Social and Cultural Foundations of American Education/Chapter 10 Supplemental Materials/What factors influence curriculum design? 1
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WHAT FACTORS INFLUENCE CURRICULUM DESIGN?
Written by: Graciela Garzon
In this article I will try to present my viewpoints of some factors that affect curriculum design. I can start by saying that a well designed curriculum is part of all good teaching and has to meet individual students' needs. One of the primary roles that a teacher performs is that of curriculum designer and implementor of instruction. All teachers need to make wise decisions about the strategies and methods they employ to help students move systematically toward learner goals. Social forces, theories of human development, the nature of learning, and the nature of knowledge are the four bases of curriculum planning. All these four bases must be considered by curriculum planners in order to improve curriculum and instruction (Parkay & Glass). Cultural background, family (more children are raised without benefit of their natural father’s or mother’s presence, and this factor can have an effect on his/her socioeconomic status), application of technology, changing values and morality, crime and violence, etc are some of the social forces that influence the curriculum. The knowledge of human development enables curriculum planners to design curricula that meet the needs of individual learners at various levels of education. The nature of learning – an understanding of how human beings learn is also of importance for curriculum planners, because they can design so that learners are all maximally engaged and productive. A good planner should understand the distinguishing features of the two families of learning theories: behavioral and cognitive, because each defines the curriculum differently, and each leads to or supports different instructional strategies. Nature of knowledge and the processes through which learners can most effectively acquire that knowledge is another base of curriculum planning of which planners must have an extensive understanding.
TEACHER’S INDIVIDUAL CHARACTERISTICS.
Effective curriculum design lead to a successful student learning. All researchers agree that the importance of curriculum design decisions made by teachers has a greater impact on student’s achievement than the decisions made at the school level (Marzano). Teachers’ individual characteristics influence in making decisions about the curriculum and strategies to be used in the classroom. Teachers have a great responsibility on their shoulders, they are who can determine the nature of knowledge: what knowledge is of most worth, what to include and what to exclude from the curriculum, how shall knowledge be organized in the curriculum, how each learner process information, how he/she seek meaning. Teachers’ effectiveness has a profound impact on student achievement. Ineffective teachers might impede the learning of their students. Effective teachers are those who design a curriculum that promotes learning among students with varied backgrounds, interests and learning preferences. They continually seek a deeper understanding of the essence of a subject, to increasingly grasp its wisdom. That understanding is key to a teacher’s role in curriculum planning
APPLICATION OF TECHNOLOGY
Application of technology is one of the social forces that influence the curriculum. When you consider the fact that computers have been in schools for almost twenty years, and considering that most teachers have participated in some type of professional development, it is still surprising to see how many teachers there are who do not include technology at all in their lesson planning. There are a few research studies (c.f., Macro, 1995) that indicate that some teachers have a natural proclivity toward using technology in their classroom curriculum design, while others do not. Effective use of technology in the classroom requires improvements in teaching. It’s the combined effect of effective teaching and pedagogically sound technologies that lead to improvements in learning. Teachers have to discover in what ways technology is a tool that supports a particular teaching or learning strategy that they believe will benefit their students.
STUDENT’S CULTURAL BACKGROUND AND SOCIOECONOMIC STATUS
One of the most perceived truisms in education has been that student background characteristics are important determinants of student achievement. Among these student background characteristics, we can cite cultural background and socioeconomic status. Cultural background has profound implication for the processes of curriculum planning. The number of students from diverse cultural backgrounds is increasing in most of America’s schools, colleges, and universities. In the last decades, the United States has become more ethnically and culturally diverse, and curriculum planners see cultural diversity as an asset to be preserved and valued. A curriculum that is multicultural is a continuous, integrated, multiethnic, multidisciplinary process for educating all students about diversity and sameness. Diversity factors include but are not limited to race, ethnicity, region, religion, gender, language, socioeconomic status, age, and individuals with disabilities. It encompasses curricular infusion and instructional strategies in all subject areas. Education that is multicultural prepares students to live, learn, interact, and work creatively in an interdependent global society by fostering mutual appreciation and respect (Brush & Haynes).
