cr 3 curriculum history and elements of curriculum

8/16/2019 CR 3 Curriculum History and Elements of Curriculum

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curriculumTSL 3143


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WHAT is taught to students.

What is curriculum?

There are many defnitions that are

correct…………. but or our purposes we defnecurriculum as :


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Defnition o Curriculum

The content standards,objecties and perormancedescriptors or all re!uiredand electie content areas

and "#st century learnings$ills and technology tools ateach programmatic leel


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How Do We DefneCurriculum?• %urriculum is that which

is taught at school.

• %urriculum is a set o

subjects.• %urriculum is content.

• %urriculum is a

se!uence o courses.• %urriculum is a set o

perormance objecties.


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How Do We DefneCurriculum?

• Curriculum is all planned learning for

which the school is responsible.

• Curriculum is all the experienceslearners have under the guidance of

the school.

John elna! "1#$#.%


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• According to &andi ' Wales("))*+, the most common

defnition deried rom the wordatin root, which means-racecourse.

• &andi ' Wales ("))*+ also statedthat - or many students, theschool curriculum is a race to berun, a series o obstacles or

hurdles (subjects+ to be passed.


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• /t is important to $eep in mindthat schools in the Western

%iili0ation hae been heailyin1uenced since the ourthcentury &.%. by the philosophieso 2lato and Aristotle and the

word curriculum has been usedhistorically to describe thesubjects that are being taught

during the classical period o


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• The interpretation o the wordcurriculum has broaden in the

")th

century to include subjectsother that the %lassics. Todayschool documents, newspaperarticles, committee reports, and

many academic te4tboo$s reerto any and all subjects o5eredare prescribed as the curriculum

o the school.


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Defnition (Wilson, 1990) o curriculum is:•

Anything and eerything that teaches a lesson,planned or otherwise. Humans are born learning,thus the learned curriculum actually encompassesa combination o all o the below 77 the hidden, null,written, political and societal etc.. 8ince students

learn all the time through e4posure and modeledbehaiors, this means that they learn importantsocial and emotional lessons rom eeryone whoinhabits a school 77 rom the janitorial sta5, the

secretary, the caeteria wor$ers, their peers, aswell as rom the deportment, conduct and attitudese4pressed and modeled by their teachers. 9anyeducators are unaware o the strong lessonsimparted to youth by these eeryday contacts.


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Concept ocurriculum


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Introuction

The concept o curriculum is asdynamic as the changes thatoccur in society. /n its narrowsense, curriculum is iewedmerely as a listing o subject tobe taught in school. /n a broadersense, it reers to the totallearning e4periences oindiiduals not only in schools but

in society as well.


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Curriculum rom Di!erent "ointso #iew

• There are many defnitions o

curriculum. &ecause o this, theconcept o curriculum is sometimescharacteri0ed as ragmentary,elusie and conusing. The

defnitions are in1uenced by modeso thoughts, pedagogies, political aswell as cultural e4periences


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$raitional "oints o #iew o

Curriculum/n the early years o ")th century, thetraditional concepts held o the -curriculumis that it is a body o subjects or subjectmatter prepared by the teachers or the

students to learn. /t was synonymous tothe -course o study and -syllabus

obert 9. Hutchins iews curriculum as-permanent studies where the rule o

grammar, reading, rhetoric and logic andmathematics or basic education areemphasi0ed.


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&asic ;ducation should emphasi0e

the < s and college education shouldbe grounded on liberal education. =nthe other hand, Arthur &estor as anessentialist, beliee that the mission

o the school should be intellectualtraining, hence curriculum shouldocus on the undamental intellectualdisciplines o grammar, literature and

writing. /t should also includemathematics, science, history andoreign language.


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This defnition leads us to theiew o >oseph 8chwab thatdiscipline is the sole source ocurriculum. Thus in our

education system, curriculum isdiided into chun$s o$nowledge we call subject

areas in basic education suchas ;nglish, 9athematics,8cience, 8ocial 8tudies and

others. /n college, discipline


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Traditional curriculum design doesnot re1ect these realities, it oten

does not proide students withopportunities to deelop the $indso critical thin$ing s$ills andproblem7soling abilities that are

central to thin$ing and learning(>ones, 2alinscar, =gle, ' %arr,#?@+. Burthermore, traditional

curriculum design does not includeopportunities to build the $inds opersonal and collaboratie s$ills

that support learning (Tin0mann,


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"ro%ressi&e "oints o #iew oCurriculum

=n the other hand, to a progressiist, alisting o school, subjects, syllabi,course o study, and list o courses or

specifc discipline do not ma$e acurriculum. These can only be calledcurriculum i the written materials areactuali0ed by the learner. &roadly

spea$ing, curriculum is defned as thetotal learning e4periences o theindiidual.


