THE CONCEPT OF CURRICULUMIn a sense, the task of defining the concept of curriculum is perhaps the most difficult of all, for the term curriculum hasbeen used with quite different meanings ever since the field took form. Curriculum, however, can be defined asprescriptive, descriptive, or both. “Prescriptive definitions provide us with what ‘ought’ to happen, and they moreoften than not take the form of a plan, an intended program, or some kind of expert opinion about what needs totake place in the course of study” (Ellis, 2004, p. 4). Analogous to prescriptive curriculums are medical prescriptionsthat patients have filled by pharmacists; we do not know how many are actually followed. “The best guess is thatmost are not” (Ellis, 2004, p. 4). This is parallel to the prescribed curriculum for schools where the teacher, like thepatient, ultimately decides whether the prescription will be followed. In essence, “the developer proposes, but theteacher disposes” (Ellis, 2004, p. 4).To understand the nature and extent of curriculum diversity, it might be useful at this juncture to examine theprescriptive and descriptive definitions offered by some of the past and present leaders in the field. The prescriptivedefinitions in the list below, which are arranged chronologically, have been chosen simply for theirrepresentativeness.

•

Curriculum is a continuous reconstruction, moving from the child’s present experienceout into that represented by the organized bodies of truth that we call studies . . . thevarious studies . . . are themselves experience—they are that of the race. (John Dewey,1902, pp. 11–12)• Curriculum is the entire range of experiences, both directed and undirected, concernedin unfolding the abilities of the individual; or it is the series of consciously directedtraining experiences that the schools use for completing and perfecting the unfoldment.(Franklin Bobbitt, 1918, p. 43)• [The curriculum is] a succession of experiences and enterprises having a maximum lifelikeness for the learner . . .giving the learner that development most helpful in meetingand controlling life situations. (Rugg, 1927)• The curriculum is composed of all the experiences children have under the guidance of teachers. . . . Thus, curriculum considered as a field of study represents no strictly limited body of content, but rather aprocess or procedure. (Hollis Caswell in Caswell & Campbell, 1935, pp. 66, 70)• [The curriculum is] all the learning experiences planned and directed by the school toattain its educational goals. (Ralph Tyler, 1957, p. 79)• A curriculum usually contains a statement of aims and of specific objectives; it indicates some selection andorganization of content; it either implies or manifests certainpatterns of learning and teaching. . . . Finally, it includes a program of evaluation of theoutcomes. (Hilda Taba, 1962, p. 11)• Curriculum is a sequence of content units arranged in such a way that the learning of each unit may be accomplished as a single act, provided the capabilities described byspecified prior units (in the sequence) have already been mastered by the learner.(Robert Gagne, 1967, p. 23)• [Curriculum is] all planned learning outcomes for which the school is responsible. . . .Curriculum refers to the desired consequences of instruction. (James Popham & EvaBaker, 1970, p. 48)• The word curriculum means output of the curriculum development process that isintended for use in planning instruction. (Michael Schiro, 1978, p. 28)• Curriculum is a plan for providing sets of learning opportunities for persons to beeducated. (J. Galen & William Saylor in Saylor, Alexander, & Lewis, 1981, p. 8)• The curriculum is not a tangible product, but the actual day-to-day interactions of students, teachers, knowledge and milieu. (Catherine Cornbleth, 1990)http://www.sagepub.com/upm-data/6041_Chapter_1__Glatthorn_(Sage)_I_Proof.pdf

An educational curriculum is a path of learning that students are typically required to follow. This

path of learning can be outlined by school officials or by government officials. It usually includes

comprehension of core subjects such as reading, writing, mathematics and sciences. Upon successfully completing an educational curriculum, students generally receive some type of diploma, degree, or certificate.

An educational curriculum generally outlines what courses a student must take. In the primary years of education, children tend to have few choices. All students normally take the same classes in the same order. If a student needs to take special classes, these tend to be suggested at the discretion of the school.

In the middle years of primary education, students may be offered more flexibility. The educational curriculum may require certain types of courses but the child and his parents may be able to choose among them. For example, foreign language studies may be required but there may be several foreign languages to choose from.

In high school, students are generally offered more freedom to choose how they fulfill the requirements of the educational curriculum. The options may include different mathematics, science and social studies courses. If a student successfully completes the course work through the

last year of high school, he should graduate and receive a diploma. CURRICULUM

INTRODUCTION Curriculum development is planned as per the levels & group for whom itis being planned. The term “curriculum” is derived from the latin word “currere”, which means“run”. Thus

curriculum means a course to be run for reaching a certain goal or “destination” here education is imagined as a race, with its aim as the goal &

curriculum as the cour  se leading to that goal. So the term “curriculum” came to signify a group of subjects or courses of study, arranged in particular sequence,for instructional

purpose in school.A curriculum is more than just a syllabus or a statement of content. Acurriculum is about what should happen in a teaching programme-about theintention of teachers & the way they make this happen.

DEFINITION Curriculum is defined as a formal plan of educational experiences &activities offered to a learner

under the guidance of an educationalinstitution. It is more structured in schools & more flexible in higher education.

A curriculum is defined as a systematic arrangement of the sum total of selected experiences planned by a school for a defined group of studentsto attain the aims of a particular educational programmes

-Florence Nightingale International Foundation

Curriculum is defined as a composite of the entire range of experiencesthe learner undergoes under the guidance of the school.

-Lamberston Education For Nursing Leadership

COMPONENTS OF CURRICULUM

Curriculum is planned for a particular educational programme. Hence,curriculum invariably includes:

i. The statement of philosophy of the educational programme.ii. Total duration of the educational programme with breakup of coursefor theoretical &

practical courses & supervised clinical experience &clinical practices, if any.iii. Learning experience for theory, practical & clinical component withtheir respective

objectives, courses of studies, placement sequences & learning’s situations.iv. Instructional methods or methods of teaching for the

theoretical, practical & clinical component of the educational programme.v. Programme of evaluation to ascertain effectiveness of the

educational programme through curriculum evaluation (covers evaluation methods, plan & schedule of evaluation & use of results of evaluation)

The instructional curriculum

The instructional curriculum consists of the content (subject matter &learning activities) planned day by day & week by week by a particular teacher for a particular group of students.

TYPES OF CURRICULUM

Curriculum may be of different types to suit the requirement of the course. Thetypes of curriculum includes

1. Subject oriented curriculum

In this type, the teaching-learning experiences & evaluation is subject based. Most nursing curriculum fall under this category. Nursing studenthas to pass through various subjects or disciplines before successfullycompleting the course. Fragmented learning, piece-meal approach tolearning is some of the problems with this type of curriculum. Hence theteaching-learning experiences & evaluation are system based.For, e.g., students learn all about musculo-skeletal system includingclinical & therapeutic aspects before moving onto another system.

2. Competence-based curriculum

This is also known as task oriented or activity based curriculum. Thefocus is on the tasks that a successful graduate nurse needs to do later as acompetent professional. The tasks could be of cognitive problem solvingskills, definitive communication skills or mixed type encompassing morethan one domain. Nursing curricula need to adopt this approach morewidely.

3. Experience-based curriculum

In this type curriculum learner is placed in the natural setting of thecommunity. Perhaps community oriented nursing education is an idealmethod of educating learners.

COMPONENTS OF CURRICULUM Curriculum is planned for a particular educational programme. Hence, curriculum invariably includes: i. The statement of philosophy of the educational programme.

ii. Total duration of the educational programme with breakup of course for theoretical & practical courses & supervised clinical experience & clinical practices, if any.

iii. Learning experience for theory, practical & clinical component with their respective objectives, courses of studies, placement sequences & learning’s situations.

iv. Instructional methods or methods of teaching for the theoretical, practical & clinical component of the educational programme.

vi. Programme of evaluation to ascertain effectiveness of the educational programme through curriculum evaluation (covers evaluation methods, plan & schedule of evaluation & use of results of evaluation)

LEVEL OF CURRICULUM PLANNINGCurriculum can be planned at three different levels

1. The societal CurriculumThe societal curriculum refers to the curricula or parts of curricula, whichare planned for a large group or class of students, such as the baccalaureate curriculum for basic nursing. It is the curriculum, which planned by groups outside of an educational institution.

2. The institutional curriculumThe institutional curriculum is one planned by a faculty for a clearlyidentified group of students who will spend a specified time period in a particular institution. It is this that is generally referred to when onespeaks of a curriculum in a particular school.

3The instructional curriculumThe instructional curriculum consists of the content (subject matter &learning activities) planned day by day & week by week by a particular teacher for a particular group of students.

