Curriculum Orientations Academic Rationalism Cognitive Processes Self-actualisation Social...

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Curriculum Orientations Academic Rationalism Cognitive Processes Self-actualisation Social Reconstructionist Focus

Transcript of Curriculum Orientations Academic Rationalism Cognitive Processes Self-actualisation Social...

Page 1: Curriculum Orientations Academic Rationalism Cognitive Processes Self-actualisation Social Reconstructionist Focus.

Curriculum Orientations

Academic Rationalism

Cognitive Processes

Self-actualisation

Social Reconstructionist

Focus

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• Assignment questions

• Being wrong

• Orientation island

• Helpful ideas

• Homework

• Predictions and questions

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Helpful ideas

• Veteran teacher Rita Tenorio (2004, in Churchill, et al, 2010, p. 178) insists:

– Curriculum is everything that happens. It's not just books and lesson plans. It's relationships, attitudes, feelings, interactions. If kids feel safe, if they feel inspired, if they feel motivated, they’re going to learn important and positive things. But if those elements are not there, if they feel disrespected or neglected in school, they’re learning from that too. But they’re not necessarily learning the curriculum you think you’re teaching them.

Churchill, R. et al. (2010). Teaching: Making a Difference. Australia: John Wiley & Sons).

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Helpful ideas

• Hendrick and Weissman (2007, in Churchill, et al, 2010, p. 178) describe everything that happens to a learner in the course of a day as the curriculum. Again, such a definition reminds us that it not just about what is planned and intended, but about all that transpires, and the meanings, feelings and understanding that those events generate. Lots of lessons get taught that were not necessarily intended…; they also occur as the result of the unintended curriculum. Lots of lessons get learned each day, in positive ways — unexpected teachable moments and spontaneous opportunities to veer off in a new direction — and less positive ways — mishaps, accidents, things not going to plan, and the silencing or marginalising of certain students.

Churchill, R. et al. (2010). Teaching: Making a Difference. Australia: John Wiley & Sons).

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Helpful ideas

• Michael Apple (1979, 1990, in Churchill, et al, 2010, pp. 179-180) asks about whose knowledge is of most worth and who benefits from that knowledge. If teachers ask those questions of the school curriculum, what will they find? Take, for instance, the idea that schooling is and should be committed to democratic ideals (see, for example, Apple & Beane 2007). How is that evident in the curriculum — beyond explicit teaching about democracy and the democratic process? From your earliest years you were probably taught about sharing, turn-taking, consensus decision making, listening to all opinions and the like. Whose values are espoused in such lessons? Whose knowledge is demonstrated as of most worth through such lessons? The point is not to suggest that these lessons were inappropriate (though some people might), but rather to simply illustrate that what is learned has been chosen by people who have particular values and want to transmit those values and even inculcate them in others.

Churchill, R. et al. (2010). Teaching: Making a Difference. Australia: John Wiley & Sons).

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• …the curriculum as a construction, or more specifically, that it is a social and cultural construction. Such a notion is meant to work against a naturalised conception of curriculum that sees it as universal, unchanging or obvious. Quite to the contrary, what a curriculum could and should entail is almost always a matter of great debate. Far from being obvious or straightforward, curriculum needs to be delineated and debated upon, and as such it is indeed a construction of the social and cultural contexts from which it arises.

– cultural construction: Something that was created by people who are located in a particular time and place, and who bring their own values, attitudes, interests and priorities to bear on its construction and articulation.

Churchill, R. et al. (2010). Teaching: Making a Difference. Australia: John Wiley & Sons).

Helpful ideas

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A little research project

Cognitive Processes

Social ReconstructionismAcademic Rationalism

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Academic Rationalism

Cognitive Processes

SelfActualisation

Social Reconstructionism

History

Knowledge

Learners & Learning

Teachers & Teaching

Evaluation

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You and EDUC8678

AR

SA

CPSR

Orientation IslandKeyAR – Academic RationalismSA – Self ActualisationCP – Cognitive ProcessesSR – Social Reconstructionism

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Writing your essay questions

• Describe

• Analyse

• Evaluate

• Tuesday’s schedule:

• Prepare a 10 minute presentation– Option 1 ,2 or 3– My Topic– Why I am interested in this topic?– My general question– My 3 guiding questions

• My descriptive question• My analytical question• My evaluation question

Time Presenter

11:00

11:10

11:20

11:30

11:40

11:50

12:00 Lunch Break

1:00

1:10

1:20

1:30

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My General Question• Do curriculum materials in primary science education in Singapore encourage student

collaboration or competition?

• How do curriculum materials shape our understanding of civics/science/art…?

• Is there room for greater creativity and innovation in the … (name of curriculum) for…(name of institution, subject, year level)?

• Is there a case for reforming clinical supervision practices in the nursing curriculum of a Singapore hospital?

• Then and Now: How has the nursing curriculum changed?

• To what extent is team work and collaboration fostered by the problem-based curriculum in the Diploma in Communication and Automation Electronics at the Republic Polytechnic?

• How does the content, pedagogy and assessment of primary science syllabus orientate this curriculum?

• What is the ideological orientation of …(name of curriculum materials)?

• How should values be taught?

• What are the implicit values being presented by the textbook for…? Whose voices are being heard? Whose voices are absent?

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Questions about Curriculum Models• What is a:

– Inquiry-based curriculum

– Problem-solving curriculum

– Emergent curriculum

– Integrated curriculum

– Curriculum for thinking

– Art-based curriculum

– Outcomes-based curriculum

• Describe it, analyse it (compare and contrast to …), evaluate it (could the implementation of this curriculum model be justified for Nursing Education?)

