CONTEMPORARY CURRICULUM DEVELOPMENT ISSUES

Contemporary Curriculum Development Issues



Contemporary Curriculum Development Issues

1. Characteristics of Demanding Curriculum

We have to understand students' ability to express their selves. They will not observe information if we didn't convince them. We have to understand that children will not learn when we apply the traditional way of teaching. Even though I learned that way, the time is different know. They have a lot of resources to get their information. Thus how can we make them acquire the information without stuffing their brain with useful knowledge that can last forever and they can use it in their life. There is a plethora of terms used to describe different degrees of precision in statements of curriculum intent, and the precision denoted is variable across country and context: goal, aim, general aim, specific aim, objective, behavioral objective, expressive objective, process objective, terminal objective, outcome, indicator, and pointer (Deno, 2008).

2. Grappling

Thoughtful grappling is an important ingredient of learning because it makes students feel like they are included in mainstream education. Grappling teaches students with good habits like honesty, freedom to express their opinion. We can teach students grappling by modeling moral discussion, while giving them time to think and discuss with their class. In one sense, adults are already integrators, earning a living in workplaces where collaborative work and peer interaction are becoming increasingly common while juggling family responsibilities and the demands of school (Brady, 2007)l. They are also problem solvers who work with multiple forms of knowledge and information, grappling with conflicting expertise and weighing alternatives to produce answers to complex questions in dynamic settings. 

3. Curriculum and Critical Thinking Development

The idea that critical-thinking skills can be taught is predicated on two assumptions: (a) Thinking skills are clearly definable and identifiable and can be taught and applied appropriately, and (b) students will be more effective thinkers if thinking skills are recognized and applied. It is clear that students can learn critical-thinking skills from both explicit classes on critical thinking as well as from critical-thinking skills instruction that is embedded within the curriculum of a class (Deno, 2008). The advantage of embedding critical thinking into course work is that this instructional approach does not require additional courses in an already over packed curriculum.

4. Curriculum and Creative Thinking

The use of analogy in problem solving is an example of a critical-thinking skill that often provides novel or creative responses. A concrete analogy can ...