THE CONCEPT OF CURRICULUMIn a sense, the task of defining the concept of curriculum is perhaps the most

difficult of all, for the term curriculum hasbeen used with quite different meanings ever since the field took form.
Curriculum, however, can be defined asprescriptive, descriptive, or both. Prescriptive definitions provide us with
what ought to happen, and they moreoften than not take the form of a plan, an intended program, or some kind
of expert opinion about what needs totake place in the course of study (Ellis, 2004, p. 4). Analogous to
prescriptive curriculums are medical prescriptionsthat patients have filled by pharmacists; we do not know how
many are actually followed. The best guess is thatmost are not (Ellis, 2004, p. 4). This is parallel to the
prescribed curriculum for schools where the teacher, like thepatient, ultimately decides whether the prescription
will be followed. In essence, the developer proposes, but theteacher disposes (Ellis, 2004, p. 4).To understand
the nature and extent of curriculum diversity, it might be useful at this juncture to examine theprescriptive and
descriptive definitions offered by some of the past and present leaders in the field. The prescriptivedefinitions in
the list below, which are arranged chronologically, have been chosen simply for theirrepresentativeness.

Curriculum is a continuous reconstruction, moving from the childs present experienceout into that represented
by the organized bodies of truth that we call studies . . . thevarious studies . . . are themselves experiencethey
are that of the race. (John Dewey,1902, pp. 1112) Curriculum is the entire range of experiences, both directed
and undirected, concernedin unfolding the abilities of the individual; or it is the series of consciously
directedtraining experiences that the schools use for completing and perfecting the unfoldment.(Franklin Bobbitt,
1918, p. 43) *The curriculum is+ a succession of experiences and enterprises having a maximum lifelikeness for
the learner . . .giving the learner that development most helpful in meetingand controlling life situations. (Rugg,
1927) The curriculum is composed of all the experiences children have under the guidance of teachers. . . . Thus,
curriculum considered as a field of study represents no strictly limited body of content, but rather aprocess or
procedure. (Hollis Caswell in Caswell & Campbell, 1935, pp. 66, 70) *The curriculum is+ all the learning
experiences planned and directed by the school toattain its educational goals. (Ralph Tyler, 1957, p. 79) A
curriculum usually contains a statement of aims and of specific objectives; it indicates some selection
andorganization of content; it either implies or manifests certainpatterns of learning and teaching. . . . Finally, it
includes a program of evaluation of theoutcomes. (Hilda Taba, 1962, p. 11) Curriculum is a sequence of content
units arranged in such a way that the learning of each unit may be accomplished as a single act, provided the
capabilities described byspecified prior units (in the sequence) have already been mastered by the learner.(Robert
Gagne, 1967, p. 23) *Curriculum is+ all planned learning outcomes for which the school is responsible. . .
.Curriculum refers to the desired consequences of instruction. (James Popham & EvaBaker, 1970, p. 48) The
word curriculum means output of the curriculum development process that isintended for use in planning
instruction. (Michael Schiro, 1978, p. 28) Curriculum is a plan for providing sets of learning opportunities for
persons to beeducated. (J. Galen & William Saylor in Saylor, Alexander, & Lewis, 1981, p. 8) The curriculum is not
a tangible product, but the actual day-to-day interactions of students, teachers, knowledge and milieu. (Catherine
Cornbleth, 1990)http://www.sagepub.com/upm-data/6041_Chapter_1__Glatthorn_(Sage)_I_Proof.pdf

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- An educational curriculum is a path of learning that students are typically required to follow. This
path of learning can be outlined by school officials or by government officials. It usually includes
comprehension of core subjects such as reading, writing, mathematics and sciences. Upon
successfully completing an educational curriculum, students generally receive some type of
diploma, degree, or certificate.
- An educational curriculum generally outlines what courses a student must take. In the primary
years of education, children tend to have few choices. All students normally take the same classes
in the same order. If a student needs to take special classes, these tend to be suggested at the
discretion of the school.
- In the middle years of primary education, students may be offered more flexibility. The
educational curriculum may require certain types of courses but the child and his parents may be
able to choose among them. For example, foreign language studies may be required but there may
be several foreign languages to choose from.
- In high school, students are generally offered more freedom to choose how they fulfill the
requirements of the educational curriculum. The options may include different mathematics,
science and social studies courses. If a student successfully completes the course work through the
last year of high school, he should graduate and receive a diploma.

CURRICULUM
- INTRODUCTION
- Curriculum development is planned as per the levels & group for whom itis being planned.
- The term curriculum is derived from the latin word currere, which meansrun. Thus
curriculum means a course to be run for reaching a certain goal or destination here education is
imagined as a race, with its aim as the goal &
- curriculum as the cour
- se leading to that goal. So the term curriculum came to
- signify a group of subjects or courses of study, arranged in particular sequence,for instructional
purpose in school.A curriculum is more than just a syllabus or a statement of content.
Acurriculum is about what should happen in a teaching programme-about theintention of teachers
& the way they make this happen.
- DEFINITION
- Curriculum is defined as a formal plan of educational experiences &activities offered to a learner
under the guidance of an educationalinstitution. It is more structured in schools & more flexible in
higher education.

- A curriculum is defined as a systematic arrangement of the sum total of selected experiences
planned by a school for a defined group of studentsto attain the aims of a particular educational
programmes
- -Florence Nightingale International Foundation

- Curriculum is defined as a composite of the entire range of experiencesthe learner undergoes
under the guidance of the school.
- -Lamberston Education For Nursing Leadership
COMPONENTS OF CURRICULUM
Curriculum is planned for a particular educational programme. Hence,curriculum invariably
includes:

i. The statement of philosophy of the educational programme.
ii. Total duration of the educational programme with breakup of coursefor theoretical &
practical courses & supervised clinical experience &clinical practices, if any.
iii. Learning experience for theory, practical & clinical component withtheir respective
objectives, courses of studies, placement sequences & learnings situations.
iv. Instructional methods or methods of teaching for the
theoretical, practical & clinical component of the educational programme.
v. Programme of evaluation to ascertain effectiveness of the
educational programme through curriculum evaluation (covers evaluation methods, plan
& schedule of evaluation & use of results of evaluation)

The instructional curriculum
The instructional curriculum consists of the content (subject matter &learning activities)
planned day by day & week by week by a particular teacher for a particular group of students.
TYPES OF CURRICULUM
Curriculum may be of different types to suit the requirement of the course. Thetypes of
curriculum includes
1. Subject oriented curriculum
In this type, the teaching-learning experiences & evaluation is
subject based. Most nursing curriculum fall under this category. Nursing studenthas to pass
through various subjects or disciplines before successfullycompleting the course. Fragmented
learning, piece-meal approach tolearning is some of the problems with this type of curriculum.
Hence theteaching-learning experiences & evaluation are system based.For, e.g., students learn
all about musculo-skeletal system includingclinical & therapeutic aspects before moving onto
another system.
2. Competence-based curriculum
This is also known as task oriented or activity based curriculum. Thefocus is on the tasks that a
successful graduate nurse needs to do later as acompetent professional. The tasks could be of
cognitive problem solvingskills, definitive communication skills or mixed type encompassing
morethan one domain. Nursing curricula need to adopt this approach morewidely.
3. Experience-based curriculum
In this type curriculum learner is placed in the natural setting of thecommunity. Perhaps
community oriented nursing education is an idealmethod of educating learners.

COMPONENTS OF CURRICULUM
Curriculum is planned for a particular educational programme. Hence, curriculum invariably includes:
i. The statement of philosophy of the educational programme.
ii. Total duration of the educational programme with breakup of course for theoretical & practical courses &
supervised clinical experience & clinical practices, if any.
iii. Learning experience for theory, practical & clinical component with their respective objectives, courses of
studies, placement sequences & learnings situations.
iv. Instructional methods or methods of teaching for the theoretical, practical & clinical component of the
educational programme.
vi. Programme of evaluation to ascertain effectiveness of the educational programme through
curriculum evaluation (covers evaluation methods, plan & schedule of evaluation & use of results
of evaluation)


LEVEL OF CURRICULUM PLANNING
Curriculum can be planned at three different levels

1.

The societal CurriculumThe societal curriculum refers to the curricula or parts of curricula, whichare
planned for a large group or class of students, such as
the baccalaureate curriculum for basic nursing. It is the curriculum, which planned by groups outside of an
educational institution.

2.

The institutional curriculumThe institutional curriculum is one planned by a faculty for a clearlyidentified
group of students who will spend a specified time period in
a particular institution. It is this that is generally referred to when onespeaks of a curriculum in a particular
school.

3
The instructional curriculumThe instructional curriculum consists of the content (subject matter &learning
activities) planned day by day & week by week by a particular teacher for a particular group of students.


TYPES OF CURRICULUM
Curriculum may be of different types to suit the requirement of the course. Thetypes of curriculum includes
1.

Subject oriented curriculum
In this type, the teaching-learning experiences & evaluation is
subject based. Most nursing curriculum fall under this category. Nursing studenthas to pass through various
subjects or disciplines before successfullycompleting the course. Fragmented learning, piece-meal approach
tolearning is some of the problems with this type of curriculum. Hence theteaching-learning experiences &
evaluation are system based.For, e.g., students learn all about musculo-skeletal system includingclinical &
therapeutic aspects before moving onto another system.
2.

Competence-based curriculum
This is also known as task oriented or activity based curriculum. Thefocus is on the tasks that a successful
graduate nurse needs to do later as acompetent professional. The tasks could be of cognitive problem
solvingskills, definitive communication skills or mixed type encompassing morethan one domain. Nursing
curricula need to adopt this approach morewidely.
3.

Experience-based curriculum
In this type curriculum learner is placed in the natural setting of thecommunity. Perhaps community oriented
nursing education is an idealmethod of educating learners.
4.

Core curriculum
Core curriculum is defined as essential or key aspect of a subject or discipline covered in the curriculum for
the study 7 mastery by all groupsof students with the same level of learning. Core curriculum is about
thecompetencies required of all students & here students study an area indepth. E.g., Nursing process, quality
assurance, cardio-pulmonaryresuscitation are some of the topic of core course
NATURE OF NURSING CURRICULUM
The curriculum in nursing is like any other curriculum, in addition it reflectshealth, & it is health oriented, but
flexible to meet the changing needs of
the people in the health scenario, it is geared to shift its emphasis in terms of National Health Policy & goals
& meets the primary health care needs


BASIC PRINCIPLES OF CURRICULUM CONSTRUCTION
The success of a curriculum depends on certain principles, which need to
be born in mind while developing a curriculum. These are:i.

The purpose of educational objectives of the programme should befulfilledIn nursing curriculum especially, it
is essential that the purpose of capacity building for performance of the appropriate & relevant tasksdemanded
of the job responsibilities of the prospective nurse beattained.ii.

The educational objective should be stated in clear, unambiguous
& behavioral terms, which should be achievable & measurable.iii.

The third principle is that the students & teachers of the particular educational programmed should have a
clear perception of the expected
results i.e., objectives as well as purpose of the educational programme.iv.

The fourth principle is that the learning activities to provide learningexperiences related to the theoretical,
practical & clinical component& should be in conformity with the educational objectives of the programme
.v.

The fifth principle is that the teaching-learning activities should relateto class room activities, clinical fields &
community.
STEPS IN CURRICULUM DEVELOPMENT
Some of the important features of curriculum development of philosophy of curriculum
a.

Important features

A well thought of and a planned curriculum helps to realize theeducational objectives.

The educational system leading to the development of health personnel, at all levels, must be re-
examined within the context of the needs or the country concerned

The members of the health team must be trained specifically for thetasks they will have to perform, taking into
account thecircumstances under which they will have to work.

The subjects & activities in the curriculum should be such as togear towards capacity building of the students
in areas of preventive, promotive, case & problem solving

In order to keep up-to-date with the modern trend & changes in thehealth field it is essential that the
curriculum undergoes revisionover a period of time based on periodic evaluation

A curriculum should be prepared from social view point & sincesociety in not static, its need are also not
static & so the curriculumdevelopment is an ongoing activity.
The construction of the nursing curriculum is the responsibility of the nursing school; there sources,
philosophy, need & other conditions vary from one school to another so also the curriculum.

The core content will be common to all the curricula in the state or country prescribed by a statutory body like
the Indian NursingCouncil in our country. However, it must be noted, the syllabus laysdown the minimum
required by law & in constructing their owncurricula, the schools can add as much as is required to meet
their own particular objectives. Therefore, the curriculum includes all thesubject matter& experience which a
particular school of nursing plans for its own students & which is developed by its owncurriculum committee



b.

Identification of curriculum need
A range of approaches can be used to identify the curriculum needs

The wise-man approach is that the senior teachers,
nurse practitioners from different specialty backgrounds reach a commonconsensus about what is expected of
the young graduate nurse & thecompetencies gained from the training programme.

The views of the senior health professional are sought

A study of errors in practice areas are identified where thecurriculum is likely to be deficient.

Critical review of the research studies, on patient satisfaction, jobsatisfaction, hospital infection to be done. So
as to identify areaswhere there are gaps in nursing practice.

Obtain feedback from health professionals & community regardingmajor health problems.

Review of book & journals on scientific advances

National health policy

Job description or task analysis

Indian Nursing Councils regulations. The information collected through the various sources will
contributefor the task analysis for which the nurses need to be prepared. Thesetwo processes together
determine the needs & purposes of establishinga particular nursing education programme
c.

Formulation of philosophy of nursing education
The programme must integrate the philosophy & learning outcomes(objectives) of the programme within the
curriculum. Philosophy setsthe goals (e.g., what is expected of a nurse after the successfulcompletion of a
programme) through the implementation of curriculumwe achieve the goals set (to bring about a desired
change in
the behaviour of student nurse). It is important that faculty must have broad based agreement on the philosoph
y because such agreement isfundamental to the consistent interpretation, implementation &evaluation of the
curriculum.To formulate a statement of philosophy the staff should holddiscussions & feasible in the interest
of the students, school & professionPhilosophy needs to be stated in clear, concise terms & relate
tocurriculum.

STEPS OF CURRICULUM DEVELOPMENT
Curriculum development has four major steps:
i.

Formulation of educational objectives (which will be based on philosophy of nursing education)
ii.

Selection of teaching-learning experiences
iii.

Organization of teaching-learning experiences &
iv.

Evaluation of learning objectives/outcomes



Formulation of
objectives
Evaluation of
objectives
Curriculum
Development
Implementation of
teaching-learning
experiences
Selection of
teaching-learning
exp
1. Formulation Of
Educational
Objectives/Outcom
es

Educational objectives/outcomes must be consistent with philosophy of the educational
programme & institution
When identifying educational objectives/curriculum outcomes, faculty6 must have an
understanding of the qualities &characteristics they want the graduates of nursing programmes to
possess on graduation for competent nursing practice. Educational objectives must be stated in
behavioural terms & be clear & concise & keep pace with the ongoing changes in health care.
Educational objectives are the road maps & may be equated with the trips destination. The
objectives are three types general objectives, intermediate objectives & specific objectives
Once the objectives are spelt out, the next step is to decide, how do they achieve learning
objectives/outcome
This question leads to the decision on the following:
Time: time allotment, sequencing of topics & subjects.
Duration: balancing of various subjects & the duration of nursing education programme
Scope: depth & breadth of study, i.e., deciding on weight age & time allotment for theory,
practice & evaluation
2. Definition of learning experiences
Learning experiences may be defined as deliberately planned experiences in selected situations
where students actively participate, interact & which result desirable changes of behaviour in
students
Selections of learning experiences are integral part of curriculum & courses
Faculty need to select instructional strategies that match the objectives/outcome the curriculum so
as to facilitate the students acquisition of the desired knowledge competencies, behaviours
specified by the curriculum.
Selected learning activities should be appropriate for the cognitive, affective & psychomotor
development of students. Active engagement of students in their learning has positive benefits for
students & faculty must integrate critical thinking skills into the activities so as to maximize
student learning
Since the knowledge is very vast & it is not possible to learn everything the teacher must select
what is essential for the student to learn in a programme & a particular course of study i.e.
anatomy, physiology, pharmacology, etc. To make content is graded in three categories.
For instance:
i. Essential or must learn: basic nursing principles in carrying for an unconscious patient for
students of GNM Programme
ii. Desirable-useful to learn or preferable: complications of unconsciousness
iii. Additional or supportive: nice to learn, computer technology for GNM
3. Organization of learning experiences

Once the learning experiences have been selected the next step is sequencing or placement of
learning experience. Should be done in a manner that leads to a gradual progress from simple to
complex. Concrete to abstract & from normal to abnormal.
Keeping these maxims in mind


Organization & sequencing of supervised & guided experiences in arrangement of students
rotation in hospital & community practical

Learning experiences need to be integrated so that student see interrelation in various subjects
that leads to lifelong learning or holistic learning
4. Evaluation of learning objectives/outcomes

The last step in the curriculum process is evaluating planning system of evaluation that includes:

- Formative
- Summative



or pass & fail & grading of students



LEVEL OF CURRICULUM PLANNING
Curriculum can be planned at three different levels1.

The societal CurriculumThe societal curriculum refers to the curricula or parts of
curricula, whichare planned for a large group or class of students, such as
the baccalaureate curriculum for basic nursing. It is the curriculum, which planned
by groups outside of an educational institution.2.

The institutional curriculumThe institutional curriculum is one planned by a faculty
for a clearlyidentified group of students who will spend a specified time period in
a particular institution. It is this that is generally referred to when onespeaks of a
curriculum in a particular school.




- CURRICULUM A prescribed course. Offered in all schools. Present and designed
differently for all student levels.
- 3. BASIC CONTENT General Courses Specific Courses Degree or Certification
- 4. PRIMARY AND SECONDARY VS. HIGHER EDUCATION Primary and Secondary Education
Higher Education
- 5. TYPES OF CURRICULUM 1. Traditional Curriculum Text-book-Workbook approach.
Focuses on grades.
- 6. TYPES OF CURRICULUM 2. Thematic Unit Study Integrated study. More focused on
academics based on the students interests.
- 7. TYPES OF CURRICULUM 3. Programmed Self-paced; based on the students desired
pacing. Little direction from teachers or tutors.
- 8. TYPES OF CURRICULUM 4. Classical This coincides with the childs cognitive
development. Involves the TRIVIUM of learning.
- 9. TRIVIUM OF LEARNING Grammar Stage Dialectic Stage Rhetoric Stage
- 10. TYPES OF CLASSROOM CURRICULUM 1. Written Curriculum Published part of formal
education. Includes the following: a. Objectives b. Course guides c. Lesson plans and
course material d. grading criteria
- 11. TYPES OF CLASSROOM CURRICULUM 2. Hidden Curriculumm Based on norms and
values of the educational institute. Gives prioritize to certain subjects.
- 12. TYPES OF CLASSROOM CURRICULUM 3. Null curriculum Material and subjects not
taught in the class.
- 13. TYPES OF CLASSROOM CURRICULUM 4. Tested curriculum Body information on
which students will be tested.
- 14. TYPES OF CLASSROOM CURRICULUM 5. Electronic curriculum Internet-based
Focused on critical thinking
- 15. CURRICULUM VS. SYLLABUS Guideline or outline. Given upon request. Break
down of ideas. Suggested presentation. Measure of effectiveness. Designed by
school. curriculum Descriptive course list. Given during class. Overview of class.
Made and designed by teachers. syllabus
- 16. CURRICULUM PLANNING A process where a teacher builds a class curriculum through
coordinating with school boards in order to achieve uniform goals.
- 17. CURRICULUM PLANNING What is a curriculum plan? Helps with planning material.
*Objective planning+ Maintains uniformity. Mainly for Primary and Secondary levels.
- 18. PROCESS AND MAIN COMPONENTS Planning is either basic or comprehensive. 1.
Charts and Reports 2. Subject schedules 3. Topics to be discussed 4. Examinations,
paperwork and assessment.
- 19. MAIN COMPONENTS FRAMING THE CONTEXT Implementing the lessons Evaluating
learning Monitoring progress Planning the lessons
- 20. ASSESSMENT OF SUCCESS How students cope By Observation Complete
discussionSecurity
- 21. CURRICULUM DEVELOPMENT Method of which teaching organizations and training
institutes guide learning. Both inside and outside the classroom.
- 22. FOUR ELEMENTS OF CURRICULUM DEVT Identification Planning Evaluation Practical
Application
- 23. ASPECTS OF CURRICULUM Programs of an educational institution. Majors,
Concentrations, degree programs Faculty information. Visible Welfare of the
participants of the curriculum. Student-centered/focused. Invisible
- 24. LEVELS OF CURRICULUM The Visible Aspect Academic Extra-curriculum The
Invisible Aspect Sub-curriculum Intra-curriculum Meta-curriculum
- 25. LEVELS OF CURRICULUM 1. Academic Curriculum Courses and subjects. 2. Extra-
curriculum Amplifier of the academic curriculum.
- 26. LEVELS OF CURRICULUM 1. Sub-curricular Physical and emotional state of the
student. 2. Intra-curriculum Bias of certain aspects of a persons being.
- 27. LEVELS OF CURRICULUM 1. Sub-curricular Physical and emotional state of the
student. 2. Intra-curriculum Bias of certain aspects of a persons being.
- 28. LEVELS OF CURRICULUM 3. Meta-curriculum Funding, research quality, institutional
and environmental aspects. Also includes the spiritual aspect of the curriculum.
- 29. CURRICULUM DESIGN Often designed by specialists and professionals of different
expertise. However adapted by parents and guardians who homeschool their children.
- 30. CURRICULUM DESIGN Challenge and Enjoyment Progression Depth
- 31. CURRICULUM DESIGN Personalization Coherence Relevance
- 32. CURRICULUM EVALUATION Determining the worth of an entire curriculum. Helps
the policy-making bodies and administrators in making decisions. Reference for people
involved in the school body.
- 33. TYPES OF EVALUATION Diagnostic Evaluation 1. What needs to be improved? 2.
Making decisions on how to improve them. Formative Evaluation 1. Planning within the
student body/personnel. Summative Evaluation 1. Progress reports. 2. Reporting of
findings and conclusions.
- 34. METHODS OF EVALUATION 1. External evaluation People from outside the school
system with various expertise.
- 35. METHODS OF EVALUATION Why is external evaluation needed? 1. Need for
independence 2. Span of control 3. Legal requirements 4. Expertise of the people involved.
- 36. METHODS OF EVALUATION 1. Internal evaluation People from within the student
body or institution. Existing groups within the system.
- 37. METHODS OF EVALUATION Why is internal evaluation needed? For centralization and
decentralization.
- 38. THE FOCUSES OF CURRICULUM EVALUATION Curriculum development Analysis of
outcomes Monetary resources Analysis of teaching quality Curriculum Design
Curriculum & components of curriculum (by umair ahraf)Presentation Transcript
- 1.

- 2. Old Concept of Curriculum A list of books provided to the student in the class room.
Limited to the class room and content.
- 3. Modern Concept of Curriculum Curriculum is interpreted to mean all the organized
activities, courses and experiences which a student have under the direction of the school
whether in the classroom or not. By Stephen Romine (Building the high school curriculum)
- 4. Modern Concept of Curriculum (Cont..) Oliver (1965) :- Oliver is of the opinion that
curriculum is something felt rather than some thing to be seen. Saylor & Alexander :- The
curriculum is the sum of the school efforts to influence learning whether in the class room,
on the playground or out of school.
- 5. Modern Concept of Curriculum (Cont..) Tyler :- All of the learning of students which
are planned by and directed by the school to attain its educational objectives
- 6. Two Conditions of Curriculum To implement / organize by an educational institution or
school. To achieve the educational objectives.
- 7. Role of Curriculum in National Development Curriculum role as observed in educational
policy 1979 should aim at enabling the learners to acquire knowledge, develop concept,
skills, attitudes and values. Knowledge 33% (Cognitive domain) Concept 33% (Effective
domain) Skills 33% (Psycho motor domain) The role of curriculum further includes:
Enroll
Teachers
Identify Need
Select Effective Teaching
Strategies
Model
Demonstrati
on Lesson
Co-Plan and Co-
Teach
Collaborative
Reflection
Observe
- 8. Role of Curriculum in National Development (Cont..) Curriculum and Developing
Democratic Life: - The four most demands of present society on our education is the
development of a vital democracy. The development of every individual according to his
capacities. The development of faith in democratic principals and process, The
development of enlighten and responsible citizens. The encouragement of leadership at all
levels.
- 9. Role of Curriculum in National Development (Cont..) Raising Standards of Living:- The
nation's economic growth would be able to ensure minimum standard of living of all the
citizens through. The improvement of productive efficiency The full use of man power and
natural recourses. Stemming the fast growth of population Helping in obtaining self-
sufficiency in food and technology. Opening up more channels of employment
- 10. Curriculum & National Integration:- Today the promotion of national integration has
paramount importance to Pakistan, our citizens must therefore : - Be imbued with love of
motherland. Appreciate the richness of culture. Learn the respect of every faith. Role of
Curriculum in National Development (Cont..)
- 11. Curriculum & Modernizing the Society : - Pakistans image should be tied up with
advancement in science & Technology. If we want to modernize the social order and keep
pace (speed of progress) with the fast changing world. This should have to be reflected in
our curriculum. Role of Curriculum in National Development (Cont..)
- 12. Culture and Curriculum Culture is dominant on curriculum Two major parts of culture
are:- Language Religion Values Transfer Transmit (as Such / with No Change) School
follows Society Static Transform (With Some Change) School will Lead the Society Dynamic
- 13. Culture and Curriculum Cultural Lag :- The curriculum is always in every society a
reflection of what people think, feel, believe and do. To understand the structure and
function of the curriculum it is necessary to understand, What is Culture? Cultural Lag
Technology. Development Values Development
- 14. The Meaning of Culture A culture is the fabric of ideas, ideals, believes, skills, method
of thinking, customs and institution into which each member of society is born. The
culture is that part of environment that man himself made. A culture will vary from society
to society and within the same society over a period of time.
- 15. The Elements of Culture Universals Specialties Alternatives
- 16. The Elements of Culture (cont.) Universals : - These are the elements that are
universally distributed among the population. Individuals through out the society eat the
same food, wear the same style of cloths, use the same language etc. All such things are
generally accepted by the member of the society are called universals. It is possible that a
universal element in one society would not appear in another society.
- 17. The Elements of Culture (cont.) Specialties :- Some elements of culture are found
among only a portion of population. In every society there are something that only a part
of people know about or can do. All these are called Specialties. All professions can be
categorize as specialties.
- 18. The Elements of Culture (cont.) Alternatives : - There are certain that belong neither
the universal nor specialties. Alternatives may enter in a culture by way of invention
within the society or from an other culture. As new ways of doing things emerge & come
to be accepted, they are absorbed by the universals or specialties. For example a new way
of teaching, a new way of cooking food, use of computer etc.
- 19. Cultural Change and Curriculum When alternative elements appear in culture, they
disturb the culture pattern. When the number of alternatives is low as compared with
universals, the culture will have a high degree of stability. As alternatives increase, social
change also increase. The curriculum development will be in such a way that cultural
elements both new and old are mutually adjusted.
- 20. Characteristics of Curriculum Totality of Activities A mean to an end Mirror of
curricular and co-curricular activities / trends Development of balanced personality
Dynamic Achievements of goals
- 21. Characteristics of Curriculum (cont.) 1. Totality of Activities : - It refers to the totality of
subject matter, activities and experiences. 2. A mean to an end : - Curriculum is not an end
itself but a means to an end. It is created to acquire the aim of education 3. Mirror of
curricular and co-curricular activities / trends : -
- 22. Characteristics of Curriculum (cont.) 4. Development of balanced personality : - The
activities in curriculum Concerning physical, intellectual, emotional, social, economics,
aesthetic & cultural development play their role for developing balance personality. 5.
Dynamic : - A good curriculum is dynamic. It has to be kept dynamic in order to keep with
the needs, interest, abilities, attitudes and life of pupils. 6. Achievements of goals : -
- 23. Components of Curriculum Objectives Content Method Evaluation Objectives
Evaluation Content Method Feed Back
- 24. School of Thought of Philosophy Progressivism Traditionalism Islamic Philosophy
Eclecticism (Collection of good concepts of different philosophies)
- 25. Effect of Philosophy on Curriculum Development There may be a gap between four
components of curriculum. For curriculum development first of all we see the philosophy/
ideology of that society for which we want to develop the curriculum. Now we find out
what is the view point of different philosophies about the components of curriculum.
- 26. 1. Objectives Progressivism : - They do not believe in Pre-determination of objectives,
So there would not be a pre-determined set of objectives. They believe that change is
reality. Accept change so did not set objectives first.
- 27. 1. Objectives (Cont.) Traditionalism : - They emphasis to have a permanent set of
objectives. Because they believe that values are Cosmic and permanent. Objectives are
based on values. So they also remained unchanged. They believe that permanence is
reality.
- 28. 1. Objectives (Cont.) Islamic Philosophy : - According to Islam, basic values are
permanent. So will be the educational objectives. In traditionalism, sources of values are
traditions of their forefathers, While is Islam, pleasure of ALLAH is the source of Value.
- 29. 2. Content Content depends on the concept of knowledge. Progressivism : - They
accept sense perception as only reliable source of knowledge. So, content consist of
science and technology.
- 30. 2. Content (Cont.) Traditionalism : - They consider authoritative knowledge, only to be
reliable. So, the knowledge shall consist of knowledge bearing the stamp of the approval
of their forefathers.
- 31. 2. Content (Cont.) Islamic Philosophy : - According to Islam only the prophetic
knowledge is absolutely reliable. So content will essentially consist of the knowledge,
contained in the Quran and Sunnah. Knowledge gained through other sources will also be
tested on this criteria (Quran & Sunnah) and may conditionally made a part of curriculum.
- 32. 3. Method Mostly, it deals with psychology but overall teaching style is determined on
the base of philosophy. Progressivism : - It gives rise to Academic Freedom Style (AFS) in
teaching. Traditionalism : - It leads to development of indoctrination approach in teaching.
(Imposition of Ideas)
- 33. 3. Method (Cont.) Islamic Philosophy : - Islam encourage eclectic approach. Both the
style may be applied according to teaching learning situation. AFS + Indoctrination AFS
(Academic Freedom Style)
- 34. 4. Evaluation Its details are determined according to psychological principals. However
philosophy also influence the testing techniques. Progressivism : - They are more inclined
to practical or observational technique.
- 35. 4. Evaluation (Cont.) Traditionalism : - They are more inclined to written test. Islamic
Philosophy : - Believes on both styles. Both styles may be applied according to Islamic
philosophy.
- 36. Role of Curriculum Conservative Role Critical Role Creative Role
- 37. Functions of Conservative Role Adjective Function Adoptive Function Integrative
Function
- 38. Function of Critical Role Distinctive Function
- 39. Functions of Creative Role Selective Function Progressive Function

Definition of curr.Presentation Transcript
- 1. DEFINITION OF CURRICULUM DEVELOPMENT Curriculum development is defined as the
process of selecting, organizing, executing and evaluating the learning experiences on the
basis of the needs, abilities, and interest of learners, and on the basis of the nature of the
society or community.
- 2. It is a continuous process for the possibilities ofimproving the teaching-learning
situation. Its goalsis a positive change; process; transformation inthe lives of the learners
based on schoolsmission and goals. It should be produced incoordinated program of
meaningful experiencesfor learners development (2009 Ed.) Curriculumdevelopment is a
decision-making process thatinvolves a variety of concerns (Bago).
- 3. The following are crucial questions to be asked in developing a curriculum: What
learning objectives should be included? What will be the bases for the choice of
objectives? Will the choice be based on the learners needs and interests, or rather on
the needs of the society? Will the selection depend on tradition, the nature of
knowledge, or the learners characteristics?
- 4. What philosophical and psychological theories regarding the nature of learners as well
as the learning process will underpin the organization of the content? Will the choice of
methodology be in line with accepted teaching-learning principles? Will the evaluation
procedure be able to measure the learning that is taking place?
- 5. Curriculum ModelsRalph Tyler Model: Four Basic Principles This is also popularly known
as Tylers Rationale. He posited four fundamental questions or principles in examining any
curriculum in schools. These four fundamental principles are as follows:
- 6. 1. What educational purpose should the school seek to attain?2. What educational
experiences can be provided that are likely to attain these purposes?3. How can these
educational purposes be effectively organized?4. How can we determine whether these
purposes are being attained or not?
- 7. In summary, Tylers Model show that incurriculum development, the
followingconsiderations should be made:1. Purposes of the school2. Educational
experiences related to thepurposes3. Organization of the experiences4. Evaluation of the
experiences
- 8. Hilda Taba improved on Tylers Rationalemodel. She believed that teachers who teach
orimplement the curriculum should participate indeveloping it. Her advocacy is commonly
calledthe grassroots approach. She presented sevenmajor steps to her model where
teacher shouldhave a major input. These steps are:
- 9. 1. Diagnosis of learners needs and expectations of the larger society2. Formulation of
learning objectives3. Selection of learning content4. Organization of learning content5.
Selection of learning experiences6. Organization of learning activities7. Determination of
what to evaluate and the means of doing it
- 10. Thus as one looks into curriculum models,the three interacting processes in
curriculumdevelopment are planning, implementing andevaluating.
- 11. Types of Curricula Operating in Schools1. Recommended curriculum proposed by
scholars and professional organizations. Most of the school curricula are recommended.
The curriculum may come from a national agency like the Department of Education
(DepEd), Commission on Higher Education (CHED), Department of Science and Technology
(DOST) or any professional organization who has stake in education for example the
Philippine Association for Teacher Education (PAFTE) or the Biology Teacher Education
(BIOTA) may recommend a curriculum to be implemented in the elementary or secondary
education.
- 12. 2. Written curriculum appears in school, district, division or country documents. This
includes documents, course of study or syllabi handed down to the schools, districts,
division, departments or colleges for implementation. Most of the written curricula are
made by curriculum experts with participation of teachers. These were pilot-tested or
tried out in sample schools or population. Example of this is the Basic Education
Curriculum (BEC). Another example is the written lesson plan of each classroom teacher
made up of objectives and planned activities of the teacher.
- 13. 3. Taught curriculum what teachers implement or deliver in the classrooms and
schools. The different planned activities which are put into action in the classroom
compose the taught curriculum. These are varied activities that are implemented in order
to arrive at the objectives or purposes of the written curriculum. These are used by the
learners with the guidance of teachers. Taught curriculum varies according to the learning
styles of students and the teaching styles of teachers.
- 14. 4. Supported curriculum resources, textbooks, computers, audio-visual aids which
support and help in the implementation of the curriculum. In order to have successful
teaching, other than the teacher, there must be materials which should support or help in
the implementation of a written curriculum. These refer to the support curriculum that
includes material resources such as textbooks, audio-visual materials, laboratory
equipment, playgrounds, zoos, and other facilities. Support curriculum should enable each
learner to achieve real and lifelong learning.
- 15. 5. Assessed curriculum that which is tested and evaluated. This refers to a tested or
evaluated curriculum. At the duration and end of the teaching episodes, a series of
evaluations are being done by the teachers to determine the extent of teaching or to tell if
the students are progressing. This refers to the assessed curriculum. Assessment tools like
paper-and- pencil tests, authentic instruments like portfolio are being utilized.
- 16. 6. Learned curriculum what the students actually learn and what is measured. This
refers to the learning outcomes achieved by the students. Learning outcomes are
indicated by the results of the tests and changes in behavior which can either be cognitive,
affective or psychomotor.
- 17. 7. Hidden curriculum the unintended curriculum. This is not deliberately planned but
may modify behavior or influence learning outcomes. There are lots of hidden curriculum
that transpire in the schools. Peer influence, school environment, physical condition,
teacher-learner interaction, mood of the teachers and many other factors make up the
hidden curriculum.
- 18. Major Foundations of Curriculum 1. philosophical 2. historical 3. psychological 4. social
- in decision making, philosophy provides the starting point and will be used for the
succeeding decision making+ helps in answering what schools are for, what subjects are
important, how students should learn and what materials and methods should be used +
provides educators, teachers and curriculum makers with framework for planning,
implementing and evaluating curriculum in schools +19. Philosophical Foundation
Philosophy
- some philosophical beliefs that undergird thecurricula of schools are as follows:+
philosophy gives direction to curriculum in termsof goals and objectives,; the schools
underlyingbeliefs and values have impact on curriculumcontent and choice of appropriate
instructionalstrategies and learning activities in implementingthe curriculum+20.
- 21. Basic Philosophical Fundamental Idea(s) Curricular Implications BeliefsMetaphysics
Study of what is beyond the Curriculum must go beyond its natural (what is real is true)
content; must consider what the students can becomeEpistemology Truth about the
nature of Curriculum should revolve knowledge around the issues on teaching-learning
processLogic Focus on logical and The goal of all curricula must accurate thought patterns
be the of the ability of the students to think logicallyAxiology Values and ethics
Development of a sense of right and wrong
- 22. Basic Philosophical Fundamental Idea(s) Curricular Implications BeliefsIdealism
Importance of mind and Subject matter- or content spirit and developing them focused, in
the learner Believing that this is Reality is in the ideas essential to mental and
independent of sense and oral development experienceRealism (Aristotle) truth can be
Curriculum is subject- tested/proven centered, organized from knowledge is derived
simple to complex, and from sense experience stressing mastery of facts and development
of process and objective skills, critical analysis and attention to Science and Math
- 23. Basic Philosophical Fundamental Idea(s) Curricular Implications BeliefsPragmatism (W.
James, The world is a world of Provisions for directDewey, Rousseau) change; man can
know experiences anything within his Activity/learner-centered experience, belief in
Basis: problems of learning by doing democratic society focus on problem solving
inquiryPerennialism (Hutchins, Human beings are rational Subject-matter consists ofAdler)
and their existence remain perennial basic education the same throughout of rational
men: history, differing environments; language, math, logic, includes knowledge that
classical literature, has been endured through science, fine arts, cultural the years heritage
- 24. Basic Philosophical Fundamental Idea(s) Curricular Implications BeliefsExistentialism
Reality is a matter of Curriculum stresses(Kierkegaard, Marcel, individual existence
activity; recognition ofSartre) individual differences, The meaning of life is what
opportunities for making each individual makes; choices and awareness of focus on
conscious consequence, of awareness of choice introspection and self analysis through
individualized learning experiencesEssentialism (Bagley) There are certain ideas
Curriculum focused on that men should know for assimilation of prescribed social stability
basic subject matter: 3Rs, history, science, math, language
- 25. Basic Philosophical Fundamental Idea(s) Curricular Implications
BeliefsReconstructionism (Plato, Societal reforms needed Curriculum should
includeAugustine, Dewey, Counts, towards experiencing the subjects that deal withRigg)
good life now and in the social and cultural crises to future; schools are the prepare
students to make chief means for building become analyzer and new social order ensure
that democratic principles are followed
- 26. Historical Foundations of Curriculum Curriculum is not an old field. Majority of scholars
would place its beginning in 1918 with the publication of Franklin Bobbits book The
Curriculum Philippine education came back about from various foreign influences. This can
be traced back to our glorious history. Of all the foreign educational systems, the
American educational system has the greatest influence on our educational system. The
following are curriculum theorists and how they view curriculum from historical
prespective.
- 27. 1. Franklin Bobbit (1876-1956) Bobbit presented curriculum as a science that
emphasizes on students need. Curriculum prepares students for adult life. To Bobbit,
objectives with corresponding activities should be grouped and sequenced. This can only
be done if instructional activities and tasks are clarified.
- 28. 2. Werret Charters (1875-1952) Like Bobbit, to Charters curriculum is a science. It
gives emphasis on students needs. The listing of objectives and matching these with
corresponding activities ensures that the content or subject matter is related to objectives.
The subject matter and the activities are planned by the teacher.
- 29. 3. William Kilpatrick (1871- 1965) Curriculum are purposeful activities which are
child- centered. The purpose of the curriculum is child development and growth. The
project method was introduced by Kilpatrick where teacher and student plan the
activities. The curriculum develops social relationships and small group instruction.
- 30. 4. Harold Rugg (1886-1960) To Rugg, curriculum should develop the whole child. It is
child-centered. With the statement of objectives and related learning activities, curriculum
should produce outcomes. Harold Rugg emphasized social studies and the teacher plans
curriculum in advance.
- 31. 5. Hollis Caswell (1901-1989) Sees curriculum as organized around social functions of
themes, organized knowledge and learners interest. Caswell believes that curriculum is a
set of experiences. Subject matter is developed around social functions and learners
interest.
- 32. 6. Ralph Tyler (1902-1994) As one of the hallmarks of curriculum, Tyler believes that
curriculum is a science and an extension of schools philosophy. It is based on students
needs and interest. To Tyler, curriculum is always related to instruction. Subject matter is
organized in terms of knowledge, skills and values. The process emphasizes problem
solving. The curriculum aims to educate generalists and not specialists.
- The historical foundation of curriculum reflects the educational focus prevalent during a
particular period or event in Philippine history. This focus could be made basis or model
for curriculum development in recent years.33.
- 34. Period Characteristics Curricular FocusPre-Spanish Focused on Practical training
Broad; not defined nor written to satisfy basic needs for Prescriptive survival and to
transmit social Reading and writing in relation ideas, customs, beliefs, and to the study of
Koran for the traditions Maguindanao Moslems Training done in the homesSpanish
Focused on the learning of the Parochial schools: study of Christian Doctrine Doctrina
Cristiana, arithmetic, music, arts and trades; vernacular was the medium of instruction
- 35. Period Characteristics Curricular FocusAmerican Focused on establishing the Reading,
writing, arithmetic, public school system, highly good manners and right influenced by the
philosophy conduct, civics, hygiene and of John Dewey sanitation, domestic science,
American history, Philippine history English as medium of instruction
- 36. Period Characteristics Curricular FocusCommonwealth Focused on the Tagalog and
later on development of moral Filipino, as another character, personal medium of
instruction discipline, civic Provided for 6-year consciousness, and elementary schools;
vocational efficiency as school entrance age at provided in the 1935 7; compulsory
constitution attendance in Grade 1; introduction of double single sessions Teaching of
Filipino as a subject
- 37. Period Characteristics Curricular FocusJapanese Focused on promoting the Diffusion
of elementary East Asia co-prosperity education with the promotion sphere educational
objective of vocational education Fostering of new Filipino culture based on the
awareness that Filipinos are orientals
- 38. Third Republic-Patterned after the 1935 Constitution Period Characteristics Curricular
FocusNew Society Focused on national Promotion of Bilingual development goals;
Education Policy manpower training; high Development of moral level professions; self-
character; self-discipline; actualization scientific, technological, and vocational efficiency;
love of country; good citizenshipFourth Republic Focused on promotion of Strengthening
of the the rights of all citizens to teaching of values; return quality education to the basics
in the new elementary and secondary curriculum
- 39. Psychological Foundations Psychology provides a basis

