Curriculum Development Literature and Its Educational Worth - Essay Example

Curriculum development literature and its Educational worth Name: Roll No: Class: Subject: Teacher: Date: 18th October 2008 University  Table of Contents Table of Contents 2 Curriculum development literature and its Educational worth 3 Introduction: 3 An appropriate curriculum making for learners: 4 Curriculum Development Targets to Achieve: 7 Importance of educational curriculum development: 9 Ideal Curriculum and Teachers’ Participation 11 Conclusion: 12 Curriculum development literature and its Educational worth Introduction: A good curriculum or an ideal curriculum is able to help the students in terms of accomplishment of the ambitions set by the students for themselves. The teachers should be able to develop self-confidence in students with the help of their teaching and their set attitude (Editorial 1999). The teachers must be able to purge away all kinds of fears that are prevalent in the minds of students. There should be no doubts concerning abilities of students, they must keep confidence in themselves, and they must identify their own limitations in order to judge their capabilities. The development of an effective curriculum is a continuous, on going and a cyclic process which is completed after many steps. The development starts from estimation of an existing program to designing of an improved and enhanced pattern and then implementing this program and than the process is repeated for the evaluation of this revised program. Planning, development, implementing and evaluating are the components of curriculum development. (Perkins, 1999, p. 6-11) Preliminary the definition of curriculum has many prongs and curriculum can be defined as a incessant process of teaching and learning. Goals of curriculum goals and its objectives include the expected outcome after learning and participating curriculum. According to some curriculum improvement experts that curriculum its self should ask students for evaluation, solution, and analysis rather to learn and understand. (Taba, 1962, p. 151) This program will take into consideration all the aspects, objectives and goals that are to be achieved by developing a curriculum that is ideal curriculum. After Introduction development process of curriculum, goals and objectives will be discussed and then all the issues associated with its implementation or enactment will be discuss. Further all the implications for learner will be considered. At the closing stage of this paper we’ll conduct the through judgment of curriculum worth and worth in our life. (Taba, 1962, p. 151) An appropriate curriculum making for learners: The basic purpose of the curriculum is to build structure for sophistry intellectual ability and to build range of expressive techniques as main supporting elements. The educational worth of this literature is to enable the students to get effortlessly expressed view points and ability in verbal and written access. Curriculum development literature enhances essentials and analytical judgments by having contact to object the inclusion and encourage literature. If we look back in the twentieth century we see there is a great revolution by having swift grown in small institution. They grow and become large. Democracy plays a very important role in for studies and for human independence. When we talk about the general ethical standard then we have to develop such type of curriculum in which give great attention to spellings, grammar and other factors. Try to attain the social shortcoming in the literature. (Franklin Bobbit) While making the curriculum development literature there is some essential questions which need answers when you are concerning its educational worth. What are the basic educational existence should all the school strive to accomplish? What kind of knowledge or skills acquired specially for educational purpose? In what ways theses educational skills can produce favourable impression in efficient way? How we can decide either we attain the purpose? We see in many educational programs they don’t have basic defined reason for the programme. In such conditions if anyone asks the teacher of science, social studies or any other course what are the basic objectives targeted in this course. No adequate answer is there. Basically education is a process with the help of which people will be able to change their way of life and thinking. Education is a basic source for the learners. When we keep this view point in our mind the educational worth of curriculum is clear and when we take education in this way the education worth is great in front of every student. So the curriculum which I suggest have all the basic educational objectives which includes the knowledge, attitudes, ability to do something well and bounding with the help of which students to meet all the specific needs more organized inside and outside the school. (Ralph W. Tyler) As the teaching standards are diversified and broad, it is necessary to focus on inquiry in medical science teaching and while doing so propose a comprehensive definition that highlights inquiry-based learning and teaching from inquiry in a normal sense and from inquiry as experienced by scientists, doctors, medical professionals and other people related to the profession of medical science (Editorial 1999). The definition is derived partly from the capabilities of inquiry, signifying questions, explanations and evidence within a learning background. Inquiry learning and teaching have five main characteristics (Derewianka 2000). Before discussing briefly these five features, it is necessary to describe some of the primary features of inquiry-based