The purpose of school education is to develop the abilities of students to cope successfully with problems that arise in new situations. To attain the purpose, school education should be systematically designed so that the learners can interact with their personal experiences and reality, deeply und...
The purpose of school education is to develop the abilities of students to cope successfully with problems that arise in new situations. To attain the purpose, school education should be systematically designed so that the learners can interact with their personal experiences and reality, deeply understand, and explore knowledge.
However, the pre-existing classroom instruction is mostly content-oriented and focuses on learning fragments of knowledge or skills. In that aspect, there is a need to improve our education.
To solve these educational problems, schools are trying to introduce the IB PYP into the school curriculum. What is the difference between the design and operation of the existing school curriculum and the IB PYP? What approach is the IB PYP taking to improve the problems of the existing school education? Can the IB PYP approach solve the problem? Based on these questions and concerns, the research questions are as follows. The research will analyze the characteristics of the curriculum design, implementation, and evaluation of the IB PYP schools, and then obtain the implications of the future school curriculum design from the cases of the IB PYP schools.
This researcher used integrated qualitative methods such as critical research and theoretical research for this study. The main method of qualitative research starts with the researcher's understanding and progresses through the hermeneutic cycle. Therefore, this study examined the case of IB PYP based on the experience of the researcher working as a teacher. While doing research, the researcher got implications for solving the school education problems.
As a result of the study, the IB PYP case showed the following characteristics.
First, in the design of the IB PYP school curriculum, the educational goals, unit planning, class execution, and evaluation were consistent. The units of the IB PYP school are designed by arranging essential elements in a balanced way for each grade level.
One unit according to the transdisciplinary themes is designed in a structure in which the cycle of inquiry by integrating several subjects. The school curriculum was designed without omission of the achievement standards of the national curriculum. To design the school's program of inquiry, the teachers went through several consultations, and this process served as an opportunity to enhance the teachers' professionalism. However, when designing a unit of inquiry, it was acting as a burden on the teachers to comply with the IB standards and national level. In addition, reflecting the global context of IB in the curriculum conflicts with the Public Education Prior Learning Prohibition Act, making it difficult to design units of inquiry.
Second, IB PYP school classes were comprised of learning activities connected to the lives of students.
Students selected a learning task and time required for learning, participated in learning using various information devices, and shared learning activities with other students, teachers, and the outer world. Students learned through cooperation rather than competition. The essential elements of the inquiry unit were printed out and posted in the classroom, and the learning results of the unit of inquiry were displayed in various ways.
Third, the IB PYP school was designed by including the educational goal of essential elements in the evaluation plan along with the subjects, and the essential elements were evaluated and recorded.
Recording and notification of evaluation results were made in various ways such as checklists and narratives. Evaluation results were notified to students and parents at least 4 times a year. However, the notification of the descriptive evaluation result was a burden to the teachers.
The lessons learned from the IB PYP case are as follows.
First, the goal of school education is to be connected with the class and is to be evaluated. The way to solve the problem of fragmented knowledge-centered teaching and learning is to strengthen the connection between educational goals and subjects.
Second, in the selection and organization of educational content, the content is organized based on the learner's depth of understanding. The educational content is selected based on concepts that can be understood and transferred in-depth, not based on the knowledge listed in textbooks. The key concepts are restructured to account for inter-subject, inter-grade, and intra-grade linkages.
Third, the teacher presented the learning experience of the class by relating to the student's real-life context, and the learner became a real agent in the class and selected the learning task. Students are encouraged to acquire knowledge and skills through interactive and collaborative activities rather than competition with other students.
Fourth, the assessment should be designed in the curriculum design toward the educational goal specifically.
The assessment helps students grow. In the end, teachers provided students with continuous feedback and opportunities to learn from failure. The assessment should generate a systematic rubric that is valid and reliable.
As described above, the implications obtained from this study are similar to other theories’ discussions to solve school problems. Therefore, the characteristics of the methods under the discussion were investigated and compared with the IB PYP. The research outcomes are as follows:
First, the IB PYP aims at transferable in-depth understanding. Backward Design, concept-based learning, and deep learning take in-depth understanding as the center of the curriculum design. Therefore, the IB PYP has similarities with the Backward Design, concept-based learning, and deeper learning. the Backward Design is a way to design an assessment before planning a learning experience. The Backward Design and the IB PYP have similar terms in unit design. Especially, they are discovered in big ideas, knowledge, key concepts, related concepts, essential questions, inquiry questions, skills, and approaches to learning.
The concept-based learning emphasizes three-dimensional learning with a focus on generalizations and principles that lead to transference. It regards knowledge as a structure of knowledge and a process of acquiring knowledge. The concept-based learning has similarities with the IB PYP in terms of terminology. As it has a specific inquiry template, it can be used as a curriculum design.
Deeper learning is not a new educational method or philosophy, but rather a specific educational content and method to solve the school problems. The educational content of this plan emphasizes the four dimensions of education knowledge, skills, attitudes, and meta-cognition. It also emphasizes PBLT (Problem-Based Learning plus Technology), blended learning, and online learning methods as teaching methods. The teacher should emphasize the learner's initiative and change from a facilitator to an activator.
