Metodologia de Ensino em Contabilidade Prof. Silvia Casa Nova Aluno: Valdomiro Benjamim Junior Curriculum – Course Design Based on : Designing courses for higher education – Susan toohey

Curriculum – Course Design Summary Curriculum ideologies Values and beliefs transmitted Approaches to curriculum Desirable qualities of graduates Goals and content Choosing Content – Research Sources of Contents The Structure of the Course

Curriculum ideologies Strong beliefs about what should be taught – curriculum ideologies (Elliot Eisner). Alternative views are unthinkable Some subjects are axiomatic

Curriculum ideologies Values and Beliefs - Patterns that emerge from what is transmitted in the day-to-day operations: Tendency to isolate knowledge and different ways of knowing Theoretical and abstract knowledge is valued over practical skills, creativity and self –understanding Enphasis on individual rather than cooperative achievement Verbal and mathematical modes of expression are most valued Students are taugth respect for authority

Curriculum ideologies Philosophical approaches to curriculum: Traditional or Discipline-based ; Performance or systems-based; Cognitive Personal relevance / Experimential Socially critical

Curriculum ideologies Philosophical approaches to curriculum: Traditional or Discipline-based ; The most common – Programmes of study are divided into units topics based on important concepts. The view of Knowledge – conceived as existing independently

Curriculum ideologies Philosophical approaches to curriculum: Traditional or Discipline-based ; The process of learning (the role of teachers and students): teachers select what is more important to know and students memorize important information. The learning goals – student are expected to acquire a broad knowledge of the field

Curriculum ideologies Philosophical approaches to curriculum: Traditional or Discipline-based ; Content is chosen considering coverage rather than for deep investigation. Assessment – rank students, honours, awards and so forth Economically delivered to large classes.

Curriculum ideologies Philosophical approaches to curriculum: Performance or systems-based ; Bring the methods of applied science to education. Purposeful activity

Curriculum ideologies Philosophical approaches to curriculum: Performance or systems-based ; The view of Knowledge – observed through performance of individual The process of learning – facilitated when tasks are analysed into their component knowledge and skills.

Curriculum ideologies Philosophical approaches to curriculum: Performance or systems-based ; The learning goals – to become a skilled performer How content is chosen - on the basis of research into the nature of practice in the profession or by observation of skilled performer

Curriculum ideologies Philosophical approaches to curriculum: Performance or systems-based ; Assessment – certify a level of competence Infrastructure needed – Range a educational media and thus distance education

Curriculum ideologies Philosophical approaches to curriculum: The Cognitive approach ; Develop the mind - Help students learn how to learn and provide oportunities to use and strengthen the intellectual faculties. Derived from ideas of Imamanuel Kant - People may be born with capacities for acquire languages, concepts and skills.

Curriculum ideologies Philosophical approaches to curriculum: The Cognitive approach ; View of Knowledge- knowledge is personally constructed. Rigorous thinking and analysis are not innate but need to be developed . The process of learning – Constant refinement of ideas and intellectual abilities working through a relatively limited amount of content in considerable depth

Curriculum ideologies Philosophical approaches to curriculum: Cognitive approach ; The learning goal – the development of the processes of thinking How content is chosen – not chosen for broad coverege of the field but creating opportunities to provide important concepts and practising key intellectual abilities.

Curriculum ideologies Philosophical approaches to curriculum: Cognitive approach ; Assessment - demonstrate complex understanding and increased intellectual abilities developed during the course. Resources required – small-group work

Curriculum ideologies Philosophical approaches to curriculum: Experimential or personal relevance approach; Meet individual needs and interests The view of knowledge - knowledge which is personally significant and personally usefull. The process of learning – importance of creating a climate conducive to learn. Collaborative climate.

Curriculum ideologies Philosophical approaches to curriculum: Experimential or personal relevance approach; The learning goals - cover the full spectrum of learning but must involve learners in their formulation. Content - Chosen in collaborative way amog students and teacher in order to meet knowledge and skills needed.

Curriculum ideologies Philosophical approaches to curriculum: Experimential or personal relevance approach; Assessment – students are called to develop the ability to evaluate their own learning. Resources - Teacher time, combined with good access to libraries and professional contacts.

Curriculum ideologies Philosophical approaches to curriculum: The Social Critical Approach; Develop a critical consciousness in students about social problems. The view of knowledge – kowledge is constructed within historical and cultural framework .

Curriculum ideologies Philosophical approaches to curriculum: The Social Critical Approach; The process of learning - Envisaged from a socially critical perspective to model proposed by the cognitivists. Learning goals – produce a graduate capable of self-realization.

Curriculum ideologies Philosophical approaches to curriculum: The Social Critical Approach; Content - drawn from the pervasive and significant social problems of the day. Assessment - Strong negotiation between student and teacher about the evidences of learning. Resouces – High degree of interactive small-group work.

Goals and Content Desirable qualities of graduates To Understand tha knowledge is not fix and contribute to improve it. To think, question and challenge To solve problems , both familiar and unfamiliar To make informed choices To have a rich cultural and intellectual life. To be critical and to question the surroundings. To treat others humanely ...

Some possibilities about sources of contents: Goals and Content Choosing content Some possibilities about sources of contents: Published Educational Materials; Similar courses at other institutions , Textbooks and recent literature. Information from academics teaching in the field ; Usually have the best understanding of foundation concepts . Concept mapping

Some possibilities about sources of contents: Goals and Content Choosing content Some possibilities about sources of contents: Information on current professional practice; Information published by professional bodies Functional analysis of professional roles Surveys with professional practitioners Surveys with the major employers

Some possibilities about sources of contents: Goals and Content Choosing content Some possibilities about sources of contents: Information from students and recent graduates; Evaluation data; Surveys with graduates.

Estructure of the course Course structure based on the logic of the subject matter The most common way of organizing the knowledge Performance –role-and competency-based structures Identify the key roles or performances and build the course around those. Advantages / disadvantages – Motivation / little flexibility in the curriculum

Estructure of the course Project-Inquiry or Problem-based structures Aims for a Greater Integration of theoretical knowledge and apractical application. Uses problems and projects in diferent way. Take a problem as an opportunity to explore the theories. Advantages / disadvantages – Motivation / Teachers must understand their main role in the environment / changes in the role of teachers and students.

Estructure of the course Cognitive structures based on key concepts Structures the around key concepts Advantages / disadvantages – The most Powerful ideas of the discipline . Important modes of thinking / Studentsdo not get the same road map through the process of the learning.