medical science teaching that are related with the academic performance of students: Learners are actively engaged and involved by scientifically and medically oriented inquiries. Learners give due priority to evidence that facilitates them to evaluate and develop explanations which in turn tackle scientifically and medically oriented questions. Learners formulate all necessary explanations from evidence to answer scientifically and medically oriented questions. Learners assess their explanations in connection with alternative explanations, specifically those exhibiting medical and scientific understanding. Learners only communicate by justifying their suggested explanations. Curriculum Development Targets to Achieve: The curriculum guide will be effective and will earn acceptance among the society if it is reliable, suitable, clear, designed well, collaborates major areas and contents, and most of all it should have a clear relationship between goals and their (Harrison, 2000, p, 57-60). The making of curriculum guide for any educational program should not always consider the culmination of the curriculum development process but it is a crucial and fundamental process of curriculum development and implementation. Since no guide is always perfect, no guide will be perfect and also every guide has it flaws and drawbacks and is not exempt from criticism. However, a curriculum guide in order to earn value and to be of use must obtain acceptance of teachers and students. It also must fulfil all the valid and genuine demands and requirements of parents and society both. (Perkins, 1999, p. 6-11) There are some considerations and objectives that are kept in mind when designing and developing high quality curriculum whereas core curriculum guide is a text designed for description the philosophy of curriculum, its objectives, goals, all instructional resources and assessments of factors and aspects that when put combine encompasses an effective educational program. Curriculum guide is a structured document that represents an articulation about the student’s ability and knowledge at a particular level. Additionally it contains all the instructional resources for teacher to motivate them and also encourage them in achieving those targeted goals. Curriculum conduct works as a tool that assists in planning and implementing an effective educational program. (Chou, 1996, p. 71-75). In schools that are growing important organizations in the world. The students start learning all the social and ethical issues from there. So we can say that education is a social procedure and the schools are like a community where they will learn all the basic attitudes and education. So in this way the educational worth of the curriculum is more than any thing else. The best and the most important objectives are the measurability and clearness of expression. (W.James Popham) And this need for settling results of the education worth and its objectives. Then find that either the goal has been accomplished. Educational value must be foster for the use of statement of command which gives an explicit programme for the learners. Educational objective must be specifying the process is enough for the learners and for teachers to get a positive response. The curriculum development literature according to its education point of view has following additional goals. Their main object is basically coordinate with substantial political, scientific, social and common standard of justice for the students which is point out in the literature. To prepared students to acknowledge that educational literature will be helpful in their practical life. It will also guide students to have a particular ambition, to be a worthwhile part of the community. Importance of educational curriculum development: To know its importance some members of psychologists examine the brain. While examining they viewed brain has consisting of a variety of intelligent and knowledgeable Faculties and you can maximize it by having some appropriate matter of objects. So the curriculum development and its educational worth is very important because a variety of skills is needed in which you can point out the objects and then divide these objects into specific units. (Elliot W. Eisner) The work of Dewy, Schwab and others comprising Piaget and Bruner in the decades of 1950s and 1960s influenced the main theme and nature of curriculum materials that were developed in the above-mentioned decades and also in the early part of 1970s (Shymansky 2000). The launch of Sputnik satellite by Russia in the year 1957 further encouraged the development of such materials, most of which were duly supported by National Science Foundation and different other private foundations and federal agencies (Rodriguez 2003). With the introduction of multiple diseases all over the world behind which, many causes were involved, the researchers focussed their attention towards the solution of all the problems that were there in terms of all diseases (Derewianka 2000). Medical science is a field that is very crucial for the world as the students who learn about medical science and come out, as medical professionals need to be well equipped with all medical science knowledge. Their curriculum also needs to be developed by giving deep consideration towards the attainment of knowledge that the students are going to get by the help of their teachers (Tamir 2005). Because of new researches and innovations in the field of medical science, there was a need for a development of a new curriculum that facilitates the students with the most up to date knowledge and also enhances their skill in terms of identification of all kinds of medical science