The Roles of Teachers as well as Learners to Curriculum Development - Report Example

Teacher room Study Report Introduction: Curriculum Teachers in schools need to have certain perspectives on curriculum. One’s views on curriculum relates to their knowledge, values and perceptions. In relation to the views of individuals on curriculum, certain variables are of essence. Such variables need to consider the values of personal views on history, learning theory, philosophy and on social issues (Brown, 2010). Teachers need to be equipped in differentiating between curriculum theory and practice. Closer understanding of these phenomena in a classroom setting ensures proper development, design and the implementation of the curriculum (Ospina et al 2008). While conducting studies on curriculum in schools, researchers may either receive information on the managerial, behavioral, And Academic and systems viewpoint. Further, the understanding of these variables provides the roles of teachers as well as learners to curriculum development. Curriculum approaches concentrates on the observation of scientific as well as technical aspects (Parker-McGowan et al 2008). This paper provides various perspectives to curriculum. It provides information on the environment of an ABA teaching session. It provides details on the values of teachers and students. Further, the report describes the materials in fostering learning at the school. Curriculum at the School In conducting the research, the study focuses on the application of curriculum on high school setting. The research borders on an urban high school. It is a policy within the state that class sizes of high school need to consists of 10 students. The school in study is on the urban regions of Manhattan with vast classes of students. The school provides a holistic environment for teaching students with Autistic, speech disorder and behavior problems (Ospina et al 2008). Researchers state that structured and intensive training sessions are important for this class. The study’s derivatives come from interviews and observations. The curriculum report provides details at the school. In relation to the school, the curriculum relates to the behavioral approach towards learning. This approach in the learning environment provides aspects related to the logical reasoning. The approach towards learning at the school relies on various scientific as well as technical perspectives. The heavy presence of scientific methods of formulation ensures specific paradigms, strategies of development and models of application. The school has been utilizing this approach to curriculum for the last 3 years. The advantages of using this model in teaching students in schools include the use of plans. The model utilizes plans, which includes goals of the program, learning outcomes as well as evaluation criteria (Ornstein, Francis, & Hunkins, 2009). The use of the behavioral approach to curriculum borrows a leaf from Fredrick Taylor’s contribution to management study. The objective of the program is to guarantee efficiency in schools. Improvement of efficiency in schools means the reduction of the number of administrators, reduction of operational costs, reducing teachers’ wages and eliminating small classes. The application of the strategy takes a scientific approach towards curriculum development (Brown, 2010). The approach concentrates on the objectives of the curriculum in detail. It further considers the needs of learners. Content (ABA Session for kids 2-3yr) The content of the curriculum supports cognitive development in children. The content aims to capture behavioral analysis aspects of children. The curriculum in study illustrates the provision of teaching aids for 2-3year old kids’ lessons at the school. The application, planning and implementation of curriculum consist of many elements. With respect to the school, the curriculum for the ABA teaching concentrates on the application of national standards (Brown, 2010). The national standards for the ABA based teaching program provides basis for the development of curriculum. In respect to the study at the high school, students are expected to improve their knowledge based on certain content goal. The goal of the curriculum is to advance student’s reflection, inquiry and social skills. The purposes of the learning curriculum are to provide basis for teaching kids and providing them with social skills. The teachers have to be present for 3 sessions throughout the day. During each session, the class takes 2 hours. Teachers are an essential part in the fulfillment of the curriculum. In the school, teachers’ contribution relates to their engagement with students in theory as well as practical lessons. The learning process in the school entails that students learn theory lessons in a classroom environment. The practical aspect of the study takes place in the natural environment. The expectations of the curriculum are to improve their reading, writing and communication skills (Ospina et al 2008). The curriculum further assists students improve their orientation towards learning. Teaching In relation to teaching, the schools utilize a collaborative freedom approach to learning. The teaching environment entails the attendance of 2-3year old students. These students have speech disabilities, children diagnosed with Autism and behavior issues. Teachers in the school are able to explore the self-identity needs of students (Lalonde & Holt, 2014). The classroom-teaching program provides room for different groups of students. The teaching assignment entails students being in discrete classroom. The other remainder of the teaching program involves the utilization of the natural environment DTT. In order for curriculum to be, effective designers need to place emphasis on environment. Students need to learn in a perfect environment. The kids classes at the school are environmentally friendly. In practice in order to conduct effective teaching programs, teachers need to prepare their lessons. The preparation of teachers for lessons is an important aspect at the high school. In the implementation of a teaching curriculum, certain aspects need consideration. Teachers need to have knowledge on literature on their area of teaching. The other aspect of importance is the identification of major terms. Teachers need to check the applicability of existing terms. After undertaking the applicability checks of curriculum contents teachers need to align theory and practice. For the kids’ class the school’s curriculum necessitates the testing of theory (Ospina et al 2008). Further, it is important for teachers to interpret, modify and reduce its complexities for kids of this age. Certain diagrams need interpretations as well as texts. However, teachers need to understand that curriculum faces diverse challenges. Curriculum designers need to develop effective goals and subject matter. The designers need to consider the application of materials, media and methods. Evaluation & Assessment Evaluation of curriculum may take an internal or an external approach. The evaluation process becomes the function of educational authorities, ministries and departments. For ABA based teaching session for kids, the evaluation of the curriculum is the responsibility of the teacher. For the school, the teachers suggest that evaluation begins through use of certain games. Students have a facility to provide their views of the curriculum. Teachers evaluate the abilities of the children using certain criteria. A teacher in the school may conduct assessment at the end of the lessons. For people with autism teachers need to concentrate on their retaining levels (Brown, 2010). The ultimate goal of any learning curriculum is to promote student learning. Therefore, it is necessary for policy makers as well as designers of curriculum to assess students. The assessment criterion assists in implementation of curriculum content. The assessment process in schools may be either formative or summative. The school addresses the assessment of the students’ objective using standardized tests (Ospina et al 2008). The other tests applicable in the class are the ability tests and performance-based tests. Children of this age with such difficulties might undertake various tests. These tests ensure that teachers understand student’s abilities. The tests are also important in improving children’s social skills. The role of teachers is to provide basis for assessment and to guide students. Results The strategy for the curriculum at the facility involves separation of students in two classrooms. The teaching classroom involves a discrete trial class and a natural classroom environment. The process entails a 3-hour session each with duration of two hours. The study involves kids with Autistic problems, speech issues and behavioral problems. The class of the children involves children from diverse speaking languages background. The result from the study indicates that the children received learning experiences formally through textbooks. Students were able to remember events in books. A comparison on the environment reveals that students on the natural environment had normal experiences on the teaching. The lessons on the discrete trial class evolved around the use of various aids. On the other hand, the learning experiences had an influence on the lives of the children. Reports from parents and Guardians indicate that students improved their sensory integration and social skills. In relation to the learning materials, the program uses computer technology and software for teaching. On other sessions teacher provide students with books while boards are learning tools (Lalonde & Holt, 2014). From the study, students on the program comprehend information on textbooks than any other material. The school therefore needs to concentrate on the use of textbooks. References Ospina, M. B., Seida, J., Clark, B., Karkhaneh, M., Hartling, L., Tjosvold, L., & ... Smith, V. (2008). Behavioural and Developmental Interventions for Autism Spectrum Disorder: A Clinical Systematic Review. Plos ONE, 3(11), 1-32. Brown, C. G. (2010). Improving fine motor skills in young children: an intervention study. Educational Psychology In Practice, 26(3), 269-278. Lalonde, K., & Holt, R. (2014). Cognitive and Linguistic Sources of Variance in 2-Year-Olds Speech-Sound Discrimination: A Preliminary Investigation. Journal Of Speech, Language & Hearing Research, 57(1), 308-326. Parker-McGowan, Q., Mo, C., Reichle, J., Pandit, S., Johnson, L., Kreibich, S., & ... Jackson, C. (2014). Describing Treatment Intensity in Milieu Teaching Interventions for Children With Developmental Disabilitiesn: A Review. Language, Speech & Hearing Services In Schools, 45(4), 351-364. Ornstein, A, Francis, P, & Hunkins, I ( 2009). Curriculum, Principles, and issues.United States. Pearson Publishers Read More