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For the presentation you must present a short overview of your chosen curriculum artifact. You must also provide examples of how the course readings have helped you to deconstruct your chosen artifact. Finally, you must utilize the course readings to create questions that will help to facilitate small and large group discussions at the end of your presentation. The presentation itself must not exceed 18 minutes. This does not include taking up the discussion questions.

Time management will be taken into consideration as part of the assessment criteria for this assignment. How might your questions push your peers to deconstruct what the artifact might teach us about how various curricular ideological, cultural, linguistic, political, racialized, gendered, environmental, etc. What kinds of assumptions are being made?

Who is being represented in your artifact and who is being silenced? Are there any stereotypes and prejudgments? What is the underlying message behind these the mediated representations put forth in your chosen artifact? How might your curricular artifact help us to understand both historical and present perspectives on curriculum issues within the larger field of curriculum studies?

Each group must hand in a pages overview of your presentation that draws on the readings. Not everyone in the group has to present during the presentations. How does it speak to you as a burgeoning curriculum theorist?

While addressing these example questions linkages among your chosen artifact, analysis, and course content are required. Consider the curriculum artifact analysis as a writing assignment that affords you a curricular and pedagogical opportunity to practice and develop the following: 1. Quality of writing in terms of style aesthetics of referencing, narrative structure, etc.

Originality of such theoretical connections and analyses. Finally this writing assignment provides you an opportunity to experiment with your writing as a curriculum theorizing and with various ways you are utilizing the readings to reread the historical and present reproduction, representations, subversions of certain identities, cultural marginalization, ideologies, social justice policies, etc.

This assignment is due on October 30th, The paper should be between pages not including references. You can choose any topic for your paper as long as you utilize the course readings. Strategically, you might try to utilize our course readings to write a paper on your current thesis topic, if you are currently at that stage of the graduate program. For those attempting to write a publishable article you should situate your article in relation to an existing curriculum studies journal.

If you choose this route make sure to consult the journal in question and see if there are existing articles that relate to your chosen topic. Each conference session will be 1 hour and 30 minutes. Each session will host three presenters and each of you will have a minute slot to present your paper. As a result the conference version of your paper should not exceed pages double-spaced words not including references, depending on how fast you read.

Journal of the Canadian Association for Curriculum Studies, 10 2 , pp. Allard, M. Aoki, T. Council on Anthropology and Education Newsletter, 4 3 , pp. Canadian Journal of Education, 2 1 , pp. Toward Curriculum in A New Key. In William F. Pinar and Rita Irwin Eds. New Jersey: Lawrence Erlbaum Associates ———. Curriculum Inquiry, 13 3 , pp.

New Jersey: Lawrence Erlbaum Associates. Humiliating the Cartesian Ego. Narrative and Narration in Curricular Spaces. Barrow, R. London, Ontario: University of Western Ontario. Battiste, M. Reclaiming Indigenous Voice and Vision. Blackstock, C. Jordan and Shannen: First Nations children demand that Canada stop racially discriminating against them.

Mosquito Advocacy: Change promotion strategies for small groups with big ideas. In Hilary Weaver Ed. Surrey, UK: Ashgate. Blood, N. Britzman, D. Lost Subjects, Contested Objects.

Novel Education. The Very Thought of Education. Brushwood Rose, C. Virtual curriculum: Digital games as technologies of aesthetic experience and potential spaces. Journal of the Canadian Association for Curriculum Studies, 4 1 , pp. Chambers, C. Pinar Ed. Finding Common Ground in a Curriculum of Place. Cherubini, L. Journal of the Canadian Association for Curriculum Studies, 7 1 , pp. Christou, T.

Clifford, P. Cole, P. Coyote and raven talk about the business of education or how did Wall Street, Bay Street and Sesame Street get into the pockets of publicly funded universities or vice versa. Workplace: A Journal for Academic Labor, 7 1 , pp. Coloma, R. Theorizing Asian Canada, Reframing Differences. Curriculum Inquiry, 39 4 , Journal of Curriculum Theorizing, 24 1 , Corrigan, J.

Canadian Journal of Education, 35 2 , pp. Nordic Journal of Digital Literacy, pp. Curtis, B. Historical Studies in Education, 25 2 , pp. Cushing, A. Davis, B. The death and life of great educational ideas: Why we might want to avoid a critical complexity theory. Journal of the Canadian Association for Curriculum Studies, 6 1, pp. Davis, Brent and Sumara, Dennis b Complexity as a theory of education. Transnational Curriculum Inquiry, 5 2 , pp.

