W3 Foundations of Curriculum Development—Developing a Curricular Vision for Teaching
Just as this article said at the very beginning, the prospective teacher will quickly find out the real mysterious of teaching were hidden to them as children when they enter the field of teaching. When I was at primary school, I though that teacher is an easy job and teaching is just to look through the knowledge of the book. However, as age goes on and after entering the field of education, I realized that teaching is big issue which need to be explored consistently. Just like Aristotle said, “the more you know, the more you know you don't know.”
This article provides illustrations of teaching that is mindful of curricular and social purpose in elementary and secondary schools, and discussed how teachers can develop a curricular vision and the skills needed for curriculum vision and the skills needed for curriculum planning and curriculum inquiry, the role of technology and teacher teacher education approaches.
Teachers should be concern about the social purposes of education, because 1) the broad social purpose of public education and the preparation of a citizenry should be considered as a foundation for decision making about what is taught and how it is taught; 2) successful learning is closely tied to the social contexts of learning environment; 3) there is some specific information that is necessary for teacher’s know during their first year in a classroom. I think the final goal for student to learning is to find their appropriate position in the real world and help them “survive” in the world so that they can make their achievement to the whole society and gain a sense of achieve. So the first and foremost for us is to set up a clearly and long-term teaching goal. Curriculum does not just refer to the topics taught and the books or materials, but also the decisions and adaptations teachers make to ensure that the ideas and skills they hope to teach are make accessible to students. (P175). A well-prepared teachers have developed a sense of “where they are going” and how they and their students are going to get there. We are supposed to create a purposeful curriculum-both formal and “hidden”—and enact it with attention to the purposeful curriculum. Just as the examples of two young teachers showed in this article, they will set up their goals of teaching at the vary beginning, and then design related activities in different stages and from varied perspectives. Their teaching goals are worth learning, like Cozart’s, to create a “a sense of community” in her classroom. I agree that sense of community will make the classroom a warm, safe, and caring place. And also, Brethink ‘s, to encourage students to become more independent and responsible for their action over the course of the year. She will stick with the students until they do.All these I think is the hidden curriculum. They all have clear goal s about what they intended to accomplish in their year with their students, in terms of content, habits of mind and communication, and interpersonal relations. Clear goal will give students motivation, or other, give student a learning trigger and motive them to keep learning.
Teachers should take the technology when they play curriculum because new technologies is now a societal goal for curriculum. Also, technology provide a resource for curriculum development, and allow teachers and children join communities of people beyond their school house doors. Besides, it could provide tools that are analytically useful in various domains of practice and aid in reflection and improvement. Why teach or learn the disciplines these kings of interactive question and reflection teach a habit of mind that focuses teachers on their goals for their own and their students’ learning. (P125)
Thank you for sharing. I also agree that the sense of community will make the classroom a warm, safe, and caring place. There are so many factors that influencing students' academic achievement, including the learning environment at school. The relationships with peers and teachers plays an important role in students' psychological and intellectual development. Students who study in a warm and harmonious atmosphere helps them develop a good relationships with peers and teachers, which in turns benefits their academic achievement.
ReplyDeleteThanks for this post! And I'm glad you referred to the creation of the positive learning environment as part of the "hidden curriculum." I agree that creating that environment is essential to students' learning, and it's also allows the students to feel comfortable making mistakes, asking questions, and learning from each other, which are all important transferable learning objectives.
ReplyDeleteMy biggest question related to the "hidden curriculum" is how do we assess it, and should we? Just like the part of the curriculum related to the discipline/content, the part related to student engagement and the learning environment needs to be evaluated for potential transformations. So how do we do that, especially alone?
In another reply I made I wrote about what I feel is a need for teachers to have the space and time for professional development related to curriculum improvements, and I think that they also need the space and time to assess, with their peers, this kind of "hidden curriculum." But this assessment needs to happen in an active classroom, not on a separate in-service workshop day. I guess this also goes along with "deprivatizing" classrooms and allowing ones peers to observe your teaching in order to provide feedback about improvements. But, again, do schools as organizations have these opportunities in place as regular routines and practices?
I appreciate your reference to the learning environment and teachers ensuring that they have created a space that give students the opportunity to learn in a multiple ways. Students should feel confident in themselves and be willing to take risks. I can connect this to my own practices because I am teaching at an IB school. The IB program calls for us to work with our students and guide them to becoming well rounded people and learners. We encourage them to inquire, take risks, reflect and much more. Instilling these values in our students will help them become active learners in all aspects of life.
ReplyDelete"I think the final goal for student to learning is to find their appropriate position in the real world and help them “survive” in the world so that they can make their achievement to the whole society and gain a sense of achieve. "
ReplyDeleteThis could just be a bad choice of words and I'm being nit picky. If so I can own that. We should be careful with the language "appropriate position in the real world" because that kind of thinking can cause us as educators to limit the potential of students. I don't agree, I think we should teach our learners more than just to "survive" in the world. We should teach them to thrive and challenge. To forge their own paths and create new ways of being and knowing. I think preparing students merely for survival is what's happening in low performing schools in underserved communities. Even a well-meaning educator can do this, when they have accepted that certain students cannot do well in this world and that it's better to be realistic.
ReplyDeleteThank you for the post. Like others have pointed out, I am glad you also mentioned the idea of creating a sense of community in the classroom as a part of the hidden curriculum. Psychologist and theorist, Abraham Maslow's points to the the concepts of safety and a sense of belonging as a key elements that lead to motivation--this is vital to establishing a harmonious classroom.If students feel a sense of comfort and belonging, it can be easier to harvest motivation and ultimately, self actualization in their academic endeavors.