Reflection in week 10

in this week, i have learned about curriculum issues and trend.

* Evaluation
- the process or group of process that people perform in order to gather data that will enable them to decide whether to accept, change, or eliminate something.

*Validity and curriculum evaluation
how best to evaluate curriculum
- data based judgement
-student achievement
-expert analysis ( survey/ checklist )

* 5 value questions

1). intrinsic value
- the goodness and appropriateness of the curriculum.

2). instrumental value
- what use is the curriculum & who is the intended audience? does the curriculum address the goals and objectives?

3). comparative
- is the new program better that the one it replaced.

4). idealization value
- how can the curriculum be improved for optimal benefits?

5). decision value
- should the new program be retained, modified, or discarded?

* scientific Vs humanistic evaluation

scientific evaluation
- focused on quantifiable data gathering uses tests result of experimental subjects analyzes data statistically.

humanistic evaluation
- focused on qualifiable data gathering relies on impressions of what is observed engages in actual incidents that are observed today.

* intelligence tests
1. standard in testing
2. absolute maximum standard
3. absolute minimum standard
4. relative standard
5. multi-standard

* formative and summative evaluation

formative
- collecting data on those activities undertaken to improve an existing program the development and early piloting of course or program.

summative
- collecting data on an existing program after it has been developed and implemented.


*phases of evaluation
1. collecting the information
2. organizing the information
3. analyzing the information
4. reporting the information
5. recycling the information ( continual update )

* alternative evaluation
1. portfolio
2. norm-reference Vs competency
3. norm referenced
4. competency

* evaluation vs grading
- the evaluation of student learning is far too complex an enterprise to be reduced to a single grade.

* goals and roles of evaluation

goals
- what is supposed to do

roles
- what it is used to do

*focus of training evaluation
1. program evaluation
2. individual competence
3. program value

* training evaluation
- take place during & after course implementation

* calculating costs of training
1. all development and personnel costs
2. all materials costs
3. all delivery costs
4. total expenditures

* goal of evaluation
- learner improvement
- methods
- document validation
- product assessment

Reflection in week 9

in this week 9, we have learned about curriculum implementation ( developing curriculum ). from this topics we have discusses a four components which is, curriculum components, curriculum contents, how to select content, how contents are organized and what criteria for selecting content.

1. curriculum components

- what subject matter is crucial to learn?
- what is essential to know to be successful citizen?
- what contents best addressed students interest and needs?


2. curriculum contents

- post modernism view knowledge as dynamics & evolutionary ( it is not statics).
- knowledge results from a structuring & reconstructing of perceived realities.
- knowledge is that results from environments within which humans find themselves.


3. how to select content?

- it addressed the cognitive, social and psychological dimensions of the individual students.

• what is contents?

- it is facts, concepts, generalizations and theories which are similar to disciplined knowledge.

- non disciplined, like, environmental education, both concern the advancement of understanding.

4. how contents are organized?

i). knowledge is organized based on theories.

ii). knowledge is organized based into domains.

iii). contents should be systematic, practicality (based on current social and economic condition ) and sequenced ( emphasizes on different topics ).

5. what criteria for selecting contents?

i). self- sufficiently- to maximize teaching effort and educational resources, subject matters are generalize ability.

ii). significant- the knowledge that could contribute meaningfully to students.

iii). validity- the content selected should be authentic and not obsolete or incorrect ( misleading ).

iv). interest- the learner centered design noted that students are interested in the knowledge when it is meaningful to his or her life.

v). utility- concerns on the usefulness of the contents.

vi). learn ability- this criterion relates to the optimal placement and appropriate organization and sequencing of contents.

 

Reflection in week 8

in this week we learned about curriculum theory and practices.

1) curriculum as a syllabus to be transmitted

- means a concise statement of table of the heads of a discourse/ course, the contents of a treatise/ thesis, the subjects of a series of lectures.

- in malaysian context, syllabus ( of subject ) are connected with courses leading to examination
 ( UPSR, PMR, SPM, STPM ).

- syllabus, naturally originates from the greek.


2) curriculum as products

- the real purpose of education is to bring about significant changes in the student's pattern of behaviour.

- important to recognize that any statements of objectives of the school should be a statement of changes to take place in the students.

• steps in getting the "product"

1. diagnosis of need

2. formulating of objectives

3. selection of content

4. organization of content

5. selection of learning experiences

6. organization of learning experiences

7. determination of what to evaluate & of the ways & means of doing it.

• the advantages ( of curriculum as products )

- this approach of curriculum theory and practice is systematic and has considerable " organizing power"

- central to the approach is the formulating of behavioral objectives> providing a clear notion of outcomes so that content and method may be organized and the results evaluated.

• disadvantages

- this programme is outside the learning experience of learners.

- learners can end up with little or no voice. they are told what they must learn and how they will do it.

- there are questions around the nature of objectives.

3) curriculum as process

- curriculum is the interaction of teachers, students and knowledge.

