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Unit One Written Assignment

Anonymous

Education, University of the People

EDUC 5220: Curriculum Design and Instructional Decision Making

Samuel Amponsah

June 22, 2021

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Unit One Written Assignment

In his critique of the effects of rationalism and standardized testing in education ‘What

does it mean to say a school is doing well?’, Elliot Eisner poses a series of questions related to

some of the challenges to consider in relation to curriculum design.

Firstly, Eisner asks ‘can students apply what they have learned or what they have

learned how to learn?’ (n.d., p.302). He raises this rhetorical point in relation to the “transfer of

learning” and laments the lack of practical application involved in traditional curriculum design

(Eisner, n.d., p.302). His question is a valid one as the emphasis on performance in national

testing and the pressure from school administrators and parents in relation to this has

undoubtedly skewed priorities in education in some ways. It is clear that while literacy in

subjects such as math, English and science have been a focus for many years, the memorization

of facts which has dominated this style of curriculum does not prepare students for life after

school. Instead, new competencies such as critical thinking, collaboration, creativity and

communication have arrived as the new 21st century skills needed for students to be successful

in today’s globalized world (UNESCO-IBE, 2016). In order to ensure that students can apply the

knowledge they learn in school in a practical way, it is crucial that school curriculums are

designed in a way that is interdisciplinary and integrated, allowing students to practice using

what they have learned in a variety of contexts. Similarly, more time and focus should be spent

on practices such as self-assessment and reflection to help students develop the ability to truly

make sense of their own understandings rather than simply absorbing the knowledge others

transmit to them.
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Another question Eisner poses is found in the fifth paragraph of page 302 where he asks

‘can we design schools so that we create communities of learners who know how to work with

one another?’ (n.d., p.302.). The need for greater collaboration in schools mentioned here is

connected to the broader competencies previously discussed in relation to 21st century skills.

Globalization has made education more diverse than ever and it could be argued that the

current model of universalism is no longer sustainable (UNESCO-IBE, 2013). Eisner also

develops this point later when he proposes ‘creating an educationally informed community’

(n.d., p.304). By referring to communities, there is an implicit desire to promote a sense of unity

and consensus while being aware of individual differences in learning environments. A key

purpose of education in the modern world is therefore learning to work together with others

and it is important to provide inclusive curriculum frameworks that promote values of solidarity

and peace (UNESCO-IBE, 2013, p.8). When implementing this kind of inclusive framework,

educators should provide plenty of opportunities for students to work together with other

students as the process of social interaction is arguably a more crucial aspect of learning for

young people to develop than the traditional focus on academic knowledge. The effects of

globalization have also created the need for an understanding of multiculturalism as traditional

attempts at social integration and assimilation have failed to address the gaps in equity that

students from migrant and ethnic minority families face (Banks, 2006). Allowing students to

work with peers from a variety of backgrounds and cultures can help to provide understanding

of differences and promote a classroom community of global citizens.

The final question Eisner raises is ‘can we arrange the time for youngsters to work

together on the basis of interest rather than on the basis of age grading?’ (n.d., p.302). Eisner
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here is recognizing the need for differentiated learning as all students come into schools with a

variety of interests, skill sets and motivations (UNESCO-IBE, 2016). He also builds on this

question by highlighting the importance of the ‘joy of the journey’ (Eiser, n.d., p.303) for

students. In this sense, it is crucial that curriculum creation shows an awareness of the different

kinds of experiences that students bring to school and strives to make learning relevant and

meaningful for each of them. For example, a student who excels in art classes and finds

enjoyment in those classes may benefit from having the choice to spend more of their time in

school developing the skills and interests that are meaningful to them and their future.

Therefore curriculum framework should not be overly prescriptive and allow space for students

to explore their interests (UNESCO-IBE, 2016). Kliebard discusses the value decision aspect of

curriculum design and notes that there is a choice in terms of how much learning time is

dedicated to particular subjects over others (Kliebard, 1977). This inevitably leads to some

‘core’ subjects being focused on more than others which can be detrimental when trying to

implement a differentiated approach. With Eisner’s question in mind, it may be beneficial to

allow more flexibility in curricula to allow teachers and also students more choice in terms of

what kind of learning is valuable in their classrooms. A flexible approach can provide

opportunities for teachers to let students spend time on individual subject-based projects

where they can develop useful research skills such as analyzing and synthesizing information

while engaging with topics of their choice related to their personal interests (UNESCO-IBE,

2016). A more personalized style of learning based on a flexible curriculum not only increases

student engagement in the learning process overall, but can help prepare students to become

lifelong learners as they learn to find joy in learning.

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Eisner’s questions highlight many of the issues facing education around the world today.

The challenge of updating school curriculums in a manner that values every child, provides

relevant knowledge and promotes broader competencies based on the needs of modern

society is one that will take time and careful consideration. However, there is no doubt that

creating such a framework for educators to follow is necessary if greater equity in education is

to be achieved.
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References

Banks, J. (2008). Diversity, Group Identity, and Citizenship Education in a Global Age.

Educational Researcher, 37(3), 129-139. http://www.jstor.org/stable/30137954

Eisner, E. What does it mean to say a school is doing well?. In Flinders, D. J., & Thornton, S. J.

(Eds.), The Curriculum Studies Reader, Fourth Edition (pp.297-305). New York, NY:

Routledge. https://chrisdavidcampbell.files.wordpress.com/2016/12/eisener-2001.pdf

Kliebard, H. (1977). Problems of Definition in Curriculum. Journal of Curriculum and Supervision

Fall 1989 (5)1, pp.1-5.

http://www.ascd.org/ASCD/pdf/journals/jcs/jcs_1989fall_kliebard.pdf

UNESCO International Bureau of Education (UNESCO-IBE). (2013). The Curriculum Debate: why

it is important today. Geneva: UNESCO-IBE.

http://www.ibe.unesco.org/sites/default/files/resources/wpci-10-curr_debate_eng.pdf

UNESCO International Bureau of Education (UNESCO-IBE). (2016). What makes a quality

curriculum? Current and Critical Issues in Curriculum and Learning (2), pp.1-41.

http://unesdoc.unesco.org/images/0024/002439/243975e.pdf