IYT2, Introduction to Curriculum Theory, Task 1 IYT2, Introduction to Curriculum Theory

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IYT2, Introduction to Curriculum Theory, Task 1 IYT2, Introduction to Curriculum Theory, Task 1 Introduction Curriculum theory provides a foundation as to how content can be designed for delivery... in an instructional setting. Research continues to demonstrate the association between types of curriculum theory and teaching and learning. I have completed my fourteenth year of teaching secondary band (6th through 8th grades). For the past three years, I have been teaching by myself and have had to make many changes to my instruction along the way. Reading and learning about these four ideologies has been very enlightening. There are four curriculum ideologies: Social Reconstruction, Social Efficiency, Scholar Academic, and Learner Centered. The key elements of each will be discussed and its appropriateness for my instructional setting will be evaluated. Social Reconstruction The basic premise of Social Reconstruction is that society is unhealthy and must be healed. In order to heal society, a vision of a perfect society must be formed or conceptualized before steps can be taken to steer society towards this vision. Social Reconstructionists want to remove parts of their society and culture that they consider to be detrimental. They view themselves as working for the oppressed members of society and work to improve the oppresseds culture so that they will attain maximum satisfaction of their material and spiritual needs. However, they view themselves as responsible primarily to their vision of the future better society.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]

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