What is the core ideology of why we become educators? The following essay hopes to answer questions posed by a reading set by Elliot Eisner. Focusing on the reading questions the ability for students to understand what they are learning, asking specific questions related to the content of their education. The curriculum ideally answers those questions, whether you are thinking of introducing a PYP (Primary Years Programme), MYP (Middle Years Programme), and IB DP (International Baccalaureate Diploma) with the intention for your students to become lifelong learners, equally responsible and taking ownership for their learning. The IB philosophy and curriculum clearly outline the different learner profiles focusing on students becoming natural inquirers, sharing ideas, and using their IB skills of being natural inquirers focusing on integrating cultural differences and teaching a student a level of respect, tolerance, and understanding.
Abstract
What is the core ideology of why we become educators? The following essay hopes to answer questions posed by a reading set by Elliot Eisner. Focusing on the reading questions the ability for students to understand what they are learning, asking specific questions related to the content of their education. The curriculum ideally answers those questions, whether you are thinking of introducing a PYP (Primary Years Programme), MYP (Middle Years Programme), and IB DP (International Baccalaureate Diploma) with the intention for your students to become lifelong learners, equally responsible and taking ownership for their learning. The IB philosophy and curriculum clearly outline the different learner profiles focusing on students becoming natural inquirers, sharing ideas, and using their IB skills of being natural inquirers focusing on integrating cultural differences and teaching a student a level of respect, tolerance, and understanding.
Keywords:Academic status, Curriculum, Education, International Baccalaureate Programme, Middle Years Programme, Primary Years Programme
Introduction
Education has evolved in many ways from the time we attended school, the need for technology and innovation allowed students to excel in more ways through exposure to various tools we never had access to when we attended school. The use of having the world available through the internet, being able to tweet with other students, create blogs, share ideas and use their IB skills of being natural inquirers has made education more accessible to most, especially students from different backgrounds and cultures.
What kind of problems and activities do students engage in?
Everywhere in the world schools, teachers, parents, and families deal with the same issues related to problems students might face whilst attending school. Some students can engage easily with others whilst students who are isolated prefer working independently. They do not have any need to work within a group setting and find it very difficult to relate to places in situations in an educational setting. One of the ideologies of IB is to focus on and reiterate the learner profile highlighting the word principled. Other profiles as outlined by IBO (2013) that: "the several learning profiles: risk-takers, communicators, principled, knowledgeable, caring, etc" (p. 1). Promotes learning in a fun and informal way for them to take ownership of the learning and understand the bigger picture within a global context.
According to Education Reform (2015), it can be defined: "The term curriculum refers to the lessons and academic content taught in a school or a specific course or program. In dictionaries, the curriculum is often defined as the courses offered by a school, but it is rarely used in such a general sense in schools" (p. 1).
As teachers, we assume a curriculum involves all the academic subjects being taught in a school. One can conclude that a curriculum caters to the specific needs of an individual student/s. It challenges them to achieve the best possible results, setting attainable targets for them to achieve. Surely, any curriculum should be varied allowing students to feel challenged academically throughout their schooling. Most curriculums will have their challenges, does it accommodate students who are on the EAL (English as Additional Language) register, or do we find students being taken to the next level who are G & T (Gifted and Talented)?
The curriculum challenges and accommodates students from different cultural backgrounds and allows for engagement on various levels. Students work collaboratively together to conclude projects, presentations, and complete assessments, which may be formative and even summative. Wilson & Peterson (2006) confirmed that "We now turn to one additional shift in foundational theories, one that concerns not so much how students learn as what they learn" (p. 7).
A curriculum allows students to fully engage and participate in an academic setting. General problems students encounter in Secondary Schools are peer pressure, attitude issues, teenage pregnancy, dealing with being a teenager, and coping with the educational demands expected in Middle and Secondary Schools. Factors influencing student engagement -As indicated by an extensive body of academic research, student engagement is malleable, which suggests its capacity to vary both as a function of time and as a function of context (Coates, 2006; Collins, 2014; Conner, 2011; Christenson et al., 2012; Franklin, Harris, & Allen-Meares, 2013; Shernoff, 2013).
What connections are students helped to make between what they study in class and the world outside of school?
In any school environment, it is important for students to clearly understand what they will study. It is important to have course outlines to ensure students know the expectations of any particular course they are studying. The relevance, the deadlines they have to meet, what will be covered, and the way forward to ensure they become lifelong learners and are consistent in their actions. Lister (2018) suggested that: "Through connecting different learning experiences that happen outside of school, Cities of Learning helps students to gain new knowledge, skills, and capabilities; including revealing to them new careers and opportunities they may not have known about otherwise" (p. 1).
Understanding the needs of your student should always be a priority from a teacher’s perspective. Knowing how to cater to them adequately in the class and challenging them at all levels must be probably the most rewarding aspect of teaching. Making students see what lies ahead and how they have to become self-sufficient within society can be a daunting task for any teacher. Most schools allow opportunities for students to develop these skills focusing on social and self-management to ensure they are ready for what lies ahead of them to face.
What opportunities do students have to work cooperatively to address the problem that they believe to be important?
Opportunities are generally given in the classroom setting for students to explore. When a problem exists, the teacher will address it with the students first, when it involves another student it is very important to find a positive solution where both parties are happy and able to work through everything amicably. Teachers are mostly expected to present a seating plan where students work cooperatively together within a group setting. It allows opportunities for students to engage, and share ideas. Students have enough time to get to know each other within an academic setting.
It cultivates a positive learning environment for every student to reach their full potential, reflect on their learning, and be proactive in every possible sense of the word regarding their education. Bransford et al. (2000) summarise that: "teaching for understanding and problem-solving may be "what we do on Fridays'" (p. 5).
Collaborative learning may be used to promote memorization of fact-based tests, and formative assessments may focus on skills that are disconnected from the rest of the students' curriculum. Besides, students may be given opportunities to study collaboratively for tests yet be graded on a curve so that they compete with one another rather than trying to meet particular performance standards. In these situations, activities in the classroom are not aligned” (Bransford et al., 2002).
Conclusion
Initializing a curriculum will eliminate most questions teachers might have concerning the development of a particular student. To create a positive classroom environment for students to excel, to be challenged, respected, appreciated, and allowed to think progressively and critically is possibly the most challenging teachers around the globe have to deal with. Maintaining a positive attitude towards the teaching profession begins with believing in oneself, accepting the things that can't be changed, adjusting to a new environment, and trying your best to be positive in mind, soul, and heart. Su (2012) explained: "How a curriculum is planned poses itself as one of the most important factors that predetermine the success and effect of curricular implementation"(p. 157).
[...]
- Citation du texte
- Mario Maxwell Müller (Auteur), 2022, The Importance of Curriculum Development, Munich, GRIN Verlag, https://www.grin.com/document/1240294
-
-
-
-
Téléchargez vos propres textes! Gagnez de l'argent et un iPhone X. -
-
Téléchargez vos propres textes! Gagnez de l'argent et un iPhone X. -
-
Téléchargez vos propres textes! Gagnez de l'argent et un iPhone X. -
-
Téléchargez vos propres textes! Gagnez de l'argent et un iPhone X. -
-
Téléchargez vos propres textes! Gagnez de l'argent et un iPhone X.