curriculum Theory and Practice

curriculum Theory and Practice PHILOSOPHICAL FOUNDATIONS OF CURRICULUM THEORIZING Curriculum theory is the manner in which the philosophy of certain approaches to advancement and enactment of curriculum is described. Within the wider field of curriculum studies, it is both the analysis of the curriculum historically and a way of viewing contemporary educational curriculum and policy decision. However, a very useful starting point here is the definition of the word â€Å"curriculum.† According to John Kerr’s definition which was adopted by Vic Kelly in his typical work on the topic, curriculum entails planned and guided learning by the school. It is carried on in either groups or on individuals, within or without the school. There are four manners in which to approach curriculum theory and practice. They are as follows: Curriculum is seen as a body of knowledge to be transmitted. In this sense I cannot equate the curriculum with a syllabus. In essence the syllabus is simply a summarized assertion of the heads of a dissertation, the gist of a discourse, and the subjects of a series of lectures. It is attached to courses directed to examination. This view of the curriculum limits planning to a contemplation of the content or the body of knowledge that may be transmitted. Curriculum as a product, i.e., an effort to attain definite ends in students. However varied human life may appear to be, it consists in the performance of specific activities. Therefore, education should prepare a student for life, i.e., preparing definitely and adequately for such activities. Despite being copious and varied they can be exposed for any social class. This obliges one to go out into the world of affairs and find out the specifics of which his/her affairs consist. And as such it would be easy to show the abilities, forms, habits, appreciation and attitudes that people need. These have to be the objectives of the curriculum, thus making it (curriculum) a progression of know-how that learners at all levels must have by way of obtaining those objectives. Curriculum as process. Looking at curriculum as a process implies how teachers, students and knowledge interact. That is, curriculum has to be seen in terms of what essentially takes place in the classroom set up and what people do to prepare and evaluate. Curriculum as praxis. Whereas the process model is impelled by broader principles and emphasizes on judgment and meaning making, it does not formulate unequivocal statements about the interests it serves. The praxis model on the other hand, conveys these to the centre of the course and makes an unequivocal dedication to emancipation. Therefore, action is not merely informed, it is also committed. That is, curriculum is not merely a set of plans to be implemented, but somewhat is composed through a dynamic process in which planning, acting and evaluating are all mutually related and incorporated into the process. Therefore, curriculum should in due course produce students who are able to deal efficiently with the contemporary world. It should not be presented as finished concept, but should instead include the learner’s preconception and should amalgamate how the learner views his/her own world. In this perspective four instincts are used, to describe how to characterize the behavior of children. They consist of social, constructive, expressive, and artistic. The curriculum should then build a logical sense of the world in which the child lives. As a curriculum designer I have to use livelihoods to connect diminutive account of fundamental activities of life classroom activities. This could be accomplished by combining subject areas and resources. It means I have to make connections between subject matter and the child’s life. Teaching methods should focus on hands-on problem solving, experimenting, and projects, often having students work in groups. Curriculum should bring the disciplines together to focus on resolving problems in an interdisciplinary way. Rather than passing down organized bodies of knowledge to new learners, they (learners) should apply their knowledge to real situations through experimental inquiry. This prepares students for citizenship, daily living, and future careers. I have to acknowledge the fact that humans are social beings and do learn best in real-life activities with each other. Therefore education must be based on this principle. As a curriculum designer I will have to depend on the paramount scientific theories of learning available. I may borrow from John Deweys model of learning where learners behave as if they were scientists. That is, Be perceptive of the problem. Be able to delineate the problem. Suggest the hypothesis to solve it. Weigh up the consequences of the hypotheses from one’s past experiences. Test the most likely solution. With this view on human nature, it is my genuine concern that students should be provided with real-life experiences and activities that center on their real life. This is in comparison to a distinctive progressivism slogan which states, Learn by Doing! According to NCLB Act of 2001, assessments of students is supposed to be criterion-referenced tests where a student is tested on his knowledge of the required content or if he/she can do the required skill as outlined in the states standards. Unlike the norm-referenced tests, where student’s performance is based on how he/she is ranks compared to other students, the curriculum has to provide a substitute to the test-oriented instruction as stated by the NCLB Act 2001 on funding. This will enable the student, at the end of his course of study, to apply the knowledge he acquired to real-life situation in his/her daily life. As contrasted to the traditional curriculum of the 19th century, that is ingrained in conventional preparation for the university and strongly discriminated by socioeconomic level, I strongly propose a type of curriculum which finds its roots in the current experiences, is more autonomous in outlook and looks forward. The quality of this curriculum should: Emphasize on learning by doing, i.e., hands-on projects, experiential learning Integrate curriculum that is focused on thematic elements Strongly emphasize on problem solving and critical thinking Encourage group work and growth of social skills Understanding and action should be the objective of learning as contrasted to rote knowledge. Accentuate collaborative and cooperative learning projects Emphasize education for social responsibility and democracy Integrate service learning projects and community service into the daily curriculum. Select the content of the subject by looking forward to ask over what skills will be desirable in the prospective society. Discourage emphasize on textbooks as only learning resources in favor of other varied learning resources. Emphasize on life-long learning and social proficiencies. Assessment based on evaluation of the learner’s projects and productions. In conclusion an acceptable curriculum should be that which makes a learner to be creative, self-reliant and make him excel in all aspects of life that suite his desires. It would be unfair to have a curriculum which ignores the social aspect of a child because he/she lives in a society that is ever social. The curriculum should also enable the student to apply that which he/she learns in the classroom in real life experience. References: http://oregonstate.edu/instruct/ed416/module1.html, (2008) Module One: History and Philosophy of Education Stenhouse, L. (1975) An Introduction to Curriculum research and Development, London: Heinemann. Kliebard, H. M. (1987) The Struggle for the American Curriculum 1893 – 1958, New York: Routledge. Taba, H. (1962) Curriculum Development: Theory and Practice, New York: Harcourt Brace and World. Blenkin, G. M. et al (1992) Change and the Curriculum, London: Paul Chapman