Reality curriculum in educationPresentation Transcript
- 1. REALITY CURRICULUM IN EDUCATIONYudhieIndra G S.Pd
- 3. CURRICULUM DEFINITION To get formula about congeniality of curriculum, all expert tell
immeasurable view. In the eyes of classical, more is emphasizing of curriculum viewed as by
Lesson plan in a school. Lessons and items what have to be gone through by in school, that's
curriculum. George A. Beauchamp ( 1986) telling that : A Curriculum is a written document
which may contain many ingredients, but basically it is a plan for the education of pupils
during their enrollment in given school.
- 4. CURRICULUM DEFINITION In the eyes of is modern, congeniality of curriculum more
considered to be a something tangible or experience happened in course of education, like
told by Caswel and of Campbell ( 1935) saying that curriculum to be composed of all the
experiences children have under the guidance of teachers. Assured again by idea of Ronald
C. Doll ( 1974) saying that : the curriculum has changed from content of courses study
and list of subject and courses to all experiences which are offered to learners under the
auspices or direction of school.
- 5. CURRICULUM DEFINITION 1. Curriculum come from word of Curriculum meaning
trajectory for horse race [at] Emperor epoch of Galius Julius Caesar ( Oliva, 1992) 2.
Curriculum is a set plan and arrangement concerning target, content, and Lesson materials
and also the way of which is used as guidance of management of activity of study to reach
specific-purpose.
- 6. CURRICULUM DEFINITION Meanwhile, Purwadi ( 2003) distinguish congeniality of
curriculum become six shares ( 1) curriculum as idea ( 2) formal curriculum in the form of
document taken as guidance and guidance in executing curriculum ( 3) curriculum according
to perception of instructor ( 4) executed operational curriculum or instructional by instructor
in class ( 5) curriculum of experience namely natural curriculum by educative participant ( 6)
obtained curriculum of applying of curriculum
- 7. CURRICULUM DEFINITION In is in perspective of policy of education of national as can be
seen in Law System Education of National of No. 20 Year 2003 expressing that: Curriculum
is a set plan and arrangement concerning target, content, and Lesson materials and also the
way of which is used as by guidance of management of study to reach the target of certain
education.
- 8. CURRICULUM CONCEPT To accommodate difference of view, HamidHasan ( 1988) telling
that curriculum concept can be evaluated in four dimension, that is 1. Curriculum as an idea;
yielded pass or through research and theory's, specially in the field of education and
curriculum 2. Curriculum as plan written, as materialization of curriculum as an idea; what in
it load about target, materials, activity, appliances, and time
- 9. CURRICULUM CONCEPT 3. Curriculum as an activity, representing execution of curriculum
as a plan written; in the form of study practice 4. Curriculum as a result of representing
consequence of curriculum as an activity, in the form of got of curriculum target namely
reaching of change of certain ability or behavior from all educative participant.
- 10. CURRICULUM POSSITION In a simple word, curriculum position can be concluded to
become 3, that: 1. Curriculum as construct 2. Curriculum as answer various problem of
respective social with education 3. Curriculum to develop; build life of based future of life of
past, a period of/to now, and development set of plan and development of nation.
- 11. CURRICULUM ROLE As education program which have been planned systematically,
curriculum of responsible very role is necessary for education of student. If in analysis of is
nature of from culture and society, with school as social institution in executing its
operation, hence can be determined at least three role of curriculum. That is:1. Role of
Conservative2. Critical role or evaluative3. Creative role
- 12. CURRICULUM ROLE1. Role of ConservativeOne of the curriculum responsibility is
transferring and interpret social heritage at the rising generation. Because school as social
institute can influence and construct student behavior 2. Critical Role or Evaluative Culture
ever change and increase. School do not only endowing existing culture, but also assess and
chosen existing culture element. In this case, curriculum partake active at element of
thinking critical, where social value of inappropriate culture will be eliminated.
- 13. CURRICULUM ROLE3. Creative Role Curriculum play a part in to do/conduct various
constructive and creative activity, in meaning compile a new matter as according to
requirement of society in a period of or to now and to come
- 14. CURRICULUM FUNCTION1. Adjustment FunctionWhere curriculum require an
accommodating depended from situation of which is happened 2. Integration
FunctionFunctioning educate person which integrated in meaning form student to plunge to
society 3. Differentiation Function Curriculum have to give service to difference each; every
student depended requirement of student.
- 15. CURRICULUM FUNCTION4. Preparation Function Functioning Curriculum draw up
student so that can continue furthermore study to at storey; level education of super
ordinate 5. Election Function Difference and election is two interconnected matter.
Confession of difference mean to give opportunity to someone to chosen what wanted
according to its enthusiasm.
- 16. CURRICULUM FUNCTION6. Diagnostic Function One of the curriculum function is
diagnostic function which assist and instruct student to can to comprehend and accept
himself so that can develop entire or all owned potency it. 1. What is Meant by the Term
Curriculum? (part 2) ECS Year 1 The Curriculum: Historical and Philosophical Perspectives
- 2. Beginning to understand the context of the curriculum The point at which educational
theory is caught up and transformed into practical programmes of work for schooling is in
the making of curricula. It is in a curriculum that is accumulated knowledge, skills and
attitudes about the past and present are combined with predictive assumptions about the
future to produce an ordered outline of things to be taught and learnt in schooling. (Connell,
W F 1974:134).
- 3. Conceptualising Curriculum To learn about curriculum is to scrutinize the very mechanics
of education. Some issues we will need to look at include the aims and objectives of
education, key-players in the education arena, the issue of quality education, and
contextualizing education.
- 4. In order to begin constructing a solid understanding of curriculum, we need to first of all
familiarize ourselves with some of the basic terminology and concepts related to Curriculum.
- 5. Education What is education? What does it mean to be educated? What are some of the
broad goals of education?
- 6. Education itself has been defined in a number of ways. Generally, it is said to be learning
that occurs from the womb to the tomb, or life-long learning. To be educated or to be an
educated person is defined differently by people of different cultures. We probably all agree
that an educated person has successfully learned something (s) and more importantly, is
able to apply what has been learned in specific contexts.
- 7. 4 FUNDAMENTAL QUESTIONS What are aims and objectives of curriculum? Which
learning experiences meet these aims and objectives? How can the extent to which these
aims and objectives have been met be evaluated? How can these learning experiences be
organised? (Adapted from Tyler 1949)
- 8. Curriculum Models PRODUCT MODEL Also known as behavioural objectives model Some
key theorists: Tyler (1949), Bloom (1965) Model interested in product of curriculum
- 9. ADVANTAGES OF PRODUCT MODEL Avoidance of vague general statements of intent
Makes assessment more precise Helps to select and structure content Makes teachers
aware of different types and levels of learning involved in particular subjects Guidance for
teachers and learners about skills to be mastered
- 10. CRITICISMS OF PRODUCT MODEL At lower levels, behavioural objectives may be trite and
unnecessary Difficult to write satisfactory behavioural objectives for higher levels of learning
Specific behaviours not appropriate for affective domain Discourages creativity for learner
and teacher Enshrines psychology and philosophy of behaviourism Curriculum too subject
and exam bound
- 11. PROCESS MODEL Focuses on teacher activities and teachers role Student and learner
activities (perhaps most important feature) Conditions in which learning takes place Key
thinker Stenhouse (1975)
- 12. ADVANTAGES OF PROCESS MODEL Emphasis on active roles of teachers and learners
Emphasis on learning skills Emphasis on certain activities as important in themselves and for
life
- 13. DISADVANTAGES OF PROCESS MODEL Neglect of considerations of appropriate content
Difficulty in applying approach in some areas (Process and Product model from Neary, M.
(2002) Chapter 3)
- 14. Academic Classical Humanist Model Autonomy means learning seen as individual process
Real element of autonomy is academic freedom achieved when one achieves expertise and
masters discipline Process naturally disenfranchises those without expertise Elite decide
what elements of knowledge constitute cultural capital and operate processes that admit or
qualify those aspiring to join elite
- 15. Academic contd. Assessment: norm referenced, graded, externally imposed Teacher:
decides on and gives access to knowledge which counts; ensures standards; transmits
approved knowledge
- 16. Utilitarian Technocratic Vocational Model Autonomy expressed in terms of consumer
choice rather than pedagogy Students exercise choices over courses or modules in market
- 17. Utilitarian contd. Assessment: competencies, traditionally single-level, criterion-
referenced summative, with competencies broken down into many elements Teacher:
guides students as to what to study, which commodity to choose
- 18. Progressive Developmental pedagogy Model Autonomy means self-directed learning
Students negotiate with teachers to take control of learning Negotiation of tasks,
participative pedagogic style
- 19. Progressive cont. Assessment: formative, personal, course-work based and open-ended
Teacher: partners with student; shares in decisions about what to study and when
- 20. Academic/Utilitarian share: View of knowledge or learning experience as fixed entity
determined by authority Student bound by larger essentials (subject knowledge or needs of
employment)
- 21. Utilitarian/Progressive share: Individual student ownership and responsibility for
learning Broadly egalitarian approach to education Bates I, Bloomer M, Hodkinson P &
Yeomans D (1998)
- 22. 4 CONCEPTIONS OF CURRICULUM The official curriculum The hidden curriculum The
observed curriculum The curriculum-as-experienced Pollard & Triggs (1997)
- 23. THE OFFICIAL CURRICULUM A planned course of study Explicitly stated programme of
learning States intended curriculum content Structures sequence and progression, framing
content and course activities Designed to challenge students and match learning needs
- 24. HIDDEN CURRICULUM All that is learned during school/college activities that is not a
designated part of official curriculum What is picked up about eg. role of teacher/learner,
status, attitudes to learning Implicit, embedded in taken-for-granted procedures and
materials May be unrecognised and often examined Can have profound effect on self image
on students, and attitudes to education/other social groups
- 25. OBSERVED CURRICULUM What can be seen as taking place in classroom May be
different from intended official curriculum
- 26. CURRICULUM-AS-EXPERIENCED The parts of the curriculum (official and hidden) that
actually connect meaningfully with students Arguably only this aspect has educational
impact rest is often forgotten.
- 27. VOCATIONAL CURRICULUM Characterised as: Experientially based in terms of content
and teaching method Directly relevant to student needs Emphasis on core skills Marsh, 1997
- 28. VOCATIONAL CURRICULUM Orientation: Tend to be explicit in outcomes Selection of
content has input from industry, government, community as well as educators Emphasis on
student-centred learning Typically based on small units, separately assessed/certificated
- 29. ACADEMIC CURRICULUM 16-19 Perceived as educationally elite, high status, traditionally
thought of as more challenging because it is the first stage of non compulsory education
Classroom based Focus on knowledge of given subject area determined by subject experts
Emphasis on end of course external exams At advanced level, free choice of subjects A-
level curriculum dependent on institution Can reinforce inequalities Young & Leney (1997)
- 30. COMMUNITY EDUCATION Traditionally cultural and recreation subjects Often held in
community venues Voluntary attendance Usually non-accredited, although accreditation
increasing for funding purposes
- 31. BIBLIOGRAPHY Pollard, A. & Triggs, P. (1997) Reflective Teaching in Secondary Education
. London: Continuum Young, M. & Leney, T. (1997) From A-levels to an Advanced Level
Curriculum of the Future in Hodgson, A. & Spours, K. (eds) (1997) Dearing and Beyond.
London: Kogan Page Marsh, C.J. (1997) Perspectives: Key concepts for understanding
curriculum 1. London: Falmer Press
- 32. Bates I, Bloomer M, Hodkinson P & Yeomans D (1998) Progressivism and the GNVQ:
context ideology and practice Journal of Education and Work, 11 , 22, 109-25) Neary, M.
(2002) Curriculum Studies in Post-Compulsory and Adult Education. Cheltenham: Nelson-
Thornes. Chapter 3
Curriculum, history and elements of curriculumPresentation Transcript
- 1. curriculum
- 2. WHAT is taught to students. What is curriculum? There are many definitions that are
correct. but for our purposes we define curriculum as :
- 3. Definition of Curriculum The content standards, objectives and performance descriptors
for all required and elective content areas and 21 st century learning skills and technology
tools at each programmatic level
- 4. How Do We Define Curriculum? Curriculum is that which is taught at school. Curriculum is
a set of subjects. Curriculum is content. Curriculum is a sequence of courses. Curriculum is a
set of performance objectives.
- 5. How Do We Define Curriculum? Curriculum is all planned learning for which the school is
responsible. Curriculum is all the experiences learners have under the guidance of the
school. John Delnay (1959.)
- 6. How Do We Define Curriculum? According to Bandi & Wales (2005), the most common
definition derived from the word Latin root, which means racecourse. Bandi & Wales
(2005) also stated that for many students, the school curriculum is a race to be run, a
series of obstacles or hurdles (subjects) to be passed.
- 7. How Do We Define Curriculum? It is important to keep in mind that schools in the
Western Civilization have been heavily influenced since the fourth century B.C. by the
philosophies of Plato and Aristotle and the word curriculum has been used historically to
describe the subjects that are being taught during the classical period of Greek Civilization.
- 8. How Do We Define Curriculum? The interpretation of the word curriculum has broaden in
the 20 th century to include subjects other that the Classics. Today school documents,
newspaper articles, committee reports, and many academic textbooks refer to any and all
subjects offered are prescribed as the curriculum of the school.
- 9. Definition (Wilson, 1990) of curriculum is: Anything and everything that teaches a lesson,
planned or otherwise. Humans are born learning, thus the learned curriculum actually
encompasses a combination of all of the below -- the hidden, null, written, political and
societal etc.. Since students learn all the time through exposure and modeled behaviors, this
means that they learn important social and emotional lessons from everyone who inhabits a
school -- from the janitorial staff, the secretary, the cafeteria workers, their peers, as well as
from the deportment, conduct and attitudes expressed and modeled by their teachers.
Many educators are unaware of the strong lessons imparted to youth by these everyday
contacts.
- 10. Concept of curriculum
- 11. Introduction The concept of curriculum is as dynamic as the changes that occur in
society. In its narrow sense, curriculum is viewed merely as a listing of subject to be taught
in school. In a broader sense, it refers to the total learning experiences of individuals not
only in schools but in society as well.
- 12. Curriculum from Different Points of View There are many definitions of curriculum.
Because of this, the concept of curriculum is sometimes characterized as fragmentary,
elusive and confusing. The definitions are influenced by modes of thoughts, pedagogies,
political as well as cultural experiences
- 13. Traditional Points of View of Curriculum In the early years of 20 th century, the
traditional concepts held of the curriculum is that it is a body of subjects or subject matter
prepared by the teachers for the students to learn. It was synonymous to the course of
study and syllabus Robert M. Hutchins views curriculum as permanent studies where
the rule of grammar, reading, rhetoric and logic and mathematics for basic education are
emphasized.
- 14. Basic Education should emphasize the 3 Rs and college education should be grounded on
liberal education. On the other hand, Arthur Bestor as an essentialist, believe that the
mission of the school should be intellectual training, hence curriculum should focus on the
fundamental intellectual disciplines of grammar, literature and writing. It should also include
mathematics, science, history and foreign language.
- 15. This definition leads us to the view of Joseph Schwab that discipline is the sole source of
curriculum. Thus in our education system, curriculum is divided into chunks of knowledge
we call subject areas in basic education such as English, Mathematics, Science, Social Studies
and others. In college, discipline may includes humanities, sciences, languages and many
more
- 16. Traditional curriculum design does not reflect these realities, it often does not provide
students with opportunities to develop the kinds of critical thinking skills and problem-
solving abilities that are central to thinking and learning (Jones, Palinscar, Ogle, & Carr,
1987). Furthermore, traditional curriculum design does not include opportunities to build
the kinds of personal and collaborative skills that support learning (Tinzmann, Jones,
Fennimore, Bakker, Fine, & Pierce, 1990).
- 17. Progressive Points of View of Curriculum On the other hand, to a progressivist, a listing
of school, subjects, syllabi, course of study, and list of courses or specific discipline do not
make a curriculum. These can only be called curriculum if the written materials are
actualized by the learner. Broadly speaking, curriculum is defined as the total learning
experiences of the individual.
- 18. This definition is anchored on John Deweys definition of experience and education. He
believed that reflective thinking is a means that unifies curricular elements. Thought is not
derived from action but tested by application. Caswell and Campbell viewed curriculum as
all experiences children have under the guidance of teachers. This definition is shared by
Smith, Stanley and Shores when they defined curriculum as a sequence of potential
experiences set up in the schools for the purpose of disciplining children and youth in group
ways of thinking and acting
- 19. Marsh and Willis on the other hand view curriculum as all the experiences in the
classroom which are planned and enacted by the teacher, and also learned by the students.
- 20. Islamic concept of curriculum According to Islam, basic values are permanent. So will be
the educational objectives.In traditionalism, sources of values are traditions of their
forefathers, While is Islam, pleasure of ALLAH is the source of Value. According to Islam only
the prophetic knowledge is absolutely reliable. So content will essentially consist of the
- 21. Islamic concept of curriculum knowledge, contained in the Quran and
Sunnah.Knowledge gained through other sources will also be tested on this criteria (Quran &
Sunnah) and may conditionally made a part of curriculum.
- 22. Which are old curriculum Subject Centered curriculum Board field curriculum
Conservative core curriculum
- 23. Which are modern curriculum The child centered curriculum Activity and experience
centered curriculum Community centered curriculum Progressive curriculum Problem-
oriented curriculum
- 24. History of Curriculum Three focus points for Curriculum Decisions
- 25. History of Curriculum 1 . The Nature of Subject Matter Content of the curriculum, and
what subject matter to include in the curriculum. The subject matter of history should be
based on evens that actually happened in the past. 2. The Nature of the Society If the
curriculum is to have utilitarian values, then it must lead the student not only to knowledge
of the external world for its own sake, but also to knowledge that can be applied in the
world.
- 26. History of Curriculum The Nature of the Individuals The third basic focal point around
which decisions about curricula can be made is the nature of the individual. The curriculum
is also a set of suggestions to the teacher about how to take advantage of the present
opportunities worthwhile, growth for each student in the long run. The History of Curricula
of American school during the 20 th century is, therefore, a history of these three focal
points for deciding on content ad making other curriculum decisions.
- 27. History of Curriculum Colonial Era and the Early United States Curriculum was not an
issue in Colonial America during the early years of the United States. Colonies along the
Atlantic seaboard were under British control during the 17 th /18 th centuries. These
immigrants were from many European nations. Despite their differences the settlers shared
common assumptions about education.
- 28. History of Curriculum First Common Assumptions: Few people needed formal Education.
Mass Education was not heard. Second Common Assumptions: Formal Education should be
directed at bringing people into conformity with some prevailing idea of what and Educated
person should be.
- 29. History of Curriculum Given these assumptions about education and how they worked
out in schools of colonial America, the focus point of the curriculum was the nature of
subject matter.
- 30. Colonial America The Harvard Curriculum Logic Physics Rhetoric History Ethnic Politics
Geometry Astronomy Literacy Studies
- 31. Colonial America Franklins Academy 1749. Benjamin Franklin challenge prevailing beliefs
about education and the curriculum. Curriculum focused on Latin & Greek for those
preparing to be ministers French, German, and Spanish for those preparing to be merchants.
Everyone would study English, through reading, writing, and orating.
- 32. 19 th Century Common School Movement The expansion of the curriculum. Reports of
the National Education Association. 1876. A course of study from primary school to
university. 1893. The Committee of Ten 1895. The Committee of 15
- 33. 20 th Century The Cardinal Principals of Secondary Education Seven Objectives: Health
Command of fundamental process Worthy Home Membership Vacation Citizenship Worthy
use of leisure Ethical Character
- 34. 7 Common concepts of curriculum Scope and Sequence Syllabus Content Outline
Standers Textbooks Course of Study Planned Experiences
- 35. BASIC ELEMENTS OF CURRICULUM SUBJECT-MATTER : Designation of what area of
content, facts, arena of endeavor, that the curriculum deals with. (This is a further
elaboration of the "topic" description in the Aim.) INSTRUCTIONAL PLAN
: Describes the activities the learners are going to engage in, and the sequence of those
activities. Also describes what the TEACHER is to do in order to facilitate those activities.
(This is like the traditional "lesson plan" except for a curriculum it may include
more than one lesson.)
- 36. BASIC ELEMENTS OF CURRICULUM Aim : One sentence (more or less) description of
overall purpose of curriculum, including audience and the topic. Rationale : Paragraph
describing why aim is worth achieving. This section would include assessment of needs.
- 37. BASIC ELEMENTS OF CURRICULUM Goals and objectives: List of the learning outcomes
expected from participation in the curriculum. This section includes a discussion of how the
curriculum supports national, state, and local standards. Audience and pre-requisites:
Describes who the curriculum is for and the prior knowledge, skills, and attitudes of those
learners likely to be successful with the curriculum.
- 38. BASIC ELEMENTS OF CURRICULUM MATERIALS : Lists materials necessary for successful
teaching of the curriculum. Includes a list of web pages. Often, the web site will NOT be the
only materials needed by the students. They may need books, tables, paper, chalkboards,
calculators, and other tools. You should spell these additional materials out in your teaching
guide. Also includes the actual materials (worksheets and web pages) prepared by the
curriculum developer, any special requirements for classroom setup and supplies, and a list
of any specific hardware and software requirements
- 39. BASIC ELEMENTS OF CURRICULUM INSTRUCTIONAL PLAN : Describes the activities the
learners are going to engage in, and the sequence of those activities. Also describes what
the TEACHER is to do in order to facilitate those activities. (This is like the traditional
"lesson plan" except for a curriculum it may include more than one lesson.)
- 40. BASIC ELEMENTS OF CURRICULUM PLANS FOR ASSESSMENT AND EVALUATION: Includes
plan for assessing learning and evaluating the curriculum as a whole. May include
description of a model project, sample exam questions, or other elements of
assessment. Also should include plan for evaluating the curriculum as a whole, including
feedback from learners.
- 41. Quality curriculum Greater depth and less superficial coverage Focus on problem solving
Facilities the mastery of essential skill and knowledge Coordinated Articulation multi-level
sequence study Emphasize academic and practice Effective integrated curricula Mastery of a
limited numbers of objectives
- 42. EDUCATION AND CURRICULUM RELATIONSHIP content of what is taught along with an
overall process of how that content is to be taught, and instruction being the more detailed
plans and the way those plans are implemented in order to teach the curriculum content, it
becomes easy to understand that the two must be compatible in order to maximize student
learning.
- 43. Curriculum as a Discipline Curriculum as a discipline is a subject of study, and on the
Graduate level of Higher Education a major field of study.
- 44. HOW CURRICULUM DIFERS FROM SYLLABUS COURSE OF STUDY EDUCATIONAL
PROGRAMME TEACHING INSTRUCTION
- 45. SYLLABUS VS CURRICULUM Curriculum Curriculum is a focus of study, consisting of
various courses all designed to reach a particular proficiency or qualification. Syllabus A
syllabus is simply an outline and time line of a particular course. It will typically give a brief
overview of the course objectives, course expectations, list reading assignments, homework
deadlines, and exam dates.
- 46. COURSE OF STUDY VS CURRICULUM A course is a set of inventory items grouped
together for ease of assignment and tracking. Curriculum refers to the training assigned to a
student. A curriculum can consist of more than one course.
- 47. CURRICULUM VS TEACHING Curriculum Curriculum is a focus of study, consisting of
various courses all designed to reach a particular proficiency or qualification. Teaching An
academic process by which students are motivated to learn in ways that make a sustained,
substantial, and positive influence on how they think, act, and feel.
- 48. INSTRUCTION VS CURRICULUM Curriculum Curriculum is literally defined in education as
a set of courses regarding different classes or subjects offered in different educational
institutions such as a school or a university. Instruction Instructions are a basic aspect of the
learning process. They are all formulated to guide students in their gradual learning process
in their respective fields.
- 49. Curriculum as a Discipline Graduate and undergraduate students take courses in:
Curriculum development Curriculum theory Curriculum Evaluation Secondary School
Curriculum Elementary School Curriculum Middle School Curriculum Community College
Curriculum Curriculum in Higher Education
- 50. References: Cortes, C.E. (1981) The societal curriculum: Implications for multiethnic
educations. In Banks, J.A (ed.) Educations in the 80's: Multiethnic education. National
Education Association. Eisner, E.W. (1994) T he educational imagination: On design and
evaluation of school programs. (3rd. ed) New York: Macmillan. Longstreet, W.S. and Shane,
H.G. (1993) Curriculum for a new millennium. Boston: Allyn and Bacon. Oliva, P. (1997) The
curriculum: Theoretical dimensions . New York: Longman. Wilson, L. O. (1990, 2004, 2006)
Curriculum course packets ED 721 & 726, unpublished.
Bases of curriculum planning part 1Presentation Transcript
- Curriculum is a design PLAN for learning that requires the purposeful and proactive
,organization sequencing, and management of the interactions among the teacher, the
students and the content knowledge we want students to acquire.. Curriculum is all the
experiences learners have under the guidance of the school. John Delnay (1959)
Curriculum is a set of performance objectives. Curriculum is that which is taught at
school.1. How Do We Define Curriculum?
- 2. How Do We Define Curriculum?Caswell and Campbell viewed curriculum as
allexperiences children have under the guidance of .teachers Smith, Stanley and Shores
defined curriculum as a sequence of potentialexperiences set up in the schools for the
purpose of disciplining childrenacting. in group ways of thinking and
- 3. Definition of Curriculum planningCurriculum planning is simply the design by whichschools
fulfill their responsibilities on behalf of .children and society as wellHowever, plans may exist
on a continuum from hastily prepared and superficially developed to.carefully and
thoughtfully constructedWe can have a curriculum planning according to.different models of
curriculum
- 4. Definition of Curriculum planning When planning for curriculum improvement, some
categories of bases should be understood, those that are institutional in nature and those
that affect people directly . The institutional bases for curriculum planning include planning
domains, the context or characteristics of the school situation, the impact of current trends
and issues, and the use of strategic planning. (Doll ,1996)
- Contemporary Issues Religion Psychology Social forces Philosophy History5. The
Bases for Curriculum Planning
- 6. History of Curriculum PlanningHistory has an important message to convey
aboutantecedents of the contemporary career and technicalcurriculum and provides a most
meaningfulperspective to the curriculum planner. Curriculum aswe know it today ,has
evolved over the years from anarrow set of disjointed offerings to a comprehensivearray of
relevant student learning experiences.
- 7. History of Curriculum PlanningHistory of Curriculum in Iran1) Before appearance of Islam -
Hakhamanesh Period (550 B.C) - Sassanid Period (651 A.D)2) After appearance of Islam (459
Loonar years )3) Pahlavi period (1920 1983)4) Islamic Revolution (1983 until now)
- boys were divided into 3 groups:5. Special students6. Professional students7. Public
students Girls should learn some theoretical subjects, beside tailoring, housekeeping, and
arts. Horse riding and shooting are also compulsory at that time. Students were separated
in groups of girls and boys. Teaching to children had begun from age 7 till 15.8.
Hakhamanesh Period
- The first higher education institute was established in Iran, named Jondi Shapoor. Very
limited fields were taught in this university such as philosophy, agriculture, medicine ,math ,
law and astronomy science. Corporal punishment was routine in schools. The focus of
curriculum was on math and calculating. In Sassanid period moral science also taught in
schools.9. Sassanid period
- Some practical skills come into curriculum like farming , carpentry ,engraving
Mathematic was taught for its professional users. The curriculum of this period is exactly
rote learning. In this period a new way of teaching was appear. Lots of schools were
established and they taught Koran to students next to math, science and sports. In this
period of time even if parents dont have money to send their children to school they send
them to mosques to learn Koran and memorizing it.10. After appearance of Islam
- Many high school students were sent to Europe for higher education and then came back to
teach in universities. Curriculum was focused on learning other languages especially English
and French from elementary schools. Curriculum is changed in different school grades. lots
of textbooks was published for elementary , secondary and high school students.
Appearance of kindergarten and first school for deaf people.11. Pahlavi period
- Just in some universities and private schools we can see student-centered approach being
used. Curriculum is based on Tylers model. Textbooks changes to more colorful and
pictured ones. Pre-school become compulsory for children. The idea of learning English as
second language changes to Arabic and English, and it appears in secondary schools . Rote
learning is still seen in elementary schools.12. Islamic Revolution period
- Philosophy may be defined as general theory of education. It is a way of thinking that gives
meaning to our lives.(Dewey) Philosophy reflects ones background and experiences.
Philosophy is the beginning point in curriculum decision making . Studying philosophy
allows us to better understand schools and their curricula. Philosophy is central to
curriculum.13. Philosophy and Curriculum
- 14. Philosophy and CurriculumPhilosophy provides educators, teachers andcurriculum
planners with framework for planning,.implementing and evaluating curriculum in schoolsIt
helps in answering what school are for, what subjectsare important, how students should
learn and what .materials and methods should be used
- 15. Major Philosophies- Idealism- Realism- Pragmatism- Existentialism
- Teach Truth can be found through reasoning, intuition and religious revelation. Idealism
is a philosophical approach that has as its central tenet that ideas are the only true reality.
The realities of idealism are spiritual , moral or mental and unchanging.16. IDEALISM
Teaching methods focus on handling ideas through lecture, discussion, and Socratic
dialogue.ers role is to bring latent knowledge and ideas to consciousness.
- The most important subjects are philosophy , theology and mathematics because they
cultivates abstract thinking. Curriculum is knowledge based and subject based. In
idealism, the aim of education is to discover and develop each individuals abilities and full
moral excellence in order to better serve society. Learning is an intellectual process that
involves recalling and working with ideas.17. IDEALISM (Contd)
- Learning is just exercising the mind, and logical thinking are highest form. Teachers role is
to be a moral and spiritual leader and to be an authority. Aristotle believed that everything
had a purpose and humans purpose is to think. People can come to know the world
through their senses and their reasons. It based on natural laws , objective and composed
of matter.18. REALISM
- Most important subjects are humanistic and scientific subjects. Curriculum is knowledge
based and subject based. Teaching methods focus on mastery of facts and basic skills
through demonstration and recitation. The Realist curriculum emphasizes the subject
matter of the physical world, particularly science and mathematics.19. REALISM (Contd)
- Curriculum was based on childs experience and interests and also problem-solving
activities. Teaching is more exploratory than explanatory. Teachers role is to focus on
critical thinking. Both learner and their environment are constantly changing. Learning
occurs as the person engage in problem solving. It is based on change, process, and
relativity.20. PRAGMATISM(EXPERIMENTALISM)
- Teachers view the individual as an entity within a social context in which the learner must
confront others views to clarify his or her own. Teachers role is to cultivate personal
choice and individual self-definition. Existentialism is a philosophy concerned with finding
self and the meaning of life through free will, choice, and personal responsibility. The
nature of reality for Existentialists is subjective, and lies within the individual.21.
EXISTENTIALISM
- Existentialists are opposed to thinking about students as objects to be measured, tracked,
or standardized. Such educators want the educational experience to focus on creating
opportunities for self-direction and self actualization. They start with the student, rather
than on curriculum content.22. EXISTENTIALISM (Contd)
- 23. Educational Philosophies- Perennialism- Essentialism- Progressivism- Reconstructionism
- The focus is to teach ideas that are everlasting, to seek enduring truths which are constant,
and are not changing. the aim of education is to ensure that students acquire
understandings about the great ideas of Western civilization. It is rooted in realism and
relies on the past and stresses traditional values. The oldest and most conservative
educational philosophy.24. PERENNIALISM
- It emphasizes the great works of literature and art, the laws or principles of science. The
perennialists curriculum is subject centered and constant. The demanding curriculum
focuses on attaining cultural literacy, stressing students growth in enduring disciplines.25.
PERENNIALISM(contd)
- The core of the curriculum is essential knowledge and skills and academic rigor.
Essentialists believe that there is a common core of knowledge that needs to be transmitted
to students in a systematic, disciplined way. This approach was in reaction to progressivist
approaches. Traditional and conservative philosophy based on idealism and realism.26.
ESSENTIALISM
- Students should be taught hard work, respect for authority, and discipline. Teachers are to
help students keep their non- productive instincts in check, such as aggression or
mindlessness. Schooling should be practical, preparing students to become valuable
members of society. Essentialists accept the idea that this core curriculum may
change.27. ESSENTIALISM(contd)
- Progressivism emphasized how to think, not what to think. The learner is a problem solver
and thinker who makes meaning through his or her individual experience in the physical and
cultural context. It is active, not passive. Progressivists believe that education should
focus on the whole child, rather than on the content or the teacher. It is developed from
pragmatic philosophy.28. PROGRESSIVISM
- One of his tenets was that the school should improve the way of life of our citizens through
experiencing freedom and democracy in schools. Shared decision making, planning of
teachers with students, student- selected topics are all aspects. Books are tools, rather than
authority. John Dewey was its foremost proponent. Curriculum content is derived from
student interests and questions.29. PROGRESSIVISM(contd)
- It is opposed to:2. Rote learning3. Authoritarian teaching4. Overreliance on textbook
methods5. Intimidation or corporal punishment30. PROGRESSIVISM(contd)
- Society is always changing and the curriculum has to change. Curriculum must be
transformed in keeping with a new social-economic-political education. According to
Brameld, the founder of social reconstructionism, students and teachers must improve
society. Reconstructionist educators focus on a curriculum that highlights social reform as
the aim of education. Based on socialistic ideas .31. RECONSTRUCTIONIVISM
- For social reconstructionists and critical theorists, curriculum focuses on student experience
and taking social action on real problems, such as violence, hunger, international terrorism,
and inflation.32. RECONSTRUCTIONIVISM (contd)
- Curriculum planners need to help improve and design school practices in harmony with
history of curriculum and philosophy of the school and community. We believe that no
single philosophy, old or new , should guide decisions about schools and curriculum.
Curriculum as a field of study-with its own methods, theories, and ways of solving problems-
has influenced by history and philosophy.33. Conclusion
- 34. THANK YOU

Curriculum developmentPresentation Transcript
- 1. ROLES OF AND PRINCIPLES AND PROCEDURES THAT MAY BE USED BY SCHOOL
ADMINISTRATORS IN CURRICULUM PLANNING
- 2. Roles of a School Administrator 1)as an expediter meaning - as a facilitator 2) As a social
engineer
- 3. Curriculum Planning needs: TIME ENERGY MATERIALS PEOPLE FUNDS
- 4. Ways to Facilitate Curriculum Planning 1. He should provide time and space for teachers
and other groups to meet. 2. Schedules should be arranged that teachers who are to plan
together may be free at the same time. 3. Other groups can be asked to participate.
- 5. 4. The school administrator should know who would make good consultants. 5. He can set
up in-service programs, special workshops, and study groups.
- 6. 6. Arrangement should be made for key teachers to attend conferences, institutes, and
national conventions or to visit other schools.
- 7. 7. He must establish the practice of channeling items of possible interest to the teachers.
8. The school administrator must be up-to-date on educational programs and ideas.