TYPES OF CURRICULUMCurriculum may be of different types to suit the requirement of the course. Thetypes of curriculum includes1. Subject oriented curriculumIn this type, the teaching-learning experiences & evaluation is subject based. Most nursing curriculum fall under this category. Nursing studenthas to pass through various subjects or disciplines before successfullycompleting the course. Fragmented learning, piece-meal approach tolearning is some of the problems with this type of curriculum. Hence theteaching-learning experiences & evaluation are system based.For, e.g., students learn all about musculo-skeletal system includingclinical & therapeutic aspects before moving onto another system.2. Competence-based curriculumThis is also known as task oriented or activity based curriculum. Thefocus is on the tasks that a successful graduate nurse needs to do later as acompetent professional. The tasks could be of cognitive problem solvingskills, definitive communication skills or mixed type encompassing morethan one domain. Nursing curricula need to adopt this approach morewidely.3. Experience-based curriculumIn this type curriculum learner is placed in the natural setting of thecommunity. Perhaps community oriented

nursing education is an idealmethod of educating learners. 4. Core curriculumCore curriculum is defined as essential or key aspect of a subject or discipline covered in the curriculum for the study 7 mastery by all groupsof students with the same level of learning. Core curriculum is about thecompetencies required of all students & here students study an area indepth. E.g., Nursing process, quality assurance, cardio-pulmonaryresuscitation are some of the topic of core courseNATURE OF NURSING CURRICULUMThe curriculum in nursing is like any other curriculum, in addition it reflectshealth, & it is health oriented, but flexible to meet the changing needs of the people in the health scenario, it is geared to shift its emphasis in terms of  National Health Policy & goals & meets the primary health care needs

BASIC PRINCIPLES OF CURRICULUM CONSTRUCTIONThe success of a curriculum depends on certain principles, which need to be born in mind while developing a curriculum. These are:i. The purpose of educational objectives of the programme should befulfilledIn nursing curriculum especially, it is essential that the purpose of capacity building for performance of the appropriate & relevant tasksdemanded of the job responsibilities of the prospective nurse beattained.ii. 

The educational objective should be stated in clear, unambiguous & behavioral terms, which should be achievable & measurable.iii. The third principle is that the students & teachers of the particular educational programmed should have a clear perception of the expected results i.e., objectives as well as purpose of the educational programme.iv. The fourth principle is that the learning activities to provide learningexperiences related to the theoretical, practical & clinical component& should be in conformity with the educational objectives of the programme.v. The fifth principle is that the teaching-learning activities should relateto class room activities, clinical fields &

community. STEPS IN CURRICULUM DEVELOPMENTSome of the important features of curriculum development of philosophy of curriculuma. Important features

A well thought of and a planned curriculum helps to realize theeducational objectives.

The educational system leading to the development of health personnel, at all levels, must be re-examined within the context of the needs or the country concerned The members of the health team must be trained specifically for thetasks they will have to perform, taking into account thecircumstances under which they will have to work.

The subjects & activities in the curriculum should be such as togear towards capacity building of the students in areas of  preventive, promotive, case & problem solving

In order to keep up-to-date with the modern trend & changes in thehealth field it is essential that the curriculum undergoes revisionover a period of time based on periodic evaluation

A curriculum should be prepared from social view point & sincesociety in not static, its need are also not static & so the curriculumdevelopment is an ongoing activity.The construction of the nursing curriculum is the responsibility of the nursing school; there sources, philosophy, need & other conditions vary from one school to another so also the curriculum. The core content will be common to all the curricula in the state or country prescribed by a statutory body like the Indian NursingCouncil in our country. However, it must be noted, the syllabus laysdown the minimum required by law & in constructing their owncurricula, the schools can add as much as is required to meet their own particular objectives. Therefore, the curriculum includes all thesubject matter& experience which a particular school of nursing plans for its own students & which is developed by its owncurriculum committee

b. Identification of curriculum needA range of approaches can be used to identify the curriculum needs

The wise-man approach is that the senior teachers, nurse practitioners from different specialty backgrounds reach a commonconsensus about what is expected of the young graduate nurse & thecompetencies gained from the training programme.

The views of the senior health professional are sought A study of errors in practice areas are identified where thecurriculum is likely to be deficient. Critical review of the research studies, on patient satisfaction, jobsatisfaction, hospital infection to be done. So as to identify areaswhere there are gaps in nursing practice.

Obtain feedback from health professionals & community regardingmajor health problems.

Review of book & journals on scientific advances

 National health policy

Job description or task analysis

Indian Nursing Council’s regulations. The information collected through the various sources will

contributefor the task analysis for which the nurses need to be prepared. Thesetwo processes together determine the needs & purposes of establishinga particular nursing education programmec. Formulation of philosophy of nursing educationThe programme must integrate the philosophy & learning outcomes(objectives) of the programme within the curriculum. Philosophy setsthe goals (e.g., what is expected of a nurse after the successfulcompletion of a programme) through the implementation of curriculumwe achieve the goals set (to bring about a desired change in the behaviour of student nurse). It is important that faculty must have broad based agreement on the philosophy because such agreement isfundamental to the consistent interpretation, implementation &evaluation of the curriculum.To formulate a statement of philosophy the staff should holddiscussions & feasible in the interest of the students, school & professionPhilosophy needs to be stated in clear, concise terms & relate tocurriculum.

STEPS OF CURRICULUM DEVELOPMENTCurriculum development has four major steps:i. Formulation of educational objectives (which will be based on philosophy of nursing education)

ii. Selection of teaching-learning experiencesiii. Organization of teaching-learning experiences &iv. Evaluation of learning objectives/outcomes

 

Formulation of objectives Evaluation of objectives

Curriculum Development

Implementation of teaching-learning experiences Selection of teaching-learning exp 1. Formulation Of Educational Objectives/Outcomes

Educational objectives/outcomes must be consistent with philosophy of the educational programme & institution When identifying educational objectives/curriculum outcomes, faculty6 must have an understanding of the qualities &characteristics they want the graduates of nursing programmes to possess on graduation for competent nursing practice. Educational objectives must be stated in behavioural terms & be clear & concise & keep pace with the ongoing changes in health care. Educational objectives are the road maps & may be equated with the trips destination. The objectives are three types’ general objectives, intermediate objectives & specific objectives Once the objectives are spelt out, the next step is to decide, how do they achieve learning objectives/outcome This question leads to the decision on the following: Time: time allotment, sequencing of topics & subjects. Duration: balancing of various subjects & the duration of nursing education programme Scope: depth & breadth of study, i.e., deciding on weight age & time allotment for theory, practice & evaluation2. Definition of learning experiences Learning experiences may be defined as deliberately planned experiences in selected situations where students actively participate, interact & which result desirable changes of behaviour in students Selections of learning experiences are integral part of curriculum & courses Faculty need to select instructional strategies that match the objectives/outcome the curriculum so as to facilitate the student’s acquisition of the desired knowledge competencies, behaviours specified by the curriculum. Selected learning activities should be appropriate for the cognitive, affective & psychomotor development of students. Active engagement of students in their learning has positive benefits for students & faculty must integrate critical thinking skills into the activities so as to maximize student learning Since the knowledge is very vast & it is not possible to learn everything the teacher must select what is essential for the student to learn in a programme & a particular course of study i.e. anatomy, physiology, pharmacology, etc. To make content is graded in three categories. For instance: i. Essential or must learn: basic nursing principles in carrying for an unconscious patient for students of GNM Programme

ii. Desirable-useful to learn or preferable: complications of unconsciousness

iii. Additional or supportive: nice to learn, computer technology for GNM

3. Organization of learning experiences

Once the learning experiences have been selected the next step is sequencing or placement of learning experience. Should be done in a manner that leads to a gradual progress from simple to complex. Concrete to abstract & from normal to abnormal. Keeping these maxims in mind Organization & sequencing of theoretical experiences

Organization & sequencing of supervised & guided experiences in arrangement of students rotation in hospital & community practical

Organization & sequencing of teaching learning methods Learning experiences need to be integrated so that student see interrelation in various subjects that leads to lifelong learning or holistic learning 4. Evaluation of learning objectives/outcomes

The last step in the curriculum process is evaluating planning system of evaluation that includes: Purposes of the test

- Formative

- Summative

Timings of various tests

Duration of tests

Frequency of tests

Criteria for pass & fail & grading of students

LEVEL OF CURRICULUM PLANNING

Curriculum can be planned at three different levels1.

 

The societal CurriculumThe societal curriculum refers to the curricula or parts of curricula, whichare planned for a large group or class of students, such as the baccalaureate curriculum for basic nursing. It is the curriculum, which planned by groups outside of an educational institution.2.

 

The institutional curriculumThe institutional curriculum is one planned by a faculty for a clearlyidentified group of students who will spend a specified time period in a particular institution. It is this that is generally referred to when onespeaks of a curriculum in a particular school.

