Curriculum_Design_for_Inclusive_Practice_Is_Central_to_Effective_Learning_and_Teaching

DLLS 202: Curriculum Development for Inclusive Practice MARCH 2010 Curriculum Design for inclusive practice is central to effective learning and teaching This essay will focus on unpacking the above statement, critically analysing the concepts of: • Curriculum design – looking at both the formal and informal (or hidden) elements of curriculum and learners’ own psychological expectations of what their learning experience will do for them • Inclusive practice – and how I ensure that teaching is personalised to each individual learner. My definition and experience of inclusive practice is, in turn, linked to my own cultural context of learning • Effective practice – and the impact that a broad range of stakeholders – each with different expectations in terms of the ‘outcomes’ of teaching – has on what ‘defines’ effective practice. For me, teaching is all about the positive experience for the learner – but nonetheless, the influence of stakeholders (including the LSC, DIUS, the College Board and many others) can not be ignored I shall begin this essay by setting out the definition of curriculum which aligns most closely to what curriculum means to me. Its roots lie in the running and chariot tracks of Greece and was literally a course. In Latin, curriculum was a racing chariot, currere was to run. There are numerous definitions of curriculum, and the concept has evolved over the years, influenced by the political, economic and social environment at the time. John Kerr offers the following definition of curriculum: ‘all the learning which is carried out in groups or individually, inside or outside the school’ (quoted in Kelly 1883,10). From my experience, both as a pupil within the educational establishment and as a teacher, this is the definition which aligns most closely with my own first hand experience. I see curriculum more than just the scheme of work or the set syllabus by the awarding body. It’s about the overall educational package and facilities offered by the establishment. Beyond that, it’s about the wider range of life skills that students gain from engaging in a course – which can provide routine and structure. My own definition of success and effective practice – which I shall go on to define in greater detail later on in this essay – is aligned with ensuring that learners gain skills in handling social situations, discipline and handling groups of people. Teaching, in terms of the product or content model of curriculum – is just a part of this. I will now turn to the concept of curriculum design and the impact this has on effective teaching and learning. My teaching within the college lies mainly with a group of Entry to Employment (EtoE) learners, often casualties of the schooling system. For a variety of reasons they have failed to achieve the necessary grades within school to move on to mainstream college. Common reasons for this are family problems (the only surviving family unit out of 22 learners broke up last week), learning difficulties and drug issues. As their tutor, I have responsibility for their welfare and learning. The prescribed syllabus is an entry level BTEC course in construction, which enables them to gain a recognised qualification within the EtoE framework. The aims and objectives are clearly set out in the formal course criteria, but crucially the methods used to achieve those criteria allow me to approach the teaching geared to the individual learner, allowing for an inclusive approach. In this way, the curriculum design of the EtoE course, allows me to take a flexible and personalised approach to delivery. It may be helpful to at this point to explain a little about the relatively new approaches to developing the curriculum, first appearing in the USA in the 1940s. Today it is generally accepted 4 models are in common usage, but it is an evolving area. The product model is closely associated with the work of Ralph Tyler (1971). It is the earliest, having been formulated by Frank Bobbit with his work ‘The Curriculum’, as early as 1918. It is a learning cycle focusing on behavioural targets for learning. Often found in military teaching as it breaks jobs into processes purposely not allowing room for thought. The content model focuses on the ‘what’ of learning and was developed by Paul Hirst (1974). Hirst believes there are key areas of mathematics, physical science, knowledge of persons, literature and fine arts, morals, religion and philosophy. The prime aim becomes a transmission of wisdom. Most of us have been through the O level or GCSE syllabus at school where we are asked to undertake a range of key subjects in order to achieve what is deemed to be ‘a balanced curriculum’. The process model was developed by Stenhouse (1975) where he produced the following definition: ‘a curriculum is an attempt to communicate the essential principals and features of an educational process in such a form. It is open to scrutiny and capable of effective translation into practice’. More simply, the learner develops processes and procedures of learning which they can develop. Malcolm Skillbeck (1976) and Dennis Lawton (1983) are linked to the fourth model: the situational model, which focuses on the cultural context of learning. The curriculum is a praxis and can be considered a development of the process model. The curriculum is not simply a set of plans to be considered but rather is constituted through an active process in which planning, acting and evaluating are all reciprocally related and integrated into the process. Interestingly, EtoE learners are evaluated through the BTEC syllabus primarily focussing on the product and content models. The syllabus is listed in Appendix 2 and to achieve a pass grade learners need to meet a list of set targets. All systems need some parameters as a base level to measure achievement against. Two methods in common usage are the CIPP model and the 7 Aspects of Evaluation (see appendix 3). However, I personalise these targets relevant to the capabilities and commitment of each individual – encouraging those learners who I see as being capable of achieving more. It is most evident in their practical work, where the work quality varies considerably according to the effort that the learner chooses to put in meeting these targets. I attempt to introduce a process model of curriculum, tied to their own cultural contexts of learning (situational model) to allow for inclusive learning. Herein lies a common ‘tension’ in the system – balancing the course measurement system, which is geared towards the outcomes, rather than what I use as a measure of success – which is equipping my learners with the skills and confidence and interest to tackle other challenges in their life. It is about the rounded learning experience – which brings me back to Kerr’s definition of curriculum. It’s also important to make the distinction