Second, the Backward Mapping is similar to the IB PYP in that the goals and evaluations are consistent. The Backward Mapping is a method of designing the school curriculum design by combining the IOI framework of input and output with the Backward Design starting from the educational mission. The Backward Mapping creates and evaluates the cornerstone tasks centered on the educational mission, and the IB PYP includes the learner profile and essential elements in the design, and evaluates it. These are very similar approaches to each other.
Third, narrative curriculum design emphasizes the connection of learning experiences with the context of students' lives. It is similar to the IB PYP in that it places the learning experience at the center of the learner's life in school curriculum design. Thus, this method helps address issues that arise when learning in school is disconnected from the context of a student's life.
Fourth, there is an integrated curriculum design as a way to solve the problems of school education. The integrated curriculum design method includes an interdisciplinary approach, a multidisciplinary approach, and a transdisciplinary approach. Among them, the transdisciplinary approach is the strongest form of integration and convergence between subjects and is similar to the method of designing a school inquiry program that focuses on the transdisciplinary theme of the IB PYP.
Fifth, Rigorous Curriculum Design (RCD) is a way to manage learning and educational evaluation results systematically.
The RCD provides a framework for monitoring and managing student learning progress to achieve educational goals. It is similar to the IB PYP assessment in the ways the evaluation is planned, recorded, and notified.
As such, the IB PYP is similar in many ways to the Backward Design, the concept-based learning, the deeper learning, the narrative curriculum design, the integrated curriculum design, and the rigorous curriculum design. Improved understanding of these theories helps to understand the IB PYP, and when used in school curriculum design, these methods will contribute to solving the existing educational problems.
Therefore, the results of the study suggest designing the school curriculum using the aforementioned future curriculum design methods.
These are because schools are trying to introduce the IB PYP to improve school education, but it is difficult in various aspects such as administrative and financial aspects, and there is a lack of understanding of the teaching staff.
If the educational community has an understanding of the newly introduced theories, the difficulty will lessen. If one has the experience of partially designing the school curriculum in that way, it will help one understand the IB PYP and help one solve the problems of the school curriculum. In the end, teachers should not be excluded from the design of the school curriculum but should participate. To strengthen the role of teachers' professional learning community and teacher's job, the educational authorities should reduce miscellaneous tasks so that the teacher can totally focus on teaching.
This study obtained implications for the future school curriculum through the IB PYP case analysis and explored the future school curriculum design plan. These design methods will contribute to resolving the problems of students who are marginalized and helpless in learning due to the fragmented knowledge-centered instruction.
The purpose of school education is to develop the abilities of students to cope successfully with problems that arise in new situations. To attain the purpose, school education should be systematically designed so that the learners can interact with their personal experiences and reality, deeply understand, and explore knowledge.
However, the pre-existing classroom instruction is mostly content-oriented and focuses on learning fragments of knowledge or skills. In that aspect, there is a need to improve our education.
To solve these educational problems, schools are trying to introduce the IB PYP into the school curriculum. What is the difference between the design and operation of the existing school curriculum and the IB PYP? What approach is the IB PYP taking to improve the problems of the existing school education? Can the IB PYP approach solve the problem? Based on these questions and concerns, the research questions are as follows. The research will analyze the characteristics of the curriculum design, implementation, and evaluation of the IB PYP schools, and then obtain the implications of the future school curriculum design from the cases of the IB PYP schools.
This researcher used integrated qualitative methods such as critical research and theoretical research for this study. The main method of qualitative research starts with the researcher's understanding and progresses through the hermeneutic cycle. Therefore, this study examined the case of IB PYP based on the experience of the researcher working as a teacher. While doing research, the researcher got implications for solving the school education problems.
As a result of the study, the IB PYP case showed the following characteristics.
First, in the design of the IB PYP school curriculum, the educational goals, unit planning, class execution, and evaluation were consistent. The units of the IB PYP school are designed by arranging essential elements in a balanced way for each grade level.
One unit according to the transdisciplinary themes is designed in a structure in which the cycle of inquiry by integrating several subjects. The school curriculum was designed without omission of the achievement standards of the national curriculum. To design the school's program of inquiry, the teachers went through several consultations, and this process served as an opportunity to enhance the teachers' professionalism. However, when designing a unit of inquiry, it was acting as a burden on the teachers to comply with the IB standards and national level. In addition, reflecting the global context of IB in the curriculum conflicts with the Public Education Prior Learning Prohibition Act, making it difficult to design units of inquiry.
Second, IB PYP school classes were comprised of learning activities connected to the lives of students.
Students selected a learning task and time required for learning, participated in learning using various information devices, and shared learning activities with other students, teachers, and the outer world. Students learned through cooperation rather than competition. The essential elements of the inquiry unit were printed out and posted in the classroom, and the learning results of the unit of inquiry were displayed in various ways.
Third, the IB PYP school was designed by including the educational goal of essential elements in the evaluation plan along with the subjects, and the essential elements were evaluated and recorded.