Time Essay example -- Literary Analysis, The Great Gatsby

Time, the most impersonal and brutal of juggernauts, cares for neither civilizations nor their cultures; it destroys with a simplistic ease that even the most ardent of warmongers could never achieve. How then can something as simple, as pure, and as vulnerable as a dream stand against the slow but steady stream of time, that beats like particles of sand against the bottom of an hourglass? For a dream to continue to nourish the minds of the masses generation after generation, it must adapt--change to better fit the new circumstances that a change in time invariably evokes. But as a dream changes, is it as pure, as innocent, and as high-minded as it once was? Could the American dream, which has hereto defined the very spirit of the era, have lost its original luster in its adaptation, mutation, and perversion? The American dream has traditionally been defined as the ability to achieve satisfaction, success, or greatness, through work. It states, rather ideally, that the only obstacle to greatness is contained within the dreamer and not the world; that if we as individuals work hard enough nothing can escape our grasp. Fitzgerald, in The Great Gatsby, explores the ever-elusive nature of the American dream as he questions the very basis upon which we identify ourselves with. Fitzgerald does not, however, question whether the American dream drives us towards greatness as it once did; rather he questions the deficiencies present in our ability to drive, and the path that we take. With every blossoming and withering flower, change of season, and revealed faà §ade, Fitzgerald chips away at the illusionary ‘greatness’ that so pervades the conception of the American dream, showing how its adaptations pervert its original spirit, an... ...onger attainable. The American dream has traditionally been defined as a westward movement, but with the census and Turner declaring the frontier closed, the American dream has been forced to evolve. With nothing lying to the West to explore, people go back East. Nick experiences this after returning from the war and feeling as if the Middle West was â€Å"like the ragged edge of the universe† (3). However Fitzgerald constantly asserts that the East has â€Å"a quality of distortion† (176). Going back â€Å"West from prep school† however, involves â€Å"long green tickets† and an â€Å"[unutterable awareness] of our identity with this country†¦before we melted indistinguishably into it again. That’s my Middle West.† (175-176). The West therefore is the true attainable American dream, but because the frontier is closed the American dream is â€Å"behind [us]†¦beyond the city† (180) and in the past.