CURRICULUM • A prescribed course. • Offered in all schools. • Present and designed differently for all student levels.

3. BASIC CONTENT General Courses Specific Courses Degree or Certification

4. PRIMARY AND SECONDARY VS. HIGHER EDUCATION Primary and Secondary Education Higher Education

5. TYPES OF CURRICULUM 1. Traditional Curriculum • Text-book-Workbook approach. • Focuses on grades.

6. TYPES OF CURRICULUM 2. Thematic Unit Study • Integrated study. • More focused on academics based on the student’s interests.

7. TYPES OF CURRICULUM 3. Programmed • Self-paced; based on the student’s desired pacing. • Little direction from teachers or tutors.

8. TYPES OF CURRICULUM 4. Classical • This coincides with the child’s cognitive development. • Involves the TRIVIUM of learning.

9. TRIVIUM OF LEARNING Grammar Stage Dialectic Stage Rhetoric Stage

10. TYPES OF CLASSROOM CURRICULUM 1. Written Curriculum • Published part of formal education. • Includes the following: a. Objectives b. Course guides c. Lesson plans and course material d. grading criteria

11. TYPES OF CLASSROOM CURRICULUM 2. Hidden Curriculumm • Based on norms and values of the educational institute. • Gives prioritize to certain subjects.

12. TYPES OF CLASSROOM CURRICULUM 3. Null curriculum • Material and subjects not taught in the class.

13. TYPES OF CLASSROOM CURRICULUM 4. Tested curriculum • Body information on which students will be tested.

14. TYPES OF CLASSROOM CURRICULUM 5. Electronic curriculum • Internet-based • Focused on critical thinking

15. CURRICULUM VS. SYLLABUS • Guideline or outline. • Given upon request. • Break down of ideas. • Suggested presentation. • Measure of effectiveness. • Designed by school. curriculum • Descriptive course list. • Given during class. • Overview of class. • Made and designed by teachers. syllabus

16. CURRICULUM PLANNING •A process where a teacher builds a class curriculum through coordinating with school boards in order to achieve uniform goals.

17. CURRICULUM PLANNING What is a curriculum plan? • Helps with planning material. [Objective planning] • Maintains uniformity. • Mainly for Primary and Secondary levels.

18. PROCESS AND MAIN COMPONENTS Planning is either basic or comprehensive. 1. Charts and Reports 2. Subject schedules 3. Topics to be discussed 4. Examinations, paperwork and assessment.

19. MAIN COMPONENTS FRAMING THE CONTEXT Implementing the lessons Evaluating learning Monitoring progress Planning the lessons

20. ASSESSMENT OF SUCCESS •How students cope By Observation • Complete discussionSecurity

21. CURRICULUM DEVELOPMENT •Method of which teaching organizations and training institutes guide learning. •Both inside and outside the classroom.

22. FOUR ELEMENTS OF CURRICULUM DEV’T Identification Planning Evaluation Practical Application

23. ASPECTS OF CURRICULUM •Programs of an educational institution. •Majors, Concentrations, degree programs •Faculty information. Visible •Welfare of the participants of the curriculum. •Student-centered/focused. Invisible

24. LEVELS OF CURRICULUM The Visible Aspect • Academic • Extra-curriculum The Invisible Aspect • Sub-curriculum • Intra-curriculum • Meta-curriculum

25. LEVELS OF CURRICULUM 1. Academic Curriculum • Courses and subjects. 2. Extra-curriculum • Amplifier of the academic curriculum.

26. LEVELS OF CURRICULUM 1. Sub-curricular • Physical and emotional state of the student. 2. Intra-curriculum • Bias of certain aspects of a person’s being.

27. LEVELS OF CURRICULUM 1. Sub-curricular • Physical and emotional state of the student. 2. Intra-curriculum • Bias of certain aspects of a person’s being.

28. LEVELS OF CURRICULUM 3. Meta-curriculum • Funding, research quality, institutional and environmental aspects. • Also includes the spiritual aspect of the curriculum.

29. CURRICULUM DESIGN Often designed by specialists and professionals of different expertise. However adapted by parents and guardians who homeschool their children.

30. CURRICULUM DESIGN Challenge and Enjoyment Progression Depth

31. CURRICULUM DESIGN Personalization Coherence Relevance

32. CURRICULUM EVALUATION • Determining the worth of an entire curriculum. • Helps the policy-making bodies and administrators in making decisions. • Reference for people involved in the school body.

33. TYPES OF EVALUATION Diagnostic Evaluation 1. What needs to be improved? 2. Making decisions on how to improve them. Formative Evaluation 1. Planning within the student body/personnel. Summative Evaluation 1. Progress reports. 2. Reporting of findings and conclusions.

34. METHODS OF EVALUATION 1. External evaluation •People from outside the school system with various expertise.

35. METHODS OF EVALUATION Why is external evaluation needed? 1. Need for independence 2. Span of control 3. Legal requirements 4. Expertise of the people involved.

36. METHODS OF EVALUATION 1. Internal evaluation •People from within the student body or institution. •Existing groups within the system.

37. METHODS OF EVALUATION Why is internal evaluation needed? •For centralization and decentralization.

38. THE FOCUSES OF CURRICULUM EVALUATION Curriculum development Analysis of outcomes Monetary resources Analysis of teaching quality Curriculum Design

Curriculum & components of curriculum (by umair ahraf)Presentation Transcript

1.

2. Old Concept of Curriculum A list of books provided to the student in the class room. Limited to the class room and content.

3. Modern Concept of Curriculum Curriculum is interpreted to mean all the organized activities, courses and experiences which a student have under the direction of the school whether in the classroom or not. By Stephen Romine (Building the high school curriculum)

4. Modern Concept of Curriculum (Cont..) Oliver (1965) :- Oliver is of the opinion that curriculum is something felt rather than some thing to be seen. Saylor & Alexander :- The curriculum is the sum of the school efforts to influence learning whether in the class room, on the playground or out of school.

5. Modern Concept of Curriculum (Cont..) Tyler :- “ All of the learning of students which are planned by and directed by the school to attain its educational objectives”

6. Two Conditions of Curriculum To implement / organize by an educational institution or school. To achieve the educational objectives.

7. Role of Curriculum in National Development Curriculum role as observed in educational policy 1979 should aim at enabling the learners to acquire knowledge, develop concept, skills, attitudes and values. Knowledge 33% (Cognitive domain) Concept 33% (Effective domain) Skills 33% (Psycho motor domain) The role of curriculum further includes:

Enroll Teachers

Identify Need

Select Effective Teaching Strategies

Model Demonstration

Lesson

Co-Plan and Co-Teach

Collaborative Reflection

Observe

8. Role of Curriculum in National Development (Cont..) Curriculum and Developing Democratic Life: - The four most demands of present society on our education is the development of a vital democracy. The development of every individual according to his capacities. The development of faith in democratic principals and process, The development of enlighten and responsible citizens. The encouragement of leadership at all levels.

9. Role of Curriculum in National Development (Cont..) Raising Standards of Living:- The nation's economic growth would be able to ensure minimum standard of living of all the citizens through. The improvement of productive efficiency The full use of man power and natural recourses. Stemming the fast growth of population Helping in obtaining self-sufficiency in food and technology. Opening up more channels of employment

10. Curriculum & National Integration:- Today the promotion of national integration has paramount importance to Pakistan, our citizens must therefore : - Be imbued with love of motherland. Appreciate the richness of culture. Learn the respect of every faith. Role of Curriculum in National Development (Cont..)

11. Curriculum & Modernizing the Society : - Pakistan’s image should be tied up with advancement in science & Technology. If we want to modernize the social order and keep pace (speed of progress) with the fast changing world. This should have to be reflected in our curriculum. Role of Curriculum in National Development (Cont..)

12. Culture and Curriculum Culture is dominant on curriculum Two major parts of culture are:- Language Religion Values Transfer Transmit (as Such / with No Change) School follows Society Static Transform (With Some Change) School will Lead the Society Dynamic

13. Culture and Curriculum Cultural Lag :- The curriculum is always in every society a reflection of what people think, feel, believe and do. To understand the structure and function of the curriculum it is necessary to understand, What is Culture? Cultural Lag Technology. Development Values Development

14. The Meaning of Culture A culture is the fabric of ideas, ideals, believes, skills, method of thinking, customs and institution into which each member of society is born. The culture is that part of environment that man himself made. A culture will vary from society to society and within the same society over a period of time.

15. The Elements of Culture Universals Specialties Alternatives

16. The Elements of Culture (cont.) Universals : - These are the elements that are universally distributed among the population. Individuals through out the society eat the same food, wear the same style of cloths, use the same language etc. All such things are generally accepted by the member of the society are called universals. It is possible that a universal element in one society would not appear in another society.

