Curriculum Development and Reading, Spelling, Writing

Prompt 1A

Capacity building has contributed significantly to curriculum implementation in several ways. Firstly, capacity building enables teachers to acquire the necessary skills and knowledge to implement the curriculum effectively (Print, 2020). It is vital to note that the success or failure of the curriculum solely depends on the teachers’ competence in implementing it. Therefore, engaging teachers in capacity-building activities is vital to ensure the curriculum is implemented effectively. One capacity-building activity includes professional development programs. Here teachers can learn new teaching and instructional techniques that align with the curriculum, enabling them to deliver according to the curriculum objectives. This ensures that the teachers are well-trained and prepared to meet the objectives of the curriculum. Hence, capacity building enhances the teachers’ competence in implementing the curriculum.

Secondly, capacity building ensures that teachers can understand the complex aspects of the curriculum. Curriculum complexity is a significant concern that hinders teachers from effectively implementing the curriculum (Ornstein & Hunkins, 2017). Today, many curricula are becoming more complex, requiring new interdisciplinary approaches and technologies. Consequently, some teachers find it challenging to navigate through these complexities, impeding full curriculum implementation (Tshelane, 2020). Capacity-building programs help teachers fully understand the curriculum, enabling them to align the curriculum with the learning needs of the students.

Additionally, capacity-building initiatives provide a collaborative environment where teachers can enhance their curriculum implementation techniques. Capacity-building initiatives such as conferences and workshops often involve supportive and collaborative learning experiences (Caplan, (n.d.)). These platforms allow teachers to mingle and share ideas collectively, enabling them to come up with techniques that can aid in better implementation of the curriculum. Organizing such events not only fosters a sense of community but also promotes a culture of continuous improvement and innovation. Therefore, investing in capacity building enables teachers to enhance their curriculum implementation techniques.

Prompt 1B

The modernist approach to curriculum implementation acknowledges the significance of technology in facilitating the learning process. In this 21^st century, technology has advanced rapidly (Print, 2020). Hence, every educational institution needs to embrace this change and use it for the betterment of curriculum implementation. Teachers can implement technology in the curriculum by utilizing digital learning resources and adopting online and blended learning (Ornstein & Hunkins, 2017). These digital platforms can give teachers an easy time in implementing the curriculum.

Prompt 1C

Implementing the postmodernist approach in the curriculum would help the students develop critical thinking skills and creativity. In this century, students must be creative and develop critical thinking skills to comprehend and navigate the constant change (Print, 2020). The postmodernist approach embraces critical inquiry and pedagogy (Ornstein & Hunkins, 2017). It requires teachers to demonstrate questioning, critiquing, and analyzing strategies effectively. Therefore, employing the postmodernist approach would prioritize fostering critical thinking skills and creativity in various aspects.

Prompt 1D

Does capacity building have a positive impact on the teaching process? If yes, how has it positively influenced your teaching? If not, why? Have you ever participated in any capacity-building activities? If so, what did you gain from the experience?

Prompt 2A

One of the countries that are considered to have implemented an effective educational system is Finland. Finland ranks as one of the best countries with the highest-quality education system (Edu, 2022). It has been able to achieve this due to various reasons. Firstly, Finland ensures that all the teachers are highly qualified. The very core of successful learning is a good teacher. Therefore, educational institutions in Finland ensure it employs qualified teachers. Additionally, they ensure that every teacher is encouraged and empowered to explore new teaching techniques. This enables the teachers to deliver the best learning practices to the students ensuring their success.

Secondly, most Finland teachers independently design their curriculum and teaching methods. It has been reported that a significant percentage of Finland teachers perform tasks related to school curriculum and instructions (Lukins, 2021). The teachers are trusted to make professional decisions that suit the needs of their students. This freedom allows the teachers to perform their duty without any fear. In addition, it is crucial to note that no one understands the needs of their students better than their teacher does. Therefore, teacher autonomy ensures that teachers respond to their student’s needs and interests.

Additionally, Finland’s educational institutions focus on the well-being of their students. For instance, students in Finland spend less time in the classroom and fewer hours doing their assignments than their OECD counterparts (Edu, 2022). They also provide healthy food from their school and ensure their students engage in leisure activities. Focusing on students’ well-being allows them to focus on their personal development and creativity. It also ensures effective learning while considering the student’s physical and mental health.

Prompt 2B

There are several ways that schools design their curricula. One of the designs includes the process-centered curriculum design. This design focuses on the learning process based on the learner’s point of view (Ayanyemi, 2022). It emphasizes the learning process rather than the learner’s performance in examinations. The curriculum is designed to engage students in active learning, which in turn enhances the student’s communication, creativity, and critical thinking skills (Print, 2020). This design deepens the student’s comprehension of concepts and skills.

