AIOU Solved Assignments code M.A/M.ed 838 Spring 2020 Assignment 2 Course: Curriculum Development and Instruction (838) Spring 2020. AIOU past papers
ASSIGNMENT No. 2
Curriculum Development and Instruction (838) M.A/M.ed 1.5 Years
AIOU Solved Assignment 2 Code 838 Spring 2020
Q 1. Explain the process of curriculum development.(20)
Curriculum exists for students. It is concerned with both content and process. Content refers to what we want students to learn and process refers to how the content is managed. Curriculum must be characterized by a balance of knowledge, skills and attitudes. It must be organized in a logical and sequential manner while making provision for special interest development. It must encourage critical thinking and provide the student with opportunities to develop the ability to make reasoned judgments. To accomplish this, curriculum in Alberta classrooms should have a common core and at the same time provide for varying abilities and interests of students through complementary courses and/or optional units within core subjects. Student assessment and evaluation are an integral part of the teaching and learning process and as such must be thoughtfully integrated in the planning and delivery of curriculum. Students require timely, constructive feedback to support their learning. The teacher is best positioned and most responsible for monitoring, assessing and evaluating student learning as well as reporting this learning to parents or guardians.
Role of the Teacher The Code of Professional Conduct and the Declaration of Rights and Responsibilities for Teachers identify members of the teaching profession as major advocates for the educational welfare of students. Because it is teachers who must translate curriculum into specific learning experiences, teachers must be central figures in curriculum decision making. Decisions concerning objectives, content, interaction and student evaluation must be made by sources as close to the students as possible. Classroom teachers are also in the best position to develop evaluation strategies that align with the curriculum and address the individual learning needs of students. It is a teacher’s role to facilitate learning experiences of students. Efficient expedition of this role requires the provision by school jurisdictions of adequate time and resources to translate the aims and objectives of curriculum into learning activities that will meet the needs, motivation and capabilities of students. Professional education and teaching experience prepare teachers well for having a major voice at all levels of curriculum decision making.
Role of Society Society’s primary responsibility is to ensure provision of educational programs and services appropriate to the educational needs of all students. The government of the province, as an agent of society, sets broad aims of education and provides resources to translate these aims into specific objectives, defines the skills, knowledge and attitudes that reflect these aims and designates those objectives to be included in a common education for all. It should also provide curriculum guides to assist the teacher in interpreting and meeting the prescribed objectives, provide consultant services and teacher inservice related to new and revised courses of study. As benefit to the student and society is the primary purpose of education, the government must establish a provincial program, curriculum, and student evaluation planning and decision making process that is transparent, continual, orderly and sequential and that provides for the participation of the profession and the public, including a ministerial advisory body on program, curriculum and student evaluation. Because of their professional experience and education, teachers must comprise a significant membership on committees and boards dealing with program, curriculum and student evaluation matters.
Relationship between Curriculum, Student Assessment and Evaluation Student assessment and evaluation are an integral part of curriculum development. Teachers understand the complexity of curriculum which in Alberta is expressed in the form of learning outcomes. They further recognize that