Goals and Problems of a Good Curriculum - Coursework Example

Evolution The following paper has delved into the core understanding of the curriculum units available in our learning schemes and further converges various scientific and other practical approaches to the deeper effluence of the curriculum unit. With great respect I accord the use of scientific journals from Dr. Edwin Goodwin, a psychologist at the University of Michigan as well as a lecturer who has for many years analyzed the relationship of curriculum and learning patterns to student efficiency and comprehensibility. On the practical approach I have personally undertaken several individual based meetings as well as group based thereby coming out with what I describe as a fully entailed and self building report that is not biased neither is it plagiarized in any sense Introduction From time to time the issue on just how equipped and meaningful is our curriculum structure with consideration to the aspects of from early childhood education all through to adult education or what is referred to as advanced learning. The primary concern is majorly attributed to poor interrelation that exists between the curriculum and the students involved. In more than one instance, there has been what is seen as a flop in the educational standards of a unit. This has not been due to lack of student efficiency but rather the lack of supplementation that is meant to be brought about by the curriculum unit. With this in mind, several philosophers have advanced various manners of improving the situation and curbing the degrading learning standards thereby fostering a power house in terms of quality and quantitative education (Arche, 2001). Delving further into the concern raised, I reattributed to clearly coming up with a very well elaborate and sufficient curriculum plot that addresses all aspects of learning in terms of practicality, theoretical approach as well as fostering a good student teacher association. Furthermore the parental involvement in the curriculum has been a lacking factor in the recent curriculums and I have gone into equitably solving this strife. Essential elements In the developmental phase of my work, I sort out to clearly examine all possible ways that could merge all the problems that are commonly accosted to various curriculums and hence find equitable solutions for each in a well defined and succinct manner. According to the National association for education of young children (NAEYC), there is a vital need to come up with a well elaborate curriculum that starts as early as 8years of age all through to advanced ages. In this regard, it is recommended to be concerned with the problem justifications in relation to the curriculum. In this regard, the subsequent sections outlined the main problems accosted to the curriculum. Problems of our curriculum Foremost, the alarming and most striking strife being faced is the close to fully rigid curriculum that is too cumbersome to learners and offers a rather vague manner of evaluation. This evidently is not based on the totality of understanding but more on the ability of one to fully pass (Groundlund, 2006). Furthermore, the seemingly lack of parental involvement and teacher to learner interrelation is also a problem worth noting. By critically analyzing the depth involved in the various curriculums advanced within, it is important to point out that to some extent, there was close to a zero parental involvement being fostered. In addition, the poor curriculum review process that exists is also one of the gravest problems. In this regard, the rigid nature of most of them proves to be an obstacle to advancing any form of improvement, let alone change in curriculum. Goals of a good curriculum Primarily, the main goal of a curriculum is to develop skills and knowledge that can be used by a learner. This will consequently enable an individual to foster and be able to face life problems at the same time come up with better and more satisfying improvements in various walks of life as well as fields (Arce, E, 2013). Field experience 1~theory in words The below account was done via interview method. In this regard, I did a face to face interview with a preschool teacher just to clearly understand the visceral capacity of the current employed curriculum and hence deduce the relevance, success, pros and cons of it as well. To this effect I advanced a questionnaire that constituted thirteen clearly drafted short questions that were well articulated to the main aim of further unraveling the curriculum unit that exists. The following are the responses given per topic. Origin of curriculum The director (whose name has been concealed for confidentiality purposes), explained that the curriculum that was being employed in the daily students teachings was one borrowed from the British system of study but expounded and revised to fit the capacity of the country. This was because the British system was more valid for use and exhibited advancement in terms of development, technology and infrastructure. Application of curriculum to students needs The curriculum was described to fit into the system of study well. Each learner was given a period of 4 to 5 years to fully integrate and satisfactorily passed through the preschool system. The year of commence was stated and put at 4 years through 8 years of age. The curriculum was a learner teacher based kind of curriculum in that each student had the complete availability and exposure to the teacher and vice versa. When I inquired on how the curriculum supplemented for special case learners, the director was quick to borrow a leaf from journals from Arce. In this regard, the curriculum had a special unit base where learners presumed to have the need of