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If an instructor is tied down to a time consuming curriculum, they are not allowed much room for thought and passion behind their subject leaving students unenthusiastic and dull (Erickson, 2008). Also according to the same book, whose author conducted and compiled several studies, concept-based curricula are more effective than topic-based curricula because they call for students to synthesize, generalize, and analyze facts to gain a deeper understanding (Erickson, 2008). Topic-based curricula on the other hand, allow for a capacious overview of one subject without the ability to further understand in the classroom. Moreover, topic-based curricula has become obsolete as it is necessary in our ever-changing and fast paced world for students to analyze facts given instead of rereading information from decades past (Erickson, 2008).
Though there are conflicting studies, it seems to be the general consensus that the relationship between instruction and curriculum needs to change whatever it may be. Knowledge can no longer be obtained...
Instructors that choose to part from the curriculum are often ridiculed if they have done so noticeably. What needs to take place is a shift in curriculum in order for instructors to follow the curriculum and not feel the need to go astray. Making a curriculum suitable for such a diverse community of students and teachers would be difficult. However, I believe this could be made possible by designing curricula that lend to instructors' passion for their subject as well as for students' who are present in their classrooms to learn.
References
Cummings R., Maddux C.D., & Richmond A. (2008). Curriculum-embedded performance assessment in higher education: maximum efficiency and minimum disruption.
Assessment & Evaluation in Higher Education, 33 (6), 599-605.
Erickson H.L. (2008). Facilitator's Guide: Stirring the head, heart, and soul: redefining curriculum, instruction, and soul. United Kingdom: Corwin Press.
7. What policies should be taken into account for the curriculum design? Institutional policies concerning the disciplines being offered should be taken into account (Keating). Case Study #2: Philmore College 1. What parameters must the curriculum committee consider when designing the courses? The design parameters that should be considered by the curriculum committee should include "all components (title, purpose, and description; outcomes, teaching-learning strategies, content, classes; opportunities for students to demonstrate learning and faculty evaluation of
According to the Education World Web site, the National Standards for Language Arts was created by the National Council of Teachers of English. The Language arts include reading, writing, speaking and listening skills. For the English language, the National Standards include building skills involving communication, critical thinking, and evaluation. The educational system is to provide students with a wider perspective not only of themselves, but also of the world
The district must then serve as the interpreter of specific and global need for the district, based on its particular composition and the state where needed. (Koppang, 2004, p. 154) Choose two of the eleven major functions as described in the Power point presentation and describe how these functions are instantiated in the Tempe document. Give examples to illustrate the ways that each function can be implemented. (I do not
For example, to assess arithmetic, number and operations concepts, the measurable objectives used include the pupil being able to demonstrate an understanding of the relative magnitude of numbers, being able to accurately solve problems involving proportional reasoning and applying properties of numbers. These criteria would be assessed and supported through documentation as evidence. To assess the overall depth of knowledge of each pupil, the attainment of each measurable objective
" How much the design of curriculum may affect the student in terms of learning outcomes is another very important consideration in this humanistic theory of Combs and Snygg. Differentiation in the Perceptions of Learning Style Just as different individuals have different tastes, views and personalities the theories of learning are differentiated as well. Some of the learning styles that exist are Learning preferences that exist are based in (1) Concrete learning
" (Hunzicker, 2004) in fact Hunzicker states that changing a teacher's beliefs makes a requirement of new information presented repeatedly to the point that the teacher "begins to feel disequilibrium between current beliefs and new information." (2004) Leading curriculum change in the school is often difficult and requires that the principal ensure a continuous and ongoing dialogue concerning the necessary changes and the positive impacts that these changes will bring