Curriculum development for any course is of crucial importance, since it ensures consistency and accuracy in the achievement of the intended goals and objectives. In choosing to write the EDSE 325 for spring 2011 syllabus, success and coherence in learning process was facilitated, since learning activities, contents and learning materials were carefully selected and organized systematically.
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It is important to note that, this syllabus acted as a guide for the entire instructional process for EDSE 325 course, since it entails all the directions of action and the resources required.
Basically, this syllabus was been developed to coordinate all learning and teaching activities and the entire content relevant for successful completion of the course. As Nelson et al (1998) holds, a properly planned course through development of a syllabus impacts more to the learners than when learning is not organized through a syllabus.
According to Hollins (2007) all learners have the ability to learn when they are effectively taught and supported in their various learning ways. With this in mind, the content chosen for the EDSE 325 for spring 2011 syllabus was relevant to the learners in order to cultivate interest and motivation for learning. Certainly, the content chosen for the specific course was found to be capable of solving the diverse needs of the learners.
In the development of this course, diverse student fraternity in the society was considered in pursuit of incorporating all the learners’ needs in the curriculum. As reflected in the EDSE 325 for spring 2011 syllabus, behavioral theories and their application are addressed.
This curriculum has succeeded in cultivating interest for the learners in the content since their needs are being addressed directly. As a result, the learning process among the learners was made more interesting which further fosters better understanding of the content being relayed.
In selecting the goals and objectives for the EDSE 325 for spring 2011 syllabus, the curriculum developers were focused on the general outcome of the learner after undergoing the course. It is important to note that, the EDSE 325 for spring 2011 syllabus provides foundation for the building and maintenance of social environments for all learners, including the disabled ones.
The goals and objectives set are geared towards the development of socially responsible individuals who undertake this particular course. () considers careful selection of curriculum goals and objectives as facilitating the usability of the knowledge gained from the course.
On this basis, the goals and objectives for the syllabus acts as guides for selecting the most appropriate learning content and activities for the course. Apparently, learning resources and facilities are critically identified on the basis of the content and learning activities selected.
In the development of EDSE 325 for spring syllabus, collaboration of special educators, general educators and related-service professionals was necessary for successful selection of course requirements. As Mick (2009) holds, it is through this collaboration which would make it easier for identification of the most effective course materials to be used in the curriculum.
In selecting the course materials for the course, all the parties involved analyzed the goals and objectives for the course to come up with the most effective materials for the course. By so doing, this curriculum facilitates more learning among the students since the instructors are provided with appropriate teaching tools to manage learners’ behavior in classroom.
The development of this syllabus was a bit challenging since a careful consideration of the diverse needs of the learners had to be made. More so, this syllabus involved the evaluation and configuration of physical and affective environments by considering learner behavioral needs. Considering the conditions necessary for efficient learning, this curriculum has succeeded in cultivating motivation among the learners.
It should be noted that, these processes were time consuming and resources consuming since research had to be conducted in order to acquire credible data to be used in the development of this curriculum.
According to Marsh (2005), both social and physical environments of learners determine the overall outcome of the learning process, which needed to be well understood before engaging into the actual development of syllabus for this course. As a result, it was an opportunity to understand the core values among learners which helped in the overall development of the syllabus, despite it being a hectic process.
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Basically, this information gained in the development of the EDSE 325 for spring 2011 syllabus has been quite helpful in my future endeavors. Having full understanding of the relevance of analyzing the absolute needs of the learners, it would be easier for me to interact with children. Since my career is teaching, it would be easier for me to plan effective lesson plans with regard to the existing curriculum.
Further, the knowledge gained in the development of this curriculum would help me in future as I still long to develop other curriculums. With the knowledge gained so far, it would be easier for me to effectively develop other syllabuses.
This would foster my professionalism as Hollins (2007) considers professional standards in curriculum development as the ultimate strategy to ensure good leadership implications to the childhood development. In development of the EDSE 325 Spring 2011 Syllabus, various readings were used to successfully create a more meaningful syllabus.
For instance, Mick (2009) provided information on how appropriate curriculum should address the issue of historical foundations and any classic and contemporary issues related to learners’ behavioral needs.
More so, Marsh (2005) was found to be more relevant and applicable in curriculum development since it advocated for creation of favorable and safe environment capable of meeting learners’ cognitive, social and behavioral requirements.
More so, Nelson et al (1998) was a useful resource in providing functional behavioral assessments to be incorporated in the curriculum. With the help of these readings, the creation of EDSE 325 for spring syllabus was successfully completed.
In conclusion, curriculum development for any course is a very crucial process in order facilitates accurate and consistent instilling of knowledge among the learners. In selecting the content and course requirements for the EDSE 325 for spring 2011 syllabus, learners’ diverse needs were considered. This was meant to create morale and interest in learning, since learning would be learner-centered to a great extent.
Though the development of the curriculum was a hectic, much realized and achieved. This skills and knowledge gained would be quite applicable to me throughout my future endeavors, since my career is teaching. It is important to note that, the curriculum should consider the productivity and safety of the classroom so as to ensure appropriate addressing of all the needs of the learners effectively.
Hollins, E. (2007). Transforming Curriculum for a Culturally Diverse Society. London: Routledge Publishers.
Marsh, C. (2005). Key Concepts for Understanding Curriculum. New Jersey: Wiley Publishers.
Mick, W. (2009). Coordinating the Curriculum to the Learners’ Needs. Washington, DC: McGraw-Hill Publishers.
Nelson, J. et al. (1998). Conducting functional behavioral assessments: A practical Guide. Longmont, CO: Sopris West Press.