Philippines’ Economy Essay

Philippines, one of the countries around the world, rich in natural resources and smiles reaching out to one another. They say it’s more fun here because of our tropical shores and unique landscapes good for tourist fun and adventures. To the eyes of foreigners, the bandwagons made for them made us more attractive and a wanted country for vacations but do they really see the true us? Despite all the hardships in life we Filipinos still tend to work hard and think of the better days and this hope ignites our hearts which makes us rise from below. But no matter how hard we try there would always be people who would bring us down and degrade us because of our differences. The country itself is in poverty but I believe in the saying â€Å"Poverty is not a hindrance to Success!†. Poverty caused partly by both government and citizens not working with each other. Rich tends to be greedy and the poor just keeps getting lazier. The country is not actually as poor as you think, Philippines is booming with tourism and our economy is rising, which makes it easy to say that in the near future we may become one of the first world countries. Economy is rapidly growing and investors are coming in and the future action-takers who can make this place better are the youth. As a youth, I also want a change to my homeland. I want people to treat us with respect and equally. How can I do this? By believing in that dream. I see myself as a student studying for the betterment of myself and the country. I see a spark in me which may encourage myself to help in certain actions so I can start early. Once, way back in my province, Leyte. I helped in the Charity committee in charged of collecting canned goods for the needy. That experience was just a beginning and I know I can do more. What more do I have in mind? I want to create a cause in Art. I want to change how you see a dumpsite to become more pleasant to the eyes, or something like that. New York and European countries have already taken this action and why not take it here? The way Bonifacio Global City exhibits street arts changes how you see a place and I want to be a part of this movement. Our country is developing and time is moving fast. If we don’t believe we can be a part of something massive then we truly are a failure. Life is not about living but by living with a cause. A cause which may leave a mark before you die, knowing that you did your part. Philippines may still have a long-long way to go but like Gawad Kalinga who started the movement early, makes us sure that the development of this country is getting better. â€Å"I know I can do this and I will try my best to make it happen because I want our country to become a better place.†