INTERACTIONS BETWEEN TEACHERS AND STUDENTS
Interaction between teachers and students is one of the major resources in curriculum planning. Research has shown many times that learning is significantly improved when students share in planning and evaluating the curriculum (Alder). The teacher’s and learner’s goals for a learning experience must be understood by both the teacher and the learners, and the goals must be compatible or they are not likely to be achieved. Hence, curriculum development may be seen as a social, collaborative effort involving teachers and students. Also, an effective student-teacher relationship may be the foundation that allows successful implemented and attained curricula. An effective student-teacher relationship is characterized by clarity of purpose and guidance, but also by concern for the opinions or needs of students. Effective teachers do not treat all students the same, particularly in situations involving behavior problems. Where some students need encouragement, other students need a gentle reminder, and still others might require a firm reprimand.
CLASSROOM MANAGEMENT
When teachers are planning for instruction, they must include effective techniques to deal with interruptions effectively and efficiently, to have a repertoire of options for dealing with discipline problems, and begin the year with a set of class rules or guidelines which they explicitly teach, monitor, and enforce. In implemented curriculum, it is important to arrange the physical environment of the classroom, establish rules and procedures, maintain attention to lessons and engagement in academic activities. These actions create the positive environment that students and teachers need to promote and maintain a learning environment conducive to successful instruction and student achievement. Classroom disruptions, socializing, informal breaks, and other non instructional activities use up some of the classroom time. Classroom order encourages student engagement, which supports learning. Without order a teacher is hard-pressed to promote student learning.
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“The existing practice [of curriculum development] is perplexing; no one knows on what principle we should proceed – should the useful in life, or should virtue, or should the higher knowledge, be the aim of our training; all three opinions have been entertained”. Aristotle |
CONCLUSION
The essence of our job as teachers is making sure that the curriculum serves as a catalyst for powerful learning for students who, with our guidance and support, become skilled in and committed to the process of learning, and on the creation of more possibilities for formal schooling in adulthood for disadvantaged learners.
RESOURCES
Marzano, R. J. (2003). What works in schools: translating research into action [electronic version]. Alexandria, Va.: Association for Supervision and Curriculum Development, 11, 106-120.
Brown, J. L. (2004), Making the most of Understanding by design [electronic version]. Alexandria, Va. : Association for Supervision and Curriculum Development, 2, 38-57.
Parkay, F.W, Hass G. (2000). Curriculum Planning: A contemporary Approach. Boston, Ma. : Allyn and Bacon, 2, 45-93.
Alder, Nora (2006). Secondary Curriculum course pack Virginia Commonwealth University.
Chong, A., Farago, C. (2005). Encouraging Participation in the Multicultural Classroom. Retrieved September 12, 2006, from University of Colorado: http://www.colorado.edu/ftep/diversity/div09.html
Brush, C., Haynes, J. (2005). Developing a Multicultural Curriculum. Retrieved September 14, 2006 from EverythingESL.net http://www.everythingesl.net/inservices/multicultural_curr.php
ESSAY QUESTION
Of the five factors I presented in this article, which one(s) do you think really matters in curriculum planning for student success? Explain.
MULTIPLE CHOICE QUESTIONS
1. What is the primary role of teachers?
a. Be a good role-model
b. curriculum designer
c. curriculum designer and implementor of instruction
d. implementor of instruction
2. What are some of the background characteristics that determine student achievement?
a. cultural background and socioeconomic status
b. prior knowledge of use of technology
c. changing values and morality
d. lack of purpose and meaning
3. what are some of the diversity factors that affect curriculum design?
a. ethnicity, religion, gender & language
b. different grade levels and age
c. socioeconomic status and grade level
d. disabilities and amount of students in the classroom
4. What factors are part of the social forces that influence the curriculum?
a. needs of individual learners
b. cultural background, family and technologies
c. nature of learning and nature of knowledge
d. the knowledge of human development
5. What are the bases of curriculum planning?
a. relevance, field experiences, and higher standards
b. social forces and human development
c. social forces, human development, nature of learning and nature of knowledge
d. improved curriculum and instruction
MULTIPLE CHOICE ANSWERS
1. C
2. A
3. A
4. B
5. C