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A hierarchy Area

Nurse Education

Topic

Clinical supervision

General question

Is there case for reforming the clinical supervision practices in the nursing curriculum of a Singapore hospital?

Specific questions

What are the overt characteristics of clinical supervision practices in the nursing curriculums of Singapore and the UK?

What are the similarities and differences between clinical supervision practices in the nursing curriculums of Singapore and the UK?

What arguments can be made ‘for’ and ‘against’ reforming the clinical supervision practices in the nursing curriculum of a Singapore hospital?

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Kathryn Schulz

• On being wrong

– Directions: • View the presentation and jot down key words and

phrases• Write a 20 word summary using as many of the key

words and phrases as you can• Share your summary with your group.

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Having a go…

• Take 15 minutes

• Write your current ideas down

• Try out the hierarchy

• Chat about your ideas

• Be prepared to be wrong – writing your own assignment question is not easy

• Sharing our thoughts

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AR

SA

CPSR

Orientation IslandKeyAR – Academic RationalismSA – Self ActualisationCP – Cognitive ProcessesSR – Social Reconstructionism

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Graphing curriculum orientations• Transfer inventory responses to sorting form

• Transfer data from sorting form to graphPart 1 Part 2 Part 3 Part 4 Part 5 Part 6

CDAB

DCBA

DABC

ABDC

DABC

DBCA

Part 1 Part 2 Part 3 Part 4 Part 5 Part 6

A-1

A-2

A-3

A-4

B-1

B-2

B-3

B-4

C-1

C-2

C-3

C-4

3241

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Your Orientation

• How accurate is the graph of your ideology?

•  When you were in high school, did you ever have a teacher who you think taught in accordance with the Scholar Academic (Academic Rationalism), Social Efficiency (Cognitive Processes), Learner Centered (Self-actualisation), or Social Reconstruction ideology? Describe the teacher(s).

•  When you were in college/univerity, did you ever have a teacher who you think taught in accordance with the Scholar Academic (Academic Rationalism), Social Efficiency (Cognitive Processes), Learner Centered (Self-actualisation), or Social Reconstruction ideology? Describe the teacher(s).

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Curriculum Orientations

Academic RationalismCognitive Processes

Self-actualisation

Social Reconstructionist

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Academic Rationalist Orientation• Oldest curriculum orientation

• A knowledge perspective to curriculum

– Subject areas most worthy of study– Depositories of accumulated wisdom

• Production of effective members in adult society

– Development of the rational mind

• Two directions

– Traditional pathway– Recent theories

• Approaches, characteristics and Issues

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Approaches• Forms of knowledge

– Students learn how to acquire or justify facts rather than just recall them

• Integrated studies

– Two or more previously separate subjects are combined

• Back to basics

– The direct teaching of school subjects with the emphasis on learning to read, write and solve mathematical problems

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Characteristics• Purpose

– To develop rational minds– To train students to do research

• Methods

– Exposition– Inquiry

• Organisation

– Themes– Integration– Problems

• Evaluation

– Aligned to the objectives of the subject matter

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Issues• Selecting subjects

– Categorising academic disciplines• 8 Forms of Knowledge

– Mathematics– Physical Sciences– History– Human Sciences

– Driven by university entrance requirements

• Making learning interesting

– Fallacy of content• Preoccupied with ‘what’ rather than the ‘how’ of learning

– Fallacy of universalism• Content is interesting regardless of learner characteristics

– Morals– Religion– Philosophy– Literature and the Fine Arts

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Sir Ken Robertson

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Curriculum Orientations

Academic Rationalism

Cognitive Processes

Self-actualisation

Social Reconstructionist

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Cognitive Processes Orientation• Critical of academic rationalism

– excessively content-bound– underemphasises processes – content is outdated

• Focuses on cognitive faculties and abilities

• Problem solving • Visualising• Extrapolating • Synthesising• Conceptualising • Evaluating• Dealing with ambiguity • Analysing

Qualifier– Academic disciplines provide

the framework or structure that make sense out of acquiring cognitive skills

Purpose of the curriculum is to

develop cognitive skills

Purpose of the curriculum is to

develop cognitive skills

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Curriculum Orientations

Academic Rationalism

Cognitive Processes

Self-actualisation

Social Reconstructionist

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Self Actualisation Orientation• A Confluent (add-on) Curriculum

– Adding on the affective domain (emotions, attitudes and feelings) to the traditional cognitive domain (intellectual knowledge and abilities) of curriculum

• The curriculum does not teach students what to feel or what attitudes to have but provides choices that encourages students to take responsibility for their choices

• Intrinsically rewarding experiences to enhance personal development

– Third force of psychology• supportive environment • Facilitation

A response to public pressure for growth in subject-

matter knowledge

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Resisting Academic Rationalism

• A concentration on subject matter might lead to depersonalisation

• Element of a Confluent Curriculum

– Participation

– Integration

– Relevance

– Self

– Goal

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Self-directed Learning• A response to the threat of depersonalisation of

academic rationalism

• A desire to promote:

– sense of ability

– clarity of values

– a positive self-concept

– a capacity for innovation

– openness

• Key curriculum ideas

– Achievement motivation

– Attribution theory

– Student’s interests

– Locus of control

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Curriculum Orientations

Academic Rationalism

Cognitive Processes

Self-actualisation

Social Reconstructionist

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• Purpose of Education

• Schools as agents for social change

• Possible areas of study

• Role of the Teacher

Social Reconstructionist Orientation

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Academic Rationalism

Cognitive Processes

SelfActualisation

Social Reconstructionism

Knowledge

The Child

Learning

Teaching

Evaluation