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Definition of Curriculum
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Definition of Curriculum
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Definition of Curriculum
The UNICEF Curriculum Report Card defines curriculum thus: o Curriculum is what happens to students within the fluid context of schooling and for which schools can be held accountable (UNICEF 2000)
Definition of Curriculum
Curriculum, derived from a Latin word currere which means to run, over the time it has been translated to mean course of study (Wiles & Bondi, 1989). Ronald C. Doll (1996) defined curriculum as the "formal and informal content and process by which learners gain knowledge and understanding, develop skills and alter attitudes, appreciations and values under the auspices of that school. William E. Doll, Jr. (2002), described curriculum in relation to a shifting paradigm, moving from a formal definition to a focus on one's multiple interactions with others and one's surroundings.
Existentialism Experimentalism
Reconstructionism Critical Curriculum Theory
Conservative View
The basic premise underpinning the conservative vision is that there are certain enduring worthwhile truths that should be taught and learned. According to this view, the purpose of education is to transmit worthwhile bodies of information to generations of learners so that that which is worthwhile is conserve.
Education should concern itself with the cultivation of the intellect and not learner needs or interests (Tanner and Tanner, 1995). Furthermore, the two schools of thought agree that: social change should be slow there is need to conserve and therefore to oppose reform methodology should be teacher directed emphasis should be placed on ensuring content-centered curriculum (Hearne and Cowles, 2001:54)
The purpose of education, from the essentialists perspective, is the preservation, through transmission to generations of learners, of that which is essential to learn. The goal of education is to instill in learners the academic and moral knowledge which should constitute those essential things that a mature adult needs to know in order to be a productive member of society (Hearne and Cowles, 2001:54).
For the essentialists, knowledge is not to be found only in the Great Books of the western world, but is likely to be found in a variety of places. For them, knowledge is what is real and reality exists outside the individual and is subject to observation.
From the essentialist perspective, the learner is seen as a passive recipient of information transmitted by disciplinary experts.
For the essentialists, learning is no more than acquisition of knowledge and skills. According to this perspective this acquisition is best achieved through a teaching/learning process that places emphasis on lectures, drill, recitation and demonstration, provided and led by an expert in the discipline.
From the experimentalist perspective, the purpose of education is to help learners make connections between their life experiences and the world of schooling. The level of experience and the learners interest should therefore be the starting point in any educational event.
From the experimentalists perspective, life experience should form the basis of what is learned
The learner is viewed as a psychological and social being. The psychological and social aspects of the learner are organically intertwined
From the experimentalists perspective, the teacher, by virtue of his or her experience and wisdom, has a responsibility to assist the learner in properly responding to these experiences (Dewey, 1998:231).
Similar to all progressives, the experimentalists prefer learning by doing (experimentation) rather than passively listening to lectures.
Reconstructionism
Reconstructionism is commonly seen as a branch of progressive education. It is discussed under the radical vision in this chapter, because of its conception of education as a vehicle for effecting fundamental social change, especially in the realm of socio political, economic and cultural organization. Central to reconstructionism is the conviction that societal change can be achieved through education (Kilgour, 1995).
1. What educational purposes should the school seek to attain? 2. What educational experiences can be provided that are likely to attain these purposes? 3. How can they be organized? 4. How can we determine whether these purposes are being attained?
Revived in the works of contemporary educational philosophers such as Henry Giroux, and spurred by the failure of early 20th century revolutionary education as advocated by Counts and his associates, interest in education as an instrument of social change has again begun to dominate educational and/or curriculum discourse. The point of departure for critical curriculum theorists is that schools (and by implication educationinsertion mine) contribute to cultural reproduction of class relations and economic order that allows very little social mobility (Slattery, 1995:193). all thought and power relations are inexorably linked these power relations form oppressive social arrangements facts and values are inseparable and are inscribed by ideology language is a key element in the formation of subjective identities, and thus critical literacythe ability to negotiate passages through social systems and structuresis more important than functional literacythe ability to decode and compute oppression is based in the reproduction of privileged knowledge codes and practices
The advocates of critical curriculum theory conceive the purpose of education as enabling students to become transformers of society
According to him a curriculum which acknowledges the social responsibilities of education must present situations where problems are relevant to the problems of living together, and where observations and information are calculated to develop social insight and interest.
In such classrooms The role of the Critical curriculum learner therefore is theorists believe that textbooks only serve as tools for constantly to it is the role and interpretation and question the world in responsibility of the analysis, rather than as which he/she lives teacher to authoritative with a view to help learners learn sources of information. transformative how to think, and Debates, questioning (often Socratic in action. provide them with nature), and the tools they need conversation in order to are the teaching transform the methodologies of society. choice.
Curriculum Approaches
Curriculum Approaches
Curriculum Approaches
Curriculum Development
Some curriculum experts like Tyler say that the steps are followed in a sequence or a straight line. This model that assumes that curriculum decision making follows a straight line is called linear model
1
Selection of Aims
Selection of Content & Learning Experiences Organization of Content & Learning Experiences Evaluation of Learning Outcomes
Curriculum Development
Other scholars argue that curriculum decision making is not a simple linear process that necessarily starts with aims. One of them is Wheeler (1978) who believes that curriculum decision making can start from any point and can come back to any of the points e.g. like a cycle
Evaluation Aims, Goals & Objectives
Selection of Content
Curriculum Development
Kerr (1968) also believes that curriculum process is a very complex set of activities and decisions and they interact a lot.
Objective
Changes made in content may necessitate changes in experiences, which may again bring about changes in evaluation etc.
Evaluation
Content
Learning Experience
Curriculum Terminology
A School of Nursing A Programme A Course A Subject or Discipline A Module Learning Opportunity
Macro Curriculum
The macro-curriculum refers to the overall design or blueprint of the programme, and is done by a Curriculum Committee. In contrast, the micro curriculum refers to the course outlines and unit plans, which are usually developed by the individual teacher. The components of the macro-curriculum are:
Programme Outcomes The content guidelines and teaching approach Scheduling of teaching/learning over the programme period.
Types of Outcomes
Types of Outcomes
Course Development
Step 1: Block in the course Step 2: Formulate the course outcomes Step 3: Divide the course into logical units of about equal weight Step 4: Develop the units Step 5: Select appropriate student assignments Step 6: Select appropriate teaching/learning resources Step 7: Choose an appropriate textbook Step 8: Determine how students will demonstrate learning Step 9: Write the course guide to be given to students Step 10: Review Step 11: Organize the course resources