Post on 12-Jan-2023
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Why and how to reform education?
• New developments, challenges and opportunities
• “Old” versus “New” pedagogy
• Piecemeal versus comprehensive reforms
Competitors to “traditional schooling”
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Curriculum: learning content selection and organization,
methods and environments
Knowledge Skills
Attitudes
Competencies
Life-long learning
Problem-solving
Learning to live
together (LTLT)
Education for
Sustainable Development (ESD)
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What kind of knowledge?
Declarative Procedural
Meta-cognitive (i.e. motivation, attitudes, evaluation
Concepts, facts & relationships
ProceduresSkills
The knowledge-basis of competency development
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Learning methods: Major influences of:
ConstructivismSocial-constructivismBrain research Post-modernist philosophiesCritical philosophiesMulticulturalism
Learner-centredness
ParticipationInteractionInquiry
Hands-on workProblem solvingAssessment & self-assessment
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Learning methods: issues & tensions
• Are teachers well prepared?
• Do they adhere to interactive pedagogies?
• How to manage learner-centredness in difficult conditions?
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Learning methods: issues & tensions
Classroom practice have
the strongest association with achievement
Children belonging
to disadvantaged social background benefit the most
from reduced class size
High teacher expectations contribute significantly
to pupil performance
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Assessment: balancing assessment of and for
learningChallenges:
Clarity of purposes
Measuring what is measurable
Alternative means for assessing competencies
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Curriculum reforms methodologies and trends: Why
and HOW?
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Curriculum issues
Underpinning values
& principlesLearning outcomes/
Competencies
Curriculum construction Implementation
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Multiple Intelligences Theory (H. Gardner)What is important for curriculum?
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Curriculum “architecture”
Curriculum FrameworkLearning standards
Teacher standards
Assessment standards
Syllabuses Learning resources
Implementation
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Curriculum issues
Underpinning values
& principlesLearning outcomes/
Competencies
Curriculum construction Implementation
A centrally developed document which describes the learning required /
expected in the subject / Learning Area
What do we mean by syllabus?
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A syllabus is one component of the curriculum
SYLLABUS
Textbooks , teacher training, teacher guides and other materials
OTHER SYLLABUSES
A range of policies, regulations and directives governing education in
general and prescribing expectations for curriculum:
CURRICULUM FRAMEWORK
REFLECTS
IS SUPPORTED BY
LINKS TO
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What do we mean by quality?
Each education system or authority must develop a model for syllabuses
which reflects its traditions, capacities and resources.
THERE IS THEREFORE NO RECOGNISED SET OF
INTERNATIONAL STANDARDS FOR A SYLLABUS
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Some characteristics of modern syllabuses
RELEVANCE
REFLECT AN AGREED EDUCATIONAL PHILOSOPHY AND PEDAGOGY
FLEXIBILITY
INTEGRATIONBALANCE
CONTINUITY
STRUCTURE BASED ON
AGREED MODEL
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How are quality syllabuses be achieved?
Systematic and planned process
Example from New South Wales, Australia
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www.boardofstudies.nsw.edu.au
SYLLABUS DEVELOPMENT PROCESS
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Syllabus Development Process in New South Wales
The Board of Studies is committed to a syllabus development process that:
is consistent with agreed procedures
is transparent involves wide consultation produces quality syllabus documents
contributes to high standards of teaching and learning.
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1. Syllabus review
4.Implementation.
3. Syllabus development
2. Writing brief development
The process, using a project management approach, involves four phases:
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1. Syllabus review
PurposeA review of the existing syllabus provision and a plan for the revision or development of the syllabus.
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2. Writing brief development
PurposeThe development of a writing brief for the draft syllabus that takes account of the broad directions established duringthe syllabus review phase.
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3. Syllabus development
PurposeThe development of the syllabus package as defined by the project plan.
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4.Implementation
PurposeImplementation of the syllabus is conducted by schools. The Board’s role is the on-going collection of data on the use of the syllabus to ascertain whether the intentions of the syllabus are being achieved.
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Science Syllabus - Australia
http://www.australiancurriculum.edu.au/Mathematics/Rationale
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A simple syllabus template could be:SECTION FOCUS QUESTIONRationale Why is this subject important?Objectives What are we trying to achieve in this subject?Outcomes What should students know, understand, be
able to do and believe as a result of learning in this subject?
Content What units, topics or themes should be studied and in which grades? In what scope and sequence
Standards How will we describe various levels of achievement?
Teaching and assessment
What teaching and assessment strategies are particularly relevant to this subject?
Evaluation How will we know if this syllabus is useful and successful?9 April 2013 35D.Georgescu and Ph. Stabback