CurriculumPresentation Transcript
- 1. Curriculum and Syllabus David Geelan University of Queensland February 2007
- 2. Curriculum vs Syllabus The syllabus is the document handed down by the government
that mandates what must be taught and how it must be assessed. It also makes suggestions
for how it must be taught. The curriculum is developed by the teacher or teaching team and
is made up of the experiences students will have in the course.
- 3. Definitions of curriculum That which is taught in schools A set of subjects. Content A
program of studies A set of materials A sequence of courses. A set of performance objectives
A course of study
- 4. Definitions of curriculum Everything that goes on within the school, including extra-class
activities, guidance, and interpersonal relationships Everything that is planned by school
personnel A series of experiences undergone by learners in a school That which an individual
learner experiences as a result of schooling
- 5. Schubert - Images of Curriculum curriculum as content or subject matter, curriculum as a
program of planned activities, curriculum as intended learning outcomes, curriculum as
cultural reproduction, curriculum as discrete tasks and concepts, curriculum as an agenda
for social reconstruction, and curriculum as "currere" (interpretation of lived
experience).
- 6. Hidden Curriculum Things students learn in school that are not part of the written
curriculum Includes things like behaviour, collaboration, teamwork, testwiseness Also
includes rules of the game, implicit expectations, prejudices Can be positive and negative
- 7. Curriculum Development Ideally a collaborative process Based on the syllabus Dont
reinvent the wheel Do use your freedom On-going adaptive process
- 8. Learning Physics Through Contexts Curriculum is to be organised in terms of specific real
world contexts Intended to make learning more relevant and engaging Has pros and cons,
but is required Variety of contexts
- 9. Key Concepts Correspond to content to be taught and learned in physics Focus of
student learning and activities Focus of assessment Addressed multiple times in multiple
contexts 12 listed in syllabus, but see other list
- 10. Planning in terms of student activities Rather than simply list the content to be taught, it
is more powerful to plan - at the lesson, unit and year levels - in terms of the activities the
students will do This helps to keep the teachers attention on having a wide variety of
activities, and changing activities regularly
- 11. The Unit Storyline A unit should have a story arc, a way for students to be able to think
their way through it The storyline is in addition to the key concepts/big ideas in the unit A
story has a beginning that sets up expectations, a middle that complicates them and an end
that resolves them
- 12. Sequential and Global Thinkers Stereotypically but not always girls tend to think more
globally and boys more sequentially You will have both kinds of learners in your class
Advance Organisers (Ausubel) that give the big picture help global thinkers and dont harm
sequential thinkers
- 13. Making Curricula Public You will need to make clear to the students your expectations
and what they need to learn Your assessment items and assessment criteria also need to be
public and shared with students You will also need to show work plans to department heads
and supervisorsCurriculum OverviewPresentation Transcript
- 1. Curriculum Overview By: Jackelyn Garcia-Rodriguez CIT-0609 Nova Southeastern
University
- 2. What Is Curriculum? In my opinion, curriculum can be defined in many ways.
Curriculum comes from the Latin to run a course, therefore, if a definition is formulated
from this literal translation, curriculum should then be defined as the course of study
students must go through in order to achieve success in life. In my opinion, this would
include every experience students encounter throughout their school years, including the
Arts and extra curricular activities. With this, constant changes to the curriculum would
also be pertinent, as life and its demands are constantly changing and being challenged.
- 3. What Is Curriculum? Cont Curriculumis built, planned, designed, and constructed. It
is improved, revised, and evaluated.(Oliva & Gordon, 2013. P.3), so it is in the greatest
interest of students across America that those changes in fact can occur on a continuous
basis, so that improvements are constantly being made in our education system.
- 4. What is Curriculum? Cont Curriculum has also been defined as a set of topics, subjects,
or courses that are predetermined by national and state education experts, in efforts to set
a guideline for teachers that will ensure students meet the highest standards in education
and standardized tests.
- 5. What is Curriculum? Cont Several terms such as, spiral, comprehensive, and core are
added to the word curriculum to refer to different types and delivery methods. For
example, core curriculum is referred to the central mandated subjects that basically
determine the students academic achievement. Spiral curriculum will be a delivery method
in which topics are revisited within or throughout grade levels. Comprehensive curriculum
is referred to a set of subject areas that include the arts that should be part of a students
schooling experiences.
- 6. Curriculum & Instruction Curriculum and instruction go hand in hand. The relationship
between the two is one that is closely related as the delivery of the curriculum would
constitute as instruction. The way in which curriculum is delivered will determine if the
student will achieve what curriculum intended the student to achieve. The term instruction
is usually referred to as teaching and it is the direct result of lesson planning , on which the
teacher carefully plans ahead the delivery, tools, and resources that will be used in order to
instruct the preset curriculum.
- 7. Bases for Curriculum Planning Throughout the past several decades, the content and
delivery of curriculum across schools in the United States has changed significantly. Major
events in the United States legislation have brought on some of those changes in the bases
for curriculum planning and have affected the classrooms directly.
- 8. Bases for Curriculum Planning The 1989 National Goals, or what was later called Goals
2000 in 1994, was in my opinion a set of goals that shifted our governments focus back to
education and set the building blocks for what would later follow. Those goals set the tone
for what would eventually constitute the national No Child Left Behind Act, signed by
President George W. Bush in 2002, the Voluntary Pre-kindergarten Education program (
VPK), and recently the Common Core State Standards Initiative, that has embarked almost
the entire nation to teach to the same high standards.
- 9. Bases for Curriculum Planning, ContSome bases for curriculum planning that should be
considered would be those that affect the institutions and those that affect the people
directly. Some examples are:1. Current and reliable research2. Differences amongst
learners3. Educational goals and standards4. Changes in real-life expectations and
challenges5. Cruciality6. Functionality7. Observability
- 10. Criteria to Plan, Develop, and Implement Curricula In my opinion, school culture or its
philosophy and climate should be important factors influencing the development and
implementation of curriculum in our schools. A schools location and demographics,
including communitys economic status, and ESE population are all criteria that should also
be considered.
- 11. How can values affectcurriculum planning? Values and educational philosophies can
alter significantly the planning and development of specific curricula. This is why a schools
mission and philosophy should be taken into account when curriculum is instructed and
implemented. However, curriculum planners should always keep in mind the entire
community, its social needs and demands, as well as national, state, and local issues when
considering curriculum development.
- 12. How can values affect curriculum planning? A Few Examples Moral values are also
relative and subject to the community and culture at hand. Teachers are no longer expected
to teach students core curriculum only, but moral issues that will enable them to become
compassionate and contributing citizens.When teaching a community that values self worth,
equality amongst all community members, and productivity, curriculum will be inevitable
altered in order to conquer these goals.
- 13. How can values affect curriculum planning? A Few Examples Cont Education
Philosophies will also change and influence curriculum development. Idealism, Realism,
Experimentalism, and Existentialism are all philosophies that differ greatly in the way they
see education and its purpose for humanity. Curriculum may also be influenced by budget
cuts and the values of the current government as education is concerned.
- 14. How can values affect curriculum planning? A Few Examples Cont In a section within
the NEA website titled Voices from the Classroom, letters from teachers explaining why
comprehensive curriculum is important are featured. These letters compel the reader to do
away with the idea of replacing subjects like Music and Art with further Reading and
Mathematics interventions. It argues that liberal arts in many cases motivate students to
stay in school and achieve better results in their academics. Similarly, the National PTA
organization website, has also issued a position statement where they state their support
towards the inclusion of programs that promote public awareness of the arts and art
education. In a school where comprehensive curriculum is a priority as a school philosophy,
instruction will inevitably be influenced.
- 15. How can values affect curriculum planning? A Few Examples Cont According to an
article posted on the American Federation of Teachers ( AFT) website, lack of layering in
the implementation of mathematics in the US is what has caused the lack of improvement in
students mathematical achievement when compared to other countries. In high achieving
countries The number of topics that children are expected to learn at a given grade level is
relatively small, permitting thorough and deep coverage of each topic. For example, on
average, nine topics are intended in the second grade. The U.S., by contrast, expects second-
grade teachers to cover twice as many mathematics topics. As a result, the U.S. curriculum is
accurately characterized as "a mile wide and an inch deep. (Schmidt, 2003) If this
philosophy was taken into consideration when planning curriculum, curriculum development
and its implementation would both be influenced by it.
- 16. ConclusionIn conclusion, curriculum development and its implementation is a collective
effort by all stakeholders, guided by national and state standards in hopes to provide our
nations children with the necessary tools to become productive citizens and successful
human beings.
- 17. References National Goals Education Panel.(2002).Complete Information for All Goals.
Retrieved on September 2nd, 2012 from: http://govinfo.library.unt.edu/negp/page3-1.htm
Oliva, P., Gordon, W. (2013). Developing the Curriculum. 8th ed. Upper Saddle River, New
Jersey: Pearson Education, Inc. Schmidt, Willliam ( 2003). The Role of Curriculum. Retrieved
on January 19th, 2013 from:
http://www.aft.org/newspubs/periodicals/ae/fall2005/schmidt.cfm Comprehensive
Curriculum (2002-2013).V oices from the Classroom. Retrieved on January 19th, 2013 from:
http://www.nea.org/home/12957.htm Curriculum ppt 1Presentation Transcript
- 1. The Teacher and the Curriculum By Dr.Magdy M. Aly Professor of Curriculum& EFL
Instruction FACULTY OF EDUCATION ,AIN SHAMS UNIVERSITY
- Its a plan for or report of educational events. Its expected ends or expected means. Its
a set of instructional strategies teachers plan to use. Its the content or objectives for which
schools hold students accountable. It is not a separate thing written down.2. What is
curriculum?
- Curriculum analysis Teacher as researcher Authority to make curricular decisions
Teacher as expert Time and Resources Schedule with Planning Time3. Curriculum as
Teacher work
- Biased Political A collective designA social creation4. Curriculum is:
- 5. The Aims of Education
- Without understanding the philosophy, your curriculum becomes vulnerable to externally
imposed or societal pressures. Philosophy is the cornerstone when building the curricular
program in the secondary school. Philosophies are clusters of ideas that reflect the general
intentions of the program of instruction and emphasize what is good and important. All
educational questions are rooted in philosophy and all philosophy has implications for
education.6. Philosophy
- Dewey 1859- 1952 Good of Society and Individual Rousseau 1712-1788 Individual
Freedom Plato 428-328 bce Well ordered balance, harmony, just state7. The Ideal
- 8. Progressive vs TraditionalProgressive TraditionalFavors change Suspicious of
changeHistory is dynamic History is inheritanceYouth is innocent & good Adult as wise
judgeFreedom is most important Tradition through disciplines brings orderExperimentation
is the test Disciplines provide trainIndividuals must learn to Keep prevailing viewsthink for
themselves
- 9. Elements of Progressive CurriculumEmphasis Experiential focus, Integrated studies
Learner interest, Real worldTeaching Indirect instruction, teacher facilitator Variety, peer
teaching/mentoringLearning Student initiated, cooperative groups, community, relational,
InquiryEnvironment Constructivist, team teaching, fluid/open, non-gradedAssessment
Formative, student initiated, atuhentic, reflecting thinking
- 10. Keys to Learner-Centered curriculumEmphasis Focus on the individual, personal growth,
development, learner interestTeaching Teacher as facilitatorLearning Incidental
educationEnvironment Nurturing, stimulating, playful, freedom of movement,
trustAssessment Learner initiated, growth oriented, formative emphasis, non competitive
- 11. Keys to Knowledge-centeredcurriculumEmphasis Subject matter academic disciplines,
organized scope and sequenceTeaching Teacher as scholar/learner, Teacher directed
curriculum, variety of teaching strategiesLearning Mastery of subject matter, student as
novice learnerEnvironment Clear academic focus traditional discipline, school as
workplaceAssessment Formal examinations, Standards based assessment
CurriculumPresentation Transcript
- Wilson Andrs Polania PezForm 1.
- In formal education, a curriculum (pronounced /krkjlm/; plural: curricula, /krkjl/)
is the set of courses, and their content, offered at a school or university. As an idea,
curriculum stems from the Latin word for race course, referring to the course of deeds and
experiences through which children grow to become mature adults. A curriculum is
prescriptive, and is based on a more general syllabus which merely specifies what topics
must be understood and to what level to achieve a particular grade or standard-2.
- In The Curriculum, the first textbook published on the subject, in 1918, John Franklin
Bobbitt said that curriculum, as an idea, has its roots in the Latin word for race-course,
explaining the curriculum as the course of deeds and experiences through which children
become the adults they should be, for success in adult society. Furthermore, the curriculum
encompasses the entire scope of formative deed and experience occurring in and out of
school, and not only experiences occurring in school; experiences that are unplanned and
undirected, and experiences intentionally directed for the purposeful formation of adult
members of society. (cf. image at right.)3.
- To Bobbitt, the curriculum is a social engineering arena. Per his cultural presumptions and
social definitions, his curricular formulation has two notable features: (i) that scientific
experts would best be qualified to and justified in designing curricula based upon their
expert knowledge of what qualities are desirable in adult members of society, and which
experiences would generate said qualities; and (ii) curriculum defined as the deeds-
experiences the student ought to have to become the adult he or she ought to become.
Hence, he defined the curriculum as an ideal, rather than as the concrete reality of the
deeds and experiences that form people to who and what they are. Contemporary views of
curriculum reject these features of Bobbitt's postulates, but retain the basis of curriculum as
the course of experience(s) that forms human beings into persons. Personal formation via
curricula is studied at the personal level and at the group level, i.e. cultures and societies
(e.g. professional formation, academic discipline via historical experience). The formation of
a group is reciprocal, with the formation of its individual participants.4.
- Although it formally appeared in Bobbitt's definition, curriculum is a course of formative
experience also pervades John Dewey's work (who disagreed with Bobbitt on important
matters). Although Bobbitt's and Dewey's idealistic understanding of "curriculum" is
different from current, restricted uses of the word, curriculum writers and researchers
generally share it as common, substantive understanding of curriculu5.
- Curriculum[6] means two things: (i) the range of courses from which students choose what
subject matters to study, and (ii) a specific learning program. In the latter case, the
curriculum collectively describes the teaching, learning, and assessment materials available
for a given course of study. In formal education or schooling (cf. education), a curriculum is
the set of courses, course work, and content offered at a school or university. A curriculum
may be partly or entirely determined by an external, authoritative body (i.e. the National
Curriculum for England in English schools). In the U.S., each state, with the individual school
districts, establishes the curricula taught[4]. Each state, however, builds its curriculum with
great participation of national[5] academic subject groups selected by the United States
Department of Education, e.g. National Council of Teachers of Mathematics (NCTM) for
mathematical instruction. In Australia each state's Education Department establishes
curricula with plans for a National Curriculum in 2011. UNESCO's International Bureau of
Education has the primary mission of studying curricula and their implementation
worldwide. 6.
- Core curriculum has typically been highly emphasized in Soviet and Russian universities and
technical institutes. In this photo, a student has come to the university's main class schedule
board on the first day of classes to find what classes he and all students in his
specialization (sub-major) will attend this semester. Currently, a spiral curriculum is
promoted as allowing students to revisit a subject matter's content at the different levels of
development of the subject matter being studied. The constructivist approach, of the tycoil
curriculum, proposes that children learn best via active engagement with the educational
environment, i.e. discovery learning. Crucial to the curriculum is the definition of the course
objectives that usually are expressed as learning outcomes' and normally include the
program's assessment strategy. These outcomes and assessments are grouped as units (or
modules), and, therefore, the curriculum comprises a collection of such units, each, in turn,
comprising a specialised, specific part of the curriculum. So, a typical curriculum includes
communications, numeracy, information technology, and social skills units, with specific,
specialized teaching of each. 7.
- In education, a core curriculum is a curriculum, or course of study, which is deemed central
and usually made mandatory for all students of a school or school system. However, this is
not always the case. For example, a school might mandate a music appreciation class, but
students may opt out if they take a performing musical class, such as orchestra, band,
chorus, etc. Core curricula are often instituted, at the primary and secondary levels, by
school boards, Departments of Education, or other administrative agencies charged with
overseeing education. At the undergraduate level, individual college and university
administrations and faculties sometimes mandate core curricula, especially in the liberal
arts. But because of increasing specialization and depth in the student's major field of study,
a typical core curriculum in higher education mandates a far smaller proportion of a
student's course work than a high school8. Amongst the best known and most expansive
core curricula programs at leading American colleges are that of Columbia College at
Columbia University, as well as the University of Chicago's. Both can take up to two years to
complete without advanced standing, and are designed to foster critical skills in a broad
range of academic disciplines, including: the social sciences, humanities, physical and
biological sciences, mathematics, writing and foreign languages.or elementary school core
curriculum prescribes.
- Further, as core curricula began to be diminished over the course of the twentieth century
at many American schools, several smaller institutions became famous for embracing a core
curriculum that covers nearly the students entire undergraduate education, often utilizing
classic texts of the western canon to teach all subjects including science. St. Johns College in
the United States is one example of this approach. , the University of Chicago announced
plans to reduce and modify the content of its core curriculum, including lowering the
number of required courses from 21 to 15 and offering a wider range of content. When The
New York Times, The Economist, and other major news outlets picked up this story, the
University became the focal point of a national debate on education. The National
Association of Scholars released a statement saying, "It is truly depressing to observe a
steady abandonment of the University of Chicago's once imposing undergraduate core
curriculum, which for so long stood as the benchmark of content and rigor among AIn
1999merican academic institutions."[1] Simultaneously, however, a set of university
administrators, notably then-President Hugo Sonnenschein, argued that reducing the core
curriculum had become both a financial and educational imperative, as the university was
struggling to attract a commensurate volume of applicants to its undergraduate division
compared to peer schools as a result of what was perceived by the pro-change camp as a
reaction by the average eighteen year old to the expanse of the collegiate core. 9.
- Some colleges opt for the middle ground of the continuum between specified and
unspecified curricula by using a system of distribution requirements. In such a system,
students are required to take courses in particular categories, but are free to choose within
these categories10.
- Modern languages (e.g. English, Languages Chemistry Physics Social studies
Geology Political education Biology Sexual education Science Physical education
Media education Reading English Theater Calculus Music Performing arts
Statistics Visual arts Art Geometry Trigonometry Greek) Classical languages (e.g.
Latin, Algebra Business mathematics Russian) Mathematics Spanish, German, French,
Chinese, 11.
- Europass academic advising Family and Consumer Science Family and Consumer
Science Structure of the disciplines Study skills Calvert School Public speaking
Vocational education Curriculum Home economics specific book The Hidden hidden
curriculum and the Religious education description of a career (DOAC) Military
education extracurricular activity Computing studies teaching Design technology
pedagogy Psychology lesson plan Economics lesson Civics Curriculum studies
History Course Atlas (education) Geography course catalog (education) Modern
Studies education Social studies 12. CurriculumPresentation Transcript
- 1. Curriculum and Syllabus David Geelan University of Queensland February 2007
- 2. Curriculum vs Syllabus The syllabus is the document handed down by the government
that mandates what must be taught and how it must be assessed. It also makes suggestions
for how it must be taught. The curriculum is developed by the teacher or teaching team and
is made up of the experiences students will have in the course.

- 3. Definitions of curriculum That which is taught in schools A set of subjects. Content A
program of studies A set of materials A sequence of courses. A set of performance objectives
A course of study
- 4. Definitions of curriculum Everything that goes on within the school, including extra-class
activities, guidance, and interpersonal relationships Everything that is planned by school
personnel A series of experiences undergone by learners in a school That which an individual
learner experiences as a result of schooling
- 5. Schubert - Images of Curriculum curriculum as content or subject matter, curriculum as a
program of planned activities, curriculum as intended learning outcomes, curriculum as
cultural reproduction, curriculum as discrete tasks and concepts, curriculum as an agenda
for social reconstruction, and curriculum as "currere" (interpretation of lived
experience).
- 6. Hidden Curriculum Things students learn in school that are not part of the written
curriculum Includes things like behaviour, collaboration, teamwork, testwiseness Also
includes rules of the game, implicit expectations, prejudices Can be positive and negative
- 7. Curriculum Development Ideally a collaborative process Based on the syllabus Dont
reinvent the wheel Do use your freedom On-going adaptive process
- 8. Learning Physics Through Contexts Curriculum is to be organised in terms of specific real
world contexts Intended to make learning more relevant and engaging Has pros and cons,
but is required Variety of contexts
- 9. Key Concepts Correspond to content to be taught and learned in physics Focus of
student learning and activities Focus of assessment Addressed multiple times in multiple
contexts 12 listed in syllabus, but see other list
- 10. Planning in terms of student activities Rather than simply list the content to be taught, it
is more powerful to plan - at the lesson, unit and year levels - in terms of the activities the
students will do This helps to keep the teachers attention on having a wide variety of
activities, and changing activities regularly
- 11. The Unit Storyline A unit should have a story arc, a way for students to be able to think
their way through it The storyline is in addition to the key concepts/big ideas in the unit A
story has a beginning that sets up expectations, a middle that complicates them and an end
that resolves them
- 12. Sequential and Global Thinkers Stereotypically but not always girls tend to think more
globally and boys more sequentially You will have both kinds of learners in your class
Advance Organisers (Ausubel) that give the big picture help global thinkers and dont harm
sequential thinkers
- 13. Making Curricula Public You will need to make clear to the students your expectations
and what they need to learn Your assessment items and assessment criteria also need to be
public and shared with students You will also need to show work plans to department heads
and supervisors
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Curriculum PlanningPresentation Transcript
- 1. Scheduling-Major Components Activity time Should be the largest block of the day
wherein children can self-select their activities Large group activity Also called circle-time,
group time and is almost always teacher led. Remember age appropriate activities and time
Small group activity Depends upon the type of curriculum. Largely used in High-scope types
of curriculum wherein a small group of children work with one teacher for a short period
- 2. Outdoor Not just a time for teachers to get other things done. Just like indoor activities,
it should be set up to provide for each childs needs, guiding behavior, providing
experiences, teaching concepts, letting children enjoy the beauty of outdoors Routines
Often overlooked as just part of the day, routines are an important part of each day and
should be treated as such. Rushing through such activities as clean-up, eating, toileting,
napping, deprives both the child and the teacher of positive one-on-one interactions and
learning experiences. Use the routines to get to know children better.
- 3. Guidelines for Scheduling Alternating active and quiet time Balancing child-initiated and
teacher-initiated Activity and developmental level of the children Group size Arrival and
departure Seasonal considerations
- 4. Curriculum Curriculum is, literally, everything that happens in the course of a school day It
is the process of translating theories of education into practice It is spontaneous, yet
organized; it is planned, yet it emerges; it is based on childrens interests tempered by adult
awareness of childrens needs.
- 5. Four areas of Focus The content- what is being taught The process-how and when
learning takes place The teacher-whocreates the curriculum, planning, and providing for
activities The context-why certain projects are chosen
- 6. Different Types of Curriculum Open Education or Themes Teachers guide, facilitate,
setting up the environment to promote independence and self-sufficiency. The emphasis is
on the integration of the total curriculum rather than on separate subject matter. Many
programs are based on a thematic approach.
- 7. Themes Remember to make the curriculum real & relevant using childrens experiences as
the guide: Children as the focus Family as the focus Community as the focus
- 8. Emergent Curriculum The Project Approach A process oriented approach that calls for
collaboration on the part of the teachers with children and other adults. It is based on the
premise that curriculum is everything that happens throughout the day; it is all of the
childrens experiences as they interact with people and materials
- 9. Elements of Emergent Curriculum The image of the child The environment The emergent
curriculum-Projects Documentation
- 10. The Project Approach Phase one: Beginning the project-engaging the childrens interest
Phase two: Developing the Project-sustaining and maximizing the childrens interests Phase
three: Concluding the project-connecting new learning with previous experience Discussions
Representations Fieldwork Investigation Display
- 11. Developmentally appropriate curriculum Based on the theory, research, and experience
of knowing how young children develop and learn Appropriateness Individual
appropriateness Cultural appropriateness
- 12. Culturally Appropriate Curriculum A curriculum that reflects the cultural plurality of
contemporary American society in general and the individual classroom in particular, and
present it in sensitive, relevant ways
- 13. Planning Curriculum Written plans Planning by objectives Objectives are the stated
concepts that children will learn through a specific experience 2 important factors in
developing curriculum objectives How much knowledge and understanding the children
have What they are interested in?
- 14. Webbing or Unit Planning Planning tool that provides depth to a topic and creates a map
of possible activities and projects. It may be organized around a theme, into specific
curriculum areas, or around program goals. Brainstorming Grouping Sharing Drawing See
page 248 Figure 8-5
- 15. Advantages of Written Plans Helps teachers focus Provides direction Clarifies thoughts
and articulate a rationale Stimulates teamwork Provides a concrete format from which
evaluation and assessment can be made Serves as a communication tool Teachers can see
how much they offer children
- 16. Teacher Considerations Educational philosophy and goals of the program The children
themselves Knowledge of children in general
- 17. Guidelines for Planning Curriculum Set goals Establish priorities Know the resources Plan
ahead Evaluate
- 18. Childs Play-Curriculum Expressed Through Play Types of play Solitary Parallel Associative
Cooperative Functions of Play Functional Games Dramatic Constructive
- 19. Teacher as a Facilitator Guides but does not direct Capitalizes on childrens thoughts and
ideas Models play when necessary Helps children start, end, and begin again Focuses the
children on one another Encourages them to interact Interprets the childrens behaviors
Expands play potential

Curriculum developmentPresentation Transcript
- 1. WHAT IS AN IDEAL LEARNER? WHAT IS AN IDEAL LEARNING INSTITUTION? WHY IS
THERE A NEED FOR MAN TO LEARN?
- 2. CURRICULUM: CONCEPTS, NATURE AND PURPOSES THE CONCEPT OF CURRICULUM IS AS
DYNAMIC AS THE CHANGES THAT OCCUR IN OUR SOCIETY CURRICULUM IS VIEWED
MERELY AS A LISTING OF SUBJECTS TO BE TAUGHT IN SCHOOL. IT REFERS TO THE TOTAL
LEARNING EXPERIENCES OF INDIVIDUALS NOT ONLY IN SCHOOLS BUT IN SOCIETY AS WELL.
- 3. CURRICULUM FROM DIFFERENT POINTS OF VIEW TRADITIONAL POINTS OF VIEW
PROGRESSIVE POINTS OF VIEW
- 4. CURRICULUM FROM DIFFERENT POINTS OF VIEW TRADITIONAL POINTS OF VIEW
PROGRESSIVE POINTS OF VIEW
- 5. CURRICULUM FROM DIFFERENT POINTS OF VIEW IT IS A BODY OF SUBJECTS OR SUBJECT
MATTER PREPARED BY THE TEACHERS FOR THE STUDENTS TO LEARN IT IS SYNONYMOUS
TO COURSE OF THE STUDY OR SYLLABUS Curriculum Leadership Course 2009
OverviewPresentation Transcript
- 1. The Dynamic Process of Curriculum LeadershipWhat is the purpose of public schools?Are
we preparing our students for our pasts or their future?
- 2. Syllabus
- 3. Understand the theories of curriculum Operational Philosophy Survey/GraphUnderstand
clearly what makes a quality curriculumCurriculum AnalysisUse tools to assess a specific
curriculumSurvey/Class ProjectApply knowledge to develop or improve a curriculum that
you use or to develop an action plan to improve curriculum at your schoolFinal project
options: Understanding by Design or SWOT Analysis and Action Plan for Curriculum Change
in your District
- 4. GRADINGAssessment quality guidelines for the two major projects 1) curriculum
assessment and 2) the action planAdvanced: Accurate, coherent application of the principles
of the course in work that has been thoughtfully written, briefly and accurately presented to
the class, and carefully constructed. The work shows that you clearlyunderstand the
principles of the course and the responsibilities of curriculum leadership as an educational
leader of a school or district.Proficient: Mostly accurate, coherent application of the
principles of the course in work that has been mainly thoughtfully written, briefly and
accurately presented to the class, and generally carefully constructed. Thework shows that
you generally understand the principles of the course and the responsibilities of curriculum
leadership as an educational leader of a school or district.Needs Improvement: (Your work
will be returned to you and you may improve it if you choose.) Some inaccuracies in the
application of the principles of the course in work that has been written and presented to
the class is constructed with inaccuracies or missing elements. The work shows that you do
not clearly or totally understand the principles of the course and the responsibilities of
curriculum leadership as an educational leader of a school or district.
- 5. Essential QuestionAre we preparing our students for their futures not for our
pasts?Critical Reading CircleAdapted from Literacy CircleUse for Non-fiction as well as
literatureWhat is the purpose of education?Some answers:To prepare students for
employmentTo prepare students to be citizens of the US or of the worldTo prepare students
for college or for post-secondary education To expose students to the culture of the WestTo
save the planet for the next generation
- 6. Educationese Wordshttp://www.ascd.org/Publications/Lexicon_of_Learning.aspx
- 7. Belief about knowledgeHow do we know?Desired outcomesWhat should be taught?
What is worth knowing?Human natureAre we good, evil, neutral?Nature of Intelligence
Who can learn? How? (Bell curve)Role of studentActive, passive, silent, engaged,
etc.Responsibility of school to studentWhy do schools exist?School structurehierarchy,
loosely coupled, school, classroom?Role of teacherResponsible for all
students?Instructional methodsAssessmenthow do we determine if students learn? If not,
is anything done?Role of Parents and communityAttitude toward change
- 11. Old modelAInstructionTestingCurriculumTextThe ContentCMove OnI
- 12. Theories focused first on Content, then on Instruction and the teacher, then on testing,
then.. finally on the studentAICImpact on Students
- 13. History Provide time, focused instruction then go on
- 15. NEW MODELContinuous improvement modelIAisC
- 16. What does a quality curriculum look like?
- 17. What is your assessment of the 1) Strengths 2) Weaknesses 3) possible dangers if you
were to implement this curriculum, for example, would you need supplementary materials
or experiences to make up for the weaknesses? 4) What might minimize the dangers and
maximize the strengths?Curriculum AnalysisCurricula are products of districts, experts,
publishing companies. Who created this document or program? Was it developed in your
district? Was it developed with a consultant?Curricula are created with philosophies,
sometimes consciously, sometimes without awareness. Briefly describe knowledge, student,
teacher, instruction, goal of education, remediation,learning environment, assessment,
response to change. Discuss the quality of the C, I, A, and IS: Consider the Curriculum
(subject matter), the Instruction, the Assessment, and the Impact on Students. Which
categories does your curriculum fall into? Consider: official, supported, tested, taught,
learned, hidden.Which components are in your curriculum: benchmarks, common
assessments, valid and reliable assessments, predictive of MCAS score, supported by
appropriate materials?
- 18. System for Continuous Improvement of CIA POWER STANDARDSAlignment Curriculum
Committees Performance Standards regular required school based Data Meetings
protocols for LASW protocols for Lesson StudyC
- 19. System for Continuous Improvement of CIADefine Best Standards Based Practice for
TeachersMinimally:Standards based unit/lesson design Posted measurable lesson objective
Agenda Student-student communication Dip-sticking Rubrics/ExemplarsHOTS (Blooms
taxonomy) Use of assessment data to drive instructionI
- 20. System For Continuous Improvement Of CIAEXPECT TEACHERS TO USE BEST PRACTICE IN
THEIR LESSONSLearning Walks (Walkthroughs) Evaluation Data meetings to discuss changes
in instructional practice based on results of student work and achievementI
- 21. When children, beginning in third grade were placed with three high performing
teachers in a row, they scored, on average at the 96th percentile in Tennessees statewide
mathematics assessment at the end of fifth grade.Stronge, J and Tucker, P. Teacher
Evaluation and Student Achievement. National Education Association. 2000 p.2AIC
- 22. When children with comparable achievement histories starting in third grade were
placed with three low performing teachers in a row, their average score on the same
mathematics assessment was at the 44th percentile.Sanders, W. and Rivers, J. Cumulative
and residual effects of teachers in future academic achievement (Research Progress Report)
Knoxville TN. U of TN Value-Added Research and Assessment 1996 AIC
- 23. AI Teachers working alone, with little or no feedback on their instruction, will not be able
to improve significantly no matter how much professional development they receive. Tony
Wagner: The Global Achievement GapC
- 24. A The only thing that really matters.IWhat happens in the classroom between the
teacher and the student.C
- 25. A guaranteed and ViableCurriculum
- 26. A guaranteed and viable Curriculum makes all the difference. Meta analysis Bob
Marzano (2003), an educational researcher and popular presenter, focuses on this concept
as one of five school-level factors (the one with the greatest impact), in his book on What
Works in Schools: Translating Research into Action
- 27. The guaranteed curriculum, according to Marzano, is what we decide is imperative to
teach a curriculum that we communicate and assure to all groups. A viable curriculum is a
curriculum that we can realistically teach during the time we have available during the
course of a school year. We need to focus on what is essential vs. supplemental to teach in a
school year. We must organize and sequence our curriculum to enable effective student
learning that is to say, checking to make sure the essentials are being taught and avoiding
interruptions during instructional time.The work on the guaranteed and viable curriculum is
designed to focus on the standards that are most essential to spend time on and, while not
eliminating other standards, to make it permissible to spend less time (or no time) on them.
The challenge is to decide what is essential.
- 29. What tools are used to evaluate The Curriculum?
- 30. What is good quality curriculum?
- 31. Group Work: Tools/UsecIAIS
- 33. Questions about Curriculum QualityDo we teach a standards-based curriculum?Are
individual teachers lessons backward designed?Is our curriculum aligned to the
frameworks?Is our curriculum aligned to the tested curriculum (MCAS, usually).Is this a good
program to purchase?What are the gaps and redundancies in the curriculum?How are (all,
some, a few) of our students performing?How are my students progressing this year?What
should I do to help advance at risk, average, above average students?Do we all have the
same expectations?Do we all teach the same curriculum?Does the implemented curriculum
have rigor?Too many students are failing the MCAS? What are the causes?We dont have
enough advanced scores. Why?Are all students challenged?How much time is spent on core
subjects every day? How is the year used for a course?What is the quality of the teaching of
the curriculum? Is it consistent? How can I improve classroom teaching? How can I improve
specific lessons?We dont have time to cover this entire curriculum. How do we prioritize?
How do we know what is essential?How do we use team or grade-level time to improve the
curriculum? Where do we start if we dont make AYP for subgroups? For all students?
- 35. What is the research base For success in CIA ?
- 36. Research:What Works at the SCHOOL level?
- 37. SEVEN STRATEGIES FOR IMPROVING CURRICULUM, INSTRUCTION, and ASSESSMENTAn
urgency and understanding of the problem presented through dataA shared vision of good
teaching which includes rigor, relevance, and respectAdult meetings that focus on
instruction and model good teachingClear standards, assessments, and consistent
understanding of quality student workSupervision that is frequent, rigorous, and focused on
instructionPD that is primarily on-site, intensive, collaborative, and job-embeddedDiagnostic
data that is used frequently by teams to assess learning and teaching
- 38. What Works for the TEACHER:discipline, student socialization, teacher behavior,
organization, interactions, equity: routines, classroom climate Standards-based curriculum:
backwards planGoal setting, measuring progress
- 39. Every study of classroom practice reveals that most teaching is mediocre--or worse.
Goodlad; Sizer; Resnick; Powell, Farrar & Cohen; Learning 24/7 Classroom StudyThe
administrative superstructure of schools exists to buffer teaching from outside
inspection, interference or disruption.Richard ElmoreFor all our initiatives, programs and
plans, we do not inspect: 1. WHAT is actually taught (essential standards) or 2. HOW WELL
(effective lessons/units)Gordon; Elmore; Marzano; Tyack & Cuban; Hess; Berliner
- 40. The most promising strategy for sustained, substantive school improvement is building
the capacity of school personnel to function as a professional learning community.Milbrey
McLaughlin (cited in Professional Learning Communities at Work by Dufour and Eaker)1.
DATA - driven (academic) priorities2. GOALS: that are measurable/tied to an assessment3.
TEAMWORK that produces short-term assessmentresults Focus on:What should students
know and be able to do?How do we know if they know it?What do we do if they dont?
- 41. The NUMBER ONE FACTOR that increases levels of learningMarzano; Porter;
LezotteDirect involvement in instruction is among the least frequent activities performed
by administrators of any kind at any level. Richard Elmore 2000 This is not a matter of work
ethic; it is a matter of misplaced priorities.
- 42. PROCESS:IDENTIFY lowest - scoring standardsfrom ASSESSMENTSMATH:
measurement; statistics/prob. WRITING: voice; word choiceSchool ClimateUSE
formative assessment data (measurable results from lessons, units, etc.) to assess progress
and meet quarterly at least to look at student work.
- 43. K-12/COLLEGE SUCCESS: ANALYTICALREADING PERSUASIVE WRITINGWRITING AND
MATH: 32% of college-bound are adequately prepared for college;58% are in remedial
coursesCollege Knowledge READING: 34% of college graduates can read a complex book
and extrapolate from it (66% cannot). NCED Statistic WRITING: 24% write at proficient
level;4% at Advanced-NAEPFor all its unparalleled cognitive benefits, little or no real writing
instruction takes place in regular classrooms. Kameenuiand Carnine
- 44. sisyphuschronicles.wordpress.com/category/life/
- 45. Why is change so difficult in Education?Education4 Frames of Organizations
PoliticalHuman ResourcesStructuralSymbolic
- 49. Final Projects
- 50. Internal Library AuditSWOT Analysis WorksheetVisionCommunity-Wide Strategic
Planning Parents Teachers Students School committee Town officials Community members
- 53. Understanding by DesignBackwards Design processStandards based curriculum design (A
unit plan or a years plan)Stage I: Big ideas, essential questions, ultimate goal of unit (Where
are you going?)Stage II: Assessments including performance-based, authentic tasks. (How do
you know if you got there?)Stage III: Learning plan. What are the steps you will take to get
there? Examine your conscience with WHERETO and GRASPS and 6 prisms.
- 54. BACKWARD CURRICULUM DESIGN TEMPLATE
-
- 6. CURRICULUM FROM DIFFERENT POINTS OF VIEW ROBERT HUTCHINS- VIEWS
CURRICULUM AS PERMANENT STUDIES, WHERE THE RULES OF GRAMMAR, READING,
RHETORIC AND LOGIC AND MATHEMATICS FOR BASIC EDUCATION ARE EMPHASIZED. BASIC
EDUCATION SHOULD EMPHASIZE THE 3RS.
- 7. CURRICULUM FROM DIFFERENT POINTS OF VIEW ARTHUR BESTOR- BELIEVES THAT THE
MISSION OF THE SCHOOLS SHOULD BE INTELLECTUAL TRAINING, HENCE CURRICULUM
SHOULD FOCUS ON THE FUNDAMENTAL INTELLECTUAL DISCIPLINES OF GRAMMAR,
LITERATURE AND WRITING. IT SHOULD ALSO INCLUDE MATH, SCIENCE, HISTORY AND
FOREIGN LANGUAGE.
- 8. CURRICULUM FROM DIFFERENT POINTS OF VIEW JOSEPH SCHWAB- CURRICULUM IS
DIVIDED INTO CHUNKS OF KNOWLEDGE- SUBJECT AREAS. MOST OF THE TRADITIONAL
IDEAS VIEW CURRICULUM AS WRITTEN DOCUMENTS OR A PLAN OF ACTION IN
ACCOMPLISHING GOALS.
- 9. CURRICULUM FROM DIFFERENT POINTS OF VIEW TRADITIONAL POINTS OF VIEW
PROGRESSIVE POINTS OF VIEW
- 10. PROGRESSIVE POINTS OF VIEW OF CURRICULUM A LISTING OF SCHOOL SUBJECTS,
SYLLABI, COURSE OF STUDY, AND LIST OF COURSES OR SPECIFIC DISCIPLINE DO NOT MAKE A
CURRICULUM. THESE CAN ONLY BE CALLED CURRICULUM IF THE WRITTEN MATERIALS ARE
ACTUALIZED BY THE LEARNER.
- 11. PROGRESSIVE POINTS OF VIEW OF CURRICULUM CURRICULUM IS DEFINED AS THE
TOTAL LEARNING EXPERIENCES OF THE INDIVIDUAL. THIS DEFINITION IS ANCHORED ON
JOHN DEWEYS DEFINITION OF EXPERIENCE AND EDUCATION. HE BELIEVED THAT
REFLECTIVE THINKING IS A MEANS THAT UNIFIES CURRICULAR ELEMENTS. THOUGHT THAT
IS NOT DERIVED FROM ACTION, BUT TESTED BY APPLICATION.
- 12. PROGRESSIVE POINTS OF VIEW OF CURRICULUM CASWELL AND CAMPBELL VIEWED
CURRICULUM AS ALL EXPERIENCES CHILDREN HAVE UNDER THE GUIDANCE OF TEACHERS.
SMITH, STANLEY AND SHORES DEFINED CURRICULUM AS A SEQUENCE OF POTENTIAL
EXPERIENCES SET UP IN THE SCHOOLS FOR THE PURPOSE OF DISCIPLINING CHILDREN AND
YOUTH IN GROUP WAYS OF THINKING AND ACTING.
- 13. POINTS OF VIEW ON CURRICULUM DEVELOPMENT RALPH TYLER MODEL: FOUR BASIC
PRINCIPLES WHAT EDUCATIONAL PURPOSES SHOULD THE SCHOOL SEEK TO ATTAIN?
WHAT EDUCATIONAL EXPERIENCES CAN BE PROVIDED THAT ARE LIKELY TO ATTAIN THE
PURPOSES? HOW CAN THESE EDUCATIONAL EXPERIENCES BE EFFECTIVELY ORGANIZED?
HOW CAN WE DETERMINE WHETHER THESE PURPOSES ARE BEING ATTAINED OR NOT?
- 14. HILDA TABA: GRASSROOTS APPROACH DIAGNOSIS OF LEARNERS NEEDS AND
EXPECTATIONS OF THE LARGER SOCIETY FORMULATION OF LEARNING OBJECTIVES
SELECTION OF LEARNING CONTENT ORGANIZATION OF LEARNING CONTENT SELECTION
OF LEARNING EXPERIENCES ORGANIZATION OF LEARNING ACTIVITIES DETERMINATION
OF WHAT TO EVALUATE AND THE MEANS OF DOING IT.
- 15. TYPES OF CURRICULUM OPERATING IN SCHOOLS 1.RECOMMENDED CURRICULUM
2.WRITTEN CURRICULUM 3.TAUGHT CURRICULUM 4.SUPPORTED CURRICULUM 5.ASSESSED
CURRICULUM 6.LEARNED CURRICULUM 7.HIDDEN CURRICULUM
- 16. MAJOR FOUNDATIONS OF CURRICULUM
- 17. PHILOSOPHICAL FOUNDATIONS PERENNIALISM ESSENTIALISM PROGRESSIVISM
RECONSTRUCTIONISMMajor foundation.pptx masha.pptx31Presentation Transcript
- 1. MAJOR FOUNDATION OF CURRICULUM Prepared by: Find More free Mary Grace R. Chong
PowerPoint templates on: http://www.dvd-ppt-slideshow.com
- 2. Major Foundation Of Curriculum Philosophical Historical Psychological social
- 3. Major Foundation Of Curriculum The Philosophical Foundation of Curriculum
- 4. Major Foundation Of Curriculum Philosophy provides educators, teachers and
curriculum makers with framework for planning for implementing and evaluating curriculum
in schools. It helps in answering: What schools are for? What subjects are important?
How students should learn and what materials and methods should be
used.http://www.dvd-ppt-slideshow.com
- 5. Major Foundation Of Curriculum In decision making : Philosophy provides the starting
point and will be used for the succeeding decision making. The philosophy of a curriculum
planner, implementor or evaluator reflects his or her life experiences, common beliefs,
social and economic background and education.
- 6. Major Foundation Of Curriculum Tylers view of philosophy in relation Suggestions from
subject To school purposes specialists Studies of Studies of contemporary learners life
School purposes Use of Use of psychology of philosophy learning
- 7. Major Foundation Of Curriculum The Four Educational Philosophies Perennialism
Essentialism Progressivism Reconstructionism
- Curriculum trends use of great books and return to liberal arts=Focus in curriculum classical
subject s, literary analysis and curriculum is constant=Role of Education teachers help
students think with reason.=Aim of Education to educate the rational person; to cultivate
the intellect.=8. Educational philosophy - Perennialism
- Role of Education the teachers is the sole authority in his /her subject area/ field of
specialization=Aim of Education to promote the intellectual growth of the individual and
educate a competent person=9. Educational philosophy - Essentialism
- Curriculum trends excellence in education, back to basics and cultural literacy=Focus in
curriculum essential skills of the 3 Rs and essential subjects of English, Science, History,
Math and other foreign language=10. Educational philosophy - Essentialism
- Role of Education knowledge lead s to growth and development of life long learners who
actively learn by doing.=Aim of Education to promote democratic and social living=11.
Educational philosophy - Progressivism
- Curriculum trends school reforms, relevant and contextualized curriculum, humanistic
education=Focus in curriculum subjects are interdisciplinary, integrative and interactive.
Curriculum is focused on students interest, human problems and affairs=12. Educational
philosophy - Progressivism
- Role of Education teachers act as agents of change and reform in various educational
projects including reseach=Aim of Education to improve and reconstruct society Education
for change=13. Educational philosophy - Reconstructivism
- Curriculum trends equality of educational opportunities in education, access to global
education=Focus in curriculum focus on present and future trends and issues of national
and international interests=14. Educational philosophy - Reconstructivism
-
-