- curriculum is what actually happens in the classroom and what people prepare to be transmitted.

• stenhouse on curriculum

curriculum should provide a basis for planning a course:

1. Principle to the selection of content what is to be learned and taught.

2. principle for the development of a teaching strategy-how it is to be learned and taught.

3. principles for the making of decisions about sequence.

4. principles on which to diagnose the strengths and weaknesses of individual students.

• empirical study ( suggests that there must be )

- principles on which to study  and evaluate the progress of students.

-principles on which to study and evaluate the progress of teacher.

- guidance as to the feasibility of implementing the curriculum in varying school contexts, pupils contexts, environments and peer-group situations.

• disadvantages ( of curriculum as process )

- problem for those who want some greater degree of uniformity in what is taught.

-places thinking at its core and treats learners as subjects rather than objects can lead to very different means being employed in classroom.

- the problem with this ( process ) approach is that students place a high concern on exam or subjects.

4) curriculum as praxis

- process of learning the experiences by learners through dialogue and negotiation, recognizes them both as problematic.

- allows students and teacher together.

- the curriculum itself develop through the dynamic interaction of action and reflection.

• curriculum in context

- curriculum is what actually happens in classroom, that's is an ongoing social process comprised of the interactions of students, teacher and knowledge.

- stenhouse ( what happens in the classroom rather than what actually occurs ).

Reflection in week 7

in this week we have learned about curriculum theory and practices.

curriculum can be seen as:
1) syllabus (a body of knowledge) to be transmitted.
2) An attempt to achieve certain ends in students- products
3) process
4) praxis

• origin of curriculum

- curriculum has its origin in the learning/ chariot tracks of greece, which literally means "a course".

- in latin, curriculum was a racing chariot; currere with a run.

• John kerr defines curriculum

- all the learning which is planned and guided by the school, whether it is carried on on groups or individually, inside or outside the school.

- two of the key features of curriculum which is planned and guide learning.

1). learning is planned and guided.

2). the definitions refers to schooling ( subject/lesson)

• 4 ways of looking at or approaching curriculum theory and practice.

1). curriculum as a body of knowledge to be transmitted.

2). curriculum as an attempt to achieve certain ends in students.

3). curriculum as process.

4). curriculum as praxis.

• curriculum come from 3 ways according to Aristotle's

Reflection inn week 6

In this week i have learned about curriculum design which curriculum design is an arrangement of curriculum elements into a substantive entity.

• Here is the basic curriculum components:

       - Aims, goals and objectives

       - Subject matter

       - learning experience

       - Evaluation

• Theoretical Framework

Curriculum design Vs Instructional design

> Curriculum design 

- the total plan that arranges the four components into the curriculum 

i.e Objectives, content, learning experience and evaluation

> Instructional design

- refers specifically to one component, the potential experiences for the student, learning activities

( method and organization )

• Science as a sources

- the scientific method provides meaning for the curriculum design.

-Only those items that can be observed and quantified should be include.

• Society

-as well as the local community.

-shows where to modify the curriculum.

• External and devine sources

- curriculum design should be intended to perpetuate society.

• Knowledge as a sources

-one of the prime sources of curriculum.

-disciplined Vs undisciplined knowledge.

• The learner as a sources

- curriculum is derived from what we know about the learner.

- we draw much from the psychological foundations.

-based on cognitive research.

-emphasized "learning by doing"

• Scope

-breadth

-content, topics and learning experiences.

-integration

-linking all the knowledge and experience within the curriculum

-assists in making meaning for the learner.

• Sequences

-ordering of knowledge.

- vertical relationship.

-simple to complex.

-prerequisite

-whole to part

-chronology

-continuity

• Articulation

-interrelatedness of various aspects of the curriculum.

-"lost knowledge" just taught but not related to other learning or lessons.

• Balance

-appropriate weight be given to each aspects of the design.

• Representative curriculum design

-student centered design> content and /or process.

-learner centered design> based on students lives-interest, needs and empowerment.

-problem centered design> focuses on problem of living and society (i.e. work)

• Instructional activities

-presents suggested assignment contributing to the students mastery, including such activities as:

* Group projects

* individual projects

* written work

* oral work

* critical thinking activities

* demonstrations/ simulations

* audiovisual presentations

* projects

* experiments 

Reflection in week 5

In week 5, I have learned about topic 4 which is Psychological Foundations of Curriculum.  I have learned about three major theories of learning such as, behaviorist, cognitive-information processing theories and phenomenological&humanistic.

What is psychological?

Psychology is the scientific study of the mind and behavior.  Psychology is a multifaceted discipline and includes many sub-fields of study such areas as human development, sports, health, clinical, social behavior and cognitive processes.

Behavioral psychology

Edward Thorndike

- Edward Thorndike is considered the founder. He focused his work on testing the relationship between a stimulus and a response ( classical conditioning ).

- Defined learning as habit formation > knowledge resulted from the accumulation of these stimulus-response.