17. The Elements of Culture (cont.) Specialties :- Some elements of culture are found among only a portion of population. In every society there are something that only a part

of people know about or can do. All these are called Specialties. All professions can be categorize as specialties.

18. The Elements of Culture (cont.) Alternatives : - There are certain that belong neither the universal nor specialties. Alternatives may enter in a culture by way of invention within the society or from an other culture. As new ways of doing things emerge & come to be accepted, they are absorbed by the universals or specialties. For example a new way of teaching, a new way of cooking food, use of computer etc.

19. Cultural Change and Curriculum When alternative elements appear in culture, they disturb the culture pattern. When the number of alternatives is low as compared with universals, the culture will have a high degree of stability. As alternatives increase, social change also increase. The curriculum development will be in such a way that cultural elements both new and old are mutually adjusted.

20. Characteristics of Curriculum Totality of Activities A mean to an end Mirror of curricular and co-curricular activities / trends Development of balanced personality Dynamic Achievements of goals

21. Characteristics of Curriculum (cont.) 1. Totality of Activities : - It refers to the totality of subject matter, activities and experiences. 2. A mean to an end : - Curriculum is not an end itself but a means to an end. It is created to acquire the aim of education 3. Mirror of curricular and co-curricular activities / trends : -

22. Characteristics of Curriculum (cont.) 4. Development of balanced personality : - The activities in curriculum Concerning physical, intellectual, emotional, social, economics, aesthetic & cultural development play their role for developing balance personality. 5. Dynamic : - A good curriculum is dynamic. It has to be kept dynamic in order to keep with the needs, interest, abilities, attitudes and life of pupils. 6. Achievements of goals : -

23. Components of Curriculum Objectives Content Method Evaluation Objectives Evaluation Content Method Feed Back

24. School of Thought of Philosophy Progressivism Traditionalism Islamic Philosophy Eclecticism (Collection of good concepts of different philosophies)

25. Effect of Philosophy on Curriculum Development There may be a gap between four components of curriculum. For curriculum development first of all we see the philosophy/ ideology of that society for which we want to develop the curriculum. Now we find out what is the view point of different philosophies about the components of curriculum.

26. 1. Objectives Progressivism : - They do not believe in Pre-determination of objectives, So there would not be a pre-determined set of objectives. They believe that change is reality. Accept change so did not set objectives first.

27. 1. Objectives (Cont.) Traditionalism : - They emphasis to have a permanent set of objectives. Because they believe that values are Cosmic and permanent. Objectives are

based on values. So they also remained unchanged. They believe that permanence is reality.

28. 1. Objectives (Cont.) Islamic Philosophy : - According to Islam, basic values are permanent. So will be the educational objectives. In traditionalism, sources of values are traditions of their forefathers, While is Islam, pleasure of ALLAH is the source of Value.

29. 2. Content Content depends on the concept of knowledge. Progressivism : - They accept sense perception as only reliable source of knowledge. So, content consist of science and technology.

30. 2. Content (Cont.) Traditionalism : - They consider authoritative knowledge, only to be reliable. So, the knowledge shall consist of knowledge bearing the stamp of the approval of their forefathers.

31. 2. Content (Cont.) Islamic Philosophy : - According to Islam only the prophetic knowledge is absolutely reliable. So content will essentially consist of the knowledge, contained in the Quran and Sunnah. Knowledge gained through other sources will also be tested on this criteria (Quran & Sunnah) and may conditionally made a part of curriculum.

32. 3. Method Mostly, it deals with psychology but overall teaching style is determined on the base of philosophy. Progressivism : - It gives rise to Academic Freedom Style (AFS) in teaching. Traditionalism : - It leads to development of indoctrination approach in teaching. (Imposition of Ideas)

33. 3. Method (Cont.) Islamic Philosophy : - Islam encourage eclectic approach. Both the style may be applied according to teaching learning situation. AFS + Indoctrination AFS (Academic Freedom Style)

34. 4. Evaluation Its details are determined according to psychological principals. However philosophy also influence the testing techniques. Progressivism : - They are more inclined to practical or observational technique.

35. 4. Evaluation (Cont.) Traditionalism : - They are more inclined to written test. Islamic Philosophy : - Believes on both styles. Both styles may be applied according to Islamic philosophy.

36. Role of Curriculum Conservative Role Critical Role Creative Role

37. Functions of Conservative Role Adjective Function Adoptive Function Integrative Function

38. Function of Critical Role Distinctive Function

39. Functions of Creative Role Selective Function Progressive Function

Definition of curr.Presentation Transcript

1. DEFINITION OF CURRICULUM DEVELOPMENT Curriculum development is defined as the process of selecting, organizing, executing and evaluating the learning experiences on the basis of the needs, abilities, and interest of learners, and on the basis of the nature of the society or community.

2. It is a continuous process for the possibilities ofimproving the teaching-learning situation. Its goalsis a positive change; process; transformation inthe lives of the learners based on school’smission and goals. It should be produced incoordinated program of meaningful experiencesfor learner’s development (2009 Ed.) Curriculumdevelopment is a decision-making process thatinvolves a variety of concerns (Bago).

3. The following are crucial questions to be asked in developing a curriculum:• What learning objectives should be included?• What will be the bases for the choice of objectives?• Will the choice be based on the learner’s needs and interests, or rather on the needs of the society?• Will the selection depend on tradition, the nature of knowledge, or the learner’s characteristics?

4. • What philosophical and psychological theories regarding the nature of learners as well as the learning process will underpin the organization of the content?• Will the choice of methodology be in line with accepted teaching-learning principles?• Will the evaluation procedure be able to measure the learning that is taking place?

5. Curriculum ModelsRalph Tyler Model: Four Basic Principles This is also popularly known as Tyler’s Rationale. He posited four fundamental questions or principles in examining any curriculum in schools. These four fundamental principles are as follows:

6. 1. What educational purpose should the school seek to attain?2. What educational experiences can be provided that are likely to attain these purposes?3. How can these educational purposes be effectively organized?4. How can we determine whether these purposes are being attained or not?

7. In summary, Tyler’s Model show that incurriculum development, the followingconsiderations should be made:1. Purposes of the school2. Educational experiences related to thepurposes3. Organization of the experiences4. Evaluation of the experiences

8. Hilda Taba improved on Tyler’s Rationalemodel. She believed that teachers who teach orimplement the curriculum should participate indeveloping it. Her advocacy is commonly calledthe grassroots approach. She presented sevenmajor steps to her model where teacher shouldhave a major input. These steps are:

9. 1. Diagnosis of learners needs and expectations of the larger society2. Formulation of learning objectives3. Selection of learning content4. Organization of learning content5. Selection of learning experiences6. Organization of learning activities7. Determination of what to evaluate and the means of doing it

10. Thus as one looks into curriculum models,the three interacting processes in curriculumdevelopment are planning, implementing andevaluating.

11. Types of Curricula Operating in Schools1. Recommended curriculum – proposed by scholars and professional organizations. Most of the school curricula are recommended. The curriculum may come from a national agency like the Department of Education (DepEd), Commission on Higher Education (CHED), Department of Science and Technology (DOST) or any professional organization who has stake in education for example the Philippine Association for Teacher Education (PAFTE) or the Biology Teacher Education (BIOTA) may recommend a curriculum to be implemented in the elementary or secondary education.

12. 2. Written curriculum – appears in school, district, division or country documents. This includes documents, course of study or syllabi handed down to the schools, districts, division, departments or colleges for implementation. Most of the written curricula are made by curriculum experts with participation of teachers. These were pilot-tested or tried out in sample schools or population. Example of this is the Basic Education Curriculum (BEC). Another example is the written lesson plan of each classroom teacher made up of objectives and planned activities of the teacher.

13. 3. Taught curriculum – what teachers implement or deliver in the classrooms and schools. The different planned activities which are put into action in the classroom compose the taught curriculum. These are varied activities that are implemented in order to arrive at the objectives or purposes of the written curriculum. These are used by the learners with the guidance of teachers. Taught curriculum varies according to the learning styles of students and the teaching styles of teachers.

14. 4. Supported curriculum – resources, textbooks, computers, audio-visual aids which support and help in the implementation of the curriculum. In order to have successful teaching, other than the teacher, there must be materials which should support or help in the implementation of a written curriculum. These refer to the support curriculum that includes material resources such as textbooks, audio-visual materials, laboratory equipment, playgrounds, zoos, and other facilities. Support curriculum should enable each learner to achieve real and lifelong learning.

15. 5. Assessed curriculum – that which is tested and evaluated. This refers to a tested or evaluated curriculum. At the duration and end of the teaching episodes, a series of evaluations are being done by the teachers to determine the extent of teaching or to tell if the students are progressing. This refers to the assessed curriculum. Assessment tools like paper-and- pencil tests, authentic instruments like portfolio are being utilized.

