LECTURE 4 - CURRICU. OLUM PHILOSOPHY.ppt
- 1. Dr. Lubna Ali Mohammed CURRICULUM AND SYLLABUS DESIGN BAE 2643
- 2. LECTURE 4 Topics: ■Curriculum design process I ■The educational Context ■Curriculum Educational philosophy 2
- 3. LEARNING OUTCOME At the end of this lecture, students will be able to ■Explain the concept of curriculum design and curriculum development. ■Discuss the factors influence the curriculum. ■Explain the meaning and the importance of programme’s educational philosophy statement. 3
- 5. Curriculum design Curriculum design has often been used interchangeably with the term curriculum development. Curriculum development encompasses how a curriculum is planned, implemented, and evaluated. (Ornstein and Hunkins (1998, p17)
- 6. Key terms: ■ Curriculum design: The structure or pattern of organization of the curriculum. ■ Curriculum development: An activity which results in plans for instruction. ■ Curriculum implementation: Actual operationalization of the curriculum in schools.
- 8. Curriculum Design: The Context ■ The curriculum is highly influenced by different factors: political, social, economic, technological, learning theories, and environment.
- 9. How context strongly influences what is incorporated into the curriculum? Contextual influences are constantly changing and are unique to the programme, time, place and the persons involved.
- 10. Contextual Filters/Categories which Influence the Curriculum Planning Process
- 11. 1. International Context: The Global World ■ The international context is ever changing. The concept of preparing students for a more complex changing world is forefront for many programme teams. ■ The economic environment greatly impacts on the nature of the higher education curriculum,
- 12. 2. National Context Any national changes and crises influence the education process and the curriculum design. E,g ■ Increasing students’ number affects in increasing the class sizes and more widespread use of other support teaching staff. ■ Growing use of technology in the student and staff learning experiences leads to increasing the technological facilities (O’Neill & McNamara, 2015).
- 13. 3. Institutional Context ■ Each institution has its own social, historical, economic and political contexts. These impact on how the curriculum is developed locally. For example: ■ Response to the national recent strategic projects as Research, Open Learning, E- Learning, Blended Learning in Large Classes.
- 14. 4. Programme and Discipline Context ■ Resources at School/Department and programme level also influence the nature of the programmes, for example, the nature and number of staff teaching on the programmes. ■ In addition, many programme are strongly situated in the discipline and related discipline context. There is a ‘growing recognition over the last decade of the importance of maintaining strong disciplinary boundaries in higher education’ (O’Neill & McNamara, 2015, p7). ■ However, there is also a cautionary view that the professions of today are not the professions of tomorrow and that programme teams also need to explore inter-disciplinary connections.
- 16. 1. Needs Analysis 2. Programme Educational Philosophy 3. Students Needs and Pathways THE STARTING POINTS OF DESIGNING ANY A PROGRAMME DESIGN ARE:
- 17. Many institutions now provide support to carry out market surveys, needs analysis and give financial advise on the feasibility and sustainability of new programmes. This is a vital step before work is done on the development of the programme. Needs Analysis
- 18. ■ The development and articulation of a set of values and beliefs that the programme team aspire to is referred to as the programme educational philosophy. So. it is a statement agreed by a programme team that sets out the programme’s: •Purpose(s); •Education and subject/discipline/professional values; •The nature of the learning environment for students; •The key approaches to teaching, learning and assessment. The Educational Philosophy Statement
- 19. 1. It has been discussed and negotiated by the key stakeholders in the programme team; 2. It is a concise and accessible paragraph(s) placed early in curriculum documentation (6-8 sentences, 1-2 paragraphes approximante); 3. It is written in clear language for the key audiences, including prospective and current students, staff and employers; 4. It is dynamic and can be modified as the programme team and context changes. The main characteristics of the Educational Philosophy Statement
- 20. The Importance of Educational Philosophy STATEMENT 1. The process of writing the Educational Philosophy Statement will assist the programme team to dialogue and articulate their individual educational and subject / discipline / professional values; as well as, to negotiate and agree a shared vision and some common values. 2. Inform a more coherent choice and sequence of programme purpose; outcomes; content; teaching, learning and assessment approaches in the programme; 3. Assist in the transparency of the programme’s key vision and values to students and other stakeholders
- 21. Education philosophy example For example: The Philosophy of the MATESL programme “This programme is aimed at students who demand to develop advanced level in career and professionals in teaching English as a second language. We encourage our students to be active, autonomous, motivated, curious learners and dedicated to their studies and career who have theoretical perspectives, professionalism, problem-solving, a critical and reflective approach to teaching English as a second language. We provide a learning environment that encourages students to constructively challenge policies and related practices, individually or in group, so they can develop various skill necessary for enhancing their teaching skill. Since early stages of the programme design, the lectures aligned with tutorials, group discussions and case studies are the primary learning environment elements. As a result of this approach to learning, the programme uses teaching, learning and assessment approaches such as group work, case studies, project work, assignments, presentations, critical and academic writing, work practice placement, and online group work which includes all students and lectures to support the teaching, learning and assessment process.”
- 22. Students Needs and Pathways ■ At the early stage it is also worth discussing whether there are any requirements for programme entry or student support. In addition, it is also useful to consider the needs of the students on this programme.
- 23. REFERENCES: O’Neill, G. (2015). Curriculum Design in Higher Education: Theory to Practice, Dublin: UCD Teaching & Learning. ISBN 9781905254989 http://www.ucd.ie/t4cms/UCDTLP0068.pdf .