Education research paper topics

Education research paper topics

Curriculum Analysis

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Curriculum Analysis

Student’s Name

Institutional Affiliation

 

 

 

 

 

 

 

 

 

Curriculum Analysis 

Appendix A: Curriculum Analysis Template

School InformationCurriculum Information
School Name[Student’s school Name]Publisher & year of publicationCambridge University Press, 2014
School Location[Student’s school location]Grade level2
School Website[Student’s school website]SubjectEnglish
School CurriculumEnglish as an International Language(EIL) : National Unified K–12 Learning Standards Framework 2014 – UAE         _________________________  Curriculum components included  -To build literacy and communication skills through reading and listening____ Vision                 -English is an international language (EILJ) (UAE Ministry of Education, n.d.)____ Educational Philosophy – (K2.3) Receptive Skills K2.3.1 – Interpersonal Communication(K2.3.1.1)
Understand and learn from simple
English dialogue or recordings and
engage orally in social and other
informal contextsK2.3.2 – Academic Communication K2.3.2.1
Understand and learn from simple
English dialogue conducted with
their English teacher and engage in
simple academic oral discourse with
their teacher and peers ____ Standards -To help students to engage in interpersonal communication using simple words, questions, and lexis____ Goals -Using listening, reading and interacting in small groups, using sight and descriptive words to engage in interpersonal communication____ Methods -Photos, charts, cards, staples, family photos and other stationary____ Resources -Student self-assessment, ability to use critical thinking skills in interpersonal communication, ____ Assessments
Curriculum Design Model used-Use of simple words and phrases in interpersonal skills in English, appreciate differences in others, develop critical thinking in people and places_____ Product            -Using self-assessment to allow students to engage in self-directed learning_____ Process
Write a brief paragraph describing each of these components:   Vision & Philosophy Vision refers to higher-level goals for the students. They define what should last when the unit is complete. Philosophy is the personal statement guiding the teacher’s view of the bigger ends of education in the classroom. Standards & Goals Standards refer to the systematic organization of content in a subject area to ensure quality and assure effective learning in the classroom. The goals are the general statements that should lead to the achievement of the envisioned outcomes. Goals help in planning and benchmarking student success (UAE Ministry of Education, n.d.). Methods Methods refer to the instructional approaches the teacher uses to promote effective learning. Resources Resources are the inputs and tools that enable and facilitate learning. Assessments: Assessments are the evaluation mechanisms used to determine whether learning has taken place.    
Unit & Lesson InformationInclude a copy of the unit/lesson to be used for sample analysis
Unit to discuss in the analysisGood Neighbors
Lesson to discuss in the analysis (if applicable)Lesson 1: Think about it (Pg. 32-35)

Curriculum Scope and Sequence (Screenshot)

 

 