16. 6. Learned curriculum – what the students actually learn and what is measured. This refers to the learning outcomes achieved by the students. Learning outcomes are indicated by the results of the tests and changes in behavior which can either be cognitive, affective or psychomotor.

17. 7. Hidden curriculum – the unintended curriculum. This is not deliberately planned but may modify behavior or influence learning outcomes. There are lots of hidden curriculum that transpire in the schools. Peer influence, school environment, physical condition,

teacher-learner interaction, mood of the teachers and many other factors make up the hidden curriculum.

18. Major Foundations of Curriculum 1. philosophical 2. historical 3. psychological 4. social

in decision making, philosophy provides the starting point and will be used for the succeeding decision making helps in answering what schools are for, what subjects are important, how students should learn and what materials and methods should be used provides educators, teachers and curriculum makers with framework for planning, implementing and evaluating curriculum in schools 19. Philosophical Foundation Philosophy

some philosophical beliefs that undergird thecurricula of schools are as follows: philosophy gives direction to curriculum in termsof goals and objectives,; the school’s underlyingbeliefs and values have impact on curriculumcontent and choice of appropriate instructionalstrategies and learning activities in implementingthe curriculum20.

21. Basic Philosophical Fundamental Idea(s) Curricular Implications BeliefsMetaphysics Study of what is beyond the Curriculum must go beyond its natural (what is real is true) content; must consider what the students can becomeEpistemology Truth about the nature of Curriculum should revolve knowledge around the issues on teaching-learning processLogic Focus on logical and The goal of all curricula must accurate thought patterns be the of the ability of the students to think logicallyAxiology Values and ethics Development of a sense of right and wrong

22. Basic Philosophical Fundamental Idea(s) Curricular Implications BeliefsIdealism • Importance of mind and Subject matter- or content spirit and developing them focused, in the learner Believing that this is • Reality is in the ideas essential to mental and independent of sense and oral development experienceRealism (Aristotle) • truth can be Curriculum is subject- tested/proven centered, organized from • knowledge is derived simple to complex, and from sense experience stressing mastery of facts and development of process and objective skills, critical analysis and attention to Science and Math

23. Basic Philosophical Fundamental Idea(s) Curricular Implications BeliefsPragmatism (W. James, The world is a world of • Provisions for directDewey, Rousseau) change; man can know experiences anything within his • Activity/learner-centered experience, belief in • Basis: problems of “learning by doing” democratic society focus on problem solving inquiryPerennialism (Hutchins, Human beings are rational Subject-matter consists ofAdler) and their existence remain perennial basic education the same throughout of rational men: history, differing environments; language, math, logic, includes knowledge that classical literature, has been endured through science, fine arts, cultural the years heritage

24. Basic Philosophical Fundamental Idea(s) Curricular Implications BeliefsExistentialism Reality is a matter of Curriculum stresses(Kierkegaard, Marcel, individual existence activity; recognition ofSartre) individual differences, The meaning of life is what opportunities for making each individual makes; choices and awareness of focus on conscious consequence, of awareness of choice introspection and self analysis through

individualized learning experiencesEssentialism (Bagley) There are certain ideas Curriculum focused on that men should know for assimilation of prescribed social stability basic subject matter: 3Rs, history, science, math, language

25. Basic Philosophical Fundamental Idea(s) Curricular Implications BeliefsReconstructionism (Plato, Societal reforms needed Curriculum should includeAugustine, Dewey, Counts, towards experiencing the subjects that deal withRigg) good life now and in the social and cultural crises to future; schools are the prepare students to make chief means for building become analyzer and new social order ensure that democratic principles are followed

26. Historical Foundations of Curriculum Curriculum is not an old field. Majority of scholars would place its beginning in 1918 with the publication of Franklin Bobbit’s book The Curriculum Philippine education came back about from various foreign influences. This can be traced back to our glorious history. Of all the foreign educational systems, the American educational system has the greatest influence on our educational system. The following are curriculum theorists and how they view curriculum from historical prespective.

27. 1. Franklin Bobbit (1876-1956) – Bobbit presented curriculum as a science that emphasizes on students’ need. Curriculum prepares students for adult life. To Bobbit, objectives with corresponding activities should be grouped and sequenced. This can only be done if instructional activities and tasks are clarified.

28. 2. Werret Charters (1875-1952) – Like Bobbit, to Charters curriculum is a science. It gives emphasis on students’ needs. The listing of objectives and matching these with corresponding activities ensures that the content or subject matter is related to objectives. The subject matter and the activities are planned by the teacher.

29. 3. William Kilpatrick (1871- 1965) – Curriculum are purposeful activities which are child- centered. The purpose of the curriculum is child development and growth. The project method was introduced by Kilpatrick where teacher and student plan the activities. The curriculum develops social relationships and small group instruction.

30. 4. Harold Rugg (1886-1960) – To Rugg, curriculum should develop the whole child. It is child-centered. With the statement of objectives and related learning activities, curriculum should produce outcomes. Harold Rugg emphasized social studies and the teacher plans curriculum in advance.

31. 5. Hollis Caswell (1901-1989) – Sees curriculum as organized around social functions of themes, organized knowledge and learner’s interest. Caswell believes that curriculum is a set of experiences. Subject matter is developed around social functions and learners’ interest.

32. 6. Ralph Tyler (1902-1994) – As one of the hallmarks of curriculum, Tyler believes that curriculum is a science and an extension of school’s philosophy. It is based on students’ needs and interest. To Tyler, curriculum is always related to instruction. Subject matter is

organized in terms of knowledge, skills and values. The process emphasizes problem solving. The curriculum aims to educate generalists and not specialists.

The historical foundation of curriculum reflects the educational focus prevalent during a particular period or event in Philippine history. This focus could be made basis or model for curriculum development in recent years.33.

34. Period Characteristics Curricular FocusPre-Spanish • Focused on Practical training • Broad; not defined nor written to satisfy basic needs for • Prescriptive survival and to transmit social •Reading and writing in relation ideas, customs, beliefs, and to the study of Koran for the traditions Maguindanao Moslems • Training done in the homesSpanish Focused on the learning of the •Parochial schools: study of Christian Doctrine Doctrina Cristiana, arithmetic, music, arts and trades; vernacular was the medium of instruction

35. Period Characteristics Curricular FocusAmerican Focused on establishing the • Reading, writing, arithmetic, public school system, highly good manners and right influenced by the philosophy conduct, civics, hygiene and of John Dewey sanitation, domestic science, American history, Philippine history English as medium of instruction

36. Period Characteristics Curricular FocusCommonwealth Focused on the • Tagalog and later on development of moral Filipino, as another character, personal medium of instruction discipline, civic • Provided for 6-year consciousness, and elementary schools; vocational efficiency as school entrance age at provided in the 1935 7; compulsory constitution attendance in Grade 1; introduction of double – single sessions • Teaching of Filipino as a subject

37. Period Characteristics Curricular FocusJapanese Focused on promoting the • Diffusion of elementary East Asia co-prosperity education with the promotion sphere educational objective of vocational education • Fostering of new Filipino culture based on the awareness that Filipinos are orientals

38. Third Republic-Patterned after the 1935 Constitution Period Characteristics Curricular FocusNew Society Focused on national • Promotion of Bilingual development goals; Education Policy manpower training; high • Development of moral level professions; self- character; self-discipline; actualization scientific, technological, and vocational efficiency; love of country; good citizenshipFourth Republic Focused on promotion of • Strengthening of the the rights of all citizens to teaching of values; return quality education to the basics in the new elementary and secondary curriculum

39. Psychological Foundations Psychology provides a basis

Reality curriculum in educationPresentation Transcript

1. REALITY CURRICULUM IN EDUCATIONYudhieIndra G S.Pd

3. CURRICULUM DEFINITION To get formula about congeniality of curriculum, all expert tell immeasurable view. In the eyes of classical, more is emphasizing of curriculum viewed as by

Lesson plan in a school. Lessons and items what have to be gone through by in school, that's curriculum. George A. Beauchamp ( 1986) telling that : “ A Curriculum is a written document which may contain many ingredients, but basically it is a plan for the education of pupils during their enrollment in given school”.

4. CURRICULUM DEFINITION In the eyes of is modern, congeniality of curriculum more considered to be a something tangible or experience happened in course of education, like told by Caswel and of Campbell ( 1935) saying that curriculum … to be composed of all the experiences children have under the guidance of teachers. Assured again by idea of Ronald C. Doll ( 1974) saying that : “ …the curriculum has changed from content of courses study and list of subject and courses to all experiences which are offered to learners under the auspices or direction of school.

