However, at classroom level this intended curriculum may be altered through a range of complex classroom interactions, and what is actually delivered can be considered the "implemented" curriculum.
What learners really learn i. In addition, curriculum theory points to a "hidden" curriculum i. Those who develop the intended curriculum should have all these different dimensions of the curriculum in view.
While the "written" curriculum does not exhaust the meaning of curriculum, it is important because it represents the vision of the society. In some cases, people see the curriculum entirely in terms of the subjects that are taught, and as set out within the set of textbooks, and forget the wider goals of competencies and personal development.
This is why a curriculum framework is important. It sets the subjects within this wider context, and shows how learning experiences within the subjects need to contribute to the attainment of the wider goals.
All these documents and the issues they refer to form a "curriculum system". Given their guiding function for education agents and stakeholders, clear, inspired and motivational curriculum documents and materials play an important role in ensuring education quality.
The involvement of stakeholders including and especially teachers , in the development of the written curriculum is of paramount importance for ensuring ownership and sustainability of curriculum processes. Another term that might become part of the discourse when these elements are discussed, is ' pedagogy '. Has it changed over time? Bonni: [] So we have talked about what a teaching philosophy is.
Bonni: [] So at any rate I think it really does help us get to the heart of why we teach why it matters how we have an impact what we believe and that of course translates into the classroom.
Dave: [] And how that shows up in the classroom and I find that some of the things I do are very different than some of the other faculty in the program as far as just running a class and structure of a course. Dave: [] And so we talk about the positives and negatives of each of those different philosophies and why one might be good at one situation with one group of students.
Dave: [] One might be good in a different situation with a different topic and I find that that is helpful for me even as a faculty member to think through what it is that why would I make some choices to do different things and different situations and depending on the discipline of teaching depending on the students and why may I make some different decisions in different situations. Bonni: [] I have been included on grant proposals in the past because of not just my academic background but my training background before I was in academia.
I was a training professional and spent more than a decade in the franchise industry in training and so I had often times when you are listed in the grant.
How is it going to be structured and for actually this is the first time Dave you and I have both been listed on a grant. Bonni: [] But Dave and I were both listed and I took out a proposal that we had done previously and had one for a major institution here in Orange County and part of I think why we were able to get that contract was because we articulated not just a training but a whole framework of what was going to happen before the actual training itself.
Bonni: [] And we did have in that case and this was mostly your project Dave that you had developed. But I know I worked with you on it but articulated what was going to happen before the actual training events to sort of primed the people for the learning.
Get them introduced to some vocabulary and some models before they came for those face to face sessions. Why is it structured this way. How is this going to actually ultimately achieve the outcomes they were looking for. Dave: [] So we structured the program so the time that we spent with that group in person really played to the strengths of the instructors who were involved. Dave: [] So we were actually able to do some program design around things that would play to the strengths of the people involved which was really cool and very successful ultimately.
The rest of the episode is going to be how to identify articulate and refine our teaching philosophy over time. Now Dave the book that you have in your hand had some questions I found really useful when I was putting together my portfolio for tenure.
The role of a student? Why do I teach the way I do? What does learning look like when it happens? Why do I choose the teaching strategies and the methods that I use and how do I assess my students learning? Bonni: [] And I will put those questions in the show notes in case anyone just wants to go through those as prompts as a follow up from listening. Bonni: [] It will be on my bookshelf for years to come.
And I have some questions that I have found useful. How I describe them says a lot about how I approach my teaching. Next is who am I as an educator? Bonni: [] What does that mean to be an educator, a teacher? How I describe myself says a lot about my teaching too. Bonni: [] I just did a session wrapping up a doctoral course yesterday and I had some things I needed to address to really focus on the learning outcomes and clothes that our time.
But there was an hour or so that I we sort of developed our own agenda out of what they really wanted to see. Bonni: [] And so it was sort of interesting. We definitely approach those things differently. Bonni: [] I still think though that even at the undergraduate level to me the role of a teacher is more of a facilitator of learning.
And if that means that the best way to facilitate that learning is for me to bring in an episode of this great podcast called Planet Money. Bonni: [] I just got the best episode. But look at this woman who became a business woman in North Korea. Bonni: [] It was. I can play that 12 minute clip and then ask some questions of them and get them grappling with what does it mean to be an entrepreneur and what is it like to live under communism. Anyway so are we facilitators of learning or are we providers of information?
Dave: [] Yeah. I prepare a mind map in advance. Dave: [] And we do kind of pick and choose what you want to talk about because all of them reached the learning objectives which is kind of the way that we get there. That works amazingly well. People talk about that and I like that a lot. Dave: [] I think that would be really a poor choice for like a traditional age undergraduate population people would.
These are working professionals. I think as a generally speaking a smarter choice. What were some of the examples that I have here have to do with a lot of times that when people talk about organizational culture so organizational culture the experts there say how do you define a culture how do you tell what it is where you go and you see what artifacts are there to describe it.
Bonni: [] So when I teach about organizational culture I talk about when I used to work at a large academic institution and they would go through and walk through just tick maze of cubicles in this particular department. Bonni: [] And what you would see along the way was just the name plates of people you know there are those cubes that are made out of bulletin board type thing where you could get a corkboard — not a corkboard but like you could stick a pin in it if you wanted to but they were all blank all the way down.
Bonni: [] And so what that that what does that tell you about the culture? What we can do the same thing about our teaching.
What are the artifacts of our teaching what are those observable things. Bonni: [] If I came into your classroom or I looked at your online class what would I see? What would I hear?
What would I experienced that might be evidence of your teaching philosophy? Dave: [] I think one of those for me that I think of is just what do you show up in the classroom with. Do you show up with a laptop do you show up with? How do you arrange the classroom when you get there?
To the extent that you can do you show up with PowerPoint slides, if you do, what do they look like? Dave: [] I know mie look very different than most faculty members. I assume they already walk in with that at the graduate level.
Dave: [] So those kinds of things just what you show up with and what you. Need a translator? Translator tool. What is the pronunciation of teach? Browse tea tree oil. Test your vocabulary with our fun image quizzes. Image credits. Word of the Day kind-hearted. About this. Blog Outsets and onsets! Read More. November 08, To top. English American Examples Translations.
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