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This defnition is anchored on >ohn

CeweyDs defnition o e4perience andeducation. He belieed that re1ectiethin$ing is a means that unifescurricular elements. Thought is notderied rom action but tested byapplication.

%aswell and %ampbell iewedcurriculum as -all e4perienceschildren hae under the guidance oteachers. This defnition is shared by8mith, 8tanley and 8hores when theydefned -curriculum as a se!uence opotential e4periences set up in theschools or the purpose o disciplining

children and youth in group ways othin$ing and acting


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9arsh and Willis on the otherhand iew curriculum as all the-e4periences in the classroom

which are planned and enactedby the teacher, and alsolearned by the students.


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Islamic concept of curriculum

• According to /slam, basic aluesare permanent. 8o will be the

educational objecties./ntraditionalism, sources o aluesare traditions o their oreathers,While is /slam, pleasure o AAH

is the source o Ealue.

• According to /slam only theprophetic $nowledge is

absolutely reliable. 8o content


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Islamic concept of curriculum

• $nowledge, contained in theFuran and 8unnah.Gnowledge

gained through other sources willalso be tested on this criteria(Furan ' 8unnah+ and mayconditionally made a part o

curriculum.


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Which are old curriculum…

• Sub&ect Centered curriculum

• 'oard field curriculum

• Conservative core curriculum


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Which are modern

curriculum

• The child centered curriculum

• (ctivit! and experience centered

curriculum• Communit! centered curriculum

• )rogressive curriculum

• )roblem*oriented curriculum


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History of Curriculum

Three focus points for Curriculumecisions


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Histor' o Curriculum

# $he ature o *u+ect -atter%ontent o the curriculum, and what subjectmatter to include in

the curriculum.

The subject matter o history should be based on

eens that

actually happened in the past.

. $he ature o the *ociet'

/ the curriculum is to hae utilitarian alues, thenit must lead the student not only to $nowledge othe e4ternal world or its own sa$e, but also to$nowledge that can be applied in the world.


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/ $he ature o the Ini&iuals

. The third basic ocal point around whichdecisions about curricula can be made is thenature o the indiidual.

. The curriculum is also a set o suggestions tothe teacher about how to ta$e adantage o thepresent opportunities worthwhile, growth oreach student in the long run.

. The History o %urricula o American school

during the ")th century is, thereore, a historyo these three ocal points or deciding oncontent ad ma$ing other curriculum decisions.


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Colonial ra an the arl' nite*tates

• %urriculum was not an issue in %olonialAmerica during the early years o the nited8tates.

• %olonies along the Atlantic seaboard wereunder &ritish control during the #thI#@th centuries. These immigrants were rom

many ;uropean nations.• Cespite their di5erences the settlers shared

common assumptions about education.


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2irst Common 3ssumptions:• Bew people needed ormal

;ducation.

• 9ass ;ducation was not heard.

*econ Common3ssumptions:

• Bormal ;ducation should bedirected at bringing people intoconormity with some preailingidea o what and ;ducated personshould be.


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3ien these assumptions abouteducation and how they wor$edout in schools o colonial America,the ocus point o the curriculumwas the nature

o subject matter.


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Colonial 3merica

The Harard %urriculum

ogic

2hysics

hetoric

History

;thnic

2olitics

3eometry

Astronomy

iteracy 8tudies


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Colonial 3merica

Bran$linDs Academy• #J?. &enjamin Bran$lin challenge

preailing belies about education and

the curriculum.• %urriculum Kocused on atin ' 3ree$

or those preparing to

be ministers

• Brench, 3erman, and 8panish or thosepreparing to be merchants.

• ;eryone would study ;nglish, throughreading, writing, and orating.


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19th Centur'

%ommon 8chool 9oement• The e4pansion o the curriculum.

eports o the Lational ;ducation

Association.

• #@M. A course o study rom primaryschool to uniersity.

• #@?