special attention were given a different and simplified curriculum but still in unison with the regular curriculum (Arce, 2013). Adaptation of the curriculum to all learning styles The curriculum was seen to be very flexible in that it could conform to all learning styles both indoors and outdoors. The various learning styles had some form of connection in one way or the other to the curriculum that advocated for well spaced and defined learning styles. Common core curriculum As per common view and opinion, the director was quick to point out that there was more need to have independent curriculums that were fully sufficient in that they catered for all the needs of the learner at each level of study. Parent student ability to get round the campus The director indicated that following a well defined and elaborate orientation scheme, both the students and parents were fully incepted into the terrain of the campus. Furthermore, in order to facilitate further efficiency of movement, directory boards were placed all round the campus to aid in giving directions. In my own view the method used was quite informative and it had a very strong appeal to anyone willing to understand the terrain of the campus. Behavioral plan of action A major concern was placed in the immediate behavioral plan of action since most curriculums lacked a defined and standard form of behavioral plan of action. However, the director expressed that under their curriculum they had a well set up plan to enforce action in terms of discipline and mandatory obligations to learners. Curriculum and age appropriateness The curriculum exhibited a very elaborate scheme that catered for all age classes from tender learners to the advanced learners. In this regard, a great percentage of the learners had the ability to fully express their learning styles and merge various schemes to suite their needs. As per contrary opinion, the diversity of most curriculums lacked a sufficient holistic and satisfactory system but based issues of concern on the current system of curriculum that has now been settled. Forms of assessment used The main form of assessment administered was evidently examination or evaluation based units. These comprised of oral, written and practical tests that were used to check the student’s ability to apply theoretical and practical concepts. The director expressed concern that the method of assessment was seen to be a bit biased since it was more concerned on checking for the learners’ ability to pass rather than comprehend and utilize skills gained. Family involvement in classroom The current curriculum had a specification and point of interface where all parties of the learning scheme came together for an analytical review of progress. To this effect, families got the chance to fully be incepted in the classroom matters. Classroom rules The main stress within the statutes of the curriculum is to ensure that the learner is molded into being an upright and responsible individual with good moral standards fit for societal relation. In this regard, the rules within the classroom exhibit and espouse common sense and the ability of the learner to discern good and bad. Technology used Various forms of technology have been incepted into the curriculum thereby ensuring that there is an efficient model of learning that supplements for theoretical and practical approach. Learning domains covered The leaning curriculum has encompassed the sciences and what are generally regarded as art subjects into one main curriculum. To this effect, there is equal and mandatory attention paid to all the subjects rendered. Educational experience From my interview, I was able to confirm that the director exhibited and impressive record in terms of educational experience. Evidently, he has taught for the past 15 years and is a holder of two degrees in education and early childhood and psychology. Field experience/ theory in practice In this account the theory that has been described in the preceding accounts will be well tackled in a more practical approach and various models of core curriculum aspects described and showcased. This will be helpful in providing a more meaningful foundation in the complete understanding of the curriculum used and its evolution in use. When more insight is cited into the curriculum, one has to wonder just if it meets the criteria for developing mentality of learners as described in preceding childhood foundation citations (Copple and Bredekamp, 2006). Observation I started off my practice by first establishing a good cite base within the preschool premises that has been stated in my previous theory of practice accounts as my foundation and test sample. The ages of study ranged from 2~5 years old; and as will be evident in the subsequent accounts; they have been incepted into the early childhood curriculum. In relation to my observation, it was very categorical by following concerned principles of curriculum activity as cited by Arce E. Ferguson. In this regard, the core pillars of the curriculum included, precision in activity, efficiency and time based (Arce, 2013). As I delved into my observation, I first started by clearly understanding the start and primarily the end of the curriculum stipulation, or in other words the time phase that was set aside for the running of the curriculum. I immediately established that the commencement period of the learning curriculum was set at 8 o’clock in the morning and run all the way to 4 o’clock in the evening with regular breaks midmorning and afternoon respectively. Furthermore, there was also a guideline as just when to start and end a particular activity. Therefore, the curriculum was well spaced and equally sufficient in the entire domain constituting the learners