advancements (Smith and Ragan 2005). Underlying most of these instructional materials were the dedication and commitment to engage students in performing instead of just being instructed or only reading about medical science (Romiszowski 1981). This reform specifically placed to some extent, if not more, significance on learning the medical science process as mastering the overall subject matter of medical science alone (Editorial 1999). Paradigms of teaching were primarily based on learning theories that emphasized the main role of concrete experiences and own ideas of students in creating deepened and new understanding of medical science themes (Rodriguez 2003). Ideal Curriculum and Teachers’ Participation The purpose of ideal curriculum is to enable a student to become an ideal person in his/her future life. The features that the administration of an educational institution looks into the ideal student are an intelligent mind, increased learning capacity, increased consciousness, capability to resolve all the issues of life with maximum intelligence and decisiveness, the ability to differentiate between evil and good and many other capabilities that are helpful in making a person ideal in terms of his/her worldly status (Eraut 2000). For helping the students in terms of attainment of all the positive qualities that make him/her ideal, the teachers and administrative staff members are interested in generating a curriculum that proves itself ideal in terms of enhancing students’ abilities to maximum (Derewianka 2000). There are many teaching methodologies that are considered reliable in terms of curriculum development. It is usually said that some of the teaching techniques enable students in both kinds of learning that is internal as well as external learning (Nowlem 1988). From internal learning, it is meant that the student gets guidance and develops a personality that contains the features that are taught to him/her (Eraut 2000). From external learning, it is meant that the students apply the knowledge gained in attainment of materialistic gains and do not apply that information on there personalities such as financial information and many others. This kind of teaching is very beneficial for the student’s awareness (Smith and Ragan 2005). The student’s knowledge level is also enhanced along with their personality development. The teachers believe in the view that because of good teaching and a good curriculum, the students are capable of being good citizens that prove themselves beneficial for not only their own society but for the whole world (Oxman, et. al 1995). Conclusion: While developing a curriculum literature its educational worth is most important. It must be a combination of reading, writing and listing. The learners get maximum academic, social values through that literature. The ideal curriculum for the students of is made with the help of inquiry based teaching, in which the process of questioning is promoted in place of just accommodating students with all the bookish knowledge and asking them to learn what is present there. Curriculum is the method of designing and delivering a particular content to the students. It includes the structure, sequence and appearance of the content in the class room during the level or between two levels. Curriculum is a combination of content of a course and instructional resources. Putting the curricula practices in the class room is a great for a professional teacher. Additionally, putting the new curricula practice in the class room and evaluating the behaviour and attitude of their students is the great opportunity for teacher to know about their capacity and teaching methods. However it should be noted that at this stage of the development teachers are focused to learn and evaluate the new (Taba, 1962, p. 161) curricula and methods to use it rather than designing, testing or revising the curriculum. The students are allowed to do experiments, they are allowed to make discoveries, they are encouraged to come up with their own experimentations, and discoveries related to the field in which, they are studying. The ideal curriculum should be designed in a strategy that is supportive to the students’ learning. It should not make the students afraid of the learning process. The ideal curriculum should facilitate the students with ideal knowledge through ideal means of teaching and that is inquiry based teaching. References: Curriculum development programme for implication of literature. A four year series published by TEXTWORD PRESS, BROOKLYN NY Ralph W Tyler, basic principles of curriculum and instruction, Chicago, university of Chicago press, 1949: pp, 1-7, 16-19, and 25-33. Public domain, preface and chapter VI in Franklin Bobbitt, the curriculum, Cambridge, MA: the riverside press, 1918. Public domain, chapter 2 from W.JAMES POPHAM, an evaluation guidebook: a set of practice guide lines for the educational evaluator, loss Angeles: the instructional objectives exchange, 1972. University of Chicago press, from school review, vol 75, no 3, 1967: pp. 250-260. Byun, H. P., Hallett, K., and Essex, C. (2000) Supporting instructors in the creation of online distance education courses: lessons learned. Educational Technology, 40 (5), pp. 57--60. Cornell, R. (1999) Web-based courseware tools: where is the pedagogy? Educational Technology, 39 (3), 60--64. Harrison, N., and Bergen, C. (2000) Some design strategies for developing an online course. Educational Technology, 40 (1), 57--60. Taba, H. (1962) Curriculum Development: Theory and Practice (New York: Harcourt Brace). 151-191 Tsai, C.-C. (1998) Science learning and constructivism. Curriculum and Teaching, 13 (1), 31-52. Read More