Transmitted Curriculum
Teachers often build a syllabus hand it out and that's your guideline for the year. The teacher then turns that syllabus to teach out their whole course. This has been the way majority of classes have run I have found. Your handed a syllabus first day of class and then that is transmitted to the way that the course is to run. It can be quiete stressful too look at and feel like a lot and overwhelming, and can also sometimes be subject to change. Which can be frustrating as sometimes the teachers syllabus will not fully go as planned, perhaps falling behind in lectures, not taking into mind exactly how fast or slow a lesson will go. However if everything does fall on time its nice for the students to follow to have a organized representation of what they are doing when and what is due coming up and work they need to complete by days. "Where people still equate curriculum with a syllabus they are likely to limit their planning to a consideration of the content or the body of knowledge that they wish to transmit" . The whole semesters planning is done and you must stay tight on the course being taught to keep the syllabus transmitted to the course tight following the curriculum. Curriculum as a Product When curriculum is treated as a product it is broken down to "involve detailed attention to what people needed to know in order to work, live their lives and so on." It provides a clear notion on what is to be done and the outcome expected so that the content can be organized and the results can be evaluated. Organization is the key factor an most appealing attribute of this way of the curriculum. The problem with this although it is organized it can be hard on learners. As you are told what to do and exactly how you are going to do it. This can be hard on learners as some must use their creativity to best express their work and don't want to work on a strait line where they can not do their own thing. This can be a pro for some students who need this sense of direction, where they need to know exactly what to do and how to do it to give them a better sense of direction for completing a task. I have not noticed this type of curriculum in my learning to much but is slightly there. Teachers have assigned work to be done a certain way and no other, which can be frustrating, but if the directions are clear on the way things are to be done can be beneficial. If you lack the skill to translate the way that the teacher wants things done, students can fall in trouble and fall behind and not do well on the assignment. Everything has to continuously be broken down into smaller units which some learners may not be able to process. Curriculum as a Process "Teachers enter the classroom or any other formal educational setting with a more fully worked-through idea of what is about to happen." The way this curriculum works not quiete by saying curriculum is a process but more of what experience they get out of attempting of putting educational proposal into a practice. This way is not all about materials and a syllabus to follow as guideline for the course as much. Its about translating educational ideas into testable practices. This package is not designed to be delivered almost anywhere. It comes nicely as the teacher and student must work togheter in this practice of curriculum which can benefit the teacher in understanding the students and the outcomes and experience they need to learn best.This can become a problem though of focusing on the experience that the context that needs to be covered for the exam may not be greatly covered. Another problem with this method is quality of teacher, the teacher needs to be dedicated into this in order to get it done and must be full of wisdom. This system can make learning for enjoyable and help you take out more if you have the right teacher for the job, I am very unaware of this system as I have never personally followed it, heard of it, or experienced it. I feel this may be a nice way to have teaching to help take information in and have it stick with me through good experience in classroom. Rather then study strictly towards the exam and dread and stress upon the information I am forced to soak in. Curriculum as Praxis The main aspect of this type of curriculum is communication within the classroom amongst each other. This can work very well having students take knowledge and wisdom in from one another to see things from different perspective and putting it to practice. "In this approach the curriculum itself develops through the dynamic interaction of action and reflection." This practice is good on a social aspect to encourage kids to work togheter, and explore knowledge and ideas amongst each other. This curriculum sounds to be about group work what you see used in every class. I find this educational perspective at going at ways is very beneficial. Sometimes when students are lost working with other students can help provide the reinsurance to get back on track and understand the process of work that they need to accomplish and get a better understanding for the topic by it being explained to them by someone who is learning it as well. Working with groups you always do face a kid avoiding to do it and depending on group members to complete for them and some children may get lost in their group work if they do not fully understand the work and their group shuns them out. However working as a group is vital to life and I believe this type of understanding for curriculum is more dominant then others as its a easy way to help learners help each other out for the best understanding of the topic that they are covering. Resource; https://drive.google.com/file/d/12yUit4yJm9nhWB_wYXGMTZNiCJumaT02/view
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