curriculum philosophy statement

Curriculum Philosophy

Gaining insights into our own theoretical positions and developing a rationale for the PGDip.

Rita Kizito PGDip Development NMMU March 2017

Order of presentation

• Brief Introduction

• Readings

• Presentation & discussion

• Developing of individual philosophy

• Collating philosophies into one document


Why develop an educational philosophy?

• To dialogue and articulate individual educational and subject/ discipline/professional values;

• To negotiate and agree a shared vision and some common values.

In order to:

• Inform a more coherent choice and sequence of programme outcomes; content; teaching, learning and assessment approaches in the programme;

• Assist in the transparency of the programme’s key vision and values to students and other stakeholders

(UCD Curriculum Review And Enhancement Guide, 2015)


What does the rationale do ?

• Ensures that we have an understanding of what every HE practitioner needs to know and be able to do ( absolutely necessary, nice to know, unnecessary),reduces gaps

• Ensures that the curriculum is at the required level –scope and depth

• Helps us make decisions of whether we should follow traditional methods ( textbooks) or reimagine the curriculum

• Helps us articulate utility of a programme – Career progression, promotion, academic advancement ?

• Helps us articulate purpose – lifelong learning, developing problem solvers, critical thinkers?


A story….

Towards changing Science Education in Africa Rita Kizito PGDip Development NMMU March 2017

“Philosophy of education is an activity of scientific inquiry which enables one to understand the situations of communities, ' `lived experiences”…

(Waghid, 2004, p.56)…

“There is no well-established tradition in the philosophy of education, either as regards its methodology or as regards its subject-matter, as there is in other branches of philosophy”

( Wilson, 2003, p.280).

Philosophy of Education


Think about your deep philosophy…

Deep sense of the purpose – what do you value? What is important?

How does this fit in with the community, and your university?


Philosophical

Perspectives

Theories

Approaches,

Strategies

Moving from theory to practice


IDEALISM RealismPragmatism Existentialism

Empiricism

valuing ideas over experience or action,reality is that which exists mentally

stresses the role of experience and active learning

Objects exist regardless of how we perceive them

CriticalRealism

focuses on value questionsthe importance and value of change, process and relativity

combines a general philosophy of science (transcendental realism) with a philosophy of social science (critical naturalism) to describe an interface between the natural and social worlds.

Plato, Descartes, Kant, Spinoza, Leibniz, Hegel, Schopenhauer

Aristotle, Comenius, Pestalozzi, Herbart, Montessori, Hobbes, Bacon, Locke

Locke, Kolbe…

Kierkegaard, Sartre, Nietzsche

Dewey

Bhaskar, Sayer, Archer

Philosophical Foundations


Educational Philosophical PerspectivesPerennialism Essentialism Progressivism Reconstructionism

Focuses on personal development

Focuses on the important skills to promote the intellectual growth of the individual

Focuses on advances in science, technology, economic development to promote democratic and social living

Focuses on reconstructing society by instilling habits and values to improve and reconstruct society education for change

Involves a constant curriculum focusing on classical subjects, literary analysis

The curriculum focuses on essentials skills of the 3R’s and essential subjects of English, Science,History, Math,and Foreign Languages

Subjects are interdisciplinary-nary, integrative and interactive.Curriculum is focused on students interest, human problems and affairs

The curriculum focuses on presentand future trends and issues of national and international interests


Is there room for an African Philosophy of Education?

“Simply put, an African philosophy of education explores the lives of African communities and their situations”

(Waghid, 2004, p.56)


Constitutive elements of an African philosophy of education ( Waghid, 2004)

Reasonableness and rationality

Moral maturityand refinement

Deliberative dialogue

Importance of being reasonable and the ability of people to articulate clear, logical and defensible arguments

Honesty, faithfulness, duty and empathy for the well-being of others in her community

Progressive `structures of dialogue and argument’ where one listens to what the other has to say

The curriculum should involve educational problem solving by offering possibilities as to what is achievable and whether achieving it is desirable

The curriculum should empower communities to participate in their own educational development and use critical pedagogy and self-reflection

In these dialogues, intellectual skills are used methodically in addressing the African predicament


Our common-sense theories

• Each of us have our own common-sense theories of learning.

