Traditional education needs to change. The world need a new education model. I would say this is a great overview.
Curricula should be completely changed every few years but adapted as a single year progresses. I totally agree that change in the educational system needs an update. Especially since children all learn differently. The world keeps changing every single day and so do the things we inculcate into the minds of learners.
You are right, these are great reasons why the curriculum should be changed. Like here in our place, due to pandemic the Department of Education changed our curriculum from 12 to 14 subjects down it to 8 which the most essentials subject that need to learn by the students.
This is a great post where you bring up some really great issues. I remember going to school when I was a kid thinking it needed to change back then, but at that point it seemed impossible even to be heard. But that was 20 years ago. Correct time you post your blog. I agree and it should be constantly changing or improving since the world is so dynamic.
What we need is materials for critical thinking instead of things to memorize. There are not so many people out there, on the decision-making level, who have the wits and the courage to do the curriculum change.
I think it needs to be suited with the new normal. Also, it should be very flexible. Times have changed a lot! This is a very enlightening article! Things must certainly change as our world becomes more digitally connected and as things change.
Not a teacher but I am so down with this opinion! I mean I feel surprised to see that the curriculum of school has not been updated!
Definitely things change over time — especially the need for learning some facts! Very apt post. Very interesting post! I agree with change of lifestyles ways to study should change as well and adapt to modern age.
Totally agree with this and yes it has been outdated for years and years. The choice of subjects is not the best x. I agree with all the points made in this article! Could not have been said better! As the world changes, so should our education for children…thank you for writing about this!
Quite an interesting post. Those are some great points you got there and I agree with you on it as well. DO agree with every point…this blog post is truly very useful and interesting one to got through..
If I think back to when I was at school and compare it with my nephews, the biggest changes seem to be in how the demand for knowledge and world views have changed. Learners today have access to information at the press of a button which changes everything about what and how they learn.
Curriculum change is a learning process for teachers and for their schools. Good understanding of change and clear conception of curriculum are necessary conditions for im-proved implementation of new curriculum into practice.
I agree with all the points mention which you mention in this post , its really supper cool. Now am going to share it with my friends Thank you so much for sharing this it with me.
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Very true, Cristina! Nyxinked 21 Nov Reply. Phone: Abstract - As school districts across the nation address societal demands and legislative mandates to prepare a workforce for the 2lst century, school leaders find themselves working to change curriculum within their schools. To achieve this challenging, sometimes controversial task of curriculum alignment and revision, school leaders must work with diverse constituencies to achieve the best balance of needs, desires, appropriate assessment, and instruction.
Achieving effective curriculum revision, therefore, requires a thorough understanding of the processes and principles of the changing paradigms affecting curriculum development.
Determining what these needs are, how to address them, and how to revise established curriculum often rests in the laps of many building level administrators. Often these building principals find themselves at the center of a controversy they did not want, do not deserve, and cannot fix. Many times these same educational leaders have not had adequate preparation for, nor do they have a full understanding of, what is expected, with regard to the curriculum revision project.
This demand for change to meet the needs of a 2lst century educational program is challenging even the best educational leaders. Teachers, community leaders, and students were not necessarily ready for a curriculum revision project , and the need for such a process was certainly not a priority in the minds of many.
As a small rural district without a curriculum coordinator, the building principals were given the responsibility for achieving the goal of developing an effective curriculum revision program which would meet the needs of a 2lst century workforce. As in so many cases of effective educational change, need born of necessity created this study, the results, and the subsequent recommendations for effective curriculum revision.
Summary: Review of Literature. Within the literature on curricular revision, three major premises were identified. First, the society and culture served by an educational community dictate the needs, obligations, and responsibilities expected of the educational program.
Second, society perpetuates itself with educational programming, i. Third, systemic change, as in the form of transitioning educational curriculum, is often difficult at best and controversial at worst. These three elements combine to offer a strong foundation from which educators can begin to address what is taught at all levels, the needs of a respondent society, and the changing roles of classroom practitioners. As noted above , the society and culture served by an educational community dictate the needs, obligations, and responsibilities expected of the educational program.
Likewise, Glatthorn l offered that beliefs and behaviors of each ethnic group or geographical area were developed in order to foster and teach children specific skills necessary for the transition from childhood to adulthood, thereby sustaining or advancing the convictions of that culture. It is obvious, therefore, that the curriculum must meet the needs and current demands of the culture, the society, and the expectations of the population being served.
To this end, the educational reform process is still undergoing review, revision, and constant change. Also noted above, society perpetuates itself with educational programming, i. Borrowman l stated that education is the process by which individuals gain knowledge, skills, values, habits, and attitudes.
Societal mores, cultural norms, and practical needs compel the incorporation of various components of learning and information. Finally, as noted earlier, systemic change, as in the form of transitioning educational curriculum, is often a challenge to all concerned and in some cases, may even create a negative, divisive environment.
It is an accepted fact that without acceptance and buy-in by all major constituencies, long-lasting systemic change cannot occur. Cited by Beyer and Liston l , James B. Concurring with these views that change was not only necessary but imminent, Scott l declared that curriculum revision projects of the past twenty years had in reality been dismal failures with a high cost to taxpayers, students, and educators. Monson and Monson l presented the need for collaborative, sanctioned revision by all stakeholders with an emphasis on the performance of teacher leaders.
It has been suggested that the educational community must include those not usually considered to be at the leading edge of school reform initiatives. Questions facing the educational community, therefore, revolve around what reforms will be implemented, what process will be used, and how to make the revisions effective and sustaining.
