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