1. 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

2. 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

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

4. 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

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

6. 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

7. 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

8. 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.

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

10. 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.

11. 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

12. 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

13. 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.

14. 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

15. 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.

16. 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

17. 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.

18. 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.

19. 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.

20. 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 .

21. 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.

22. 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.

23. 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 ...

24. 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

25. 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

26. 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.

27. 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

28. 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.

29. 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.