Curriculum Inquiry, 41 5 , pp. How do philosophy, psychology, history and society influence the development of a curriculum? Explain how the three processes of planning, implementing and evaluating are used in curriculum development? These topics will strengthen your knowledge and understanding of the nature, concepts and purposes of the curriculum. What parts or components should a curriculum have? How should these components be arranged?

The nature of the elements and the manner in which they are organized may comprise which we call a curriculum design. However, this section will only introduce to you the elements or components of a curriculum.

It will not discuss in length how each component relates to one another but will merely provide the structure or the skeleton of the curriculum. The other section of this lesson presents the approaches to curriculum. The approach to curriculum reflects the views of schools and societies. It will reveal the philosophy, view of history, psychology and learning theory which will become the foundation of the curriculum.

It will also tell about the view of how social, theoretical and practical issues are utilized in the curriculum. A curriculum approach shows the viewpoints of curriculum development and design, the role of the learner, the teacher, the curriculum specialist in planning the curriculum. It also includes the goals and objectives of the curriculum. In this lesson, let us look at the components and some approaches to curriculum. Some approaches coincide with traditional theories and models while some are fluid and emergent.

When translated into questions, each component can be addressed by the following: 1. What is to be done? What subject matter is to be included? What instructional strategies, resources and activities will be employed? What methods and instruments will be used to assess the results of the curriculum?

Schools are established institutions which are either run by the government or by the private sector. The Philippine educational system is divided in three educational levels: primary, secondary and tertiary levels. Based on the Philippine Constitution of , all schools shall aim to: 1. Inculcate patriotism and nationalism 2. Foster love of humanity 3. Promote respect for human rights 4. Appreciate the role of national heroes in the historical development of the country 5.

Teach the rights and duties of citizenship 6. Strengthen ethical and spiritual values 7. Develop moral character and personal discipline 8. Encourage critical and creative thinking 9.

Aims of Tertiary Education Tertiary education refers to college and university formal education based on the curricula of the different courses. It provides the focal point or unifying element according to which the school staff, faculty, students perform individually or collectively.

It is the guiding post around which all educational efforts including should be directed. A model performing high school where students are equipped with knowledge, skill and strength of character to realize their potential to the fullest. Commits to the exemplary Christian education for life and responsive to the needs of the total person and the world. The mission targets to produce the kind of persons the students will become after having been educated over a certain period of time. To produce globally competitive lifelong learners.

Commits to the total development of individuals for life adjustment and to the enlistment of the economically deprived but deserving students through quality instruction, updated facilities and curricula responsive to the needs of the times. Data for the sources of school goals may include the learns, the society and the fund of knowledge.

Examples of school goals: 1. Build a strong foundation of skills and concepts. Efficient and effective administration responsive of the needs of the university and community In a curriculum, these goals are made simple and specific for the attainment of each learner.

These are called educational objectives. Benjamin bloom and Robert Mager defined educational objectives in two ways: 1. Explicit formulations of the ways in which students are expected to be changed by the educative process, and 2.

Intent communicated by statement describing a proposed change in learners. In other words, objectives direct the change in behavior which is the ultimate aim of learning. They provide the bases for the selection of learning content and learning experiences. They also set the criteria against which learning outcomes will be evaluated. Benjamin Bloom and his associates classified three big domains of objectives. These are cognitive, affective and psychomotor domains. Each domain is composed of specific skills, attitudes and values which are presented in hierarchy or levels.

Although there are some Cognitive Domain Bloom et al — domain of thought process 1. Knowledge — recall, remembering of prior learned materials in terms of facts, concepts, theories and principles. It is the lowest cognitive level 2. Comprehension — ability to grasp the meaning of material. Application — the ability to use learned material in new and concrete situation 4. Analysis — ability to breakdown material into component parts so that its organizational structure may be understood 5.

Synthesis — ability to put parts together to form a new whole 6. Evaluation — ability to pass judgment on something based on given criteria Affective Domain Krathwohl, — domain of valuing, attitude and appreciation 1.

Responding — active participation on the part of the students 3. Valuing — concerned with the worth or value a student attaches to a particular phenomena, object or behavior 4. Organization — concerned with bringing together different values and building a value system 5.

