ipl-logo

Learner Participation In Curriculum

729 Words3 Pages

Stenhouse states that curriculum “is not a package of materials or a syllabus of ground to be covered.” (Stenhouse, 1975, p.142). Curriculum as process suggests that curriculum includes the activity taking place in the classroom and the preparation and evaluation ensuing. (bb reading). Curriculum as process empowers us to direct attention on aiding the understanding of the student rather than the transmission of content or the accomplishment of predetermined behaviours. (Kelly, 2004).
Learner participation is essential in curriculum as process. Terry Moore explains that learner participation can be defined in two ways; as “participation in what is going on in an educative experience” and secondly as “participation in decision-making about …show more content…

This can be seen in a variety of definitions; Neagley and Evan, (1967) depicted curriculum as “All the planned experiences provided by the school to assist the pupils in attaining the designated learning outcomes”, while Paul Hurst (1969) maintains that “all rational activities are characterized by having clear goals or objectives”. One can denote from this that the key aspects of curriculum as product are predetermined aims and objectives. However, many higher learning outcomes cannot be measured and therefore are not included in the curriculum. The Tyler Model, created by Ralph Tyler (1949), accentuates consistency within objectives, learning experiences and outcomes. The curriculum objectives focus on behaviour development as well as content area to be applied. (Keating, 2006).
Another valuable contributor in the field of curriculum and education was Benjamin Bloom (1913-1999). Bloom’s was one of the initial efforts to structure categories of expected behaviour and learning outcomes. (Lawton et al., 1978, p. 158) Bloom’s Taxonomy provides three central domains in which behavioural and learning outcomes could be classified; cognitive domain, psycho-motor domain and affective domain. (Lawton et al., 1978, p. 158)
However, there are criticisms of Bloom’s Taxonomy. Some criticisms have been submitted by Lawton (1973) and Kelly (1977). The majority of criticisms express that Bloom’s divisions …show more content…

Curriculum as process allows students to be actively learning and to play key roles in their own education, however this can result in variety in content learned by different students. Curriculum as product ensures that all students are provided with equal content however the curriculum can be excessively focused on pre-established aims and

Show More
Related
817 Words | 4 Pages

However, where the achievements of the whole class matter more than the individual. Schuman shares her personal experience of teaching and dealing with different kinds of students in hope that her intended audience will learn a lesson of the importance of class participation. Her views are very instructive, truthful, and encouraging to all college students. The article was elegantly well written by Schuman, who directed college student how to take part in the course and benefit from it.

Read More
473 Words | 2 Pages

IPTS 1C: understands how teaching and student learning are influenced by development (physical, social and emotional, cognitive, linguistic), past experiences, talents, prior knowledge, economic circumstances and diversity within the community Performance Activity 22: How does the teacher relate content to students’ lives? Ms. Boerema relates content to students; lives by asking students questions relating to students’ lives. The strategy she uses is relating content to prior knowledge. An example of this is asking a question relating to the Outsiders, “Which one of your parents are you most like? What similarities do you share?”

Read More
462 Words | 2 Pages

Furthermore, students need to participate actively in order to receive participation points. Be respectful to other student’s opinions and views, not everyone will have the same opinion on a subject that some students do. Show your teacher the proper attention while she is teaching, students miss out on useful information while doing other things during class. Secondly, do your work, assignments are all laid out for students in the syllabus and if you know you will not be able to show up to class work on the assignments ahead of time.

Read More
1138 Words | 5 Pages

Piaget’s theory of cognitive development Piaget asserts, children are born with inherited scripts, called schema, these schema are building blocks for cognitive development. As a child grows, he acquires more of these building blocks; moreover, these building blocks become more complex as the child progresses through different stages in development (Huitt, Hummel 2003). Piaget’s 4 stages of cognitive development are as follows. First, The sensorimotor stage where an infant has rudimentary motor skills, and can eventually

Read More
1002 Words | 5 Pages

(Miller & Almon, 2009). Children can learn from the different activities that the curriculum provides that fit all the students. In addition, children have the choice to choose which activity they want to do, and they have the chance to talk or share their opinion. Moreover, these curriculums are necessary conditions for ensuring optimal growth and development of young

Read More
1340 Words | 6 Pages

The Other Education written by David Brooks identifies how society lacks the studies of non-scholastic curriculum. Yet, he defines curriculum as a broad term in this article. When thinking about scholastic aspects people ponder the thought of school subjects, however Brooks wishes that society would look past the direct studies. Brooks himself writes, “…Such and such classes, such and such grades, and amassed such and such degrees.”

