Final: Contemplative inquiry into an existing curriculum (or a curriculum issue)
In his excellent book “Igniting the sparkle: An Indigenous science education model”, Dr. Greg Cajete describes “curriculum design as a metaphor” [emphasis added] (1999). This reflects the idea that curriculum design and in fact curriculum documents themselves are only ever a representation of the teaching and learning experience not the experience per se. For many curriculum theorists, developers, and/or designers and even some educators this distinction has been lost and the text, the curriculum package, or document becomes the focus rather than the experience of the actual teaching and learning relationship. This phenomenon is reflected in the great Canadian curricularist Dr. Ted Aoki’s discussion of curriculum-as-plan versus curriculum-as-lived (Aoki, 2012), remembering everyone’s lived experience of curriculum is unique.
As you know, during this course, we have worked together, in a community of praxis and through our discussions, and individually but (hopefully) contemplatively on inquiries into specific curricula (or curriculum issues) in contexts that are of interest to you. Your final (week 7) assignment is designed to consolidate your learning in relation to your inquiry and your role as a curriculum theoriser in your context.
In your final submission you should include:
a very brief overview of your positionality, context and role, worldview (and the curriculum that underpins it) – summarising these elements from your mid-term assessment (units 1-4) to contextualise this final assessment,
a detailed and contemplative analysis of your selected curriculum or curriculum issue (using the curricular framework (unit 5) and curricular questions and in consideration of the collaborators in curriculum theorising you identified (unit 6) that you conceived during the course),
a detailed and contemplative critique (drawing on unit 4) of the efficacy of the curriculum (or efficacy of curriculum approaches to the issue), and
recommendations for improvement.
This assessment is also rooted in your context, experience, and role, as such you are expected write in the first person and to use the literature you have been exposed to in the course (or programme) plus any professional literature you feel is relevant, to explore and explain your experiences and understandings and vice versa, and to appropriately (using APA 7th style) cite and reference any 3rdparty sources used in your submission.
To be clear it is expected that you will utilise texts (literature and/or videos from throughout the course) to provide criticality and depth to your assignment submission.
It is expected your assessment submission will be:
Length: 3000 words, +/-10% (excluding references) that is around 40-45 minutes of audio or video (Note: This assignment does not require an abstract)
Format: The format of your final assessment can be text (academic paper), audio, video, wiki, or a (PowerPoint or Sway or similar) presentation[1]. Regardless of format, your assessment submission should adhere to APA (7th) standards in terms of academic writing and formatting. Any citations and references are to be in accordance with APA. Typed components should be double-spaced and written in a 12-point sans serif font.
Structure: Include a general introduction, a balance of specific theoretical references, personal reflection, and practical application (experience), and a conclusion summarizing the key points of your discussion, and be supported with specific examples including appropriate quotes, citations, and references.
NOTE: Don’t forget non-text-based submissions (audio, video, PPT with images and/or audio/video) require a reference list[2] or bibliography[3] to be submitted along with the audio or video or presentation
References
Aoki, T. T. (2012). Teaching as indwelling between two curriculum worlds. In W. F. Pinar & R. L. Irwin (Eds.), Curriculum in a new key: The collected works of Ted T. Aoki (2nd ed., pp. 159-165). Routledge: Taylor and Francis Group. (1986/1991)
Cajete, G. (1999). Igniting the sparkle: An Indigenous science education model. Kivaki Press.
[1] Note: Non-text assessment submissions (audio, video, PPT with images and/or audio/video) will need to be loaded into your OneDrive, YouTube, Google Drive, OISE’s MyMedia server or similar since the files are, usually, too large for Quercus. Please make sure the permissions are set so your instructor can engage with the file. A link to your assignment can then be pasted into a document which can then be uploaded into Quercus.
[2] A list of the full references for 3rd party materials cited in the submission. References should be in APA 7th format.
[3] A list of the full references for 3rd party materials that informed your understanding in creating the submission. References should be in APA 7th format.
Rubric
Final: Contemplaative Inquiry
Final: Contemplaative Inquiry
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeOverview.
Provided an overview of your positionality, context and role, worldview (and the curriculum that underpins it) – summarising these elements from your mid-term assessment to contextualise this final assessment.
15 pts
Full Marks
0 pts
No Marks
15 pts
This criterion is linked to a Learning OutcomeAnalysis.
Provided a detailed and contemplative analysis of your selected curriculum (or curriculum issue).
20 pts
Full Marks
0 pts
No Marks
20 pts
This criterion is linked to a Learning OutcomeCritique.
Provided a detailed and contemplative critique of the efficacy of the curriculum (or efficacy of curriculum approaches to the issue).
20 pts
Full Marks
0 pts
No Marks
20 pts
This criterion is linked to a Learning OutcomeRecommendations.
Provided recommendations for improvement (in relation to the selected curriculum or curriculum issue).
10 pts
Full Marks
0 pts
No Marks
10 pts
This criterion is linked to a Learning OutcomeSuperior Analysis and Synthesis.
Evidenced superior capacity to analyze and synthesize research that evidences criticality and capacity to inform practice.
10 pts
Full Marks
0 pts
No Marks
10 pts
This criterion is linked to a Learning OutcomeOrganisation and Articulation.
Evidenced good organization, including a clear articulation and presentation of ideas.
5 pts
Full Marks
0 pts
No Marks
5 pts
This criterion is linked to a Learning OutcomeDrew on Suggested Readings and Other Texts.
Drew on required readings, extant literature, arts-informed media, community-based inquiry, and lived experience to deepen understandings.
10 pts
Full Marks
0 pts
No Marks
10 pts
This criterion is linked to a Learning OutcomeGraduate Standard APA 7th Style
Evidenced APA 7th citing and referencing commensurate with graduate level standards.
10 pts
Full Marks
0 pts
No Marks
10 pts
Total Points: 100
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