Chapter 2 curriculum decision making (complete)Presentation Transcript
- 1. Philippine Normal University College of Education Chapter 2- CURRICULUMDECISION
MAKING: ITS NATURE & PERSONNEL (Part 1) Professional Education 7: Curriculum
Development & Instructional Planning
- At the end of this chapter, students are expected to:1. Understand the nature of curriculum
decisions and the sociopolitical arenas where communityv2. OBJECTIVE & school personnel
make decisions.
- 3. CURRICULUM DECISION MAKING
- CURRICULUM-what is taught to students, including plannedv4. NATURE OF CURRICULUM
& unplanned information, skills & attitudes.
- Klein (1991) categorizes these in deciding what canv5. NATURE OF CURRICULUM & should
be selected in giving solutions in curriculum decisions: Content Purposes, goals &
objectives Materials & resources Activities & teaching strategies Evaluation Grouping,
time & space
- 6. NATURE OF CURRICULUM1. CONTENT Comes from the disciplines or other organized
bodies of knowledge & can take several forms, such as facts, concepts & generalization.
- 7. NATURE OF CURRICULUM2. GOALS, OBJECTIVES & PURPOSES eventual outcomes of
learning that result from work in a curriculum over a period of time are commonly called
purposes of educationv OBJECTIVES referring to specific learning outcomesv GOALS
referring to general learning outcomesvPURPOSES are labels applied to the results of
students participation in purposeful learning activities.
- 8. NATURE OF CURRICULUM3. MATERIALS & RESOURCES include the objects, places &
people used to facilitate the learning process the tools used with students to assist
learning (Klein, 1991, p. 3).
- 9. NATURE OF CURRICULUM4. ACTIVITIES & TEACHING STRATEGIES describe teachers
roles within activities that help students meet the learning outcomesv ACTIVITIES can be
passive or active, self-directed or teacher- directedvTEACHING STRATEGIES are ways in
which students become involved in learning the curriculum
- 10. NATURE OF CURRICULUM5. EVALUATION includes the procedures for determining
degrees of student learning as well as methods of analyzing & interpreting results. Program
evaluation focuses on determining how well the curriculum works.
- 11. NATURE OF CURRICULUM6. GROUPING ,TIME & SPACE refers to the designv TIME
Is a limited resource whose allocations are made by groups outside, as well as inside the
school settingv GROUPING refers to the clustering of students for particular experiences
either by grade, by experiential background, or by ability levelsvSPACE are all important
issues in the use of curricula in classrooms & use of school & classroom physical work & play
areas
- ADDITION: Decisions also have a values dimensions Curriculum decisions are made on
the basis of peoples valuesv12. NATURE OF CURRICULUM & beliefs (Goodlad & Su, 1992,
Tyler, 1949) Values must satisfy the criteria of ideas chosen from alternatives, based on
consideration s of their consequences, cherished enough to be made public, & acted upon in
some way. Beliefs refers to ideas accepted as true, but more susceptible to change than
values (Raths, Harmin, & Simon, 1978)
- 13. ARENAS OF CURRICULUMDECISION MAKING
- Curriculum decisions involve values that people express through actions at different levels
of a political decision- making hierarchy encompassing national, statev14. & These
arenasvlocal levels. & decision categories typically affected are described here:
- The U.S. Constitution assigns the primary power for educational matters to state
governments who delegate authority for certain decisions to local educational authorities,
usually school districts.v15. National Level
- 16. Examples:a. From the late 1950s through 1970s, federal funding pushed evaluation &
brought about significant changes in program evaluation (Stufflebeam & Shinkfeild, 1985).b.
The Education for All Handicapped Children Act in 1975 changed school curricula by
requiring that handicapped individuals be provided educational opportunities in least-
restrictive environments (Elmore & Sykes, 1992)c. The Supreme Court decisions banning
school- sponsored religious activities deleted curricular activities that had been included on
a daily basis in some districts (van Geel, 1991).
- Traditionally, states have boards of education that set of policies for public schools in
matters such as; achievement testing high school graduation requirements state
subject-specific curriculum guidelines school evaluationv17. State Level & certification
materials selection processes teacher certification requirements, & educational
information management systems (Tyree, 1993).
- Twenty-two states that adopt textbooks for schools generally exert their control through
mandates over the Curriculum curriculum guides content coveragev18. &
Gubernatorial officesv In the early 1990s, 42 states had some form of minimum competency
testing that directly affected district curricula. Mandated state test are usually based on
list of basic/required/essential skills that students are expected to master before
graduation.v testing programs & state legislatures through budgeting authority strongly
influence the content and purpose of curricula. Both agencies support or curtail certain
programs based on a variety of reasons & values.
- Regardless of the level, local curricula must comply with federalv Decisions in all the
categories are made or remade locally at either the districts, school or classroom level.v19.
Local level & state guidelines.
- 20. COMMUNITY PERSONNELINVOLVEMENT
- Community Personnel Include people not associated with particular schools or districts as
employees or students. Citizens Parentsv21. & Guardians
- Composed of individualsv22. COMMUNITY-AT-LARGE & groups who influence curricula,
particularly at societal & Their agendas often dictate the school curriculas Purposes
Goalsvinstitutional levels. & Content
- 1993 Poll showed that: (public surveys) 48% high schools should offer a wide variety of
courses 51% high schools should concentrate on basic courses such as English,
Mathematics, Historyv23. EXAMPLES & Science 1% did not express their opinions
- In 1994 poll showed that: At least 90% or more of the respondents believed that people in
communities could agree on a set of basic values.v24. (values emphasize)
- Government officialsv25. COMMUNITY-AT-LARGE & Businessv Professional groups
Include specialists in any of several diciplinesvgroups It also seek to influence curriculum
matters & industries Represent groups concerned about what students learn in schools
because they provide jobs & Parentsv Environmental groupsv Civic groupsvcareers. &
guardians
- Management groups Typically schedule public hearings on curriculum matters to provide
information to citizensv Governing boards Composed of citizens elected to serve their
local school districts.v26. GOVERNING BOARD/SITE- BASED GROUPS & solicit input from
them. Expected to influence curriculum matters locally through leadership in districts or
schools.
Basic Tasks of Curriculum Development * Dr. A. AsgariPresentation Transcript
- 1. Basic Tasks of Curriculum Development Dr. Azadeh Asgari CURRICULUM & SYLLABOUS
DESIGN IN TESL
- 2. Basic Tasks of Curriculum Development Purpose
- 3. Establishing the Philosophy Philosophy Miles and Bondi (1998) Clarification of beliefs
about the purpose, goals and objectives of instruction. Sample statements of purpose for
national education systems: Australia: 1. Fullfilling lives and active citizenship. 2. Joining
the workforce 3. Overcoming disadvantage and achieving fairness in society
- 4. Establishing the Philosophy Peoples Republic of China (Red China): Develop good moral
character Develop love of motherland Literacy and intellect Healthy bodies Interest in
aesthetics Absence of educational philosophy- disjointed and fragmented educational
program. Set the direction for various educational programs Should be documented Clear,
consistent and easy to understand. Clarification of philosophy- develop personal belief
statements. It is the base for decision-making in education Joint effort at various levels
meaningful curriculum
- 5. Formulating Goals Statement of the intended outcomes of educational program.
Derived from philosophy of the district Needs of the school population and unique
characteristic of community The scope of the entire educational program Purposely broad
Malaysian goals for Basic Education Vs U.S Goals for Youth Goals of Basic education The
role of the school curriculum is to ensure the holistic development of the individual,
mentally, physically, spiritually and emotionally through imparting general knowledge and
skills, cultivating, instilling and fostering healthy attitudes and accepted moral values. The
curriculum is to bring forth the Malaysian citizen who is balanced and well rounded
individual trained, skilful and cherishes the national aspiration.
- 6. Formulating Goals U.S neglect spiritual aspect Differentiate Malaysian educational
goals from the U.S or Western educational goals. Holistic in nature Abd Rahman Doi as in
Ghazali Basri (1991) states that integrated curriculum that develop spiritual aspect help
to shape God-fearing, responsible citizen, loyal and willing to work hard for the prosperity
of the society.
- 7. Formulating Goals U.S- focused and easy to understand Malaysian- seems to be too
general and philosophic Misunderstanding and failure In the National Report on Analysis
of the National Curriculum for Basic Education, The weakness in dissemination strategy is
another constraint. The cascade system of using key personnel has resulted in the dilution
of messages which the curriculum planning and developers have conceptualized
- 8. Formulating Goals Classifying Goals and Objectives Educational Goals Reflect the
philosophical preferences of the writer Levels of Goals for Educational Planning: Broad and
philosophical More specific Objectives-specific to classroom level
- 9. Behavioral Objectives Statements describe learners behavior during learning process.
Three Essential Elements: Terminal behavior Conditions of expected behavior Criteria of
acceptable performance Issue: behavioral objectives might lead to lower level of thinking
process.
- 10. Behavioral Objectives Using objectives to Order Learning Existence of discrepancy
Reasons: - not refining goals and objectives - not specifying what the teacher is to do with
students. - not defining what the student is to do after having taught A Tool for ordering
the Curriculum 3 taxonomies of learning: - cognitive - affective - psychomotor
- 11. Educational Objectives Profile of Malaysian Secondary School Student Express patriotic
feelings and love for the country Proficient in language and able to communicate
effectively Competent in Malay Language and use it as the official and national language
Think rationally, critically and creatively Acquire knowledge and use mastery skills in daily
living
- 12. Educational Objectives Cope with new areas of knowledge and development in
technology Confident and resilient to face challenges in life able to look after their health
and physical fitness Appreciate the environment and its esthetic value Constantly strive to
acquire knowledge

Curriculum developmentPresentation Transcript
- 1. Curriculum Development BY SUROBHI DUTTA
- 2. CURRICULUM DEVELOPMENT Curriculum development is a specialized task which requires
systematic thinking about the objectives to be achieved, learning experiences to be
provided, evaluation of changes brought out by the curricular activities.
- 3. Steps of curriculum development Assessment of educational needs Formulation of
objectives Selection and organization of content Selection and organization of learning
experiences Evaluation
- 4. Assessment of educational needs Need assessment is for determining what the curriculum
should be for a given population during a particular period of time. Two means of needs
assessment:- a) felt needs needs assessed through field studies. b) secondary sources- it is
the analyzing of existing data, such as education commission reports , govt policies etc.
needs assessed through this are called observed needs
- 5. Real needs considering the potential and limitations of the educaion system, a list of
priority areas can be prepared known as real needs. real needs = felt needs + observed
needs FELT NEEDS OBSERVED NEEDS REAL NEEDS
- 6. Formulating educational objectives The following points must be kept into consideration
for this :- Matching objectives should be related to the broad goals of education from
which they are derived. Worth it relates to weather attaining an objective has value in the
life of the student in the present or future.
- 7. Wording he statements of the objectives should be worded properly. Appropriateness
all objects should be derived from and cater to the needs and interests of the students.
Logical grouping the objectives should be properly organized in a coherent manner.
Revision the objectives needs periodic revision because the needs, knowledge change at a
fast pace.
- 8. Criteria for content selection Content refers to the subject matter or compendium of
facts, concepts etc. The content selected should contribute to the students knowledge or
understanding of the reality of human life.
- 9. KNOWLEDGE (formal organization of information) CONTENT (selection from knowledge
for educational purposes) Knowledge (understanding the content and putting it to various
uses)
- 10. Criteria for content selection Self-sufficiency this helps In attaining self-sufficiency in an
economical manner i.e. economy of teaching efforts. Significance the content to be lraned
should be significant in terms of its contribution to the basic ideas, concepts. Validity it
relates to the authenticity of the content selected.
- 11. Interest - the content should suit the personality and intellectual capabilities of the
students Utility it is concerned with the usefulness of the content. Learnability - this
criteria emphasizes on the optimal placement and appropriate organization and sequencing
of the content. Feasibility it compels the planners to analyse and examine the content in
the light of the time and resources available to the students,costs involved, socio-political
climate etc.
- 12. Organization of the content It demands a through understanding of the teaching leaning
process. Important aspects for this:- a) sequencing b) continuity c) integration
- 13. a) Sequencing - it means putting the content and materials into some sort of order of
succession. b) Continuity - content should provide continuity n learning and prevent loss
through forgetting. The students should be provided with experiences step by step. c)
Integration - learning is more effective when facts and principles from one field can be
related to another, esp when applying knowledge.
- 14. Selecting learning experiences Learning experiences means learning activities which
shape the learners orientation to the content and ultimately their understanding of it.
- 15. Few questions should be addressed before we select learning experiences Do the
learning experiences function the way we wish them to in overall aims and specific
objectives of the curriculum? Will the student be able to apply the knowledge in real life? is
it feasible in terms of expertise staff, time, cost, resources to lean the content ina feasible
time?
- 16. Evaluating the curriculum Evaluation means to assess the extent of the objectives o the
curriculum are achieved through implementation of curriculum. OBJECTIVES ACTIVITIES
EVALUATION
- 17. The evaluation of any purposeful activity should have certain characteristics :- a)
consistency with the objectives of curriculum. b) sufficient diagnostic value c)
comprehensiveness d) validity e) continuity
- 18. OBJECTIVES EVALUATION CONTENT METHODS
-
-
Major foundations of curriculumPresentation Transcript
- 1. Major Foundations of Curriculum Prepared by: Jhun Ar Ar R. Ramos
- Social Psychological Historical Philosophical 2. Major Foundations of Curriculum
- 3. Philosophical Foundations of Curriculum Four Educational Philosophies
- Perennialism Aim of Education To educate the rational person; to cultivate the intellect.
Role of Education Teachers help students think with reason. Focus in the Curriculum
Classical subjects, literary analysis and curriculum constant. Curriculum Trends Use of great
books and return to liberal.u4. Philosophical Foundations of Curriculum
- Essentialism Aim of Education To promote the intellectual growth of the individual and
educate a competent person. The teacher is the sole authority in his or her subject area or
field of specialization. Focus in the Curriculum Essential skills of the 3 Rs and essential
subjects. Curriculum Trends Excellence in education, back to basics and cultural literacy.u5.
Philosophical Foundations of Curriculum
- Progressivism Aim of Education To promote democratic and social living. Role of
Education Knowledge leads to growth and development of lifelong learners who actively
learn by doing. Focus in the Curriculum Subjects are interdisciplinary, integrative and
interactive. Curriculum is focused on students interest, human problems and affairs.
Curriculum Trends School reforms, relevant and contextualized curriculum, humanistic
education.u6. Philosophical Foundations of Curriculum
- Reconstructionism Aim of Education To improve and reconstruct society. Education for
change. Role of Education Teachers act as agents of change and reform in various
educational projects including research. Focus in the Curriculum Focus on present and
future trends and issues of national and international interest. Curriculum Trends Equality
of educational opportunities in education, access to global education.u7. Philosophical
Foundations of Curriculum
- 8. Historical Foundations of Curriculum Curriculum Theorists
- 9. Historical Foundations of Curriculum 1876 - 1956 presented curriculum as a science that
emphasizes on students' need.
- 10. Historical Foundations of Curriculum 1875 - 1952 considered curriculum also as a science
which is based on students' need, and the teachers plan and activities.
- 11. Historical Foundations of Curriculum 1871 - 1965 viewed curriculum as purposeful
activities which are child- centered.
- 12. Historical Foundations of Curriculum 1886 - 1960 emphasized social studies in the
curriculum and the teacher plans the lesson in advance.
- 13. Historical Foundations of Curriculum 1901 - 1989 sees curriculum as organized around
social functions of themes, organized knowledge and learner's interests.
- 14. Historical Foundations of Curriculum 1902- 1994 believes that curriculum is a science and
an extension of school's philosophy. Based on students' need and interests.
- @jhunarar015. Thank You!!!
Major Foundations of CurriculumPresentation Transcript
- 1. MAJOR FOUNDATIONS OF CURRICULUM Kimpee I. Blahing
Researcher/DiscussantRepublic of the PhilippinesMINDANAO STATE UNIVERSITYCOLLEGE
OF EDUCATIONGeneral Santos CityTopical ReportED106 Curriculum
Development,Presented to:Dr. Jioharia L. NicartA.Y. 2012-2013.
- 2. MAJOR FOUNDATIONS OF CURRICULUMPhilosophicalFoundationsof
CurriculumPsychologicalFoundationsof CurriculumSocialFoundationsof
CurriculumHistoricalFoundationsof CurriculumCURRICULUM
- 3. Franklin Bobbit (1876-1956) -presented curriculum as ascience that emphasizes
onstudents need. Curriculumprepares for adult life.Werret Charters (1875-1952)-
considered curriculum alsoas a science which is basedon students need and theteachers
plan the activities.Curriculum theorists :Historical Foundations of Curriculum
- 4. Harold Rugg (1886-1960) -Curriculum should develop thewhole child. He
emphasizedsocial studies in the curriculumand the teacher plans the lessonin
advance.Curriculum theorists :William Kilpatrick (1871-1965) - viewed curriculum
aspurposeful activities which arechild-centered. The purpose ofcurriculum is
childdevelopment and growth.Historical Foundations of Curriculum
- 5. Curriculum theorists :Hollis Caswell (1901-1989) -sees curriculum as organizedaround
social functions ofthemes, organized knowledgeand earners interests.Ralph Tyler (1902-
1994) - believesthat curriculum is a science and anextension of schools philosophy.Historical
Foundations of Curriculum
- 6. Three major groups of learning theories:Psychological Foundations of
Curriculum1.Behaviorists Psychology2.Cognitive Psychology3. Humanistic Psychology
- 7. Three major groups of learning theories:Psychological Foundations of
Curriculum1.BehavioristsPsychology - considerthat learning should beorganized in order
thatstudents can experiencesuccess in the process ofmastering the subjectmatter
- 8. Three major groups of learning theories:Psychological Foundations of
Curriculum2.CognitivePsychology - focustheir attention on howindividuals
processinformation and howthe monitor andmanage thinking.
- 9. Three major groups of learning theories:Psychological Foundations of Curriculum3.
HumanisticPsychology -concerned withhow learners candevelop theirhuman potential.
- 10. Social Foundations of CurriculumSchools exist within the social context.Schools are made
to help to understand thechanges globalization brings.The relationship of curriculum
andsociety is mutual and encompassing.Schools are not only institutions that caneducate
people in the society.
Curriculum Development & Evaluation * Dr. A. AsgariPresentation Transcript
- 1. CURRICULUM DEVELOPMENT & EVALUATION Dr. Azadeh Asgari Foundations of
Curriculum
- 2. What is Curriculum? Any document or plan that exists in a school or school system that
defines the work of teachers, at least to the extent of identifying the content to be taught
student and the methods to be used in the process (English, 2000). The educative
experiences learners have in an educational program. The purpose of which is to achieve
broad goals and related specific objectives that have been developed within a framework of
theory and research, past and present professional practice, and the changing needs of
society (Parkay, 2006).
- 3. Concept of Curriculum A systematic group of courses or sequence of subjects required for
graduation or certification in a major field of study; A general overall plan of the content or
specific materials of instruction that the college should offer the student by way of qualifying
him for graduation or certification or for entrance into a professional or vocational field; A
body of prescribed educative experiences under the supervision of an educational institute,
designed to provide an individual with the best possible training and experience to fit him
for the society of which he is a part or to qualify him for a trade or a profession.
- 4. 7 Common Concepts of Curriculum Scope and Sequence Syllabus Content Outline
Standards Textbooks Course of Study Planned Experiences (Posner, 2004)
- 5. Components of Curriculum Curriculum Design -Creating the curriculum in schools
Curriculum Delivery -Implementation, supervising, monitoring or using feedback to improve
the curriculum Curriculum Coordination -Lateral focus and connectivity Curriculum
Articulation -Vertical focus and connectivity
- 6. Types of Curriculum Formal Informal -Values -Personality of teacher -Assessment Hidden
Written Taught Tested
- 7. Quality Curriculum Greater depth and less superficial coverage Focus on problem solving
Facilitates the mastery of essential skill and knowledge Coordinated Articulation -multi-level
sequence study Emphasize academic and practical Effective integrated curricula Mastery of
a limited number of objectives
- 8. Curriculum Goals Provide general guidelines for determining the learning experiences to
be included in the curriculum. -Citizenship -Equal Educational Opportunity -Vocation -Self-
realization -Critical Thinking
- 9. Blooms Taxonomy Remembering: Student can recall or remember information (define,
duplicate, list, memorize, recall, repeat, reproduce, state) Understanding: Student can
explain ideas or concepts (classify, describe, discuss, explain, identify, locate, recognize,
report, select, translate, paraphrase) Applying : Student can use the information in a new
way (choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule,
sketch, solve, use, write) Analyzing : Student can distinguish between the different parts
(appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine,
experiment, question, test) Evaluating : Student can justify a stand or decision (appraise,
argue, defend, judge, select, support, value, evaluate) Creating : Student can create new
product or point of view (assemble, construct, create, design, develop, formulate, write)
- 10. Syllabus List of Subjects Content outline for each subject Broad time Allocations
- 11. Difference Between Syllabus & Curriculum Functionally a Syllabus is generally
unidimensional in the sense it merely presents the content or the subject matter to be
studied. Curriculum is three dimensional , because it takes into account: the needs of the
students, the content (in terms of specific performances) instructional methodology
- 12. Curriculum Approaches
- 13. Curriculum as a Discipline IS CURRICULUM A DISCIPLINE? Reflect on the characteristics of
a discipline: have organized set of theoretical principles encompasses a body of knowledge
and skills pertinent to that discipline has theoreticians and practitioners
- 14. Curriculum as a Discipline
- 15. Foundations of Curriculum Foundations of Curriculum philosophy psychology sociology
history These foundations have been used by curriculum design and development teams to
decide on: - Goals of curriculum - Content - Organization of content - Teaching process
- 16. Four Phases of Curriculum Process Design Phase Development Phase Implementation
Phase Evaluation Phase Figure 1: Four Phases of Curriculum Process FEEDBACK LOOPS
- 17. CURRICULUM DESIGN PHASE
- 18. Curriculum Design Phase What abilities the students possess on entry into the course?
What abilities they will acquire on leaving the course? (as indicated by the job analysis) THE
DIFFERENCE BETWEEN (a) and (b) IS THE GAP THAT MUST BE BRIDGED WHEN DESIGNING
THE CURRICULUM
- 19. Formulation of the OBJECTIVES of the curriculum Job analysis Identification of
knowledge and skill requirements Formulation of programme objectives Specification of
entering behavior Curriculum Design Phase
- 20. Figure 2: Learning as a change in behavior Educational Process Student Input Entering
Behavior Student Output Terminal Behavior
- 21. Educational Objectives PREREQUISITES OBJECTIVE What the learner has to know before
he starts the course What the learner measurably knows after successful completion of the
course CHANGE IN THE BEHAVIOUR OF THE LEARNER Figure 3: Educational Objectives
Course Description (content)
- 22. Knowledge (intellectual) Cognitive Domain Affective Domain Attitudes (values)
Psychomotor Domain Main Categories of Human Behavior Figure 4: Main Categories of
Human Behavior
- 23. Instructional Objectives Instructional Objectives are statements that communicate in
behavioral terms the expected performance of the students at the END of instruction.
- 24. CURRICULUM DEVELOPMENT PHASE
- 25. Curriculum Development Involves the following phases: Curriculum planning The
decision about philosophy and aim of education Curriculum design The way curriculum is
conceptualized Selection and organization of content & learning activities Curriculum
implementation Actualizing the curriculum entities Curriculum evaluation Determines the
extent to which the curriculum has been successful
- 26. Sequencing the various subjects / courses Selecting the content in each subject
Sequencing the units and topics Selecting instructional methods, instructional materials and
media Preparation of plans for instruction Development of tests and other materials needed
for evaluation of students performance Orienting the teachers to the new curriculum. TASKS
TO BE UNDERTAKEN: Curriculum Development Phase
- 27. Criteria of Utility, Variety & Flexibility While making various decisions during the process
of curriculum development three criteria, described below, are usually employed: 1.
CRITERION OF UTILITY 2. CRITERION OF VARIETY 3. CRITERION OF FLEXIBILITY
- 28. Criteria To Be Used For Decision Making 1. CRITERION of UTILITY CONTENT Must know
Should know Nice to know
- 29. 2. CRITERION of VARIETY Interesting Variety of learning experiences Criteria To Be Used
For Decision Making
- 30. 3. CRITERION of FLEXIBILITY Horizontal and Vertical mobility Modular approach Bridge
Courses Core and Elective Subjects Criteria To Be Used For Decision Making
- 31. What are the Qualifying Professional Development Categories? 1. College and University
Coursework 2. Conferences/Workshops & Training Sessions 3. Collaborative and Partnership
Activities 4. Involvement in Development/Improvement Processes. 5. Individually-Guided
Professional Development 6. Professional Leadership Experiences
- 32. Suggestions for Improving CDP Specification of instructional objectives for each course
(subject) of the programme. Organizing the syllabus in terms of units, topics and sub-topics.
Indicating the time allotted for teaching each unit of the course. Assigning about 15% of the
time allotted for each course for revision and conduct of tests. Preparation and inclusion of a
Table of Specifications (Blueprint) for construction of Question paper as an integral part of
the curriculum, to ensure validity of the question paper.
- 33. Greater involvement of teachers in the various tasks of curriculum process. 7. Using the
model curriculum as a base for curriculum revision (in various subjects). Conferring
Academic autonomy to the colleges Utilization of the services of Academic council members
Establishment of a Curriculum cell in each college Board of Studies Size and Composition
Suggestions for Improving CDPCurriculumPresentation Transcript
- 1. D efinitions of Curriculum T ypes of Curriculum Operating in Schools M ajor Foundations
of Curriculum
- 2. Definitions of Curriculum (Traditional Points of View) - it is a body of subjects or subject
matter prepared by the teacher for the students to learn - synonymous to the course of
study and syllabus - permanent studies where the rules of grammar, reading, rhetoric
and logic and mathematics for basic education are emphasized (Robert Hutchins). Basic
education should emphasize the 3Rs and college education should be grounded on liberal
arts.
- 3. - the mission of the school should be intellectual training, hence curriculum should focus
on the fundamental disciplines of grammar, literature and writing. It should also include
mathematics, science, history and foreign language (Arthur Bestor an essentalist) - written
documents or a plan of action in accomplishing goals
- 4. - discipline is the sole source of curriculum. Thus in our educational system, curriculum is
divided into chunks of knowledge called subject areas in basic education such as English,
Mathematics, Science, Social Studies and others. In college, discipline may include
humanities, sciences, languages, and many more. (Joseph Schwab) - Curriculum should
consist entirely of knowledge which comes from various disciplines (Phenix)
- 5. (Progressive Points of View) - total learning experiences of the individual - all experiences
children have under the guidance of teachers (Caswell & Campbell) - a sequence of potential
experiences set up in the schools for the purpose of disciplining children and youth in group
ways of thinking and acting (Caswell & Smith as shared by Smith, Stanley and Shores) - The
experiences in the classroom which are planned and enacted by the teacher, and also
learned by the students
- 6. Points of View on Curriculum Development
- 7. Ralph Tyler Model: Four Basic Principles 1. What educational purposes should the school
seek to attain? 2. What educational experiences can be provided that are likely to attain
success? 3. How can these educational experiences be effectively organized? 4. How can we
determine whether these purposes are being attained or not?
- 8. Considerations that should be made in curriculum development (Tylers Model) 1.
Purposes of the school 2. Educational experiences related to the purposes 3. Organization of
the experiences 4. Evaluation of the experiences
- 9. Hilda Tabas Linear Model of Curriculum 1. Diagnosis of learners needs and expectations
of the larger society 2. Formulation of learning objectives 3. Selection of learning content 4.
Organization of learning content 5. Selection of learning experiences 6. Organization of
learning activities 7. Determination of what to evaluate and the means of doing it
- 10. 1. Recommended curriculum 2. Written curriculum 3. Taught curriculum 4. Supported
curriculum 5. Assessed curriculum 6. Learned curriculum 7. Hidden curriculum
- 11. 1. Recommended curriculum most of the school curricula are recommended. The
curriculum may come from a national agency like the Department of Education (DepEd),
commission on Higher Education (CHED), Department of Science and Technology (DOST) or
any professional organization who has stake in education. For example the Philippine
Association for Teacher Education (PAFTE) or the Biology Teacher Association (BIOTA) may
recommend a curriculum to be implemented in the elementary or secondary education.
- 12. 2. Written curriculum this includes documents, course of study or syllabi handed down
to the schools, districts, division, departments or colleges for implementation. Most of these
are made by curriculum experts with participation of teachers and were pilot-tested or tried
out in sample schools or population. Example of this is the Basic Education Curriculum (BEC).
Example is the written lesson plan of each classroom teacher made up of objectives and
planned the activities of the teacher.
- 13. 3. Taught curriculum - these are the different planned activities which are put into action
in the classroom - these are varied activities that are implemented in order to arrive at the
objectives or purposes of the written curriculum. - these are used by the learners with the
guidance of the teachers. Taught curriculum varies according to the learning styles of
students and teaching styles of teachers.
- 14. 4. Supported curriculum these refer to the material resources such as textbooks,
computers, audio-visual materials, laboratory equipment, playgrounds, zoos and other
facilities that support or help the teacher in the implementation of a curriculum in order to
have successful teaching.
- 15. 5. Assessed curriculum this refers to the tested or evaluated curriculum. At the
duration and end of the teaching episodes, series of evaluations are being done by the
teachers to determine the extent of teaching or to tell if the students are progressing.
Assessment tools like paper-and-pencil tests, authentic instruments like portfolio are being
utilized .
- 16. 6. Learned curriculum this refers to the learning outcomes achieved by the students.
Learning outcomes are indicated by the results of the tests and changes in behavior which
can either be cognitive, affective, or psychomotor
- 17. 7. Hidden curriculum this is the unintended curriculum which is not deliberately
planned but may modify behavior or influence learning outcomes. There are lots of hidden
curricula that transpire in the schools. Peer influence, school environment, physical
condition, teacher-learner interaction, mood of the teachers and many other factors make
up the hidden curriculum.
- 18. The most commonly accepted foundations of curriculum include: 1. Philosophical 2.
Historical 3. Psychological 4. Social
- 19. Philosophical Foundations of Curriculum Philosophy provides educators, teachers, and
curriculum makers with framework for planning, implementing, and evaluating curriculum in
schools. It helps in answering what schools are for, what subjects are important, how
students should learn and what materials and methods should be used. In decision making,
philosophy provides the starting point and will be used for the succeeding decision making.
- 20. Tylers View of Philosophy in Relation to School Purposes School Purposes Suggestions
from Subject Specialists Studies of Learners Studies of Contemporary Life Use of Philosophy
Use of Psychology of Learning
- 21. Historical Foundations of Curriculum Curriculum is not an old field. Majority of scholars
would place its beginning In 1918 with the publication of Franklin Bobbits book The
Curriculum. Philippine education came about from various foreign influences. Of all foreign
educational systems, the American educational system has the greatest influence on our
educational system.
- 22. Curriculum theorists and how they view curriculum from a historical perspective. 1.
Franklin Bobbit (18761956) - he presented curriculum as a science that emphasizes on
students need. Curriculum prepares students for adult life. To Bobbit, objectives with
corresponding activities should be grouped and sequenced. This can only be done if
instructional objectives are clarified.
- 23. 2. Werret Charters (1875-1952) to him, curriculum is a science. It gives emphasis on
students needs. The listing of objectives and matching these with corresponding activities
ensures that the content or subject matter is related to objectives. The subject matter and
the activities are planned by the teacher.
- 24. 3. William Kilpatrick (1871-1965) Curricula are purposeful activities which are child
centered. The purpose of curriculum is child development and growth. He introduced the
project method where teacher and student plan the activities 4. Harold Rugg (1886-1960)
to him, curriculum should develop the whole child. It is child-centered and should produce
outcomes. He also emphasized social studies and the teacher plans curriculum in advance.
- 25. 5. Hollis Caswell (1901-1989) he sees curriculum as organized around social functions
of themes, organized knowledge and learners interest. He believes that curriculum is a set
of experiences. Subject matter is developed around social functions and learners interests.
- 26. 6. Ralph Tyler (1902-1994) he believes that curriculum is a science and an extension of
schools philosophy. It is based on students needs and interest. To him, curriculum is always
related to instruction. Subject matter is organized in terms of knowledge, skills and values.
The process emphasizes problem solving. The curriculum aims to educate generalists and
not specialists.
- 27. Psychological Foundations of Curriculum Psychology provides a basis for the teaching
and learning process. 1. Behaviorist Psychology a. connectionism Edward Thorndike (which
influenced Tyler and Taba, the well known curricularists) b. classical conditioning Ivan
Pavlov c. operant conditioning B. F. Skinner d. modeling and observation theory
(Bandura)
- 28. d. hierarchical learning Robert Gagne To the behaviorists, learning should be organized
in order that students can experience success in the process of mastering the subject
matter.
- 29. 2. Cognitive Psychology a. cognitive development stages Jean Piaget b. social
constructivism Lev Vgotsky c. multiple intelligences Howard Gardner d. learning styles
Felder and Silverman e. emotional intelligences Daniel Goleman
- 30. To the cognitive theorists, learning - constitutes a logical method for organizing and
interpreting learning - it is rooted in the tradition of subject matter and is similar to the
cognitive development theory
- 31. 3. Humanistic Psychology Humanist psychologist are concerned with how learners can
develop their human potential. a. Gestalt theory b. theory of human needs and for self
actualizing persons - Maslow c. Carl Rogers non directive lives
- 32. Social Foundations of Education Schools exist within the social context. In considering
the social foundations of curriculum, we must recognize that schools are the only one of the
many institutions that educate society. The home, the family, community likewise educate
the people in the society. But schools are formal institutions that address more complex and
interrelated societies and the world.
- 33. For most curricula, the major components or elements are: 1. aims, goals and objectives
2. subject matter/content 3. learning experiences 4. evaluation approaches
- 34. When translated into questions, each component can be addressed by the following: 1.
What is to be done? 2. What subject matter is to be included? 3. What instructional
strategies, resources and activities will be employed? 4. What method and instruments will
be used to assess the results of the curriculum?
- 35. Component 1- Curriculum Aims, Goals and Objectives Based on the Philippine
Constitution of 1987, all schools shall aim to: 1. inculcate patriotism and nationalism 2.
foster love of humanity 3. promote respect for human rights 4. appreciate the role of
national heroes in the historical development of the country 5. teach the rights and duties of
citizenship
- 36. 6. strengthen ethical and spiritual values 7. develop moral character and personal
discipline 8. encourage critical and creative thinking 9. broaden scientific and technological
knowledge and promote vocational efficiency
- 37. Aims of Elementary Education (Education Act of 1982) In the elementary level, schools
through their curricula should aim to: provide knowledge and develop skills, attitudes,
values essential to personal development and necessary for living in and contributing to a
developing and changing society; . provide learning experiences which increase a childs
awareness of and responsiveness to the changes in the society;
- 38. promote and, intensify knowledge, identification with and love for the nation and the
people to which he belongs; and promote work experiences which develop orientation to
the world of work and prepare the learner to engage in honest and gainful work
- 39. Aims of Secondary Education In high school or secondary level, educational curricula aim
to: continue to promote the objectives of elementary education; and discover and enhance
the different aptitudes and interests of students in order to equip them with skills for
productive endeavor and or to prepare them for tertiary schooling
- 40. Aims of Tertiary Education The different courses should aim to: provide general
education programs which will promote national identity, cultural consciousness, moral
integrity and spiritual vigor; train the nations manpower in the skills required for national
development; and advance knowledge through research and apply new knowledge for
improving the quality of human life and respond effectively to changing society.
- 41. The schools vision - is a clear concept of what the institution would like to become in the
future - provides the focal point or unifying element according to which the school staff,
faculty, students perform individually or collectively - is the guiding post around which all
educational efforts including curricula should be directed
- 42. The schools mission statement - spells out how it intends to carry out its Vision - the
mission targets to produce the kind of persons the students will become after having been
educated over a certain period of time. The schools vision and mission are further
translated into goals which are broad statements or intents to be accomplished. Data for the
sources of school goals may include the learners, the society and the fund of knowledge.
- 43. The schools mission statement, spells out how it intends to carry out its Vision. the
mission targets to produce the kind of persons the students will become after having been
educated over a certain period of time. The schools vision and mission are further
translated into goals which are broad statements or intents to be accomplished. Data for the
sources of school goals may include the learners, the society and the fund of knowledge.
- 44. In a curriculum, these goals are made simple and specific for the attainment of each
learner. These are called educational objectives. Benjamin Bloom and Robert Mager defined
educational objectives in two ways: 1. explicit formulation of the ways in which students are
expected to be changed by the educative process 2. intent communicated by statement
describing a proposed change in learners
- 45. In other words, objectives - direct the change in behavior which is the ultimate aim of
learning - provide the bases for the selection of learning content and learning experiences -
also set the criteria against which learning outcomes will be evaluated
- 46. Bloom and his associates classified three big domains of objectives. These are: 1.
cognitive 2. affective 3. psychomotor
- 47. Cognitive Domain (Bloom et. Al. 1956) domain of thought process 1. Knowledge
recall, remembering of prior learned materials, in terms of facts, concepts, theories and
principles. It is the lowest cognitive level. 2. Comprehension ability to grasp the meaning of
material. It indicates the lowest form of understanding
- 48. 3. Application the ability to use learned material in new and concrete situation 4.
Analysis ability to break down material into component parts so that its organizational
structure may be understood 5. Synthesis ability to put parts together to form a new
whole 6. Evaluation ability to pass judgment based on given criteria
- 49. Affective domain (Krathwohl, 1964) domain of valuing, attitude and appreciation 1.
Receiving students willingness to pay attention to particular event, stimuli, classroom
activities 2. Responding active participation on the part of the students 3. Valuing
concerned with the worth or value a student attaches to a particular phenomena, object or
behavior
- 50. 4. Organization concerned with bringing together different values and building a value
system 5. Characterization by a value or value complex developing a lifestyle from a value
system
- 51. Psychomotor Domain (Simpson, 1972) domain of the use of psychomotor attributes
1. Perception use of sense organs to guide motor activities 2. Set refers to the readiness
to take a particular type of action 3. Guided response concerned with the early stages in
learning complex skills. Imitation and trial and error are some of the ways of doing
- 52. 4. Mechanism responses have become habitual. Performance skills are with ease and
confidence 5. Complex overt responses skillful performance and with complex movement
patterns 6. Adaptation skill well developed that the ability to modify is very easy 7.
Origination refers to creating new movement patterns to fit the situation. Creativity is
evident.
- 53. Component 2 Curriculum Content or Subject Matter Regardless of their design or
models, all curriculum have content. Content is: - simply more than information to be
learned in school - another term for knowledge What criteria should be used in selecting the
content?
- 54. Some criteria which can be used in the selection of subject matter content or knowledge
for the curriculum. 1. Self-sufficiency 2. Significance 3. Validity 4. Interest 5. Utility 6.
Learnability 7. Feasibility
- 55. 1. Self-sufficiency the prime guiding principle for content selection is helping the
learner attain self-sufficiency in learning in the most economical manner (Scheffler, 1970).
Economy means less teaching effort and educational resources, less learners effort but
more results and effective learning outcomes
- 56. 2. Significance Content or subject matter is significant if it will contribute to basic ideas,
concepts, principles and generalizations to achieve the overall aim of the curriculum. it will
develop the cognitive, affective and psychomotor skills of the learners if the cultural aspects
will be considered
- 57. 3. Validity the authenticity of the of the subject matter. Subject matter should be
checked or verified at regular intervals to determine if the content that was originally valid
continues to be.
- 58. 4. Interest this is the key criterion for a learner-centered curriculum. A learner will
value the content if it is meaningful to him/her. Students interests should be adjusted
taking into consideration maturity, prior experiences, educational and social value of their
interest among others.
- 59. 5. Utility usefulness of the content or subject matter may be relative to the learner
who is going to use it. Usefulness may be either be for the present or the future.
- 60. 6. Learnability subject matter in the curriculum should be within the range of the
experiences of the learners.
- 61. 7. Feasibility content selection should be considered within the context of the existing
reality in schools, in society and government.
- 62. Other considerations that maybe used in the selection of the learning content a.
frequently and commonly used in daily life b. Suited to the maturity levels and abilities of
students c. valuable in meeting the needs and competencies of a future career; d. related
with other subject areas e. important in the transfer of learning
- 63. In organizing or putting together the different learning contents; the following
suggestions are given (Palma) 1. Balance 2. Articulation 3. Sequence 4. Integration 5.
Continuity
- 64. Component 3 Curriculum Experiences Different instructional strategies provide the
experiences. The instruction- al strategies and methods will put into action the goals and the
use of contents in order in order to produce an outcome. Teaching strategies convert the
written curriculum into action. Both the teacher and the learner take actions to facilitate
learning .
- 65. The action are based on planned objectives, the subject matter to be taken and the
support materials to be used. This will include a multitude of teaching methods and
educational activities which will enhance learning. Whatever methods the teacher utilizes to
implement the curriculum, there will be some guide for the selection and use. Among these
are:
- 66. 1. Teaching methods are means to achieve ends. They are used to translate the
objectives into action. 2. There is no single best teaching method 3. Teaching method should
stimulate the learners desire to develop the cognitive, psychomotor, social and spiritual
domain of the individual 4. In the choice of the teaching methods, learning styles of the
students should be considered.
- 67. 4. In the choice of the teaching methods, learning styles of the students should be
considered. 5. Every method should lead to the development of the learning outcomes in
the three domains: cognitive, affective and psychomotor 6. Flexibility should be a
consideration in the use of the teaching methods
- 68. Component 4 Curriculum Evaluation All curricula to be effective must have the element
of evaluation (Worthen and Sanders, 1987). This refer to the formal determination of the
quality, effectiveness or value of the program, process, product of the curri- culum.
Evaluation is meeting the goals and matching them with the intended outcomes. There are
different evaluation methods that can be utilized like diagnos- tic, placement, formative or
summative evaluation or the norm or criterion- referenced evaluation.
- 69. Regardless of the methods and mate- rials evaluation will utilize, a suggested plan of
action for the process of curricu- lum evaluation is introduces with these steps 1. Focus on
one particular component of the curriculum 2. Collect or gather the information 3. Organize
the information 4. Analyze information 5. Report the information 6. Recycle the information
for continuous feedback, modifications and adjustments to be made
- 70. Interrelationship of the Components of a Curriculum Aims Objectives Evaluation
Content/Subject Matter Methods/ Strategies
- 71.
- 72. Feedback and Reflections Teaching Process PLAN EVALUATE IMPLEMENT
- 73.
- 74. 1. Subject-centered design model a. Subject design b. Discipline design c. Correlation
design d. Broad field design/interdisciplinary 2. Learner-centered design a. Child-centered
design b. Experience-centered design c. Humanistic design
- 75. 3. Problem-centered design a. Life-situation design b. Core design

