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Curriculum as International Text

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Lynette Ann Liew

on 28 November 2012

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Transcript of Curriculum as International Text

photo credit Nasa / Goddard Space Flight Center / Reto Stöckli Singapore Curriculum as International Text Teacher Growth Model (TGM) Tight-Loose Tight Diversified Educational Landscape Development of Education in Singapore Competencies for the 21st Century "...curriculum developments are not sealed airtight within national boundaries. Just as economic, political and ecological phenomena increasingly ignore national boundaries, so do educational issues." (Pinar, 2008, p. 792) "During this century, school curricula have become somewhat standardized worldwide, suggesting that a single concept of contemporary society may be moving toward global dominance." (Pinar, 2008, p.702-793) Research Perspectives and Paradigms
Political uses of International Comparisions
Educational Reform
Primary Sources
The Politics of the Textbook
Educational Outcomes
Examinations Worldwide
Origins of Examinations
Examinations in the West
The English National Curriculum
Global Education Education for Global Survival Technical Interest:
"...grounded in the need of the species to survive and reproduce both itself and those aspects of human society which are deemed to be of most worth." (Grundy, 1987, p. 11)
Tylerian Approach:
There are outcomes to strive towards.
Step-by-step approach in meeting these outcomes
Evaluation of system in order to progress towards new goals in tandem with global changes. Practical Interest:
"...grounded in the fundamental need of the human species to live in as part of the world." (Grundy, 1987, p. 13)
Competencies for the 21st Century and its elements. Confident Person who has a strong sense of right and wrong, is adaptable and resilient, knows himself, is discerning in judgment, thinks independently and critically, and communicates effectively. Self-directed Learner who questions, reflects, perseveres and takes responsibility for his own learning. Active Contributor who is able to work effectively in teams, is innovative,exercises initiative, takes calculated risks and strives for excellence. Concerned Citizen who is rooted to Singapore, has a strong sense of civicresponsibility, is informed about Singapore and the world, and takes anactive part in bettering the lives of others around him. Diverse Educational Landscape
Providing opportunities for all
Developing talent and skill in all students Tight-Loose-Tight
•The importance of having a balance in order to meet the outcomes outlined by the national curriculum but at the same time giving space to develop talent and critical thinking in the youth. Teacher Growth Model (TGM):
•To reflect the multi-faceted nature of their work, the TGM presents a holistic portrait of the 21st century Singapore teacher with the following five desired outcomes:
1.The Ethical Educator
2.The Competent Professional
3.The Collaborative Learner
4.The Transformational Leader
5.The Community Builder Discussion:
Talk about some issues and implications of having a national curriculum and national level testing. If possible, make some comparisons to Singapore's National Curriculum and the Common Core State Standards. Pick out elements or ideas that can be connected to:
The Economy
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