Task 1- Ideology Evaluation PDF

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Task 1- Ideology Evaluation...

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Ideology Evaluation

1 Ideology Evaluation

This paper will explore the key elements of the four curriculum ideologies: Scholar Academic, Social Efficiency, Learner Centered, and Social Reconstruction. It will discuss the views and intentions behind each ideology as well as how it becomes implemented in the classroom. An analysis regarding the appropriateness and implementation of each ideology in a middle school mathematics classroom will follow. This paper will then describe a curriculum philosophy, which merges components of the four described ideologies, and provide strategies on how to implement it in a classroom. Key Elements “Curriculum is defined as the subjects comprising a course of study in a school or college” (“Curriculum,” n.d.). When curriculum developers begin to create a new curriculum, they have to take into account the types of learning outcomes they are looking for. There are four broad curriculum ideologies developers consider when designing curriculum; Scholar Academic, Social Efficiency, Learner Centered, and Social Reconstruction. Each of these ideologies contain a different set of beliefs about what education should look like. While the educational goals, roles for those involved in the education process, methods of implementation, and techniques for evaluation are specific to each one, each ideology represents an ideal vision for education. The Scholar Academic ideology’s goal is to teach students from a variety of academic disciplines which they will need to become a successful member of society. Scholar Academic educators believe that valuable curriculum knowledge has the nature of instructional statements and thought processes that closely align with the academic traditions of their disciplines (Schiro,177). These ideologists believe that knowledge is objective and accessible in reality and

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is the job of the teacher to transmit their knowledge to the students. The function of teachers is to produce learning, thus the teacher acts as the mediator between the curriculum and the student. Students are viewed at the bottom of the academic hierarchy as an immature member of the academic discipline. However, the student is capable of learning the knowledge contained in the disciplines. The Scholar Academic ideology believes learning takes place as information is transmitted from the teacher to the students. Learning is viewed from the teacher’s perspective rather than the students and is a result of initiated activity aimed at the student (Schiro,43). Knowledge is presented to students across academic disciplines for them to obtain in the hopes they will contribute to adding to the depth of knowledge within the discipline. If students do not continue to search for deeper understandings, they may choose to stabilize at one level and pursue a career, such as a teacher, passing on what to do know. In order to measure understanding, scholar academics evaluate using an objective approach. They believe that tests that produce comparable data is the best way to measure understanding. Thus, teachers tend to support and gauge their instruction to the test. Using this measure, students are not being measured necessarily on what they know but who knows the information the best. Curriculum is evaluated through summative and formative evaluations; summative evaluations measure how well the curriculum reflects the discipline whereas the formative evaluations measure the content learning experiences that are provided through the curriculum. Considering the Scholar Academic ideology in my middle school mathematics classroom is mildly appropriate. Teachers are viewed as the “mini-expert” of knowledge in the classroom and students are put under academic stress from their families and community to pursue careers with academic discipline focuses. While students are evaluated subjectively at times, many

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assessments are objective based and are scored with a number and/or letter. Working in a district highly ranked in the geographical area, data and test scores are used on a yearly basis to reevaluate and modify curriculum. However, teachers are not viewed as the end all, be all. Students are of greater concern over the content and what students learn is of greater importance than who taught it to them. While the Scholar Academic ideology is not the sole ideology, it is apparent throughout the structure of the curriculum implemented. The second ideology discussed is the Social Efficiency ideology which aims to prepare children to become productive members of society in order to keep society functioning properly. By obtaining the knowledge learned in schools’ students are able to develop skills to serve in society (Schiro,177). This ideology focuses very little on the child, but rather on who the child will become in their adult life and provides them with the knowledge they will need to function as an adult. Educators focus on the design of the curriculum, how it is implemented, and student achievement. The concern is not what a student achieves, but how well they achieve it (Schiro,77). It is the teacher’s responsibility to manage, prepare, and supervise students’ work while making necessary modifications to the curriculum to best fit the needs of their students. Social Efficiency educators believe that learning takes place when students are faced with new educational situations that result in a change in one's behavior. Students are able to learn from built upon experiences. When one understands material at a simpler level, they are then able to build on their understanding when faced with more complex material. Educators believe all learning is able to happen in this building block type structure. In order to assess this belief, standardized tests are used to measure progress, success, as well as failure. Through evaluation, the level of competence around learning objectives is determined, thus providing teachers with knowledge on how to prepare the learning environment. By assessing learners on their

