Homogeneous Curriculum Vs Heterogeneous Curriculum
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ScribdTranslationsHomogeneous Curriculum Vs Heterogeneous Curriculum
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ScribdTranslations{"homogeneous_curriculum":"HOMOGENEOUS CURRICULUM","heterogeneous":"HETEROGENEOUS"}
Schools attend children from different socio-cultural backgrounds. It is about a
heterogeneous population (repeaters, coming from the interior of the country or from other countries)
neighbors, differences in gender, religion, culture, among others), based on diversity
social.
Heterogeneity refers to the diversity of learners that interact in the classroom,
their rhythms, styles, intelligences... All individuals are different, needing
siempre de alguien que los guíe. Aceptar al otro como es y no tratar de cambiarlo, sino de
foster the development of their potential. The heterogeneous group requires
high-quality teachers, and in some schools it has not worked well. In many
cases have not been properly addressed for the brightest students nor responded
to the needs of those who have been left behind.
In contrast, a homogeneous grouping is considered when they are classified as
students in similar groups, centered around one or several personal characteristics to
to carry out a specific educational action. There are a large number of criteria for
homogenization such as age, school performance, intelligence quotient, etc. In
Currently, the groupings are homogeneous as the students are found
grouped by age.
According to this argument, society is seen as a sort of solid estate and
established composed of integrated, rational individuals, of intelligence and
similar behaviors. Therefore, that society rejects the abnormal, the different, the
that deviates from the norm and seeks to establish altered balances and homogenize its
structure, thinking that all evils lie in that which is different.
If heterogeneity is a value, homogenization in the school, which in turn
it occurs as a result of selective practices in educational systems, it is seen
from this perspective as a impoverishment of the world of possible experiences
that is offered to children, harming both the better 'endowed' students and the
less gifted
The heterogeneous grouping mode presents a series of advantages:
A program is developed according to individual differences.
Promotes cooperative learning.
Provides flexibility.
SLEETER and GRANT (1988) pointed out some suggestions a few years ago to provide
from diversity to the curriculum:
a) The curriculum must incorporate perspectives, experiences, and contributions.
various.
b) The curriculum must include content that avoids stereotypes of race, gender,
disability, etc.
c) The curriculum must incorporate aspects related to diversity in all
the subjects and curricular areas, and in all phases of school work.
d) The curriculum must ensure the use of non-sexist language.
The curriculum must ensure the multilingual knowledge of society.
The curriculum must take into account the background of previous experiences of all the girls.
and of all the children.
g) The curriculum must allow access for all students.
To determine which of these groupings is most effective for academic performance
different conclusions can be drawn:
The grouping itself, whether homogeneous or heterogeneous, does not affect in any way.
appreciable to academic performance. There is no definitive evidence that the
Students learn more belonging to homogeneous groups than to heterogeneous ones.
Each type of grouping affects performance differently.
students of different levels of ability.
Many of the academic differences between students belonging to both
groups should be mainly due to the degree of adaptation and differentiation of
contents and teaching methods.
The different aspects of the teacher such as their attitudes, interests,
personality is much more significant and consistent than the different ways
of grouping.
