CURRICLULUM REVIEW
BY: BASHIR AHMED (PDT)
INTRODUCTION
Curriculum development is
a dynamic process because it is reviewed and redesigned on the need and
interest of learners as well as society. Hence, curriculum development is
considering a deliberate, purposeful, planning activity that seeks to achieve
general and specific intentions. Curriculum review is a fundamental part of
curriculum development, in which curriculum developers review the existing curriculum
according to its validity, reliability and subjectivity (Marsh, 1997). According
to my understanding curriculum is reviewed at different stages i-e at aims
level, in selecting content, organizing learning experiences and assessing
learning outcomes. This paper is based on reviewing the existing curriculum at
organizing learning experiences level. For reviewing learning experiences,
classroom observations are appropriate approach to gather the relevant
information. Fortunately, I got a chance
to observe the lesson of mathematics grade nine. I analyzed my findings on the
basis of my observation.
This
paper discusses the literature about curriculum review, methodology, data
analysis and my reflection. The paper also contains my recommendations to
incorporate different strategies to make the lesson more effective and a
comprehensive conclusion at the end.
LITERATURE REVIEW
“We
have learned a lot about teaching better mathematics but not much about
teaching mathematics better” (Crosswhite as cited in Brumbaugh & Rcok, 2005).
Pursuing the history of teaching
mathematics, teachers look for a magic method or strategy that serves for all
students but there is no enchanted formula that fits for every learner. According
to NCM (2006) “students learn things in many different ways. They do not always
learn best by sitting and listening to the teacher.” In this regard, teachers must realize that a
variety of methods are necessary to meet the mathematical learning needs of all
students. Teachers assume to play a new role as students are to construct their
own mathematical understanding rather than just pouring mathematics knowledge
into students’ head. Similarly, teachers create a stimulating environment that
encourages mathematics learning through interaction (NCM, 2006). Therefore, the
role of teacher is shifted from dispensing information to planning
investigating task, managing a cooperative learning environment and supporting
students’ creativity in developing rational understanding of the concepts (NCM,
2006). However, the concept of mathematical proficiency is change now and it is
the comprehension of mathematical concepts and ability of formulate, represent
and solve mathematical problems of daily life. As teacher of mathematics, it is
to determine which method is most beneficial for mathematical learners and when
these strategies may be most effective (Brumbaugh & Rcok, 2005).
I
visited a Government secondary school in Karachi
Through
exploratory responses from respondent and observation of events, I collected data.
Furthermore, collected data from each source was reviewed, compiled and
analyzed in the given guidelines of national curriculum for mathematics.
I
observed that the teacher started the lesson without warming up the students
and neither tried to know the students prior knowledge on the topic. Warming-up
or knowing student prior knowledge is important activity of an effective
lesson. The NCM (2006) suggests that teachers construct the mathematical understanding
on students’ previous knowledge. In addition, according to (Brumbaugh &
Rcok, 2006) constructivism is an effective approach for teaching mathematics
because the constructivist classroom creates an environment that encourages
learning. On the basis of my findings, I came to know that this important part
of an effective lesson was missing.
The
teacher asked student to open their books and started a question to solve on
the blackboard. The teacher was explaining the procedure of the solution while
students were copying the question from the blackboard. The NCM states that the
untrained teachers solve the question step-by-step for students to memorize
things without understanding their meaning and function. In my teaching, I also
experienced that the memorized rules may work for limited rage of similar
problems but students feel discomfort when they face different or challenging
task. Similarly, copying other is called imitation and “imitation kill
originality and initiative of the children” (Bhatia, Damral & Damral, 2005).
It shows that teacher expected to
memorize and regurgitate the taught lesson for examination. This method also
makes students totally depend on teachers which stop progressing thinking
skills and self-esteem (NCM, 2006).
Moreover,
teacher gave a question from book and asked students to solve it in their notes
books. Few students solved the given question and shared with the teacher but
many students were struggling to solve the given question. The teacher was not
helping those students who were struggling and neither giving feedback to all
the students. The NCM suggests that role of teacher is very important in
teaching mathematics that teacher creates a stimulating environment because it
encourages mathematics learners through increasing interactivity. Such kind of
environment helps students to make a sense of mathematics and relate it to the
real world. I did not observe any activity where students can interact with
each other.
