MOD001869 Curricular and Structural Dr Hilary Engward “the academic community, alongside developing a scholarship of its own towards learning and teaching,

MOD001869Curricular and Structural

Dr Hilary Engward • “the academic community, alongside developing a scholarship of its own towards learning and teaching, should also develop a scholarship of curriculum” (Barnett and Coate, 2005, 159)

Hilary Engward Curriculum design

Curricular and Structural7. Learning Outcomes (threshold standards):

On successful completion of this module the student will be expected to be able to:

Knowledge and understanding 1. Identify and critically evaluate a curriculum model appropriate to their learners.

2. Critically select, apply and evaluate assessment strategies appropriate to their

learners needs.

3. Analyse the teacher/learner dynamics, including ethics, values and professional

responsibilities.

Intellectual, practical, affective

and transferable skills4. Develop a syllabus from a relevant curriculum, implement and evaluate in relation

their educational practice.

5. Critically select and apply suitable assessment and evaluation techniques for

appropriate use in learning environments related to their target group/s.

6. Critically reflect on the ethics, values and professional responsibilities in the

curriculum and lifelong learning.

Module 2: Curricular and Structural:

o Reflective practice as an educational strategy

o The teacher/learner relationshipo Assessment theory o Curriculum development o Values and ethics within the

teaching and learning processo Lifelong and self-directed learningAll content must be supported using

theoretical and empirical literature.Maximum word length for the

portfolio is 6,500 words.

A critical inquiry into the curricular structure/s in your sphere of educational practice that influences your teaching and learning strategies:

Hilary Engward Curriculum theory 3

Curricular submission date:

• Chelmsford: 16.5.2014• Cambridge: 15.8.2013

• Place of submission: Electronic Submission via Grademark (see appendix 2 module guide)

• Result release date: 20 days post submission date via Turnitin.

Curricular

Date 10-12 1-2 2-3 3-511THFEB27TH MAYCurriculum day

Introduction to module

Hilary

Curriculum

Theory

Hilary

Curriculum Design

Hilary

Group presentation prep time

4TH MARCH3RD JUNEAssessment day

Assessment theory

Arthur

Uni professional application theory

Hilary/Arthur/Amanda

Group presentation prep time

25TH MARCHIst JULY

Interprofessional education Leadership in education

Arthur

Reviewing and formative marking of peers work in progress assignments

Hilary/Arthur18TH MARCH17TH JUNESocio cultural theory – hidden curriculum

Hidden curriculum

Hilary

Curricular/Concept evaluation Group Presentation Prep time

6TH MAY22ND JULYGroup presentation day

Group presentations PG Cert evaluation

Intro to Curriculum Theory

The purpose of this session is to reflect on some different approaches to curriculum design and

assess their potential usefulness in informing the curriculum

Learning Outcome 1

Dr Hilary Engward

Hilary Engward Curriculum Theory 6

What is the curriculum?

“I want you to imagine that you have been asked to form a new department of …... Given the rare opportunity to write without constraint, would your curricula bear much resemblance to most of the formal courses of study to be found today? With any luck your answer will be something like, good grief no! If your answer is something else … there is not much hope for the future!” (Gould, 1973, 253)

“the idea of ‘learning and teaching strategies’ is bound to fall short of its potential unless they become ‘curriculum learning and teaching strategies’” (Barnett and Coate, 2005, 9).

“the test of an effective curriculum is ‘engagement’: Are the students individually engaged? Are they collectively engaged?” (Barnett and Coate, 2005, 165)

“we deliberately want to leave open space for and, indeed, to encourage, creativity in curriculum design. … Rather than filling up the time with tasks intended to achieve stated objectives, the curriculum challenge has to be inverted to be understood as one of the imaginative design of spaces” (Barnett and Coate, 2005, 3, 168).


Task: in 2s

• Stand back from what you do already and the national, institutional and departmental constraints and ask yourself:

• “if we were starting from scratch, what should your curricula look like and how best should it be delivered.”

• Write your thoughts down.


Factors Affecting the Curriculum


Diemsions• C21st a curriculum should involve

engaging students in three dimensions or ‘building boxes’

• Knowing – personal relationship between the person and the intellectual field in question

• Acting – activities which lead to the development of discipline-based, generic and employment-related skills and taking on the identity of what it is to be ???

• Being – how students develop a sense of themselves and their capabilities, how they gain in self-confidence.


Differences:

Barnett and Coate (2005) - the concept of the curriculum has become impoverished and we need to distinguish between:•Curriculum-as-designed – in the validation document•Curriculum-in-action – as practised and experiencedYou need to think about this for this assignment.


