ary Summary/Discussions in Curriculum: Foundations‚ Principles‚ and Issues By Allan C. Ornstein and Francis P. Hunkins Curriculum and Instruction 411 – Curriculum Dr. Adel T. AL-Bataineh Date: May 22‚ 2002 Larry Pahl larrypahl@aol.com cell: 630-400-5132 home: 630-483-9970 [pic] Chapter 1 Overview. View of Curriculum PART I Foundations of Curriculum Chapter 2. Philosophical Foundations of Curriculum Chapter 3. Historical Foundations of Curriculum Chapter 4. Psychological Foundations
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Date: 13th January 2010 Overview of curriculum models Ornstein and Hunkins (2009‚ p15) contend that curriculum development encompasses how a ‘curriculum is planned‚ implemented and evaluated‚ as well as what people‚ processes and procedures are involved..’. Curriculum models help designers to systematically and transparently map out the rationale for the use of particular teaching‚ learning and assessment approaches. Ornstein and Hunkins (2009) suggest that although curriculum development models
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References: Marsh‚ C. J. (2009). 1. In J. P. Portelli‚ Key Concepts for Understanding Curriculum (4th ed.‚ p. 364). Retrieved from http://qzabansara.com/News/NF23256.pdf Ornstein‚ A. C.‚ & Hunkins‚ F. P. (2013). Curriculum: Foundations‚ Principles‚ and Issues (6th ed.). Schmoker‚ M. (2011‚ Nov.). Curriculum Now. Phi Delta Kappan‚ p. 70. Stavrou‚ N. E. (2006‚ March-April). Reflecting on the Curriculum: The Case of the Cyprus Music
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Bibliography: Bondi‚ Joseph and Jon Wiles. Curriculum Development. Merrill Prentice Hall. Columbus‚ OH. 2002. Jehlen‚ Alain. “A Nation at Risk?” NEA Today‚ June 2001. Ornstein‚ Allan C. and Francis P. Hunkins. Curriculum Foundations‚ Principles and Issues. Allyn and Bacon‚ 1998. “Virginia SOL’s.” http://www.pen.k12.va.us/VDOE/PolicyPub/Parents/index.html#1‚ April 21‚ 2002. World Wide Web‚ Microsoft Internet Explorer.
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tutoring stations ( or corners). These activities include creative problem solving and active student participation. They emphasize socialization and life adjustment for students‚ as well as stronger family ties and school – community ties (Ornstein & Hunkins‚ 2013‚ p. 7). I feel that that in education more than one personal educational philosophy is required. A teacher needs to discover what philosophy or philosophies work in today’s classroom. This needs to be dependent upon the
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References: Ornstein‚ A. and Hunkins‚ F. Curriculum: Foundations‚ principle and issues. (1998). Boston‚ MA: Allyn & Bacon. Chapter 5: Social foundations of curriculum. Passow‚ A. H. (1986). Curriculum for the gifted and talented at the secondary level. Gifted Child Quarterly
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can succeed. However‚ in order for them to accomplish this‚ teaching should be student centered. Students should be encouraged to understand and appreciate their uniqueness and to be accountable for their learning and behavior. According to Ornstein and Hunkins (2004) Perennialism relies on the past; especially the past asserted by agreed-on universal knowledge and cherished values. Dunn (2005) also agreed that Perennialism is the oldest educational philosophy and is therefore traditional. It is believed
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education system (Mugima & Mugisha‚ 2013). Another research stated that the philosophy of education determines the educational decisions made by an individual because without it a teacher will be unable to understand the school and the curricula (Ornstein & Hunkins‚ 2009). Also‚ it is the responsibility of the teacher to have knowledge of various established and emerging learning theories and philosophies in order to ensure the understanding of the curriculum for dissembling instruction and ensuring that
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References: Ornstein‚ A. and Hunkins‚ F. (2013). Curriculum: Foundations‚ Principles‚ and Issues. New Jersey: Pearson Publishing. McTighe‚ J. and Wiggins‚ G. (2004). Understanding by Design: Professional Development Workbook. Virginia: Association for Supervision and Curriculum
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in terms of subjects‚ time allotted to these subjects‚ and when in years students would take these subjects. Beginning in early 1900‚ curriculum was viewed differently as more of a science with principles and methodology (Kliebard‚ 1995; Orstein & Hunkins‚ 1998).The reason for curriculum is it outline knowledge that needs to be learned for each content area for each grade and
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