situating the curriculum

8/13/2019 Situating the Curriculum

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By: NETI & AINUN


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CURRICULUM

W

HO

?

ECONOMICSITUATION

WH

Y?

CULTURALSITUATION

SOCIALSITUATIONPOLITICALSITUATION


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UNDERSTANDING CURRICULUM

context why?


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CHARACTERISTICS

OF CURRICULUM

AUTHORITATIVE

OBJECTIVE

TIMELESS

ABSOLUTE


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CURRICULA


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CURRICULUM

DIFFERENTBELIEFS&COMMITMENTS TOEDUCATION&

WHAT PEOPLESHOULD LEARNTO DO IN SCHOOL

XXYXZ#@ $*)@

T!^%&


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Understand the thinkingbehind a curriculum byconsidering the situation

leading up to its formulation.


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UnderstandingCurriculum


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CURRICULUMis the product of a group of

people faced with a series of

technical, economic, and politicaldecisions, guided and

constrained by their ownpersonal belief systems.


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Therefore, to understand & analyzeCurriculum:

Determine:

Motivate

guide

Curriculum Developers


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UnderstandingCurriculum

2nd

STEPThe Historical Contextof

Curriculum


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The Historical Context:

The study of the past , by:

Who werethe

architects?

What weretheir

guidingprinciples

?

Whatexisting

educationalsituation

addressed?

what social &politicalpressuresbeing

responded

What was thefocus of thecurriculum

developmenteffort?


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By understanding The HistoricalContext, we will be able to:

1. The theory behind a curriculum

by considering the situationleading up to its formulation.

2. Understanding the background ofthe curriculum document.


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THE CAST OF CHARACTERS:

1ST step find out who wereinvolved.

Schwab (1971) contends that 5

sorts of people should beinvolved in a curriculumdeliberations.


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Each member should be therepresentative of the 4commonplaces of education.

CURRICULUM


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Someone with a background ofpsychology who understand

students, how they learn, andwhat they need.

EXPERT: psychologist, socialworkers, or students themselves.


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Someone who understands teachersand the complexities of classrooms, thedemand teachers face, and theconstraints under which the curriculumwas to be implemented.

Consult EXPERTS: individual teachers,teachers unions, education professors.


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Someone who understands the subject matter,how people generate new knowledge, andtheories in that discipline, what criteria of

excellence apply, what the key concepts,knowledge claims, and telling questions are, whatcounts as evidence, and what values are implicit

in the subject matter?EXPERTS: teachers, university of researchers;knowledge producers, practitioners;i.e.,peoplethat usethe knowledge; or philosophers.


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Someone who understand the economic andpolitical realities of the community and the socialproblems related to these realities.

To understand the context consult:1. sociologists.

2. Elected officials; international, national, state,or local community groups.Employers, parents group, or individualcommunity members.


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THE STORY BEHIND THE CURRICULUM:PROBLEM FORMULATION

To understand the story behind a curriculum:1. Interview the developers.2. Library research-on any article written

about the curriculum by one of thedevelopers.

Target:to get the situational factorsthat lead them to become

involved with the project.


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One approach to understand the curriculumsstory is to focus on the curriculumsformulation of a problem. Any new

curriculum can be thought as an attempt torespond to a problem.

e.g.:

1. Computer Education curricula areresponding to the need of computerliteracy in our daily life and as one

characteristics of being well educated.2. Character Education; responding to themoral bankruptcy claimed by the religionleaders and the actual moral problems in

Indonesia.


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Curriculum developmentteam


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The choice , Nocurriculum isfortunateenough. Tp

interpret itmeans havingto know whoinvolved in it.


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.


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A Nation

At Risk:THE IMPERATIVE

FOR EDUCATIONALREFORM


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The formulation of the problem of NCEEs reporthas the underlying assumptions: The major threat to America was an external economic threat. Education was one of the causes of this problem. Indicators of the problem included the declined and poor test

scores compared to other countries. One of the causes of the loss of excellence is the schools

attempt to take on too much responsibility, losing its sense ofpurpose and diluting its efforts.

Reform would come when educators improved theeffectiveness and efficiency of the educational system,

through attention to issues like graduation standards, amountof instructional time, and teacher qualifications.


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High school Mathand physicscurriculum revision(1950s)

Soviet Unionslaunching of firstsatellite in 1957

Sovietstechnologicalachievement

Warnings from

educationalcritics, AdmiralHyman Rickover(1959) and

Arthur Bestor(1953)

that Americasmilitary

superiority wasat risk and the

schoolsintellectual

flabbiness was toblame

Federalgovernmentconsidered thereform of schoolcurriculum to bea matter of

nationaldefense

problemformulatio

n

Replacement of thetraditionalcurriculum

M:ACOS

Anthropology,

ethnography, socialpsychology

Cast ofCharacters

: only

universityscholars

Academicdisciplines= primarysignificance


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We can infer the thinking behind

the curriculum from the curriculummaterials themselves.

Pay attention to theelements.


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Table 2.1 Planning Elements

1.Objectives : What knowledge, skills, or attitudes should students acquire?

2. Rationale or educational philosophy behind the curriculum : Why should theylearn this? What is the value of this?

3. Content : What content, i.e., what topics, concepts, skills, etc., should becovered?

4. Characteristics of target audience : Who is this for? (Consider interests, abilities,background knowledge.)

5. Activities : What should they do?

6. Materials : What resources will they need?

7. Sequencing principles : In what order should this be done?

8. Schedule : How long will each part take?9. Teacher training and attitudes : What do the teachers need to know, be able to

do, and be committed to?

10. Evaluation: How will success be determined? What will count as success?

11. Administrative structure, school facilities, and financial constraints : How will it beimplemented in a school?

12. Other parts of curriculum : How will it relate to other subjects?


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We can infer thepriorities of thedevelopers fromthe format andthe emphasis

Each element can

constitutepreoccupation tothe exclusion ofother importantplanningelements.


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situating the curriculum

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