Curriculum Analysis CategoriesYes/NoEvidence – Use screenshots with explanations
RATIONAE & GOALS
Goals clearly statedYes The goals clearly demonstrate the expected outcomes of the lessons and provide indicators on how the teacher plans to get there. They are closely linked to the planned activities, such as reading and reciting a poem.
Goals clearly linked to local standardsYes The goals do not sufficiently cover interpersonal skills by explicitly stating that the students will interact in groups. They only mention that they will engage in activities associated with learning how to communicate. However, they mention that the children will ask about different things, which might refer to asking the teacher or their peers. If it is mentioning their peers, then interpersonal communication is sufficiently covered. Consequently, they sufficiently cover only explicitly mention academic communication. 
Goals correspond with contentYes The goals correspond with content because it contains various activities associated with communication, such as listening, observing, and asking questions. Learners interact with the various objects, such as photos, and words such as neighborhood to express their views and impressions about them, thereby developing their literacy.
Goals correspond with learning outcomesYes The goals correspond with the learning outcomes because working in small groups should help the students apply what they have learned in interpersonal communication with each other.
CONTENT
‘Big Questions’ that reflect the unit themesYes There is only one good question, “who lives in your neighborhood?”
Content corresponds with learning outcomesYes The audioscript listening activity and the ones outlined about making a book, the students doing a survey about what they want to be when they grow up, and drawing corresponds with the use of critical thinking skills to develop their unique and personal communication and literacy skills during interaction with others.
Content is current and relevantYes The audio track and other tracks did not have dates provided but the content sufficiently aided instruction.
Content has personal relevance to student lifeYes The students engage in a highly personal survey. They have to do a survey about what each of them wants to be. The students are given a chance to write a poem in pairs about ‘My neighborhood,’ which is a relatively personal content development activity.
Content has social relevance to culture NoThe content has no relevance to culture. It was meant for general English instruction.
Content is free of biases and discriminationYes There are no biases and discrimination in the content except stressing that Mr. Sands’s street cleaning job.  
Integration with other subject matters is discussedYes The family and the neighborhood are integrated to show that the two comprise the community. During the lesson, the student understands that he or she is part of the neighborhood. The integration leads to a holistic view of the world as a community comprised of interacting units. 
STRUCTURE & ORGANIZATION
Structure is logical and sequentialYes The structure follows a logical order, with the class content advancing from listening, speaking, and reading. The three skills are ordered based on their complexity, allowing the student to develop the skills with ease. Finally, writing is presented as the last because it engages critical thinking, thereby allowing the student to interact cognitively with the content. 
Flexibility (possibilities for approaching instruction in a different sequence) Yes  There is little room for flexibility of the necessary sequential progress from the easiest to the hardest skill throughout the lesson.
Ease of useYes In addition to the ease of use allowed by the sequential ordering of the class content based on complexity, the curriculum has a sufficient selection of materials to make learning easier. The index cards stand out as useful learning aids to help the students acclimatize to new words.  
Opportunities for collaboration with colleaguesNoThere are no opportunities for collaboration with colleagues. The students need undivided attention to the teacher. A second colleague would divide their attention, thereby deterring learning.
INSTRUCTIONAL METHODS
Instructional guidelines providedYes There are simple instructional guidelines that provide direct instructions to guide the class towards purposeful learning. The instructions not only provide what to do but also what to check. There is no conceptual background provided on the theory behind the lesson planning.
Correspondence of instructional strategies with outcomesNoThere is no correspondence of instructional strategies with outcomes. The outcomes are based on the sequential ordering of the content.
Autonomy (teacher could add their own ideas)NoThere is little room and necessity for additional content.
Opportunities for collaboration between studentsYes The students work in pairs to write about their neighborhoods. The student work on various activities in small groups collaboratively.
THINKING& EXPERIENCE
Active learner roleYes In addition to reading poems, the students have an opportunity to provide their own verses to the class. The students actively engage each other in small groups.
Higher order thinking (opportunities for problem solving & higher-level thinking skills)Yes Writing poem verses requires using creative thinking to create relatable content. Completing various projects, such as doing a survey, drawing maps, and giving directions requires creative and critical thinking.
Learner experiences (opportunities for recall prior experiences and link to current experiences)Yes Naming people and names in the neighborhood allows the students to reflect on their own encounters with things and people in their neighborhood and link them to the audioscripts and activities about similar people and things.
Diversified activities (different types of learning activities)Yes The unit comprises a diverse set of activities that exercise different abilities learned in the classroom.
Differentiation (‘tailoring’ instruction to individual needs)NoThe students can only work with the teacher as a group, and engage each other in groups or in pairs.
Emotional development (connecting learning experiences with student emotions and personal lives)Yes The activity on my family allows children to reflect on the family in the instructions while also reflecting on their own families using photos and family trees as references.
Cognitive readiness (consideration for cognitive developmental stages)NoThere is no appropriate cognitive developmental stage mentioned in the paper.
ASSESSMENT
Correspondence of assessment methods to outcomes, content and instructional guidelinesYes
The assessment methods, outcomes, content and instructional guidelines are developed such that at the end of the lesson, students will be able to combine their listening, reading, writing and critical thinking skills to solve real-world problems in pairs or small groups.
Pre-assessment includedNoThere is no pre-assessment included.
Formative assessment includedYes The teacher repeatedly asks questions throughout the lesson to assess whether the student assess the lesson’s contents, such as plural forms of nouns and correct pronunciation.
Summative assessment includedYes There is summative assessment consisting of applying the skills learned to work in small groups to complete various process. The teacher is able to assess whether the students have the requisite communication and literacy skills to engage in simple interpersonal communication in English.

Appendix B: Summary Table

CriteriaStrengthsWeaknesses
Rationale & goalsThe rationale was simple but effective, making it easier to meet the learning outcomes and goalsThe goals were clearly defined and linked to the learning outcomesThe goals were easily measurable The activities and the goals were linked to produce the learning outcomesThe goals did not consider what development stage the student was onThe rationale was rigid, thereby failing to account for individual student differences and collaboration with colleagues
ContentThe content was original, actionable, engaging, and included audiovisual media for interactivityThe audioscripts were cumbersome  
Structure & OrganizationThe sequential structure and organization made it easier to achieve learning outcomesThe structure allowed for the students to combine their various skills to engage with real-world tasksThe structure and organization was rigid, thereby making little room for teacher’s input and collaborative teaching
Instructional methodsThe instructional methods allowed for immediate feedback to assess student learningThey facilitated teacher-student interactionThe instructional methods did not facilitate collaboration between colleagues
Thinking & experienceThere was immediate feedback to help in assessing thinking and experienceThe lesson used audiovisual content and student activities that facilitated thinking and experienceThe lesson included individual and group thinking and experiencesThere was no individual evaluation of each student’s thinking and experienceThinking and experience should have included input from the teacher on his or her opinions to broaden the student-teacher interaction
AssessmentThe assessment did not require too much expense and planningThere was an ongoing assessment of student outcomesThe assessment provided immediate feedback for evaluation  There was no individual assessment of the studentsInformal assessment can hide stereotypes and biases in the teacher
Recommendations   The lesson should have included heterogeneous cultural content to promote cultural understanding in the classroom. While English is an international language, there should be references to differences in culture to promote diversity. Umar Sivasubramaniam (2011) states that there should be different modes of competence when teaching English as an International Language (EIL). The lesson should have included concepts about child growth and development (CT.GOV-Connecticut’s Official State Website, n.d.). There was little attention to the different stages of childhood development and their influence on learning. Finally, formal testing procedures targeting individual students should be included to assess individual learning disabilities.     

 

References

Altamirano, A., Linse, C. and Schottman, E. Cambridge Global English Stage 2 Teacher’s

Resource, Volume 2. Cambridge: Cambridge University Press

CT.GOV-Connecticut’s Official State Website. (n.d.). A Guide to Curriculum Development:

Purposes, Practices, Procedures. Retrieved from https://portal.ct.gov/-/media/SDE/Health-Education/curguide_generic.pdf

UAE Ministry of Education. (n.d.). English as an International Language (EIL). Retrieved from

umar Sivasubramaniam, S. (2011). Constructivism in EIL: Issues and insights for teaching and

research. The Journal of English as an International Language, 1.

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