Dtlls Unit 6
Critically analyse the significance of theories, principles and models of inclusive curriculum to the design and implementation of programmes of study, within two different contexts.
The idea of a curriculum has been around for generations. However, the way in which we understand and theorize about it has changed over time. The word curriculum originates from Greek and literally meant ‘course’.
Kerr defines curriculum as "All the learning which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside the school." (infed.org:2010) All learning is planned and guided, we have to pre-consider what we are seeking to achieve and how we are going to go about it. How we formalize this is the curriculum. This leads us into the 3 ways of approaching curriculum theory and practice.
1. Curriculum as Product
2. Curriculum as Process
3. Curriculum as Praxis (practice)
Product model
The product model is based on the idea that there are certain skills to master and facts to know. The idea of this model is that knowledge is similar to a product that is manufactured. The assumption is that generally one starts knowing nothing, they are then taught and then one transmits that knowledge to action. The product model consists of a series of steps leading to the product that allows the curriculum to be designed accordingly.
The steps are:
Step 1: Diagnosis of need
Step 2: Formulation of objectives
Step 3: Selection of content
Step 4: Organization of content
Step 5: Selection of learning experiences
Step 6: Organization of learning experiences
Step 7: Determination of what to evaluate, and the ways and means of doing it. (infed.org:2010)
Although the model organises learning quite neatly it is very Pedagogic and Behaviourist. Using this model teaching follows a pre-specified program allowing little thought for individual student needs and discourages creativity for learner and teacher. ‘The behaviourist approach is
The idea of a curriculum has been around for generations. However, the way in which we understand and theorize about it has changed over time. The word curriculum originates from Greek and literally meant ‘course’.
Kerr defines curriculum as "All the learning which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside the school." (infed.org:2010) All learning is planned and guided, we have to pre-consider what we are seeking to achieve and how we are going to go about it. How we formalize this is the curriculum. This leads us into the 3 ways of approaching curriculum theory and practice.
1. Curriculum as Product
2. Curriculum as Process
3. Curriculum as Praxis (practice)
Product model
The product model is based on the idea that there are certain skills to master and facts to know. The idea of this model is that knowledge is similar to a product that is manufactured. The assumption is that generally one starts knowing nothing, they are then taught and then one transmits that knowledge to action. The product model consists of a series of steps leading to the product that allows the curriculum to be designed accordingly.
The steps are:
Step 1: Diagnosis of need
Step 2: Formulation of objectives
Step 3: Selection of content
Step 4: Organization of content
Step 5: Selection of learning experiences
Step 6: Organization of learning experiences
Step 7: Determination of what to evaluate, and the ways and means of doing it. (infed.org:2010)
Although the model organises learning quite neatly it is very Pedagogic and Behaviourist. Using this model teaching follows a pre-specified program allowing little thought for individual student needs and discourages creativity for learner and teacher. ‘The behaviourist approach is
Bibliography: [WWW] infed.org/biblio/b-curric.htm (28/02/11) [WWW] campus.manchester.ac.uk/tlso/map/teachinglearningassessment/teaching/curriculumdesign/ (28/02/11) [WWW] ocr.org.uk/qualifications/type/gcse_emi/maths/c/index.html (28/02/11) [WWW] edexcel.com/quals/gcse/gcse10/maths/Pages/default.aspx) (28/02/11) [WWW] teach-nology.com/edleadership/curriculum_development/ (28/02/11) [WWW] learningmatters.co.uk/sampleChapters/pdfs/9781844451937-4.pdf (28/02/11) [WWW] unesco.org/education/tlsf/TLSF/theme_b/mod06/uncom06t01.htm (28/02/11) [WWW] math.unipa.it/~grim/SiBegg.PDF (28/02/11)