ive and apply other corresponding tools and processes in curriculum development when developing projects consistent with their professional aspirations and expectations.
1. There are different types of theorizing as presented by different authors and scholars. Define the term “Theorizing” as discussed by different scholars. What are the implications for the different definitions for practice?
2. Read chapter 4 of Marsh and Willis and other online readings recommended for this course. Develop a virtual mental picture of the teachers; prescriptive theorizer (TED), Descriptive Theorizer (TAMMY) and Critical-Exploratory Theorizer (TODD). Remember to include in your mental picture of these teachers, their common beliefs, goals, beliefs, practices, and habits
2. Students must reflect the different priorities, backgrounds, experience and skill brought by different stakeholders during curriculum planning. Remember to develop detailed discussions on the role played by teachers, principals, parents and student during curriculum development
1. Write a critical response on the basic concepts that underlie curriculum research and some of the approaches schools are using to support the process of curriculum development. The reflection should thorough and present a clear thesis.
2. Discuss the problems faced during curriculum planning and implementations. Include approaches that can be used to solve the problems you stated and possible recommendation for future implementation process
1. In Chapter 6 of the course textbook, Marsh and Willis (2007) elaborate and present the different players during the curriculum process and the hats they wear. In the hats presented in the chapter, identify the hats that you may wear. Visit and open the course website and click on that hat. Read the role associated with that hat during the curriculum planning and implementation process.
2. You are a crucial member of the curriculum planning group. Two facilitators have agreed to work ...
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