Intro to curriculum development

Curriculum Development& Instructional Planning

Definition of Curriculum

originated from the Greek word “curere” meaning to “run a course”

Curriculum

the planned educational experiences offered by a school which can take place anywhere at any time in the multiple context of the school, e.g. public schools as caring communities (Todd, 1965)

Curriculum

is a set of learning content and experiences that are selected, organized and implemented by the school in pursuit of its institutional purpose

Curriculum

refers to the sum total of the organized learning stated as educational ends, school subjects, activities performed inside the classroom and in the immediate school surrounding, and/or topics decided upon and provided within the educational institution for the attainment of all the learners under the effective leadership of the school officials and specifically, the teachers

(Sanchez, 1996)

Curriculum

any document or plan in a school or school system that defines the work of teachers, at least to the extent of identifying the content to be taught to the children and the methods to be used in the process (English, 1992)

Conceptions of Curriculum

As accumulation of organized knowledge

As instructional plan

As interaction process

As cognitive process

As praxis

As boundary between formal and informal education

As a means for self-actualization

As technological tool

As a key towards social relevance

As accumulation of organized knowledge

curriculum comprises of the learning experience, goals and objectives formulated through the systematic reconstruction of knowledge and experiences, under school authorities for the learner’s willful and continuous growth in personal and social competence, the cumulative tradition of organized knowledge.

As instructional plan

curriculum is a plan for learning. Plans are needed to serve as guide in the curriculum so the benefactors (the students) and the educators would not get lost in the way.

As interaction process

Curriculum is a vital, moving, complex interaction of people and things in a setting.

As cognitive process

Curriculum intends to sharpen students’ intellectual process and develop cognitive skills for studying virtually anything (Eisner and Valance).

As praxis

The school curriculum represents a special environment that has been systematized, edited and simplified for a special purpose. (habitual or established practice; custom)

As boundary between formal and informal education

The recognition that what pupils learn is not limited to the formal course of study but is affected, directly or indirectly, by the total school environment which is embedded by the curriculum

As a means for self-actualization

Curriculum provides personally satisfying experiences for individual learners.

As technological tool

Curriculum makes learning systematic and efficient thru programmed learning, computer-assisted instruction, etc.

As a key towards social relevance

Curriculum prepares people for living in an unstable, changing world.

Components of Curriculum

A. Courses of study : This includes the subject mater/syllabus that is taught within the school, and also includes the co-curricular activities.


B. Social context : While interacting within the family, community and outside, one learns many things which are not possible within the classroom. The social context or situations include one's thinking and contribute to one's learning. This is more important for children who grow up through the process of socialization


C. Learning experiences : Every time one

interacts with the social environment, one learns from each encounter.

Activity-based teaching-learning leads to generation of more experiences; so also problem-based learning, especially if problems are related to real-life situations. In case of experiential learning, the present learning is based on previous experiences, and also leads/contributes to the repository of experiences within the individual child

Components of CurriculumD. Learning outcomes : This is the most

important aspect of the curriculum, i.e. specification of what is to be achieved

Learning outcomes are expressed in terms of achievements (and changes in the child due to education) in knowledge, comprehension, skills, attitude, values, etc.

Learning outcomes may be specified in broad terms which can be achieved after certain period of time (say, primary, elementary, secondary, etc.), or year-wise for each grade, or for each subject area per semester, etc.

Types of Curriculum

Subject-centered curriculum

breaks the school’s program into discrete subjects or disciplines

determines in advance what all children will learn in various subjects and grades (classes)

focuses on the acquisition of the subject matter and eventual mastery of the subject area by the learner

Types of Curriculum


corresponds mostly to the textbook written for the specific subject

emphasizes that a student who does not meet the passing mark for a subject is failed & is required to repeat it

has existed at all levels of schooling

Types of Curriculum


focuses on certain processes, strategies, or life-skills

is teacher-friendly because the teachers’ training was based on this method i.e. specialization

Subject Centered Curriculum

1) Single subject - based on one of the academic disciplines or organized subject matter areas


2) Correlated subjects –

multidisciplinary approach

is a plan by which learning experiences in two or more areas are related , but the subject identities are kept


3) Broad-fields –

fused or integrated

curriculum; expands the fused subjects approach by cutting across an entire domain of knowledge to provide an integrated view of subject matter (Sowell, 1996).


4) Spiral Curriculum

Topics are treated with corresponding degree of complexity across levels; provides for widening horizontal organization of scope, integration and deepening of knowledge (vertical sequence, continuation)

Types of Curriculum

Learner-centered curriculum

is organized around needs, interests, abilities and aspirations of students

students help select and organize the purposes of learning

subject areas become the means by which students pursue problems or topics from their interests

allows students to be active and acquire skills and procedures that will be applicable to the outside work

Learner Centered Curriculum

Child-centered – It is anchored on the needs and interests of the child. The learner is very much engaged with his/her environment; therefore, learns by doing.

Learner-Centered Curriculum

Experience-centered Experiences of the learner become the starting point of the curriculum. The learners are empowered to shape their own learning from the different opportunities given by the teacher


Activity-based

a curriculum that utilizes activities. Students are not subjects to rote memorization or paper and pencil learning.


Social Processes and Life Functions

It focused heavily on society & is structured around the various aspects of problems and processes of community life. Cooperative planning occurs more frequently. The curriculum is more flexible. Skills taught are skills students can apply to everyday living.

Levels of Curriculum

Societal Institutional

•farthest removed from learners

•is designed by the public, including politicians, representatives of special interest groups, administrators at different levels, and professional specialists.

•serve schools and are derived largely from societal curricula

•with modifications by local educators and laypersons

Levels of Curriculum

Instructional Experiential

•one that teachers plan and deliver inschools

•one perceived and experienced by students

Education

Intro to curriculum development