Characterization by a value or value complex — developing a lifestyle from a value system Psychomotor Domain Simpson, — domain of the use of psychomotor attributes 1. Perception — use of sense organs to guide motor activities 2. Guided response — concerned with the early stages in learning complex skills. Imitation and trial and error are some of the ways of doing. Mechanism — responses have become habitual. Performance skills are with ease and confidence.

Component 2 — Curriculum Content or Subject Matter All curricula have content, regardless of their design or models. Content is more than simply information to be learned in school. To some curriculum specialists, content or subject matter is another term for knowledge.

It is a compendium of facts, concepts generalization, principles and theories. Let us look into broad subject areas in basic or general education.

Each subject area has its own body of subject matter or learning content. Communication Arts — include skills in listening, speaking, reading and writing as well as the effective use of language in daily living. Mathematics — includes numeric and computational skills, geometry and measurement, algebra, logic and reasoning. Music — includes basic music theory, practice in listening, singing, playing musical instruments and music preparation.

Physical Education—includes health and physical fitness, individual and team sports, spectatorship and wise use of leisure. Vocational Education — includes psychomotor and manipulative skills in basic crafts and trades, design, work ethic and appreciation of manual productive work.

What subject matter will be taught in the different clusters in order to achieve the objectives? What criteria should be used in selecting the content? Content selection is a very crucial stage in curriculum development. Here are some criteria which can be utilized in the selection of subject matter content or knowledge for the curriculum. Significance — When content or subject matter will contribute to basic ideas, concepts, principles, and generalization to achieve the overall aim of the curriculum, then it is significant.

It is also significant if it will develop learning abilities, skills, processes and attitude. Subject matter is significant if it will develop the cognitive, affective and psychomotor skills of the learners. Validity — The authenticity of the subject matter selected is its validity. With information explosion, oftentimes, knowledge selected for school content may become obsolete. Thus subject matter should be checked or verified at regular intervals, to determine if the content that was originally valid continues to be.

A learner will value the content if it is meaningful to him or her. Utility — Usefulness of the content or subject matter may be relative to the learner who is going to use it. Usefulness maybe either be for the present or the future. Learnability — Subject matter in the curriculum should be within the range of experiences of the learners. This is clearly suggested by the psychological foundations of a curriculum. There are ways of presenting subject matter or content which can easily be learned.

Optimal placement and appropriate organization and sequencing of contents are the two ways by which these can be done. Content selection should be considered within the context of the existing reality in school, in society and government. It would be of greater he curriculum makers can use them. As a guide, subject matter or content can be rejected for use he these are: a.

In organizing or putting together the different learning contents Palma, suggested the following principles: balance, articulation, sequence, integration and continuity. Curriculum content should be fairly distributed in depth and breadth of the particular learning area or discipline.

This will ensure that the level or area will not be overcrowded or less crowded. When each level of subject matter is smoothly connected to the next, glaring gap and wasteful overlaps in the subject matter will be avoided. It refers to the deepening and broadening of content as it is taken up in the higher levels.

The horizontal connections are needed in subject areas that are similar so that learning will be related to one another. This will help the learner get a holistic or unified view of reality and outlook in life. Learning requires a continuing application of the new knowledge, skills, attitudes states so that there will be used in daily living. Instead it will link instructional strategies and methods to curriculum experiences, the core or the heart of the curriculum.

The instructional strategies and methods will put into action the goal and use the contents in order to produce an outcome. Teaching Strategies convert the written curriculum to instruction.

Both the teacher and the learner take actions to facilitate learning. The actions are based on planned objectives, the subject matters to be taken and the support materials to be used. There will include a multitude of teaching methods and educational activities which will enhance learning. Educational activities like field viewing, conducting experiments, interacting with computer programs, field trips and other experiential learning will also form part of the repertoire of teaching.

Whatever methods the teacher utilizes to implement the curriculum, there will be some guide for the selection and use. Here are some of them: 1. Teaching methods are means to achieve the end. They are used to translate the objectives into action.

There is one single best teaching method. Its effectiveness will depend on the learning objectives, the learning and skill of the teacher. Teaching methods should stimulate the learners desire to develop the cognitive, affective, psychomotor, social and spiritual domain of the individual.

In the choice of the teaching methods, learning styles of the students should be considered. Every method should lead to the development of the learning outcomes in the three domains: cognitive, affective and psychomotor.