Curriculum designPresentation Transcript
- 1. By Mr. Antonio T. Delgado, BSE III General De Jesus College
- Selection of Learning Experiences} Selection of Content} Selection of Objectives} Elements
of Curriculum Design} Types of Curriculum Design} Curriculum Design, defined} Definition
of Curriculum, revisited}2.
- The sum of learning stated as educational ends, educational activities, school subjects
and/or topics decided upon and provided within the framework of an educational institution
or in a less formal setup ( Garcia, 2007).}3.
- All the learning which is planned and guided by the school, whether it is carried on in groups
or individually, inside or outside the school.}4.
- way something is made (Microsoft Encarta 2009)} somethings form and structure
(Microsoft Encarta 2009)}5.
- Refers to the structure or the arrangement of the components or elements of a
curriculum}6.
- may be broadly categorized into the following major groups:1. Traditional or subject
centered designs2. Learner-centered designs3. Problem-centered or society- centered
designs}7.
- Are easy to develop and to implement because highly-structured} The emphasis is on
making the learners absorb as much knowledge as possible concerning a particular course or
broad field} Are subject-centered}8.
- Most popular not only in the Philippines but in most parts of the world} Criticized because
they do not make provisions for the differential needs and interests of learners}9.
- Content is not organized into subjects (Math, Science, etc.) but into courseworks (playing,
storytelling)} Usually built upon normal activities children engage in (i.e. playing,
storytelling, drawing)} May be based on the anticipated needs and interest of the
learners}10.
- Criticized as neglecting the intellectual development of learners} The three Rs are
integrated into the courseworks}11.
- May be aimed at making the school, the teachers and the students agents of social change}
Heavily loaded with societal concerns, problems and issues}12.
- How can we determine whether these purposes are being attained?} How can these
educational experiences be effectively organized?} What educational experience can be
provided that is likely to obtain the purpose?} What educational purposes should the school
seek to attain?}13.
- 14. 1. Aims and objectives2. Content and learning experiences3. Method and organization4.
Evaluation
- These objectives are concerns of learner the bases for are bases for selection and selection
and organization of organization of content and content and evaluation procedure.
evaluation of learning.} Interests, needs and} Does not usually formulated objectives
proceed from predetermined objectives } Emphasis on well- }15. TECHNICAL-SCIENTIFIC
NON-SCIENTIFIC
- Based on desired outcomes of teaching-learning process: development of knowledge, skills,
values, attitudes and habits}16.
- 17. Philosophy provides basis for general theory of education and suggests its goalsAims
are considered as orientationsGoals are specific statements used as guidelines for
achieving purposesObjectives may describe school-wide outcomes or specific behaviors
- Reconstructionism} Reconceptualism } Humanism/Progressivism } Essentialism }
Perennialism }18. The major educational philosophies are:
- Focus is on permanent studies which are timeless (e.g. philosophy, logic, etc.)} Education is
viewed as the transmission of the unchanging knowledge of the universe} perennial
means everlasting} Oldest and most traditional}19.
- Focuses more on the child than the subject matter} Education is viewed as human
development that starts from the needs and interest of learners.} Protest against
perennialist thinking}20.
- More emphasis on holistic, transcendental, linguistic and artistic aspects of the teaching-
learning process} Learner-centered, relevant and humanistic education} Related to
progressivism}21.
- Focus is on the three Rs, English, history and science.} Education is viewed as mastery of
essential skills.} Surfaced in opposition to progressivism}22.
- Focus is alleviating discrimination and poverty, school integration} Asserts that the creation
of a better society is the ultimate purpose of education} Is society-centered} Criticized
progressivists over- emphasis on child-centered learning}23.
- Psychomotor} Affective} Cognitive}24. Three Different Domains
- appraise, criticize, judge} Evaluation } organize, create, develop} Synthesis } differentiate,
relate, select} Analysis } solve, predict, operate} Application } explain, paraphrase, infer}
Comprehension } define, describe, identify} Knowledge }25. LEVEL BEHAVIORAL TERMS
- display, influence, prac} Characterization } adhere, defend, accept} Organization } prefer,
appreciate, justify} Valuing } answer, assist, comply} Responding } listen, watch, observe}
Receiving }26. LEVEL BEHAVIORAL TERMStice
- Posture, gesture communication} Non-discussive } Games, sports, dances} Skilled
movements } Endurance, strength} Physical Abilities } Visual, auditory, tactile} Perceptual
abilities } Walk, run, jump, push movements} Fundamental } Segmental /inter reflex} Reflex
movements }27. CATEGORY THESE INCLUDE:
- Measurable innovativeness can be outcomes overlooked} Creativity and} freedom of
choice intended outcomes } Facilitate learning Denies the student of communication of }
Behavioral change assessment cannot be equated with} Provide criteria for }28. IN FAVOR
AGAINST
- DepEd has come out in full support of behavioral objectives for classroom use.}29.
- A specific subject (e.g. biology, physics)} A discipline (i.e. science, math)} A list of subjects
for a grade or year level}30. Content can have different meanings:
- 31. Content has three components which are considered in selection of content:1.
Knowledge2. Process/skill3. Affective
- 32. Concepts regularities in objects of events designated by labels Ex: concept of water
(liquid, colorless)Principles significant relationships between and among concepts Ex:
Water boils at 100C
- 33. Theories contain a set of logically related principles that attempt to explain a
phenomenon Ex: Theory of RelativityLaws theories that have wide applicability and have
been continuously proven to hold true. Ex: Laws of Motion
- 34. Mental processes used in handling, dealing with or transforming information and
conceptsPhysical/manipulative processes used for moving and handling objects
- 35. Attitudes have feeling and emotional tones Ex: openness, respect for others
rightsValues serve as basis for determining when attitudes and behaviors are appropriate
and which are not. Ex: truth, honesty, justice
- 36. Relevance Content reflects the social, cultural and technological realities of the
timeBalance There is a balance between the two polar goals of education: what is constant
and what is changing. There should also be balance between the three domains of learning.
- 37. Validity refers to accuracy or inaccuracy of the content. Content should also coincide
with the expressed aims of the curriculum.Learnability Content should be selected in
consideration with the learners level of development.
- 38. Feasibility This criterion considers: resources (human, physical and financial) time
allotment school calendar enabling legislation public support
- Learning activitiesu Teaching methods u These include: } Instructional component of the
curriculum providing for the interaction between teacher, student and content}39.
- 40. Appropriateness Learning experiences should be suitable to content, objectives,
domain, and learners level of development.Feasibility feasible in terms of time,
qualification, experience of staff, available resources, safety and legal considerations
- 41. Variety Different activities and methods are required by different disciplines and
domains.Optimal Value Learning experiences should encourage learners to continue
learning on their own.
- 42. Learning outcomes subject-centered learner centered social-centered Skills Content
Conceptscognitive Experiences scope Experiences concretepsychomotor sequence
abstract Experiences Values and Attitudes
- Reyes, Flordeliza C. (2000). Engineering the Curriculum. De La Salle University Press.}
Garcia, Dolores (2007). Designing Curriculum. Rex Book Store.} Curriculum Development:
The Philippine Experience.}43.
-

Curriculum developmentPresentation Transcript
- 1. CURRICULUM DEVELOPMENT Module 2 Crafting the Curriculum Prepared by: Christy C.
Ador
- The planned and guided learning experiences and intended learning outcomes, formulated
through the systematic reconstruction of knowledge and experiences, under the auspices of
the school, for the learners continuous and willful growth in the personal social
competence. ( Daniel Tanner, 1980)'2.
- Objective: This lesson will present the different design models curriculum and; This will
guide to discover that curricula are organized.'3. CURRICULUM DESIGN MODELS
- The subject centered design corresponds mostly to the textbook written for the specific
subject.' This model focuses on the content of the curriculum. '4.
- Discipline design refers to the specific knowledge learned through a method which the
scholars use to study a specific content of their fields.'Subject design is the oldest and the
most familiar design for teacher, parents and other laymen. '5. EXAMPLES OF THE SUBJECT-
CENTERED DESIGN
- Correlation design this comes from the core, correlated curriculum design that links
separate subject designs in order to reduce fragmentation.'6. EXAMPLES OF THE SUBJECT-
CENTERED DESIGN
- Broad field design/interdisciplinary this design was made to prevent the
compartmentalization of subjects and integrate the contents that are related to each
other.'7. EXAMPLES OF THE SUBJECT-CENTERED DESIGN
- the learner is the center of the educative process.' centered on certain aspects of the
learners themselves. '8.
- Child-centered design ( John Dewey, Rouseau, Pestallozi, and Froebel) the curriculum
design is anchored on the needs and interests of the child. the learner is not considered as
a passive individual but as one who engages with his/her environment.'9. EXAMPLES OF THE
LEARNER-CENTERED DESIGN
- Experience-centered design experiences of the learners become the starting point of the
curriculum, thus the school environment is left open and free.'10. EXAMPLES OF THE
LEARNER-CENTERED DESIGN
- Humanistic design ( Abraham Maslow and Carl Rogers) the development of self is the
ultimate objective of learning. it stresses the whole person and integration of thinking,
feeling and doing. EXAMPLES OF THE LEARNER-CENTERED DESIGN'11.
- content cuts across the subject boundaries and must be based on the needs, concerns and
abilities of the students .' draws on social problem, needs, interests and abilities of the
learners. '12.
- Life-situation design it uses the past and present experiences of the of learners as a means
to analyze the basic areas of living. the pressing immediate problem of the society and the
students existing concerns are utilized. EXAMPLES OF THE PROBLEM-CENTERED DESIGN'13.
- Core design it centers on the general education and the problem are based on the
common human activities. the central focus of the core design includes common needs,
problems, concerned of the learners. EXAMPLES OF THE PROBLEM-CENTERED DESIGN'14.
- Objective: this lesson will allow us to consider some of the dimensions and provide some
principles in its use in curriculum development.'15. DIMENSIONS AND PRINCIPLES OF
CURRICULUM DESIGN
- 16. Scope defines as all the content, topics, learning experiences and organizing threads
comprising the educational plan.
- 17. Scope provides boundaries in curriculum as it applies to the different educational
levels. it should include time, diversity and maturity of the learners, complexity of content,
and level of education.
- 18. Sequence contents and experiences are arranged in hierarchical manner, where the
basis can either be logic of the subject or on the developmental patterns of growth of the
cognitive, affective and psychomotor domains.
- 19. (Smith, Stanley and Shore, 1957)
- Prerequisite learning it means that there are fundamental things to be learned
ahead.'Simple to Complex learning content and experiences are organized from simple to
complex, from concrete to abstract, form easy to difficult. '20.
- Chronological learning the order of events is made as a basis of sequencing the content
and the experiences. This can be arranged from the most recent to the distant past or vice
versa.'Whole to part learning the meaning can very well be understood if everything will be
taken as a whole. '21.
- 22. (Posner and Rudnitsky 1957)
- 23. a. Space - spatial relation will be the basis for the sequence. b. Time - the content is
based from the earliest to the more recent. c. Physical attributes - this principles refers to
the physical characteristics of the phenomena.
- 24. a. Class relation - refers to the group or set of things that share common practices.
Teaching the characteristics of the class ahead of the member of the class. b. Proportional
relations - a statement that asserts something. Sequence are arranged so that the evidence
presented ahead before proposition.
- 25. - this is based on the scientific method of inquiry. Based on the process of generating,
discovering and verifying knowledge, content and experiences are sequence logically and
methodically.
- 26. a. Empirical prerequisites - sequence is primarily based on empirical study where the
prerequisite is required before learning the next level. b. Familiarity - prior learning is
important in sequence. What is familiar should be taking up first before the unfamiliar.
- 27. c. Difficulty - easy content is taken ahead than the difficult one. d. Interest - contents and
experiences that stimulate interest are those that are novel. These can arouse curiosity and
interest of learners.
- 28. Continuity - this process enables learners strengthen the permanency of learning and
development of skills. Gerome Bruner called this spiral curriculum where the content is
organized according to the interrelationship between the structure of the basis ideas of a
major discipline.
- 29. Integration Everything is integrated and interconnected. Life is a series of emerging
themes. - organization is drawn from the world themes from real life concerns.
- 30. Articulation Vertical Articulation - the contents are arranged from level to level or
grade to grade so that the content in the lower level is connected to the next level.
Horizontal Articulation - happens when the association is among or between elements that
happen at the same time.
- 31. Balance - equitable assignment of content, time, experiences and other elements to
establish balance is needed in curriculum design.
- Objective this lesson will bring the various phases of designing a curriculum. identify the
commonly used approaches in the design of curriculum. enhance and integrate the
experiences and observations based on the features and characteristics of the different
approaches.'32. APPROACHES TO THE CURRICULUM
- 33. 1. Who teaches? -- the Teacher Good teachers bring a shining light into the learning
environment, and are needed to sort out the knowledge from the information but more
important, excellent teachers are needed to sort the wisdom from the knowledge.
- 34. 2. Who do the teachers teach? -- the Learners the learners are at the center stage in
the educative process. They are the most factors in the learning environment. There is no
teaching without them. they come from different sectors of the society.
- 35. 3. What do the teachers teach? -- knowledge, skills, values to help the learners cope
with the rapid changes to understand and to succeed in the new work in the work place, we
must design a curriculum oriented to tomorrow.
- 36. 4. How do teachers teach? -- Strategies and Methods Teachers should select teaching
methods, learning activities and instructional materials or resources appropriate to learners
and aligned to the objective of the lesson. Situations should be creative to encourage
learners to use higher order thinking skills.
- 37. 5. How much of the teaching was learned? -- Performance These learning outcomes
indicate the performance of both teachers and the learners. Learning outcomes are the
product performance of the learners as the result of teaching. Performance is the feature of
a curriculum that should be given emphasis.
- 38. 6. With whom do we teach? -- Community Partners Teaching is a collaborative
undertaking Partnership is the means not an end to be pursued in itself. Society changes,
teachers will have a new beginning, an opportunity to recast their role in their communities,
to change their attitude to their community, to change the attitude of their communities
and societies about them.
- Bilbao, Purita,. et.al, (2008) Curriculum Development,. LORIMAR Publishing Company'39.
REFERENCE:
COMPONENTS OF CURRICULUM
- 2. What is to be done? The Philippine educational system is divided in three educational
levels: Primary; Secondary; and Tertiary
- 3. Provide knowledge and develop skills, attitudes, values essential to personal
development and necessary for living in and contributing to a developing and changing
society; Provide learning experiences which increase the childs awareness of and
responsiveness to the changes in the society
- 4. Promote and intensify knowledge, identification with and love for the nation and the
people to which he belongs; and Promote work experiences which develop orientation to
the world of work and prepare the learner to engage in honest and gainful work.
- 5. Elementary Level
- 6. Level: Secondary Aims of Secondary Education Continue to promote the objectives of
elementary education; and Discover and enhance the different aptitudes and interests of
students in order to equip them with skills for productive endeavor and or to prepare them
for tertiary schooling.
- 7. Secondary Level
- 8. Tertiary education - refers to college and university formal education based on the
curricula of the different courses Provide general education programs which will promote
national identity, cultural consciousness, moral integrity and spiritual vigor; Train the
nations manpower in the skills required for national development;
- 9. Develop the professions that will provide leadership for the nation; and Advance
knowledge through research and apply new knowledge for improving the quality of human
life and respond effectively to changing society.
- 10. Tertiary Level
- 11. VISION:
- 12. Example of a Schools Vision: CED Vision To train future teachers in the pursuit and
practice of quality teaching, research, and community extension service to achieve the
highest level of competency and commitment to the profession.
- 13. MISSION:
- 14. Example of a Schools Mission: CED Mission To produce professional highly competent
teachers through quality teaching, research skills, community extension service, and
dispositions to foster lifelong learning in various disciplines.
- 15. GOALS:
- 16. Example of Schools Goals: CED Goals To develop professional, highly competent,
responsible, self-renewing and ethical teachers who will serve the community and who will
be effective catalysts of change in response to the quest for global competitiveness.
- 17. Educational Objectives
- 18. Three Big Domains of Objectives (Bloom and his associates) Cognitive Affective; and
Psychomotor
- 19. Cognitive Domain (Bloom,et al. 1956) Domain of thought process
- 20. Affective Domain (Krathwohl, 1964) Domain of valuing, attitude and appreciation
- 21. Psychomotor Domain (Simpson, 1972) Domain of the use of psychomotor attributes
- 22. Component 2: Curriculum Content or Subject Matter
- 23. Subject -centered view of curriculum The fund of human knowledge represents the
repository of accumulated discoveries and inventions of man down the centuries, due to
mans exploration of the world Learner-centered view of curriculum Relates knowledge to
the individual's personal and social world and how he or she defines reality. Knowledge is a
model we construct to give meaning and structure to regularities in experience. -Gerome
Bruner
- 24. Broad Subject Areas in Basic Education Subject Area Learning Content Communication
Arts Includes skills in listening, speaking, reading, and writing, effective use of language in
daily living Mathematics Includes numeric and computational skills, geometry and
measurement, algebra, logic and reasoning Science Includes all branches of the natural
sciences, exploration and discovery dealing with natural phenomena and the use of scientific
method of investigation
- 25. Subject Area Learning Content Social Studies Include basic elements of Geography,
History, Sociology, Anthropology, Economics, Civics, Political Science and Psychology. Music
Includes basic music theory, practice in listening, singing, playing musical instruments and
music preparation. Physical Education Includes health and physical fitness, individual and
team sports, spectatorship and wise use of leisure Vocational Education Includes
psychomotor and manipulative skills in basic crafts and trades, design, work ethic and
appreciation of manual productive work
- 26. Content selection is a very crucial stage in curriculum development. CRITERIA for the
Selection of Subject Matter Content or Knowledge for the Curriculum Self-sufficiency
Significance Validity Interest Utility Learnability Feasibility
- 27. SELF-SUFFICIENCY Helping the learners attain maximum self- sufficiency in learning but
in the most economical manner. Economy means less teaching effort and educational
resources, less learners effort but more results and effective learning outcomes (Scheffler,
1970)
- 28. SIGNIFICANCE
- 29. VALIDITY Authenticity of the subject matter Subject matter should be verified or
checked at regular intervals, to determine if the content that was originally valid continues
to be.
- 30. UTILITY Usefulness of the content or subject matter maybe relative to the learner who
is going to use it. LEARNABILITY Subject matter should be within the range of experiences
of the learners. Optimal placement and appropriate organization and sequencing of
contents are necessary in presenting the content so that it can easily be learned.
- 31. FEASIBILITY Content selection should be considered within the context of the existing
reality in schools, in society and government. Consider time, resources available, expertise
of the teacher, and the nature of the learners.
- 32. Other considerations: Frequently and commonly used in daily life Suited to the
maturity levels and abilities of students Valuable in meeting the needs and the
competencies of a future career Related with other subject areas Important in the
transfer of learning
- 33. Principles of Organizing the Different Learning Contents (Palma, 1992) Balance
Articulation Sequence Integration Continuity
- 34. Balance Curriculum content should be fairly distributed in depth and breadth of a
particular learning area or discipline. Articulation Levels of subject matter should be
smoothly connected to the next so as to avoid glaring gaps and wasteful overlaps in the
content.
- 35. Sequence There should be logical arrangement of the subject matter. Integration
Help learners get a wholistic or unified view on reality and outlook in life as there will be
seen horizontal connections in subject areas that are similar so that learning will be related
to one another.
- 36. Continuity The constant repetition, review and reinforcement of learning wherein
there is continuity of application of the new knowledge, skills, attitudes or values so that
these will be used in daily living.
- 37. Next:
- 38. Component 3. Curriculum Experiences
- 39. This section will not discuss in detail the different instructional strategies that provide
the experiences. Instead it will link instructional strategies and methods to curriculum
experiences, the core or the heart of the curriculum.
- 40. Guidelines for the Selection and Use of Curriculum:
- 41. Teaching methods are means to achieve the end. They are used to translate the
objectives into action. There is no single best teaching method. Its effectiveness will
depend on the learning objectives, the learners and skill of the teacher.
- 42. Teaching methods should stimulate the learners desire to develop the cognitive,
affective, psychomotor, social and spiritual domain of the individual. In the choice of the
teaching methods, learning styles of the students should be considered
- 43. Every method should lend to the development of the learning outcomes in the three
domains: cognitive, affective and the psychomotor. Flexibility should be a consideration in
the use of the teaching methods.
- 44. Component 4. Curriculum Evaluation
- 45. According to Worthen and Sanders, (1987) all curricula to be effective must have the
element of the evaluation. Curriculum evaluation here may refer to the formal
determination of the quality, effectiveness or value of the program, process, and product of
the curriculum.
- 46. Tuckman (1985) defines evaluation as meeting the goals and matching them with the
intended outcomes. From the definitions, several models of evaluation came up.
- 47. The most widely used is Stufflebeams CIPP (Content, Input, Product, Process) Model.
In CIPP, the process is continuous and is very important to curriculum managers like
principals, supervisors, department head, deans and even teachers.
- 48. Context refers to the environment of the curriculum. Input refers to the
ingredients of the curriculum which include the goals, instructional strategies, the learners,
the teachers, the contents and all the materials needed.
- 49. Process refers to the ways and means of how the curriculum has been implemented.
Product indicates if the curriculum accomplishes its goals.
- 50. Steps on the Suggested Plan of Action for the Process of Curriculum Evaluation:
- 51. Focus on one particular component of the curriculum. Collect or gather the
information. Organize the information. This step will require coding, organizing, storing,
and retrieving data for interpretation. Analyze interpretation. Report the information.
Recycle the information for continuous feedback, modification and adjustments to be made.
- 52. Interrelationship of the Component of a Curriculum: Aims and Objectives
Content/Subject Matter Methods/Strategies Evaluation
-



- 34. CURRICULUM IMPLEMENTATION PHASE
- 35. Preparation of implementation plans. Organizing in-service staff development
programmes. Effecting organizational changes like work distribution, role clarification,
provision of support services and streamlining procedures and communication channels.
Actual implementation of the curriculum in the identified institutions. Monitoring the
implementation processes and evaluation of students performance. Collection of feedback
information. TASKS TO BE UNDERTAKEN: Curriculum Implementation Phase
- 36. Curriculum and Instruction Curriculum => what is taught Instruction => how its taught
Curriculum Instruction - Curriculum and instruction as 2 entities Dualistic Model
- 37. Curriculum and Instruction Curriculum Instruction Curriculum and instruction mutually
interdependent Instruction is a subsystem of curriculum with curriculum dominating
instruction Concentric Model
- 38. Curriculum and Instruction Curriculum makes a continuous impact on instruction and
vice versa. Instructional decisions are made after curriculum decisions are made and later
the curriculum decisions are modified after being evaluated in classroom Curriculum
Instruction Cyclical Model
- 39. Two Approaches to Curriculum Academic Approach Competency based Approach
- 40. COMPETENCY BASED Subject Approach Knowledge Based Analysis of Subject Matter &
Disciplines Systems Approach Job / Occupation Based Analysis of Policies, Labour Market
and Occupations Contd. Two Approaches to Curriculum ACADEMIC
- 41. Determining Level and Prerequisites Organise Curriculum According to Logic of the
Discipline Develop Instruction Analysis of Job and Tasks Contd. Develop Instruction Organise
Curriculum According to way the job is done COMPETENCY BASED Two Approaches to
Curriculum ACADEMIC
- 42. Who are the Learners? What Learning Objectives? What Learning Strategies? What
Resources Needed? How Evaluate? What is to be learned? How will it be learned? What
Texts / Materials? What Tests / Exams? COMPETENCY BASED Two Approaches to Curriculum
ACADEMIC
- 43. Intended Curriculum vs. Operational Curriculum INTENDED CURRICULUM: Refers to the
PRESCRIPTIONS in the curriculum document. The intended curriculum is an inert document
containing the objectives of the curriculum, content matter, time schedules and the
performance standards expected.
- 44. Intended Curriculum vs. Operational Curriculum OPERATIONAL CURRICULUM When an
intended curriculum is enacted in a classroom or given life through teaching it becomes an
OPERATIONAL CURRICULUM. It deals with the processes of teaching and learning,
organisation of the class and the milieu in which instruction takes place.
- 45. Factors Influencing the Curriculum Implementation 1. FACTORS RELATED TO THE
STUDENT: Aptitude for the subject Proficiency in the language which is used as the medium
of instruction Entering behavior Motivation
- 46. 2. FACTORS RELATED TO THE TEACHER : Teacher preparedness Teachers resourcefulness
Factors Influencing the Curriculum Implementation
- 47. 3 . FACTORS RELATED TO THE INSTRUCTIONAL ENVIRONMENT : Appropriateness of
curricular objectives Adequacy of instructional time Instructional resources Instructional
methods and procedures Task orientation of the class Evaluation procedures used Feedback
provided to students Factors Influencing the Curriculum Implementation
- 48. CURRICULUM EVALUATION PHASE
- 49. Curriculum Evaluation Phase Curriculum evaluation can be defined as the collection and
provision of evidence, on the basis of which decisions can be taken about the feasibility,
effectiveness and educational value of curricula.
- 50. Why Should We Evaluate a Curriculum? To bring the curricular content abreast of
modern advances To remove the Dead Wood from the curriculum To improve the
EFFECTIVENESS of the curriculum To improve the Efficiency of curriculum Implementation
process To review the entry behavior requirements for admission into the course To
identify: - How an Intended Curriculum is enacted - How it becomes operational - The
factors which may affect it and result in unintended effect EFFECTIVENESS = Actual Output
Planned Output EFFICIENCY = Output Input
- 51. EFFECTIVENESS Doing Right Things EFFICIENCY Doing Things In The Right Way
- 52. ACTUAL OUTPUT PLANNED OUTPUT Determination of the extent to which the objectives
of the curriculum have been achieved. EFFECTIVENESS
- 53. OUTPUT INPUT Efficiency is related to the various kinds of COSTS
(Money/Time/Space/Instructional Resources etc.) associated with the educational program.
EFFICIENCY
- 54. Curriculum Evaluation Phase Whole curriculum of the program Curriculum of a single
course Specific components like the objectives, course content, teachers guide, textbook,
audio-visual aids, teaching methods and evaluation procedures. THE ENTITY TO BE
EVALUATED:
- 55. Outcomes Processes Fit to Standards CRITERIA FOR THE EVALUATION: Curriculum
Evaluation Phase
- 56. Criteria for Curriculum Evaluation Outcomes should cover both short range and long-
range ones. It should also take cognizance of the unintended outcomes. 1. Outcomes:
- 57. 2. Processes: The Processes include: Student participation in certain activities Interest in
the program and The desired pattern of communication between students and teachers
Criteria for Curriculum Evaluation
- 58. 3. Fit to Standards: Standards may have their roots in: P edagogical principles:
Appropriate provision of feedback, reinforcement, sufficient amount of repetition etc.
Communication principles: Clarity of presentation, proper significance, vocabulary control,
multisensory cues, etc. Curricular principles: Correspondence between objectives and
planned activities. Criteria for Curriculum Evaluation
- 59. Formative evaluation Summative evaluation Curriculum Improvement Tasks to be
undertaken: Curriculum Evaluation Phase
- 60. This is carried out during the process of curriculum development. The evaluation results
provide information to curriculum developers and enable them to correct flaws detected in
the curriculum. The evaluation results may contribute to the formation of the curriculum
and hence the notion of formative evaluation. 1. Formative evaluation: TASKS Curriculum
Evaluation Phase
- 61. This is carried out after offering the curriculum once or twice. Such an evaluation will
summarize the merits (as well as the weaknesses) of the program, hence the notion of
summative evaluation. Summative evaluation of curriculum may aid in the specification of
the optimal or minimal conditions for usage. Such results may serve the clients / customers
in deciding whether they should use the program at all, or under what conditions
(Availability of equipment, space, time, professional prerequisites etc.) they should use it. 2.
Summative evaluation: TASKS Curriculum Evaluation Phase
- 62. A curriculum that operates satisfactorily over a certain period of time may gradually
become obsolete or deteriorate over time. To prevent this from occurring permanent
follow-up and quality control of the program should be maintained. Quality control may
reveal when some or all portions of the program should be altered or replaced. In this way
quality control may lead toward the updating of an old program and production of Second
Generation Program. 3. Curriculum Improvement: TASKS Curriculum Evaluation Phase
JacDocument Transcript
- 1. Jerose A. Cervantes BSEDII-MATHEMATICSAssignment: Types of Curriculum Operating in
SchoolsAllan Glatthorn (2000) describes seven types of curriculum operating in the
schools:1. Recommended curriculum - proposed by scholars and professional
organizations2. Written curriculum - appears in school, district, division or country
documents3. Taught curriculum - what teachers implement or deliver in the classroom and
schools4. Supported curriculum - resources-textbooks, computers, audio-visual materials
which support and help in theimplementation of the curriculum5. Assessed curriculum - that
which is tested and evaluated6. Learned curriculum - what the students actually learn and
what is measured7. Hidden curriculum - the unintended curriculumSource: Curriculum
Development by Purita Bilbao, et. al. Lorimar Pub., 2008) Major Foundations of
CurriculumPhilosophical Foundations of Curriculum:Philosophy provides educators, teachers
and curriculum makers with framework for planning, implementing andevaluating
curriculum in school.I helps in answering what schools are for, what subjects are important,
how studentsshould learn and what materials and methods should be used. In decision-
making, philosophy provides the startingpoint and will be used for the succeeding decision-
making.The following four educational philosophies relate to curriculum:1. Perennialism.
The focus in the curriculum is classical subjects, literary analysis and considers curriculum
asconstant.2. Essentialism. The essential skills of the 3 Rs and essential subjects of English,
Science, History, Math and ForeignLanguage is the focus of the curriculum.3. Progressivism.
The curriculum is focused on students interest, human problems and affairs. The subjects
areinterdisciplinary, integrative and interactive.4. Reconstructionism. The focus of the
curriculum is on present and future trends and issues of national andinternational interests.
Some Legal Bases of Philippine EducationEDUCATIONAL DECREE OF 1863: The decree
provided for the establishment of primary school for boys and girls ineach town of the
country.ACT NO. 74 OF 1901: Enacted into law by the Philippine Commission, the Act
created the Department of PublicInstruction, laid the foundations of the public school
system in the Philippines, provided for the establishment of thePhilippine Normal School in
Manila and made English as the medium of instruction. (In 1949, the Philippine
NormalSchool was made a teachers college by virtue of RA 416 and, in 1991, it became a
full-pledge university by virtue ofRA 7168.)ACT NO. 1870 OF 1908: The law served as the
legal basis for the creation of the University of the Philippines.VOCATIONAL ACT OF1927:
Also known as Act No. 3377, the Vocational Act as amended by other acts laid
thefoundations of vocational education in public schools and made provisions for its
support.EDUCATION ACT OF 1940: Also known as Commonwealth Act No. 586, the
Education Act laid the foundations for thepresent six-year elementary course and made
provisions for its support.REORGANIZATION ACT OF 1947: The Act placed public and private
schools under the supervision and control of theBureau of Public and Private Schools.
- 2. REPUBLIC ACT 5250 OF 1966: The Act provided the legal basis for the implementation of a
ten-year teacher educationprogram in special education.DEPARTMENT OF EDUCATION,
CULTURE AND SPORTS (DECS) ORDER NO. 25 OF 1974: Popularly known as theBilingual
Education Program of 1974, the Order required the use of English as medium of instruction
for science andmathematics subjects and the use of Filipino as medium of instruction for all
other subjects in the elementary andhigh school levels.PRESIDENTIAL DECREE NO. 1006 OF
1976: The Decree was a legal and formal recognition of teachers asprofessionals and
teaching as a profession.REPUBLIC ACT NO. 5698: The Act created the Legal Education Board
whose task was to regulate and improve thequality of law schools in the Philippines in order
to stop the increasing number of examinees who fail to pass the barexaminations given
every year.REPUBLIC ACT 6655 OF 1988: Popularly known as the Free Public Secondary
Education Act of 1988, the Act created asystem of free education in public high
schools.DEPARTMENT OF EDUCATION, CULTURE AND SPORTS (DECS) ORDER NO. 49 OF
1992: This Order serves as theguideline for the selection of honor students in all public and
private high schools. All these schools were required tochoose one (1) "valedictorian" and
one (1) "salutatorian," and to set the limit of the number of "honorable mention"to one
percent of the graduating students. The "eligibility requirements" for becoming an honor
student are thefollowing: 1) No grade below 80 in any subject and no failing grade in any
subject in the first two curriculum years;2) Completed third and fourth year studies in the
same secondary school; 3) Completed the high school curriculumwithin the prescribed year;
4) Active membership in two clubs during the third and fourth years in high school; and5)
Conformed to school rules and policies.DEPARTMENT OF EDUCATION, CULTURE AND
SPORTS (DECS) ORDER NO. 1 OF 1994: This Order increased thenumber of school days to
200 days (42 calendar weeks) inclusive of examination days for public and private
schools.(This department order is similar to RA 7791 which increased the number of school
days from 185 to 200 days.DEPARTMENT OF EDUCATION, CULTURE AND SPORTS (DECS)
ORDER NO. 37 OF 1994: The Order required all gradeVI elementary students to take the
National Elementary Assessment Test (NEAT) that is given on the 13th Tuesdayfollowing the
opening of the school year. The assessment test consists of a battery of tests of the multiple
choice type.There are four subject areas: English, mathematics, science and
heograpiya/kasaysayan/sibika(geography/history/civics).DEPARTMENT OF EDUCATION,
CULTURE AND SPORTS (DECS) ORDER NO. 38 OF 1994: The Order required all seniorhigh
school students to take the National Secondary Assessment Test (NSAT) that is given on the
13th Fridayfollowing the opening of the school year, or three days after the NEAT has been
given. The assessment test consists ofa battery of tests and there are four subject areas:
English and Filipino proficiencies, mathematics, vocationalaptitude and science &
technology. (The test is not a requirement for college admission.)REPUBLIC ACT NO. 7731:
The Act abolished the National College Entrance Examinations or NCEE to give
themarginalized students a greater chance to gain access to college education.REPUBLIC ACT
NO. 7722: Also known as the Higher Education Act of 1994, the Act created the Commission
on HigherEducation (CHED) whose main task is to regulate and develop tertiary education in
the Philippines.REPUBLIC ACT NO. 7796: Also known as the Technical Education and Skills
Development Act (TESDA) of 1994, theActs objective was to provide relevant and quality
technical education that is accessible to all and to create theagency that will manage
technical education and skills development in the Philippines.REPUBLIC ACT NO. 7836 OF
1994: Known as the Philippine Teachers Professionalization Act of 1994, the Act made
itmandatory for people pursuing a career in teaching to take the licensure examinations that
are administered andregulated by the Professional Regulatory Commission.DEPARTMENT OF
EDUCATION (DEPED) ORDER NO. 34 OF 2001: The Order required all public elementary and
highschool students to read at least one book in the vernacular and one book in English per
year before they can bepromoted to the next higher level.
- 3. REFERENCESBooks:"Foundations Of Education II," San Mateo, Rosalinda A. and Maura G.
Tangco, 1997"Foundations Of Education II," 2nd Ed. San Mateo, Rosalinda A. and Maura G.
Tangco, 2003"Foundations Of Education II," 2005 Reprint, Tulio, Doris, 1999"The
Constitutions Of The Philippines," Anvil Publishing Inc., 2005"The Constitution Of The
Philippines Explained," Revised Ed., 2000 Reprint, Nolledo, Jose N., 1992Website:
Department of Education, Philippines, 2010 VersionAIMS:The Curriculum For elementary
education:-) The Elementary Curriculum For elementary education, the aims are:(a) to
provide the knowledge and develop the skills, attitudes and values essential to personal
development andnecessary for living in and contributing to a developing and changing social
milieu;(b) to provide learning experiences which increase the childs awareness of and
responsiveness to the changes in andjust demands of society and to prepare him/her for
constructive and effective involvement;(c) to promote and intensify the childs knowledge
of, identification with, and love for the nation and the people towhich he/she belongs;
and(d) to promote work experiences which develop the childs orientation to the world of
work and creativity and preparehim/her to engage in honest and gainful work. The regional
level basic education aims and objectives reflect those atthe national level, but are modified
to suit local conditions and concerns The Secondary Curriculum The overall curriculum aims
are the same three for each subject both in Primary and in Secondary education.
Thisappears at the start of the Citizenship programme of study. It states that the curriculum
aims to enable all youngpeople to become: successful learners who enjoy learning, make
progress and achieve confident individuals who are able to live safe, healthy and fulfilling
lives responsible citizens who make a positive contribution to society.Citizenship is therefore
at the heart of the curriculum. Its purpose is to empower young people with the
skills,knowledge and conviction to participate in democratic and public life. Citizenship
builds students sense of agency:their belief that they can effectively exercise political power
in the world around them. To achieve this, there is anemphasis on key processes the skills
that enable young people to think critically, express informed opinions, andtake effective
action. Citizenship now has an attainment target on an eight-level scale. This gives
citizenship paritywith all other foundation subjects and provides a clear basis for
assessment.The College Curriculum The Colleges General Education Curriculum for its part
has two broad objectives. It seeks to develop in yousome general skills or approaches to
knowledge and to engage you in the intellectual work of the disciplines in avariety of fields
across the arts and sciences.In following this curriculum, you will be guided by two kinds of
degree requirements corresponding to these twoobjectives. One deals with foundational
approaches, the other with specific disciplines and fields of knowledge. Withinany given
course, these twoan approach and a field of studyare integral to one another. An
approach is learned by
- 4. practice in relation to a field of knowledge: your ability to use a foreign language is
developed through learning aboutthe culture in which the language is rooted; understanding
a work of art is acquired by learning how to write aboutitthat is, by learning how to use
words to describe, compare, question and argue about works of art and thecontexts in
which they were created and are appreciated; you learn how to analyze quantitative data by
thinkingabout what data mean for our knowledge of natural or social phenomena we
observe. Some courses, however, givepriority to developing skills and approaches, while
others give priority to the field under investigation.

