Many of the principles of Ron Ratchet's article The Seven RSI of a Quality Curriculum can be found in the writings of popular theorists and in the framework of the National Curriculum. Ratchet details the criteria he believes effectively engages students in developing a deeper understanding - rigorous, real, requires independence, rich in thinking, revealing, rewarding and reflective. Rigorous When discussing a 'rigorous' curriculum Ratchet wrote that students needed to develop a deeper understanding and not Just show what they already know.
American psychologist Earl Hunt also believed students must be neither bored by work that is too simple nor left behind by teaching they cannot understand (Wolff ; Margaret, 2010). According to Hunt, disequilibrium's must be kept 'Just right' to encourage growth, which is the essence of Ratchet's 'rigorous' curriculum. Real In Ratchet's article he said students' classroom activities should mirror the real work of adults in the field. Ratchet believes when a topic is assigned to a curriculum, the educator needs to ask when, where and how does this arise and/or become significant in the lives of those working in the field.He also believes asking how the topic intersects with the lives of students in a meaningful way is important. Colic Marsh touches on this in his book Becoming a Teacher (2008.
P. 57) when he writes that students will be motivated to undertake a task because of some personal factors. Ratchet and Marsh are really saying that if it is relevant to the learner they will grasp a better understanding of the issue rather than Just looking at their learning as math, science and so forth.Requires Independence Ratchet believes learners must be able to spot occasions for the use of their skills ND knowledge in the moment, make appropriate choices and follow through with application. The Curriculum Framework document (1998. P.
35) also outlines that students may regard activities as purposeful and relevant if they have an immediate practical goal or if they can relate to some longer-term goal which the student values. Rich in thinking Ratchet's article describes a quality curriculum as one which asks more of students than Just memorization and replication.Widgets also claimed children's cognitive development is best identified by the manner in which they think, rather than by hat they know (Wolff ; Margaret, 2010). The National Curriculum Framework details that learning experiences should connect with students' existing knowledge, skills and values while extending and challenging their current ways of thinking and acting (Curriculum Framework, 1998.
P. 34). Revealing Ratchet believes a quality curriculum reveals what the student does and does not understand as well as how they understand it.The Curriculum Framework document believes student progress should be based on multiple kinds and sources of evidence (Curriculum Framework, 1998, p. 39) which will show that they understand he information. This could also be a useful tool for assessing a students' ability to understand the issue or task rather than Just recite it.
Several psychologists also assess now a CNN 10 unearths an Issue or task Ana not Just IT teen ah or onto understand it in order to prove their theories.Rewarding The Ratchet article looks at a curriculum which is rewarding - that is a curriculum where students' efforts feel directed towards a well-defined learning goal. Ratchet believes a rewarding curriculum has its own intrinsic rewards through a sense of efficacy, accomplishment and relevance. Colic Marsh's Becoming a Teacher also touches on intrinsic motivation (Marsh 2008, p. 57).
Marsh writes that personal factors such as needs, interests, curiosity and enjoyment motivate students to do a task.Reflective Ratchet believes reflection can help address the challenges of understanding what one really thinks or understands. Wolff ; Margaret (2010) also believes in reflection. In their book Education Psychology the authors write about reflective practitioners looking back on what they have done to analyses what they did and why and how they can improve their teaching and student learning. It is also written in the Curriculum Framework (1998.
P. 4) that learning experiences should be potentially meaningful and involve students in both doing and reflecting.
