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Leading for Change in Curriculum and Pedagogy

   

Added on  2023-04-19

15 Pages4058 Words76 Views
Running head: LEADING FOR CHANGE IN CURRICULUM AND PEDAGOGY 1
Leading for change in curriculum and pedagogy
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LEADING FOR CHANGE IN CURRICULUM AND PEDAGOGY 2
An intended curriculum
An intended curriculum is an open curriculum acknowledged within the policy statements which
the learning institutions or schools are required to accomplish. The intended curriculum is
usually embodied within the frameworks of curriculum, textbooks, policies teachers guides,
examinations and content of test(Garrod & Warr, 2011).
The implemented or enacted curriculum
The enacted or intended curriculum is defined as a particular content the same way its taught by
educational practitioners and studied by the learners in the course of instructions and
learning(Vitae, 2015). The work done earlier in examining the implemented curriculum was
meant to establish a dependent valuable to be used in the decision by the teachers’ during
research. The following is what is taught in the implemented or enacted curriculum(Nation &
Macalister, 2010).
What was the teacher/instructor doing and communicating?
The link between the teachers and the learners revolving around the various tasks during the
accumulated and the lessons within a set of instructions, has an analogy to the performance and
possible aspects of the live performance(McKenney & Reeves, 2014). The teachers are required
to act immediately to the issue that emerge during the lesson hence the implemented curriculum
cannot be scripted. The next thing that is taught is the instructional interactions which is the
interactions that happen among the leaners, instructors overwhelming the norms control
them(Grant, 2013). The key objective of the dictational tetrahedron is accounting for the
teachers’ and the leaners’ interactions with the resources of the curriculum as an aspect of the
implemented curriculum. The teachers should move while illustrating some concepts. Moves

LEADING FOR CHANGE IN CURRICULUM AND PEDAGOGY 3
made by the teachers can impact the way the classroom’s instructions are organized, the valued
instructions and the kind of techniques used during instructions. The main objectives of these
pedagogical moves are managing the leaners’ engagement with the mathematical
problems(Henderson, 2010).
What were/ what are the students likely to be doing?
In most cases, the education practitioners rely mostly on students as the agents of
transformations. The level of involving the students depends on their maturity(Popkewitz, 2009).
The learners should be included in the discussions concerning the institution curricular events.
The voice of the students assists in guiding the curriculum the curriculum makers in revising the
materials to enhance motivational elements in the final unit(Ozar, 2015).
What is the priority in the learning?
The key point in leaning is making a difference in enabling the leaners to acquire the society’s,
school’s and the most significant thing their goals and aims(Bhatnagar, Prasad, & Prashanth,
2013). A number of modules might contain the content that many educators are out of expertise.
The first thing that should be given the priority is elaborating of the planning lessons and how to
evaluate the planning(Kassens-Noor, 2012). Learning institutions will therefore need to
restructure their schedules to enhance a proper collaboration with the students. Next thing, the
internships and attachments of the leaners will require the meld of teachers and the field
managers for assessment(Deslauriers, 2011).
What aspects of the intended curriculum are inherent within the enacted curriculum?
The enacted curriculum is the actual content of the curriculum through which the student
associate in the class(Wen, Zhang, Li, & Qiao, 2016). The education delivery system is one the

LEADING FOR CHANGE IN CURRICULUM AND PEDAGOGY 4
aspect in which the intent ended curriculum has been built in the enacted curricular. This because
the intended curriculum is its constituted by the assessed, learned and the intended aspects which
are key in delivering during the lessons(Strayer, 2012). In this case, the enacted curriculum is
known as the important component of the curriculum indicator. The second aspect is that the
intended curriculum has established efforts where a systematic and comprehensive language has
been developed hence assisting in describing the instructional contents(Kop & Hill, 2008).
What is the null curriculum?
According to (Del Prato, 2013) null curriculum is described as something that is not taught in the
leaning institutions. A number of individuals are mostly empowered in making some conscious
decisions in what can be included or not included in the overt curriculum. Given its not possible
to teach every in the school, a big number of subjects and topics areas should be deliberately
avoided from the recorded curriculum. The position of Eisner on the null curriculum is that
incase these subjects or topics are eliminated from the written curriculum; the students should be
informed(Khalil, Nelson, & Kibble, 2010). The teachers and the school management should send
student text messages to inform them that certain content is not vital for study. Eisner proposes
that every learning institution to teach curricular, implicit, null and explicit. The explicit is
simply refer to as announcing programs publicly what the school is ready to offer(Sweeney,
2015). Examples of such programs are the sciences, social studies, mathematics and arts. On the
other hand, the implicit curriculum overwhelms the expectation and the values that are not
incorporated in the formal curriculum although acquired by the learners as part of their school’s
experiences. For example, the students the difference between the failure and success can be
weighted by the use of A, B, C, D, E, F which is not a written curriculum. Thus, the null
curriculum is that which the school does not teach(Goldsmith & Wittenberg-Lyles, 2013).

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