Showing papers in "Education 3-13 in 1990"

Implementing the National Curriculum: Some teachers' dilemmas

Abstract: (1990). Implementing the National Curriculum: Some teachers' dilemmas. Education 3-13: Vol. 18, No. 3, pp. 3-10.

Designing the Curriculum.

Abstract: The design of the curriculum needs careful consideration so that each pupil may attain as optimally as possible. Learners must experience interest, meaning, an purpose in teaching-learning situations. Quality design in the curriculum may well guide pupils individually to attain as much as possible. Curriculum design is an important factor when guiding optimal learner progress. How the curriculum is designed will make considerable difference in terms of th kinds and types of objectives to be emphasized, which learning opportunities to implement, as well as how pupils will be evaluated. The focal point of teaching and learning is the pupil. Thus school administrators, teachers, and other workers in the educational setting must continually have the pupil in mind when making modifications and changes in the curriculum. Objectives of Instruction Objectives for learner attainment may be stated as general and/or specific. The trend presently is to write behaviorally stated objectives. Thus the objectives of instruction are written precisely and in measurable terms. A pupil either does or does not achieve any one objective as a result of teaching and learning The objectives leave little leeway in interpretation as to their meaning or meanings. Quantifiable results are available from pupils after tests have been given. A pupil's results may be shown as a per cent of correct responses, a percentile rank, a quartile deviation, or in standardize units such as standard deviation from the mean. A student teacher (ST) supervised by the writer in the public schools believed strongly in the use of general objectives within the framework of unit teaching The ST emphasized that not all salient goals can be stated measurably, particularly the attitudinal ends of instruction. Her thinking was that attitudinal are the most important objectives of instruction. Thus if good attitudes are in evidence, knowledge and skills goals have a better chance of being achieved as compared to a learner having negative affect. After a lengthy discussion, the ST said she definitely did not agree with vague objectives such as to develop a democratic citizen or to make good readers of pupils. She mentioned that general objectives can be clearly stated and be open ended to leave leeway for some diversity of outcomes. The ST gave the following examples of clearly stated general objectives which she favored above those of being behaviorally stated; 1. to develop within the learner an understanding of how animals with backbones are classified. 2. to develop within the pupils skill to read critically. 3. to develop within the learner an understanding of problems existing between Palestinian Arabs and Jews of Israel over the land formerly called Palestine. None of the above objectives have an indicator, nor are they stated in a manner which permits measuring to ascertain learner progress. However, each objective is clear as to what will be taught and learned. For example in objective number one above, pupils will learn to classify vertebrates in terms of being fish, amphibians, reptiles, birds, or mammals. The ST believed that too many teachers and educators have hang-ups on the need to state objectives measurably. She stressed that these kinds of objectives are very time consuming in their writing. Sometimes an entire class session of fift minutes in a methods of teaching class was spent in determining how to write three affective objectives so that they are stated in measurable terms. The question then arises if attitudinal or affective ends could be written as general objectives. Consider the following general objectives stressing attitudes; 1. to develop within the pupil a desire to read more library books pertaining to the unit presently being taught. Certainly in general, the teache can notice if the learner is reading an increased number of library books. More time, no doubt, should be spent on planning for instruction than what so often is spent on determining precise, behaviorally stated objectives. …

Teacher-child interaction during yard duty: The Australian experience

Abstract: (1990). Teacher-child interaction during yard duty: The Australian experience. Education 3-13: Vol. 18, No. 2, pp. 48-54.

Lessons from global education: Avoiding a nationalistic curriculum

Abstract: (1990). Lessons from global education: Avoiding a nationalistic curriculum. Education 3-13: Vol. 18, No. 3, pp. 39-45.

Art, craft and design and the national curriculum

Abstract: (1990). Art, craft and design and the national curriculum. Education 3-13: Vol. 18, No. 3, pp. 46-49.

History 5–11: Issues raised by the National Curriculum

Abstract: (1990). History 5–11: Issues raised by the National Curriculum. Education 3-13: Vol. 18, No. 2, pp. 15-18.