curriculum (Copple and Bredekamp, 2013). Contrary to public opinion where a lot of assumption is stressed on the invalidity of a curriculum being practically sensitive, I noted that the teachers supplement each theory class with a practical one. In this regard, this clearly enabled full sufficing of all aspects of learning (Groundlund. G, 2006). Environment curriculum support Evaluation is based on the mutualism fostered by the school environment and the curriculum in that the constituents of the environment should I one way or the other clearly have an effect on the curriculum success either directly or indirectly . Dealing with the preschool environment, I noticed that within the school, there existed a well maintained play field that served the extracurricular activities of the learners. A lot of emphasis is placed and accorded to the need of having a curriculum that can efficiently balance study and extracurricular activities. Technology is also an aspect of the curriculum and serves a great deal in its aid. I noticed that the school had a computer tutorial lab suitable for the young and tender learners to grasp a thing or two and slowly mount the ladder of the technical world. The aspect of parental involvement was also a key concern in our previous accounts. I was quick to analyze the involvement of the parents in their children work since as described by many philosophers; there was a more appeal in parental involvement since it brought out the best in a learner (Copple and Bredekamp, 2013). In my sum up of my observation I set out to clearly identify the flow and channel of behavioral action that is followed with respect to rules set in accordance to the curriculum. I discovered that the existed a defined mode of conduct that was expected by the school curriculum, this cut across the mode of conduct, learning as well as dressing. Analysis of developmentally appropriate practices From my analysis, I noted that the practices that were involved in the curriculum served a great deal in the improvement and success of a learner since they suffice for in class and outclass activities. The introduction of the practical approach of the curriculum and the bolstering of the learners efficiency have all effectively played a role in the success of the curriculum. The learners development is not only just checked by evaluation of grades but also by the ability to put in practice the use of all theory learnt. Curriculum activity guides The below account is in lay mans language an outline of a learners guide to a curriculum, what it entails, the involved parties, the time phase meant for taking a certain unit and the expectations at the end of the unit Primarily, there exists various models f curriculum activity guides (CAG), but I preferred the use of the conventional way as laid out by Arce. It’s in a template form and advocates for precision in its make up bur also accords for efficiency in understanding it (Arce, 2013). This serves as the benchmark of evaluator schemes generated within a curriculum to clearly stipulate whether there has been success in the teaching process of a given curriculum. Below are various models of the curriculum guide as required: Curriculum activity guide 1~language art 1. Title: English grammar 2. Goal: To effectively enable the learner to understand the phonetic and vowel sounds of the English language. 4. Developmental focus: build the foundation of English speaking. 5. Location: preschool classroom 2 6. Participants: teacher, learners and parents. 7. Time: 45 hours 8. Age range: 2~5 years 9. Materials: charts, radio/recorder, vowel books. 10. Preparation/setup: Introduction of vowels and phonetic sounds through listening of radio, help learner write the vowel sounds on the chart and access 11. Teaching strategies: use of technology supplementation, read out louds from books to enhance the learners grasp. 12. Possible outcomes: full comprehensive ability of the learner, need for more aid in teaching if not fully understood, revision of the unit. 13. Concepts: reading ~writing skills, speaking and pronunciation. 14. Skills: vowel comprehension, English and grammar build up. Curriculum activity guide 2~Math Title: Simple arithmetic Goal: Enable the learner understand the foundation of arithmetic. Curriculum Area: foundation math pg 2~5 Developmental Focus: Improve the mathematical ability of the learner to enable him/her solve problems from the simple arithmetic to more advanced ones using concepts learnt from the unit. Location: Mathematics class, supplemented by outdoor models of learning aids Participants: teacher, learner and parents/guardian. Time: 84 hours Age range: 2~6 years Materials: felt board, marker, principle of arithmetic aid book, counting tools. Preparation/setup: arrange the counting tools on each learner’s desks, place the felt board at the front of the classroom, arrange the classroom spaced in order to enable you easily access every learner to aid in teaching. Teaching strategies: start off by explaining the arithmetic principle, describe the process using examples, give the learner counting tools to test his/her ability to understand. Possible outcomes: varied comprehension levels among the learners, breakdown in terms of communication and vision skills, and full comprehension by learners. Concepts: arithmetic/ counting skills of adding and subtracting. Curriculum activity guide 3~science Title: Our environment Goal: clearly understand our environment Curriculum Area: within the school Developmental focus: instill within the learner the understanding of the surrounding environment Location: science auditorium Participants: teacher, learner and tour guide Time: 34 hours Age range: 4~8 years Materials: charts and pictures showing landscapes, video