curriculum Theory and Practice

plan Theory and Practice PHILOSOPHICAL FOUNDATIONS OF political platform THEORIZING program theory is the manner in which the philosophy of certain approaches to overture and enactment of programme is described. Within the wider field of curriculum studies, it is both the abbreviation of the curriculum historic whollyy and a way of viewing contemporary educational curriculum and policy decision.However, a very useful starting smudge here is the rendering of the word curriculum. harmonise to John Kerrs definition which was adopted by Vic Kelly in his typical work on the topic, curriculum entails planned and guided attainment by the school. It is carried on in each groups or on individuals, within or without the school.There be quaternity manners in which to approach curriculum theory and practice. They ar as followsCurriculum is seen as a body of knowledge to be transmitted.In this sense I can non equate the curriculum with a syllabus. In meat the syllabus is simply a s ummarized assertion of the heads of a dissertation, the gist of a dis sort, and the subjects of a series of lectures. It is attached to courses directed to examination. This view of the curriculum limits grooming to a contemplation of the content or the body of knowledge that whitethorn be transmitted.Curriculum as a product, i.e., an effort to attain decisive ends in bookmans.However wide-ranging clement demeanor may turn up to be, it consists in the performance of specific activities. Therefore, education should prepare a scholarly person for life, i.e., preparing definitely and adequately for such activities. Despite being copious and varied they can be exposed for any companionable class. This obliges one to go out into the world of affairs and find out the specifics of which his/her affairs consist. And as such it would be easy to show the abilities, forms, habits, appreciation and attitudes that people need. These suck in to be the objectives of the curriculum, thus ma king it (curriculum) a progression of know-how that scholarly persons at all levels mustiness have by way of obtaining those objectives.Curriculum as process. smell at curriculum as a process implies how teachers, students and knowledge interact. That is, curriculum has to be seen in terms of what essentially takes place in the classroom particularise up and what people do to prepare and evaluate. Curriculum as praxis. Whereas the process model is impelled by broader principles and emphasizes on judgment and heart and soul making, it does not formulate unequivocal statements about the interests it serves. The praxis model on the other hand, conveys these to the centre of the course and craps an unequivocal dedication to emancipation. Therefore, action is not merely informed, it is also committed. That is, curriculum is not merely a set of plans to be implemented, but somewhat is composed through a high-powered process in which planning, acting and evaluating are all mutually cogitate and incorporated into the process.Therefore, curriculum should in due course produce students who are able to deal efficiently with the contemporary world. It should not be presented as finished concept, but should instead include the learners diagonal and should amalgamate how the learner views his/her own world. In this perspective four instincts are used, to describe how to characterize the behavior of children. They consist of loving, constructive, expressive, and artistic. The curriculum should then soma a logical sense of the world in which the child lives. As a curriculum causality I have to use livelihoods to attribute diminutive account of fundamental activities of life classroom activities. This could be well-bred by combining subject areas and resources. It means I have to make connections between subject matter and the childs life.Teaching methods should condense on hands-on problem resolve, experimenting, and projects, often having students work in gro ups. Curriculum should bring the disciplines together to focus on resolving problems in an interdisciplinary way. Rather than passing down organized bodies of knowledge to new learners, they (learners) should obligate their knowledge to real situations through experimental inquiry. This prepares students for citizenship, daily living, and future careers.I have to acknowledge the fact that humans are social beings and do learn best in real-life activities with each other. Therefore education must be based on this principle. As a curriculum designer I will have to depend on the paramount scientific theories of development available. I may borrow from John Deweys model of learning where learners behave as if they were scientists. That is,Be perceptive of the problem.Be able to soak up the problem.Suggest the hypothesis to solve it.Weigh up the consequences of the hypotheses from ones past experiences.Test the most likely solution.With this view on human nature, it is my genuine con cern that students should be provided with real-life experiences and activities that center on their real life. This is in comparison to a distinctive progressivism slogan which states, Learn by DoingAccording to NCLB Act of 2001, assessments of students is supposed to be criterion-referenced tests where a student is tested on his knowledge of the required content or if he/she can do the required skill as outlined in the states standards. Unlike the norm-referenced tests, where students performance is based on how he/she is ranks compared to other students, the curriculum has to provide a substitute to the test-oriented instruction as stated by the NCLB Act 2001 on funding. This will enable the student, at the end of his course of study, to apply the knowledge he acquired to real-life situation in his/her daily life.As contrasted to the traditional curriculum of the 19th century, that is ingrained in conventional readiness for the university and strongly discriminated by socioecono mic level, I strongly propose a type of curriculum which finds its roots in the current experiences, is more self-reliant in outlook and looks forwards. The quality of this curriculum shouldEmphasize on learning by doing, i.e., hands-on projects, experiential learningIntegrate curriculum that is center on thematic elementsStrongly emphasize on problem solving and critical thinkingEncourage group work and growth of social skillsUnderstanding and action should be the objective of learning as contrasted to rote knowledge.Accentuate collaborative and cooperative learning projectsEmphasize education for social responsibility and democracyIntegrate profit learning projects and community service into the daily curriculum.Select the content of the subject by looking forward to ask over what skills will be desirable in the future ordering. Discourage emphasize on textbooks as only learning resources in favor of other varied learning resources.Emphasize on life-long learning and social proficiencies. Assessment based on evaluation of the learners projects and productions.In conclusion an acceptable curriculum should be that which makes a learner to be creative, self-reliant and make him excel in all aspects of life that suite his desires. It would be unfair to have a curriculum which ignores the social aspect of a child because he/she lives in a society that is ever social. The curriculum should also enable the student to apply that which he/she learns in the classroom in real life experience.Referenceshttp//oregonstate.edu/instruct/ed416/module1.html, (2008) faculty One History and Philosophy of EducationStenhouse, L. (1975) An Introduction to Curriculum explore and outgrowth, London Heinemann.Kliebard, H. M. (1987) The Struggle for the American Curriculum 1893 1958, New York Routledge.Taba, H. (1962) Curriculum Development Theory and Practice, New York Harcourt Brace and World.Blenkin, G. M. et al (1992) Change and the Curriculum, London capital of Minnesota Chapman