One of the most important elements of a successful educational system is curriculum planning. The curriculum perceptions advanced by various stakeholders provide vital information on what teaching and learning are perceived to be in an educational set-up. Analyzing these opinions makes it evident that there is an agreement with the previously established ideas on curriculum, which are oriented toward the priorities and values relevant to students’ development.
The given school community document has described the curriculum perspectives of four stakeholders. This paper presents an analysis of the main curriculum theorists and theories that are congruent with these perspectives. The learning outcomes, teaching strategies, integration of resources, and assessment techniques assist in identifying the philosophical orientations of the curriculum. The paper also descriptively looks into how this congruence theoretically supports the district’s probable underlying goal, beliefs, and values that revolve around developing well-learned and wholistically developed children. This study provides a deeper insight into the fundamental educational philosophies in analyzing curriculum views about canonical theories and district agendas.
Findings
An analysis of the several curricular viewpoints discussed reveals primary agreement with Ralph Tyler’s seminal justification and guiding principles for curriculum development and instructional design. The analysis of the important aspects that Mrs. Johnson, Mr. Rodriguez, Ms. Thompson, and Mr. Patel emphasized, subjects, integration of resources, instructional approaches, skills, strategies development, and assessment methods, reveal a direct alignment to Tyler’s model. First, subjects explicitly stress the formation of goals anchored in conceptual knowledge and generally what constitutes these competencies and competencies when assessing the establishment of learning objectives. These competencies include mastery of mathematical ideas or developing critical and communicative thinking skills. How the resources such as books, computer programs, coding tools, and technological platforms are designed to illuminate the concerted efforts to develop these learning options towards making them able to accomplish the set-out aims.
When looking at the aspects of instruction, Tyler’s theory of organizing the curriculum and learning experiences to proceed logically to the set goals is equally associated with how several subjects are taught to support skills development. This maintains Tyler’s concept of assessment – how the educational objectives have been met – through periodic testing, which directly relates to measuring the positive recall of the facts and skills identified in the objectives. This is demonstrated by implementing project-based activities as assessments within this learning. Finally, more general aspects are present, like character development and life skills, which in this curriculum proved to affect Tyler’s approach to students’ educational path in providing a balance between studies and more profound personal evolvement.
Evidence of Tyler’s Rationale in Curriculum Perspectives
This learning transcending courses that have handled a bunch tends to encourage goal setting, such as mastery of mathematics or improved abilities in communication. The intentions behind resources such as books, games whereby other characters are acted, and coding apparatuses include developing transferable skills. Assessment techniques such as standardized tests, critical thinking essays, or coding projects would then be used to assess if objectives are met. This engagement with establishing quantifiable goals and then coordinating instruction and evaluations to achieve those objectives is very much in keeping with Tyler’s curriculum justifications. Furthermore, curriculum organization to support Tyler’s skill development model is connected with sequencing certain courses. Tyler also emphasizes more general student results, further demonstrated by his drawing attention to broader components like character development and life skills. Accordingly, all these combine to show teaching aids, objectives, instructional plans, and assessment methods to depict the basics of a Tyler principle-based curriculum.
Alignment Supports District Mission and Values
A curriculum design following Tyler’s thoughts greatly facilitates a district’s goal of fostering student development. With the close association between assessment and stipulated learning objectives, teachers can more specifically identify non-comprehension and direct support areas. No student is left behind when the curriculum progressively reinforces skills linked to inclusion. Therefore, the district enables each child to excel academically. When practical skills combined with character education are emulated, hearts and minds are built. Pupils experience a sense of worth as complex persons. Such an integrated approach fosters the commitment of students to self-improvement. Students get prepared for adult life, both – concerning basic knowledge and in a more general sense – to life. A Tyler-based curriculum equipped districts to profoundly raise each child.
Conclusion
The curriculum perspectives align with Tyler’s thoughts on setting goals, planning, and assessing performance. This is the harmony of the values and the espoused goal in the district of stuff putting students first.
References
Wiles, J., & Bondi, J. (2014). Curriculum development: A practice guide. (9th ed.)
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