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CHAPTER 1:

CURRICULUM AND
INSTRUCTION DEFINED
Developing the Curriculum
Eighth Edition

Peter F. Oliva
William R. Gordon II

AFTER STUDYING THIS CHAPTER YOU


SHOULD BE ABLE TO:
Identify

alternative definitions of curriculum.

Distinguish

between curriculum and instruction.

Explain

in what ways curriculum can be considered


a discipline.

Create

or select a model of the relationship


between curriculum and instruction and describe
your creation or selection.

Oliva/Gordon Developing the Curriculum, 8e.


2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights

1-2

CONCEPTIONS OF CURRICULUM
The

trackthe curriculumhas become one of the


key concerns of todays schools.

The

quest for a definition of curriculum has taxed


many an educator.

In

many schools a written plan may be called a


curriculum, but a curriculum encompasses many
more entities than a written plan.

Oliva/Gordon Developing the Curriculum, 8e.


2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights

1-3

CONCEPTIONS OF CURRICULUM

The

term curriculum can be conceived in a narrow


way (as subjects taught) or in a broad way (as all the
experiences of learners, both in school and out,
directed by the school).

Curriculumis

built, planned, designed, and


constructed. It is improved, revised, and evaluated.

Oliva/Gordon Developing the Curriculum, 8e.


2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights

1-4

CONCEPTIONS OF CURRICULUM
With

considerable ingenuity the specialist can mold,


shape, and tailor the curriculum to the needs of
children the school serves.

Some

curriculum theorists combine elements of


both curriculum and instruction in defining the term
curriculum.

Oliva/Gordon Developing the Curriculum, 8e.


2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights

1-5

CONCEPTIONS OF CURRICULUM
Others find a definition of curriculum in:
purposes

contexts

or goals of the curriculum


within which the curriculum is found

strategies

used throughout the curriculum

Oliva/Gordon Developing the Curriculum, 8e.


2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights

1-6

CONCEPTIONS OF CURRICULUM
The purpose of the curriculum:
what curriculum does or should

do
what the curriculum is meant to achieve

The

contexts of the curriculum are the settings within


which it takes shape-three types:
essentialist curriculum-designed to transmit the
cultural heritage
a child-centered curriculum-designed to focus on
the learner
reconstructionist curriculum-aims to educate youth
in such a way that they will be capable of solving
some of societys pressing problems

Oliva/Gordon Developing the Curriculum, 8e.


2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights

1-7

CONCEPTIONS OF CURRICULUM

Text definition - curriculum is perceived as a plan


or program for all the experiences that the
learner encounters under the direction of the
school. In practice, the curriculum consists of a
number of plans, in written form and of varying
scope, that delineate the desired learning
experiences. The curriculum, therefore, may be a
unit, a course, a sequence of courses, the
schools entire program of studiesand may be
encountered inside or outside of class or school
when directed by the personnel of the school.

Oliva/Gordon Developing the Curriculum, 8e.


2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights

1-8

RELATIONSHIPS BETWEEN CURRICULUM AND


INSTRUCTION
A

simplistic view of curriculum is - that which is


taught and instruction as the means used to teach
that which is taught.

Even

more simply, curriculum can be conceived as


the what or ends and instruction as the how or
means.

Oliva/Gordon Developing the Curriculum, 8e.


2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights

1-9

RELATIONSHIPS BETWEEN
CURRICULUM AND INSTRUCTION
Both

curriculum and instruction are subsystems of


a larger system called schooling or education.
Decisions

about the curriculum relate to plans or


programs and thus are programmatic.

Decisions

about instruction (and thereby


implementation) are methodological.

Oliva/Gordon Developing the Curriculum, 8e.


2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights

1-10

Models of the Curriculum


Instruction Relationship
Four Models:
1. Dualistic
2. Interlocking
3. Concentric
4. Cyclical

Oliva/Gordon Developing the Curriculum, 8e.


2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights

1-11

Models of the Curriculum


Instruction Relationship
Dualistic Model:
Curriculum

sits on one side and instruction on the


other no intersection.

Discussions

of curriculum are divorced from their


practical application to the classroom.

Under

this model the curriculum and the


instructional process may change without
significantly affecting one another.

Oliva/Gordon Developing the Curriculum, 8e.


2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights

1-12

Models of the Curriculum


Instruction Relationship
Interlocking Model:
Curriculum

entwined.

and instruction are shown as systems

The

separation of one from the other would do


serious harm to both.

Oliva/Gordon Developing the Curriculum, 8e.


2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights

1-13

Models of the Curriculum


Instruction Relationship
Concentric Models:
Mutual

dependence is the key feature of concentric


models.

Two

conceptions of the curriculuminstruction


relationship that show one as the subsystem of the
other.

Oliva/Gordon Developing the Curriculum, 8e.


2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights

1-14

Models of the Curriculum


Instruction Relationship
Cyclical Model:
Curriculum

and instruction are separate entities


with a continuing circular relationship.

Curriculum

makes a continuous impact on


instruction and, vice versa, instruction has impact
on curriculum.

The

essential element of feedback is stressed.

Oliva/Gordon Developing the Curriculum, 8e.


2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights

1-15

Models of the Curriculum


Instruction Relationship
Most theoreticians today appear to agree with the
following comments:
Curriculum

different.

and instruction are related but

Curriculum

and instruction are interlocking and


interdependent.

Curriculum

and instruction may be studied and


analyzed as separate entities but cannot function in
mutual isolation.

Oliva/Gordon Developing the Curriculum, 8e.


2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights

1-16

CURRICULUM AS A DISCIPLINE
What are the characteristics of a discipline?
Principles

- An organized set of theoretical


constructs or principles that governs it.

Knowledge

and Skills - It encompasses a body of


knowledge and skills pertinent to that discipline as
well as the use of an amalgamation of knowledge
and skills from many disciplines.

Theoreticians

and Practitioners It has


theoreticians and practitioners.

Oliva/Gordon Developing the Curriculum, 8e.


2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights

1-17

CURRICULUM SPECIALISTS
Curriculum specialists make contributions by:
Creatively

practice.

transforming theory and knowledge into

Examining

and reexamining theory and knowledge


from their field and related fields.

Stimulating
Providing

research on curricular problems.

leadership to the teachers.

Oliva/Gordon Developing the Curriculum, 8e.


2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights

1-18

A FINAL THOUGHT:
Teachers,

curriculum specialists, and


instructional supervisors share leadership
responsibilities in efforts to develop the
curriculum.

Oliva/Gordon Developing the Curriculum, 8e.


2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights

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