between what constitutes the formal curriculum – with the informal (or hidden) curriculum – as well as the psychological expectations – or learner motivations – which are specific to each leaner. Each will have their own expectations regarding what the course can do for them. It is these motivations that I need to tap into as a teacher. In order to do this, I am now sitting down with each learner at the start of my course to do an initial, in-depth assessment. They tend to be very open and frank at the beginning of the course with me. Outside of the classroom, I seek to engage in a dialogue with other agencies which play a part in the learners lives, including connexions and social services. This is essential to understand their cultural context of learning, and acts as a cornerstone for personalisation. I also believe that teachers have a moral purpose – which can be viewed as part of the hidden curriculum - so you are able to support learners beyond the syllabus and guide them. For me, I use this as a measure of my success. The situational model has particular relevance with my group of e2e learners. Often coming from an unhappy home life, lacking motivation and a good parental role model has had an impact on their focus in the classroom. Maslow’s ‘hierarchy of needs’ theorises that until their basic psychological needs, security and love and belonging are satisfied the learners will struggle to move on to the higher order levels of esteem and experience culminating in self actualisation. I attempt to make the classroom feel a welcoming and friendly environment to try and satisfy some of the lower order needs. To overcome the lack of a role model at home, I continuously explain and reinforce with how the course can lead on to further education, and possibly a career where they could support themselves. Daily, I give a different example of where the course could lead them, tied into real life experiences. It is important to remember the focus of education is the learner. There is no ‘one size fits all’ approach to curriculum; each learner is an individual. It is important to put their needs clearly in your sights, and with my learners, getting them to college is the first challenge. In this way, the formal curriculum may be about the “what” of learning through the BTEC syllabus; but the equally important informal curriculum is about ensuring that they get to college on time. For example, I have come up against would I consider to be an unfair college policy, by insisting on a formal referral process linked to attendance. My learners have been threatened all through the education system and not responded . By arguing this point with the college and relaxing the rule for my learners I can tailor targets and goals for each learner without setting them on target to fail before they start the course. I have set my learners personalised ‘targets’ to encourage and incentivise them to attend, rather than using the mandatory formal referral system. An example of a personal goal would be getting to college, progression would be getting there on time. A curriculum or syllabus, on paper, could be deemed as objective, as it is a list of learner outcomes. However, curriculum delivery is always going to be subjective because the teacher brings to the classroom situation their own cultural context and situational factors and moral beliefs. After 3 years of teaching, I am developing my own beliefs and ideas that I am ready to stand by and discuss with more experienced colleagues. This was reflected on a recent graded observation. A very experienced tutor rather than imprinting his ideas on the evaluation was asking me my classroom control techniques realising that he could learn from my approach to inclusive and personalised practice. For example, I stay seated when learners enter the classroom to create a more relaxed – and less threatening – learning environment. Finally, I shall turn to critically examining the concept of “effective teaching and learning” and how this means different things to the multitude of stakeholders who are influenced by – and have an influence on – my classroom practice. The stakeholder map set out in appendix 1 highlights a range and number of stakeholders which have an influence on the learner and their learning experience. To take the example of the government, as this has particular relevance for my EtoE learners. Recent government policy has set some stringent targets in terms of reducing the number of NEETS (Not in Employment, Education or Training). For the government – and indeed the educational establishment – effective practice is defined as reducing the NEETS, regardless of course suitability to the learner. For me, however, the employer is one of the most important stakeholders (excluding the learner) since the ultimate aim is to support learners to find their place in the employment system, which then leads to fulfilment for the learner, culminating in the economic success of the country. Effective curriculum design is so important for EtoE learners because they are not as adaptable as students who have progressed up the formal education system. For example, in the Higher Education system, it is possible to make assumptions about the learners in the classroom, they have greater self-control and discipline, and for this reason, it is fair to make a generalisation about your learners. Inclusive practice is so central to EtoE students because they come to the ‘classroom’ with so many emotional, social and practical barriers to learning. It is certainly not a ‘level playing field’. To conclude, I feel the aim of curriculum design should be to focus it to fit the learner. However, as I have argued, effective teaching and learning is not just about the design of the formal curriculum, or syllabus. Equally important is the design and delivery of the informal curriculum – including a safe and comfortable learning environment, ‘targets’ which are appropriate for the learner, systems which don’t punish ‘failure’ and meeting expectations, motivations and needs which are aligned with the individual’s own cultural context of learning. Inclusive practice means understanding learners’ needs and then personalising both the content and process (or delivery) of the learning. At all times, inclusive practice needs to be continuously and relentlessly built into the curriculum. Every lesson of every day has to be structured to be adaptable to meet the ever changing needs of the learner, sometimes minute by minute. References Petty, G. (2004), Teaching Today: Nelson Thomes Ltd Wilson, L. (2008), Practical Teaching: Cengage Learning Kerr John, cited in Kelly (2004) op.cit Armitage, A (2007), Teaching and Training in Post Compulsory Education: Open University Press http://www.lluk.org/3043.htm, Date accessed 14.03.10 www.ofsted.gov.uk , date accessed 10.03.10 Teaching and Training in Post-Compulsory Education 2003 Armitage et al Open Univerity Press Maidenhead