• In fours, in 5 minutes:• Write a definition of curriculum in a single

sentence


Definitions

• “a curriculum is an attempt to communicate the essential principles and features of an educational proposal in such a form that it is open to critical scrutiny and capable of effective translation into practice” (Stenhouse, 1975: 4).

• “All the learning which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside the school.” (quoted in Kelly 1983: 10; see also, Kelly 1999).


What do we mean by the curriculum?

“a curriculum is a set of educational experiences organized more or less deliberately” (Barnett and Coate, 2005, 5).

“when considering the curriculum we need to identify:

the curriculum which is intended by staff and designed before the student enters the course;the curriculum that is delivered by the staff/learning materials (including books and software);the curriculum that the student learns and experiences; andthe curriculum that the student makes part of herself/himself and remembers and uses some years later” (Jenkins, 1998, 3).


Four ways of approaching curriculum theory and practice:

1. Curriculum as a body of knowledge to be transmitted.

2. Curriculum as an attempt to achieve certain ends in students - product.

3. Curriculum as process. 4. Curriculum as context/vehicle.


Curriculum as a body of knowledge to be transmitted

• A core body of knowledge to be given• A core body to be learnt

Task: 10 mins• What core material do your students need to

know?• How is it structured?• How is it taught?


Problems

• Likely to limit planning to the content/body of knowledge that they wish to transmit

(Curzon, 1985)

• But - who ‘are they’? Discuss 5 mins.

• Education is the process by which knowledge is transmitted or 'delivered' to students (Blenkin et al 1992: 23).


Curriculum as product• Discipline-focused

orientation (Fraser and Bosanquet, 2006) structure and content of a programme of study are dominated by industry/professional regulation requirements.

• Associated both with professional body requirements and with the employability agenda.

A program of activities designed so that pupils will attain so far as possible certain educational and other schooling ends or objectives (Grundy 1987: 11). E.g. National Curriculum in the UK. Educators then apply learning and are judged by the products of their actions.


Objectives should beBased on four fundamental

questions:• 1. What educational purposes

should the organisation seek to attain?

• 2. What experiences can be provided that are likely to attain these purposes?

• 3. How can these experiences be effectively organized?

• 4. How can we determine whether these purposes are being attained? (Tyler 1949: 1)


Objectives model

Task: 15 mins:• Who determines these

objectives?• Write examples of

objectives down.• What kind of knowledge do

your objectives embed?• What kind of learning do

your objectives require?


Problems• The problem is that such programmes exist prior to and

outside the learning experiences. • Assumes importance of plan and product. • Learners have little/no voice. • The success or failure is judged on the basis of whether pre-

specified changes occur in the behavior and person of the learner (the meeting of behavioral objectives).

• It also can deskill educators 'teacher proof - ‘It turns educators into technicians.

• How can you measure what educators do in the classroom (Stenhouse 1974; and Cornbleth 1990).


Problems (cont)• Implies that behaviour can be objectively, mechanistically

measured: In order to measure, things have to be broken down into

smaller and smaller units. • The result can be long lists of (often) trivial skills or

competencies. • This can lead to a focus in this approach to curriculum

theory and practice on the parts rather than the whole ‘Shopping list’ type assessment.


So far:

Curriculum is a one way process:

Teacher Pupilmethod

Tyler (1949) Basic Principles of Curriculum and Instruction


Curriculum as Process• The curriculum is what happens in the classroom. The focus is on

interactions. Shifts focus from teaching to learning.

• Teachers enter particular situations with an ability to think critically; an understanding of their role and the expectations others have of them; and a proposal for action that sets out essential principles and features of the educational encounter. Guided by these, they encourage conversations between and with people - out of which may come thinking and action. They continually evaluate the process and what they can see of outcomes – Stenhouse, (1975)

• Stenhouse was not saying that curriculum is the process, but rather the means by which the experience of attempting to put an educational proposal into practice is made available.

• Fraser and Bosanquet (2006) focusing on the wider teaching and learning environment. This has the potential to offer a variety of student experiences, mediated by the students themselves.

When is this type of curriculum useful and why? When is it not so useful and why?


Problems• It places meaning-making and thinking at its core, can lead to very

different means being employed in classrooms and a high degree of variety in content.

• It rests on the quality of teachers. The approach is dependent upon the cultivation of wisdom and meaning-making in the classroom.

• To compensate: curriculum package that focus on the "process of discovery" or "problem-solving", risks reducing learning to sets of. The actions have become the ends; the processes have become the product.

• Whether or not students are able to apply the skills to make sense of the world around them is overlooked.


Curriculum as Context/Vehicle

• Curriculum cannot be understood without attention to its setting or context e.g. social relationships of the context.


Curriculum as Context/Vehicle• Problems in schools are due to the inability of teachers to

see that economics, social structure, family dynamics, power struggles, contribute to the learning process.

