Curriculum Professional Reading
Curriculum development is a continuous process involving different stakeholders and a series of steps. Stakeholders in the education sector increasingly recognize the significance and role of curriculum development in student learning and achievement. For curriculum development to be effective in achieving desired goals and objectives, the involvement of all relevant stakeholders is essential. One of the stakeholders in the educational sector who play an important role in curriculum development is teachers. Teachers need to participate in curriculum development initiatives and processes because of the impact of curriculum on the teaching process and instruction. While the need for teachers to participate in curriculum development is recognized, their involvement in the actual process has attracted considerable attention. This paper summarizes insights obtained from recent publications on teachers participation in curriculum planning and development.
Summary of Articles
The issue of teacher participation in curriculum planning and development has been the subject of numerous studies in recent years. Stakeholders in the education field recognize the significance of involving teachers in the process of curriculum development as they are impacted by curriculum. However, effective participation of teachers in curriculum development remains a subject of increased scrutiny. Numerous studies have been carried out to examine how to incorporate teachers in this process in an effective manner. These studies examine teachers involvement in curriculum development in light of the changes in the modern educational environment or setting.
Alsubaie (2016) conducted a study to examine teacher participation in curriculum development on the premise that the effectiveness of this process requires teachers to be involved. In this article, Alsubaie (2016) asserts that the effectiveness of curriculum development and school success is linked to the involvement of teachers in this process. Teachers involvement in curriculum development is attributable to the fact that the curriculum should be useful to teachers to plan and execute their individualized instructional strategies. Moreover, the curriculum should be planned and designed in a manner that provides materials and methods for teachers to be successful. This author contends that teachers are central to curriculum development because of their knowledge, competencies and experiences as well as the direct role they play in curriculum implementation. Therefore, the success of curriculum development is influenced by the level of teachers participation in the process.
However, teachers experience…competencies and skills to support effective curriculum development. While teachers are generally willing and ready to participate in the process, they lack requisite knowledge and competencies for curriculum development. Therefore, incorporating curriculum development skills in professional development is essential toward enhancing teachers involvement in this process. This would require identifying needs for support to improve curriculum design competencies and expertise of teachers (Huizinga, Nieveen & Handelzalts, 2019). In this regard, professional development opportunities require inclusion of training and materials on curriculum development. Insights from the two articles can be incorporated in professional development opportunities through incorporating training and learning materials on curriculum development.
In conclusion, curriculum development is an increasingly essential process toward enhancing student learning and achievement in todays educational environment. However, the process of curriculum development is relatively complex and multi-faceted. This implies that the involvement of all relevant stakeholders in this process is critical to enhance success and effectiveness. As implementers of curriculum, teachers are central in curriculum planning and development processes. However, existing literature demonstrates that they face numerous challenges that affect their participation in the process. Therefore, professional development opportunities can help address this challenge…
Cal.org). One negative impact of ELL laws on curriculum development is presented in Education Week (Zehr, 2009). In schools with a small number of ELLs, "…first generation immigrant students do better academically if they aren't placed in an ESL class" (Zehr, p. 1). This may be true because ELLs aren't invited to access to mainstream "…core academic curriculum"; also, their counterparts that are in mainstream classes with no ESL available "do
All foundations are important, but social forces are becoming increasingly influential as planners struggle to design and develop curriculum that meet the diverse multicultural needs of students. 7. What is the difference between curriculum development and design? Curriculum design defines learning objectives, what learning and teaching strategies should be adopted; and what evaluation strategies will ensure that the desired aims and learning outcomes are achieved. Curriculum development uses information from the
The principal informally assessed the value of this project by looking at lesson plans and teacher collaboration and performing unscheduled walk-throughs as well as monitoring theme test scores. Because of the positive results and teacher enthusiasm, the principal agreed to include curriculum participation in our school plan for the following year. Substitutes will be paid from our Title 1 money so that each grade-level team can be released for curriculum
Curriculum Development and Implementation Curriculum Development When developing curriculum for a particular course, which comes first: the determination of learning objectives or the identification of necessary content? According to Grant Wiggins and Jay McTighe (2005) the process of backward design begins with the end in mind. One starts with the end, the desired results, or learning objectives, and then designs the curriculum for the evidence of learning as measured against the goals and
Teachers will need professional development to integrate curricula with technology. Strudler (1994, cited in Professional development overview) suggested the need for a technology coordinator who can serve as a mentor or "translator" of technology applications and instructional integration for teachers. Teachers who engage in collaborative planning and sharing of instructional strategies with other teachers most frequently demonstrate effective use of computers in the classroom (Becker & Riel, 2000, cited
While the curriculum may be changing, it should not forget that developing insight into concepts, not just learning facts is important. According to Amy McAninch (2010) of Early Childhood Research and Practice, curriculums must reflect the principles of educational theorist Thomas Dewey and teach students how to learn. For example, when teaching geography, instead of learning facts about China and Australia, students should learn about what categories make up