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understanding of the standards, teachers are able to provide students with valuable feedback on their learning. Feedback at all levels will help students understand, master, and achieve beyond the set standards. Curriculum is evaluated through both summative and formative assessments. Summative assessments are able to gauge how well the curriculum achieves the standards set whereas formative assessments are used to determine if the curriculum is acceptable or needs to be refined (Schiro,88). Throughout the evaluation process, valuable feedback is provided to the teacher, learner, and on the curriculum to make modifications that will positively impact the child's learning. Analyzing my middle school mathematics classroom with the Social Efficiency ideology lens identifies a few areas where this ideology is present. One main area in which this ideology is identified is in the structure of the curriculum. Within each unit of instruction, lessons begin to become more complex and build upon students' prior knowledge. In order for students to understand how to solve systems of equations by graphing they must first know how to graph and interpret a single line then be able to identify what a system of equations is. Additionally, the teacher is held responsible for providing students with the appropriate learning environments and experiences to obtain this new understanding. The third ideology discussed is the Learner Centered ideology, which is essentially that, a set of educational beliefs centered around the learner. The aim of this ideology is to “stimulate and nurture growth in students, teachers, and others involved in the educational process. Additionally, to help all engaged in helping students grow and create meaning for themselves” (Schiro,116). The Learner Centered curriculum developer is responsible for designing educational environments for teachers and students to grow. Teachers use the curriculum to create the conditions in which students can grow as learners and individuals. Educators are

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responsible for facilitating, observing, and diagnosing learning. This ideology focuses on the child, in its child-like state, and values the child for who they are in the here and now. Learning in the Learner Centered ideology is a natural occurrence that happens through interactions with the social and physical world. The meaning made during these interactions is something that cannot be taught through a lesson and it is the student’s responsibility to make meaning for themselves through these interactions. Students learn in unpredictable ways, grasping concepts of concrete ideas which develop into abstract concepts over time and through experience. In order to evaluate a learner’s level of understanding, teachers must observe and document the learner’s growth and development. This documentation is not to compare with other learners, rather measure the growth the individual is making on their own learning journey. Most of the evaluating is done through portfolio assessments and observations. Learner Centered educators avoid numerical and letter grades but rather provide authentic assessments and educate learners on ways to assess themselves (Schiro,128). The curriculum itself undergoes a subjective evaluation determining the level in which the learner is involved. The Learner Centered ideology is apparent in my middle school mathematics classroom when looking at the roles the learners and teachers play. The learners are educated as the individual that sits in the classroom, not whom they will become in the future. These learners are valued as unique individuals, create meaning when interacting with their environment (peers, teachers, manipulatives, etc.), and take responsibility for their own learning. As the educator, there is a large focus on being another person within the classroom, who may have more knowledge in one specific content area, that learns and grows alongside the students. Together mistakes are made, acknowledged, and accepted. Being actively engaged in each child and their learning path is highly apparent and valued in my room. Additionally, modes of instruction are

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developed due to the needs and interests of the learners in the room. There is a greater focus on the process of learning and growing than there is on the knowledge obtained. The well-being of the whole child along with their individualized learning path and pace is top priority. The fourth, and final, curriculum ideology is the Social Reconstruction ideology. Social Reconstruction educators perceive society to be in a critical position in reference to race, gender, social, and economic differences. Education is seen as the opportunity to provide the youth of society with the necessary tools to resolve the differences. The teacher, an active member of society, determines what the students know, provides an opportunity for them to discuss and analyze their understandings, then reconstruct their understandings in such a way that they are able to create a change in society (Schiro,163). The teacher is aware of the unjust problems in society and has the determination to try to solve them through the child. The child is viewed as an upcoming group in society that is produced by society. The child is to absorb elements of the society in which they live and make meaning for themselves. Children can help foster the positive, reconstruction of society in eliminating the differences. Social Reconstruction educators believe learning happens when learners are placed in new experiences. Learning can occur through group discussions and group processing, arts such as singing, dancing, or acting, as well as language and communication. This concept of learning through communication transforms the traditional classroom into a new type of learning environment. “There are two significant components of this view of learning known as meaning making and the meaning structure” (Schiro,160). Meaning making is where students are able to choose the experiences they will participate in, interpret what happens naturally into language, and participate as active agents of their learning. Here, what is learned is learned through obtaining new information. The other component, meaning structure, is based on what the

