EDUC771 - Curriculum Change Plan - Part 2 - Philosophies and Models for Change Assignment

docx

School

Liberty University *

*We aren’t endorsed by this school

Course

771

Subject

Civil Engineering

Date

Dec 6, 2023

Type

docx

Pages

Uploaded by dcscott5

EDUC771 – Curriculum Change Plan: Part II: Philosophies/Models for Change Assignment 1 Curriculum Change Plan: Part 2: Philosophies/Models for Change Assignment D. Colton Scott School of PHD: Education: Curriculum and Instruction, Liberty University Author Note D. Colton Scott I have no known conflict of interest to disclose. Correspondence concerning this article should be addressed to: D. Colton Scott Email: dcscott5@liberty.edu

EDUC771 – Curriculum Change Plan: Part II: Philosophies/Models for Change Assignment 2 Curriculum Philosophies or Models For this section I will be looking at the Tyler Curriculum Rationale, the Oliva Model of Curriculum Development, and the Taba Model of Curriculum Development. To start, we will first look at the Tyler Curriculum Rationale. This model for curriculum development was first introduced in 1949. As is stated in our textbook, it is “a process for selecting educational objectives, is widely known and has been practiced in curriculum circles throughout the world.” (Gordon et. al., 2019, p. 95) One article also states in regards to reconsiderations of educational objectives and standards, the Tyler Curriculum Rationale is still “a dominant framework” (Katsura, 2021, p. 33) even today around the world’s many different classrooms and learning environments. Next, we look at the Oliva Model for Curriculum Development. As is stated in the textbook, this model is “a deductive model that consists of 12 components. Important features of this model are the feedback that cycles back from the evaluation of the curriculum to the curriculum goals and from the evaluation of instructions to the instructional goals.” (Gordon et. al., 2019, p. 101) Lastly, we look at the the Taba Model of Curriculum Development. “Hilda Taba was a curriculum theorist and developer who promoted an inductive approach to curriculum development.” (Gordon et. al., 2019, p. 100) One of the core tenants of this approach to curriculum development centered on the concept of creativity and how it’s promoted at the “teacher (local) level.” (Gordon et. al., 2019, p. 101) Taba believed that it was vitally important for teachers to be involved in the overall “process of curriculum design by creating specific teaching and learning units for their students, rather than by initially engaging in creating a general curriculum design.” Taba, 1962, p. 457) All 3 of these specific models of curriculum development and design have aspects and features that still have impacts on curriculum change efforts even still today. Being able to track

EDUC771 – Curriculum Change Plan: Part II: Philosophies/Models for Change Assignment 3 and pinpoint educational objectives has very deep roots in the Tyler Rationale model. Being able to cycle through assessments when grading and develop feedback criteria and pinpoints draws from the Oliva Model, quite handily. Then, when a teacher decides that he/she is going to come up with some new way to develop their curriculum or include aspects that have deep roots in creativity and innovation, they can harken back to the Taba Model very easily and with profound respect. Focus Philosophy or Model The model that I will be discussing and providing research details on is the Tyler Curriculum Rationale. This model “was a response to rising concerns about accountability in education and has dominated curriculum planning since its publication. The model provided a clear direction for the entire curriculum development process through its clear and precise objectives; and this in turn gave the teacher a clear outline of what they hope their students to achieve.” (Cruickshank, 2018, p. 208) The objectives outlined by Tyler are able to be pretty easily managed overall, and that, in turn makes them more easy to be able to monitor when looking at learning outcomes. “Tyler claimed that by examining learners and their backgrounds, present and future society, and knowledge of the major disciplines; he could determine the preferred characteristics of future citizens.” (Cruickshank, 2018, p. 208) This model most closely aligns with my curriculum change plan because I feel that this is exactly what I’m searching to accomplish with my curriculum change plan – to be able to more easily track and monitor student learning outcomes through curriculum design, development and reestablishment. Values and Hidden/Implied Curriculum When looking at the different values surrounding curriculum development or curriculum change, the same goal resonates all around: supporting students and teaching students in the

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

EDUC771 – Curriculum Change Plan: Part II: Philosophies/Models for Change Assignment 4 most efficient and successful way possible with learning retention at its highest rate possible. One article on the subject puts it this way by stating, “Educational leaders and policy makers aspire to support students to develop twenty-first century skills that will adequately prepare them for college and career opportunities.” (Tyler-Wood et. al., 2018, p. 1) When it comes to implied/hidden curriculum, “Project-based instruction is grounded in constructivism theory, and it emphasizes the meaning-making capacity of the mind as new knowledge is created.” (Lin & Huang, 2017) As they apply to my own curriculum change plan efforts, each of the 3 models that I looked at and researched for this paper have some vitally important values and some hidden/implied meanings including: being able to work on curriculum in a way that allows for room for creativity and innovation, using feedback as a vital means to ensuring student success and understanding when implementing new/changed curriculum, and finally and possibly most importantly, being able to more easily track and monitor student learning outcomes and being able to outline objectives in a way that is simplified while still informing instruction and teaching methodology overall. One of the hidden features of curriculum development focuses on and deals with lack of access or inequitably assigning students work that cannot be completed or worked on due to a myriad of different factors affecting student learning. “Limited funding and a community’s remote location may interfere with the availability of technological resources.” (Bjerede, 2018) I feel that implementing and looking at all 3 of the models that I mentioned and researched above can really help me to have a profound and vital impact on bridging large gaps with students that I service at my educational institution daily. “For wisdom is a defence, and money is a defence; but the excellency of knowledge is, that wisdom giveth life to them that have it.” – Ecclesiastes 7:12 (KJV Bible, 2022)

EDUC771 – Curriculum Change Plan: Part II: Philosophies/Models for Change Assignment 5 References: Bjerede, M. (2018). Rural districts face challenges and opportunities with technology access. Accessed 27 June 2018, from https://edtechmagazine.com/k12/article/2018/01/rural- districts-face-challenges-and-opportunities-technology-access Cruickshank, V. (2018). Considering Tyler’s Curriculum Model in Health and Physical Education. Journal of Education and Educational Development , 5 (1), 207. https://doi.org/10.22555/joeed.v5i1.1443 Gordon, W. R., Taylor, R. T., & Oliva, P. F. (2019). Developing the Curriculum (9th Edition) (Allyn & Bacon Educational Leadership) (9th ed.). Pearson. Huang, T., Lin, C., (2017) From 3D modeling to 3D printing: Development of a differentiated spatial ability teaching model. Telematics 34(2), 604–613 (2017) Katsura, N. (2021). A Curriculum Structure Within and Through Art Critique: Pedagogy Rooted in the Arts. The Japanese Journal of Education , 88 (3), 419–431. https://doi.org/10.11555/kyoiku.88.3_419 Publishers, S. O. H. B. (2022b). Thru the Bible: The Holy Bible (KJV) . Holman Bible Publishers. Taba, H. (1962). Curriculum Development; Theory and Practice. (1st ed.). Harcourt College Pub.

EDUC771 – Curriculum Change Plan: Part II: Philosophies/Models for Change Assignment 6 Tyler-Wood, T. L., Cockerham, D., & Johnson, K. R. (2018). Implementing new technologies in a middle school curriculum: a rural perspective. Smart Learning Environments , 5 (1). https://doi.org/10.1186/s40561-018-0073-y

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

EDUC771 - Curriculum Change Plan - Part 2 - Philosophies and Models for Change Assignment

Related Documents