Discussion 3: Rethinking Curriculum Planning/Development Post Covid 19
Part 1:
Setting the Stage:
According to your text, countless curricular decisions are made in districts on a continual basis but none, more importantly, following a Crisis.
How schools and school district leaders arrive at these decisions varies.
- More progressive school districts have continuous improvement models in place to address curriculum decision-making and are constantly affecting changes in the curriculum as a result of these plans.
- Others approach curricular decisions as a response to an identified need that has presented itself due to student performance or other pressures.
- Some make decisions haphazardly without results,
- While some school districts demonstrate lethargy and apathy toward curricular decision-making and are, for all intents and purposes, stagnant. (Gordon, Taylor, Oliva, 2019)
Organizational staff and administrators have a wide range of capabilities in the area of leadership, instruction, curriculum, technology, data analysis, organization, and communication. The challenge is finding a way to meet the needs while capitalizing on the people to get the work done in a collaborative manner.
Part 2:
Read this article carefully to understand “The New Normal post-covid 19”
rethinking-education-in-the-new-normal-post-covid-19-era-a-curriculum-studies-perspective-8315.pdfDownload rethinking-education-in-the-new-normal-post-covid-19-era-a-curriculum-studies-perspective-8315.pdf
Part 3:
Future Thinking incorporating Change:
Discuss what you would propose to your organization’s leaders for a “New Normal” following the pandemic or any crisis situation. What are the key elements to consider when planning for a vast change?
Align your thoughts to the key precepts presented in the article and cite them for support of your comments. Cite from the article in APA format
Rethinking Curriculum Planning/Development Post COVID
COVID-19 is one of the worst pandemics the world has ever experienced in thehistory. COVID-19 pandemic caused a significant impact in almost all sectors, and the education sector is no exception. The new normal post-COVID-19 era calls for rethinking curriculum to address gaps in the education sector (Cahapay, 2020). One of the proposals for a new normal is to rethink the curriculum to incorporate preparedness specifically for global pandemics such as COVID-19. According to Cahapay (2020), there are existing curriculum goals in different fields of study that focus on a set of preparedness competencies. However, these goals majorly focus on natural disasters. Therefore, there is a need to develop more focused goals on preparedness in terms of global pandemics or disease outbreaks.
Another proposal is to rethink a curriculum that supports complete online or blended learning modalities. In the new normal post-COVID-19 era, schools are headed towards a complete online modality or blended learning modality in instruction (Cahapay, 2020). Curriculum has not been sufficiently designed and customized to accommodate remote teaching (Osman & Keevy, 2021). Therefore, there is a need to rethink the curriculum or develop an alternative model that can be implemented when there is a need for remote learning (Osman & Keevy, 2021). When planning for a vast change, the key elements of curriculum to consider include goal, content, approach, and evaluation. All these elements must align with the proposed changes to support the entire learning process (Cahapay, 2020). When making the changes, it is important to ensure the curriculum content is significant, relevant, and useful.
References
Cahapay, M. B. (2020). Rethinking education in the new normal post-COVID-19 era: A curriculum studies perspective. Aquademia, 4(2), ep20018. https://doi.org/10.29333/aquademia/8315
Osman, A., & Keevy, J. (2021). The Impact of COVID-19 on Education Systems in the Commonwealth. The Commonwealth. https://production-new-commonwealth-files.s3.eu-west-2.amazonaws.com/migrated/inline/The%20Impact%20of%20COVID-19_UPDF.pdf