Read More
1707 Words | 7 Pages

A. OBJECTIVE AND THEORETICAL BACKGROUND In this individual reflective report, I will discuss how the Consulting Project course gave me opportunities to experience, explore and evaluate the real-life business case, how it strengthen my practical business knowledge, problem solving and leadership skills, and how the learning process will support my personal development goals. To help structure my reflective report, I will apply the Kolb’s model of reflection which we learned from the LPDCM course. This model is also known as learning through experience, described through the Kolb’s Learning Cycle: Figure 1. Kolb’s Learning Cycle (Source: Kolb, 2005)

Read More
749 Words | 3 Pages

The diversity of student backgrounds, abilities and learning styles makes each person unique in the way he or she reacts to information. The intersection of diverse student backgrounds and active learning needs a comfortable, positive environment in which to take root. Dr. King continues by explaining, “Education which stops with efficiency may prove the greatest menace to society. The most dangerous criminal may be the man gifted with reason, but with no morals.” From back then to today’s society, kids are failing because they lack those morals that they need to succeed.

Read More
1252 Words | 6 Pages

Learning from experience According to some researcher’s experiential learning theory (ELT) has been widely used in management learning research and practice for over thirty-five years. Building on the foundational works of Kurt Lewin, John Dewey and others, experiential learning theory offers a dynamic theory based on a learning series driven by the resolution of the dual tensions of action/reflection and experience/abstraction. These two dimensions state a holistic learning space wherein learning transactions take place between individuals and the environment.

Read More
1183 Words | 5 Pages

Learning Theory and The Role It Plays in Education Introduction Learning theories are used every day in classrooms all over America, educational theorist Lev Vygotsky, Jean Piaget, Benjamin Bloom and Jerome Bruner introduced constructivism and social constructivism theories (cognitive development, social development, and developmental). The theories developed by Vygotsky, Piaget, Bloom, and Bruner share similarities and differences, and throughout the years have been compared for educational discoveries. Learning theories are extremely important for educators, because learning is an active process. Theorist/Theory #1 Lev Vygotsky and the Zone of Proximal Development (ZDP), is the belief that students learn from adults who are more advanced

Read More
759 Words | 4 Pages

In a learning environment, teachers want to help students engage with what they are doing to promote deeper understanding" (Kohn, 1997c). The student-directed learning theory implies that the teacher should share the

Read More
767 Words | 4 Pages

Assignment 1: Curriculum Inception Angela Bass Dr. Melanie Gallman EDU 555 Strayer University January 20, 2018 Introduction Curriculum development describes how a training or teaching organization plans and guides learning. It involves planning, implementation, and monitoring of a systematic process that creates a positive learning environment. It is, therefore, important to design a pilot curriculum that ensures proper evaluation of the content, teaching materials as well as teaching methods involved in the changed curriculum (McKinn, 2008). The pilot curriculum also serves as an assessment tool for acceptance of the curriculum by the faculty and students.

Read More
689 Words | 3 Pages

In order to make their learning and assessment ongoing and not episodic, I develop an appropriate curriculum, planning lessons to meet students' learning needs and using inferences about student progress to inform my teaching. I make lessons and assessments a linked series of activities undertaken over time, so that progress is directed towards the intended course goals and the achievement of relevant

Read More
1025 Words | 5 Pages

While the behaviourist approach can be used to explain simple tasks, it becomes much more problematic in the learning process when tasks and objectives become more complex, such as with higher education. Even though behaviourism has had a major impact on the education in the western world, some critics highlighted the theory’s limitations by stating it was merely a scientific model that has been tested in a laboratory under specific test conditions, and how humans have a higher cognitive process than animals. They also found the theory to be dehumanising and unethical, not to mention that there was no consideration to the humans’ thought complexity compared to animals. A possible problem in relation to teachers utilising behavioural strategies in the classroom, such as praise or time-out, is the potential for haphazard, inconsistent and incorrect implementation (Angela M O’Donnell 2012, p

Read More
1056 Words | 5 Pages

I was particularly struck by the distinction between different modes of delivering curriculum and in particular the contrast between Product and Process methods, in curriculum development. At this point it might be useful to analyse the distinction between these two processes. Neary identifies the Product Model as one that “emphasises plans and intentions” whereas in the Process Model, the emphasis is on the “activities and effects” (O’Neill 2015, p27). In essence therefore the Product Model can be regarded as a more traditional and historically tested method of developing curriculum. The work of John Franklin Bobbitt and Ralph Tyler very much advocate Product curricular designs, maintaining that these designs are centred on the creation of a disciplined and “structured learning environment for students” (O’Neill 2015, p).

Read More

More about Learner Participation In Curriculum

Related Topics

Open Document