The
NCM suggests that problem solving and inquiry based learning are effective
approaches for teaching mathematics. In inquiry based learning students engage
in such activities which involve observation, asking critical questions,
experiences new things where students analyze on the basis of their findings
and draw conclusions from their findings (Cutonilli, 2008). Where as, problem
solving is a process which deal with issues and problems in a simple,
systematic way to approach a problem with clearly defines steps so that students
can relate the problem with their daily life (Bhatia, Damral & Damral,
2005). According to Marsh (1997)) problem solving and inquiry modes of
instruction enable students to learn by doing and it is intrinsically very
motivating to the students. But I did not find any practice of problem solving
and inquiry approach during the lesson. The classroom practices were totally
opposite from the NCM given strategies.
The
teacher ended the lesson by repeating the same procedure (solving one question himself/herself
and one question by students) twice without assessing students’ learning from
the lesson. Without assessment it is difficult to say that students have
learned the lesson because assessment is an important part of a lesson. Print
(1988) states that without objectives there is no assessment and without
assessment there is no teaching. NCM suggests teachers to use multiple ways of
assessment to know students learning because single type of assessment makes
students frustrated. Assessment gives an opportunity to support or provide
feedback to learners and improve their ongoing learning (Rowntree as cited in
NCM, 2006). This important part of a lesson was also missing in my observed
lesson.
When I reflected on all the teaching
process and compare it with the national curriculum for mathematics, I found a
gape between theory and practice. The theory presents an ideal picture for
teaching mathematics. It has given all the guidelines for teachers that how to
develop learning outcomes, create a learning environment, practice teaching and
learning experiences and assess the student. But the observed lesson was
missing all the above elements given in the NCM.
Through interview, I came to know
that the teacher was not aware with the national curriculum document and s/he
considered textbook as curriculum. When I explained him/her about national curriculum
document, s/he shared that they do not have any access to the curriculum
document. It shows that lack of access to curriculum document teacher was not
familiar with the standard of teaching mathematics and s/he was confine to
textbook. The teacher was trying his/her best to transfer the knowledge of the
book and prepare students for the board exams. On the other hand students were
struggling to imitate the procedure without understanding its real application
in their daily life.
School must provide the national
curriculum document to teachers so that teachers may familiar with the given processes
of teaching and learning in the NCM and able to use them in their daily
practices of classroom. Teaching without knowing NCM is like a ship in the sea
without any specified direction to move.
Teachers’
trainings are very important to amalgamate the theory and practice. The NCM
also highlights and researchers also pointed out those teachers who have good
background of mathematics needed to rich their lesson. The trainings provide
opportunities for teachers to improve their teaching and learning skills which
are also important for inclusive education (Jones, 2004). As we know that there
are students with multiple intelligences and have different learning styles.
Different professional trainings help teachers to improve their instructional
skills as well as provide guidelines to understand the learning disabilities
and also know different learning styles.
Further,
the school must provide the national curriculum document for the teachers so
that they can well aware with directions or guidelines given by national
curriculum. The school should not only provide the national curriculum but also
allow the teachers to enrich the existing curriculum on the need basis.
According to McGee (1997) teachers are the key curriculum decision makers
because they are the ultimate implementers in the real context. Their
professional role in curriculum development is to plan and implement an
effective curriculum for their students. In addition, it is the context which
shape the curriculum (McGee, 1997). Therefore, teachers must be at the
forefront of any curriculum innovation. They should create their own changes in
their local settings rather than to wait for curriculum changes at system level
because they know better the needs and interest of their learners and society.
As
NCM also suggests the problem solving and inquiring based learning therefore,
teachers create an environment where students work actively, collaboratively
and ask question. In this way students can solve the problems of their daily
life using their prior knowledge because students involve actively in the
learning process. This type of learning helps students to construct knowledge
by building upon what they already know. Similarly, in both strategies teachers
act as a facilitator to help/guide and provide support to the problem solving
process (Cutonilli, 2008).
CONCLUSION
Curriculum
review is a fundamental process of curriculum development. Therefore, curriculum
review must be a regular practice of a school because teachers know better the
needs and interest of the learners and society because they are the actual
implementers of the curriculum in the real context and they can shape the
curriculum accordingly.
REFERENCE:
Brumbaugh,
D. K., & Rock, D. (2006). Teaching of
secondary mathematics (3rd ed.). USA
Lawrence Erlbaum Associate,
Inc.
process. New Delhi
Jones, C. A. (2004). Supporting inclusion in the early years. New York
Marsh,
C. J. (1997). Perspectives key concepts
for understanding curriculum. UK
Marsh,
C. J. (1997). Planning management and
ideology: key concepts for understanding
curriculum. UK
McGee,
C. (1997). Teachers and curriculum
decision-making. New Zealand :
Dunmore press.
Print, M. (1988). Curriculum development
and design (2nd ed.). Australia
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