Curriclum typesPresentation Transcript
- 1. MODELS OF CURRICULUM Mrutyunjaya Mishra Lecturer, H.I
- 2. The Word: Curriculum Latin: Running course Scotland 1603: Carriage way, road United
States 1906: Course of study United States, 1940 : Plan for learning (study)
- 3. What is curriculum? Curriculum is a design PLAN for learning that requires the purposeful
and proactive organization, sequencing, and management of the interactions among the
teacher, the students, and the content knowledge we want students to acquire.
- 4. Some of the components of a comprehensive curriculum unit Content Assessment
Introduction/Closure Teaching Strategies Learning Activities Grouping and Pacing Products
Resources Extension Activities Differentiation
- 5. Characteristics of Exemplary Curriculum Powerful knowledge goals, representative or
generative topics, and big ideas Advance organizers that clarify prior knowledge, future
activities, and expectations Motivating introductory experiences Challenging and active
learning activities Authentic resources and products Aligned assessment strategies and
growth criteria, feedback, debriefing, transfer and extension opportunities, interaction, and
support Interest-based applications and extensions Modifications that attend to powerful
student differences
- 6. What is a curriculum model? A model is a format for curriculum design developed to meet
unique needs, contexts, and/or purposes. In order to address these goals, curriculum
developers design, reconfigure, or rearrange one or more key curriculum components.
- 7. The Framework Underlying All Curriculum Models Content Assessment Intro Teaching
Learning Products Resources Grouping Extensions Modifications KEY CURRICULUM
COMPONENTS
- 8. Reasons and Rationale for a Curriculum Model Based on Student Differences Why should
we differentiate our curriculum? What kinds of student differences should we address? How
will we develop or revise curriculum to address these differences? What should we expect
from differentiation?
- 9. The Tyler Model One of the best known curriculum models is The Tyler Model introduced
in 1949 by Ralph Tyler in his classic book Basic Principles of Curriculum and Instruction in
which he asked 4 questions: What educational purposes should the school seek to attain?
What educational experiences can be provided that are likely to attain these purposes? How
can these educational experiences be effectively organised ? How can we determine
whether these purposes are being attained ?
- 10. The Taba Model Another approach to curriculum development was proposed by Hilda
Taba in her book Curriculum Development: Theory and Practice published in 1962. She
argued that there was a definite order in creating a curriculum. She believed that teachers,
who teach the curriculum, should participate in developing it which led to the model being
called the grass-roots approach . She noted 7 major steps to her grass-roots model in which
teachers would have major input. She was of the opinion that the Tyler model was more of
an administrative model.
- 11. The Taba Model Diagnosis of need: The teacher who is also the curriculum designer
starts the process by identifying the needs of students for whom the curriculum is planned.
For example, the majority of students are unable to think critically. Formulation of
objectives: After the teacher has identified needs that require attention, he or she specifies
objectives to be accomplished.
- 12. The Taba Model Selection of content: The objectives selected or created suggest the
subject matter or content of the curriculum. Not only should objectives and content match,
but also the validity and significance of the content chosen needs to be determined. i.e. the
relevancy and significance of content. Organisation of content: A teacher cannot just select
content, but must organise it in some type of sequence, taking into consideration the
maturity of learners, their academic achievement, and their interests. Selection of learning
experiences: Content must be presented to students and students must be engaged with the
content. At this point, the teacher selects instructional methods that will involve the
students with the content.
- 13. The Taba Model Organisation of learning activities: Just as content must be sequenced
and organised, so must the learning activities. Often, the sequence of the learning activities
is determined by the content. But the teacher needs to keep in mind the particular students
whom he or she will be teaching. Evaluation and means of evaluation: The curriculum
planner must determine just what objectives have been accomplished. Evaluation
procedures need to be designed to evaluate learning outcomes.
- 14. The Saylor and Alexander Model Galen Saylor and William Alexander (1974) viewed
curriculum development as consisting of four steps. According to them, curriculum is a plan
for providing sets of learning opportunities to achieve broad educational goals and related
specific objectives for an identifiable population served by a single school centre
- 15. The Saylor and Alexander Model Goals, Objectives and Domains : The model indicates
that curriculum planners begin by specifying the major educational goals and specific
objectives they wish to accomplish. Each major goal represents a curriculum domain and
they advocate 4 major goals or domains: personal development, human relations, continued
learning skills and specialisation. The goals, objectives and domains are selected after careful
consideration of several external variables such as findings from educational research,
accreditation standards, views of community groups and others.
- 16. The Saylor and Alexander Model Curriculum Designing : Once the goals, objectives and
domains have been established, planners move into the process of designing the curriculum.
Here decision is made on the appropriate learning opportunities for each domain and how
and when these opportunities will be provided. Will the curriculum be designed along the
lines of academic disciplines, or according to student needs and interests or along themes?
These are some of the questions that need to be answered at this stage of the development
process.
- 17. The Saylor and Alexander Model Curriculum Implementation : After the designs have
been created the next step is implementation of the designs by teachers. Based on the
design of the curriculum plan teachers would specify instructional objectives and then select
relevant teaching methods and strategies to achieve the desired learning outcomes among
students in the classroom
- 18. The Saylor and Alexander Model Evaluation : Finally, curriculum planner and teachers
engage in evaluation. The model proposed that evaluation should be comprehensive using a
variety of evaluation techniques. Evaluation should involve the total educational programme
of the school and the curriculum plan, the effectiveness of instruction and the achievement
of students. Through the evaluation process, curriculum planner and developers can
determine whether or nor the goals of the school and the objectives of instruction have
been met.
- 19. Curriculum Models for CWSN
- 20. The Developmental Approach This model proposes that development of typical and
atypical children progresses in a predictable sequence and that this sequence should be
taught to students with disabilities.
- 21. Weaknesses First, time can be wasted working on skills which may never be mastered.
Second, not all behaviors in the sequence are necessary for independent functioning nor are
they age appropriate as the child grows well beyond the age that development skills are
typically mastered. Finally, the child is viewed as "developmentally young".
Consequently, the activities and materials used for intervention continue to be less than age
appropriate which leads to negative perceptions and low expectations for children with
severe disabilities.
- 22. The Functional Approach The philosophy of this approach is that students with severe
disabilities need to acquire age appropriate and functional skills (i.e., skills necessary for
functioning independently).
- 23. Advantage & weakness It reflects higher expectations for students with severe
disabilities and promotes opportunities to acquire age-appropriate skills. That there are not
established criteria for determining what is functional and relevant for an individual student.
- 24. The Ecological Approach The ecological approach reflects characteristics of both the
individual student and the environments in which his or her participation is desired. The
planning team using the ecological approach to curriculum development devises an
individual curriculum which addresses the skills, activities, and environments most relevant
to the student. The curriculum content is ever changing as the needs of the student change.
- 25. Advantages It promotes teaching skills that are age-appropriate and relevant to the
student's daily life, while it respects the need to teach skills in order of progressive
refinement and complexity (Rainforth, et al., 1992). It encourages the use of adaptations
that accommodate the disability or simplify task demands. The ecological approach also
tends to unify team member efforts because the environments and activities that are
identified as priorities for each student provide a natural context for integrating related
services.
- 26. Subject/Teacher Centered Design The subject centered curriculum is based on subject.
All knowledge is transferred to student through the subjects. Subject matter taught should
reflect basic areas that are essentials and agreed upon content for learner attainment.
- 27. Objectives of subject centered curriculum To transfer cultural heritage To represent
knowledge To impart information
- 28. Drawbacks of subject centered curriculum Ignores interest of students No process of
insight or thinking Rote memory Neglects social problems and demands Passive learning
- 29. Learner Centered Curriculum In learner centered curriculum there is a link between
courses and children psychology. It is according to the interest and tendency of children. It
facilitate the mind of children because it fulfills their psychological and mental requirements.
- 30. Learner Centered Curriculum A learner centered curriculum is a process that brings
together cognitive, emotional, and environmental influences and experiences for acquiring,
enhancing, or making changes in learners knowledge, skills, values, and world views.
- 31. Learner Centered Curriculum In 18th century Rolso highlight the importance of
individual needs and interest of students. After Rolso , it was Pestalozzi and John Davi
who further enhanced the excellence of the concept.
- 32. Learner Centered Curriculum To know about the interest of student and to fulfill their
needs was developed as the central part of the course by John Davi . More and more
practical activities included so that children become able to take part with their own choice.
- 33. Teachers Centered V/S Learner-Centered Curriculum Teacher-Centered Learner-
Centered Focus is on instructor Focus is on both students and instructor Instructor talks;
students listen Instructor models; students interact with instructor and one another
Students work alone Students work in pairs, in groups, or alone depending on the purpose of
the activity Instructor monitors and corrects every student utterance Students talk without
constant instructor monitoring Instructor chooses topics Students have some choice of
topics Instructor answers students questions about language Students answer each others
questions, using instructor as an information resource Classroom is quite Classroom is often
noisy and busy Instructor evaluates student learning Students evaluate their own learning;
instructor also evaluates
- 34. Activity Based Curriculum Active Learning is, in short, anything that students do in a
classroom other than merely passively listening to an instructor's lecture. This includes
everything from listening practices which help the students to absorb what they hear, to
short writing exercises in which students react to lecture material, to complex group
exercises in which students apply course material to "real life" situations and/or
to new problems.
- 35. Activity Based Curriculum According to Tanner and Tanner, Activity curriculum is an
attempt to treat learning as an active process. Activity curriculum discards the boundaries
and the curriculum was centered largely on areas of child interest. The objective of
curriculum was child growth through experience. According to Beans, The major premise
of activity movements was that learner ought to be active rather than passive participants in
learning.
- 36. Components of good active learning Activities should have: A definite beginning and
ending A clear purpose or objective Contain complete and understandable directions A
feedback mechanism Include a description of the technology or tool being used in the
exercise.
- 37. Integrated Curriculum Integrated curriculum refers to a non-compartmentalized
approach, e.g. In general science learning, as opposed to separate subjects such as Physics,
Chemistry and Biology
- 38. Integrated Curriculum Integrated curriculum is a learning theory describing a movement
toward integrated lessons helping students makes connections across curriculum. The
approach should be viewed as a tool that can help educate students and engage them in the
learning process. It is not an end itself.
- 39. Integrated Curriculum Integrated curriculum is basically adding another element to
existing materials or activities. What usually ends up happening is the child adds that
element to their play or exploration. And that stimulates more curiosity and possibilities,
which exercises their thinking skills.
- 40. Integrated Curriculum According to Beane, 1995, Educators seem especially interested
in the development and use of curriculum integration as a means of increasing student
interest and student knowledge
- 41. Integrated Curriculum Whenever possible, teacher work to integrate many subject areas
under a common theme when teaching. For example, the second grade unit about insects in
science may include reading Going To Be A Butterfly for reading, and graphing students
favorite insects for math. Instead of seeing learning as separate subjects unrelated to each
other, children gain a deeper understanding of overall knowledge and how it all relates.
- 42. Integrated Curriculum Teachers of different subjects within an existing curriculum can
determine collectively the extent to which other domains are addressed already in their
teaching and learning programs (for example, Thinking, ICT, Interpersonal Learning, etc.
within English, or History, etc.)
- 43. Core Curriculum Core refers to the heart of experiences every learner must go
through. Or Fundamental knowledge that all students are required to learn in school. A core
curriculum is a curriculum, or course of study, which is deemed central and usually made
mandatory for all students of a school or school system.
- 44. Core Curriculum This is not an independent type of curriculum. It refers to the area of
study, courses or subjects that students must understand in order to be recognized as
educated in the area. The learner has no option but to study the prescribed course or
subjects.
- 45. Educators defines A core curriculum is a predetermined body of skills, knowledge, and
abilities is taught to all students. As in mathematics(in Arithmetic), all pupils need to
acquire proficiency in addition, subtraction, multiplication, and division. It contains core or
exact precise subject matter, usable in society.
- 46. Hidden Curriculum The messages of hidden curriculum may support or contradict each
other as well as the written curriculum. For example, while school social studies curriculum
typically emphasizes and even celebrates democratic political systems and principles, such
as one person-one vote, majority rule and minority rights, separation of church and state,
equality before the law, and due process, these principles are not always practiced in public
school classrooms and corridors.
- 47. Collateral Curriculum The collateral curriculum is designed intentionally to afford
students the opportunity to learn empowering concepts, principles, and ideas peripheral or
outside the subject being taught. Though the teacher intends learning outcomes for the
collateral curriculum, the knowledge is not specified in the instructional objectives nor is it
assessed. In this sense, the collateral curriculum is a planned hidden curriculum.
- 48. Null Curriculum The null curriculum is that which is not taught in schools. Eisner (1994)
suggests that what curriculum designers and/or teachers choose to leave out of the
curriculumthe null curriculum sends a covert message about what is to be valued (p. 96-
97).
- 49. Null Curriculum What children dont learn is as important as what they do learn. What
the curriculum neglects is as important as what it teaches (Eisner). Curriculum design has
become more an issue of deciding what you wont teach as well as what you will teach. You
cannot do it all. As a designer, you must choose the essential (Jacobs, 1997, p. 27).
- 50. Spiral curriculum Bruner (1960) wrote, A curriculum as it develops should revisit this
basic ideas repeatedly, building upon them until the student has grasped the full formal
apparatus that goes with them (p. 13).
- 51.


Models of curriculumPresentation Transcript
- 1. MODEL PENGEMBANGAN KURIKULUMDOSEN MK: PROF. DR. ISHAK ABDULHAK, M.PD
SEMISTER III TAHUN AKADEMIK 2012/2013MODELS OF CURRICULUM DEVELOPMENT By
Juma Abdu Wamaungo
- 2. Introduction1. Models serve as 1. In curriculum, there are guidelines to action. models of
curriculum as opposed to models of2. Models are found in curriculum devt almost every
form of 2. According to Oliver in education. chapter five, 4 models of3. The education
curriculum development profession has are presented. models of instruction, 3. Using a
model in activities like curriculum of administration, of development can result in
evaluation, of greater efficiency and supervision etc. productivity.
- 3. The Four Models in the Chapter Curriculum Categorised Models as: Specification Belief
Hilda Taba Deductive/ Grass-root Cur shd be Model approach to developed by Inductive
cur. Devt teachers4 Taylor Deductive Special focus Process- Model to the planning selecting
phase educational obj3 Saylor , Deductive Planners begin Depicted Alexander, & by major
edu. elements of Lewis Model Goals and cur. Devt objs2 Didactic Comprehensiv From
source of Oliver Model e step-by-step cur to process evaluation1
- 4. Hilda Taba Model1. Hilda Taba believed that there should be a clear definate order to
curriculum design and that teachers must be involved in the process. There are 8 steps to
the Taba model of curriculum development: a. Identify the needs of the students, b. Develop
objectives, c. Choose content that matches the objectives, d. Organize content considering
the learners experiences and background, e. Select instructional method that promote
student engagement, f. Organize learning experiences by sequencing content, g. Evaluate to
ensure mastery, and h. Checking for the balance and sequence.
- 5. Application of the Taba ModelTaba model is currently used today in mostcurriculum
designs. The steps still used are:a. Identifying the needs of the studentsb. Developing
objectivesc. Selecting instructional methodsd. Organizing learning experiencese. Evaluating
- 6. Tyler Model1. From Tylers model of curriculum development, there are four basic
questions:a. What is the purpose of the education?b. What educational experiences will
attain the purposes?c. How can these experiences be effectively organized?d. How can we
determine when the purposes are met?
- 7. This image summarizes the steps of theTyler Model
- 8. Saylor, Alexander and LewisModelThe curriculum planner must begin by setting
educational goals and specific objectivesthat they wish to accomplish. Saylor, Alexander and
Lewis classified sets of broad goalsinto four domains under which learning experiences may
take place: personaldevelopment, social competence, continued learning skills, and
specialization.a.Once the learning goals, objectives and domains have been established, the
plannerscan then move into the process of planning the curriculum.b.The first step,
curriculum designing, is made by the curriculum planning groups.Here, the curriculum
workers decide on the appropriate learning opportunities foreach domain and how and
when these opportunities will be made available.c.After the designs have been created,
curriculum implementation begins. Teachersselect the methods through which the
curriculum will be related to the learner.Teachers identify the specific instructional
objectives before selecting the strategies toimplement.d.Finally, teachers and curriculum
planners evaluate the curriculum. They evaluate thetotal educational program and the
evaluation program itself during this step of theprocess. This process allows educators to
determine whether or not the goals andlearning objectives have been met.
- 9. Oliva Model of Curriculum DevAccording to Oliva, a model curriculum should be simple,
comprehensive andsystematic. The Oliva Curriculum development model is composed of
12components, namely:a.Component 1: Philosophical formulation, target, mission and
vision of theinstitutionb.Component 2: Analysis of the needs of the community where the
school islocatedc. Components 3 and 4: General purpose and special purpose curriculumd.
Component 5: Organizing the design and implement curriculume.Component 6 and 7:
Describe the curriculum in the form of the formulationof general objectives and specific
learningf.Component 8: Define the learning strategyg. Component 9: Preliminary studies on
possible strategies or assessmenttechniques to be usedh. Component 10: Implement the
learning strategyi.Components 11 and 12: Evaluation of learning and curriculum evaluation
- 10. To make the Oliva Model more simplistic, it canbe set forth in 17 specific steps:1. Specify
the needs of the students in general.2. Specify the needs of society.3. Write a statement of
philosophy and aims of education.4. Specify the needs of students in your school.5. Specify
the needs of the particular community.6. Specify the needs of the subject matter.7. Specify
the curriculum goals of your school.8. Specify the curriculum objectives of your school.9.
Organize and implement the curriculum.10. Specify instructional goals.11. Specify
instructional objectives.12. Specify instructional strategies.13. Begin selection of evaluation
techniques.14. Implement instructional strategies.15. Make final selection of evaluation
techniques.16. Evaluate instruction and modify instructional components.17. Evaluate the
curriculum and modify curricular components.
- 11. End of the Presentation THANKS

Developing the curriculum chapter 5Presentation Transcript
- 1. CHAPTER 5:MODELS FOR CURRICULUMDEVELOPMENTDeveloping the CurriculumEighth
EditionPeter F. OlivaWilliam R. Gordon II
- 2. Oliva/Gordon Developing the Curriculum, 8e. 2012, 2009, 2005, 2001, 1997 by Pearson
Education, Inc. All Rights Reserved5-2AFTER STUDYING THIS CHAPTER YOUSHOULD BE ABLE
TO: Analyze each model for curriculum development inthis chapter and decide which
models, if any, meetthe necessary criteria for such a model. Choose one model and carry
out one or more of itscomponents in your school. Distinguish between deductive and
inductivemodels for curriculum development. Distinguish between linear and nonlinear
modelsfor curriculum development. Distinguish between prescriptive and
descriptivemodels for curriculum development.
- 3. Oliva/Gordon Developing the Curriculum, 8e. 2012, 2009, 2005, 2001, 1997 by Pearson
Education, Inc. All Rights Reserved5-3SELECTING MODELS Models, which are essentially
patterns serving asguidelines to action, can be found for almost everyform of educational
activity. Unfortunately, the term model as used in theeducation profession often lacks
precision. A modelmay: propose a solution to a piece of a problem attempt to solve to a
specific problem create or replicate a pattern on a grander scale.
- 4. Oliva/Gordon Developing the Curriculum, 8e. 2012, 2009, 2005, 2001, 1997 by Pearson
Education, Inc. All Rights Reserved5-4VARIATION IN MODELS Individual models are often
refined or revised due tothe current trends that are impacting the educationalclimate.
Therefore, practitioners have a responsibility tounderstand the essential components of
curriculummodels.
- 5. Oliva/Gordon Developing the Curriculum, 8e. 2012, 2009, 2005, 2001, 1997 by Pearson
Education, Inc. All Rights Reserved5-5MODELS FOR CURRICULUMDEVELOPMENT By
examining models for curriculum development,we can analyze the phases their
originatorsconceived as essential to the process. Using a model in such an activity as
curriculumdevelopment can result in greater efficiency andproductivity
- 6. Oliva/Gordon Developing the Curriculum, 8e. 2012, 2009, 2005, 2001, 1997 by Pearson
Education, Inc. All Rights Reserved5-6MODELS FOR CURRICULUMDEVELOPMENT The three
models described in this chapter aremostly linear; that is, they propose a certain orderor
sequence of progression through the varioussteps. The term linear is used for models
whose stepsproceed in a more or less sequential, straight linefrom beginning to end.
- 7. Oliva/Gordon Developing the Curriculum, 8e. 2012, 2009, 2005, 2001, 1997 by Pearson
Education, Inc. All Rights Reserved5-7MODELS FOR CURRICULUMDEVELOPMENT The three
models discussed in this book are eitherdeductive or inductive: A deductive model
proceeds from the general(examining the needs of society, for example) tothe specific
(specifying instructional objectives,for example). An inductive model starts with the
developmentof curriculum materials and leads togeneralization.
- 8. Oliva/Gordon Developing the Curriculum, 8e. 2012, 2009, 2005, 2001, 1997 by Pearson
Education, Inc. All Rights Reserved5-8MODELS FOR CURRICULUMDEVELOPMENT The three
models presented in this chapter areprescriptive rather than descriptive: they suggest what
ought to be done (and what isdone by many curriculum developers). Curriculum workers
should exercise judgment as tothe entry points and interrelationships ofcomponents of the
models.
- 9. Oliva/Gordon Developing the Curriculum, 8e. 2012, 2009, 2005, 2001, 1997 by Pearson
Education, Inc. All Rights Reserved5-9 The three models addressed in this chapter are:1.
The Tyler Model2. The Taba Model3. The Oliva ModelMODELS FOR
CURRICULUMDEVELOPMENT
- 10. Oliva/Gordon Developing the Curriculum, 8e. 2012, 2009, 2005, 2001, 1997 by Pearson
Education, Inc. All Rights Reserved5-10THE TYLER MODEL The Tyler Model is: one of the
best known models for curriculumdevelopment. known for the special attention it gives to
theplanning phases. deductive for it proceeds from the general(examining the needs of
society, for example) tothe specific (specifying instructional objectives).
- 11. Oliva/Gordon Developing the Curriculum, 8e. 2012, 2009, 2005, 2001, 1997 by Pearson
Education, Inc. All Rights Reserved5-11THE TYLER MODEL Tyler recommends that
curriculum plannersidentify general objectives by gathering data fromthree sources: the
learners contemporary life outside the school subject matter. After identifying numerous
general objectives, theplanners refine them by filtering them throughtwo screens: the
philosophical screen the psychological screen
- 12. Oliva/Gordon Developing the Curriculum, 8e. 2012, 2009, 2005, 2001, 1997 by Pearson
Education, Inc. All Rights Reserved5-12THE TYLER MODEL In the Tyler Model, the general
objectives thatsuccessfully pass through the two screens becomewhat are now popularly
known as instructionalobjectives.
- 13. Oliva/Gordon Developing the Curriculum, 8e. 2012, 2009, 2005, 2001, 1997 by Pearson
Education, Inc. All Rights Reserved5-13THE TABA MODEL Hilda Taba believed that the
curriculum should bedesigned by the teachers rather than handed downby higher
authority. Further, she felt that teachers should begin theprocess by creating specific
teaching-learning unitsfor their students in their schools rather than byengaging initially in
creating a general curriculumdesign.
- 14. Oliva/Gordon Developing the Curriculum, 8e. 2012, 2009, 2005, 2001, 1997 by Pearson
Education, Inc. All Rights Reserved5-14THE TABA MODEL Taba advocated an inductive
approach tocurriculum development. In the inductive approach, curriculum workersstart
with the specifics and build up to a generaldesign as opposed to the more
traditionaldeductive approach of starting with the generaldesign and working down to the
specifics.
- 15. Oliva/Gordon Developing the Curriculum, 8e. 2012, 2009, 2005, 2001, 1997 by Pearson
Education, Inc. All Rights Reserved5-15THE OLIVA MODEL The Oliva Model is a deductive
model that offers afaculty a process for the complete development ofa schools curriculum.
Oliva recognized the needs of students in particularcommunities are not always the same as
thegeneral needs of students throughout our society.
- 16. Oliva/Gordon Developing the Curriculum, 8e. 2012, 2009, 2005, 2001, 1997 by Pearson
Education, Inc. All Rights Reserved5-16THE OLIVA MODELIn the Oliva Model a faculty can
fashion a plan: for the curriculum of an area and design ways inwhich it will be carried out
through instruction to develop school-wide interdisciplinary programsthat cut across areas
of specialization such ascareer education, guidance, and class activities. for a faculty to
focus on the curricular componentsof the model to make programmatic decisions. to allow
a faculty to concentrate on theinstructional components.
- 17. Oliva/Gordon Developing the Curriculum, 8e. 2012, 2009, 2005, 2001, 1997 by Pearson
Education, Inc. All Rights Reserved5-17CONSIDERATIONSCurriculum Planners might agree
that the modelshould show the following: major components of the process, including
stagesof planning, implementation, and evaluation customary but not inflexible
beginning andending points the relationship between curriculum and instruction
distinctions between curriculum and instructionalgoals and objectives reciprocal
relationships among components
- 18. Oliva/Gordon Developing the Curriculum, 8e. 2012, 2009, 2005, 2001, 1997 by Pearson
Education, Inc. All Rights Reserved5-18CONSIDERATIONS Continued: a cyclical pattern
feedback lines the possibility of entry at any point in the cycle an internal consistency and
logic enough simplicity to be intelligible and feasible components in the form of a diagram
or chart
- 19. Oliva/Gordon Developing the Curriculum, 8e. 2012, 2009, 2005, 2001, 1997 by Pearson
Education, Inc. All Rights Reserved5-19A FINAL THOUGHT: Those who take leadership in
curriculumdevelopment should become familiar with variousmodels and try them out. In
doing so, they canselect or develop a model that is mostunderstandable and feasible for
them and for thepersons with whom they are working. Curriculum p ast, pr esent,
futurePresentation Transcript
- 1. Curriculum:PAst, PrEsent, FuTure Angela MurphyAustralian Digital Futures Institute
- 2. Education institutions, particularly higher education, are currentlyundergoing significant
changes
- 3. From: Learning Independently
- 4. From: Lectures and notes
- 5. From: Memorising facts
- 6. Understanding about the nature and expectations of learning are changing, driven by
trends such as educational technologies, shifts from teacher to learner centred approaches
and government pressure. In the backdrop of these challenges, new digital technologies
are enabling new methods of teaching and learning. The challenge for educators is to
develop curriculums that do not simply replicate formats from the past but are able to be
sustainable and meet the challenges of the future (Torrisi, 2002).
- 7. Curriculum of the past.. It became a scientific truism to claim that the field of curriculum
studies is in a state of crisis an identity crisis. (Paraskeva & Steinberg, 2012)
- 8. "A sequence of potential experiences is set up inthe school for the purpose of
discipliningchildren and youth in group ways ofthinking and acting.This set of experiences is
referred to as thecurriculum."(Smith, et al., 1957) Discipline
- 9. "The planned and guided learningexperiences and intended outcomes,
formulatedthrough the systematic reconstruction of knowledgeand experience, under the
auspices of the school,for the learners continuous and wilful growth inperson-social
competence."(Tanner & Tanner, 1975) Planned and controlled
- 10. "The formal and informal content andprocess by which learners gain knowledgeand
understanding, develop skills, and alterattitudes, appreciations andvalues under the
auspices of the school(Doll, 1996) Under direction
- 11. General capabilities in theAustralian CurriculumA curriculum for the 21st century
willreflect an understanding andacknowledgment of the changingnature of young people
aslearners and the challenges anddemands that will continue toshape their learning in
thefuture.(ACARA, 2009) Challenges and change
- 12. Needs of the learnerPermanent subjects Program of studies Planned learning Set of
materials Content Curriculum Mapping Subjects useful for Guidance of the schoolActivities
living Responsibility of the schoolPerformance objectives Different things to different
people
- 13. Defining curriculum is problematic as definitions are not philosophically or politically
neutral and as educators represent a diversity of values and experience it is difficult to
obtain consensus (Yeung, 2012). One theme is consistent, there is no straightforward
definition.
- 14. Lunenburg (2011) grouped these definitions into five categories: Content or subject
matter Formal course of study Totality of Behavioural experience objectives How subject
matter is Expected learning learned or the process outcomes of instruction Plan for
instruction Nontechnical System for developing, Philosophical, social, implementing and and
personal approach evaluation The first four are all focused on planning and control
- 15. A number of trends are pressing educationalboundaries even further and will impact
extensively onthe curriculum development principles of the present and of the future.
- 16. 5 trends are currently challenging curriculumdevelopment in the present
- 17. The challenge to current mindsets: Personalised learning tailors learning to an
individuals learning objectives and personal needs, skills and preferences (Crick, 2009).
Learning is self-directed, occurs within a social setting and is extended over the life path.
The move towards offering personalised learning experiences will require breaking of
existing mould and challenging standardisation of learning experiences (Keamy et al.,
2007). The challenge is how to balance personal needs with accountability, assessment and
formal accreditation. How do we achieve personalisation within a set national curriculum?
- 18. The challenge to current mindsets: Mobile technologies allow a user to learn anywhere,
anytime and therefore bridge life-wide and lifelong learning (Beddall-Hill & Raper, 2010).
Opens new avenues of communication, disrupts traditional classroom boundaries and
creates and sustains communities of learners (Garrison, 2011, p.1). Education institutions
are cautious about investing extensively in mobile technologies because of the rate of
emergence of new models and the speed with which devices become obsolete. How do we
cater to the need for mobility when devices change at such a fast pace.
- 19. The challenge to current mindsets: Open education practices encourage open
collaboration and sharing of resources thereby acting as a catalyst for innovation and change
(Geser, 2007). There are number of initiatives underway to create formal credentialing of
studies undertaken using OERs which will result in recognised qualifications (Taylor, 2011).
Open practices promote innovative pedagogical models, and respect and empower learners
as co-producers on their lifelong learning path Potential to make education opportunities
freely available to all students, particularly those previously excluded from formal learning
(Mackintosh, 2012). Is free learning for all financially sustainable for learning institutions?
- 20. The challenge to current mindsets: Informal learning occurs through everyday
experiences. Social learning is conceptualised as a process of social change in which people
learn from each other (Reed at al., 2012). Learning is both an individual and a social
process, which relates to both understanding and behaviour. Adoption of a community of
learning approach and cultivation strong relationships between adults and students (Keamy
et al., 2007). How do we measure, assess and accredit informal learning? When does formal
education end and informal begin?
- 21. Inclusion and Diversity
- 22. The challenge to current mindsets: Increased movement of higher education
institutions towards online course provision. Large number of institutions are withdrawing
support for incarcerated students and eliminating exceptions handling processes. Access to
the internet in prison is prohibited. Results in further exclusion of the already socially
excluded. Choice of courses increasingly influenced by extent to which course requires
internet access. How do we ensure all students have access to education in a digital world
when not all students have access to the internet?
- 23. So what are we hoping for in a curriculum of the future?
- 24. Customised and collaborative: Embraces personal values and motivations, self-
evaluated and socially constructed. Emphasis of skills over facts: Development of 21st
century skills including entrepreneurship, critical thinking, innovation and creativity, self-
direction and information literacy. Anywhere, anytime: Learning is lifelong, available at any
time and a part of everyday life. Democratic and open: Learning is available to all regardless
of location, the children of the poorest people are able to get access to the same quality
education as the wealthiest.
- 25. References: Australian Curriculum, Assessment and Reporting Authority, ACARA.
(2009). General capabilities in the Australian Curriculum. Retrieved from:
http://www.australiancurriculum.edu.au/GeneralCapabilities/Overview/General-
capabilities-in-the-Australian- Curriculum. Beddall-Hill, N., & Raper, J. (2010). Mobile
devices as boundary objects on field trips. Journal of the Research Center for Educational
Technology, 6(1), 28-46. Brown, J. S., & Adler, R. P. (2008). Minds on fire: Open education
the long tail and learning 2.0. Educause Review, 43(1), 6332. Crick, R. D. (2009).
Pedagogical challenges for personalisation: integrating the personal with the public through
context-driven enquiry. The Curriculum Journal, 20(3), 185-189. Doll, R. C. (1996).
Curriculum Improvement: Decision making and process. Boston: Allyn and Bacon. Garrison,
D.R. (2011). Elearning in the 21st century (2nd ed.). New York, NY: Routledge Falmer.
Geser, G. (2007). Open Educational Practices and Resources OLCOS Roadmap 2012.
Salzburg, retrieved from
http://edumedia.salzburgresearch.at/images/stories/EduMedia/Inhalte/Publications/olcos_
roadmap.pdf Keamy, K.R., Nicholas, H., Mahar, S. & Herrick, C. (2007). Personalising
Education: from research to policy and practice, paper no. 11. State Government Victoria:
Department of Education and Early Childhood Development. Hmelo-Silver, C. E., Duncan, R.
G., & Chinn, C. A. (2007). Scaffolding and achievement in problem based and inquiry
learning: A response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2),
99107. Lunenburg, F. C. (2011) Theorizing about Curriculum: Conceptions and Definitions.
International journal of scholarly academic intellectual diversity, 13(1), 1-5. Smith, B.O.,
Stanley, W.O., & Shores, J.H. (1957). Fundamentals of curriculum development. New York:
Harcourt, Brace and World. Mackintosh, W. (2012). Opening Education in New Zealand: A
Snapshot of a Rapidly Evolving OER Ecosystem. In J. Glennie, K. Harley, N. Butcher, T. van
Wyk (Eds.), Open Educational Resources and Change in Higher Education: Reflections from
Practice, 263-279. Reed, M. S., A. C. Evely, G. Cundill, I. Fazey, J. Glass, A. Laing, J. Newig, B.
Parrish, C. Prell, C. Raymond, and L. C. Stringer. 2010. What is social learning? Ecology and
Society 15(4). Retrieved from http://www.ecologyandsociety.org/vol15/iss4/resp1/
Paraskeva, J.M. & Steinberg, S. (2012). The Curriculum. Decanonizing the Field. Retrieved
from:
http://www.umassd.edu/seppce/centers/cfpa/divisionofsocialpolicyeducationcurriculum/pu
blications/ Tanner, D., & Tanner, L. (1975). Curriculum development: Theory into practice.
New York: Macmillan. Taylor, J.C. (2011). The OER university: From logic model to action
plan. Keynote Address. Open Planning meeting for the OER assessment and credit for
students project, Otago Polytechnic, 23 February 2011, Dunedin, New Zealand. Retrieved
from http://wikieducator.org/OERU_meeting_summary Torrisi, G. (2002). "Technology for
the Sake of Learning"- A planning approach for integrating new technologies in tertiary
learning environments. Paper presented at AusWeb 02: the eighth Australian World Wide
Conference. Retrieved from
http://ausweb.scu.edu.au/aw02/papers/refereed/torrisi/paper.html Yeung, S.S.Y. (2012).
Theoretical Foundation of Curriculum. In S.S.Y. Yeung, J.T.S. Lam, A.W.L. Leung & Y.C. Lo
Editor (Eds.), Curriculum Change and Innovation (27-58). Hong Kong: Hong Kong University
Press. Curriculum of primary schoolPresentation Transcript
- 1. The Curriculum Development of Primary School Science Programme
- 2. What is Curriculum?
- 3. Field of curriculum : 1. Specific and general interpretation 2. Inside and outside the
classroom 3. Manifest curriculum with Hidden / latern curriculum
- 4. Specific various type of learning activities conducted inside and outside the classroom.
General process of activities experienced by certain individuals from immature childhood
to matured adult level.
- 5. Curriculum as subject taught in classroom. Outside the classroom considered as semi-
curriculum / co-curricular activities. Both inside and outside are equally important.
- 6. Manifest curriculum formal / official curriculum Latent curriculum informal curriculum
to integrate noble values, attitude and positive social interaction. William B. Ragan (1960)
curriculum covers all actual experiences in real life. D.Tawner & L.Tanner (1975) curriculum
consist of organisation in planned learning experiences. J.Caven Saylor & William M.
Alexander curriculum is an organized learning scheme for pupils to master various types of
activities.
- 7. The purpose of curriculum in education is to build a complete students development in
terms of physical, spiritual, mental & emotional as well as to inculcate desirable moral values
& deliver knowledge. In Malaysian context, curriculum plays the role to produce citizens
who will carried out the nations vision to create unity based on our Rukun Negara as well as
providing highly-trained human resources. [Laporan Kabinet Mengkaji Pelaksanaan Dasar
Pelajaran (1979)]
- 8. Consists of three types of Programmes 1. 1968- 1984- Kurikulum Sains Projek Khas 2.
1985- 1993- Alam dan Manusia 3. 1994- 2010 Kurikulum Sains Sekolah Rendah 4.2010-
now- Kurikulum Standard Sekolah Rendah
- 9. 1968- School Division of the Ministry of Education initiated a project. 1973- Developed by
Pusat Sains ( Science Center. Evolve into Pusat Perkembangan Kurikulum(PPK)/ Curriculum
Development Centre (CDC) in 1994
- 10. The Objective: Able to compare the past curriculum with the present science curriculum.
The Aim: To raise the teaching standard of science and mathematic Rational: Children today
have different attitudes from children in the past, so teacher should change their teaching-
learning approach, strategy and methods. Teachers must more confident in using the inquiry
approach to make children interested in investigating and understanding the environment.
Teachers Guide: Panduan Mengajar Sains Teaching-learning Strategy: Scientific Method.
- 11. 1985- Introduced syllabus for Alam dan Manusia taught to Year 4 students in New
Curriculum for Primary School / Kurikulum Baru Sekolah Rendah (KBSR) Purposes- to help
students acquire basic knowledge and understanding of aim and his surroundings. It
integrated subjects such as Geography, History, Science and Health Science. Teachers
Guide: Buku Panduan Khas Teaching-learning Strategy: Inquiry-discovery
- 12. 1994- It replaced Man and His Environment subject with Science and Local Studies in the
Integrated Curriculum for Primary School/ Kurikulum Bersepadu Sekolah Rendah (KBSR).
KBSR formulated and implement to improve and enhance the standard of education. It also
order to achieve the aim of Philosophy of National Education. Teacher Guide: PuLSaR
Teaching learning Strategy: Constructivism
- 13. From 1994 until now, there have 4 changes: Primary School Science Curriculum for Smart
Schools Primary School Science Revised Curriculum for Level 2 Primary School Science
Curriculum for Level 1 Teaching of Mathematics and Science in English (ETeMS)
- 14. Special Project in Curriculum Scientific method. Man and His Environments Inquiry-
discovery. Primary School Science Curriculum- Constructivism
- 15. Students were given activities/problem Define the problem Discuss Make trial Test the
hypothesis Make a conclusion
- 16. 5 steps: Identify the issue/problem Decide the way to solve Collect information-
questioning, observation, carry out experiment Study information- classifying, comparison,
analyse Make a conclusion-generalization
- 17. Based on 1.Constructivism- construct their on knowledge based on their prior
experiences to lear new knowledge 2.Hands-on and mind-on activities 3.Inquary approach-
to find information 4.Discovery by students themselves
- 18. First: Primary School Science Curriculum Second: Smart School ( Kurikulum Sains KBSR
Sekolah Bestari, use technology as tool emphasis: information technology (IT) school
infrastructure development training of teachers and management staff
- 19. Third: Primary School Science Revised Curriculum for level 2 ( will implemented in 2003)
under five themes; 1) Investigating the Living World 2) Investigating the Physical World 3)
Investigating the Material World 4) Investigating the Earth and the Universe 5) Investigating
the World of Technology
- 20. Forth: Primary School Science Curriculum for Level One in 2003; - taught in the English
medium Steps to ensure that teaching science in English is success :- - Formulate new
primary school science syllabus on enhancing of English through the learning science
- 21. To train teachers to be proficient in using English to teach science. An intensive in-service
training called English for Teaching of Mathematics and Science (ETeMS)-( a history) Support
Materials: Teaching Guides, dictionaries, bilingual terms and glossary are provided.
Infrastructures: notebook computer, LCD, Screen Textbooks- five items package( textbook,
activity book, teachers manuals, students CD and teachers CD-ROM) Multimedia Software-
Science courseware Bilingual examination papers Buddy supports

