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Curriculum

ShuffUpdated 7/11/6

Some of the material in this presentation is used

What is curriculum?1. Take a few minutes

and think about it2. Write a short

answer (I won’t grade your answer)

3. We’ll read the answers and discuss them

4. I’ll lecture5. We’ll talk

Curriculum - Defined

• '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. (quoted in Kelly 1983: 10; see also, Kelly 1999).

http://www.canyonisd.net/curriculum/curriculum.jpg

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Types of curriculum

• Formal• Informal• Null• Hidden

Curriculum

• Transmitting• Product• Process• Practice

Aristotle

• Syllabus = theory• Process = Practical• Product =

Picture form http://www.infed.org/thinkers/et-arist.htm downloaded 6/28/2004

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Curriculum Syllabus

• “content or the body of knowledge that they wish to transmit” (Smith 2000)

• Many teachers don’t see the relevance

Curriculum as Product1. What purposes should be sought?2. What experiences can be provided to

attain these purposes?3. How can these experiences be

organized?4. How do we know these purposes are

attained?

Objectives and outcomes Franklin Bobbitt (1918; 1928) and Ralph W. Tyler (1949)

Hilda Taba (product)

• Step 1: Diagnosis of need• Step 2: Formulation of objectives• Step 3: Selection of content• Step 4: Organization of content• Step 5: Selection of learning experiences• Step 6: Organization of learning experiences• Step 7: Determination of what to evaluate and of

the ways and means of doing it. (Taba 1962)

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• Some curriculum programs have tried to make the student experience “teacher proof”

• Can you name some?

Direct

Instructio

n

Critique

1. Curriculum is imposed from without 2. Smaller and smaller parts3. Difficult to convert objectives to action4. Unintended consequences 5. Overlooks incidental learning6. Ignores the teachable moment

Curriculum as Process

• Teachers and students interact with knowledge

• Think about teaching– Before, During & After

• Experiment• Faith in teacher• Students aren’t objects to

be acted on

John Dewey

Construction

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Critique

• Outside stake holders lack control• Who are the outside stake

holders?

Curriculum as Praxis

• Interaction between teachers and students

• “Emancipation of the human spirit “

Another View

• Mental Disciplinarians– Content disciplines

• Developmentalist– Child development

• Social Efficiency – Curriculum as product

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Approaches

• Student centered

• Subject centered

Change over time• Progressive

movement• John Dewey• 1919

conviction that

democracy means

active participation

Child centered

Curricular Excellence

• 1957 Sputnik• The Russians are

ahead of us

• The sky is fallinghttp://solarsystem.nasa.gov/multimedia/display.cfm?IM_ID=382

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Technology

• Chalkboard 1800s• TV-the 1950s• Computers 1980s –

– We don’t know what will happen

ISTESey

mour P

aper

t

NAEYC

• Curriculum decisions not only involve questions about how children learn, but also what learning is appropriate and when it is best learned. In addition, the way learning is assessed directly influences what is taught and when it is expected to be learned. Therefore, these guidelines address both curriculum and assessment. The early childhood profession believes that curriculum and assessment should be planned based on the best knowledge of theory and research about how children develop and learn, with attention given to individual children's needs and interests in relation to program goals.

This type of model is typical of the way administrators view curriculum.It depicts the pressure form outside on schools.

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Spiral Curriculum

http://www.marinhorizon.org/academics/spiral.htm

Sources• Ifed, (2000). Curriculum theory and practice. retrieved Jun 28, 2004,

from http://www.infed.org/biblio/b-curric.htm. • Evans, Ellen. "Curriculum Theory Heuristics:Kleibard." Boston

College. 28 Jun 2004 <http://www2.bc.edu/~evansec/curriculum/Kliebard.html#2>.

• "NAEYC." November 1990. Guidlines for Appropriate Curriculum Content and Assessment. 28 Jun 2004 <http://www.naeyc.org/resources/position_statements/pscuras.htm>.

• Bloom, J. (n.d.). Curriculum theory. retrieved Jun 28, 2004, from http://jan.ucc.nau.edu/~jwb2/research/CurriculumTheory/CurriculumTheory.html.

• Wilson, B. (n.d.). sowellesson1.pdf. retrieved Jun 28, 2004, from http://www.cals.ncsu.edu/agexed/aee529/sowelllesson1.pdf.