Forestry Jobs, Careers, and Employment

Forestry Jobs, Careers, and Employment According to the Bureau of Labor Statistics, the largest employers of forestry personnel are the state and federal governments. However, the government is not the only source for forestry employment. The forest products industry is a very large employer and routinely hires foresters, forestry technicians and forestry workers throughout the United States and Canada. They usually hire foresters to work on company lands or to purchase wood for their mills. There are also forestry consultants. You may get your first start as an employee of a large consulting forestry firm who generally works for anyone needing forestry assistance. They do it all, either for a flat fee or a percentage of the sale of timber. Becoming a Forester A professional forester has a minimum of a Bachelor of Science (BS) degree in forestry. This degree has to be earned at an accredited forestry school and is usually a minimum entry-level requirement for becoming either a registered or licensed forester in many states, or to become a Certified Forester by the Society of American Foresters (SAF). Foresters are being trained and hired all over the world. Much of what a forester learns is in addition to formal training (see more on what a forester needs to know). Foresters spend considerable time outdoors the first years of their careers. Typical entry-level responsibilities might include measuring and grading trees, evaluating insect outbreaks, conducting land surveys, working in an urban park, evaluating water quality, fighting wildfires, managing prescribed fires, laying out a road system, planting seedlings, and planning  recreational use of forestlands. Duties of a Forester Many foresters manage forested property or purchase timber from timbered lands. An industrial forester may procure timber from private landowners. Doing this entails contacting local forest owners, quantifying the inventory, and appraising the timbers worth. A forester may have to deal with loggers, aid in road layout, and make sure the work meets landowner requirements. He also must deal with state and federal environmental specifications to qualify for types of cost-share practices or maintain appropriate site quality. Foresters who work for state and federal governments manage public forests and parks and also work with private landowners to protect and manage forest land outside of the public domain. They may also design campgrounds and recreational areas. A consulting forester hangs up his own shingle and privately assists people and organizations that need forestry help (see more on what a forester does). After several years of on-the-ground experience and crew supervision, foresters typically advance to preparing reports, public relations, and managing budgets. Many foresters become top executives in public agencies, conservation organizations, and corporations. Others become consultants offering specific forestry services and skills that they develop as they gain experience and knowledge. The Forestry Technician Generally working under the direction of a professional forester,  forestry technicians  compile data on the characteristics of forest land tracts such as size, content, and condition. These workers travel through  sections of forest to gather basic information such as species and the population of trees, disease and insect damage, tree seedling mortality, and conditions that may cause fire danger.​ A technician normally has completed a two-year degree in forest technology from a  SAF recognized forestry technical school. They generally collect the information used to make forest resource decisions. Technical career advancement and ultimate salary levels are usually less than for foresters, however, technicians often have the opportunity to work more in the field than behind a desk. Forest and Logging Workers The  BLS Occupational Outlook Handbook  defines a forestry worker as less skilled workers who perform a variety of tasks to reforest and conserve timberlands and maintain forest facilities such as roads and campsites. The forest worker is usually the hands-on employee that facilitates first-line maintenance and protecting of the forest. A sample of activities usually performed by a forest or logging worker is listed as follows: Tree planting  and reforestationPrescribed burning and fire fighting Timber stand improvement including  pesticide application Boundary  line maintenance Timber cutting  and loggingPark and trail maintenance Most forestry and logging workers develop their skills through on-the-job training. Instruction comes primarily from experienced workers. Many associations give special training, particularly for workers training to operate large, expensive machinery and equipment. Safety training is a vital part of instruction for all forestry and logging workers. Forestry and logging occupations are physically demanding. Most forestry and logging workers often do work outdoors in all kinds of weather, sometimes in isolated areas. Most logging occupations involve lifting, climbing, and other strenuous activities. Loggers work under unusually hazardous conditions. Falling trees and branches are a constant threat and so are the dangers associated with log handling operations and use of sawing equipment. Over long periods of time, hearing may be impaired by high noise levels of logging and harvesting equipment. Experience, exercise of caution, and use of proper safety measures and equipment - such as hardhats, eye and hearing protection, safety clothing, boots, and  fire shelters  - are extremely important to avoid injury. The Forestry Technician Generally working under the direction of a professional forester, forestry technicians compile data on the characteristics of forest land tracts such as size, content, and condition. These workers travel through sections of forest to gather basic information such as species and the population of trees, disease and insect damage, tree seedling mortality, and conditions that may cause fire danger. A technician normally has completed a two-year degree in forest technology from a SAF recognized forestry technical school . They generally collect the information used to make forest resource decisions. Technical career advancement and ultimate salary levels are usually less than for foresters, however, technicians often have the opportunity to work more in the field than behind a desk. Forest and Logging Workers The BLS Occupational Outlook Handbook defines a forestry worker as less skilled workers who perform a variety of tasks to reforest and conserve timberlands and maintain forest facilities such as roads and campsites. The forest worker is usually the hands-on employee that facilitates first-line maintenance and protecting of the forest. A sample of activities usually performed by a forest or logging worker is listed as follows: Tree planting and reforestationPrescribed burning and fire fightingTimber stand improvement including pesticide application Boundary line maintenance Timber cutting and loggingPark and trail maintenance Most forestry and logging workers develop their skills through on-the-job training. Instruction comes primarily from experienced workers. Many associations give special training, particularly for workers training to operate large, expensive machinery and equipment. Safety training is a vital part of instruction for all forestry and logging workers. Forestry and logging occupations are physically demanding. Most forestry and logging workers often do work outdoors in all kinds of weather, sometimes in isolated areas. Most logging occupations involve lifting, climbing, and other strenuous activities. Loggers work under unusually hazardous conditions. Falling trees and branches are a constant threat and so are the dangers associated with log handling operations and use of sawing equipment. Over long periods of time, hearing may be impaired by high noise levels of logging and harvesting equipment. Experience, exercise of caution, and use of proper safety measures and equipment - such as hardhats, eye and hearing protection, safety clothing, boots, and fire shelters - are extremely important to avoid injury.

civil war1 essays

civil war1 essays Small battles to big battles, no matter where it was fought, many of our soldiers died, for there side. There were many problems that lead to the Civil War. One issue was the spread of slavery to the west (the territory where they won from the Mexican War). The South claim that the slaves where properties and wanted to take there properties with them. The North didn't want that to happen. Also they wanted to make new states into slaves states and some into free states. Since they couldn't compromise there where conflicts between the two sides. The South wanted to break away from the states and make its own country. So then they declared war. The North wanted to fight because they know that if they do win they can reunite with each other. Then if the South do win, they will be the Confederates States, which is there own country. There where many things going on at the same time. Small battles where fought and slaves where free during the process and many soldiers were caugh t and became prisoners. At the North side, they had slaves joining the army in free will and they where cooks, laborers, and etc. But at the end of the war about 10 percent where fighting. Many poor people say that it was a rich man war and a poor mans fight. Well this was true. Many of the rich people of both north and south paid there way out of it or if they had 20 or more slaves they wouldn't have to join the army. The South had many volunteers and some had to be sent back home because the lack of weapons. The North had plenty and they had soldiers coming when another soldier is gone. The North general was Grant but there was more general before him. The South had Robert E Lee and he was one of the best general ever. They graduated in West Point and once fought together during the Mexican War. At the end of the war they finally get to meet each other and it was a war that's going to last. They fought and fought and the North brought everyth ...

