Presentation Curriculum Studies Topic 1

TOPIC 1 OVERVIEW OF CURRICULUM AND TYPES OF CURRICULUM

Curriculum is:•That which is taught in schools•A set of subjects.•Content•A program of studies.•A set of materials•A sequence of courses.•A set of performance objectives•A course of study•Is everything that goes on within the school, including extra-class activities, guidance, and interpersonal relationships.•Everything that is planned by school personnel.•A series of experiences undergone by learners in a school.•That which an individual learner experiences as a result of schooling.

Bandi & Wales (2005) :Derived from Latin word “Currere” meaning is “race course”.

They also stated that “for many students, the school curriculum is a race to be run, a series of obstacles or hurdles (subjects) to be passed”.

MEANING OF CURRICULUM

John Delnay(1959): Curriculum is all planned learning for which the school is responsible. Curriculum is all the experiences learners have under the guidance of the school.

B. Othanel Smith (1957): A sequence of potential experiences is set up in the school for the purpose of disciplining children and youth in group ways of thinking and acting. This set of experiences is referred to as the curriculum.

What Theorists says about Curriculum….

Caswell and Campbell (1935): curriculum is composed of all of the experiences children have under the guidance of the teacher.“

Hass (1980): The curriculum is all of the experiences that individual learners have in a program of education whose purpose is to achieve broad goals and related specific objectives, which is planned in terms of a framework of theory and research or past and present professional practice.


Hilda Taba (1962): "All curricula, no matter what their particular design, are composed of certain elements. A curriculum usually contains a statement of aims and of specific objectives; it indicates some selection and organization of content; it either implies or manifests certain patterns of learning and teaching, whether because the objectives demand them or because the content organization requires them. Finally, it includes a program of evaluation of the outcomes."


Peter F. Oliva (1989): "the program, a plan, content, and learning experiences.

Ralph Tyler (1957): The curriculum is all of the learning of students which is planned by and directed by the school to attain its educational goals.


Wilson (1990): Anything and everything that teaches a lesson, planned or otherwise. Humans are born learning, thus the learned curriculum actually encompasses a combination of all of the following — the hidden, null, written, political and societal etc.. Since students learn all the time through exposure and modeled behaviors, this means that they learn important social and emotional lessons from everyone who inhabits a school — from the janitorial staff, the secretary, the cafeteria workers, their peers, as well as from the deportment, conduct and attitudes expressed and modeled by their teachers. Many educators are unaware of the strong lessons imparted to youth by these everyday contacts.”

So, there is no single definition for Curriculum.

Each and every theorists are having their own definitions based on their researches.

Based on our opinion, curriculum refers to what a teacher must teach. It is a listing of subjects to be taught. It involves the identification of specific ideas that must be revealed and taught to students over the course of a specific term.

1) Curriculum aims, goals and objectives.i. Aims of Elementary Educationii. Aims of Secondary Educationiii. Aims of Tertiary Educationiv. School vision and missionv. Domains-Cognitive, Affective and

Psychomotor.

A CURRICULUM SHOULD INCLUDES…

2) Curriculum Content/ Subject Matteri. Subject- centered view of curriculumii. Learner- centered view of curriculum

Criteria used in selection of subject matter: Self- sufficiency, significance, validity, utility, learnability

and feasibility


According to Palma (1992), there are few principles to follow in organizing the learning contents such as balance, articulation, sequence, integration and continuity.


3) Curriculum Experience

Instructional strategies and methods will link to curriculum experiences, the core and heart to the curriculum. The instructional strategies and methods will put into action the goals and use of the content in order to produce an outcome.


4) Curriculum EvaluationThe formal determination of the quality, effectiveness or value of the programme, process and product of the curriculum.The most widely used evaluation method is Stufflebeam’s CIPP Model. This process is continuous and very important to curriculum managers.


CONTEXT(Environment of

curriculum)

INPUT(Ingredients of

curriculum)

PROCESS(Ways and means of

implementing)

PRODUCT(Accomplishment

of goals)


Plans of action for the process of curriculum evaluation are as follows..


Focus on one particular

subject areaCollect

InformationOrganize the information

Analyze information

Report the information

Recycle the information


CURRICULUM TYPES

1. Overt, Explicit or Written CurriculumTYPES OF CURRICULUM

Is usually confined to those written understandings and directions formally designated and reviewed by administrators, curriculum directors and teachers, often collectively.

2. Societal CurriculumThe massive, ongoing, informal curriculum of family, peer group,

neighborhoods, churches organizations, mass, media and other socializing forces that “educate” all of us throughout our lives.

3. The Hidden or Covert CurriculumImplied by structure and nature of school, which refers the kinds and

learning's of children derive from the very nature and organizational design of the public school as well as the behaviors and attitudes of teachers and administrators.

4. The Null CurriculumWhich we do not teach, thus giving students the message that these

elements are not important in their educational experiences or in our society.

5. Phantom CurriculumThe messages prevalent in an through exposure to any type of

media. These components and messages play a major part in the enculturation of students into the predominant meta-culture, or in acculturating students into narrower or generational subcultures.

6. Concomitant CurriculumThis type of curriculum may be received at church, in the context of

religious expression, lessons values, ethics or morals, molded behaviors, or social experiences based on the family’s preferences.

7. Rhetorical CurriculumIdeas offered by policy makers, school officials,

administrators, or politicians.

8. Curriculum-in-useIs the actual curriculum that is delivered and

presented by each teachers.

9. Received CurriculumThose things that students actually take out of

classroom; those concepts and content that are truly learned and remembered.

10. The Internal CurriculumProcesses, content, knowledge combined with the experiences and

realities of the learners to create new knowledge. While educators should be aware of this curriculum, they have little control over the internal curriculum since it is unique to each students.

11. The Electronic CurriculumThose lessons learned through searching the internet

for information, or through using e-forms of communication.

References:Cortes, C.E. (1981) The societal curriculum: Implications for multiethnic educations. In Banks, J.A (ed.) Educations in the 80’s: Multiethnic education. National Education Association.

Eisner, E.W. (1994) The educational imagination: On design and evaluation of school programs. (3rd. ed) New York: Macmillan.

Longstreet, W.S. and Shane, H.G. (1993) Curriculum for a new millennium. Boston: Allyn and Bacon.

Oliva, P. (1997) The curriculum: Theoretical dimensions. New York: Longman.

Wilson, L. O. (1990, 2004, 2006) Curriculum course packets ED 721 & 726, unpublished

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Presentation Curriculum Studies Topic 1