5. CURRICULUM DEFINITION 1. Curriculum come from word of Curriculum meaning trajectory for horse race [at] Emperor epoch of Galius Julius Caesar ( Oliva, 1992) 2. Curriculum is a set plan and arrangement concerning target, content, and Lesson materials and also the way of which is used as guidance of management of activity of study to reach specific-purpose.

6. CURRICULUM DEFINITION Meanwhile, Purwadi ( 2003) distinguish congeniality of curriculum become six shares ( 1) curriculum as idea ( 2) formal curriculum in the form of document taken as guidance and guidance in executing curriculum ( 3) curriculum according to perception of instructor ( 4) executed operational curriculum or instructional by instructor in class ( 5) curriculum of experience namely natural curriculum by educative participant ( 6) obtained curriculum of applying of curriculum

7. CURRICULUM DEFINITION In is in perspective of policy of education of national as can be seen in Law System Education of National of No. 20 Year 2003 expressing that: “ Curriculum is a set plan and arrangement concerning target, content, and Lesson materials and also the way of which is used as by guidance of management of study to reach the target of certain education”.

8. CURRICULUM CONCEPT To accommodate difference of view, HamidHasan ( 1988) telling that curriculum concept can be evaluated in four dimension, that is 1. Curriculum as an idea; yielded pass or through research and theory's, specially in the field of education and curriculum 2. Curriculum as plan written, as materialization of curriculum as an idea; what in it load about target, materials, activity, appliances, and time

9. CURRICULUM CONCEPT 3. Curriculum as an activity, representing execution of curriculum as a plan written; in the form of study practice 4. Curriculum as a result of representing consequence of curriculum as an activity, in the form of got of curriculum target namely reaching of change of certain ability or behavior from all educative participant.

10. CURRICULUM POSSITION In a simple word, curriculum position can be concluded to become 3, that: 1. Curriculum as construct 2. Curriculum as answer various problem of respective social with education 3. Curriculum to develop; build life of based future of life of past, a period of/to now, and development set of plan and development of nation.

11. CURRICULUM ROLE As education program which have been planned systematically, curriculum of responsible very role is necessary for education of student. If in analysis of is nature of from culture and society, with school as social institution in executing its operation, hence can be determined at least three role of curriculum. That is:1. Role of Conservative2. Critical role or evaluative3. Creative role

12. CURRICULUM ROLE1. Role of ConservativeOne of the curriculum responsibility is transferring and interpret social heritage at the rising generation. Because school as social institute can influence and construct student behavior 2. Critical Role or Evaluative Culture ever change and increase. School do not only endowing existing culture, but also assess and chosen existing culture element. In this case, curriculum partake active at element of thinking critical, where social value of inappropriate culture will be eliminated.

13. CURRICULUM ROLE3. Creative Role Curriculum play a part in to do/conduct various constructive and creative activity, in meaning compile a new matter as according to requirement of society in a period of or to now and to come

14. CURRICULUM FUNCTION1. Adjustment FunctionWhere curriculum require an accommodating depended from situation of which is happened 2. Integration FunctionFunctioning educate person which integrated in meaning form student to plunge to society 3. Differentiation Function Curriculum have to give service to difference each; every student depended requirement of student.

15. CURRICULUM FUNCTION4. Preparation Function Functioning Curriculum draw up student so that can continue furthermore study to at storey; level education of super ordinate 5. Election Function Difference and election is two interconnected matter. Confession of difference mean to give opportunity to someone to chosen what wanted according to its enthusiasm.

16. CURRICULUM FUNCTION6. Diagnostic Function One of the curriculum function is diagnostic function which assist and instruct student to can to comprehend and accept himself so that can develop entire or all owned potency it. 1. What is Meant by the Term “Curriculum”? (part 2) ECS Year 1 The Curriculum: Historical and Philosophical Perspectives

2. Beginning to understand the context of the curriculum The point at which educational theory is caught up and transformed into practical programmes of work for schooling is in the making of curricula. It is in a curriculum that is accumulated knowledge, skills and attitudes about the past and present are combined with predictive assumptions about the future to produce an ordered outline of things to be taught and learnt in schooling. (Connell, W F 1974:134).

3. Conceptualising Curriculum To learn about curriculum is to scrutinize the very mechanics of education. Some issues we will need to look at include the aims and objectives of education, key-players in the education arena, the issue of quality education, and contextualizing education.

4. In order to begin constructing a solid understanding of curriculum, we need to first of all familiarize ourselves with some of the basic terminology and concepts related to Curriculum.

5. Education What is education? What does it mean to be educated? What are some of the broad goals of education?

6. ‘ Education’ itself has been defined in a number of ways. Generally, it is said to be learning that occurs from the womb to the tomb, or life-long learning. To be ‘educated’ or to be ‘an educated person’ is defined differently by people of different cultures. We probably all agree that an educated person has successfully learned something (s) and more importantly, is able to apply what has been learned in specific contexts.

7. 4 FUNDAMENTAL QUESTIONS What are aims and objectives of curriculum? Which learning experiences meet these aims and objectives? How can the extent to which these aims and objectives have been met be evaluated? How can these learning experiences be organised? (Adapted from Tyler 1949)

8. Curriculum Models PRODUCT MODEL Also known as behavioural objectives model Some key theorists: Tyler (1949), Bloom (1965) Model interested in product of curriculum

9. ADVANTAGES OF PRODUCT MODEL Avoidance of vague general statements of intent Makes assessment more precise Helps to select and structure content Makes teachers aware of different types and levels of learning involved in particular subjects Guidance for teachers and learners about skills to be mastered

10. CRITICISMS OF PRODUCT MODEL At lower levels, behavioural objectives may be trite and unnecessary Difficult to write satisfactory behavioural objectives for higher levels of learning Specific behaviours not appropriate for affective domain Discourages creativity for learner and teacher Enshrines psychology and philosophy of behaviourism Curriculum too subject and exam bound

11. PROCESS MODEL Focuses on teacher activities and teacher’s role Student and learner activities (perhaps most important feature) Conditions in which learning takes place Key thinker Stenhouse (1975)

12. ADVANTAGES OF PROCESS MODEL Emphasis on active roles of teachers and learners Emphasis on learning skills Emphasis on certain activities as important in themselves and for “life”

13. DISADVANTAGES OF PROCESS MODEL Neglect of considerations of appropriate content Difficulty in applying approach in some areas (Process and Product model from Neary, M. (2002) Chapter 3)

14. Academic Classical Humanist Model Autonomy means learning seen as individual process Real element of autonomy is academic freedom achieved when one achieves expertise and masters discipline Process naturally disenfranchises those without expertise Elite decide what elements of knowledge constitute cultural capital and operate processes that admit or qualify those aspiring to join elite

15. Academic contd. Assessment: norm referenced, graded, externally imposed Teacher: decides on and gives access to knowledge which counts; ensures standards; transmits approved knowledge

16. Utilitarian Technocratic Vocational Model Autonomy expressed in terms of consumer choice rather than pedagogy Students exercise choices over courses or modules in market

17. Utilitarian contd. Assessment: competencies, traditionally single-level, criterion-referenced summative, with competencies broken down into many elements Teacher: guides students as to what to study, which commodity to choose

18. Progressive Developmental pedagogy Model Autonomy means self-directed learning Students negotiate with teachers to take control of learning Negotiation of tasks, participative pedagogic style

19. Progressive cont. Assessment: formative, personal, course-work based and open-ended Teacher: partners with student; shares in decisions about what to study and when

20. Academic/Utilitarian share: View of knowledge or learning experience as fixed entity determined by authority Student bound by larger essentials (subject knowledge or needs of employment)

21. Utilitarian/Progressive share: Individual student ownership and responsibility for learning Broadly egalitarian approach to education Bates I, Bloomer M, Hodkinson P & Yeomans D (1998)

22. 4 CONCEPTIONS OF CURRICULUM The official curriculum The hidden curriculum The observed curriculum The curriculum-as-experienced Pollard & Triggs (1997)

23. THE OFFICIAL CURRICULUM “ A planned course of study” Explicitly stated programme of learning States intended curriculum content Structures sequence and progression, framing content and course activities Designed to challenge students and match learning needs

24. HIDDEN CURRICULUM All that is learned during school/college activities that is not a designated part of official curriculum What is “picked up” about eg. role of teacher/learner, status, attitudes to learning Implicit, embedded in taken-for-granted procedures and materials May be unrecognised and often examined Can have profound effect on self image on students, and attitudes to education/other social groups

25. OBSERVED CURRICULUM What can be seen as taking place in classroom May be different from intended official curriculum

26. CURRICULUM-AS-EXPERIENCED The parts of the curriculum (official and hidden) that actually connect meaningfully with students Arguably only this aspect has educational impact – rest is often forgotten….