Accepting that changing an educational curriculum can be a challenge, the involvement of all stakeholders, especially individuals who are directly involved in student instruction, is an especially vital piece in successful curriculum revision. The review of literature substantiated the concern that until the parameters of curriculum revision are defined and understood, the process will suffer from confusion and failure for decades to come. Background of the Investigation. Pleasing the constituencies, parents, business, and communities, while simultaneously addressing test scores, community values, and student needs, found principals and teachers torn between understanding what to present, how to teach, and when to test.
Excellent materials were available; good resources were developed; professional development opportunities were heavily emphasized. Test scores did not indicate strong improvement; in fact, in many cases they were considered inadequate or even worse, disastrous. Teacher morale went down. There did not appear to be a correlation between the amount of money spent and success of the curriculum revision projects; nor did there appear to be a relationship to the geographic or economic status of the districts experiencing success.
The reasons for the lack of improvement were as varied as the school districts or community members with whom one spoke. What was the difference? Based on the anecdotal review, questions began to arise. While several primary. Were there specific factors that had a significant impact on whether or not the revision project was successful? Secondly, in the transformation of the country to a multi-party ssystem, privatization and liberalization was the new government ideology and so it was included in the curriculum in accordance with the shift from the former humanistic ideological philosophy that existed before.
Such a consideration does help in the effective implementation of a curriculum that must consider such a critical change in society. Political changes in society must also be considered in order to formulate an effective curriculum. Politics is a science of governing people. David states that "As education and training have moved up the political agenda, we have witnessed the entry of industry and politics into 'secret garden' of education. Indeed politics does find itself influencing the effectiveness of education in a great deal.
Politics of a nation does determine the curriculum to be followed and this is usually dependant on the political situation in the country at any given time. Such a political influence would affect the education system. Declarations by political parties in power influence the curriculum. This education system is aimed at providing two pathways as the name suggests.
One will be an academic stream aimed at nurturing the learners who are academically gifted and biased and the other a vocational stream for those who might not be academically gifted but are are gifted with hands-on skills.
Such changes have been necessitated by the political situation prevailing in the nation and will continue to affect the curriculum. Societal changes also influence the curriculum and must be considered as such. A society is an organisation of people with particular interest or purpose. The particular interest people have determines a curriculum to follow. For example, the people of North-western province value pineapple production thus the emphasis on the production of pineapples in the agriculture would be more appropriate there.
Religion is yet another determinant whose change influences the effectiveness of the curriculum. Differentiated instruction postulates that, contrary to prevailing practice, teachers should be flexible and modify curriculum and instruction in relation to the different abilities and aptitudes among students in each class, rather than expecting students to fit a curriculum.
Differentiated instruction encompasses varied teaching strategies, including flexible grouping, ongoing assessment that measures teaching effectiveness in addition to student progress, and a variety of student products as measures of achievement. Tomlinson, ; Sizer, ; Holloway, Formative and "backwards design" assessment: By beginning with the end in mind "backwards design" , educators can rethink assessment as a method of improving instruction, rather than just measuring it.
In this approach, educators plan curriculum by focusing on assessment first and subsequently shaping relevant instructional strategies. Based on reviews of research on effective assessment, backwards design further challenges conventional approaches to teachers' instructional planning and delivery because it requires ongoing self-assessment and reflection, and shifts the emphasis in assessment from content mastery to demonstration of understanding, and from a focus on recall of information to a broader repertoire of assessment strategies that includes alternative, as well as traditional, measures of learning.
Opportunity to Learn OTL : A student's opportunity to learn is the single most important student success variable that schools can control. This seems straightforward, but researchers have discovered that, in many schools, the learning continuum is divided into three disparate entities: the intended curriculum, the implemented curriculum, and the attained curriculum.
The intended curriculum is content specified by school or external measures e. The implemented curriculum is content actually delivered by teachers. And the attained curriculum is what students learn. While most parents and educators assume congruity between the three entities, the discrepancy between them is, in practice, often surprisingly pronounced, in part because when teachers use the textbook as the "curriculum" for a course and cannot cover all the material, they commonly make "independent and idiosyncratic" decisions about what should be covered — directly influencing the students' opportunity to learn.
Research on OTL establishes a compelling argument for curriculum articulation. Marzano, Cognitive neuroscience, or "brain research": While a fair amount of what's "out there" in terms of so-called "brain-based" teaching strategies lacks much grounding in actual science, there have been several remarkable instructional breakthroughs as a result of the rapidly advancing scientific study of learning.
For example, scientists working independently on language acquisition and neural plasticity the brain's ability to "re-learn" and adapt to new stimuli , respectively, paired their work to investigate the relationship between spoken and written language acquisition in children with low literacy ability.
Their efforts led to the formation of a company called Scientific Learning, and the development of a supplemental reading program called "Fast ForWord. The work of curriculum developers such as Scientific Learning, emerging from and supported by valid research on how children learn, is a glimpse of things to come in the area of cognitive neuroscience applied to classrooms. Demographics and learning: A child's demographic background and context fundamentally influence student achievement in school.
The impact a child's demographics have on her or his learning is revealed in new studies that offer strategies for teaching more effectively within the frameworks of poverty, middle class, and affluence. Ruby Payne's qualitative work on the culture of generational poverty offers essential insight into the predispositions, biases, behaviors, and values that characterize and determine how children and families from different demographic groups perform in schools, and the extent to which an educator's own background impacts his or her treatment of children in the classroom Payne,
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