Curriculum Theory and Model
1.Curriculum refers to the comprehensive plan designed and formulated for an educational or training program that aims to offer improved manpower for fulfilling the ever-increasing needs of the dynamic society (Savery 2015). The integrated curriculum model focuses on forming a connection between the different areas of study and allows the students to engage in meaningful and relevant activities that are connected to real life (Oliver and Oesterreich 2013). In contrast, the traditional model of curriculum focuses on the content or the resources that are made available to the learners or the students. It is based on the individual needs and self-control of the students, which in turn was dependent on task-based approaches and memorization (Finotto et al. 2013).
This case scenario is based on outcome-based education that illustrates the importance of educational system around the outcomes that the students will achieve in the learning process. This outcome-based curriculum method can be defined as a learner-centred approach that emphasizes on the role of a student in real world, upon completion of the program or course (Thistlethwaite 2012). Thus, this outcome-based curriculum model ensures that the students gain the capability to demonstrate specific achievements, by aligning activities and methods. The case scenario is correlated with this model owing to the fact that small tutor groups have been formulated with the aim of developing the independent learning skills of the students at the end of the study program (Tune, Sturek and Basile 2013). The study program and instructional efforts in the medical school has been formulated based on the well defined outcomes that are intended to be achieved in each student, upon leaving the school. Thus, the aforementioned model can be correlated with the case with regards to the emphasis on what is to be learned by the students. In this context, a demonstration of learning at the end of the learning experience is the primary outcome, based on which the model has been formulated (Morcke, Dornan and Eika 2013).
Curriculum theories are sets of educational concepts that afford an illuminating and systematic perspective of the curricula (Pinar 2012). While there are several structure-oriented or value-oriented theories that are concerned with analysis of the curriculum components and their interrelationship, and the assumptions and values of the curriculum makers, the process-oriented theory seems to apply in this context (Renkl 2014). This theory is primarily concerned with providing a description of development of curricula and its recommendations (Barth 2013). This theory enhances the decision making skills and capabilities of the learners. Thus, it seems relevant for this case as it focuses on the processes and skills that are involved in learning (Chen, Chen and Chen 2014).
Management Solution
2.a.The case scenario involves teaching students in small groups that helps in providing the learners with the opportunity that makes them more interactive than in group lectures. Furthermore, it facilitates cross-cultural exchanges between the educator and the learners. The outcomes that are intended to be achieved are the following:
- Learners will be encouraged to clarify their ideas- A common concern that arises during large group discussions is related to the reluctance among students to speak. Thus, it becomes difficult to empathise with individual students in a class. Teaching a limited number of students in a small group will help in initiating interaction by eliminating stereotypes and stigmas associated with language barriers or lack of self confidence (Jalgaonkar, Sarkate and Tripathi 2012).
- Improve learner’s ability to critique several ideas- Academic debate in group classes is often difficult as it results in conflict of values and ideas among the students and with the educator. Such debates create considerable amount of anxiety for students who do not wish to disagree. Thus, managing students in small groups will create provisions for private discussions, thereby enhancing the knowledge of the learners and will also shape their understanding and willingness to engage in debates or critical analysis (Laal and Ghodsi 2012).
- Reducing interpersonal gulf- Variable attitudes towards cultures and linguistic barriers unknowingly contribute to several difficulties that are faced by international students present in a large group. Limited number of non-English speaking learners faces difficulty to communicate in group settings. Students belonging to other cultural backgrounds often feel not valued or understood by the educators. This curriculum intends to remove biases based on ethnic or cultural backgrounds, thereby facilitating all round development of all students. It will also establish better rapport between the educator and the learners (Clarke and Braun 2013).
- Establishing a culture of questioning- Most often the learners fail to know answers to all problems that are being discussed in the class. The primary goal of this curriculum is not related to the practice of the educators providing answers to all queries, but is focused on enhancing the critical thinking and decision making skills of the students that will enable them to construct correct answers. The session thereby intends to provide the learners with a thinking space that will ease the pressure of spontaneous speaking (Tayem 2013).
- Other possible outcomes that are also considered focus on encouraging students towards an independent and self-directed learning, providing opportunities for gaining awareness on emotional reactions, enhancing peer learning and development of cooperative behavior.
2.b.The case scenario presents difficulties that are faced by the learners of the Y1A group related to the strict adherence of their educator to the prescribed curriculum and the increased emphasis on discussing and sharing of knowledge between peers. An analysis of the context suggests that the approach related to performance review of the tutor, mentoring or buddying, peer observation and a one-to-one meeting should be implemented.
The tutor performance review will be conducted in the form of an evaluation form, created for the educator that will play an essential role in improving the learning outcomes of the students, thereby increasing their satisfaction. This review will involve a direct meeting with the tutor where the learning needs will be identified, which in turn will facilitate formulation of effective teaching and interaction strategies that will help in delivering appropriate and accurate classroom sessions. The self-feedback will act as an important tool for achieving the goal related to building of a quality class improvement program (Karnilowicz 2012). The interaction will create provisions that will allow discussions to enable the educator identify and reflect on the presence of sufficient knowledge that is utilized while assisting the students with the course materials, use of classroom assignments for helping the students understand relevant skills and concepts, use of testing strategies and adequate resource materials for amplifying the course materials. Furthermore, the performance review and direct interaction will also help in self-evaluation on maintenance of a positive attitude towards the students, courteous interaction, encouraging students for personal and academic advice and explaining the goal of the tutoring sessions. This interaction and reflection will allow the tutor to improve teaching skills and capabilities with the aim of enhancing student outcomes (Azer and Azer 2015).
