Managing the curriculum for student learning

Managing the curriculum for student learning

1. MANAGING THE CURRICULUM for Student Learning EDUC 605 Advanced Theories and Practices in Educational Management RICHARD M. BAÑEZ Presenter Dr . RUPERTO C. ESPINUEVA Professor

2. Topics Introduction Defining the curriculum Constructing a national curriculum international curriculum models Framing the curriculum for learning and teaching curriculum models Curriculum control the role of stakeholders Institutional values, culture and ethos institutional culture and the hidden curriculum The changing pedagogy

3. Introduction Ideas Theoretical Practices Practical Who is given access to education? What is the best education possible?

4. Defining the curriculum Curriculum Latin for racing chariot It leads us to the idea of a course of study (syllabus). It refers to everything that happens in a school: what is taught and what is learnt , what is included and what is left out . Kelly, A.V. (1999) The Curriculum: Theory and Practice (4th edn ). London: Paul Chapman.

5. Defining the curriculum FORMS CONTENTS FEATURES Baroque Contains clearly demarcated subjects, classified by content knowledge and by discourse forms specific to each discipline. Learner has little control over selection, organization and pacing of transmission of knowledge. Naturally landscaped Subjects are artificial , dividing knowledge with contrived distinctions of process , knowledge and procedures . It is governed by the nature of the learner. Dig-for-victory It promotes skills acquisition through learning objectives and predictable outcomes. The learner is prepared for future roles in work and society by teaching workforce skills . Cottage garden There are competing claims , leading to bargaining and negotiation rather than evolution and change. It conserves unchanging elements with new innovations . Ross, A. (2000 ) Curriculum Construction and Critique . London: Falmer Press.

6. Constructing a national curriculum Lawton, D. (1996) Beyond the National Curriculum: Teacher Professionalism and Empowerment . London: Hodder & Stoughton. Cultural analysis in assisting in curriculum planning What kind of society already exists? In what ways is it developing? How do its members appear to want it to develop? What kinds of values and principles will be involved in deciding on this development, as well as the educational means of achieving it?

7. Constructing a national curriculum National Economic and Development Authority. About AmBisyon Natin 2040

8. Constructing a national curriculum Batangas State University. Vision, mission, core values, and secondary education program goal.

9. Constructing a national curriculum Lawton, D. (1996) Beyond the National Curriculum: Teacher Professionalism and Empowerment . London: Hodder & Stoughton.

10. International curriculum models National educational aims (educational aims, purposes, goals and principles)

11. International curriculum models

12. International curriculum models The core elements of primary curricula : One or more national languages (no longer classical) Mathematics (universal) Science (introduced later than mathematics) Social science (history/geography/civics) Aesthetic education (art and music) in over 90 %.

13. International curriculum models Le Métais , J. (1998) Values and aims in curriculum and assessment frameworks: a 16-nation review . In B. Moon and P. Murphy (eds.) Curriculum in Context. London: Paul Chapman/Open University Press.

14. Framing the curriculum for learning and teaching Basic dimensions or stages of the curriculum: Burton, N., Middlewood , D. with Blatchford, R. (2001) Models of curriculum organisation . In D. Middlewood and N. Burton (eds.) Managing the Curriculum. London: Paul Chapman.

15. Curriculum control Lawton, D. (1983) Curriculum Studies and Educational Planning . London: Hodder & Stoughton. Stakeholder group Students Academics Philosophers Teachers Employers Governors Parents Inspectors Politicians Religious authorities Local authorities

16. Institutional values, culture and ethos

17. Institutional values, culture and ethos

18. The changing pedagogy Pedagogical Andragogical The learner The learner is dependent on the instructor for learning The teacher/instructor assumes full responsibility for what is taught and how it is learned The teacher/instructor evaluates learning The learner is self-directed The learner is responsible for his or her own learning Self-evaluation is characteristic of this approach

19. The changing pedagogy Pedagogical Andragogical Role of the learner’s experience The learner comes to the activity with little experience that could be tapped as a resource for learning The experience of the instructor is what counts Learner brings a greater volume and quality of experience Adults are the richest resources for one another Different experiences assure diversity in groups of adults Experience becomes the source of self-identity

20. The changing pedagogy Pedagogical Andragogical Readiness to learn Students are told what they have to learn in order to advance to the next level of mastery Any change is likely to trigger a readiness to learn The need to know in order to perform more effectively in some aspect of one’s life Ability to assess gaps between where one is now and where one wants and needs to be

21. The changing pedagogy Pedagogical Andragogical Orientation to learning Learning as a process of acquiring prescribed subject matter Content units are sequenced according to the logic of the subject matter Learners want to perform a task, solve a problem, live in a more satisfying way Must have relevance to these tasks Learning is organized around life/work situations rather than subject-matter units Motivation for learning Primarily motivated by external pressures, competition for grades and the consequences of failure Internal motivators: self-esteem, recognition, better quality of life, self-confidence, self- actualisation