beth yw cwricwlwm? what is a curriculum? -...
TRANSCRIPT
Dr Elsie Reynolds
Beth yw cwricwlwm?
What is a curriculum?
Cyflwyniad i’r cysyniad o Gynllunio a Datblygu’r Cwricwlwm • Trafod Anghenion Cwricwlwm • Cynllunio i bwrpas penodol • Adfyfyrio a gwerthuso
Introduction to the concept of Curriculum Design and Development • Discuss Curriculum requirements • Plan for a specific need • Reflect and evaluate
Beth Cwricwlwm? What is meant by ‘Curriculum’? • The Curriculum is the activities that … experience as learners in a place of education. • The Curriculum is activities undergone by learners and determined by teachers. • The Curriculum is the whole gamut of things a learner may do in a school of college. • The Curriculum is a series of content units arranged in such a way that the learning of each unit may be accomplished as a single act, provided that the capabilities described by specified prior units have already been mastered by the learner.
The Curriculum is what the learners should do. The Curriculum is the subject matter or content taught. Curriculum consists of objectives, content, methods and evaluation.
The above definitions suggest that the Curriculum involves learning - where, is debatable.
Mae’r diffiniadau uchod yn awgrymu bod y Cwricwlwm yn ymwneud â dysgu - y lle sy’n amheus.
The Curriculum should equip students directly for their role as members of society. The Curriculum should be something which equips students directly by training them for jobs in society.
The purpose of the curriculum may vary depending on who has arranged it (e.g. lead bodies) and this in turn will affect what the curriculum covers.
Gall pwrpas y cwricwlwm amrywio yn ôl y rhai sy’n trefnu (e.e. cyrff arweiniol) a gall hyn wedyn effeithio ar ei gynnwys.
Key to Curriculum Planning:
... forge educationally sound and logical links between planned intentions, course content, teaching and learning methods and the assessment of student learning while taking full account of student characteristics. ... curriculum development should be an ongoing process.
Allwedd i gynllunio’r Cwricwlwm
... sichrau cysylltiadau addysgiadol a rhesymegol cadarn rhwng yr hyn sydd wedi ei gynllunio, cynnwys y cwrs, dulliau dysgu ac addysgu ac asesiad dysgu’r myfyrwyr tra’n ystyried yn llawn nodweddion y myfyrwyr. ... dylai datblygiad y cwricwlwm fod yn broses ddi-dor,
7
Fframwaith Cyffredinol
Iechyd a Diogelwch
Cynnwys
Adnoddau
Anghenion Cyfreithiol
???
Cyfle Cyfartal
Cyflwyno
Cyfleoedd dysgu
Adnoddau
Sgiliau
Anghenion Dysgwyr • Gallu ar ddechrau’r cwrs • Lefel cymhelliant • Disgwyliadau • Amser • Cyrsiau eraill • Nifer • Cystadleuaeth • Oedran? • Cyrsiau ar gyfer myfyrwyr • Myfyrwyr ar gyfer cyrsiau • Cyfrifoldeb personol / sefydliadol • Dulliau dysgu
Learners’ Needs • Existing level of knowledge • Level of motivation • Expectations • Time constraints • Other courses • Number registered • Competition • Age? • Courses for students • Students for courses • Personal / Institutional Responsibilities • Learning styles
• Personalities • Backgrounds • Different values • Gender • Laws / Policies • Flexibility • Adjustment to education • Specific needs e.g.
overseas, mature • Language used - e.g.
jargon, dialect • Own attitudes, behaviour,
values and beliefs
• Personoliaethau • Cefndiroedd • Gwerthoedd gwahanol • Cenedl • Deddfau / Polisiau • Hybylygrwydd • Addasu ar gyfer addysg • Anghenion arbennig e.e.
tramor, aeddfed • Iaith e.e. terminoleg,
tafodiaith • Agweddau, ymddygiad,
gwerthoedd a chredoau personol
The Curriculum beyond school is full of tensions: • In professional courses between academic and professional criteria. • Vocational courses involve social elements • Recreational courses may involve personal and social elements.
