Essay: Professional Development Seminar Curriculum

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SAMPLE EXCERPT:

[. . .] The Subject issue is very important, more so than the direction: exactly what is to be instructed is more vital and considered to be more so than the best ways to instruct it or the instructor who is the expert in his field who can instruct it in the best way possible (Jackson, 1992).

Evaluation: instructor is accountable about the assessment, pupil is not included, and it determines the amount of goals that are attained.

Psychological basis is essentialism and pernallism.

Learning Experiences: 1) Building abilities and 2) Knowledge (Culture heritage) (Jackson, 1992).

Applications:

1) Traditionalists invest even more time preparing educators to be the experts in their subjects.

2) Teachers have very little participation in the curriculum development procedure.

3) Role of Teacher: normally seen as the authority and the professional; design strategies for completion of tasks; instructs materials according to the understanding of pupils.

4) Teaching approaches: Interpret, inform, drill; lecture, conversation. Socratic approach and Homogeneous grouping

5) Content is previously decided by the higher authorities beyond the institution like the board of educators; for that reason, it would be simpler for governments, particularly central ones, to regulate curriculum material (Pinar et al., 1995).

6) Emphasis is on exactly what understanding is to be instructed to pupils at institutions, not on how it is instructed.

7) Curriculum structure is primarily focused on disciplinary topics, literary analysis, doctrine, eternal facts. Crucial abilities and crucial topics like the sciences, maths, history as well as foreign languages.

8) Curriculum patterns include aspects like back-to-the-basics approach, raising "nationwide requirements," proficiency screening, and quality in education.

9) Students' requirements and interests and their societal practices are ruled out when preparing curriculum.

10) Role of pupil: Receive, memorize (Pinar et al., 1995).

The curriculum development procedure:

The procedure of curriculum development needs 2 standard jobs (Bilbao et al., 2008).

First: Curriculum factors to consider, that include the academic goals, material, and discovering and teaching experiences.

Second: Instructional factors to consider, that include teaching approaches and methods (guideline, instructors, books and institutions) (Bilbao et al., 2008).

The curriculum development procedure needs to be constant and serve these 2 factors to make the academic system accomplish high levels of excellence and high performance levels amongst pupils. In the end of every term duration, there needs to be a detailed examination procedure for curriculum and educational factors to consider in order to improve the overall curriculum structure. The assessment outcomes need to be assessed as feedback for each part of curriculum and guideline.

The procedure of curriculum development to meet demands of professionals includes aspects like:

- Educational psychology.

- Economics.

- Technology.

- Politics.

- Sociology (Bilbao et al., 2008).

Curriculum factors to consider

The procedure of instructional development needs to research the academic goals in information, so that the instructional system in each nation can accomplish these goals for its pupils. These academic goals are stemmed from the instructional and discovery approach. Likewise, these goals must serve the students' demands and their interests and must be constant with technological development on the planet (Bilbao et al., 2008).

The following step is to pick the ideal academic material to serve the instructional goals. The procedure for picking this content demands professionals from various industries. Experts are needed for the material to be covered is from various disciplines (religious beliefs, thinking, social problems, economics, culture, innovation and politics) (Bilbao et al., 2008).

It ought to be considered that these academic goals and material which are appropriate and serve in particular time and location might not be similarly appropriate at various other times and locations. Likewise, the instructional goals which serve the academic viewpoint in one nation at one time might not be efficient for various other nations and various other times (Bilbao et al., 2008).

This procedure will be continued after picking the material to determine the academic experience for each discipline.

The procedure for recognizing experiences ought to think about the following aspects:

a. Some experiences ought to have useful and visible application functions.

b. These experiences ought to assist the pupils establish the level of intellectual thinking.

c. These experiences must have the ability to serve the instructional goals as recognized above.

d. The discovering and teaching experiences must be well sequenced, i.e., the pupils cannot begin dealing with a brand-new idea till they understood the mandatory principles (Bilbao et al., 2008).

The academic development procedure needs to think about the examination treatments. Curriculum developers must determine the efficient assessment treatments which mirror a high level of credibility and integrity (Bilbao et al., 2008).

Educational factors to consider:

The 2nd factor to consider in the academic development procedure serves the educational procedures that include:

1. Instructing approaches and methods (direction and treatments)

The instructional development procedure ought to take care of and assess current approaches of teaching made use of in the class. Likewise, the development procedure needs to offer the educators and the instructional managers the brand-new approaches of teaching to be suitable throughout their education terms (Bilbao et al., 2008).

2. Book and educational devices

The academic development procedure serves to produce brand-new books that include the material, its scope and series. The typing ought to be clear, and images and tables need to be consisted to clarify the principles for pupils.

The academic development procedure uses the educational devices, such as TV (instructional programs), video player and slide projector. These devices will make the instructional and educational procedure more quickly reasonable for educators and pupils. A group of professionals need to offer these educational devices (Bilbao et al., 2008).

3. Educators

The academic development procedure needs to think about educators. The instructors must be professionals from various locations in order to offer the pupils with the most understanding and info. Likewise, constant expert development chances need to be offered to the instructors in order to assist the familiarized brand-new techniques of teaching and brand-new educational devices. Expert development need to likewise consist of subjects in habits management to assist instructors take care of pupil habits in favourable and effective methods (Bilbao et al., 2008).

Likewise, academic development procedure ought to serve the researching of instructors' circumstances and their incomes. That is, the educator who originates from a far away area or location to reach the institution where she or he works ought to be as inspired and energetic as the educator who lives nearby. The educator, who has a reduced income, perhaps will not be mentally unwound, and this will influence his efficiency in the class.

Likewise, the academic development procedure ought to serve the educators' wellness scenario by including them in the free of cost detailed medical insurance and retirement advantages (Bilbao et al., 2008).

4. Institutions

The academic development procedure must consist of upkeep of institution centres. That is, institution structures must be created in contemporary methods and found in play areas in the neighbourhood. The class must consist of appropriate heating and flow systems. Likewise, the class must consist of movable work desks and chairs to help with different approaches of teaching (i.e., cooperative discovering) (Bilbao et al., 2008).

In addition, the institutions ought to consist of brand-new collections which include various books in various locations to offer the pupils a deeper understanding. Likewise, the institutions need to have extracurricular centres, such as sports industries, basketball courts, and a pool. These tasks will assist pupils remain healthy, which will improve their mental development. Likewise, the institutions ought to have clean and healthy washrooms (Bilbao et al., 2008).

Assessment:

After analyzing the curriculum and educational factors to consider in the curriculum development procedure, there must be a detailed assessment procedure. Individuals accountable for this last step coincide as those who participated in the curriculum development procedure (experts in various industries). The assessment outcomes offer these individuals feedback so that they can reorganize their academic approach to redevelop several of the elements (Bilbao et al., 2008).

References

Bilbao, Purita P., Lucido, Paz I., Iringan, Tomasa C., and Javier, Rodrigo B. (2008). Curriculum Development. Quezon City: Lorimar Publishing, Inc.

Bobbitt, J.F. (1918). The Curriculum. Boston: Houghton Mifflin Press.

Jackson, Philip W. (1992). "Conceptions of Curriculum and Curriculum Specialists." In Handbook… [END OF PREVIEW]

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