- CurriculumFormWilson Andrs Polania Pez
- 2. CurriculumIn formal education, a curriculum (pronounced /krkjlm/; plural: curricula,
/krkjl/) is the set of courses, and their content, offered at a school or university. As an
idea, curriculum stems from the Latin word for race course, referring to the course of deeds
and experiences through which children grow to become mature adults. A curriculum is
prescriptive, and is based on a more general syllabus which merely specifies what topics
must be understood and to what level to achieve a particular grade or standard-
- 3. HistoricalconceptionIn The Curriculum, the first textbook published on the subject, in
1918, John Franklin Bobbitt said that curriculum, as an idea, has its roots in the Latin word
for race-course, explaining the curriculum as the course of deeds and experiences through
which children become the adults they should be, for success in adult society. Furthermore,
the curriculum encompasses the entire scope of formative deed and experience occurring in
and out of school, and not only experiences occurring in school; experiences that are
unplanned and undirected, and experiences intentionally directed for the purposeful
formation of adult members of society. (cf. image at right.)
- 5. To Bobbitt, the curriculum is a social engineering arena. Per his cultural presumptions and
social definitions, his curricular formulation has two notable features: (i) that scientific
experts would best be qualified to and justified in designing curricula based upon their
expert knowledge of what qualities are desirable in adult members of society, and which
experiences would generate said qualities; and (ii) curriculum defined as the deeds-
experiences the student ought to have to become the adult he or she ought to become.
Hence, he defined the curriculum as an ideal, rather than as the concrete reality of the
deeds and experiences that form people to who and what they are. Contemporary views of
curriculum reject these features of Bobbitt's postulates, but retain the basis of curriculum as
the course of experience(s) that forms human beings into persons. Personal formation via
curricula is studied at the personal level and at the group level, i.e. cultures and societies
(e.g. professional formation, academic discipline via historical experience). The formation of
a group is reciprocal, with the formation of its individual participants.
- 6. Although it formally appeared in Bobbitt's definition, curriculum is a course of formative
experience also pervades John Dewey's work (who disagreed with Bobbitt on important
matters). Although Bobbitt's and Dewey's idealistic understanding of "curriculum" is
different from current, restricted uses of the word, curriculum writers and researchers
generally share it as common, substantive understanding of curriculu
- 7. Curriculum in formal schoolingIn formal education or schooling (cf. education), a
curriculum is the set of courses, course work, and content offered at a school or university. A
curriculum may be partly or entirely determined by an external, authoritative body (i.e. the
National Curriculum for England in English schools). In the U.S., each state, with the
individual school districts, establishes the curricula taught[4]. Each state, however, builds its
curriculum with great participation of national[5] academic subject groups selected by the
United States Department of Education, e.g. National Council of Teachers of Mathematics
(NCTM) for mathematical instruction. In Australia each state's Education Department
establishes curricula with plans for a National Curriculum in 2011. UNESCO's International
Bureau of Education has the primary mission of studying curricula and their implementation
worldwide.Curriculum[6] means two things: (i) the range of courses from which students
choose what subject matters to study, and (ii) a specific learning program. In the latter case,
the curriculum collectively describes the teaching, learning, and assessment materials
available for a given course of study.
- 8. Currently, a spiral curriculum is promoted as allowing students to revisit a subject matter's
content at the different levels of development of the subject matter being studied. The
constructivist approach, of the tycoil curriculum, proposes that children learn best via active
engagement with the educational environment, i.e. discovery learning. Crucial to the
curriculum is the definition of the course objectives that usually are expressed as learning
outcomes' and normally include the program's assessment strategy. These outcomes and
assessments are grouped as units (or modules), and, therefore, the curriculum comprises a
collection of such units, each, in turn, comprising a specialised, specific part of the
curriculum. So, a typical curriculum includes communications, numeracy, information
technology, and social skills units, with specific, specialized teaching of each. Core curriculum
has typically been highly emphasized in Soviet and Russian universities and technical
institutes. In this photo, a student has come to the university's main class schedule board on
the first day of classes to find what classes he and all students in his specialization (sub-
major) will attend this semester.
- 9. CorecurriculumIn education, a core curriculum is a curriculum, or course of study, which is
deemed central and usually made mandatory for all students of a school or school system.
However, this is not always the case. For example, a school might mandate a music
appreciation class, but students may opt out if they take a performing musical class, such as
orchestra, band, chorus, etc. Core curricula are often instituted, at the primary and
secondary levels, by school boards, Departments of Education, or other administrative
agencies charged with overseeing education. At the undergraduate level, individual college
and university administrations and faculties sometimes mandate core curricula, especially in
the liberal arts. But because of increasing specialization and depth in the student's major
field of study, a typical core curriculum in higher education mandates a far smaller
proportion of a student's course work than a high school or elementary school core
curriculum prescribes.Amongst the best known and most expansive core curricula programs
at leading American colleges are that of Columbia College at Columbia University, as well as
the University of Chicago's. Both can take up to two years to complete without advanced
standing, and are designed to foster critical skills in a broad range of academic disciplines,
including: the social sciences, humanities, physical and biological sciences, mathematics,
writing and foreign languages.
- 10. Historical, the University of Chicago announced plans to reduce and modify the content
of its core curriculum, including lowering the number of required courses from 21 to 15 and
offering a wider range of content. When The New York Times, The Economist, and other
major news outlets picked up this story, the University became the focal point of a national
debate on education. The National Association of Scholars released a statement saying, "It is
truly depressing to observe a steady abandonment of the University of Chicago's once
imposing undergraduate core curriculum, which for so long stood as the benchmark of
content and rigor among AIn 1999merican academic institutions."[1] Simultaneously,
however, a set of university administrators, notably then-President Hugo Sonnenschein,
argued that reducing the core curriculum had become both a financial and educational
imperative, as the university was struggling to attract a commensurate volume of applicants
to its undergraduate division compared to peer schools as a result of what was perceived by
the pro-change camp as a reaction by the average eighteen year old to the expanse of the
collegiate core.Further, as core curricula began to be diminished over the course of the
twentieth century at many American schools, several smaller institutions became famous for
embracing a core curriculum that covers nearly the students entire undergraduate
education, often utilizing classic texts of the western canon to teach all subjects including
science. St. Johns College in the United States is one example of this approach.
- 11. Distribution requirementsSome colleges opt for the middle ground of the continuum
between specified and unspecified curricula by using a system of distribution requirements.
In such a system, students are required to take courses in particular categories, but are free
to choose within these categories
Curriculum design presentationPresentation Transcript
- 1. Curriculum Design The Gentlemen's Group Patrick H. White-Thomson, CFA Marvyn
Mahle Jonathan Buck
- 2. Introduction Patrick H. White-Thomson, CFA Marvyn Mahle Jonathan Buck
- 3. Introducing Target Group Public School # 3 (D'Youville/ Porter Campus) 606 Students
Kindergarten- 8 th Grade Maintains Bilingual Classes.
- 4. Target Group Continued 1 st Grade Bilingual Class 60% Spanish and 40% English 25
Students Developing First Language while simultaneously acquiring second language.
- 5. Audience Group Vice Principal Content Teacher ESL Instructor
- 6. Needs Analysis Process Started with Formal Survey Shifted to Interview Observation
Time in classroom Outside Academic Research
- 7. Needs Analysis Results Administrator Curriculum Design carried out from central
location. ESL Instructors should be able to properly model the language/ bring meaning to
words. Crucial Skills for Language Learning Success: Sounds, building words syllable by
syllable. Vocabulary.
- 8. Needs Analysis Results (Content Teacher) Literacy development is crucial at this stage in
child development. Hybrid Language/ Language Transfer Issues Spanglish Class room
Management Important Catch Students Doing Good. Phonemic Awareness! Important
in first language development/being underserved by current curriculum.
- 9. Needs Results Continued ESL Instructor Teach to the four Modalities (reading, writing,
speaking, listening) Student Strengths: Speaking/Listening Weaknesses: Writing/ Reading
Phonics (Phonemic Awareness) is crucial Not just for sounding out words for spoken
expression, but also for spelling. "If a student can pronounce the "c" in
cat, then they can spell it."
- 10. Observation Results Students receive 1 hr per day ESL instruction, via the pull-out
format Several students struggled with English phonics, often substituting Spanish
equivalents (feet for fit or joung for young) NYSESLAT test objectives are
paramount currently; focus was on reading comprehension
- 11. Outside Research Lesaux, N, & Siegel, L. (2003). The Development of reading in
children who speak English as a second language. Developmental Psychology , 39 (6),
1005-1019. Analyzed 978 ESL students Introduced phonics to ESL students over 2 year
period. Results: Placing emphasis on the phonological aspect of language development
and acquisition produced literacy results comparable to the control group (non ESL
students.)
- 12. Textbook Review Content Textbook Ada, A, & Campoy, F. (2003). Trofeos: acerquense!
. Orlando: Harcourt Publishers. Well Illustrated, theme based reader, less than 100.00 for 3
book set. Reading is too advanced for level// Not enough PHONICS!
- 13. Textbook Review Continued ESL Instruction Moving Into English Well Organized into 5
day plans/ Teacher likes themes. Not enough Phonics!!! Very Expensive.
- 14. Goals and Objectives Three Themes Based on Needs Analysis: Hybrid Language/ Code
Switching/Spanglish Literacy is key at this stage in development (1 st Grade)
Phonics/Phonics/Phonics!
- 15. Goals Goal 1: Eliminate student tendencies to adopt and rely on hybrid language
(Spanglish) Goal 2: Strengthen phonemic awareness, in students' first and second
languages. Goal 3: Develop core literacy skills focusing on the reading and writing
modalities.
- 16. Goal 1 Goal 1: Eliminate student tendencies to adopt and rely on hybrid language
(Spanglish) Objectives: Students will be able to correctly distinguish proper Spanish forms
from Spanglish hybrids. Students will be able to write correct forms of English and Spanish
words at an 80% level of accuracy through the use of a cloze test.
- 17. Lesson Anticipatory Set (False Cognates) Procedure (Address Spanglish terms)
Assessment (Students write correct terms for both English/ Spanish through fill in the
blank activity.)
- 18. Goal 2: Strengthen phonemic awareness in students' first and second languages.
Objectives: Students will be able to correctly identify the Roman alphabet as used in both
Spanish and English. Students will understand the alphabetic principle in both Spanish and
English. Students will be able to correctly pronounce English vowel and consonant sounds.
Students will be able to recognize and reproduce the English letter(s) that represent
sounds. Goal 2
- 19. Lesson Anticipatory Set Determining degree of Spanish interference with English
sounds. Procedure Have students write their spellings of word list as teacher pronounces
or students pronounce words from printed list. Assessment Students correctly write or
pronounce English words with 80% accuracy.
- 20. Goal 3 Goal 3: Develop core literacy skills focusing on the reading and writing
modalities. Objectives: Student will be able to differentiate between past and present
verb tenses with 90 % accuracy. Student will be able to write 5 sentences using the correct
past tense form of given verbs with 80% accuracy.
- 21. Lesson Anticipatory Set: (Favorite Song) Procedure: Review past and present verb
tenses, song activity, sentence writing activity. Assessment: Evaluate correct answers
while students are participating in activity. Correct students' sentences for accuracy.
- 22. Questions? Thank you! The Gentlemens Group Patrick H. White-Thomson Marvyn
Mahle Jonathan Buck

