lecture slides 2.4

7/18/2019 Lecture Slides 2.4

http://slidepdf.com/reader/full/lecture-slides-24 1/17

7/18/2019 Lecture Slides 2.4

http://slidepdf.com/reader/full/lecture-slides-24 2/17

Foundations of Teaching and

LearningCourse 1: Introduction

 Week 2: Thinking About LearningLecture 2.4: Thinking about Curriculum

7/18/2019 Lecture Slides 2.4

http://slidepdf.com/reader/full/lecture-slides-24 3/17

The sabre tooth curriculum

7/18/2019 Lecture Slides 2.4

http://slidepdf.com/reader/full/lecture-slides-24 4/17

 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

7/18/2019 Lecture Slides 2.4

http://slidepdf.com/reader/full/lecture-slides-24 5/17

 Five key trilogies: 1

Formal

Informal

Hidden 

7/18/2019 Lecture Slides 2.4

http://slidepdf.com/reader/full/lecture-slides-24 6/17

 Five key trilogies: 2 

Romance

Precision

Generalisation

7/18/2019 Lecture Slides 2.4

http://slidepdf.com/reader/full/lecture-slides-24 7/17

Five key trilogies: 3 

Iconic

Enactive

Symbolic

7/18/2019 Lecture Slides 2.4

http://slidepdf.com/reader/full/lecture-slides-24 8/17

Five key trilogies: 4 

Knowing

FeelingDoing

7/18/2019 Lecture Slides 2.4

http://slidepdf.com/reader/full/lecture-slides-24 9/17

THE INTENDED CURRICULUM 

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

7/18/2019 Lecture Slides 2.4

http://slidepdf.com/reader/full/lecture-slides-24 10/17

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  

7/18/2019 Lecture Slides 2.4

http://slidepdf.com/reader/full/lecture-slides-24 11/17

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

relation to standards 

7/18/2019 Lecture Slides 2.4

http://slidepdf.com/reader/full/lecture-slides-24 12/17

7/18/2019 Lecture Slides 2.4

http://slidepdf.com/reader/full/lecture-slides-24 13/17

 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

7/18/2019 Lecture Slides 2.4

http://slidepdf.com/reader/full/lecture-slides-24 14/17

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

7/18/2019 Lecture Slides 2.4

http://slidepdf.com/reader/full/lecture-slides-24 15/17

•  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 

7/18/2019 Lecture Slides 2.4

http://slidepdf.com/reader/full/lecture-slides-24 16/17

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?

7/18/2019 Lecture Slides 2.4

http://slidepdf.com/reader/full/lecture-slides-24 17/17

Foundations of Teaching and

LearningCourse 1: Introduction

 Week 2: Thinking About LearningLecture 2.4: Thinking about Curriculum