Please respond to these two responses with at least 225-250 for each separate one. #1:Discussion Board Topic Topic: In Van Brummelen’s book, four curriculum orientations were discussed. What do each of the four curriculum orientations have in common? Give examples how œresponsibility teaching can be achieved in both the public and private sectors. Curriculum orientation is the foundation of curriculum and provides guidance in making educational decisions (Van Brummelen, 2002, pg. 25). Van Brummelen presents four different curriculum orientations to the reader: traditionalists, process/mastery supporters, experientialists, and proponents of a Christian curriculum orientation (pg.25-26). The traditionalist orientation is used at times in different school settings. Curriculum is built around a set of standards for reading, mathematics, science, and history. Lessons are taught and then skills are tested. Schools expect students to work hard and perform well. As a math teacher, I see this as memorizing math facts and the traditional copy the teacher’s notes style teaching. The process/mastery orientation focuses on carefully guiding students towards the objective of the lesson. The orientation is detailed and provides an objective and how the student will successful at meeting the objective (pg. 29). This curriculum orientation was used a great deal during my undergraduate work and I still see it in the public school setting now. The experiential orientation appears to be an up and coming curriculum orientation. Students are constantly involved and lead the way in creating meaning from their lessons. Teachers become more of a coach, or facilitator that helps the student through their work. This orientation is a reflection of its name; students œexperiment to learn and grow. Finally, there is the Christian curriculum orientation. This curriculum orientation is based on a Biblical foundation. The program is designed to apply Biblical principles within all curriculum concepts. All of these orientations have their strengths and weaknesses. Van Brummelen (2002) states, œThat is why units used by classroom teachers often do not fit any one specific orientation (pg. 35). They all have set standards for students, just different ways for students to be successful. Responsibility teaching can be achieved in the Christian school by providing students with all of these orientations. The student is to be viewed as a child of God and capable of great things. Students have just as much responsibility in their learning as teachers do. Teachers should create carefully thought out lessons that have the students’ best interests at heart and will allow them to learn and grow spiritually and academically. Christian school teachers have a little more lead way in being able to incorporate more of the Biblical foundation, but public school teachers have the same responsibilities regardless. Public school teachers should not be concerned with just the core subjects, but also ensuring that students are learning to be moral, responsible, critical thinkers. Public school teachers may not be able to directly teach Biblical messages, but they can still share overarching themes indirectly. Each of the four curriculum orientations has a place and a purpose. Responsibility teaching uses all of these orientations in order to see that the student is growing spiritually and academically towards being more independent in their learning and decision making process. References Van Brummelen, H. (2002). Steppingstones to curriculum (2nd ed.). Colorado Springs, CO: Purposeful Design Publications. Reply Quote Email Author Message Read Mark as Read Message Not Flagged Set Flag 3 days ago Clyde Hadrava RE: Db 2: Sharkey Collapse Response #2:Response#2 Response#2 Discussion Board Topic #2: Topic: In Van Brummelen’s book, four curriculum orientations were discussed. What do each of the four curriculum orientations have in common? Give examples how œresponsibility teaching can be achieved in both the public and private sectors. In 2002, Van Brummelen described the concept of the four curriculum orientations. They are the traditional, process mastery, the experiential and the Christian. There are varying differences between these curriculums concerning education, however similarities can be found. Each of the curriculum are goal centered despite the instructional format used by each instructor (Van Brummelen, 2002). The experiential orientation is very different from the other three curriculum. This curriculum endorses experience as the only true learning laboratory. Learning will be had by the hands of the student themselves and not in the general classroom (Van Brummelen, 2002). Most Christian and traditional curriculum supporters do not agree with this philosophy. Van Brummelen (2002), describes responsibility teaching as a type of curriculum that purposely plans the learning activities of the course content based on the recognized needs (moral, social, mental) of the student. Responsibility teaching acknowledges different student learning styles, and implements best practices designed to elicit the best outcomes from the students (Van Brummelen, 2002. Responsibility teaching stresses accountability from the students for their outcomes and will re-organize based on re-assessment in order to meet the learning needs of the students. When considering the moral and cognitive development of our students, as Christians, we are responsible for ensuring both aspects are adequately addressed and promoted. Slavin (2012) noted both the heteronomous and autonomous stages of moral development require this consistent type of input from parents, peers and teachers who play an important role in everyday development. Piaget theorized cognitive development occurs first and then determines a student’s ability to reason about social and moral situations (Slavin, 2012). How do you address/implement responsibility teaching in the public and private sectors? Each sector has as its main goal the desire to educate students to their fullest potential. In a secular or non-secular institution, academic rigor must be maintained in all areas to stress the importance and foundation of forming morally centered and intelligent individuals. This not only includes a foundation catalyzed by God’s word but also developing in each student their own desire and ability to cognitively examine and query whatever discipline (theological or secular) they encounter. In 2 Timothy 3:16 (New International Version), the Bible states, All Scripture is breathed out by God and profitable for teaching, for reproof, for correction, and for training in righteousness. Each child will profit mightily from a balanced education of morality and intellectual enhancement. References Slavin, R.E. (2012). Educational Psychology: A Foundation for Teaching. Paul A. Smith, editor, Educational Psychology: Theory and Practice. Boston, MA: Pearson. Van Brummelen, H. (2002). Steppingstones to curriculum. Colorado Springs, CO: Purposeful Design Publications.