• The nature of the teacher-student relationship/organization of classes

• These elements are sometimes known as the hidden curriculum (Jackson, 1968)


Fotheringham, Strickland & Aitcheson, (2012):

• ‘we discuss influences we are thinking in terms of curriculum as vehicle, whereas in our discussion about curricular choices and decisions our frame of reference is that of curriculum as process. We do not suggest limiting or prescribing how the term curriculum should be understood, and we do not reject traditional interpretations. However we do recognise the importance of continuing to be explicit about the sense in which we are using this term in order to allow new meanings to emerge, which may serve us even better as we take forward our ambitions for developing and supporting the curriculum.’

Discuss


• Same groups of 4 for 5 minutes:

• analyse where your original ideas/definitions sit.

• What were the influences upon you that led to your definition?

• Is there another way?• If you could design a

curriculum for your profession, how would you go about doing so?

• Whose curriculum is it? (could it be, should it be?)

• Learner/Teacher• Authority –

educational/PRB/political• Authors of texts• Examination authorities


Task:

• Design a course using 2 contrasting models.• What do you notice?


Organisation of

• The core curriculum• The spiral curriculum• The modular curriculum• The integrated curriculum• vertical• horizontal


Conclusion• It can be argued that a curriculum comprises:

• A view of aims, purpose, values and interests• A view of knowledge – what knowledge and whose knowledge is

important and how this impacts on the curriculum content• A view of the nature of a curriculum• A view of how a curriculum should be designed and organised• A view of the nature and purposes of pedagogy/andragogy• A view of evaluation and assessment and their impact on learning• A view of directions and contents of curriculum change and

development


References• Barnett, R (2009) Knowing and becoming in the higher education curriculum, Studies in Higher Education 34(4), 429 – 440.• Barnett, R and Coate, K (2005) Engaging the curriculum in higher education. Open University Press: Maidenhead.• Baxter Magolda M B (2001) Making their own way: narratives for transforming higher education to promote self-development. Sterling, VA: Stylus. • Baxter Magolda, M B (2006) Intellectual development in the college years, Change 38(3), 50-54.• Baxter Magolda, M B (2009) Educating students for self-authorship: learning partnerships to achieve complex outcomes, in Kreber, C (ed) The university and its disciplines: teaching and

learning within and beyond disciplinary boundaries. London: Routledge. pp143-156.• Baxter Magolda, M B and King P M (eds) (2004) Learning partnerships: Theory and models of practice to educate for self-authorship. Sterling, Virginia: Stylus.• Beckman, M and Hensel, N (2009) Making explicit the implicit: defining undergraduate research, Council on Undergraduate Research Quarterly 29(4), 40-44• Bekken, B and Marie, J (2007) Making self-authorship a goal of core curricula: the earth sustainability pilot project, in Meszaros, P S (ed) Self-authorship: advancing students’ intellectual

growth New Directions for Teaching and Learning 109,. San Francisco: Jossey-Bass. pp53-67.• Flint, A., and Oxley, A. (2009) Learning from internal Change Academy processes: final report. Sheffield: Sheffield Hallam University, Learning and Teaching Institute. Available from:

www.seda.ac.uk/resources/files/oxleyflint.pdf• Fotheringham, J, Strickland, K and Aitchison, K (2012) Curriculum: Directions, decisions and debate, Glasgow: QAA Scotland

http://www.enhancementthemes.ac.uk/docs/publications/curriculum-directions-decisions-and-debate.pdf • Fraser, S and Bosanquet, A (2006) The curriculum? That's just a unit outline, isn't it? Studies in Higher Education, 31(3) 269–284.• Gerstein, J. (2012) Flipped classroom: The full picture for higher education. User generated education web page 5 May. Available from:

usergeneratededucation.wordpress.com/2012/05/15/flipped-classroom-the-full-picture-for-higher-education/• Gould, P (1973) The open geographic curriculum, in Chorley, R J (ed.) Directions in geography. London: Methuen. pp253-284.• Griffiths, R (2004) Knowledge production and the research-teaching nexus: the case of the built environment disciplines, Studies in Higher Education 29(6), 709-726• Healey, M (2005) Linking research and teaching exploring disciplinary spaces and the role of inquiry-based learning, in Barnett, R (ed) Reshaping the university: new relationships between

research, scholarship and teaching. pp.30-42. Maidenhead: McGraw-Hill/Open University Press• Healey, M (2013) Students as change agents handout http://www.mickhealey.co.uk/resources • Healey M, Bradford M, Roberts C and Yolande K 2010 Bringing about Change in Teaching and Learning at Department Level. Plymouth: National Subject Centre for Geography, Earth and

