Other topics
Curriculum delivery as a human activity system
When applied to a particular curriculum framework, this systems model allows us to see what is actually being proposed and the implications. For example, most allegedly 'outcomes based' approaches are really task based approaches focussing on the tasks carried out by the teacher rather than on achieving outcomes for the learner. And so on...
And without such a model it is easy to
- confuse outputs with outcomes
- ignore outputs from other sources
- ignore processes
- require processes (specify teacher tasks) that are inappropriate
- require tasks to achieve outputs that already exist
- credit processes with outcomes erroneously, and thus,
- recognise and reward inappropriately
- focus on tasks for teachers and ignore the learner 's tasks
- blame the learner for lack of outcomes even when not appropriate
Education is situational
Need, like quality, is situational. It will take a systems approach to enable an education system to move from universal policies to genuine situational provision , what is really needed . At the moment there is no situational framework for accountability, which is politically & professionally important. Feuerstein is the leading advocate of situational educational provision for individual students. Deming provides a basis for the required systemic equivalent.
Curriculum to Programs
In order to 'manage delivery of the curriculum' it is often helpful to organise parts of the curriculum into 'programs'. This organization can occur at any and all levels: system, school, class, group, individual
Types of Programs
• General or Main, eg, learning areas (Mathematics,...)
• Core: thinking, learning, doing, relating
• Supporting: specific knowledge & skills, eg, IT, Library
• Targeted: according to student needs
• Clinical: provided by other professionals, psychologists, socia
workers...
All programs contain these
same elements!!
The focus and balance depends on the hopes and needs of the parties involved.