• These theories are based on assumptions we carry about teaching and learning, intuitions, reasons, beliefs and our ideas about how people learn, and how best to support that learning.

• How do our common-sense theories relate to learning theory? ( Vivian Bozalek, at TALHE ,2015)


Why do we have theories of learning?

• “Theories about teaching and learning provide frameworks for the analysis of learning situations and a language to describe the learning taking place” (Capel, Leask & Turner 1995,

p.213).

( Vivian Bozalek, at TALHE ,2015)


Benefits of theories

• “… at present there is no one best description of the learning process, just as there is no one ‘best’ way to teach. Educators can benefit from knowing various learning theories, because each position adds to their views on how to engage in this very complex process”(Hohn 1995: 5).

( Vivian Bozalek, at TALHE ,2015)


Value of understanding theories

Theories provide use with yardsticks we can use to evaluate our assumptions informing our beliefs , to check whether they make sense and if we can provide evidence to substantiate their existence.

“A familiarity with the major theories, then, allows us to examine, to evaluate, and to discipline our intuitions and our own “theories” on human behavior” (Craig 1980,p. 30).


Existing Learning Theories

• An index of a list of fifty of the most influential educational theories which inform the design of learning can be found at the Learning Renaissance

• The actual list can be found here: Learning Theories

The five fundamental learning theories are :

BehaviourismCognitive Constructivism

Social Constructivism

Connectivism

Associated Theorists

Watson, Pavlov, Frederic SkinnerThorndike,Bandura

KolbGagne -Conditions of learningAusubel -Prior learningBloom - Taxonomy of Educational Objectives

VygotskyLeontevEngestromLave & WengerBruner

SiemensDownes


https://learningrenaissance.wordpress.com/2015/11/27/educational-theories-explored-an-index-of-the-most-influential-theories-informing-learning-design/

http://www.instructionaldesign.org/theories/index.html

Overview of the fundamental learning theoriesBehaviorism Cognitive Constructivism Social Constructivism Connectivism

View of

learning

Learning is change in

observable behaviour

shaped by

conditioning or

response to a stimulus

Learning involves active

assimilation and

accommodation of new

information to existing

cognitive structures.

Mental models and

discovery by learners are

important.

Learning is a socially

meaningful activity

focussing on

conceptual

development through

collaborative activity

supported by others

(learning in the ‘zone

of proximal

development’ - ZPD

Learning (defined as

actionable &

connected

knowledge) , and

focusses on

connecting

specialized

information sets,

inside and outside

the learner.

View of

motivation

Extrinsic, involving

positive and negative

reinforcement.

Intrinsic; learners set

their own goals and

motivate themselves to

learn.

Intrinsic and extrinsic.

Learning goals and

motives are

determined both by

learners the

community

Intrinsic and extrinsic.

Nurturing and

maintaining

connections is

needed to facilitate

continual learning

Implications

for Teaching

& Learning

Learning is shaped by

observable learning

outcomes and regular

feedback. Learner is

usually taught using

repetition & positive

reinforcement (drill &

practice.).

The teacher facilitates

learning by providing.

The content is well-

structured content & an

environment where

learners are assisted in

developing capacity and

skills to learn better.

Tutorials & metacognitive

strategies are important.

Educator is facilitator,

guide, coach, mentor

who creates scaffolds

for learning and a

resource-rich

environments Supports

Inquiry-based learning

& mediation &multiple

perspectives.

The teacher is a

curator or expert

learner creating

spaces where

knowledge can be

‘created, explored

and connected’ .


Developing your individual philosophy

Readings

Scheme through the following readings and spend some time developing your own individual philosophy using the following document for guidance. ( Individual Philosophy document).

• Carlile, O., & Jordan, A. (2005). It works in practice but will it work in theory? The theoretical underpinnings of pedagogy. Emerging Issues in the Practice of University Learning and Teaching. Dublin: AISHE, 11-26.

• Waghid, Y. (2004). African philosophy of education: implications for teaching and learning: perspectives on higher education. South African Journal of Higher Education, 18(3), 56-64.

We will then collate all the individual philosophies into one philosophy for the entire programme.