Assignment Example | Topics and Well Written Essays - 500 words - 42

Assignment Example With the right mindset while analyzing the data can make the difference between choosing two opposite arguments. For instance, knowing the intent of the people that produced the data will keep the reader objective about the so called facts (Graham 43). This approach might easily save the readers from falling victim to data mining or cherry picking. Having a little sense of accounting, finance, business and corporate laws can equip the readers with the right tools before making a decision of investing in the firm. The article in The Harvard Crimson, Death of Data by Raul Quintana declares that common populace lives in â€Å"post-truth† age of politics. This news article is in reference to the upcoming US presidential elections. It has become very easy to distort the facts statistically, as putting the stamp of individual belief on the data doesn’t rid it off the scent of spinning the data (Quintana). Representative Paul Ryan claims that Barrack Obama has doubled the size of the government, when in fact there is no data-matrix to confirm this. Institutes like Office of Management and Budget and Congressional Budget Office, and even Academia are facing criticism of being biased in their data projections or liberal bias. Instead of forming policies based on numerical facts, politicians formulate policies based on pre-existing ideology. What happens is that policies are made before objectively analyzing the data, and then to support the decision, the data is beaten to conform to the policy. Misinformation and inflammatory rhetoric are the predominant weapons used in twisting the data, and this is being done of regular basis. Data is no longer an objective input in a debate (Quintana). Showing one side of the picture is the most common tool for formulating policies that are based on an ideology. Politicization of data is one of the biggest challenges that the world (victims of policies/general public)

Management is an art Essay Example | Topics and Well Written Essays - 3000 words

Management is an art - Essay Example Any company was considered as a machine, the managers were the operators and the workers, merely pawns. Today management has a whole new concept (McCrimmon, n.p. 2007). Suppose a manufacturing firm hires me as a manager. The workers over there used to make 6 units in an hour. After they hired me, I trained them, taught them some new techniques and now they make 8 units per hour. This efficiency in the workers reflects the efficiency of the manager. If the manager is incompetent then the efficiency of the workers does not change, rather in some cases it goes down. Managers take responsibility of what they do. They are creative and analyzing. Managers discover what is unique about a person and then use his unique quality to achieve their goals. The job of a manager is to achieve performance using a person's talent (Buckingham, n.p. 2005). In order to understand how managers work, let us first understand how many levels of managers are there in an organization. Let us take the example of a manufacturing company. In this company there are three levels of management as shown in Fig 1, Appendix A. The top most level is where the President, the Vice President or the CEO is present. These managers have the greatest responsibility because they are sitting on top of the organization. These people set the goals and objectives of the company. As their work is so important therefore they have to have extensive knowledge of management roles and skills. Their decisions are long term; therefore they are responsible for the company's strategic policies. Next is the second level of management. The managers here set realistic goals for the first line managers. They drive these goals from the long term plans their top most management has made. Managers of this level have specialized understanding of certain managerial tasks. Their tactical decisions actually come from the strategic decisions of top level management. The last, but not the least is the first level managers. Their decisions are usually short term, but these decisions effect the long term decisions made by the top management. They have direct contact with the workers on the job, hence they are responsible for assigning them work. An office manager, supervisor and Forman, all lie in this category. They do not have much experience in managerial skills, but they do have a lot of technical knowledge. In our case, they have production knowledge; can troubleshoot, but there might come a point where they cannot do anything, and will then go to the middle management for help. 3. LEADERSHIP AND COMMUNICATION Leadership means to influence and motivate others. In an organization it affects the cost, revenue, earnings, share prices, motivation and engagements. Management is a subset of leadership. Effective leadership ensures effectiveness in organization. In an organization a leader sets direction, puts in effort to influence people so that they may follow this direction. This direction if set by the higher management and it goes towards goal attainment. There are four major functions of management. Planning, organizing, leading and