Flexibility should be a consideration in the use of the teaching methods. Curriculum evaluation here may refer to the formal determination of the quality, effectiveness or value of the program, process, product of the curriculum.

Tuckman defines evaluation as meeting the goals and matching them with the intended outcomes. From the definitions, several models of evaluation came up. In CIPP, the process is continuous and is very important to curriculum managers like principals, supervisors, department head, deans and even teachers.

The context refers to the environment of the curriculum. The real situation where the curriculum is operating is its context. Simply put, context evaluation refers to situation analysis. Input refers to the ingredients of curriculum which include the goals, instructional strategies, the learners, the teacher, the contents and all the materials needed. The process refers to views and means of how the curriculum has been implemented. This component of the CIPP looks into the entire operation of the curriculum.

The product indicates he the curriculum accomplishes its goals. It will determine to what extent the curriculum objectives have been achieved. The CIPP model can be taken as a whole, or each component taken separately. It is a long of continuous process. Within the evaluation process, smaller and more specific activities are needed to determine the effectiveness of the curriculum. There activities include assessment and measurement of learning outcomes, the ultimate product of a curriculum.

With the variety of evaluation methods are the different materials which can be effectively utilized. You will study there in more detail in the modules that come later. Regardless of the methods and materials evaluation will utilize, a suggested plan of action for the process of curriculum evaluation is introduces. These are the steps. Will it be the subject area, the grade level, the course, or the degree program?

Specify the objectives of evaluation. Collect or having the information. Information is made up of data needed regarding the object of evaluation. Organize the information. This step will require coding, organizing, storing and retrieving data for interpretation. Analyze information. An appropriate way of analyzing will be utilized. Report the information. The result of evaluation should be reported to specific audiences. Reporting can be done formally in conferences with stakeholders, or informally through roundtable discussions and conversations.

Recycle the information for continuous feedback, modification and adjustments to be made. In summary, the components of a curriculum are distinct but are interrelated to each other in a curriculum design as shown in figure 2. Figure 2 — Interrelationship of the Components of a Curriculum Curriculum Approaches There are five curriculum approaches that will be presented in this lesson.

Curriculum practitioners and implementers may use one or more approaches in planning, implementing and evaluating the curriculum.

Even textbook writers or instructional material producers have different curricular approaches. Let us study and understand each example. Behavioral Approach — Anchored on the behaviorist principles, behavioral approach to curriculum is usually based on a blueprint. In the blueprint, goals and objectives are specified, contents and activities are also arranged to match with the learning objectives.

The learning outcomes are evaluated in terms of goals and objectives set at the beginning. Behavioral approach which was started with the idea of Frederick Taylor is aimed to achieve efficiency. In the factory for example, the worker will be paid according to his output produced with in a specific period of time. In education, behavioral approach begins with educational plans that start withthe setting of goals or objectives.

These are considered as important ingredients in curriculum implementation as evaluating the learning outcomes as a change of behavior. The change in behavior indicates the measure of the accomplishments. The general manager sets the policies and priorities, establishes the direction of change and innovation, and planning and organizing curriculum and instruction. School administrators are less concerned about the content than about organization and implementation.

They are less concerned about subject matter, methods and materials than improving curriculum. Curriculum managers look at curriculum changes and innovations as they administer the resources and restructure the schools.

Some of the roles of the Curriculum Supervisors Ornstein and Hunkins, are the following: 1. Plan curriculum with students, parents, teachers and other stakeholders. Design programs of study by grade levels. Plan or schedule classes or school calendar.

Prepare curriculum guides or teacher guides by grade level or subject area. Help in the evaluation and selection of textbooks. Observe teachers. Assist teachers in the implementation of the curriculum. Encourage curriculum innovation and change. Develop standards for curriculum and instructional evaluation. System Approach — The systems approach to curriculum was influenced by systems theory. In the systems approach to curriculum, the parts of the total school district or school are examined in terms of how they relate to each other.

The organizational chart of the school represents a systems approach. To George Beauchamp, the systems theory of education sees the following to be of equal importance are 1 administration 2 counselling 3 curriculum 4 instruction and 5 evaluation. The humanistic approach considers the formal or planned curriculum and the informal or hidden curriculum. It considers the whole child and believes that in curriculum the total development of the individual is the prime consideration.

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