Environmental Sciences http://www.gees.ac.uk/events/2009/deptchg09/deptchg09.htm • Healey M, Bradford M, Roberts C and Yolande K (2013) Collaborative discipline-based curriculum change: applying Change Academy processes at department level, International Journal

for Academic Development 18(1), 31-44.• Healey, M and Jenkins, A (2009) Developing undergraduate research and inquiry. York: Higher Education Academy. • Hodge, D, Haynes, C, LePore, P, Pasquesi, K, and Hirsh, M (2008) From inquiry to discovery: developing the student as scholar in a networked world, Keynote address, Learning Through

Enquiry Alliance Inquiry in a Networked World Conference, June 25-27, University of Sheffield. Available online at: http://networked-inquiry.pbwiki.com/About+the+LTEA2008+keynote• Holton D. (2012) What’s the ‘problem’ with MOOCs? EdTechDev 4 May. http://edtechdev.wordpress.com/2012/05/04/whats-the-problem-with-moocs/ • Jenkins, A (1998) Curriculum Design in Geography, Cheltenham: Geography Discipline Network, Cheltenham and Gloucester College of Higher Education. Available online at:

http://resources.glos.ac.uk/ceal/gdn/publications/fdtl/index.cfm#alan • Jenkins, A (2009) Supporting student development in and beyond the disciplines: the role of the curriculum, in Kreber, C (ed) The university and its disciplines: teaching and learning within

and beyond disciplinary boundaries. London: Routledge. pp157-168.• Kegan, R (1994) In over our heads: the mental demands of modern life. Cambridge, Mass.: Harvard UP. • Kingston University (nd) Revised Academic Framework https://blogs.kingston.ac.uk/raf/• Lage, M. J, Platt, G. J., and Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Economic Education, 31, pp. 30-43.• Levy, P. (2009) Inquiry-based learning: a conceptual framework (version 4). Centre for Inquiry-based Learning in the Arts and Social Sciences, University of Sheffield. Available at:

http://www.shef.ac.uk/cilass/resources• McCabe, H. (2013a) Flipped lab: Examining what works in a flipped classroom. University of British Columbia Flexible Learning Web Page 26 July. Available from:

flexible.learning.ubc.ca/showcase/flipped-lab-examining-what-works-in-a-flipped-classroom/• Moore N, Fournier E, Hardwick, S W, Healey M, Maclachlan J and Seeman J (2011) Mapping the journey towards self-authorship in geography, Journal of Geography in Higher Education

35(3), 351-364.• Perry, W P (1968) Forms of intellectual and ethical development in the college years: a scheme. Austin, Texas: Holt.• Roy, D, Borin, P and Kustra, E (2007) Assisting curriculum change through departmental initiatives. In: Wolf, P and Christensen Hughes, J (eds.) Curriculum development in higher

education: faculty-driven processes & practices. New Directions for Teaching and Learning 112. San Francisco: Jossey-Bass. pp21-32.• University of Bath (2013) The flipping project. flippingproject.wikispaces.com/Flipping • University of Gloucestershire (nd) Undergraduate research NTF project http://insight.glos.ac.uk/tli/activities/ntf/urproject/Pages/default.aspx


http://www.seda.ac.uk/resources/files/oxleyflint.pdf

http://www.enhancementthemes.ac.uk/docs/publications/curriculum-directions-decisions-and-debate.pdf

http://www.enhancementthemes.ac.uk/docs/publications/curriculum-directions-decisions-and-debate.pdf

http://usergeneratededucation.wordpress.com/2012/05/15/flipped-classroom-the-full-picture-for-higher-education/

http://www.mickhealey.co.uk/resources

http://www.mickhealey.co.uk/resources

Group Presentations: Day 5

Objectives

•To practise inter-professional team teaching•To teach a large group•To work as a team•To provide effective formative feedback to peers


Schedule

• 1 hour per group• Inc. 10 mins Q & A from peers• Any subject to do with education – so long as

there is no repetition between groups• Any kind of format – pedagogy? Andragogy?• Usual resources – anything different, you

supply.


Types of questions you might like to ask yourself/provide feedback on could be:

• Is the main message/point clear?• Are the aims of the session clearly articulated?• Is the flow of the session coherent and un-fragmented (there

should be a fluidity between presenters etc.)?• Are key points regularly repeated?• Are the resources clear?• Are the learning activities (if any) relevant? Clearly explained?

Sufficient time given to complete and feedback on?• How is the session concluded? Are the salient points of the session

explained?• Are additional resources identified (reference list etc.)?• Evidence that all participant's in the team were involved?

Group presentation Themes

Any questions

• In relation to days activity?

• Other questions related to course work, assignment, progression to be taken at the close of the day.

Documents

MOD001869 Curricular and Structural Dr Hilary Engward “the academic community, alongside developing a scholarship of its own towards learning and teaching,