ZURAWSKI_MIROSLAWA_21082393_A1
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School
Curtin University *
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Course
140
Subject
Communications
Date
Jun 18, 2024
Type
docx
Pages
8
Uploaded by CaptainSeaLion4265
Part 1
The curriculum is not a static document but influenced by various societal, cultural, and
political factors, shaping students' learning experiences (Gobby, 2022, p. 29). These
influences shape how learners engage with the curriculum. Political and economic choices
impact the intended curriculum, highlighting the influence of decisions made at higher levels
(Rinaldi, 2001, p. 40). Cultural norms also impact classroom expectations and the perception
and implementation of the curriculum (Rinaldi, p. 41). This suggests that the cultural context
in which education takes place can impact how the curriculum is perceived and
implemented. Social institutions like schools and communities shape both educators' and
learners' identities and experiences (Down, 2022, p. 346). This implies that the broader
social structures and institutions, such as schools and communities, play a role in shaping
both the educators' and learners' identities and experiences. Scarino (2019, as cited in
Gobby, 2022, p.31) suggests that by viewing the curriculum as flexible content to be taught,
educators can acknowledge the individual identities of students as learners and recognise
the importance of their unique learning processes.
While the envisioned and formal curriculum (ACARA, n.d.)
describes what students are
required to learn, their learning experiences may transcend beyond what is being taught.
Gobby (2022, p. 30)
argues that unplanned learning experiences are valuable to students and
that what students actually learn may differ from what educators plan to teach. This
recognises the importance of acknowledging and embracing the unexpected learning
opportunities that arise in the classroom. Gobby (p. 34)
further suggests that the official
curriculum be implemented in such a way that individual learners have relevant and
meaningful learning experiences. This emphasises the need for educators to adapt and tailor
the curriculum to meet the specific needs and interests of their students. Educators play a
crucial role in interpreting and implementing the curriculum based on their knowledge,
beliefs, and available resources. Giamminuti (2022, p. 119)
adds that educators' philosophies
evolve over time through trial and error, influenced by a combination of cultural and
professional beliefs. This implies that educators continuously refine their approach to
teaching and curriculum implementation, seeking to create positive learning experiences for
their students. Rinaldi (p. 43)
supports this notion by highlighting that educators bring their
growth and development to the table, drawing from their values and accumulated knowledge
over time. The educator's role in shaping learners' experiences is emphasised, as educators
make numerous curriculum decisions on a daily basis that can impact both planned and
unplanned learning opportunities.
The emergent curriculum responds to a child's interests, and educators guide their
responses (Gobby, 2022, p. 36). Involving learners in decision-making empowers them and
promotes active participation (Gobby, p. 36). The negotiated curriculum involves attentively
listening, documenting, and interpreting student learning, leveraging their strengths and
expertise (Giamminuti, p. 141). Educators who reflect, adapt their teaching methods, and act
as researchers notice improved student involvement and connection (Giamminuti, p. 149).
Challenging assumptions and thinking outside expected norms promotes an inclusive and
responsive curriculum (Down, 2022, p. 343). Seeing students as engaged learners and
supporting their unique identities contributes to a positive schooling experience (Giamminuti,
p. 153).
The Reggio Emilia approach recognizes children's potential and values their experiences
(Giamminuti, 2022, p. 144). Educators have a responsibility to their students and should
create a flexible and responsive curriculum (Rinaldi, 2001, pp. 42-43). The hidden curriculum
communicates implicit messages and values, shaping students' behaviors and attitudes
(Gobby, 2022, p. 38). Schools as places of formation teach cultural values influenced by
educators' own beliefs (Rinaldi, 2001, p. 38). The learning environment should reflect
cultural diversity, encourage active learning, and promote social interaction (Merewether,
2022, p. 390). Creating an inclusive environment with accessible resources fosters a sense
of belonging (Merewether, p. 397). The learning environment can connect students to their
families, communities, and the broader world, enhancing engagement (Giamminuti, p. 140).
According to Gobby (2022, p. 38)
schools and educators unintentionally communicate
messages that make up the hidden curriculum. The hidden curriculum refers to the implicit
messages and values that are conveyed through educators' decisions and practices, which
are influenced by their knowledge and personal beliefs. These messages often shape
students' behaviours and attitudes, sometimes leading to conformity rather than encouraging
critical thinking and independent thought. Rinaldi (2001, p. 38)
discusses schools as places of
formation, where cultural values are taught by educators based on their own concept of
values and the culture to which they belong. This highlights the impact of broader societal
factors on the hidden curriculum and the values that are implicitly communicated through
education. Merewether (2022, p. 409)
discusses how the organisation of the learning
environment, including schedules and routines, reflects the goals and values of the school.
In some cases, these organisational aspects are not up for discussion or negotiation, further
reinforcing the hidden curriculum. To address potential negative effects of the hidden
curriculum and promote positive schooling experiences, educators should engage in self-
reflection to improve their classroom practices.
Down
(p. 343)
asserts that CRP (critically reflective practice) involves educators engaging in
self-reflection and challenging their beliefs, values, as well as questioning policies and
practices. By critically examining their own assumptions and reflecting on the reasons
behind their decisions, educators can gain a deeper understanding of their practice and
identify areas for improvement. Through CRP, educators accept responsibility and ownership
of their practice, as mentioned by Down (pp. 354-355)
. They actively question, investigate,
and reconstruct their teaching methods, which can lead to transformative changes in their
approach to education. CRP helps educators recognise that thought and action are
interconnected and influence each other, as emphasised by Down (p. 358)
. By engaging in
reflection and journaling, educators can critically evaluate their actions, consider alternatives,
and make informed decisions about their teaching practices. Merewether (p. 398)
also
emphasises the importance of documenting and researching teaching practices as part of
CRP. Effective and ongoing CRP is crucial for professional development, as it allows
educators to make informed decisions, enhance the quality of their practice, build
confidence, and increase productivity (Down, 2022, p. 359)
. By cultivating critical awareness
and continuously reflecting on their teaching approaches, educators can foster their own
growth and create a more effective and engaging learning environment for their students.
According to Merewether (p. 390)
, educators' views of learning, teaching, and the curriculum,
as well as their philosophy, influence how they design and present the learning environment.
The learning environment itself communicates messages to students about what is valued in
terms of culture, active learning, and social interaction. Creating a learning environment that
welcomes and values diverse cultures sends a message that all students' backgrounds and
identities are respected and embraced. An accessible environment with a variety of
equipment and materials conveys that active learning is valued, encouraging students to
engage and explore. Teachers have a responsibility to ensure that the learning environment
supports the needs of students who spend extended periods of time in these settings, as
noted by Merewether (p. 397)
. By fostering a sense of connection and engagement with their
surroundings, students can develop a stronger sense of belonging and ownership in their
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