Individual Philosophy document 13032017.docx

http://www.inasp.info/uploads/filer_public/2015/02/27/carlile-jordan-it_works_in_practice_but_will_it_work_in_theory_1.pdf

Thank you


References

Bozalek, V. (2015). Presentation at the Teaching and Learning in Higher Education

(TALHE), The Cape Higher Education Consortium (CHEC).

Capel, S., Leask, M. & Turner, T. (1995). Learning to teach in the secondary school: A

companion to school experience. London: Routledge. (RU Library 371.3 CAP).

Carlile, O., & Jordan, A. (2005). It works in practice but will it work in theory? The

theoretical underpinnings of pedagogy. Emerging Issues in the Practice of University

Learning and Teaching. Dublin: AISHE, 11-26.Craig, G.J. (1980). Human development. (2nd ed.). Englewood Cliffs, New Jersey:

Prentice-Hall, Inc. Hohn, R.L. (1995). Classroom learning and teaching. White Plains, NY: Longman.

University College Dublin, Curriculum Review and Enhancement Guide. [ Available at :

http://www.ucd.ie/t4cms/Curriculum%20Review%20&%20Enhancement%20Guide

.pdf]

Waghid, Y. (2004). African philosophy of education: implications for teaching and

learning: perspectives on higher education. South African Journal of Higher

Education, 18(3), 56-64

Wilson, J. (2003). Perspectives on the Philosophy of Education. Oxford Review of

Education, 29(2), 279-303.


http://www.inasp.info/uploads/filer_public/2015/02/27/carlile-jordan-it_works_in_practice_but_will_it_work_in_theory_1.pdf

http://www.ucd.ie/t4cms/Curriculum Review & Enhancement Guide.pdf

Operant Conditioning

• Operant conditioning is a process that attempts to

modify behavior through the use of positive and

negative reinforcement.

• Reinforcement comes in two forms: positive (praise,

rewards, the red tick on assignments) and negative

(removal of undesired behavior – red cross on

assignments). The learner makes an association

between a particular behavior and a consequence.

• The term operant conditioning was developed by B. F.

Skinner. He believed that one should focus on the

external, observable causes of behavior (rather than

try to unpack the internal thoughts and motivations).

Skinner ( Psychologist)

Main strategy Objective-based instruction, competency-based

training, skills training

Teaching methods Lecture, simulation , demonstration, programmed

instruction

Assessment methods Criterion- based assessment, Multiple-choice questions

, recall items


Social Learning Theory• Albert Bandura (1977) agrees with the behaviorist

learning theories of classical conditioning ( Pavlov)

and operant conditioning . Mediating processes occur

between stimuli & responses.

• Bandura asserts that that people learn from one

another, via observation, imitation, and modeling. The

theory encompasses attention, memory, and

motivation and is often seen as a bridge between

behaviorist and cognitive theories.

• Bandura advocates for “reciprocal determinism”,

where the world ( environment and a person’s

behavior influence each other).Bandura ( Psychologist)

Main strategy Involves (a) attention – where factors such as previous reinforcement

affects attention ; (b) retention – remembering you pay attention to

using symbolic coding, mental images, cognitive organization;

(c) reproduction of images using self observation : (d) motivation –

based on concretes reasons such as past incentives.

Teaching methods Modelling as part of skill training where information is given (lecture),

opportunities for observation; practicing of skills, application of skills, &

provision of constructive feedback. Development of self-efficacy.

Assessment methods Problem solving, portfolio development, Case studies.


Experiential Learning – Kolb’s Learning Cycle• Kolb argues that we learn from our everyday

experiences and that reflection as an integral part of

learning.

• Four-stage model

Main strategy Active learning where activities draw on abilities from each stage of the

experiential learning cycle , and are designed in ways that offer each

learner the chance to engage with their preferred way of learning.

Teaching methods Concrete Experience ( Laboratory methods, field experiences ,

simulations); Reflective Observation ( reflective assignments,

discussions in class, discussion forums); Abstract Conceptualization (

Lecture, presentation of a model/theory of what is to be observed;

Active Experimentation ( Learner plans to test the model/ or future

experience).

Assessment methods Exams, Projects, Paper, Presentations and Portfolios.

