Developing Curriculum Content - Research Paper Example

Module High standards for quality of education have always been argued by educators. In order to improve quality of education for students, development of high quality curriculum has gone through many changes. Standards for curriculum development have been based upon different approaches. These approaches have gone through further refinement with the passage of time from traditional approaches to modern approaches of curriculum content development. Amongst them development approach, readiness approach and functional skill approach are worth mentioning. Curriculum content development processes are subject to revision and reflection of output which provide an incentive for regular improvement. Developmental approach in designing curriculum content asserts that curriculum should help students to learn the information which is necessary in performing day to day operations or tasks. This model emphasizes that curriculum should provide practical information and should help developing skills and learning capacities for better performance (Browder, et al., 2003). Developmental approach looks forward in developing student abilities to be an excellent performer in their life. This model recognizes students’ development as a sequential growth which starts with academics, then career and then social growth while curriculum should be designed to achieve objectives of all stages of students’ needs. Readiness approach as the name suggests is related to the entry level of students. It refers to particular skills and understanding of a student. Readiness approach suggests that in designing curriculum content, it is important to examine the mental standing of the student where the student is (Marcon, 2002). In an institutions some students may have well developed skills and understanding to complex topics because they were already exposed to learning opportunities but others may not have got the same chances (Muller-Ackerman, 2014). So, curriculum content must be designed considering the readiness of students and the level of their understanding. In contrasting scenario, no prior knowledge of students’ readiness may lead to an unplanned curriculum content which will hinder actual growth and learning of students (Olfman, 2003). Examining readiness provides a series of indicators whereas these indicators help understanding the expectations and needs of students. Based on these indicators educationists have better oversight of required curriculum contents which later produces greater learning and growth. Readiness approach as compared to developmental approach offers a best defined set of required information and knowledge in curriculum content which a student actually demands against his or her entry level (Wesley & Buyssee, 2003). Developmental approach asserts provision of information to students which promotes and extend students’ performance but it is not clear that which information/ knowledge does a student necessitates while readiness approach actually defines the mental calibre of students and suggests students’ readiness level should be considered for curriculum content development. Curriculum content is what institutions want students to know and understand but readiness approach enhances our assessment about when the student should know and how in depth knowledge he or she must possess. This differentiation of curriculum from basic to advanced level of understanding is the readiness approach for curriculum development. Functional skills approach in curriculum development states that students must be exposed to the knowledge, skills and information which will be helpful in students’ upcoming life. This approach advocates that curriculum content should be organised in a way which develops students’ understanding of skills that may allow them to function efficiently and effectively in their professional and personal life (Qualifications and Curriculum Authority, 2009). The functional skills approach for curriculum content development asserts that such curriculum will prove to be a ladder. The intension for this approach argues development of such skills which will enhance students’ achievements and will lead him or her to next level. This approach enhances students’ qualifications and is an important element for personal development. The curriculum specified under this approach is developed by taking account of students’ employment and higher education. Curriculum following functional skills approach entails future requirements of a students and enables the delivery of knowledge based upon the productivity of a students in his professional life. Functional skills enable the learning of a student which allow him to solve problems. Problem solving skills are the key to this approach that allow students to deliver efficiently in their practical life. Curriculum based on functional skills approach is more purposeful and focuses on realistic activities and information. Functional skills approach develops decision making, strategic thinking and problem solving habits among students which later in life are helpful in achieving aims, goals and further lead to leadership. Traditional approaches provide an insight of their development and evolution with the passage of time. Developmental approach simply focused on the delivery of information and knowledge targeting improved performance, readiness approach focused on the understanding level of students to determine the curriculum what should be delivered and when. Finally the functional skills approach targeted the future needs of the students what skill and knowledge he or she will requires to operate their professional life efficiently. It is evident from many researches that students with moderate to severe disabilities have failed to perform in general curriculum content. Traditional approaches have evolved from 1970s till now and curriculum approaches have emerged from developmental to readiness to functional life skills and finally ecological approach to curriculum learning has been preferred. Ecological approach in contrast to traditional approaches does not consider students as whole rather ecological system consider students as a heterogeneous product where curriculum for each student is designed of such activities which are needed by the particular student (Rimm-Kaufman & Pianta, 200). In this way students with any sort of disability get a specified ecology for learning. Traditional approaches focus on input to the students and desire output as a return. Whereas ecological learning provides an environment and opportunity for meaningful learning (Van, 2004). Students are independently