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20th Century

The Cardinal )rincipals of Secondar! +ducation

Seven ,b&ectives-

• ealth• Command of fundamental process

• /orth! ome 0embership

• acation

• Citi2enship• /orth! use of leisure

• +thical Character


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7 Common concepts of curriculum

1. Scope and Seuence

. S!llabus

3. Content ,utline

4. Standers

$. Textboo5s

6. Course of Stud!

7. )lanned +xperiences


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43*IC 5-$* 62 C77IC5-

• *48C$-3$$7:Cesignation o what area o content,

acts, arena o endeaor, that thecurriculum deals with. (This is a urtherelaboration o the NtopicN description inthe Aim.+

• I*$7C$I635 "53:Cescribes the actiities the learners are

going to engage in, and the se!uence othose actiities. Also describes what the T;A%H; is to do in order to acilitatethose actiities. (This is li$e thetraditional Nlesson planN e4cept or a

curriculum it may include more than onelesson.+


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43*IC 5-$* 62C77IC5-

• 3im:

=ne sentence (more or less+

description o oerall purpose ocurriculum, including audienceand the topic.

•

7ationale:2aragraph describing why aimis worth achieing. This sectionwould include assessment oneeds.


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43*IC 5-$* 62C77IC5-

• oals an o+ecti&es:

ist o the learning outcomes e4pectedrom participation in the curriculum. This

section includes a discussion o how thecurriculum supports national, state, andlocal standards.

• 3uience an prere;uisites:

Cescribes who the curriculum is orand the prior $nowledge, s$ills, andattitudes o those learners li$ely to besuccessul with the curriculum.


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43*IC 5-$* 62C77IC5-

• -3$7I35*:ists materials necessary or successul

teaching o the curriculum. /ncludes a

list o web pages. =ten, the web site willL=T be the only materials needed by thestudents. They may need boo$s, tables,paper, chal$boards, calculators, andother tools. Oou should spell these

additional materials out in your teachingguide. Also includes the actual materials(wor$sheets and web pages+ preparedby the curriculum deeloper, any specialre!uirements or classroom setup and

supplies, and a list o any specifchardware and sotware re uirements


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43*IC 5-$* 62C77IC5-

• I*$7C$I635 "53:Cescribes the actiities the

learners are going to engage in,and the se!uence o thoseactiities. Also describes whatthe T;A%H; is to do in order to

acilitate those actiities. (This isli$e the traditional Nlesson planNe4cept or a curriculum it mayinclude more than one lesson.+


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43*IC 5-$* 62C77IC5-

• "53* 267 3****-$ 3D#353$I6:

/ncludes plan or assessing learning

and ealuating the curriculum as awhole. 9ay include description o amodel project, sample e4am!uestions, or other elements oassessment. Also should include planor ealuating the curriculum as awhole, including eedbac$ rom

learners.


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=ualit' curriculum

• 3reater depth and less superfcialcoerage

• Bocus on problem soling

• Bacilities the mastery o essential s$ill and$nowledge

• %oordinated

• Articulation multi7leel se!uence study

• ;mphasi0e academic and practice

• ;5ectie integrated curricula

• 9astery o a limited numbers o objecties


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DC3$I6 3DC77IC5- 753$I6*HI"

content o what is taught along withan oerall process o how that contentis to be taught, and instruction beingthe more detailed plans and the waythose plans are implemented in orderto teach the curriculum content, itbecomes easy to understand that thetwo must be compatible in order toma4imi0e student learning.


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Curriculum as a

Discipline

•

%urriculum as a discipline is asubject o study, and on the3raduate leel o Higher;ducation a major feld o

study.


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*5534* #*

C77IC5-Curriculum %urriculum is a ocus o study,

consisting o arious courses all

designed to reach a particularprofciency or !ualifcation.*'lla+us A syllabus is simply an outline and time

line o a particular course. /t will

typically gie a brie oeriew o thecourse objecties, course e4pectations,list reading assignments, homewor$deadlines, and e4am dates.


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C67* 62 *$D #*C77IC5-

• A course is a set o inentoryitems grouped together or ease

o assignment and trac$ing.%urriculum reers to the trainingassigned to a student. A

curriculum can consist o morethan one course.


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C77IC5- #*

$3CHI Curriculum

%urriculum is a ocus o study, consistingo arious courses all designed to reach a

particular profciency or !ualifcation.$eachin%

An academic process by which studentsare motiated to learn in ways that ma$e

a sustained, substantial, and positiein1uence on how they thin$, act, andeel.


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Curriculum as a

Discipline3raduate and undergraduate students

ta$e

courses in:

%urriculum deelopment%urriculum theory

%urriculum ;aluation

8econdary 8chool %urriculum

;lementary 8chool %urriculum9iddle 8chool %urriculum

%ommunity %ollege %urriculum

%urriculum in Higher ;ducation

• 8 f


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• 8eferences-

• Cortes9 C.+. "1#:1% The societal curriculum-

;mplications for multiethnic educations. ;n 'an5s9 J.(

"ed.% Educations in the 80's: Multiethnic education.

cr 3 curriculum history and elements of curriculum

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