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learners already know. Learning only takes place in relation to what one already knows and must be learned in the context in which it occurs. In order to measure what one understands, subjective assessments are set in place. Additionally, understanding is measured through the students’ performance outside of the classroom. Evaluations look at how curriculum or students measure to a standard during a particular circumstance (Schiro,172). Social Reconstruction educators provide their students with feedback and aid students in reconstructing themselves so they can in return aid in the reconstruction of society. In the middle school math classroom, the social reconstruction ideology is not distinctively present although it underlies throughout instruction. Students bring in prior knowledge, conversations are had regarding what they know and don’t know, and ideas are constructed on how to move forward. However, these conversations and scenarios are usually focused around the content rather than society. Throughout the Social Reconstruction module, I have become interested in finding ways to discuss societal concerns through the lens of our content. Taking this approach may benefit all students but especially those who have a more challenging time understanding mathematical concepts as themselves. The real-world scenarios and connections may help deepen their understanding. Personal Philosophy of Curriculum My personal philosophy of curriculum includes a heavy focus on the Learner Centered ideology but also includes aspects of the Scholar Academic ideology and the Social Reconstruction ideology. The combination of these ideologies will create a learning environment where students gain knowledge and resources to grow, have the opportunity to take risks in a safe environment, and the needs of each individual are met. The goal of my personal philosophy of curriculum is to provide students with the necessary tools and resources they will need for life,

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in a safe learning environment, where they feel free to take risks and make mistakes. Taking into account, all students come from different starting points, learn differently, and understand at a different pace, my philosophy focuses around what is best for the child as an individual in that moment. Aligning with the Learner Centered ideology, curriculum should be focused around the interests and needs of each individual in the present moment. It is the educator’s responsibility to get to know their students as individuals rather than simply viewing them as students in a classroom. By getting to know them personally, the educator is able to identify areas of interest, strengths, weaknesses, and develop a connection with their students. By doing so, engaging activities that represent real world scenarios can be created and implemented. Teachers while being the adult in the room, should be viewed as another learner in the classroom that is relatively equal to the students. Together students and teachers should make mistakes, learn, and grow together. Teachers should implement small group instruction to give students a one-on-one learning opportunity as well as provide feedback to students as they encounter and manipulate new information. Educators should focus on the growth and development of the learner rather than verifying standards are met. Within my philosophy of curriculum, the responsibilities of the student also fall under the Learner Centered ideology. Students should be actively involved in their learning process and engage in learning opportunities. Additionally, students should self-evaluate their understanding of new material and situations on a regular basis, asking questions and for clarification when necessary. Students should be working with their peers, collaborating, and communicating about new concepts and ideas. While it is the educator’s job to provide students with the opportunities, the student is responsible for engaging in them and gathering information.

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My personal philosophy believes that students should be taught a basic understanding of the core contents as well as have the opportunities to branch out into different educational areas. To become a functioning adult, the basics of the core contents are necessary. Students need to be shown how to do something, taught how to do it, then have the opportunity to practice it. The formula to find the distance between two points may not be necessary, however the process and collaborative strategies that take place to determine the distance is. Similar to the Scholar Academic educators, I find it important to have students learn enough about different subjects then make a decision as to further their knowledge in that area. Additionally, students should have the option to learn in other areas such as art, music, theater, mechanics, etc. An introduction of these courses should be presented to students at a young age and offered when they are old enough to navigate their interests. However, I also believe it is important for schools to teach things beyond the content such as social and emotional skills. Students need to encounter situations with their peers, similar to the situations that occur outside of school, that will require the use of people skills. This information can be implemented into the lessons in the content classrooms; however, I do believe it is essential to the growth of the child. I believe learning is best measured through numerous different methods of assessment. Not every student learns the same way, nor does every student perform well on the same type of assessment. I believe a combination of objective assessments as well as subjective assessments should take place in the classroom. This perspective combines the Scholar Academic and the Social Reconstruction perspective on evaluation. Specifically, in a math classroom, students need to demonstrate they are able to meet the objectives. Along with Scholar Academic educators, I believe the traditional written assessment is an appropriate tool to measure objective growth. Through a mixture of types of questions, I believe traditional assessments are a clear

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vivid way to gauge a student's understanding on a topic. However, I also believe that subjective assessments are essential to fully measure student understanding. Similar to Social Reconstructive educators, I believe measuring student understanding should happen based on scenarios and circumstances. Determining how a student, or curriculum, measures up to a standard may not always be a clear answer however when analyzing data under a certain circumstance it becomes more precise. As an educator, I strive to implement the details discussed in my personal philosophy into my classroom on a regular basis. While meeting the expectations of my district, I truly believe it is important to have the characteristics of my philosophy implemented. As a math teacher, I find it very important to get to know my students prior to teaching them content. They bring previous knowledge into our room, share their understandings with one another, and productively struggle together. My students know what is expected of them as well as what they can depend on me for. For example, my students know while they are working in groups with their peers, I am usually pulling small groups in the back of the room. In my small groups, differentiated reinforcement/advancement may be happening. Other students working at their desks are using one another to complete their work. When a question arises, my students know they should ask their peers first, then check the answer...