Recording and notification of evaluation results were made in various ways such as checklists and narratives. Evaluation results were notified to students and parents at least 4 times a year. However, the notification of the descriptive evaluation result was a burden to the teachers.
The lessons learned from the IB PYP case are as follows.
First, the goal of school education is to be connected with the class and is to be evaluated. The way to solve the problem of fragmented knowledge-centered teaching and learning is to strengthen the connection between educational goals and subjects.
Second, in the selection and organization of educational content, the content is organized based on the learner's depth of understanding. The educational content is selected based on concepts that can be understood and transferred in-depth, not based on the knowledge listed in textbooks. The key concepts are restructured to account for inter-subject, inter-grade, and intra-grade linkages.
Third, the teacher presented the learning experience of the class by relating to the student's real-life context, and the learner became a real agent in the class and selected the learning task. Students are encouraged to acquire knowledge and skills through interactive and collaborative activities rather than competition with other students.
Fourth, the assessment should be designed in the curriculum design toward the educational goal specifically.
The assessment helps students grow. In the end, teachers provided students with continuous feedback and opportunities to learn from failure. The assessment should generate a systematic rubric that is valid and reliable.
As described above, the implications obtained from this study are similar to other theories’ discussions to solve school problems. Therefore, the characteristics of the methods under the discussion were investigated and compared with the IB PYP. The research outcomes are as follows:
First, the IB PYP aims at transferable in-depth understanding. Backward Design, concept-based learning, and deep learning take in-depth understanding as the center of the curriculum design. Therefore, the IB PYP has similarities with the Backward Design, concept-based learning, and deeper learning. the Backward Design is a way to design an assessment before planning a learning experience. The Backward Design and the IB PYP have similar terms in unit design. Especially, they are discovered in big ideas, knowledge, key concepts, related concepts, essential questions, inquiry questions, skills, and approaches to learning.
The concept-based learning emphasizes three-dimensional learning with a focus on generalizations and principles that lead to transference. It regards knowledge as a structure of knowledge and a process of acquiring knowledge. The concept-based learning has similarities with the IB PYP in terms of terminology. As it has a specific inquiry template, it can be used as a curriculum design.
Deeper learning is not a new educational method or philosophy, but rather a specific educational content and method to solve the school problems. The educational content of this plan emphasizes the four dimensions of education knowledge, skills, attitudes, and meta-cognition. It also emphasizes PBLT (Problem-Based Learning plus Technology), blended learning, and online learning methods as teaching methods. The teacher should emphasize the learner's initiative and change from a facilitator to an activator.
Second, the Backward Mapping is similar to the IB PYP in that the goals and evaluations are consistent. The Backward Mapping is a method of designing the school curriculum design by combining the IOI framework of input and output with the Backward Design starting from the educational mission. The Backward Mapping creates and evaluates the cornerstone tasks centered on the educational mission, and the IB PYP includes the learner profile and essential elements in the design, and evaluates it. These are very similar approaches to each other.
Third, narrative curriculum design emphasizes the connection of learning experiences with the context of students' lives. It is similar to the IB PYP in that it places the learning experience at the center of the learner's life in school curriculum design. Thus, this method helps address issues that arise when learning in school is disconnected from the context of a student's life.
Fourth, there is an integrated curriculum design as a way to solve the problems of school education. The integrated curriculum design method includes an interdisciplinary approach, a multidisciplinary approach, and a transdisciplinary approach. Among them, the transdisciplinary approach is the strongest form of integration and convergence between subjects and is similar to the method of designing a school inquiry program that focuses on the transdisciplinary theme of the IB PYP.
Fifth, Rigorous Curriculum Design (RCD) is a way to manage learning and educational evaluation results systematically.
The RCD provides a framework for monitoring and managing student learning progress to achieve educational goals. It is similar to the IB PYP assessment in the ways the evaluation is planned, recorded, and notified.
As such, the IB PYP is similar in many ways to the Backward Design, the concept-based learning, the deeper learning, the narrative curriculum design, the integrated curriculum design, and the rigorous curriculum design. Improved understanding of these theories helps to understand the IB PYP, and when used in school curriculum design, these methods will contribute to solving the existing educational problems.
Therefore, the results of the study suggest designing the school curriculum using the aforementioned future curriculum design methods.
These are because schools are trying to introduce the IB PYP to improve school education, but it is difficult in various aspects such as administrative and financial aspects, and there is a lack of understanding of the teaching staff.
If the educational community has an understanding of the newly introduced theories, the difficulty will lessen. If one has the experience of partially designing the school curriculum in that way, it will help one understand the IB PYP and help one solve the problems of the school curriculum. In the end, teachers should not be excluded from the design of the school curriculum but should participate. To strengthen the role of teachers' professional learning community and teacher's job, the educational authorities should reduce miscellaneous tasks so that the teacher can totally focus on teaching.
This study obtained implications for the future school curriculum through the IB PYP case analysis and explored the future school curriculum design plan. These design methods will contribute to resolving the problems of students who are marginalized and helpless in learning due to the fragmented knowledge-centered instruction.
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