The+Curriculum

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Curriculum orientation: “How do we decide what content is important?” It is difficult to identify which needs to address, hasty decisions leading to excessively narrow and shallow classes. Even if we did find one study to focus on one cannot just promote what society is looking for today, if that is all that we promote than there will be an abundance of one profession and not much of another. It is first important to get students motivated to learn by teaching them what they are interested in, then adding the focus of what society needs, but not weighing all of the children down with an added emphasis for a specific job. Promoting individual growth is important, if a student shows acceleration in one subject it would be good to increase their understanding and knowledge of that subject. || || A curriculum variant of the subject matter orientation that places the emphasis in the curriculum on studnets learning the structure and organization of the academic disiplines they are studying ||  || State standards were established with the intent of having students be expected to meet specific content standards and that the schools will need to be accountable for what the students are learning. They specify content and experiences elementary students need to have as well as individual courses for middle and high school. || || Teachers are told specifically what they are to teach everyday. Spending time on other material is strongly discouraged, and the teacher is at a loss for what they wished to teach differently. A teacher is responsible for addressing state standards, evaluations may be based on how well this is done. || || Assessment-based accountability is possible only when high stakes are associated with the results. Educators must inform themselves about their content, construction and consequences. There is a "trickle-down effect" on teachers in that they must become more reflective and critical of their classroom instruction. One reason the American educational system has failed is because there have not been high stakes for failure. Realistically, students will only read a play by Shakespeare if they will be tested on it in a final exam. High-stakes testing has the unintended consequences of improving professional development. A number of studies have found a strong positive relation between high-stakes consequences and performance on assessments. || || People against high stake testing are trying to prove that students are not just a statistic. Also some students are not very good with test taking so it can make the statistics not accuarate || ||
 * Breit, Darin R. || **Learner-Centered** Curricula is important because individuals do not experience life as a sequence of subjects. This helps students develop their unique talents and abilities to their fullest. Because learner-centered curricula is based on the students interests it is extremely motivating. This makes it fun for them and makes them want to learn. They are more likely to see school as important because they will be learning material they will use sometime in the near future rather than way down the road. || [[image:http://www.idrc.ca/openebooks/182-5/f0012-01.gif width="185" height="134"]] ||
 * Busser, Jacob L. || **Learner-centered orientation states that we teach to the needs and interests of students-**This approach emphasizes individual interests and needs more than subject-matter content. Believes that the purpose of education is to develop individuals to their fullest potential, therefore, education should begin by considering the needs of the individuals. || [[image:Learner-Centered_Orientation.jpg width="211" height="162"]] ||
 * Gartamaker, Kimberly K || **The Case For Learner- Centered Curricula-** Cirriculum is based on student needs and interests and is taught across a wide selection of academic specialties. Learners may be more motivated to learn,because they then feel that they are more likely to use the information in the future. || [[image:http://aged.illinois.edu/images/vision2.jpg width="192" height="144"]] ||
 * Grassel, Tyler J. || Centered Curricula- Curriculum-centered classrooms focus on teaching the curriculum. The teacher determines what needs to be taught and the curriculum that must be covered throughout the year. The classes often require discipline because children's interests are considered after the content requirements are made. || [[image:teachers.jpg width="240" height="191"]] ||
 * Hanisch, Alicia T. || **Needs-of-the society orientation identifies what is important by what society needs.-** Some contend that schools are an important social institution that prepares individuals to take their place in society. If, for example society needs highly skilled engineers, then the curriculum should have a heavy math and science component. || [[image:Engineers.jpg]] ||