offered with knowledge which encourage their individual learning. So, it can be said that ecological approach is more student specific than traditional approaches which are output specific. Furthermore, ecological approach in curriculum development is based upon individual learning design while traditional approaches are based upon central designs. So, in comparison to traditional approaches for curriculum development, ecological approach is way better in promoting individual learning of students with moderate to severe disabilities (McDonnell, Mathot-Buckner, Thorson, & Fister, 2001). The rationale for adopting any curriculum approach is effectiveness of the approach which acts as a vehicle to transform education philosophy into learning of students. If learning objective is achieved then the approach can be declared efficient and is adopted. When it comes to curriculum of student with moderate to severe disabilities, the learning patterns becomes more complex and difficult. Such learning require creative and individual specific approach to deal with intricate learning targets. Best adopted curriculum must deliver quality content to students; it should boost self-realisation of goals and learning targets; it should enable students with social reconstruction; it should trigger creative skill development process and finally a curriculum must balance individual learning with global societal learning. The rationale for adoption of this ecological approach in curriculum development is the learning effectiveness of this approach for students with disabilities. Ecological approach enhances personal motivation for learning and provides balance between personal and societal information needs. Ecological approach for curriculum development uses ecological inventory in which students are encouraged to identify their short term goals and learning priorities. Identification of goals then helps assessing skills needed for those goals. In order to attain the skills, learning activities are structured for students with disabilities. Ecological approach to curriculum development first envisions the future of students with disabilities and based upon the interests and capabilities of the student further teaching activities are devised (Ayres, Lowrey, Douglas, & Sievers, 2011). Ecological approach later focuses on the social environment provided to the students with disabilities. Educationist identify suitable environment for students’ learning activities. Environment is usually selected on the basis of students’ age, chronology, and desirability to learn and participate. Once the environment is decided, educationist examine the potential of student and devise activities which student enjoy and need to learn. This part is more about deciding what to teach, when to teach and how to teach? After designing a systematic strategy for teaching, ecological approach continuously assess students’ performance to the activities. Ecological approach is effective because it provides natural learning environment where students’ knowledge is developed through activities. Targeted activities determine skills required for current and upcoming environment which helps emphasizing individual-centered activities and ultimately develops functional skills across the environments. In short ecological approach combines all traditional approaches with modified implementation pattern. Ecological approach keep on examining validity of curriculum by conducting ecological assessments which confirms timely management of planning and implementation strategies. Ecological assessment is a six phase process in which a precise curriculum is delineated considering the learning environment and sub environment in the second and third phase whether it is school, domestic, community or recreational environment. In the fourth phase learning activities are defined within every sub-environment. These activities are performed on daily basis for ensuring consistency in learning though the content may change. In the fifth phase, skill needed for every activity are recognised such as communication skills in social/ recreational environment. When the skills needed are identified, in the last phase instructions are delivered to students with disabilities such as communication and greeting skills will be taught and will be subject to reputation until the student does not adapt these skills (Downing, 2008). So, ecological approach in designing curriculum content is a comprehensive approach that maintains every aspect of students’ learning and leads to effective outcome of students with moderate to severe disabilities. References Ayres, K. M., Lowrey, K. A., Douglas, K. H., & Sievers, C. (2011). I can identify Saturn but I can’t brush my teeth: What happens when the curricular focus for students with severe disabilities shifts. Education and Training in Autism and Developmental Disabilities, 11–21. Browder, D., Spooner, F., Ahlgrim-Delzell, L., Flowers, C., Algozzine, B., & Karvonen, M. (2003). A content analysis of the curricular philosophies reflected in states’ alternate assessment performance indicators. Research and Practice for Persons with Severe Disabilities, 165–181. Downing, J. (2008). Including students with severe and multiple disabilities in typical classrooms: Practical strategies for teachers. Baltimore: Paul H. Brookes Publishing Co. Marcon, R. (2002). Moving up the grades: Relationship between preschool model and later school success. Early Childhood Research & Practice (ECRP), 4(1). McDonnell, J., Mathot-Buckner, C., Thorson, N., & Fister, S. (2001). Supporting the inclusion of student with moderate and severe disabilities in junior high school general education classes: The effects of class wide peer tutoring, multi-element curriculum and accommodations. Education and Treatment of Children, 141-160. Muller-Ackerman, B. (2014, February 08). Cognitive development in children: It’s more than what they know. Retrieved from Parenting Perspectives. Olfman, S. (2003). The push for early childhood literacy: A risk factor in child psychopathology. Research Bulletin, 37-40. Qualifications and Curriculum Authority. (2009). Delivering functional skills. London. Rimm-Kaufman, S. E., & Pianta, R. C. (200). An ecological perspective on the transition to kindergarten: A theoretical framework to guide empirical research. Journal of Applied Developmental Psychology, 491–511. Van, L. L. (2004). The Ecology and Semiotics of Language Learning: A Sociocultural Perspective. Norwell, MA: Kluwer. Wesley, P., & Buyssee, V. (2003). Making meaning of school readiness in schools and communities. Early Childhood Research Quarterly, 351-375. Read More