27. VOCATIONAL CURRICULUM Characterised as: Experientially based in terms of content and teaching method Directly relevant to student needs Emphasis on core skills Marsh, 1997

28. VOCATIONAL CURRICULUM Orientation: Tend to be explicit in outcomes Selection of content has input from industry, government, community as well as educators Emphasis on student-centred learning Typically based on small units, separately assessed/certificated

29. ACADEMIC CURRICULUM 16-19 Perceived as educationally elite, high status, traditionally thought of as more challenging because it is the first stage of non compulsory education Classroom based Focus on knowledge of given subject area determined by subject experts Emphasis on end of course external exams At advanced level, free choice of subjects “ A-level” curriculum dependent on institution Can reinforce inequalities Young & Leney (1997)

30. COMMUNITY EDUCATION Traditionally cultural and recreation subjects Often held in community venues Voluntary attendance Usually non-accredited, although accreditation increasing for funding purposes

31. BIBLIOGRAPHY Pollard, A. & Triggs, P. (1997) Reflective Teaching in Secondary Education . London: Continuum Young, M. & Leney, T. (1997) From A-levels to an Advanced Level Curriculum of the Future in Hodgson, A. & Spours, K. (eds) (1997) Dearing and Beyond. London: Kogan Page Marsh, C.J. (1997) Perspectives: Key concepts for understanding curriculum 1. London: Falmer Press

32. Bates I, Bloomer M, Hodkinson P & Yeomans D (1998) “Progressivism and the GNVQ: context ideology and practice” Journal of Education and Work, 11 , 22, 109-25) Neary, M. (2002) Curriculum Studies in Post-Compulsory and Adult Education. Cheltenham: Nelson-Thornes. Chapter 3

Curriculum, history and elements of curriculumPresentation Transcript

1. curriculum

2. WHAT is taught to students. What is curriculum? There are many definitions that are correct…………. but for our purposes we define curriculum as :

3. Definition of Curriculum The content standards, objectives and performance descriptors for all required and elective content areas and 21 st century learning skills and technology tools at each programmatic level

4. How Do We Define Curriculum? Curriculum is that which is taught at school. Curriculum is a set of subjects. Curriculum is content. Curriculum is a sequence of courses. Curriculum is a set of performance objectives.

5. How Do We Define Curriculum? Curriculum is all planned learning for which the school is responsible. Curriculum is all the experiences learners have under the guidance of the school. John Delnay (1959.)

6. How Do We Define Curriculum? According to Bandi & Wales (2005), the most common definition derived from the word Latin root, which means “racecourse.” Bandi & Wales (2005) 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.”

7. How Do We Define Curriculum? It is important to keep in mind that schools in the Western Civilization have been heavily influenced since the fourth century B.C. by the philosophies of Plato and Aristotle and the word curriculum has been used historically to describe the subjects that are being taught during the classical period of Greek Civilization.

8. How Do We Define Curriculum? The interpretation of the word curriculum has broaden in the 20 th century to include subjects other that the Classics. Today school documents, newspaper articles, committee reports, and many academic textbooks refer to any and all subjects offered are prescribed as the curriculum of the school.

9. Definition (Wilson, 1990) of curriculum is: 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 below -- 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.

10. Concept of curriculum

11. Introduction The concept of curriculum is as dynamic as the changes that occur in society. In its narrow sense, curriculum is viewed merely as a listing of subject to be taught in school. In a broader sense, it refers to the total learning experiences of individuals not only in schools but in society as well.

12. Curriculum from Different Points of View There are many definitions of curriculum. Because of this, the concept of curriculum is sometimes characterized as fragmentary, elusive and confusing. The definitions are influenced by modes of thoughts, pedagogies, political as well as cultural experiences

13. Traditional Points of View of Curriculum In the early years of 20 th century, the traditional concepts held of the “curriculum is that it is a body of subjects or subject matter prepared by the teachers for the students to learn”. It was synonymous to the “course of study” and “syllabus” Robert M. Hutchins views curriculum as “permanent studies” where the rule of grammar, reading, rhetoric and logic and mathematics for basic education are emphasized.

14. Basic Education should emphasize the 3 Rs and college education should be grounded on liberal education. On the other hand, Arthur Bestor as an essentialist, believe that the mission of the school should be intellectual training, hence curriculum should focus on the fundamental intellectual disciplines of grammar, literature and writing. It should also include mathematics, science, history and foreign language.

15. This definition leads us to the view of Joseph Schwab that discipline is the sole source of curriculum. Thus in our education system, curriculum is divided into chunks of knowledge we call subject areas in basic education such as English, Mathematics, Science, Social Studies

and others. In college, discipline may includes humanities, sciences, languages and many more

16. Traditional curriculum design does not reflect these realities, it often does not provide students with opportunities to develop the kinds of critical thinking skills and problem-solving abilities that are central to thinking and learning (Jones, Palinscar, Ogle, & Carr, 1987). Furthermore, traditional curriculum design does not include opportunities to build the kinds of personal and collaborative skills that support learning (Tinzmann, Jones, Fennimore, Bakker, Fine, & Pierce, 1990).

17. Progressive Points of View of Curriculum On the other hand, to a progressivist, a listing of school, subjects, syllabi, course of study, and list of courses or specific discipline do not make a curriculum. These can only be called curriculum if the written materials are actualized by the learner. Broadly speaking, curriculum is defined as the total learning experiences of the individual.

18. This definition is anchored on John Dewey’s definition of experience and education. He believed that reflective thinking is a means that unifies curricular elements. Thought is not derived from action but tested by application. Caswell and Campbell viewed curriculum as “all experiences children have under the guidance of teachers”. This definition is shared by Smith, Stanley and Shores when they defined “curriculum as a sequence of potential experiences set up in the schools for the purpose of disciplining children and youth in group ways of thinking and acting”

19. Marsh and Willis on the other hand view curriculum as all the “experiences in the classroom which are planned and enacted by the teacher, and also learned by the students.

20. Islamic concept of curriculum According to Islam, basic values are permanent. So will be the educational objectives.In traditionalism, sources of values are traditions of their forefathers, While is Islam, pleasure of ALLAH is the source of Value. According to Islam only the prophetic knowledge is absolutely reliable. So content will essentially consist of the

21. Islamic concept of curriculum knowledge, contained in the Quran and Sunnah.Knowledge gained through other sources will also be tested on this criteria (Quran & Sunnah) and may conditionally made a part of curriculum.

22. Which are old curriculum… Subject Centered curriculum Board field curriculum Conservative core curriculum

23. Which are modern curriculum The child centered curriculum Activity and experience centered curriculum Community centered curriculum Progressive curriculum Problem-oriented curriculum

24. History of Curriculum Three focus points for Curriculum Decisions

25. History of Curriculum 1 . The Nature of Subject Matter Content of the curriculum, and what subject matter to include in the curriculum. The subject matter of history should be based on evens that actually happened in the past. 2. The Nature of the Society If the

curriculum is to have utilitarian values, then it must lead the student not only to knowledge of the external world for its own sake, but also to knowledge that can be applied in the world.

26. History of Curriculum The Nature of the Individuals The third basic focal point around which decisions about curricula can be made is the nature of the individual. The curriculum is also a set of suggestions to the teacher about how to take advantage of the present opportunities worthwhile, growth for each student in the long run. The History of Curricula of American school during the 20 th century is, therefore, a history of these three focal points for deciding on content ad making other curriculum decisions.

27. History of Curriculum Colonial Era and the Early United States Curriculum was not an issue in Colonial America during the early years of the United States. Colonies along the Atlantic seaboard were under British control during the 17 th /18 th centuries. These immigrants were from many European nations. Despite their differences the settlers shared common assumptions about education.

28. History of Curriculum First Common Assumptions: Few people needed formal Education. Mass Education was not heard. Second Common Assumptions: Formal Education should be directed at bringing people into conformity with some prevailing idea of what and Educated person should be.

29. History of Curriculum Given these assumptions about education and how they worked out in schools of colonial America, the focus point of the curriculum was the nature of subject matter.

30. Colonial America The Harvard Curriculum Logic Physics Rhetoric History Ethnic Politics Geometry Astronomy Literacy Studies

31. Colonial America Franklin’s Academy 1749. Benjamin Franklin challenge prevailing beliefs about education and the curriculum. Curriculum –focused on Latin & Greek for those preparing to be ministers French, German, and Spanish for those preparing to be merchants. Everyone would study English, through reading, writing, and orating.

