Group 6.2. global_issues_in_curriculum_development
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The document discusses curriculum and the use of information and communication technology (ICT) in education. It describes how curricula aim to realize national ICT policies and frameworks by providing a broad exposure to technologies while emphasizing core educational purposes. It also provides an example of Project CHILD, which focuses on K-5 instruction using clusters of teachers who specialize in different subject areas and have students rotate between classrooms.
Group 6.2. global_issues_in_curriculum_development
- 2. CURRICULUM AND ICT The present curricula for ICT in education aim at realizing the goals of the National Policy of ICT in Schools Education and the National Curriculum Framework. Given the dynamic nature of ICT, the curricula, emphasizing the core educational purposes , is generic in design and focuses on a broad exposure to technologies, together aimed at enhancing creativity and imagination of the learners.
- 3. For the teacher, it is an initiation into:
- 4. For the student, it is an initiation into:
- 5. Example is: Project CHILD ( Computer Helping Instruction and Learning Development)
- 6. CHILD focuses on K-5 self-contained teaching using a triangulated approach. Cluster of three experts work across three grade levels to teach three basic formats in technology, hands on and paper and pencil. The primary level cluster is made up of K to grade 2 and the intermediate cluster id grade 3-5. One classroom is set up for reading, one for writing and one for mathematics. Each of the three teachers in each cluster becomes content specialist for one of the three projects of CHILD subject areas. He/she is also responsible for one grade level classroom. Learners from each grade level in the cluster move among the classrooms to spend one hour per day working in each of the three major areas. Thus the teachers will work in their specialized field with the same learners for three years.
- 7. Six stations or learning centers in a Project CHILD classroom: Computer Station for technology-based learning Textbook Station for written work Challenge Station for activities in game formats The Imagination Station for creative expression Exploration Station for hands-on activities Teacher Station for additional instructional support Learners follow a precise management plan for moving from one station to another. Goals are set and activities are recorded in a book called “passport”. Required curriculum content is covered in six-week thematic units.
- 8. Project CHILD Materials: • Station Planning Guides • Station Activities/ Task Cards • Passports • Teacher’s manual • Leadership Guide • Special Needs Inclusion Guide • Training Facilitator Guide
- 9. 1.Brain-Based Learning Brain-based learning is an approach to teaching based on research in neuroscience. It suggests that our brain learns naturally. This theory is based on what is currently known about the structure and function of the brain at the varying stages of development. This provides a biologically driven framework for teaching and learning, and helps the recurring learning behaviors. Brain-based theory includes an electric mix of techniques. Currently these techniques stress allowing teachers to connect learning to students’ real life experiences. This form of learning also encompasses education concepts like mastery learning, problem-based learning, cooperative education, multiple intelligences, learning styles, experiential learning among others.
- 10. Core Principles Guiding Brain-Based Education • The brain perceives whole and parts simultaneously. • The brain is a parallel processor which can perform activities at once. • Information is stored in multiple areas of the brain and is retrieved through multiple memory and neutral pathways • Learning engages the whole body. All learning is mind-body: movement, food, attention cycles, chemicals modulate learning. • Humans’ search for meaning is innate • Search for meaning comes from patterning
- 11. • Emotions are critical to patterning and drive our attention, meaning and memory. • Meaning is more important than information • Learning involves focused attention and peripheral perception. • We have two types of memory: spatial and rote • The brain is social. It develops better in concert with other brains • Complex learning is enhanced by challenge and inhibited by stress • Every brain is uniquely organized • Learning is developmental.
- 12. Interactive Teaching Elements • Orchestrated Immersion • Relaxed Alertness • Active Processing
- 13. Curriculum in the workplace Workplace learning needs the education curriculum as in all other professional settings such as schools, institutions and universities. Unlike the curriculum in the Master’s and Doctoral Degrees where the main features are research, writing thesis and assignments. The learning curriculum in the workplace is emphasized in learning everyday work activities.
- 14. • Authentic activities, experts others, other workers and engagement in task are seen as the basis for effective learning in workplaces. • Construction of knowledge required for expert performance. • Close or proximal guidance by other workers in securing workplace goals in valued by learners. • Knowledge being indexed and organized in ways that is purposeful in terms of the successful securing of workplace goals.
- 15. CURRICULUM ISSUES Poor academic performance of learners. • Issues on the varied implementation of the curriculum among schools and teachers seem to be one of the reasons for the prevailing low performa nce of schools all over the country. • Perennial complaint about books and other instructional materials. • Overcrowded classrooms do not provide a good learning environment. • The teacher has been identified as one of the influencing factors in the varied implementation of the curriculum. • Issues like ill prepared teachers poor attitude towards change and low morale have been thrown to teachers. • Leadership support from principals.
- 16. Curricular innovations lack the sense of ownership from stakeholders. • Most of the curricular innovations are handed down from the top management. Those who are going to implement simply to the line or follow blindly. • Sometimes the implementers lack of full understanding of the changes or modifications that they are doing. • The goal is unclear, thus there are lot of questions in the implementation as well as evaluation from the concerned persons. Some curricular are results of bandwagon but are not well supported by managers. • In the desire of some schools to be part of the global educational scenario, changes and innovations are drastically implemented even if the school is not ready.
- 17. Lack of monitoring and evaluation •Inadequate monitoring activities to find out the curricular strengths or weaknesses and problems are being encountered. Innovations results to teacher burn out • With so many new changes taking place in the curriculum, many teachers are getting burn out. • They got tired easily and motivation is very low. It is because they cannot cope with rapid changes that take place.
- 18. Japan- Japan’s curriculum reform is centered on setting National Curriculum Standards China- in 1998, China used standardized syllabi and central-issued textbooks. In the late 1980’s, however, the Chinese ministry of education began to approve the use of multiple texts and resources. Schools can now choose their materials from a ministry-approved list. Malaysia - the national curriculum is developed centrally within the ministry of education which maintains three main departments (the Curriculum Development Centre, the department of technical and vocational education.