CURRICULAR DEVELOPMENT, STUDENT MOTIVATION, AND ACADEMIC EXCELLENCE: A PATHWAY TO SUCCESS FROM THE RYAN – DECI TO THE BLOOM TAXONOMY

Kleanthis Kyriakidis¹, Evgenia Koikas^2
1Assistant Professor Dr., American University in the Emirates, United Arab Emirates, kleanthis.kyriakidis@aue.ae
²Mrs, Hellenic Open University, Greece, kkyriaki70@gmail.com 

Abstract

Most of the curricula on all educational levels (including, unfortunately, the tertiary level and in modern countries like UAE) seem unable to escape from the classical humanist educational orientation and move to a reconstructionist, progressivist one. The focal characteristic of a classical humanist curriculum is that it is “content-driven” and “exam-oriented” (Clark, 1987). Other aspects of the curricula are also outdated, since we still prefer strict structuralism to functionalism. Therefore, we neither stress the growth and self-realization of the individual, nor do we regard education as an instrument of change (White, 1988). Curriculum results should be measurable, but also ability-oriented and not achievement-oriented. In order to do so, the curricula should be flexible; it is of paramount importance for the decision makers to acknowledge the pivotal role of the teacher in curriculum change (Graves, 2008).

This paper will explain why we need to change our curricula accordingly and to motivate the students, not in an achievement-oriented extrinsic way (“the grade for the grade’s sake”), but intrinsically, touching upon the Ryan & Deci taxonomy (Ryan & Deci, 2000) as regards the types of extrinsic motivation and the internalization of extrinsic motivation. We will also use elements from Self-Determination Theory (Dornyei & Ushioda, 2011) and from directed motivational currents (Dornyei et al, 2014). We will illustrate through examples from the tertiary education in two countries (UAE and Greece) how participatory processes, modern learning strategies including inter-cultural awareness, tasks and activities, competencies, functions, notions, and communicative situations can achieve the desired student motivation.

Lastly, we will explain that, in order to achieve both tasks in regard to the proper student motivation and the curricula change, we need to properly apply commonly referred to tools, like the Bloom’s Taxonomy, which is also in compliance with UAE National Qualifications Framework for tertiary education.

Keywords: Curricular development, motivation, excellence