Mae’r Cwricwlwm wedi ysgol yn llawn tensiynau: • Mewn cyrsiau proffesiynol rhwng meini prawf academaidd a phroffesiynol • Gall cyrsiau galwedigaethol yn cynnwys elfennau cymdeithasol • Gall cyrsiau o ran difyrrwch yn cynnwys elfenau personol a chymdeithasol
Dotted lines -Decisions should reflect general aims or ethos
Double headed arrows - interrelationships
Eraut 1975
Rowntree’s Educational Technology Model (1982)
Purposes
Design of Learning
Evaluation
Improvement
Start?
Constraints
Aims
Politics
Attitudes Resources
Costs
Objectives
Methods
Assessment
Content Evaluation
Mainwaring & Elton 1984
Processes of Curriculum Development
Values and Needs
Implementation
Design Evaluation
and Review
Support Systems
Learners Teachers
Industry/Commerce Community Marketing
Student centred Industry centred
Negotiated Centrally Determined
Progression Access (Entry) Acceptability Co-ordination
Monitoring Evaluation
Review/change Marketing
Teaching/Learning Strategies
Mode of Delivery materials Development
Access guidance New Tech
Assessment Standards
Resources: Facilities, Support Staff,Finance
Staff Development Research Information
Information and Dissemination Systems
FOUR CONCEPTIONS OF CURRICULUM • The official curriculum • The hidden curriculum • The observed curriculum • The curriculum-as-experienced
Pollard & Triggs (1997)
THE OFFICIAL CURRICULUM • “A planned course of study” • Explicitly stated programme of learning • States intended curriculum content • Structures sequence and progression, framing content and course activities • Designed to challenge students and match learning needs
HIDDEN CURRICULUM • All that is learnt during school/college activities that is not a designated part of official curriculum • What is “picked up” about eg role of teacher/learner, status, attitudes to learning • Implicit, embedded in taken-for-granted procedures and materials • May be unrecognised and often examined • Can have profound effect on self image on students, and a#tudes to educa+on/other social groups
OBSERVED CURRICULUM
• What can be seen as taking place in classroom • May be different from intended official curriculum
CURRICULUM-AS-EXPERIENCED • The parts of the curriculum (official and hidden) that actually connect meaningfully with students • Arguably only this aspect which has educational impact – rest is often forgotten!
VOCATIONAL CURRICULUM Characterised as: • Experien+ally based in terms of content and teaching method
• Directly relevant to student needs • Emphasis on core skills
Marsh, 1997
VOCATIONAL CURRICULUM Orienta+on: • Tend to be explicit in outcomes • Selec+on of content has input from industry, government, community as well as educators
• Emphasis on student-‐centred learning • Typically based on small units, separately assessed/cer+ficated
ACADEMIC CURRICULUM 16-19 • Perceived as educationally elite, high status, traditionally thought of as more challenging • Classroom based • Focus on knowledge of given subject area determined by subject experts • Emphasis on end of course external exams • At advanced level, free choice of subjects • “A-level” curriculum dependent on institution • Can reinforce inequalities
Young & Leney (1997)
COMMUNITY EDUCATION • Traditionally cultural and recreation
subjects • Often held in community venues • Voluntary attendance • Usually non-accredited, although
accreditation increased for funding purposes
MODELAU
MODELS
PRODUCT MODEL Also known as behavioural objectives model • Some key theorists: Tyler (1949),
Bloom (1965) • Model interested in product of
curriculum
FOUR FUNDAMENTAL QUESTIONS
• What are aims and objec+ves of curriculum? • Which learning experiences meet these aims and objec+ves? • How can the extent to which these aims and objec+ves have been met be evaluated? • How can these learning experiences be organised?
