Reflection week 10

For this week 10, the last topic that we covered is Curriculum Evaluation.

Evaluation

- The process or group of process that people perform in order to gather data that will enable them to decide whether to accept, change, or eliminate something.

Validity and curriculum evaluation

- There is some ways that teacher can do to evaluate curriculum which is

• Data based judgements
• student achievement
• expert analysis (survey/checklist)

5 value question

1. Instrinsic value
2. Instrumental value
3. Comparative value
4. Idealization value
5. Decision value

Scientific vs Humanistic Evaluation

Scientific evaluation

- Focused on quantifiable data gathering uses test result of experimental subjects analyses data statistically.

Humanistic evaluation

Focused on quantifiable data gathering relies on impression of what is observed engages in actual incidents that are observed today.

Intelligence tests

1. Standards in testing
2. Absolute maximum standard
3. Absolute Minimum standard
4. Relative standard
5. Multi-standard

Formative and summative evaluation

Phases of evaluation

1. Collecting the information
2. Organizing the information
3. Analyzing the information
4. Reporting the Information
5. Recycling the information(continual Update)

Alternative Evaluation

1. Portfolio
2. Norm-references vs competency
3. Norm-referenced
4. Competency

Evaluation vs Grading

The evaluation of student learning is far too complex an enterprise to be reduced to a single grade.

More grades = better evaluation.

Goals and roles of evaluation

Goals - What it is supposed to do

Roles - What it is used to do

Focus on training evaluation

1. Program evaluation
2. individual competence
3. program value

Training evaluation

- take place during and after course implementation.

Calculating costs of training

• All development & personnel cost
• All material costs
• All delivery costs
• Total expenditure

Goal of evaluation

• Learner improvement
• Methods
• Document validation
• Product assessment

Reflection week 9

For week 9, the topic that we covered is Curriculum Implementation.This curriculum is all about developing curriculum. There is five components that we should consider when we want to develop the curriculum.

1. Curriculum component
2. Curriculum contents
3. How to select content?
4. How contents are organized?
5. What criteria for selecting content?

Below are the explanation about the components:

1. Curriculum components

• What subject matter is crucial to learn?
• What is essential to know to be successful citizen?
• What contents best addressed students interests and needs?

2. Curriculum contents

• Postmodernism view knowledge as dynamic and evolutionary. It is not static.
• Knowledge results from a structing and reconstructing of perceived realities.
• Knowledge is that result from environment within which human find themselves.

3. How to select content?

• It addresses to cognitive, social and psychological dimension of the individual student

- What is content?

• It is fact, concepts, generalizations, and theories which are similar to discplined knowledge.
• Non-disciplined- environment education concern the advancement of understanding.

4. How content are organized?

- Based on theories

- Based on Domains

- Should be systematic, practically, and sequenced

5. What criteria for selecting content.?

• Self-sufficiently - to maximize teaching effort and education resources, subject matters, are generalize ability.
• Significance - The knowledge that could contribute meaningfully to student
• Validity - the content selected should be authentic and not absolete or incorrect.
• Interest - must be meaningful to the child's life
• Utility
• Learnability.

Reflection week 8

For this week, our lecturer once again explain the topic curriculum theory and practice.
But for this time, the lecturer explain more about the four ways of approaching or looking at curriculum theory and practice which is:
1. Curriculum as a body of knowledge to be transmitted
2. Curriculum  as an attempt to achieve certain ends in student-product
3. Curricuclum as process
4. Curriculum as praxis

Curriculum Framework

1. Curriculum as a body of knowledge to be transmitted

•  Syllabus - from Greek

- short and clear statement or list of topics for

   discourse.

- the content of a treatise

- the subject of a series of teaching

2. Curriculum as a product

3. Curriculum as a Process

4. Curriculum as praxis

Curriculum in context:

- What actually happen in classrooms

- An ongoing social process comprised of the interact of student, teacher, knowledge and materials.

reflection 7

In week 7, the topic that we had covered is curriculum and practice.
One ways of looking at the curriculum is exploring curriculum theory and practice ant its relation to informal education.

Curriculum can be seen as
1. Syllabus (body of knowledge)
2. Product (an attempt to achieve certain ends in student)
3. Process
4. Praxis

The origin of curriculum
- " In the running / chariot tracks of Greece, which literally means "a course".

Definition of curriculum by John Kerr:

4 ways of looking at or approaching curriculum theory and practice: 
1. Body of knowledge to be transmitted
2. As an attempt to achieve certain ends in student- product
3. process
4. praxis

Aristotle's influential catergorization:
1. Theoritical
2. practical
3. productive

Reflection week 6

The topic for our learning for this week six is Curriculum Design.