- Wk 2 curriculum as contestedPresentation Transcript
- 1. Curriculum as Contested 6891 Curriculum Studies University of Canberra Dr Neill Ustick
- 2. Overview of lecture Practical matters Wiki work is now in week 2: document chosen, role
assigned to group members, work started on each section AND in commen-ting on the work
of others, major concerns emailed to me Key lecture ideas Different ideas and ideologies
shape curriculum Their origin: different ways of knowing/thinking about the world; different
educational purposes Their effects: different goals, content, pedagogy, assessment Using
two sociological theories to understand these influences
- 3. Background point: Ideas about curriculum importance Institutions and people are
intensely interested in curriculum; e.g., government (National goals, NAPLAN), business
(Business Council of Australia), parents, students, teachers, universities see Brady and
Kennedy pp. 4-6. Over time, they have questions, sometimes similar and sometimes
competing ones, about its adequacy. This unit has several foci. One is building an
understanding of why curriculum is the way it is, so that we are positioned to use it well and
to make the changes, individually and collectively, we deem necessary: curriculum workers
who know how to think well. Today, we look at how ideas shape curriculum.
- 4. Why is curriculum the way it is? Addressing this question is taking up the first ACSA
principle from week 1: be informed by political, social, economic and historical analyses .
We shall look at the question more in later weeks. For now, we look at two examples, one a
recent one from Australia and the other from 50 years ago in the US.
- 5. Example 1 Consider the following extract from a school website. What social and historical
factors shape the statement? Year 7 Physical Education at M College, WA The Year 7
Physical Education course expands and develops students *sic+ prior knowledge and skill
acquisition. It prepares students for sports that are valued at M College; e.g., Swimming,
Hockey, Athletics, Softball, and Netball.
- 6. Example 2 In this century, no two pieces of news so shocked Americas world view of
itself as the devastating attack on Pearl Harbor on December 7, 1942 and, a mere 15 years
later, the successful launching of the Soviet space craft on October 5, 1957. Each provoked
an enormous national response, the one leading ultimately to the Allied victory in World
War II and the other to U.S. dominance in space. Source: F. James Rutherford, American
Association for the Advancement of Science Symposium, 1998 at
http://www.nationalacademies.org/sputnik/ruther1.htm
- 7. Nationwide reform efforts in education followed both of these trials by fire ... the post-
Sputnik concerns were curricular, focusing on what was being taught and how
Dissatisfaction with schools not only waxes and wanes, it is sometimes general and
sometimes local, and it is often domain specific (reading and mathematics head the list ). It
seems to take a crisisnot some general move to get ahead of the curveto mobilize
nationwide action.
- 8. Certain conditions ( context , ideas ) Give rise to (shape) Particular kinds of Curriculum and
Curriculum Documents How can we understand this shaping? Implementation in schools in
ways that show varying degrees of understanding and resourcing We tried that and it
didnt work. A failed project may be a result of poor implementation, not a poor project.
- 9. Certain ideas shape curriculum documents These ideas can be specific or quite broad.
Specific ideas can produce distinct developments; e.g., Fed govt NAPLAN program. What was
the precipitating idea? From: projectreadsf.blogspot.com Account-ability Parents right to
know Standards
- 10. Different ways of making sense of the world The world is a complex place and as humans
we construct ideas to make sense of it. There are many ideas that have been constructed.
Which of these ways of interpreting the world each of us employs is affected by several
things: We grow up in families that offer us their way of seeing the world We have particular
backgrounds and experiences. Ewing summarises three approaches to making sense of the
world called ways of knowing -- discussed by Smith and Lovat (2003).
- 11. Three ways of knowing Conventional or technical ways of knowing: empirical-analytic
Knowledge gained by observation or experimentation or by adopting accepted conventions
Cooling water can freeze it. Deciduous trees lose their leaves in winter. In French, we say
bonjour early in the day. Interpretive or communicative ways of knowing Knowledge
gained by social interaction that uses language, e.g., writing, speaking You accurately
paraphrase an idea in this lecture, using your own words. Self-reflective or critical ways of
knowing Knowledge that comes from within, linked to personal experience The feeling you
have when you hear your favourite song. The beliefs a teacher has about teaching and
learning these can be deepened by critical understanding of the forces shaping these
beliefs.
- 12. Examples of how these three ways of knowing work out in the wiki Conventional or
technical ways of knowing: empirical-analytic Knowledge gained by observation or
experimentation or by adopting accepted conventions Writing in formal academic style.
Gathering factual information about curriculum documents and their features. Interpretive
or communicative ways of knowing Knowledge gained by social interaction that uses
language, e.g., writing, speaking Learning from the comments of others on ones own
writing. Self-reflective or critical ways of knowing Knowledge that comes from within, linked
to personal experience When an idea is challenged, reflecting on its value in light of the
challenge and forming an amended view.
- 13. Certain ideas shape curriculum documents Ideas about educational purpose Four
Examples 1. If the purpose of education is to promote human development through
experience, then the starting point for curriculum work should be the identification of the
capabilities that people need, individually and collectively, to live productive and enriching
lives in the 21st century (Reid, 2005, p. 53).
http://www.dest.gov.au/NR/rdonlyres/662870A8-BA7B-4F23-BD08-
DE99A7BFF41A/2650/report1.pdf 2. Education Queenslands New Basics Core value:
developing active, critical citizenship Pinar ( What is curriculum theory?, p. 196) discusses
curriculum as complicated conversation , guiding students entry into intellectually-engaged
discussion. Such discussion is essential for critical citizenship.
- 14. Active, critical citizenship New Basics: There are four New Basics organisers and they
have an explicit orientation towards researching, understanding, and coming to grips with
the new economic, cultural and social conditions. These four clusters of practice are deemed
to be essential for lifelong learning by the individual, for social cohesion, and for economic
wellbeing, as described in Queensland State Education 2010 (QSE 2010), which was
published by Education Queensland in 1999. As curriculum organisers, the New Basics will
help schools, teachers and curriculum planners to move beyond a defence of status quo
knowledges to a critical engagement with the ongoing change that characterises new times.
The New Basics are predicated on the existence of mindful schools, where intellectual
engagement and connectedness to the real world are constant foci. Education as an
antidote to the diseases of: Narrow mindedness Tunnel vision Prejudice and discrimination,
e.g., racism Education as fostering the learning of dispositions and capacities: To make, and
act upon, informed judgments To embrace and learn from diversity
- 15. New Basics: Schooling was founded on the development of students as worthwhile and
contributing citizens. Producing active citizens remains a specific goal of schooling-whether
the active citizens are compliant members of an assumed social order, participants within
given social structures, or active agents of social change. This approach involves students in
the reinvigoration of valued social practices and civic institutions through exercising their
democratic rights and responsibilities. In recent times, there has been increased advocacy
for the importance of preparing students to play a more active role in society. This view of
citizenship suggests that schools engage students in active participation in social, political
and economic issues in communities, as well as in their school life and studies. Communities
take on a different perspective when viewed not merely as physical spaces with clearly
defined boundaries but as a series of interacting, intersecting social relationships and
groupings. Important social changes and issues may have local impacts, but also reflect
global dynamics. The power of communications technology in redefining what were once
reasonably static and defined boundaries has to be acknowledged in this context. For
example, the online economy is changing patterns of consumption, production and delivery
of goods and services. It has created new industries based on products and services
especially designed to exploit these opportunities. Also, the election of governments, the fall
of political regimes, and the gruesome details of war are portrayed in our homes on tiny
screens every day. Young people need help in understanding the significance of these events
and some criteria for evaluating them.
- 16. Example 3 of educational purposes The new Australian Curriculum Stated Purposes of
Australian Curriculum Links to Preston & Symes account The Australian Curriculum
describes a learning entitlement for each Australian student that provides a foundation for
successful, lifelong learning and participation in the Australian community. It acknowledges
that the needs and interests of students will vary, and that schools and teachers will plan
from the curriculum in ways that respond to those needs and interests. The Australian
Curriculum acknowledges the changing ways in which young people will learn and the
challenges that will continue to shape their learning in the future.
- 17. A framework: 4 perspectives on education (Preston & Symes (1997) Schools and
Classrooms (2 nd ed.) ) Liberal Traditional knowledge (classical, core disciplines) matters
most. Progressive Childrens unfolding development is central. Utilitarian Schools should
prepare people for future work, to contribute to the economy. Emancipatory Education
equips for a freer life and for active, critical citizenship.
- 18. Example 4 of educational purposes Schools perform a sifting and sorting role Essentially
an economic function : The economy needs a variety of workers, across a range of
skill/ability levels and aspirations (e.g., high status doctors, lawyers, bankers to lower status
clerks, shop assistants, garbage collectors, cleaners) Final year school exams produce results
across a normal curve, allowing high performers to access higher education and moving
others elsewhere Justification: Assumes exams measure ability and that ability is distributed
as per the curve Some (e.g., Connell) have written about the competitive academic
curriculum (CAC)
- 19. Certain ideas also shape curriculum documents Ideas about pedagogy Newmann
argues that schools should engage students in general forms of cognitive work found in the
adult world, and that the skills and knowledge required should be honed by guided practice
in conversation and writing. The NSW quality teaching framework implements this in its
three dimensions of pedagogy : Intellectual quality: deep understanding of key concepts
Quality learning environment: supports learning, with clear expectations Significance:
meaningful, life-connected learning References: E-Reserve NSW Quality Teaching Model
(QTM)
- 20. Intellectual quality Deep knowledge Deep understanding Problematic knowledge Higher
order thinking Metalanguage Substantive communication Significance Background
knowledge Cultural knowledge Knowledge integration Inclusivity Connectedness Narrative
Quality learning environment Explicit quality criteria Engagement High expectations Social
support Student self-regulation Student direction
- 21. Certain ideas also shape curriculum documents Ideas about the economy and society
Example Mid-1980s on, educating for a clever country see comment in Tinning and
McCuaig (2006): in which future citizens are lifelong learners, multi-skilled, competent with
information technology, literate, numerate and able to speak a language other than English
in order to play a productive part in a globalised economy
- 22. Certain ideas also shape curriculum documents Ideas about the economy and society
Reference: The Apple reading on E-Reserve. Governments in the Western world have
operated for around 25 years with a mixture of three major ideas: Economic rationalism =
seeing society as an economy that needs logical control by expert managers who ensure
subordinates are accountable Neoliberalism = believing in the free market and minimal
state intervention Neoconservatism = has various forms, including favouring monoculture,
individual freedom and traditional views of the family and marriage as sources of
national stability
- 23. For reflection Although different, what do these three ideas have in common? What
impacts do they have on education and schooling, e.g., on the arguments for publishing
NAPLAN results?
- 24. Ways of understanding the shaping of curriculum documents Common sense, non-
critical We need to update curriculum. We need to improve standards, back to what
they were when I was at school. Probing, critical (sociological perspectives) What interest
groups are involved? What discourses are operating? Critical theory Poststructuralist theory
- 25. Critical theory applied to curriculum Whose interests shape the teaching of music? How
important in the school curriculum is music and the arts? Who decides? Where they do
occur, what sort/s of music and the arts are incorporated in primary, lower secondary school
curricula? What is the basis for making the above curriculum decisions? References National
review of school music education (2005) at
http://www.dest.gov.au/NR/rdonlyres/C9AFAE54-6D72-44CC-A346-
3CAF235CB268/8944/music_review_reportFINAL.pdf
- 26. Poststructuralist theory applied to curriculum What ideas shape the teaching of PE and
Art? The conventional hierarchical order of knowledge practical knowledge is of less
value and the orthodoxy that physical activity involves little cognition (Leitch &
Macdonald, 1993). The stereotype that PE/sport in Australia is the province of white, able-
bodied males The Tinning and McCuaig book (see reference list in Unit Outline) is an
excellent example of detecting and critiquing the underlying discourses (military, sporting,
health) shaping HPE curriculum.
- 27. Example: Year 11/12 Art Berger (1972) comments on the portrayal of the nude in
classical European painting, arguing that the women are portrayed as passive objects who
are there for the male observer ... Men act and women appear. Men look at women.
Women watch themselves being looked at. Reference: Van Krieken, R., et al. (2006).
Sociology: Themes and perspectives , p. 7. Question: How might a Year 11/12 Art course
help students understand this cultural pressure and its effects on women (and men)?
- 28. Certain conditions ( context , ideas* ) Give rise to (shape) Particular kinds of Curriculum
and Curriculum Documents How can we understand this shaping? Using critical theory
poststructuralist theory * Ideas about educational purpose, pedagogy, the economy and
society (how people are to relate to society) Next week Understanding students: Student
development, identity, learningPresentation curriculumPresentation Transcript
- 1. allah,there is no god but he!to him belong the most beautiful namesADVANCED
CURRICULUM PLANNINGPROF MOYANI BIN RAZKINBY FARIBA ATAIE (G1023404)
- 2. CONTENT INTRODUCTION CURRICULUM PLANNING TYPES OF CURRICULUM
CENTERALIZED VS DECENTERALIZED CURRICULUM PLANNING PROCESS OF CURRICULUM
- 3. INTRODUCTION The curriculum of a school is the formal and informal content and
process by which learners gain knowledge and understanding, develop skills, and alter
attitudes, appreciations, and values under he auspices of that school (Doll, 1996 p15).It is
this last definition that is perhaps the most useful to educators who wish to affect and
improve student learning.
- 4. Curriculum Types: AlignedTeaching alone will not improve test scores.Teaching has to be
aligned (on task) andpurposive (cumulative)(English, 2000, p. 104). Alignment is typically
understood as the agreement between a set of content standards and an assessment used
to measure those standards
- 5. Concept-BasedConcepts are timeless, universal,abstract and broad. The
conceptualtransfer of knowledge includes theapplication of concepts or
universalgeneralizations across time, cultures orsituations (Erickson, 2007, p. 129).
- 6. DifferentiatedIn differentiated classrooms, teachers providespecific ways for each
individual to learn asdeeply as possible and as quickly as possible,without assuming one
students road map forlearning is identical to anyone elses(Tomlinson, 1999, p. 2).
- 7. HiddenThe messages ofhidden curriculum maysupport or contradicteach other as well
asthe written curriculum.E.g such as one person-one vote
- 8. Guaranteed and ViableIf teachers can lay out a sound a viable set ofstandards and
can then guarantee (more or less) thatthese standards actually get taught, we can raise
levelsof achievement immensely(Schmoker, 2006, p. 36).
- 9. Learned The learned curriculum is what the students actually learn from the taught
curriculum. Common formative assessments assist educators in monitoring the written and
taught curriculum while assessing student understanding.
- 10. The null curriculumis that which is nottaught in schools.
- 11. PurposefulAll learners benefit fromand should receiveinstruction that reflectsclarity
about purposesand priorities of content(Tomlinson & McTighe,2006, 6).
- 12. The received curriculum is not always the intended or taught curriculum. Each student
brings their ownbackground and prior knowledgeto the classroom. Studentunderstanding is
impacted by eachstudents perception of thealigned, hidden, null, spiral, andtested
curricula.
- 13. Academic rigor :can be defined as the set of standardswe set for our students and
theexpectations we have forour students and ourselves.
- 14. The taught curriculum is whatteachers actually teach in theclassroom. Traditionally,
thewritten curriculum .
- 15. The tested curriculumprovides valuablefeedback about eachstudents understandingof
essential content,concepts and skills.
- 16. CENTERALIZED CURRICULUM VS DECENTERALIZATION Centralization refers to the
condition where by the administrative authority for education is vested, not in the local
community, but in a central body. This central body has complete power over all resources:
money, information, people, technology. It decides the content of curriculum, controls the
budget, is responsible for employment, the building of educational facilities, discipline
policies, etc. Giving students a centralized curriculum empowers students to have access to
the same education no matter where they live.
- 17. Decentralization may be defined as thetransfer of decision-making
authority,responsibility, and tasks from higher to lowerorganizational levels or
betweenorganizations (Hanson, 1998, p.112).Decentralization provides for persons at
thescene of the action to become involved in thedecision-making process. This allows
forgreater flexibility, and makes it possible forbetter decisions to be made because
personsat the scene of the action are more closelyrelated to the problem.
- 18. What is required is :A different two-way relationship ofpressure, support, and
continuousnegotiation between higher decisionmaking authority and local community.
- Carrying research and evaluationStudying ways to improve instructions Keeping up to
date with the knowledge Studying learners and the environment Developing a functional
philosophy Making decisions Discussing common problems 19. Participants of curriculum
planning getinvolved in variety of activities such as:
- Reach agreement in the school community about what to do and how to do it. Build on the
strong and successful parts of the program. As well as to identify and improve the weak
parts Decide how to accomplish not only your short-range goals but also you medium and
long-range goals Decide how and where to set priorities in the use of limited human and
economic resources.20.
- It is adapting and modifyingsteps or processes until theywork for youIt is trying to
anticipate thefuture.It is the setting of priorities inthe use of resources: people,money,
time and materialsIt is organized thinking thathelps in deciding what needs tobe done, how
it will happen,and who will do it.21.
- 22. REFERENCES
- CURRICULUM OVER VIEW WWW.multiage education.com structures as experienced by
students. Ronald C. Doll, in his book, Curriculum Improvement: Decision Ma ... .. . ons, and
values under he auspices of that school (Doll, 1996 p15). It is this last definition that is
perhaps the Author unknown. (2006). Future-ready students for the 21st century: What
will a future-ready school look like? Retrieved August 2, 2008, from
http://www.ncpublicschools.org/sbe_meetings/revisions/2006/pdfs/0608futurereadystude
nts.pdf Bruner, J. (1960). The Process of Education, Cambridge, MA: Harvard University
Press. Cuban, L. (1992). Curriculum stability and change. In Jackson, P. (Ed.), Handbook of
research on curriculum (pp. 216-247). New York, NY: Macmillan. Eisner, E. (1994). The
educational imagination: On the design and evaluation of school programs, 3rd ed. New
York, NY: Macmillan College Publishing. English, F.W. (2000). Deciding what to teach and
test: Developing, aligning and auditing the curriculum. Thousand Oaks, CA: Corwin Press.
Erickson, H.L. (2007). Concept-based curriculum and instruction for the thinking classroom.
Thousand Oaks, CA: Corwin Press. Hargett, V. (2004). The non-negotiables of academic
rigor. Retrieved July 30, 2008, from
http://www.ncpublicschools.org/ec/development/gifted/nonnegotiables/.
- 23. Glatthorn, A.A. (1987). Curriculum renewal. Alexandria, VA: Association for Supervision
and Curriculum Development. Jacobs, H.H. (1997). Mapping the big picture: Integrating
curriculum and assessment K-12. Alexandria, VA: Association for Supervision and
Curriculum Development. Marzano, R.J. (2003). What works in schools: Translating
research into action. Alexandria, VA: Association for Supervision and Curriculum
Development. Perkins-Gough, D. (2004). Creating a timely curriculum: A conversation with
Heidi Hayes Jacobs. Educational Leadership, 61(4), 12-17. Schmoker, M. (2006). Results
now: How we can achieve unprecedented improvements in teaching and learning.
Alexandria, VA: Association for Supervision and Curriculum Development. Sergiovanni, T.J.
(1990). Value-added leadership: How to get extraordinary performance in schools. New
York, NY: Harcourt Brace Jovanovich, Inc. Tomlinson, C. A. (1999). The differentiated
classroom: Responding to the needs of all learners. Alexandria, VA: Association for
Supervision and Curriculum Development. Tomlinson, C.A. & McTighe, J. (2006).
Integrating differentiated instruction and understanding by design. Alexandria, VA:
Association for Supervision and Curriculum Development. Tyler, R.W. (1949). Basic
principles of curriculum and instruction. Chicago, IL: The University of Chicago Press.
Wiggins, G. & McTighe, J. (1998). Understanding by design. Alexandria, VA: Association for
Supervision and Curriculum Development.
- 24. Reporters: Sir Romel B. Macalinao,RN Jean C. Mena,RN Amia 00 Curriculum
PresentationPresentation Transcript
- 1. The Development of a Model Curriculum for Applied Health Informatics H. Dominic
Covvey The University of Waterloo and Balanced View Consulting Janice E. MacNeill Humber
River Regional Hospital AMIA 2000
- 2. A Model Curriculum for Applied Health Informatics Outline of Presentation Definition of
Applied Health Informatician (AHI) and Our Approach to Curriculum Development. AHI
Macro-Roles, the Challenges Faced by AHIs. Example AHI Micro-Roles, and Skills and
Knowledge for Selected Challenges. AHI Competency Categories. Next Steps The University
of Waterloo AHI Diploma Program. Questions, Answers, and Discussion.
- 3. A Model Curriculum for Applied Health Informatics Working Definition: Applied Health
Informatician
- 4. The Need for a Skills-Focused AHI Program Productive Health System AHI Macro-Roles
Based on J. Glaser, AMIA Spring 99 Workshop Strategist and visionary. Architect: information
and systems (e.g., CIS). Analyst of complex processes (e.g., referral patterns). Designer (e.g.,
of efficient systems and processes). Implementer. Evaluator. Manager.
- 5. A Model Curriculum for Applied Health Informatics Our Approach to Curriculum
Development
- Internal Consultant Characterize the Challenges faced by AHIs in performing these roles.
IT/IM Strategic Planning. Procurement. Determine the Micro-Roles (sub-functions or tasks)
AHIs must perform to address these challenges (identified a total of 184). Identify the Skills,
Knowledge and Experience (competencies) that will give the AHIs the required capabilities.
Define a Curriculum that imparts the skills, knowledge, and experience. Local Objective:
Design and develop a diploma program at the University of Waterloo (EPHIP). Equate to job
functionsu Director Analyst u6. A Model Curriculum for Applied Health Informatics Our
Approach Define and characterize present and future AHI Macro-Roles. CIO
- 7. A Model Curriculum for Applied Health Informatics Preliminary Work Initial planning
think-tank in 1994 (Boal, Covvey, Dixon, MacNeill). Defined the AHI role. Recognized the
need for significant work to define a body of skills, and an AHI educ. program for people in
the field. Developed early versions of the Macro-Roles, Challenges, etc. template. Held focus
sessions on role-types, challenges, micro-roles, skills. In April 1999, November 1999, January
2000. Results: generated interest, and generated many improvements. In Summer of 1999
conceptualized the HEALNet curriculum development process; application for funding
submitted in Fall/99.
- 8. A Model Curriculum for Applied Health Informatics The Curriculum Development Process
Obtained funding (MRC: COF- 37627 ) during the late Fall of 1999. Performed stakeholder
analysis and identified potential participants: HI curriculum developers. HI teachers.
Potential and current HI students. Employers (health and health-related industries).
Representatives of professional organizations. Potential certifiers of HI professionals. Held a
kick-off videoconference to prepare participants for work: 11 locations across the U.S. and
Canada participated. Approximately 100 participants. Developed templates containing straw
versions of Macro-Roles, Challenges, and Micro-Roles, as well as some competencies.
- 9. A Model Curriculum for Applied Health Informatics The Curriculum Development Process
(2) Organized participants into 3 working groups, each with on-line (led by a facilitator) and
offline components. Applied Health Informatics (AHI). [Covvey] Research and Development
Health Informatics (RDHI). [Zitner] Clinician Health Informatics (CHI). [Bernstein] Convened
~10 2-hour on-line workshops involving each working group, beginning in March 2000.
Enabled by document and audioconferencing (Sprints) Edited and expanded templates;
discussed issues. Materials circulated to off-line participants via e-mail. Held a plenary
session of all groups in June 2000 to review progress. Completed on-line working group
sessions in mid-September 2000.
- 10. A Model Curriculum for Applied Health Informatics The Curriculum Development Process
(3) Currently are reviewing, collating, and tabulating products. Correlating Challenges with
Macro-Roles (which position faces which challenges). Documenting the Experience required
versus each Challenge. Performing individual quality reviews: 1-2 Challenges and their
associated Micro-Roles and Competencies are reviewed for completeness by volunteers with
relevant expertise. Plan to release draft versions of documentation Nov. Dec. 2000. List of
Macro-Roles and their definitions. List of Challenges. List of required Competencies relative
to each challenge. Mapping of Macro-Roles to Challenges. Categorized (course-like)
Competencies. Guidelines for the definition of graduate level content.
- 11. A Model Curriculum for Applied Health Informatics Participants in AHI Curriculum
Development Mary Lou Ackerman, csehc@saintelizabeth.com Sten Ardal, Central East
Health Info Partnership, ardal@cehip.org Ann Bolster, bolsta@cma.ca Jennifer Briand,
HEALNet, briandj@fhs.csu.mcmaster.ca Heidi Brown, Data General Inc., [email_address]
Dominic Covvey*, University of Waterloo, dcovvey@sprynet.com Deborah Del Duca, C dn.
Health Record Assoc . , delduca@ibm.net Myrna Francis, IBM, [email_address] Candace
Gibson, U . of Western Ontario, candaceg@julian.uwo.ca Alan Goldstein, Meditech,
[email_address] Theodore Hoekman, Mem . U. of Nfld., thoekman@morgan.ucs.mun.ca
Lewis Hooper, Private Consultant, [email_address]
- 12. A Model Curriculum for Applied Health Informatics Participants in AHI Curriculum
Development Steven Huesing, Huesing and Associates, [email_address] Carolyn Kay,
Canadian Health Record Association, carokay@ibm.net Kent Maclean, CIHI,
kmaclean@cihi.ca Janice MacNeill, Humber River Regional Hosp . , jmacneill@hrrh.on.ca
Naomi Mensink, N Mensink Consulting, nmensink@netcom.ca David Mowat, Health Canada,
david_mowat@hc-sc.gc.ca Walter Panko, University of Illinois at Chicago, Wpanko@uic.edu
Keith Pearse, University of Alberta, kpearse@utah-inter.net Denis Protti, University of
Victoria, School of HIS, dprotti@uvic.ca Annette Valenta, University of Illinois at Chicago,
Valenta@uic.edu Toby Walrod, University of Victoria, School of HIS, twalrod@uvic.ca Patrick
Yung, Health Information Services Program, yung@siast.sk.ca
- 13. A Model Curriculum for Applied Health Informatics AHI Macro-Roles
- 14. A Model Curriculum for Applied Health Informatics AHI Macro-Roles IT Leader (CIO,
VPIS,) Director IS Clinical Informatician IT/IM Resources/Project Manager Internal Health IT
Consultant System/Applications Expert Process Analyst Evaluator Educator/Trainer
Programmer-Deployment Support Policy Planner
- 15. A Model Curriculum for Applied Health Informatics Challenges Faced by AHIs
- 16. A Model Curriculum for Applied Health Informatics Challenges Faced by AHIs (30)
Collaboration. Understanding of the Nature of the Health System and Current Issues, and
Identification of Desired Outputs. Formulation of IT/IM Components of the Strategic Plan.
IT/IM Strategic Business Planning, IT/IM Strategic Market Planning. IT/IM Needs Analysis.
Determination of the Organizations IT/IM Situation (IT/IM Audit). Definition and
Implementation of Organizational Approach to IT/IM, IT/IM Organizational
Structure/Culture, and IS Department Structure/Culture. Determination of the State of the
Industry, Analysis of the Competition, and Identification of Viable Vendors and Solutions.
IT/IM Technology Assessment. Evaluation, Adoption, and Implementation of Standards .
- 17. A Model Curriculum for Applied Health Informatics Challenges Faced by AHIs (30) IT/IM-
Related Policy Development. Development of the Justification For and the Value of Systems.
Obtaining Consensus on Solutions, Budget, Plan. Procurement of Solutions (Products and
Services). Re-engineering of Work and Information Management Processes. Implementation
of Solutions. Planning and Day-to-Day Management of IT/IM Resources. Management of
Others (e.g., Population, System) Data (Quality Audits, Combining Data, Transmission, etc.).
Integration of Multiple Systems. Maintenance and Support of Solutions. Evaluation of
Solution Outcomes. Management of Change (Acting as Change Agent). User, Customer,
Inter-Departmental and Public Liaison, Relations, Communications, and Publication .
- 18. A Model Curriculum for Applied Health Informatics Challenges Faced by AHIs (30)
Evaluation of Solution Outcomes. Management of Change (Acting as Change Agent). User,
Customer, Inter-Departmental and Public Liaison, Relations, Communications, and
Publication. Continuing Education. System and Methods Customization and Ad Hoc
Development. Utilization of Technology (Personal Productivity, Specific Tools). General Day-
to-Day Issues .
- 19. A Model Curriculum for Applied Health Informatics Example AHI Micro-Roles
- 20. A Model Curriculum for Applied Health Informatics Micro-Roles: Example (1) Challenge :
Formulation of IT/IM Components of the Strat. Plan Micro-Roles: Comprehension of
Organizational Strategy Interpretation (e.g., Translating IT Concepts + Industry to
Management; bridging) Presentation of Potential Strategic Opportunities for IT/IM
Involvement of Senior Management in IT/IM Strategic Planning Process Involvement of
Other Stakeholders in the IT/IM SP Process Development of IT/IM Responses (IT/IM Strategic
Requirements) Strategic Options Analysis Development of Multi-Year Budget Promoting the
Plan and Budget Throughout the Organization and to the Board Management of
Expectations
- 21. A Model Curriculum for Applied Health Informatics Micro-Roles: Example (2) Challenge :
Procurement of Solutions (Products and Services) . Micro-Roles (Non-Vendor): Mobilization
and Mgmt of Stakeholder Participation in the Proc. Process Development of Statement of
Required Capabilities (Functional and Informational), Required Performance, Technologies,
Other Requirements, and System Architecture RFP or Other Procedure for Obtaining Vendor
Responses Management and Documentation of Site Visits, Demos, and Other Assessments
Assessment or Defn of Business Ethics Environment and Applic. Laws Evaluation of
Compliance of Vendors Offerings with Requirements and Architecture Identification of
Preferred Solutions Preparation and Negotiation of Contracts Contract Finalization and
Ordering
- 22. A Model Curriculum for Applied Health Informatics AHI Skills and Knowledge
- 23. A Model Curriculum for Applied Health Informatics Example Skills and Knowledge
Challenge : Formulation of IT/IM Components of the Strategic Plan Micro-Role:
Comprehension of Organizational Strategy Skills: Listening Skills, Synthesizing Skills, Systems
Thinking Knowledge: The Nature and Operation of the Health System, Health System
Management and Organization, Understanding Corporate Culture (regarding acceptable
approaches, methods, values), Principles of Systems Thinking Micro-Role: Interpretation
(e.g., Translating IT Concepts + Industry to Management; bridging) Skills: Forecasting Skills,
Communication Skills, Failure Analysis Knowledge : IT and IM Basic Concepts, The Nature
and Operation of the Health System, The Nature and Capabilities of Health IT/IM Vendors
and Products, Principles of Failure Analysis; Knowledge of How Non-Health Organizations
Address IT/IM
- 24. A Model Curriculum for Applied Health Informatics Example Skills and Knowledge
Challenge: Formulation of IT/IM Components of the Strategic Plan Micro-Role: Presentation
of Potential Strategic Opportunities for IT/IM Skills: Presentation Skills, Data Analysis Skills,
Leadership Skills, Communication Skills, Interpretation, Teaching Skills Knowledge: The
Nature and Capabilities of Health IT/IM Vendors and Products, Infrastructural Technologies,
The Nature and Operation of the Health System Micro-Role: Involvement of Senior
Management in IT/IM Strategic Planning (SP) Process Skills: Motivation Techniques,
Leadership Skills, Facilitation Skills, Communication Skills Knowledge: Health System
Management and Organization, Understanding Business and Clinical Processes, The IT/IM
Strategies of Other Organizations
- 25. A Model Curriculum for Applied Health Informatics Skills and Knowledge Elements
Identified: Skills: 203 Knowledge Elements: 167 These were subsumed under 22
competency categories that roughly correlate with courses or course modules. Some
might be pre-requisites.
- 26. A Model Curriculum for Applied Health Informatics AHI Competency Categories
- 27. A Model Curriculum for Applied Health Informatics Competency Categories We have
identified 22 competency categories: Personal Competencies for AHI Professionals General
Computing Competencies for AHI Professionals Health Computing Competencies for AHI
Professionals Key IT Usage Competencies for AHI Professionals General Health System-
Related Competencies General Business and Management Competencies General IS
Department Management Competencies Team and Human Resources Management
Competencies Re-Engineering and Management of Change Competencies Strategic and
Operational Planning Competencies Assessment of the Value, Effects, and Cost of IT
(Competencies)
- 28. A Model Curriculum for Applied Health Informatics Competency Categories We have
identified 22 competency categories (2): General Technology/Systems Life-Cycle
Management Competencies Procurement Competencies Systems Implementation and
Integration Competencies Systems Maintenance and Support Competencies System
Customization/Ad Hoc Development Competencies Project Management Competencies
Education and Training Competencies Vendor/Service Provider Competencies User and
Process Observation and Assessment Competencies Security Management Competencies
Information and Data Collection, Analysis and Management Competencies
- 29. A Model Curriculum for Applied Health Informatics Example Competency Category With
Skills and Knowledge
- 30. A Model Curriculum for Applied Health Informatics Example Competency Category
Procurement Competencies Skills Acceptance Testing Method/Procedure Compliance
Analysis Techniques Contract Framework Contract Negotiation Technique Procurement
Method (Including RFI/Q and RFP Writing, Site Visit Design and Analysis Technique, Demo
Design and Analysis Technique) Needs Analysis Method Scenario Development Skills User
Group Framework User Satisfaction and Acceptance Analysis and Management Vendor
Viability Assessment Framework Vendor/Product Comparison Framework
- 31. A Model Curriculum for Applied Health Informatics Example Competency Category
Procurement Competencies Knowledge Application Domain, Knowledge of Specific Contract
Development, Principles of Corporate Strategy and Current Offerings, Knowledge of Health
IT Product Knowledge, Basic Health IT/IM Vendors and Products , The Nature and Capab . of
Industry M k ting, Promotion, and Sales Techniques, Knowledge of Needs Assessment and
Evaluation, Principles of Product/Vendor State-of-the-Art, Knowledge of Products,
Knowledge of Specific Requirements, Knowledge of Specific System Testing and Validation,
Principles of User Acceptance Analysis, Principles of User Modeling, Principles of Vendor
Marketplace, Knowledge of Vendor Values, Knowledge of
- 32. A Model Curriculum for Applied Health Informatics Next Steps
- 33. A Model Curriculum for Applied Health Informatics Next Steps Packaging and Publication
of initial products of all 3 curriculum development efforts. Consultation process: circulation
to interested parties for improvement. Place materials on their permanent website.
Development of a tool for students to determine educational needs. Development of a tool
for recruiters and human resources specialists to determine competency requirements for
positions.
- 34. A Model Curriculum for Applied Health Informatics The U of Waterloo Diploma in AHI
Program
- 35. A Model Curriculum for Applied Health Informatics Orientation of the U of Waterloo
Program A special emphasis will be placed on the skills component of the curriculum. This
will make the program most relevant to AHI practioners. Individual skill, knowledge, and
experience elements will be delivered in the form of short, intense, and well-structured
vignettes or micro-courses (modules of 1-3 hours) that are introduced via cases. We
believe these micro-courses will be highly suited to adult learning patterns. They will be
presented via distance education techniques (audio plus document conferencing) to ad
dress the needs of those already in the field. For further information, contact:
dcovvey@sprynet.com [email_address]
- 36. A Model Curriculum for Applied Health Informatics Questions, Answers, and Discussion
- 37. A Model Curriculum for Applied Health Informatics Reserve Slides
- 38. A Model Curriculum for Applied Health Informatics The Applied Health Informatician
Information and information technology Needs and requirements elucidators. Problem
characterizers, clarifiers, and solvers. Solution finders and procurers. Solution deployers,
implementers, and evaluators. Solution and resources managers. The AHI is driven by the
needs of the health environment. AHIs must be able: to understand the problem and the
need for solutions. To consider alternate solutions and determine the optimal solution
deliver the solution that addresses the need. We contrast this with Theoretical Health
Informaticians, who are fundamentally scientists, conceivers of new knowledge and creators
of new tools, often driven by their own interests.
- 39. A Model Curriculum for Applied Health Informatics Health IT Deployment Models
Employers of AHIs: As-Is Technology Deployers Use proven COTS. Are risk aversive. Creativity
is focused on implementation and gaining value. Not developers. Employers of RDHIs:
Innovators/Academic Organizations Early adopters (alpha or beta), developers, customizers.
Risk takers. Creativity focused on creating functionality and capability. Two types: True
Innovators: develop new solutions. Limited Innovators: adopt bleeding edge solutions.
Hybrids: Mixed approach: mostly COTS, but some development or customization.
-
- Curri diff dp network 1Presentation Transcript
- 1. A presentation onA presentation on Curriculum DifferentiationCurriculum Differentiation
Value Adding - Blooms Taxonomy Raewyn DonaldRaewyn Donald PEAC Co-ordinator
SMERPEAC Co-ordinator SMER
- 2. TODAYS OUTCOME Understand the terms: Differentiation, Enrichment and Extension
Plan and program for all students by differentiating the curriculum: Maker Model
Blooms Graphic Organisers Where to next? Creative and Critical thinking in the
Australian Curriculum
- 3. CURRICULUMCURRICULUM DIFFERENTIATIONDIFFERENTIATION WHAT IS IT?WHAT IS IT?
A broad term referring to the need to tailorA broad term referring to the need to tailor
teaching environments and practices toteaching environments and practices to create
appropriately different learningcreate appropriately different learning experiences for
different students.experiences for different students. IN OTHER WORDS:IN OTHER WORDS:
The teacher plans for the diverse needs ofThe teacher plans for the diverse needs of
students.students.
- 4. WHY DIFFERENTIATE?WHY DIFFERENTIATE? One size fits all instruction does notOne size
fits all instruction does not address the needs of many studentsaddress the needs of many
students Kids come in different shapes and sizesKids come in different shapes and sizes as
well as interests, learning profilesas well as interests, learning profiles and readiness
levelsand readiness levels We need to do more thanWe need to do more than tailor the
same suit of clothes.tailor the same suit of clothes.
- 5. HOW DO WE DIFFERENTIATE?HOW DO WE DIFFERENTIATE? ByBy deleting already
mastered materialdeleting already mastered material adding new content, process or
productadding new content, process or product expectationsexpectations extending and
enrichingextending and enriching accelerationacceleration writing new courses or units
that meet thewriting new courses or units that meet the needs of all studentsneeds of all
students
- 6. What differentiationWhat differentiation ISIS A range of learningA range of learning
options (2-4 activities)options (2-4 activities) Based on knowledge ofBased on knowledge
of where students are atwhere students are at and where they need toand where they
need to progress toprogress to Flexible and evolvingFlexible and evolving groupsgroups
About quality of tasks notAbout quality of tasks not quantityquantity Well planned
andWell planned and student centredstudent centred What differentiation ISNT
Individualised instruction (30 IEPs) Based on the need to cover a certain amount of content
in a certain time Streaming or fixed grouping Giving more or less of the same work
Students choosing everything they do
- 7. So why do we need toSo why do we need to worry?worry? Professional
obligationProfessional obligation Complies with the PrinciplesComplies with the Principles
of Learning and Teachingof Learning and Teaching Excellence and Equity Excellence and
Equity Priority 1Priority 1
- 8. DONT PANIC .DONT PANIC . You are almost certainly differentiatingYou are almost
certainly differentiating to some degree alreadyto some degree already!! Build on what
you are doing alreadyBuild on what you are doing already Make small changesMake small
changes (one area at a time)(one area at a time) Put clear plans in placePut clear plans in
place (for seeking help,(for seeking help, early finishers, handing in work etc)early finishers,
handing in work etc) Involve your students in these plansInvolve your students in these
plans (give them as much responsibility as(give them as much responsibility as
possible)possible)
- 9. What kinds of things do you doWhat kinds of things do you do to maximise student
learning?to maximise student learning?
- 10. TELL ME MORE.TELL ME MORE. Teachers can differentiateTeachers can differentiate
Content (the What)Content (the What) Process (the How)Process (the How) Product
(the Why)Product (the Why) Learning environment (the Where and When)Learning
environment (the Where and When) according to studentsaccording to students
readinessreadiness interestsinterests learning profilelearning profile through a range of
instructional andthrough a range of instructional and management strategiesmanagement
strategies
- 11. DIFFERENTIATION DIFFERENTIATION MAKER MODELMAKER MODEL Content (The
What)Content (The What) Use the students abilities to build a richerUse the students
abilities to build a richer more diverse knowledge basemore diverse knowledge base
Process (The How)Process (The How) Promote creativity and higher cognitivePromote
creativity and higher cognitive skills and productive use of knowledgeskills and productive
use of knowledge mastered.mastered.
- 12. DIFFERENTIATION DIFFERENTIATION MAKER MODELMAKER MODEL Product (The
Why)Product (The Why) Facilitate opportunities for talentedFacilitate opportunities for
talented students to produce a product thatstudents to produce a product that reflects their
potential.reflects their potential. Learning Environment (The WhereLearning Environment
(The Where and When)and When) Create a learning environment whichCreate a learning
environment which encourages students to engage theirencourages students to engage
their abilities to the greatest extent possible.abilities to the greatest extent possible.
- 13. DIFFERENTIATION STRATEGIESDIFFERENTIATION STRATEGIES Compacting the
CurriculumCompacting the Curriculum Cubing/Tiered AssignmentsCubing/Tiered
Assignments Extension MenusExtension Menus Learning CentresLearning Centres
Learning ContractsLearning Contracts Independent StudyIndependent Study
- 14. ENRICHMENTENRICHMENT Independent researchIndependent research
Critical/creative thinking skillsCritical/creative thinking skills Levels of questioningLevels of
questioning Problem solvingProblem solving Complex ICTComplex ICT Cooperative
learningCooperative learning Guest SpeakersGuest Speakers
- 15. EXTENSIONEXTENSION Learning CentresLearning Centres Challenge CentresChallenge
Centres Parallel programmingParallel programming ContractsContracts Complex
ICTComplex ICT Peer TeachingPeer Teaching MentorsMentors
- 16. BLOOMS TAXONOMYBLOOMS TAXONOMY and the Differentiated Curriculumand the
Differentiated Curriculum Developed by Benjamin Bloom in 1950sDeveloped by Benjamin
Bloom in 1950s Provides a way to organise thinking skillsProvides a way to organise
thinking skills into six levels, from the most basic to theinto six levels, from the most basic to
the more complex levels of thinkingmore complex levels of thinking Continues to be one of
the mostContinues to be one of the most universally applied pedagogical modelsuniversally
applied pedagogical models 1990s taxonomy revised by Lorin1990s taxonomy revised
by Lorin Anderson (former student of Bloom)Anderson (former student of Bloom)
- 17. Original Terms New TermsOriginal Terms New Terms EvaluationEvaluation
SynthesisSynthesis AnalysisAnalysis ApplicationApplication
ComprehensionComprehension KnowledgeKnowledge Creating Evaluating Analysing
Applying Understanding Remembering
- 18. Remembering Understanding Applying Analysing Evaluating Creating Understanding
Remembering Analysing Applying Creating Evaluating Davis & Rimm (2004)
- 19. So how do youSo how do you use Bloomsuse Blooms in thein the
classroom?classroom?
- 20. DIFFERENTIATING BLOOMSDIFFERENTIATING BLOOMS BUILD BLOCKS TO THINKBUILD
BLOCKS TO THINK Increasing complexityIncreasing complexity Breadth and depthBreadth
and depth
- 21. GRAPHIC ORGANISERSGRAPHIC ORGANISERS Concept MapsConcept Maps Mind
MapsMind Maps KWL/KWLHKWL/KWLH PMI/PMIIPMI/PMII T Chart/ Y ChartT Chart/ Y
Chart Venn Diagrams / Tri Venn DiagramsVenn Diagrams / Tri Venn Diagrams Flow
diagramsFlow diagrams StoryboardingStoryboarding Fishbone / Cause and Effect
WheelFishbone / Cause and Effect Wheel
- 22. THINKERS KEYS Tony Ryan A range of question starters presented as keys to unlock the
analytical, critical and creative thinking abilities of students 20 activities Designed to
motivate and engage students in a wide range of thinking tasks
- 23. QUESTION STARTERS The Reverse The Commonality The What if? The Inventions The
Alphabet The Alternatives The BAR The Question The Construction The Brainstorming The
Disadvantages The Forced Relationship The Different uses The Combination The Prediction
The Interpretation The Picture The Brick Wall The Ridiculous The Variations
- 24. B A R B Bigger What could be made bigger? A Add What can be added to the design?
R Remove/replace What can be removed from the design?
- 25. How Can You Use Them? Introduce a few keys at a time Can be used in isolation
Can be used as a quick 3 minute motivational exercise Sheets of Thinkers Keys for class
theme as extension activities Whole Class Activity Student extension where a key is
selected and the student has to create the activity
- 26. WHERE TO FROM HERE?WHERE TO FROM HERE? HOTSHOTS Critical ThinkingCritical
Thinking Creative ThinkingCreative Thinking Australian CurriculumAustralian Curriculum
General CapabilitiesGeneral Capabilities
- 27. The mind is not a vessel toThe mind is not a vessel to be filled,be filled, but a fire to be
kindled.but a fire to be kindled. PlutarchPlutarch Curri diff dp network 1Presentation
Transcript
- 1. A presentation onA presentation on Curriculum DifferentiationCurriculum Differentiation
Value Adding - Blooms Taxonomy Raewyn DonaldRaewyn Donald PEAC Co-ordinator
SMERPEAC Co-ordinator SMER
- 2. TODAYS OUTCOME Understand the terms: Differentiation, Enrichment and Extension
Plan and program for all students by differentiating the curriculum: Maker Model
Blooms Graphic Organisers Where to next? Creative and Critical thinking in the
Australian Curriculum
- 3. CURRICULUMCURRICULUM DIFFERENTIATIONDIFFERENTIATION WHAT IS IT?WHAT IS IT?
A broad term referring to the need to tailorA broad term referring to the need to tailor
teaching environments and practices toteaching environments and practices to create
appropriately different learningcreate appropriately different learning experiences for
different students.experiences for different students. IN OTHER WORDS:IN OTHER WORDS:
The teacher plans for the diverse needs ofThe teacher plans for the diverse needs of
students.students.
- 4. WHY DIFFERENTIATE?WHY DIFFERENTIATE? One size fits all instruction does notOne size
fits all instruction does not address the needs of many studentsaddress the needs of many
students Kids come in different shapes and sizesKids come in different shapes and sizes as
well as interests, learning profilesas well as interests, learning profiles and readiness
levelsand readiness levels We need to do more thanWe need to do more than tailor the
same suit of clothes.tailor the same suit of clothes.
- 5. HOW DO WE DIFFERENTIATE?HOW DO WE DIFFERENTIATE? ByBy deleting already
mastered materialdeleting already mastered material adding new content, process or
productadding new content, process or product expectationsexpectations extending and
enrichingextending and enriching accelerationacceleration writing new courses or units
that meet thewriting new courses or units that meet the needs of all studentsneeds of all
students
- 6. What differentiationWhat differentiation ISIS A range of learningA range of learning
options (2-4 activities)options (2-4 activities) Based on knowledge ofBased on knowledge
of where students are atwhere students are at and where they need toand where they
need to progress toprogress to Flexible and evolvingFlexible and evolving groupsgroups
About quality of tasks notAbout quality of tasks not quantityquantity Well planned
andWell planned and student centredstudent centred What differentiation ISNT
Individualised instruction (30 IEPs) Based on the need to cover a certain amount of content
in a certain time Streaming or fixed grouping Giving more or less of the same work
Students choosing everything they do
- 7. So why do we need toSo why do we need to worry?worry? Professional
obligationProfessional obligation Complies with the PrinciplesComplies with the Principles
of Learning and Teachingof Learning and Teaching Excellence and Equity Excellence and
Equity Priority 1Priority 1
- 8. DONT PANIC .DONT PANIC . You are almost certainly differentiatingYou are almost
certainly differentiating to some degree alreadyto some degree already!! Build on what
you are doing alreadyBuild on what you are doing already Make small changesMake small
changes (one area at a time)(one area at a time) Put clear plans in placePut clear plans in
place (for seeking help,(for seeking help, early finishers, handing in work etc)early finishers,
handing in work etc) Involve your students in these plansInvolve your students in these
plans (give them as much responsibility as(give them as much responsibility as
possible)possible)
- 9. What kinds of things do you doWhat kinds of things do you do to maximise student
learning?to maximise student learning?
- 10. TELL ME MORE.TELL ME MORE. Teachers can differentiateTeachers can differentiate
Content (the What)Content (the What) Process (the How)Process (the How) Product
(the Why)Product (the Why) Learning environment (the Where and When)Learning
environment (the Where and When) according to studentsaccording to students
readinessreadiness interestsinterests learning profilelearning profile through a range of
instructional andthrough a range of instructional and management strategiesmanagement
strategies
- 11. DIFFERENTIATION DIFFERENTIATION MAKER MODELMAKER MODEL Content (The
What)Content (The What) Use the students abilities to build a richerUse the students
abilities to build a richer more diverse knowledge basemore diverse knowledge base
Process (The How)Process (The How) Promote creativity and higher cognitivePromote
creativity and higher cognitive skills and productive use of knowledgeskills and productive
use of knowledge mastered.mastered.
- 12. DIFFERENTIATION DIFFERENTIATION MAKER MODELMAKER MODEL Product (The
Why)Product (The Why) Facilitate opportunities for talentedFacilitate opportunities for
talented students to produce a product thatstudents to produce a product that reflects their
potential.reflects their potential. Learning Environment (The WhereLearning Environment
(The Where and When)and When) Create a learning environment whichCreate a learning
environment which encourages students to engage theirencourages students to engage
their abilities to the greatest extent possible.abilities to the greatest extent possible.
- 13. DIFFERENTIATION STRATEGIESDIFFERENTIATION STRATEGIES Compacting the
CurriculumCompacting the Curriculum Cubing/Tiered AssignmentsCubing/Tiered
Assignments Extension MenusExtension Menus Learning CentresLearning Centres
Learning ContractsLearning Contracts Independent StudyIndependent Study
- 14. ENRICHMENTENRICHMENT Independent researchIndependent research
Critical/creative thinking skillsCritical/creative thinking skills Levels of questioningLevels of
questioning Problem solvingProblem solving Complex ICTComplex ICT Cooperative
learningCooperative learning Guest SpeakersGuest Speakers
- 15. EXTENSIONEXTENSION Learning CentresLearning Centres Challenge CentresChallenge
Centres Parallel programmingParallel programming ContractsContracts Complex
ICTComplex ICT Peer TeachingPeer Teaching MentorsMentors
- 16. BLOOMS TAXONOMYBLOOMS TAXONOMY and the Differentiated Curriculumand the
Differentiated Curriculum Developed by Benjamin Bloom in 1950sDeveloped by Benjamin
Bloom in 1950s Provides a way to organise thinking skillsProvides a way to organise
thinking skills into six levels, from the most basic to theinto six levels, from the most basic to
the more complex levels of thinkingmore complex levels of thinking Continues to be one of
the mostContinues to be one of the most universally applied pedagogical modelsuniversally
applied pedagogical models 1990s taxonomy revised by Lorin1990s taxonomy revised
by Lorin Anderson (former student of Bloom)Anderson (former student of Bloom)
- 17. Original Terms New TermsOriginal Terms New Terms EvaluationEvaluation
SynthesisSynthesis AnalysisAnalysis ApplicationApplication
ComprehensionComprehension KnowledgeKnowledge Creating Evaluating Analysing
Applying Understanding Remembering
- 18. Remembering Understanding Applying Analysing Evaluating Creating Understanding
Remembering Analysing Applying Creating Evaluating Davis & Rimm (2004)
- 19. So how do youSo how do you use Bloomsuse Blooms in thein the
classroom?classroom?
- 20. DIFFERENTIATING BLOOMSDIFFERENTIATING BLOOMS BUILD BLOCKS TO THINKBUILD
BLOCKS TO THINK Increasing complexityIncreasing complexity Breadth and depthBreadth
and depth
- 21. GRAPHIC ORGANISERSGRAPHIC ORGANISERS Concept MapsConcept Maps Mind
MapsMind Maps KWL/KWLHKWL/KWLH PMI/PMIIPMI/PMII T Chart/ Y ChartT Chart/ Y
Chart Venn Diagrams / Tri Venn DiagramsVenn Diagrams / Tri Venn Diagrams Flow
diagramsFlow diagrams StoryboardingStoryboarding Fishbone / Cause and Effect
WheelFishbone / Cause and Effect Wheel
- 22. THINKERS KEYS Tony Ryan A range of question starters presented as keys to unlock the
analytical, critical and creative thinking abilities of students 20 activities Designed to
motivate and engage students in a wide range of thinking tasks
- 23. QUESTION STARTERS The Reverse The Commonality The What if? The Inventions The
Alphabet The Alternatives The BAR The Question The Construction The Brainstorming The
Disadvantages The Forced Relationship The Different uses The Combination The Prediction
The Interpretation The Picture The Brick Wall The Ridiculous The Variations
- 24. B A R B Bigger What could be made bigger? A Add What can be added to the design?
R Remove/replace What can be removed from the design?
- 25. How Can You Use Them? Introduce a few keys at a time Can be used in isolation
Can be used as a quick 3 minute motivational exercise Sheets of Thinkers Keys for class
theme as extension activities Whole Class Activity Student extension where a key is
selected and the student has to create the activity
- 26. WHERE TO FROM HERE?WHERE TO FROM HERE? HOTSHOTS Critical ThinkingCritical
Thinking Creative ThinkingCreative Thinking Australian CurriculumAustralian Curriculum
General CapabilitiesGeneral Capabilities
- 27. The mind is not a vessel toThe mind is not a vessel to be filled,be filled, but a fire to be
kindled.but a fire to be kindled. PlutarchPlutarch Curriculum workshop on line version
2011Presentation Transcript
- 1. Theoretical models and practical applications c.marcangelo CDEPP CD.olv/feb11
- 2. This presentation guides you through a critical exploration of Principles within curriculum
design Using curriculum frameworks Practical issues in planning learning, teaching and
assessment c.marcangelo CDEPP CD.olv/feb11
- 3. Think of a course or programme you are familiar with Present it as a mind map to give an
overview of the different modules at each level (4, 5 & 6) links that cross the levels, for
example discipline themes, topic threads, skills extension and competence-building
assessment methods Identify your overarching philosophy that underpins the design
c.marcangelo CDEPP CD.olv/feb11
- 4. curricula reflect ideological influences and philosophical approaches to knowledge, to
teaching & learning, and to the student and to what is higher education It is argued that
we are moving to performativity in terms of curriculum focus and that academic knowledge
is changing from is it true to what use is it, and how can we measure it. Barnett & Coate
(2005) c.marcangelo CDEPP CD.olv/feb11
- 5. Activity 2 consider how you would define the term curriculum in your own context, and
write a brief definition down What underpinning philosophies and values influence the
courses/programmes you are currently involved in teaching c.marcangelo CDEPP
CD.olv/feb11
- 6. Fraser and Bosanquet (2006) found 4 distinct categories of descriptions of the curriculum:
A - the structure and content of a unit B the structure and content of a programme of
study C the students experience of learning D a dynamic and interactive process of
teaching and learning c.marcangelo CDEPP CD.olv/feb11
- 7. Fraser and Bosanquet (2006) link these findings to Habermass 3 fundamental human
interests: Technical interest A&B relates to subject knowledge Practical (communicative)
interest C relates to learning that results from reflection and making meaning of the
subject matter to enable appropriate action Emancipatory interest D learners are active
creators of knowledge, with content negotiated c.marcangelo CDEPP CD.olv/feb11
- 8. identify which of these knowledge-constitutive interests relates to the curriculum you
mapped at the start of the session Put notes onto your map in a different colour that
indicate where the technical, practical and emancipatory interests feature, and in what
proportion c.marcangelo CDEPP CD.olv/feb11
- 9. Barnett & Coates (2005) in their recent research into the changing HE curricula formulate
a general schema made up of 3 elements: Knowledge, Action & Self They argue that the
philosophical position of the different disciplines is recognisable in the dominance and
interaction of these three elements. c.marcangelo CDEPP CD.olv/feb11
- 10. c.marcangelo CDEPP CD.olv/feb11 all those aspects of teaching and learning required for
discipline specific competency The competencies acquired through doing The development
of an educational identity e.g.. reflective practitioner, critical evaluator General Curriculum
Schema ACTION SELF KNOWLEDGE S
- 11. identify which of these three schematic elements relates to the curriculum you mapped
at the start of the session Again Put notes onto this in a different colour/font that indicate
where development of Knowledge, Skill and Self occur in the programme c.marcangelo
CDEPP CD.olv/feb11
- 12. c.marcangelo CDEPP CD.olv/feb11 CDLT c.marcangelo Feb09 Science and Technology
Schema Knowledge Action Self
- 13. Arts and Humanities Schema c.marcangelo CDEPP CD.olv/feb11 CDLT c.marcangelo
Feb09 Knowledge Action Self
- 14. Professional Subjects Schema c.marcangelo CDEPP CD.olv/feb11 CDLT c.marcangelo
Feb09 Knowledge Action Self
- 15. Activity 5 Spend a few minutes to summarise your thinking about How these two
different models align with your experiences of curricula that you are/have been involved
with teaching and learning? What are the connections with Anderson & Krathwohls
(2001)taxonomy dimensions c.marcangelo CDEPP CD.olv/feb11
- 16. What factors will influence/direct curriculum design and delivery? How will these
articulate with the theoretical models? First on a micro level your own teaching .
c.marcangelo CDEPP CD.olv/feb11
- 17. Process Focus: Communication Skills Presenting Listening Responding Questioning
Personal Development Reflective Practice Group working Collaboration & learning from
others (From: Exley & Dennick (2004) Small Group Teaching Routledge) Content Focus: Deep
learning Applying concepts Evaluating evidence Analysing/ synthesizing Creating Using the
language of the discipline Making an argument Defending a viewpoint Clarifying and
understanding Exploring the rules of the discipline
- 18. Learning in the workplace or practice setting: Draw learning out through reflection on
seemingly random events Identify themes of learning Relate to skills/knowledge frameworks
Use formative processes and action planning Manage a coherent learning process even
when not in control of the overall module or programme c.marcangelo CDEPP CD.olv/feb11
- 19. Learning in lectures and seminars: Present ideas in a structured manner Make links to
prior knowledge, module learning outcomes, assessment activities and programme themes
Use a range of different examples Include short focused activities to activate understanding,
introduce higher level thinking skills and vary pace Limit input time to 10 minute bursts
c.marcangelo CDEPP CD.olv/feb11
- 20. DESIGN IN Constructive alignment Well structured knowledge-base A high degree of
meaningful and coherent activity that develops critical thinking Emphasis on depth of
learning (principles) rather than breadth of coverage Interaction with others (collaboration)
Choice that facilitates pursuing personal interests and enables INCLUSIVITY c.marcangelo
CDEPP CD.olv/feb11
- 21. DESIGN OUT surface learning conditions i.e. High class contact using didactic approaches,
excessive course materials; isolated information giving Expectations of student learning
potential too low or too high Lack of choice in learning Negative or cynical perspectives
Assessment that tests and rewards low-level outcomes c.marcangelo CDEPP CD.olv/feb11
- 22. attractiveness/marketability is it viable? diversity, inclusivity and accessibility;
Widening participation and flexibility; employability links teaching-learning-assessment
philosophies and values; strategies, methods content knowledge, skills, levels of learning,
and ways of knowing; threshold and troublesome knowledge delivery strategies when and
where to learn i.e. F2F, specialist placement, FDL & e-learning c.marcangelo CDEPP
CD.olv/feb11
- 23. Quality Assurance Agency for HE (QAA) http://www.qaa.ac.uk/ for academic standards
and subject benchmarks University - threshold criteria for validation Faculty Portfolio
Professional Bodies Employers Potential students c.marcangelo CDEPP CD.olv/feb11
- 24. Balancing a range of methods for learning, teaching and assessment across the whole
course Appropriate to levels of study Developmental approach to knowledge, skills and
understanding Support for course development course developers guide & CDEPP
http://www.cumbria.ac.uk/Services/AdminServices/AcademicOffice/Course%20Developers.
aspx c.marcangelo CDEPP CD.olv/feb11
- 25. Activity 6. In summary, reflect on the issues in this presentation and how they relate to
Your current practice The practice you observe in peer reviews Writing for your module
assignments What actions will you take as a result of considering these curriculum design
issues? c.marcangelo CDEPP CD.olv/feb11
- 26. Barnett R., Parry G., & Coates K. (2001) Conceptualising Curriculum Change. Teaching in
Higher Education, Vol. 6, 4 , 435-449 Barnet R & Coate K (2005) Engaging the Curriculum in
Higher education . Maidenhead, Open University Press Carnell E (2007) Conceptions of
teaching in Higher education: extending the boundaries. Teaching in Higher Education
Vol.12, 1, 25-40 Donnelly R (2004) Fostering of creativity within an imaginative curriculum in
higher education. The Curriculum Journal Vol. 15, 2, 155-166 Fraser SP., & Bosanquet AM.,
(2006) The Curriculum? Thats just a unit outline, isnt it? Studies in Higher Education Vo 31,
3, 269-284 Hussey T., & Smith P. (2008) Learning Outcomes: a conceptual analysis. Teaching
in Higher education Vol.13, 1, 107-115 Light G. & Cox R (2001) Learning & Teaching in Higher
Education the reflective professional : London, Paul Chapman Publishing. Kemmis S. &
Fitzclarencwe L (1986) Curriculum Theorizing: beyond reproduction theory. Waurn Ponds,
Deakin University Margolis E. (ed) 2001 The Hidden Curriculum in Higher Education :
London, Routledge [e-book available through UoC library Pithers RT., & Soden R. (2000)
Critical thinking in education: a review. Educational Research Vol. 42, 3, 237-249 Pratt D.,
Boll S., Collins JB. (2007) Towards a plurality of perspectives for nurse educators. Nursing
Philosophy vol. 8 49-59 Taylor R (2005) Creating a connection: tackling student attrition
through curriculum development. Journal of Further and Higher Education Vol. 29, 4, 367-
374 Toohey S. (1999) Designing Courses for Higher Education: Milton Keynes, SRHE & OUP
Univeristy of Cumbria Course Developers Guide
http://www.cumbria.ac.uk/Services/AdminServices/AcademicOffice/Enhancement/CourseD
evelopers/course%20developer.aspx c.marcangelo CDEPP CD.olv/feb11
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