Prompt 2C

Another curriculum design is the experiential curriculum. This curriculum supports and encourages students to gain and apply their knowledge outside the traditional classroom (Bordia, 2023). For instance, a curriculum, which incorporates field trips or outdoor education in the learning process, is experiential. This curriculum fosters social skills and a sense of community for every learner (Ornstein & Hunkins, 2017). Experiential learning is beneficial because it enhances subject comprehension and allows students to engage in the learning process actively.

Prompt 3A

Structured literacy is an approach used to teach oral and written language. This method is specifically helpful to students who have difficulty in reading. Structured literacy entails the teacher introducing concepts in a systematic and logical order while focusing on the structure and rules of language. Orton–Gillingham method is a teaching strategy teachers adopt to explicitly teach the connection between letters and sounds (Orton-Gillingham Reading Method, (n.d.)). Samuel T. Orton and Anna Gillingham developed this teaching manual for children with reading disabilities. Samuel T. Orton was an American neurologist who developed concerns about why some children had no brain damage yet had reading difficulty. With numerous research, experimentation, and evaluation, he created the concept of multisensory teaching to solve this issue. Later, he began working with Anna Gillingham, an educator, and psychologist, and together they developed an instructional approach for children with learning disabilities.

In Maya’s Orton-Ghillingham lesson, the instructor starts the session by reviewing phonogram cards. She uses these cards to help the student identify the combination of letters that represents sound (Niemanville, 2016). After the review, the instructor uses a multisensory teaching method, where she guides the student as she writes different vowel sounds and word spellings on a piece of paper. The teacher ensures the student is actively engaged in the learning process by allowing her to read and write through the session. Toward the end of the session, the instructor helps the student to read a decodable text using the learned concept.

The OG lesson is beneficial because the student receives individualized instruction. The instructor can tailor the lesson to meet the student’s needs. Also, the use of multisensory teaching methods helps reinforce learning. This is because, based on the student’s learning style, the teacher can incorporate either visual, auditory, or kinesthetic components to enhance comprehension. A significant limitation of the OG lesson is that it requires much time. It requires frequent and prolonged sessions as the teacher must repeat learned concepts and teach slowly.

Assistive technology is another research-based strategy that can provide remediation in reading and spelling. For learners with dyslexia, text-to-speech software can be beneficial (Rabonye, 2020). This software allows learners to read and analyze text in digital format. This video content connects to a biblical worldview because it highlights the potential of each individual. In Genesis 1: 26 (Official King James Bible Online, (n.d.)), every individual was created in the image and likeness of God. Just as the Lord is worthy and has unlimited potential, every human inherits this trait.

References

Ayanyemi, T. (2022, April 13). Curriculum design: Definition, purpose and types. Formplus. https://www.formpl.us/blog/curriculum-design

Bordia, D. (2023, January 13). A guide to ECC. A Guide to ECC. https://blog.teachmint.com/experience-centered-curriculum-a-complete-guide/

Caplan, M. (n.d.). WIP: Building capacity to promote steam in communities – the impact of professional development for teachers, instructors, and staff members. 2020 ASEE Virtual Annual Conference Content Access Proceedings. https://doi.org/10.18260/1-2–35525

Edu, T. L. (2022, November 22). Finland education system. Leverage Edu. https://leverageedu.com/blog/finland-education-system

Lukins, S. (2021, April 17). Why Finland’s education system is one of the best in the world. Top Universities. https://www.topuniversities.com/student-info/studying-abroad/why-finlands-education-system-one-best-world

Niemanville. (2016). YouTube. Maya’s Orton-Ghillingham Lesson [Video].YouTube. https://youtu.be/dS7QBizkdlk.

Official King James Bible online. King James Bible Online. (n.d.). https://www.kingjamesbibleonline.org/

Ornstein, A. C., & Hunkins, F. P. (2017). Curriculum: Foundations, principles, and issues. Pearson Higher Ed.

Orton-Gillingham Reading Method. (n.d.). SpringerReference. https://doi.org/10.1007/springerreference_180359

Print, M. (2020). Curriculum design. Curriculum Development and Design, 93–108. https://doi.org/10.4324/9781003115328-4

Rabonye, H. (2020, April 29). Role of assistive technology in the education of students with special needs. SSRN. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3568245

Tshelane, M. (2020). Sustainable Professional Curriculum Practice for School Leadership Capacity Building. Curriculum Theory, Curriculum Theorising, and the Theoriser, pp. 271–291. https://doi.org/10.1163/9789004447943_015