Curriculum
Power Point download
Magdala Joseph
CIT 609
Special Topics in Curriculum Design
The Mid-Continent Research for Education and Learning Group, known as McRrel, concretizes the case for standards based education by stating that "standards serve both to clarify and to raise expectations and to provide a common set of expectations" (McCrel, 2003, para. 7). Standards, in theory, promise a degree of uniformity in the educational experiences of students subject to their application. Standards create not only an anticipatory set but also a yard stick by which achievement can be measured. Some argue that standards limit creativity and imagination. Others view standards as a foundation upon which creative and imaginative learning experiences can be built
The purpose of social studies education is to provide students with the knowledge, skills and attitudes they need to be active, informed, responsible citizens and contributing members of their communities. The standards define social studies as the four disciplines of history, geography, civics, and economics. The teaching of social studies should include interdisciplinary connections among these areas. Social studies instruction can be based on one or more of these core disciplines or on a combination of these in the problem-solving or inquiry mode. This is frequently the basis of social studies activities in the classroom. In addition, these standards identify a common core of skills that are integral to the social studies disciplines.
New Jersey’s standards were created to improve student achievement by clearly defining what all students should know and be able to do at the end of thirteen years of public education.
The New Jersey Core Curriculum Content Standards are intended for all students. This includes students who are college-bound or career-bound, gifted and talented, those whose native language is not English, students with disabilities, and students from diverse socioeconomic backgrounds. This Insistence on the core curriculum means that every student will be involved in experiences addressing all of the expectations set forth in all content areas which serves’ as a strength on the contents’ standard.
A core curriculum does not mean that all students will be enrolled in the same courses. Different groups of students should address the standards at different levels of depth and should complete the core curriculum according to different timetables. Depending on their interests, abilities, and career plans, many students will and should development knowledge and skills that go beyond the specific indicators on the Core Curriculum Content Standards. Nevertheless, all students should complete all elements of the core curriculum.
No single ingredient can guarantee student achievement of the social studies standards as set forth in this document. In general terms, public commitment, ideal learning conditions, and excellent instruction are equally important and must receive equal attention in educational settings. What does it take? Many things. But when asked to name their most critical need in implementing these standards, teachers, without exception, listed "time." I feel that time serves as an disadvantage for students because they do not receive adequate time to fully understand the curriculum.
While the New Jersey standards were created to improve all student achievement by implementing the same standards regardless of what type of level of student. With their interests, abilities, and career plans, many students will and should development knowledge and skills that go beyond the specific indicators on the Core Curriculum Content Standards. Nevertheless, all students should complete all elements of the core curriculum. This poses as an advantage in my classroom environment because I can still teach the curriculum without modifying the lesson to fit that class’s level.
References
McRel. (2003). Content knowledge. Retrieved May 15, 2003 from
http://www.mcrel.org/standards-benchmarks/docs/purpose.asp
New Jersey Department of Education
http://education.state.nj.us/cccs/?_intro
National Council for the Social Studies
http://www.ncss.org/
Curriculum design program
What is Virtual Learning Academy?
The Gloucester County Virtual Learning Academy is a public school where students are taught by taking course instruction on a computer via the Internet. Initially, students will be given orientation training in the use of this technology-based program. After enrollment, course selection, and assignment of an Instructional Supervisor, students will have the option of completing their course work either in school or at home.
The Mission Statement
Gloucester County Virtual Learning Academy provides each student a unique educational experience, and the means to meet individual potential. Our mission is to extend a flexible learning environment to meet each student’s needs and expectations.
Gloucester County Virtual Learning Academy provides a core and elective high quality education courses supervised by quality teaching staff. The grade level that GCVLA services are grades second through twelfth. Enrollments are not only open for home schooled students in Gloucester County but also open to any student living in Gloucester County.
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Here are some of the features provided in the program:
• Online Curriculum for Grades 2 – 12
• 80+ User Friendly Course
• Available 24 Hours a Day – 7 Days a Week
• All Required Course Material is Delivered via the Internet
• Multiple Features to Strengthen Individualized Education Plans
• Student’s Curriculum Customizable for Appropriate Subject Grade Level
• Audio and Video Components in All Lessons
My Critique
I feel that as a teacher this program should not be an open enrollment academy to all students because socially it will take away that learning part from the student whom doesn’t require any special attention. "There is something to be said for having kids in a social situation learning how to interact in society," said state Rep. Shelley Vana. "I don't think you get that if you're at home” (Kaczor, 2008).
According to recent studies, one in five students’ grades 6 through 12 has taken an online or distance-learning course. Online classes could be the wave of the future for all kids in middle and high school (scholastic, 2008).
In addition, plagiarism may be a concern, but I think the greater concern is parentarism. There are checks and balances placed on us teachers every day. In a world of standardized testing, we are literally "put to the test" each spring as students are tested into mindlessness for a week!