Mentoring- This mentoring will involve non-formal training and guidance that will be provided to the tutor. The mentor or buddy will act like an induction tutor who will be an experienced educator and will adorn the responsibility of supporting, mentoring and assisting the recently qualified tutor, on a regular basis. The mentor will be given the responsibility of providing support and guidance, while making judgments on the performance of the tutor of the Y1A group, by conducting formative assessment activities. Meetings and observations will be conducted to review the progress of the tutor at regular intervals. Thus, the regular reviews will help in meeting the core standards (López-Pastor et al. 2013).
Tutor Performance Review
Peer observations- This will improve the teaching practice. The tutor of Y1A group will be able to transform the perspectives on education and will gain the capability of developing collegiality. An assessment and formal report on the performance of the colleagues will enhance self-confidence and help the tutor identify the areas that would require further improvement to meet the expectations of the learners (Meek, Blakemore and Marks 2017).
One-to-one meeting- These meetings will enable all the students of the Y1A group to settle in and build a rapport with their tutor. The tutor might also have specific things to share and discuss about the students, which in turn will facilitate sharing of concerns and queries. These meetings will facilitate academic progress and future directions. It will also assist the students to let the tutor know of their individual concerns related to the classroom sessions. Thus, the meetings will help in clarifying concepts and ideas. It will assist the tutor to reassure the students in a welcoming way, thereby demonstrating that all possible efforts shall be taken to support them. Thus, the meetings will put the students at ease and will help the tutor identify the aspects that need increased attention (Karnilowicz 2012).
However, there are certain approaches that will not be selected in this context. Sending an e-mail brief to all the tutor groups will make all students regardless of their group know about the problems that the concerned learners are facing in their classroom sessions. This would in turn create an embarrassing situation for the tutor. Professional training event for the group is not a feasible option since the main difficulty is related to the classroom teaching skills that are implemented in the group. Similarly, meeting with the whole group to discuss the issue might result in conflicts among the students due to differences in their opinions regarding the tutor (Kilian, Hofer and Kuhnle 2013).
References
Azer, S.A. and Azer, D., 2015. Group interaction in problem?based learning tutorials: a systematic review. European Journal of Dental Education, 19(4), pp.194-208.
Barth, M., 2013. Many roads lead to sustainability: a process-oriented analysis of change in higher education. International Journal of Sustainability in Higher Education, 14(2), pp.160-175.
Chen, C.Y., Chen, P.C. and Chen, P.Y., 2014. Teaching quality in higher education: An introductory review on a process-oriented teaching-quality model. Total Quality Management & Business Excellence, 25(1-2), pp.36-56.
Clarke, V. and Braun, V., 2013. Teaching thematic analysis: Overcoming challenges and developing strategies for effective learning. The psychologist, 26(2), pp.120-123.
Finotto, S., Carpanoni, M., Turroni, E.C., Camellini, R. and Mecugni, D., 2013. Teaching evidence-based practice: developing a curriculum model to foster evidence-based practice in undergraduate student nurses. Nurse education in practice, 13(5), pp.459-465.
Jalgaonkar, S.V., Sarkate, P.V. and Tripathi, R.K., 2012. Students’ perception about small group teaching techniques: Role play method and case based learning in pharmacology. Education in Medicine Journal, 4(2), pp.e13-e18.
Karnilowicz, W., 2012. A comparison of self-assessment and tutor assessment of undergraduate psychology students. Social Behavior and Personality: an international journal, 40(4), pp.591-604.
Kilian, B., Hofer, M. and Kuhnle, C., 2013. Conflicts between on-task and off-task behaviors in the classroom: the influences of parental monitoring, peer value orientations, students’ goals, and their value orientations. Social psychology of education, 16(1), pp.77-94.
Laal, M. and Ghodsi, S.M., 2012. Benefits of collaborative learning. Procedia-Social and Behavioral Sciences, 31, pp.486-490.
López-Pastor, V.M., Pintor, P., Muros, B. and Webb, G., 2013. Formative assessment strategies and their effect on student performance and on student and tutor workload: the results of research projects undertaken in preparation for greater convergence of universities in Spain within the European Higher Education Area (EHEA). Journal of Further and Higher Education, 37(2), pp.163-180.
Meek, S.E., Blakemore, L. and Marks, L., 2017. Is peer review an appropriate form of assessment in a MOOC? Student participation and performance in formative peer review. Assessment & Evaluation in Higher Education, 42(6), pp.1000-1013.
Morcke, A.M., Dornan, T. and Eika, B., 2013. Outcome (competency) based education: an exploration of its origins, theoretical basis, and empirical evidence. Advances in Health Sciences Education, 18(4), pp.851-863.
Oliver, K.L. and Oesterreich, H.A., 2013. Student-centred inquiry as curriculum as a model for field-based teacher education. Journal of Curriculum Studies, 45(3), pp.394-417.
Pinar, W.F., 2012. What is curriculum theory?. Routledge, pp.13-43.
Renkl, A., 2014. Toward an instructionally oriented theory of example?based learning. Cognitive science, 38(1), pp.1-37.
Savery, J.R., 2015. Overview of problem-based learning: Definitions and distinctions. Essential readings in problem-based learning: Exploring and extending the legacy of Howard S. Barrows, 9, pp.5-15.
Tayem, Y.I., 2013. The impact of small group case-based learning on traditional pharmacology teaching. Sultan Qaboos University Medical Journal, 13(1), p.115.
Thistlethwaite, J., 2012. Interprofessional education: a review of context, learning and the research agenda. Medical education, 46(1), pp.58-70.
Tune, J.D., Sturek, M. and Basile, D.P., 2013. Flipped classroom model improves graduate student performance in cardiovascular, respiratory, and renal physiology. Advances in physiology education, 37(4), pp.316-320.
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