DUE 5PM EST

Four curriculum orientations were discussed. What do each of the four curriculum orientations have in common? Give examples how "responsibility teaching" can be achieved in both the public and private sectors.

REPLY TO 1&2

1 PM:

What do each of the four curriculum orientations have in common?

Traditionalists

Traditionalists focus on the dissemination of discrete pieces of information, frequently this is rote facts and formulas with little attention paid to whether or not the information is relevant to the students. According to Brummelen, 2002, pg. 26, traditionalists look at knowledge as an organized collection of facts, concepts and theories.

Process/Mastery Supporters

The goal of the process/mastery supporter is to master the task set before them. It's developing new skills, and imroving and acquiring additional knowledge. The student must focus on new concepts from a mastery viewpoint. Students learn not just facts, but these concepts and skills are expanded to the abstract or cognitive level.

Experimentalists

When we think of an experimentalist we often think of John Dewey who said one learns from ones experiences. First, Dewey believes it is the process of enquiry and the use of evidence in decision-making processes and secondly, the scientific method, which is designed for the improvement of existing conditions.

Proponents of a Christian Curriculum Orientation

A Biblically based program infused with Godly character education. Educational materials go beyond helping the student to learn academics but Godly character training with a Biblical core.

The basic premise or purpose of all of these curriculum orientations is for the student to grow by learning more skills, and by acquiring new knowledge. Each program offers students the opportunity to gain these new skills, become leaders and meet real needs.

Give examples how "responsibility teaching" can be achieved in both the public and private sectors.

Responsibility teaching is a curriculum that all students are different and learn in different ways and that this concept must be addressed when desiging the curriculum. It introduces methods and activities to accomodate all children. The curriculum takes the student from where they are and what they know and adds to that base new knowledge. The student becomes accountable for their education. The teacher becomes responsible for direction and mentoring. Responsibility teaching is imparting knowledge of a subject matter to all students. Teaching through different methods based on the needs of the student and the varying abilities. Responsibility teaching means good decision-making sense on the part of the teacher and being a good role model. Responsibilit teaching is being organized and keeping student information private and teachers must meet their professional obligations and responsibilities.

In both the public and private schools this type of curriculum can easily be achieved by creating a curriculum were children are empowered to learn for themselves, where the teaching is of concrete principles and designed to encourage critical thinking.

Van Brummelin, H. (2002). Steppingstones to Curriculum. Colorado Springs, CO Purposeful Designs Publication.

2. TH:

In the 4 orientations of curriculum discussed all had the same goal in mind...to teach children! Although they may differ in the mythology, belief, or theory of how to teach, each orientation gives teachers the responsibility to carefully plan what is being taught to their students. Each orientation has a model of curriculum planning to guide them to best practices. The book states that there is no clear starting point to plan curriculum but teachers are required to develop activities and resources that will align with what is being displayed by the teacher. With traditional schools, teachers are given a systematic way of teaching. Skills are mastered through memorization and drill(Van Brumelen 2002). With Experiential Orientation, students are self directing and learn through engagement. Currently I am in a school system that uses this mythology. The Process/Mastery Orientation is completed by empirical research and is a form of curriculum control. There is not much autonomy given for curriculum delivery and specific objectives are given for mastery. Christian Curriculum Orientation is based upon the Bible and calls for obedience and response(Van Brumelen 2002).

Responsibility teaching can be achieved in both public and private sectors if accountability is put into play. Teachers are obligated to ensure that they are involved in planning and have the proper knowledge to display the message presented to students. Van Brumelen states that answering key questions can guide their work. This will assist the teacher in evaluation, planning activities, implementation, and modification. No matter what the curriculum choice, teachers have content that they can deliver to students. In traditional schools, teachers are required to have "PLC" meetings at least 2 times a week to plan all subject areas. This is a formation o fprofessional learning communities so that information can be shared and reviewed as a team and not just a subjective view of materials. Teachers are using the "responsibility teaching" method in these cases because they are ensuring that information is dissected for successful implementation for students. With 21st century learning, teachers can no longer plan alone and be successful. In the private sector this can also be achieved but curriculum meetings are not required on a regular basis as the public school state standards. The biggest delima for both sectors is how to approach the curriculum and start the process. 3 out of the 4 orientations promote mastery in some form. The Christian curriculum orientation stands out from the others because it requires students to stand out as a disciple and doesn't focus much on mastery of subject areas but "responsibility teaching" can be achieved even in this setting. Teachers can still plan the curriculum and come up with activities together

Van Brummelen, H(2002) Steppingstones to Curriculum. Colorado Springs, CO: Purposeful Design Publication