Curriculum Design

- Arrangement of curriculum elements into a substantive entity.

Basic curriculum components

- Aims, Goals and objective

- Subject matter

- Learning experiences

- Evaluation

Theoretical Framework

Curriculum Vs. Instructional :

Curriculum - total plan that arranges the four component into the curriculum (objectives, content, learning environment and evaluation)

Instructional - specifically to one component, the potential experiences for the student learning activities (method and organization)

SOURCE OF DESIGN

1. Science

- Focus on the scientific method, with a focus on observable and quantifiable elemets and emphasis on how 

   to learn.

2. Society

- Design should be aligned to social situation.

- Both political and social parties influence education system.

- Support idea of social.

3. Moral

- Design stresses content

- Believe the implemetation of spirituality is an important consideration in curriculum design.

4. Knowledge

- Design is content specific - formed by information that  important to know.

- Has specific organization and process.

5. The learner

- Design focus from "knowledge of student"

- support idea of development

Dimension of curriculum design

Scope

- breadth

- content, topic, and learning experiences

- integration

- linking all the knowledge and experience with the 

   curriculum.

- assist in making meaning for the learners

Sequence

- ordering of knowledge

Articulation

- interrelatedness of various aspects of the curriculum.

Balance

- Appropriate weight be given to each aspect of  the design.

Representative Curriculum Design

1. Student-centered design

2. Learner-centered design

3. Problem-centered design

Instructional art

- present suggested assignment contributing to the student mystery include such activities as group project, 

   individual project, written, oral, critical thinking activities, and experiments.

Malaysian Curriculum Design

Reflection week 5

For this week 5, we learned about the psychological foundation of curriculum which is topic 4. This topic covered about three major theories of learning which is behaviourist, cognitive-information processing theories, and phenomonological and humanistic.

Before we learn and understand about the three learning theories, we have to understand what is the definition of the psychology.

Psychology - concerned with the question of how people learn. It provide basic for understanding the teaching and learning process.

The three major theories of learning:
1. Behaviourist
    - Deals with various aspect of stimulus-response and reinforces.
2. Cognitive- information processing theories
    - View the learner in relationship to the total environment and consider the way the learner applies
       information.
3. Phenomological and humanistic
    - consider the whole child including his or her social, psychological, and cognitive development.

Behavioral psychology

Edward Thorndike
- focused on his work on testing the relationship between stimulus and a response (classical conditioning)

James Watson
- leaning was based on the science of behaviour.
- what was observable and measureable.

Skinner
- believes in both positives and negative reinforcement.

Cognitive-information processing

Phenomonological and humanistic

Maslow's Human needs hierarchy
- psychological needs
- safety needs
- love and belonging needs
- esteem needs
- self actualization







After our class dismissed, my group going to library and discuss about our assignment. We divided the task and will be combined after we all do our part.

Reflection for week 4

Topic 3 : Philosophical Foundation of Curriculum

Learning outcomes : 1. Identify Psychological Foundation of Curriculum

                                  2. Identify the Types of Major Philosophies

                                  3. Identify the types of educational philosophies

For this topic, I have learn about the meaning of philosophy, the major philosophies, and the types of educational philosophies. 

Philosophy is the combination of the Greek word "Philos" (Love) and "Sophia" (Wisdom) - "Love of Wisdom". Philosophers is the people who seek after wisdom and curious about what other have put forward. They also proposing the new philosophies. Therefore, philosophy of education is the collective works of other philosophers.  It is also the academic exploration of various question. The Philosophy of education recognizes that the development of a civil society depends on the education of the young as responsible, thoughtful, and enterprising citizens which is challenging  task requiring deep understanding of ethical principles, moral values, practical theory, aesthetics and economic. The most prominent philosophers in education is Plato, Aristotle, Rousseau, Dewey, Adler, Confucius, Al Farabi, Tagore, and Howard Gardner. They provided powerful critical perspectives revealing the problems in education. The philosophy and curriculum is the beginning point in curriculum decision making and is the basis of all subsequent decision regarding curriculum.

The next things that I learn from this topic is the major philosophies. There are four major philosophies which is Idealism, Realism, Pragmatism, and Existentialism. 

Other than that, from these topic, I also learn about the educational philosophies. This educational philosophies also consist of four types of educational philosophies. There are perennialism, essentialism, progressivism, and reconstructionism.