• (Adapted from Tyler 1949 [1902-‐1994])
ADVANTAGES OF PRODUCT MODEL • Avoidance of vague general statements of
intent • Makes assessment more precise • Helps to select and structure content • Makes teachers aware of different types and
levels of learning involved in particular subjects
• Guidance for teachers and learners about skills to be mastered
CRITICISMS OF PRODUCT MODEL • At lower levels, behavioural objectives may be
trite and unnecessary • Difficult to write satisfactory behavioural
objectives for higher levels of learning. • Specific behaviours not appropriate for
affective domain • Discourages creativity for learner and teacher • Enshrines psychology and philosophy of
behaviourism • Curriculum too subject and exam bound
PROCESS MODEL
Focusses on
• teacher activities and teacher’s role • Student and learner activities (perhaps
most important feature) • Conditions in which learning takes place
Key thinker Stenhouse (1975)
PROCESS MODEL • Emphasis on means rather than ends • Learner should have part in deciding
nature of learning activities • More individualised atmosphere • Assumption that learner makes unique
response to learning experiences
ADVANTAGES OF PROCESS MODEL • Emphasis on active roles of teachers and learners • Emphasis on learning skills • Emphasis on certain activities as important in themselves and for “life”
DISADVANTAGES OF PROCESS MODEL • Neglect of considerations of
appropriate content • Difficulty in applying approach in some
areas
(Process and Product model from Neary, M. (2002) Chapter 3)
MOTIVATORS • Responsibility • Autonomy, • Being challenged or stretched • Receiving feedback, • Variety • Learning, Personal development • Team support / effective leadership • Rewards (money, benefits) • Status • Promotion • Success in meeting objectives
CYMHELLION • Cyfrifoldeb • Rhyddid • Derbyn sialens • Derbyn adborth • Amrywiaeth • Dysgu, Datblygiad Personol • Cefnogaeth tim ac arweiniad effeithiol • Gwobr • Statws • Dyrchafiad • Llwyddiant yn cyrraedd yr amcanion
• Instructor's enthusiasm • Relevance of the material • Organization of the course • Appropriate difficulty level of the material • Active involvement of students • Variety • Rapport between teacher and students • Use of appropriate, concrete, and understandable examples
• Brwdfrydedd yr hyfforddwr • Perthnased y deunydd • Trefniant y cwrs • Lefel y deunydd • Cynhwysiant y myfyrwyr • Amrywiaeth • Perthynas rhwng yr athro a’r myfyriwr • Defnydd o enghreifftiau pendant a hawdd eu deall
DEMOTIVATORS • Underload or Overload • Boredom / Routine • Imposed authority • Negative colleagues / peers • Lack of participation in decision making • Physical environment • Lack of reward • Lack of clarity about objectives
ELFENNAU NEGYDDOL • Gormod / rhy fach o waith • Diflastod / Undonedd • Awdurdod gorfodol • Cydweithwyr negyddol • Diffyg mewnbwn mewn penderfyniadau • Amgylchedd • Dim gwobr • Amcanion aneglur
• Poor communication • Rigid policies • Poor administration • Ineffective supervision /
leadership • Imposed unrealistic
targets
• Cyfathrebu gwael • Polisiau caeth • Gweinyddu gwael • Arolygu ac arweiniad
aneffeithiol • Targedau afreal
Needs Analysis
Organisational, Management and
institutional context
The general philosophy or ideology of the
institution
Anghenion
Rheolaeth, Sefydliadol,
Athroniaeth gyffredinol neu ideoleg y sefydliad
Qualifications and Assessment Framework
Fframwaith Cymwysterau ac Asesu
The kind of students being catered for
Math o fyfyrwyr
Aims, Objectives and Methods
Nod, Amcanion a Dulliau
Content and Structure Cynnwys a Strwythur
Resources Adnoddau
Asesu, Adborth a Gwerthuso Assessment, Feedback and Evaluation
BIBLIOGRAPHY Pollard, A. & Triggs, P. (1997) Reflective Teaching in Secondary Education. London: Continuum Young, M. & Leney, T. (1997) From A-levels to an Advanced Level Curriculum of the Future in Hodgson, A. & Spours, K. (eds) (1997) Dearing and Beyond. London: Kogan Page Marsh, C.J. (1997) Perspectives: Key concepts for understanding curriculum 1. London: Falmer Press Bloom, B. (Ed) (1956). Taxonomy of Educational Objectives. Handbook 1 cognitive domain. London: Longman. Tyler, R. W. (1949). Basic Principles of Curriculum and Instruction. Chicago, IL: University of Chicago Press. Eraut, M., Goad, L., & Smith, G. (1975). Analysis of Curriculum Materials. Brighton, UK: University of Sussex.