lecture slides 2.4

7/18/2019 Lecture Slides 2.4

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Foundations of Teaching and

LearningCourse 1: Introduction

Week 2: Thinking About LearningLecture 2.4: Thinking about Curriculum



The sabre tooth curriculum



Where people still equate curriculum with a syllabus they are likely to limittheir planning to a consideration ofthe content or the body of knowledge

that they wish to transmit. It is alsobecause this view of curriculum hasbeen adopted that many teachers haveregarded issues of curriculum as of no

concern to them, since they haveregarded their task as being totransmit bodies of knowledge.(Kelly, 1985: 7)

Curriculum as process



Five key trilogies: 1

Formal

Informal

Hidden




Romance

Precision

Generalisation




Iconic

Enactive

Symbolic




Knowing

FeelingDoing



THE INTENDED CURRICULUM

- expectations about learning outcomesand standards to be achieved- content and skills to be taught and learned





THE IMPLEMENTED CURRICULUM

- what teachers do in classrooms- teaching and learning practices

- pedagogy





THE IMPLEMENTED CURRICULUM

- what teachers do in classrooms- teaching and learning practices

- pedagogy

THE ATTAINED CURRICULUM- demonstration of learning by students- actual achievement of students in

relation to standards



Selection of content – what is to belearned and taught

Development of a teaching strategy–

how it is to be learned and taught

Decisions about sequence

Diagnosing the strengths and

weaknesses of individual students,differentiating principles 1, 2 and 3 tomeet individual cases

Principle 1

Principle 2

Principle 3

Principle 4

Curriculum: In planning



Studying and evaluating studentprogress

Studying and evaluating the progress

of teaching

Reviewing adaptability of curriculumin varying school contexts, pupilcontexts, environments and peer-group situations.

Evaluating variations in effects indiffering contexts, on different pupilsand causes of the variation

Principle 1

Principle 2

Principle 3

Principle 4

Curriculum: In action



• Delivering the curriculum

• Discussing purposes and objectives of

learning

• Pupils devising indicators of achievement

•

Pupils as assessors their own and others’ work

• Pupils as determiners of learning

• Pupils as learning partners

From delivery to partnership



Since the real purpose ofeducation is not to have theinstructor perform certainactivities but to bring aboutsignificant changes in thestudents’ pattern of behaviour, itbecomes important to recognize

that any statements of objectivesof the school should be astatement of changes to takeplace in the students.

(Tyler 1949: 44)

How will we know?



Foundations of Teaching and

LearningCourse 1: Introduction

Week 2: Thinking About LearningLecture 2.4: Thinking about Curriculum

lecture slides 2.4

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