- Defined teaching >as arranging the classroom to enhance desirable connections & associations as bonds.

- He believe in a positive and negative reinforcement.

  

Cognitive psychology

Jean Piaget

Jean piaget's stages of cognitive development.

Piaget developed a stage theory of intellectual development that included four distinct stages:

i.                    The sensorimotor stage, from birth to age 2

ii.                  The preoperational stage, from age 2 to about age 7

iii.                The concrete operational stage, from age 7 to 11

iv.                The formal operational stage, which begins in adolescence and spans into adulthood

Taylor's

Taylor's 3 methods of organizing learning experiences:

1. Continuity- learning process must ongoing.

2. Sequence- activity must from simple to complicated

3. Integration- refers to the relationship of curriculum experiences

Bruno

The process of learning suggested by Bruno:

1. Acquisition- the grasping of new information.

2. Transformation- the individual's capacity to process new information and to go beyond it.

3. Evaluation- i) accepting uncertainty

                           complex issues requires "a willingness to be uncertain at times and to know that                                    being uncertain is crucial to the process.

                       ii) expertise is related

                           reflexibility/ ability to decontentualize experience and recontextualise knowledge                                and know how to reflexive practice, kolb's experiential learning and learning                                        organisation theory.

lawrence Kohlberg's (moral judgements)

Kolberg's theory specifies six stages of moral development, arranged in three levels:

vygotsky (zone of proximal development)

howard Gardner ( theory of multiple intelligence )

phenomenological & humanistic

R.M Felder and L.K Silverman's categories an learning styles.

- how information is best perceive.

- the types of information preferentially perceived

Golman

- developed emotional intelligence > interpersonal intelligence and intrapersonal intelligence.

- constructivism > the learner is the key players, the learner must participate in generating meaning or understanding.

- problem solving > based on inductive thinking, analytical procedures and convergent process.

- creative thinking > includes intuitiveness and discovery and divergent process.

James Conant ( problem solving approach )

1. Recognizing the problem

2. Formulating objective

3. collecting relevant information

4. Formulating an hypothesis

5. Deducing from a hypothesis

Robert Ennis, Matthew Lip Man & Robert Sternberg (critical thinkers )

1. open-minded

2. take a position when the evidence calls for it

3. take into account the entire situation

4. seek information

5. seek precision situation

6. look for options

Maslow ( self- actualizing )

1. survival needs

2. safety

3. love and belonging needs

4. esteem needs

5. knowing and understanding needs            

6. the actualization needs.                     

Reflection in week 4

              Philosophycal Foundations of Curriculum

In this week i have learned about philosophycal foundation of curriculum. Philosophy is the combination of the Greek word "Philos" (love) and "Sophia" (wisdom) which translated means "love of wisdom". people who seek after wisdom and curious about the world seeking to understand the nature of things. while the Philosophy of education is recognises that the development of a civil society depend on the education of the young as responsible, thoughtful and interprising citizens which is challenging task requiring deep understanding of ethical principle, moral values, political theory, aesthetics and economic. Not to mention an understanding of children themselves.

* Most of the prominent philosophers:

1. Plato                                                                                                              

                                                          

    2. Aristotle                                               

3. Rousseau                                                                                                  

                                                

4. Dewey 

5. Adler

6. Confucius

7. Al Farabi

8. Tagore

Most of this philosophers have been key voices in philosophy of education and have contributed to our basic understanding of what education is can be. Beside that, they also provided powerful critical perspective revealing the problems in educations.

*Philosophy and curriculum

The beginning point in curriculum decision making and is the basis for all subsequent decision regarding curriculum.

* Tyler's views of philosophy in relationship to school purpose.

* Major Philosophies

There are 4 types of major philosophies such as; idealism, realism, pragmatism and existentialism.

1. Idealism

- Search for truth and values that will stand the test of time.

- Group of philosophies which assert that reality or reality is fundamentally mental, mentally constructed or otherwise immaterial.

- Truth&values are seen as a absolute, timeless and universal.

- Idealists stress the importance of learning ideas and concept.

- Believe in reasoning.

2. Realism

- People can come to know the world through their sense

- Use scientific method

- Focus on the physical world, arguing that reality, knowledge and value exist independent of the mind.

- Realists believe that school promote human rationality through observation and experiment.

• Realism Vs Idealism

3. Pragmatism

- Experimentalism, based on change, process, and realitivity.

- knowledge as a process.

- Focus on the ideas of change.

- Believe that knowing represents an exchange between the learner and environment.

- Believe that truth and values are always changing because the people who have those value change with the surrounding environment. 

4. Existentialism

* Educational philosophy

There are also have four types of educational philosophy which is perennialism, essentialism, progressivsm and reconstructionism.

* Educational philosophies

•  Rationalism

      - reality is constructed.

• Pragmastism

      - truth for now.

• Empiricism

      - reality is objective and singular.

5. Adventist

- philosophical based: theism

- aim: restoration of man to god's image

- knowledge: bible values

- focus: Spritual, physical