Who is going to ensure that these children are truly being educated? Who will verify the identity of the person doing the work?
I personally think that two way video or some other authentication methodology is vital to such a virtual education. We also must not forget that much of life is about dealing with people. Offline support groups and organizations are important to supplement the video screen and provide students with social interaction.
On site testing at critical benchmarks during the year or some other form of assessment that ensures that the student actually understands what they are learning. Unfortunately, it is extremes such as this that make the news and sometimes cause problems for more moderate applications that would work. Nationally, online education for kids in elementary through high school has grown by about 30 percent a year since 1997 to 92,000 full-time students and thousands of part-time students taking roughly 1 million courses, according to the North American Council for Online Learning (Smith, 2008).
I'm always for good education and believe that in a democracy that educational choice is a good thing. I hope this is virtual going to be a good education for children and not a way well-meaning parent and students can misuse the system.
References
Are Online Schools a Good Idea?
Anonymous. Junior Scholastic. New York: Feb 11, 2008. Vol. 110, Iss. 12; p. 7 (1 page)
Online classes catch on in elementary, high schools
Bill Kaczor Associated Press. Deseret News. Salt Lake City, Utah: Jan 15, 2008. p. C.01
Texas Virtual Academy lets kids attend public school online
Karen Ayres Smith. McClatchy - Tribune Business News. Washington: Jan 7, 2008.
POWERPOINT
Curriculum is:
- Explicit statements of ideology underlying the instruction
Why are you teaching it, and why is the teaching the way it is?
What are students intended to gain from following the course?
- Specific, testable, short-term objectives
What will they be able to do as a result of following the course?
What is needed to deliver the course?
Curriculum is:
- The delivery methods to be employed
How is it to be taught?
- Timing of the units and their sequencing
When is it to be taught and in what order?
- Assessment procedures and the balance of assessments to be made
How, when and why will it be examined?
- A methodology for evaluating how well the course has been received How will the instructor acquire feedback from the students about the course?
WHAT IS THE RELATIONSHIP BETWEEN CURRICULUM AND INSTRUCTION?
Instruction is the way we teach the curriculum.
The Relationship between curriculum and instruction is that when developing a curriculum I keep in mind a variety of things:
- Class level of my students
- Strategies that would best involve them to learn the material as a whole
- Timing
- Methods that would be appropriate for teaching the material introduced.
What are the bases for curriculum planning?
Doll suggests an eight step approach:
1. assess needs
2. set goals
3. articulate objectives
4. identify evaluation methods
5. choose design
6. select content
7. create learning experiences
8. evaluate effectiveness
Bases of Curriculum planning
- Learning outcomes consist of three classes:
Knowledge
Facts: items of verifiable information
- Concepts: mental constructs epitomizing facts about particular referents
- Generalizations: (including laws, principles, rules) statements of relationship among two or more concepts
Bases of Curriculum planning
- Techniques (processes, skills, abilities)
Cognitive: methods of operating on knowledge intellectually
Psycho-motor: methods of manipulating the body and material things effectively with respect to purposes
Values (affects)
Norms: societal prescriptions and preferences regarding belief and conduct
Predilections: individual preferential dispositions (attitudes, interests, appreciations, aversions)
Whenever a curriculum is used in instruction, the intention (to achieve the outcomes) is implicit regardless of the curriculum's origin or sanction.
What criteria can be used to plan, develop and implement curricula?
- Without criteria to support in the preparation, growth, and execution of curricula, the mission would be impossible. The unlimited possibilities can be lessened down by five criteria posed by Nelson:
Utility: Will the knowledge or skill significantly enhance long-term employment or educational prospects and personal decision making?
2. Social Responsibility: Will the content help citizens participate intelligently in making social and political decisions?
3. Intrinsic Value of the Knowledge: Does the content have pervasive cultural or historical significance?
4. Philosophical Value: Does the content help individuals ponder the enduring questions of what it means to be human?
5. Childhood Enrichment: Will the content enhance the unique experiences and values of childhood?
(Nelson, 2001, para. 7)
How do values influence curriculum planning?
- As an instructor I feel that your values influence your pupil’s decision making. Developing a curriculum is based on your decision so when planning a curriculum your values often interfere. It is imperative, neverthe less that as an instructor your values is not enforce on others.
References
David J. Unwin, (1997) Curriculum Design for GIS, NCGIA Core Curriculum in GIScience, http://www.ncgia.ucsb.edu/giscc/units/u159/u159.html, posted January 08, 1998.
Pinar, W., Reynolds, W., Slattery, P., and Taubman, P. (Eds.) (1995). Understanding Curriculum. New York: Peter Lang.
Doll, R. (1996). Curriculum Improvement: decision making and
process. (Ninth edition). Needham Heights, MA: Allyn &
Bacon.
Nelson, G. (2001). Choosing content that s worth knowing
[Electronic version]. Educational Leadership, 59, 2, 12-16.
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