., pp. 1-20, 57-64, 74-88). Boston, MA:
Allyn
& Bacon
.
McNeil, D. J. (
2006).
Contemporary curriculum: In thought and action (7th ed.). Hoboken, NJ: Wiley.
Ornstein, A.C., & Hunkins, F.P. (
2009).
The field of curriculum. In A.C. Orstien & F.P Hunkins, Curriculum
foundations, principles and issues. (pp1-8). Upper Saddle Rivers, NJ: Pearson.
Orstein, A. C., & Hunkins, F. P, (2009).
Curriculum: Foundations, principles, and issues
. (6th ed., pp. 149-173). Boston, MA:
Allyn
& Bacon.
Ornstein, A. C. (Dec., 1990 - Jan., 1991).
Philosophy as a Basis for Curriculum Decisions
. The High School Journal, 74 (2), 102-109
.
Pratt, D. (1994).
Curriculum and human well-being. In D. Pratt, Curriculum planning: A
handbook for professionals
(pp. 1- 22). Fort Worth, TX: Harcourt Brace College
Publishers.
Schiro M.S. (
2008).
Introduction to the curriculum ideologies. In M.S. Schiro,
Curriculum theory conflicting vision and enduring concerns
. (pp. 1-13). Thousand Oaks, CA: SAGE.
Shepard
, L. A. (2000). The role of assessment in a learning culture.
Educational Researcher, 29
(7), 4-14.
doi:10.3102/0013189X029007004Sowell, E.J.
(2005). Curriculum organization. In E. J. Sowell, Curriculum: An integrative introduction (pp. 37-51). Upper Saddle River, NJ: Pearson.Sowell, E. J. (2005). Curriculum: An integrative introduction (3rd ed., pp. 52-54, 55-61, 81-85,103-106). Upper Saddle River, NJ: Pearson.TEDTalks. (2013, May 10). Ken Robinson: How to escape education's death valley. [Video file]. Retrieved from https://www.youtube.com/watch?v=wX78iKhInscUrsula Franklin Academy. (2015). Retrieved October 30, 2015. Vallance, E. (1986). A second look at conflicting conceptions of curriculum. Theory into Practice, 25(1), 24-30.