David Kolb ( Philosopher)


Robert Gagne – Conditions of learning• There are several different types or levels of learning and each

level (verbal information, intellectual skills, cognitive strategies,

motor skills and attitudes) requires a different type of

sequencing of instruction.

• Nine instructional events for designing instruction and

selecting appropriate technology

✓Gaining attention (reception)

✓ Informing learners of the objective (expectancy)

✓ Stimulating recall of prior learning (retrieval)

✓ Presenting the stimulus (selective perception)

✓ Providing learning guidance (semantic encoding)

✓ Eliciting performance (responding)

✓ Providing feedback (reinforcement)

✓ Assessing performance (retrieval)

✓ Enhancing retention and transfer (generalization).

Main strategy Appropriate sequencing of instruction so that learners are exposed to

opportunities that require decision-making and problem solving .

Learning tasks are organized in a hierarchy according to complexity:

stimulus recognition, response generation, procedure following, use of

terminology, discriminations, concept formation, rule application, and

problem solving.

Teaching methods Technology- based simulations, Role plays, Project based

Assessment methods Exams, Projects, Paper, Presentations and Portfolios.


Benjamin Bloom – Taxonomy of Learning Objectives

Benjamin Bloom

(Educational

Psychologist)

Benjamin Bloom made significant contributions to the classification of educational objectives and the theory of mastery learning. He , together with a group of educators developed a hierarchical "taxonomy of educational objectives" categorized in three "domains:" Affective, Psychomotor, and Cognitive. The taxonomy is used to motivate educators to design and created holistic learning experiences .


Lev Vygotsky• Vygotsky stresses the fundamental role of

social interaction in the development of cognition (Vygotsky, 1978), as he believed strongly that community plays a central role in the process of "making meaning."

• His theory is one of the foundations of constructivism, asserting three themes related to social interaction, the more knowledgeable other, and the zone of proximal development.

Main strategy Active based learning where students take initiative for their own

learning experiences in a supportive, democratic and collaborative

environment. The environment is democratic, the activities are

interactive and student-centered and the teacher facilitates a process of

learning where students are encouraged to become responsible and

autonomous.

Teaching methods Experimentation, Research projects, Field trips, Video presentation,

Simulations, Tutorials, Peer-supported ;learning.

Assessment methods Exams, Pre and post testing; Oral discussions, Mind Mapping, Projects,

Case studies.

Lev Vygotsky, Soviet psychologist


Communities of Practice ( CoP)• Communities of Practice (CoP) present a process

of social learning that occurs when people who have a common interest in a subject or area collaborate over an extended period of time, sharing ideas and strategies, determine solutions, and build innovations.

• These groups of people share a concern or a passion for something they do and learn how to do it better as they interact regularly.

• CoP’s require cultivation” so that they can emerge, grow and become sustainable.

Main strategy A carefully well though purpose followed by processes of inquiry (

exploration and vision formation) ;design of activities , roles &

processes; prototype ( piloting the community with stakeholders) ;

Launching ( rolling out); growing ( numbers and networks in

collaborative projects) sustaining – assessing products outputs &

impacts on community.

Teaching methods Use physical and technology –supported infrastructure in relationship

building, collaborative learning, knowledge sharing, and action.

Assessment methods Evaluation of impact of CoP on community and individuals


George Siemens– Connectivism• The theory of connectivism (Siemens, 2005) is

characterized as the learning theory of the digital age. One underlying assumption in this theory is that knowledge is distributed and can reside inside and outside of ourselves.

• Learning consists of the ability to construct and traverse those networks where actionable knowledge is assembled to form a network of connections arising from experience and interactions within a community.

Main strategy Collaborative learning whereby members of a group collectively help each other towards achieving a pre-established goal through interaction. Collaboration makes the process of learning efficient and relevant because of an assumption that knowledge and expertise reside in the networks. There is room for individual and group learning in these interactions.

Teaching methods The teacher assists the learners build and make the relevant connections in their Personal Learning Networks (PLNs). The teacher is a curator and directs students to appropriate resources and other experts, and creates experiences that stimulate continual learning. Technology is pivotal in this learning process

Assessment methods Projects, Contributions to discussions, Artefact creation.

George Siemens (writer, theorist,

speaker, and researcher)