 * Helling, Jason T. || The Case Against Needs- of- Society Curricula.**:** The needs-of-society advocates argue that education should be meaningful. If students see the relationship to what they are learning in school to real issues or to what they need to know to seek meaningful employment, they will be more motivated and will take school much more seriously. || [[image:society width="179" height="134"]] ||
 * Hudelson, Devin T. || **The Case Against Needs- of- Society Curricula.**
 * Kerkvliet, Chalsea A. || **Academic-subjects orientation emphasizes traditional school subjects**. Presents content in a logical, systematic manner, young find academic subjects curricula familiar and respecatable. || [[image:http://www.openeducation.net/wp-content/uploads/2008/11/blackboard.jpg width="234" height="153"]] ||
 * McClanahan, Clarissa J. || **Structure-of- the- disciplines approach.**
 * Olesen, Heather M. || **The Case for the Academic- Subjects Orientation.-** The most effective way to facilitate learning is to present content in a straight-forward logical manner. Each generation does not need to reinvent what is already known. There is a logical sequence and this is what should be taught. Keeping schools accountable because there are bodies of knowledge to be learned that can be measured. The continuing use of textbooks provides support for academic-subject-matter orientation across grade levels. || [[image:books.jpg width="179" height="175"]] ||
 * Ollerich, Julie E. || **The Case Against the Academic- Subjects Orientation -** Life is not organized into separate subjects; therefore, the school curriculum should be more interdisciplinary. Schools are not just preparation for the future, they should emphasize the present. Teaching students knowledge that they may need at some point in the future is ineffective and inefficient. Students have to have a need or a reason to learn. There are also arguments on what content or subjects are the most important. || [[image:against_academic_subjects.jpg width="154" height="154"]] ||
 * O'Neill, Amanda M. || Common Curriculum Emphases: Eight Curriculum Emphases: 1) Everyday coping; 2) Structure of subject discipline; 3) Self as explainer; 4) Subject-discipline Skill Development; 5) Solid Foundation; 6) Correct Explanations; 7) Subject-discipline Technology, & Descisions; and 8) Companion Meetings. || [[image:a1.jpg width="201" height="143"]] ||
 * Poncelet, Susan M. || State Standards
 * Rensch, Cera || The Case for State Curriculum Standards. ||  ||
 * Rosberg, Brittany D. || The Case Against State Curriculum Standards-- State curriculum standards remove the local control of academic programs, preventing teachers from meeting the needs of their individual students. Academic specialist who create these standards assume all students will attend higher education and become academic specialists. Standard based content is influenced by pressure groups and may become distorted and not reflect the needs and desires of mainstream society. || [[image:jkfla;.jpg width="156" height="205"]] ||
 * Sober, Miranda L. || State Curriculum Standards and Teachers -
 * Thompson, Colleen A. || **High-Stakes Testing -** Tests that have significant consequences such as if a student may go on to the next grade or even graduate if the test is not passed. It could also effect teachers in their evaluation or pay if their students do not do well. || [[image:http://www.opposingviews.com/attachments/0003/9593/testing.jpg?1271723430 width="127" height="87"]] ||
 * Thompson, Patrice R. || **High-Stakes Testing - Impact on teachers-** Teachers realize that their schools, and in some cases the individual teacher, will be evaluated using the outcomes of high-stakes testing, so they focus the curriculum on what they expect to be on the test. This has led to "narrowing" of the curriculum. Much time will be spent on those areas likely to be tested. Those parts of the curriculum that are not tested may be ignored. || [[image:TestTeach.jpg width="92" height="98"]] ||
 * Trapp, Jeffrey L. || **The Case for High- Stakes Tests**
 * Vander Brink, Alisha J. || **The Case Against High- Stakes Tests**
 * Willson, Todd R. || **Formal curriculum** - are the goals, objectives and content that are clearly identified as the responsibilty of the school. It includes the guidelines, books, content of the class and materials that are used to educated our students of today. || [[image:imagesCARLSJDQ.jpg width="233" height="174"]] ||
 * Wilson, Alisha N. || Inner Curriculum- the brain tries to "make sense" of what it knows and what it is being taught. Therefore, some learners experience the curriculum differently. Inner curriculum is the individual internalization of information. || [[image:brain-763982-1.jpg width="137" height="136"]] ||
 * Dr. Fiegen || **The Hidden Curriculum -** in the most general terms, is “some of the outcomes or by-products of schools or of non-school settings, particularly those states which are learned but not openly intended - The hidden curriculum can also refer to the transmission of norms, values, and beliefs conveyed in both the formal educational content and the social interactions within these schools. || [[image:Dumbing.jpg width="159" height="240"]] ||