player, wildlife documentary. Preparation/setup: arrange the class to meet in the auditorium, establish a good position for your charts and video player. Start off the class by the basic environment within the school then to the documentary posed environment. Supplement by taking the learners for a field trip to a park. Teachings strategies: audio video aids and trip Possible outcomes: efficient or varied understanding of learners. A lot of questions due to the broadness of the unit. Concepts: basic environmental understanding using visual and audio aids. Reflective journal The curriculum as per say and seen is quite a tremendous work load involved in its makeup. However with similar taste and affirmation, I second the need to have a very flexible and compact curriculum that has all aspects of the broad array of learner’s interest efficiently taken care of A lot of vital elements should be considered when brining forth a curriculum since for obvious reasons an implemented curriculum has grave effects on the learner’s course study (Arce, 2013). I have formulated various ideologies of a good and stable curriculum but just in a nut shell I can stipulate that a good curriculum should supplement the theoretical demands and practical demands of a learner. As per many studies done and other journals of concern, there exists varied types of learners that exist within the corridors of scholars. To this effect, there exists the need to understand the uniqueness of all these parties involved and effectively come up with a curriculum that will not sideline one class of scholars due to missing some rather vague elements that can be otherwise equally sufficed. A clear cut example is the ability of one student to efficiently understand ideologies purely on a theoretical approach in class while similarly in the same class another student suffices for both the theoretical and supplementation of practical approach to fully understand. Developmental appropriate practices In deep reflection of the curriculum the issue of developmental appropriateness comes out top on the list as a very key aspect. The main demand of any learning sphere is to meet the developmental desire hence a curriculum should be able to meet this fully. Furthermore, to efficiently meet this demand there has to be an improvement in the teaching modules that currently exist. The supplementation of technology is also paramount in the makeup of the curriculum since through the appropriate technology learning becomes more practical than theoretical as per say. When delving into the aspects of technology it goes without saying the audio visual constituents that come into play. The advancements in the technology field have sufficed a great deal in averting and bridging the gap that previously existed between the learner and teacher by enabling other avenues of easier and faster understanding. Contrary to popular opinion the technology involvement is not as biased as believed to be. Just as any field of use, it may have its pros and cones but the pros far out way the cones by a great millage. To add to the list, the issue of domains of study is also involved. Here there lies a lack of clear cut line is not well defined. Subjects for a given curriculum should in more than one way interrelate with the future desires of the learner, for instance, it would be insane for a leaner aspiring to be a doctor to majorly focus on arts subjects since they are not that vital to the career path (Copple and Bredekamp, 2006 With the issue of curriculum subjects/ units, a good and self sufficient one should be structured in a way that advocates for career path constellations from early ages to advanced levels. Parental involvement Parents are a very vital and significant part of the curriculum in many ways than one. They not only serve as benefactors of the scheme but are also pivotal to the learners’ success. A curriculum that is well articulated should have a means of encompassing the teachers~learner~parent unity. The unity that is fostered by teacher parent enables the clear build up of a learner since he/she has two parties equally involved in ensuring massive success is attained at all cost. Educational experience The educational experience within a unit is also a grave concern that should be handled well in order to facilitate the efficiency of a curriculum and the proper teaching standards being attained. For any curriculum, there is a form of experience and expertise required to meet all the expectations of the curriculum as described by the curriculum activity guide Conclusion In conclusion, I resonate that the ideologies I have advanced as being my points of views and are entirely out of a scholarly perspective with no harm nor condemnation being rifled at any party but rather recommendations to see to it that some form of implementation and if not revision is done to the various curriculums we use in our daily studies.. Reference Kelly VC: Affect and the redefinition of intimacy, in Knowing Feeling: Affect, Script, and Psychotherapy. Edited by Nathanson DL. New York, WW Norton, 1996, pp 55–104 + Cannon WB: Bodily Changes in Pain, Hunger, Fear and Rage. New York, Appleton, 1915 + Beebe B: Micro-timing in mother-infant communication, in Non-Verbal Communication Today: Current Research. Edited by Key M. New York, Mouton, 1982, pp 169–195  Stern DN: The Interpersonal World of the Infant. New York, Basic Books, 1985 Arce, E. with Ferguson, S. B. (2013). Curriculum for young children: an introduction. Independence, KY: Thomson Delmar Learning. ISBN:78-1-111-83799-0 Grondlund, G. (2006). Making learning standards come alive: Connecting your practice and curriculum to state guidelines. St.Paul, MN: Redleaf Press. ISBN: 978-1-929610-82-2 Read More