EPISODE 5: WHAT’S THE BASIC OF THE
CURRICULUM?
Name of FS Student: ________________________________
Course, Year & Section: _______________________________
Resource Teacher:
_____________________________
Signature: _________________ Date: _________________
Cooperating School: ______________________________________________
My Performance
Task Exemplary (4) Superior (3) Satisfactory (2) Unsatisfactory (1)
Observation/ Documentation:
All tasks were done with outstanding
quality; work exceeds expectations
All or nearly all tasks were done with high quality
Nearly all tasks were done with acceptable quality
Fewer than half of tasks were done; or most objectives met but with poor quality
My Analysis
Analysis questions were answered completely; in depth answers; thoroughly grounded on theories/exemplary grammar and spelling.
Analysis questions were answered completely
Clear connection with theories
Grammar and spelling are superior
Analysis questions were not answered completely.
Vaguely related to the theories
Grammar and spelling acceptable
Analysis questions were not answered.
Grammar and spelling unsatisfactory
My Reflection
Reflection statements are profound and clear, supported by experiences from the episode.
Reflection statements are clear; but not clearly supported by experiences from the episode.
Reflection statements are shallow, supported by experiences from the episode.
Reflection statements are unclear and shallow and are not supported by experiences from the episode.
My Portfolio
Portfolio is complete, clear, well-organized and all supporting
documentation are located in sections clearly designated.
Portfolio is complete, clear, well-organized and most supporting documentations are available and/or in logical and clearly marked locations.
Portfolio is incomplete; supporting
documentation is organized but lacking.
Portfolio has many lacking components; is unorganized and unclear.
Submission Before deadline On the deadline A day after the deadline Two days or more after the deadline
Sub Totals
Focused on: Cite the dimensions of curriculum design.
MY TOOLS
Borrow a curriculum from the school near your place. Accomplish the samples to show the dimensions of curriculum design.
Equitable assignment of content, time, experiences and other elements. Write the contents in one (1) subject area for the first grading period.
Curriculum is arranged vertically or horizontally.
VERTICAL ARTICULATION
Write a sample content of one (1) topic in a subject area from a level ti level or grade to grade.
HORIZONTAL ARTICULATION
B
ASIC
The content, topics, learning experiences and organizing threads of an educational plan.
Write sample topics in a subject area.
Content and experiences are arranged in a hierarchical order.
Write a topic arranged from sample to complex.
Everything is integrated and interconnected.
Vertical repetition and recurring approaches of the content provide continuity.
Examples of the topics in subject area where content is organized in a spiral
fashion increasing I breadth and depth.
S
COPE
S
EQUEN
CE
I
NTEGRATIO
N
C
ONTINUI
TY
MY ANALYSIS
1. Why is there a need to articulate the lessons from grade school to high school?
Articulation Agreements with Destination High Schools Just as
elementary students fear the changes involved in moving to middle
school, some middle grades students may develop anxieties about
moving on to high school. [ However, in non-K-12 unified districts,
open enrollment agreements often mean that middle school students
transition to high schools in a different district in which there may
be little, if any, articulation with the feeder middle school. If this is the case, the middle school will need to initiate articulation with the most likely destination high schools. Again, counselors can work with students to develop personalized learning plans that help narrow the choice of a potential high school to one that will best meet individual student needs and goals. In spite of the difficulties, there are many ways middle grades staff members can develop transition programs that will help students make a successful move to high school. Researchers find that social, emotional, and academic factors contribute to the difficulties associated with students’ transition from middle school to high school. Among other things, students worry about: Having friends Feeling comfortable in a large school Finding
classrooms Succeeding in difficult classes Understanding teacher expectations Interacting with older, more mature students Interpreting block schedules Managing time Finding time for social activities1 In one survey, former middle grades students listed four things that would have helped with their transition to high school: Regular connections with high school students so they could learn more about what to expect. Preparation with the skills and strategies needed for high school success. Development of strong connections with adults (for planning and goal setting). Summer bridge options during the eighth-grade summer.2 The following sections include some of the many creative ways that middle grades teachers and administrators work with area high schools to help their students prepare for success. ]
MY REFLECTIONS / MY INSIGHTS
As a teacher, I need to understand fully well the dimensions of curriculum design because…..
students' performance.etc This sounds like an assignment
question to me. ]
MY PORTFOLIO
Make a curricular web to illustrate that content in the curriculum has no boundary.
Curriculum theory and practice.The organization of schooling and
further education has long been associated with the idea of a
curriculum. [ The idea of curriculum is hardly new – but the way we
understand and theorize it has altered over the years – and there
remains considerable dispute as to meaning. It has its origins in the
running/chariot tracks of Greece. It was, literally, a course. In
Latin curriculum was a racing chariot; currere was to run. A useful starting point for us here might be the definition offered by John Kerr and taken up by Vic Kelly in his standard work on the subject. Kerr defines curriculum as, ‘All the learning which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside the school. (quoted in Kelly 1983: 10; see also, Kelly 1999). This gives us some basis to move on – and for the moment all we need to do is highlight two of the key features: Learning is planned and guided. We have to specify in advance what we are seeking to achieve and how we are to go about it. The definition refers to schooling. We should recognize that our current appreciation of curriculum theory and practice emerged in the school and in relation to other schooling ideas such as subject and lesson. In what follows we are going to look at four ways of approaching curriculum theory and practice: 1. Curriculum as a body of knowledge to be transmitted. 2. Curriculum as an attempt to achieve certain ends in students –
product. 3. Curriculum as process. 4. Curriculum as praxis. It is helpful to consider these ways of approaching curriculum theory and practice in the light of Aristotle’s influential categorization of knowledge into three disciplines: the theoretical, the productive and the practical. ]
