Levels Of Curriculum Planning 2p4zx

LEVELS OF PLANNING Curriculum design and\or development is more complicated than it seems. It’s not just deciding what to teach to a group of human being. But constructing a generations mind; shaping them according to certain beliefs, doctrines and expectations. Generations have been raised as a resource of governments’ ideologies political views and policies. Throughout the history, certain governments haven’t hesitated to impose their own curriculums to the educators in order to secure the future of their cause with the youngsters. If curriculum and instruction could be this much important for us what would be the best way to do it? As it is explained in the book, different institutions and professionals in different levels as well as other stake holders has to have their turns and says in the process of curriculum development. All of these actors must play their role regardless being main character or stuntman. “People who are affected must be involved. Involvement is a principle fundamental to democracy and to learning theory….All who are affected by curriculum development and change must have a genuine opportunity to participate in the process.”(1) No matter what is the level of curriculum design, redesign, change or replacement occurs. Actors of this play have to understand the nature and importance of it in order to play in full performance, since this change will have an impact their own future. Hence, leader(s) of this change need to carefully craft the roles of each player and then let them play their role independently. I think, the level of independence given to lower levels in the planning process will provide a level of authenticity to the curriculum. And people, who will execute it later, could more easily internalize it since this new curriculum has something from them. I believe success of the change and pace of its implementation also depends on internalization process of the people who are at the lower stages. As it is stated in the textbook, students needs to be considered as well in this change process to see the reflections of the efforts that put by adults. Yet, maturity of the students and intellectuality of the participation of the students would be limited. However, that doesn’t mean to disregard them. Especially, starting from High school curriculums, we should give them opportunity to get them on the boat. This could be with surveys, case studies, piloting the curriculum and getting , or at least asking them “what would you like to learn in physics, geography, math etc..?” or more open ended “what would be interesting to learn in this school for you?” “The recipient of the program –the student- is often in the best position to provide about the product-the curriculum. Advice from the student constituency of the school may well provide clues for intelligent curriculum decision making.”(2)

We shall not forget to include our way of assessment. If we started a surgery on curriculum, we should extend this surgery to assessment as well. The way that our education systems are assessing the kids, evaluating school success looks inhumanly to me. In example, in my country –Turkey- we had two ultimate tests in our K-11 education system which was shaping the future of the individuals quite sharply. One these two tests were at the 8th grade and the other one was at the 11th grade. With the 8th grade test, you could qualify to access a better selection of public high schools, so called magnet schools in here. To be able to attend such a school was boosting the chance of entering a 4 year college. And the ultimate test was university exam test that you can start to take in your senior and so on. It was just three hours test and that’s it; either you sunk or swum. Students were starting prepare this test in junior sometimes in freshman years. It seems like a horse race. In contrast, US education system is using assessment to evaluate the school systems. However the amount of pressure on schools and teachers are enormous so what happens is in this case is: “A state probe has found that teachers and principals in dozens of Atlanta public schools doctored students' test papers — the latest scandal involving the high-stakes world of standardized testing in the nation's school systems.”(3)

Unfortunately, education systems and educational institutions are the most vulnerable to the political interventions and manipulations. We need a more human centered and independent educational system and institutions. Otherwise, teachers and students will more suffer from sudden and impractical changes. Because of that I believe, national and statewide curriculum and assessment changes, improvements need to be more open to the public, especially to the teachers. Teachers should be getting more involvement opportunities not just because they will be teaching it but also this will provide them a professional growth opportunity. Yet, too big systems require changes to happen more top down then bottom up. It is the way it is unfortunately.

(1) (2) (3)

Olivia Peter (2009), Developing The Curriculum, p58 Olivia Peter (2009),Developing the Curriculum,p89 Toppo, G. (2011, july). Atlanta public school exams fudged. USA TODAY. Retrieved from http://www.usatoday.com/news/nation/2011-07-06-Atlanta-schools-standardized-test-