32. 19 th Century Common School Movement The expansion of the curriculum. Reports of the National Education Association. 1876. A course of study from primary school to university. 1893. The Committee of Ten 1895. The Committee of 15

33. 20 th Century The Cardinal Principals of Secondary Education Seven Objectives: Health Command of fundamental process Worthy Home Membership Vacation Citizenship Worthy use of leisure Ethical Character

34. 7 Common concepts of curriculum Scope and Sequence Syllabus Content Outline Standers Textbooks Course of Study Planned Experiences

35. BASIC ELEMENTS OF CURRICULUM SUBJECT-MATTER : Designation of what area of content, facts, arena of endeavor, that the curriculum deals with. (This is a further elaboration of the "topic" description in the Aim.) INSTRUCTIONAL PLAN :

Describes the activities the learners are going to engage in, and the sequence of those activities. Also describes what the TEACHER is to do in order to facilitate those activities. (This is like the traditional "lesson plan" except for a curriculum it may include more than one lesson.)

36. BASIC ELEMENTS OF CURRICULUM Aim : One sentence (more or less) description of overall purpose of curriculum, including audience and the topic. Rationale : Paragraph describing why aim is worth achieving. This section would include assessment of needs.

37. BASIC ELEMENTS OF CURRICULUM Goals and objectives: List of the learning outcomes expected from participation in the curriculum. This section includes a discussion of how the curriculum supports national, state, and local standards. Audience and pre-requisites: Describes who the curriculum is for and the prior knowledge, skills, and attitudes of those learners likely to be successful with the curriculum.

38. BASIC ELEMENTS OF CURRICULUM MATERIALS : Lists materials necessary for successful teaching of the curriculum. Includes a list of web pages. Often, the web site will NOT be the only materials needed by the students. They may need books, tables, paper, chalkboards, calculators, and other tools. You should spell these additional materials out in your teaching guide. Also includes the actual materials (worksheets and web pages) prepared by the curriculum developer, any special requirements for classroom setup and supplies, and a list of any specific hardware and software requirements

39. BASIC ELEMENTS OF CURRICULUM INSTRUCTIONAL PLAN : Describes the activities the learners are going to engage in, and the sequence of those activities. Also describes what the TEACHER is to do in order to facilitate those activities. (This is like the traditional "lesson plan" except for a curriculum it may include more than one lesson.)

40. BASIC ELEMENTS OF CURRICULUM PLANS FOR ASSESSMENT AND EVALUATION: Includes plan for assessing learning and evaluating the curriculum as a whole. May include description of a model project, sample exam questions, or other elements of assessment. Also should include plan for evaluating the curriculum as a whole, including feedback from learners.

41. Quality curriculum Greater depth and less superficial coverage Focus on problem solving Facilities the mastery of essential skill and knowledge Coordinated Articulation multi-level sequence study Emphasize academic and practice Effective integrated curricula Mastery of a limited numbers of objectives

42. EDUCATION AND CURRICULUM RELATIONSHIP content of what is taught along with an overall process of how that content is to be taught, and instruction being the more detailed plans and the way those plans are implemented in order to teach the curriculum content, it becomes easy to understand that the two must be compatible in order to maximize student learning.

43. Curriculum as a Discipline Curriculum as a discipline is a subject of study, and on the Graduate level of Higher Education a major field of study.

44. HOW CURRICULUM DIFERS FROM…… SYLLABUS COURSE OF STUDY EDUCATIONAL PROGRAMME TEACHING INSTRUCTION

45. SYLLABUS VS CURRICULUM Curriculum Curriculum is a focus of study, consisting of various courses all designed to reach a particular proficiency or qualification. Syllabus A syllabus is simply an outline and time line of a particular course. It will typically give a brief overview of the course objectives, course expectations, list reading assignments, homework deadlines, and exam dates.

46. COURSE OF STUDY VS CURRICULUM A course is a set of inventory items grouped together for ease of assignment and tracking. Curriculum refers to the training assigned to a student. A curriculum can consist of more than one course.

47. CURRICULUM VS TEACHING Curriculum Curriculum is a focus of study, consisting of various courses all designed to reach a particular proficiency or qualification. Teaching An academic process by which students are motivated to learn in ways that make a sustained, substantial, and positive influence on how they think, act, and feel.

48. INSTRUCTION VS CURRICULUM Curriculum Curriculum is literally defined in education as a set of courses regarding different classes or subjects offered in different educational institutions such as a school or a university. Instruction Instructions are a basic aspect of the learning process. They are all formulated to guide students in their gradual learning process in their respective fields.

49. Curriculum as a Discipline Graduate and undergraduate students take courses in: Curriculum development Curriculum theory Curriculum Evaluation Secondary School Curriculum Elementary School Curriculum Middle School Curriculum Community College Curriculum Curriculum in Higher Education

50. 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) T he 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.

Bases of curriculum planning part 1Presentation Transcript

Curriculum is a design PLAN for learning that requires the purposeful and proactive ,organization sequencing, and management of the interactions among the teacher, the students and the content knowledge we want students to acquire.. Curriculum is all the experiences learners have under the guidance of the school. John Delnay (1959) Curriculum is a set of performance objectives. Curriculum is that which is taught at school.1. How Do We Define Curriculum?

2. How Do We Define Curriculum?Caswell and Campbell viewed curriculum as ”allexperiences children have under the guidance of .”teachers Smith, Stanley and Shores

defined curriculum ”as a sequence of potentialexperiences set up in the schools for the purpose of disciplining childrenacting“. in group ways of thinking and

3. Definition of Curriculum planningCurriculum planning is simply the design by whichschools fulfill their responsibilities on behalf of .children and society as wellHowever, plans may exist on a continuum from hastily prepared and superficially developed to.carefully and thoughtfully constructedWe can have a curriculum planning according to.different models of curriculum

4. Definition of Curriculum planning When planning for curriculum improvement, some categories of bases should be understood, those that are institutional in nature and those that affect people directly . The institutional bases for curriculum planning include planning domains, the context or characteristics of the school situation, the impact of current trends and issues, and the use of strategic planning. (Doll ,1996)

Contemporary Issues Religion Psychology Social forces Philosophy History5. The Bases for Curriculum Planning

6. History of Curriculum PlanningHistory has an important message to convey aboutantecedents of the contemporary career and technicalcurriculum and provides a most meaningfulperspective to the curriculum planner. Curriculum aswe know it today ,has evolved over the years from anarrow set of disjointed offerings to a comprehensivearray of relevant student learning experiences.

7. History of Curriculum PlanningHistory of Curriculum in Iran1) Before appearance of Islam - Hakhamanesh Period (550 B.C) - Sassanid Period (651 A.D)2) After appearance of Islam (459 Loonar years )3) Pahlavi period (1920 – 1983)4) Islamic Revolution (1983 until now)

boys were divided into 3 groups:5. Special students6. Professional students7. Public students Girls should learn some theoretical subjects, beside tailoring, housekeeping, and arts. Horse riding and shooting are also compulsory at that time. Students were separated in groups of girls and boys. Teaching to children had begun from age 7 till 15.8. Hakhamanesh Period

The first higher education institute was established in Iran, named Jondi Shapoor. Very limited fields were taught in this university such as philosophy, agriculture, medicine ,math , law and astronomy science. Corporal punishment was routine in schools. The focus of curriculum was on math and calculating. In Sassanid period moral science also taught in schools.9. Sassanid period

Some practical skills come into curriculum like farming , carpentry ,engraving… Mathematic was taught for its professional users. The curriculum of this period is exactly rote learning. In this period a new way of teaching was appear. Lots of schools were established and they taught Koran to students next to math, science and sports. In this period of time even if parents don’t have money to send their children to school they send them to mosques to learn Koran and memorizing it.10. After appearance of Islam

Many high school students were sent to Europe for higher education and then came back to teach in universities. Curriculum was focused on learning other languages especially English and French from elementary schools. Curriculum is changed in different school grades. lots of textbooks was published for elementary , secondary and high school students. Appearance of kindergarten and first school for deaf people.11. Pahlavi period

Just in some universities and private schools we can see student-centered approach being used. Curriculum is based on Tyler’s model. Textbooks changes to more colorful and pictured ones. Pre-school become compulsory for children. The idea of learning English as second language changes to Arabic and English, and it appears in secondary schools . Rote learning is still seen in elementary schools.12. Islamic Revolution period

Philosophy may be defined as general theory of education. It is a way of thinking that gives meaning to our lives.(Dewey) Philosophy reflects one’s background and experiences. Philosophy is the beginning point in curriculum decision making . Studying philosophy allows us to better understand schools and their curricula. Philosophy is central to curriculum.13. Philosophy and Curriculum

14. Philosophy and CurriculumPhilosophy provides educators, teachers andcurriculum planners with framework for planning,.implementing and evaluating curriculum in schoolsIt helps in answering what school are for, what subjectsare important, how students should learn and what .materials and methods should be used

15. Major Philosophies- Idealism- Realism- Pragmatism- Existentialism

Teach Truth can be found through reasoning, intuition and religious revelation. Idealism is a philosophical approach that has as its central tenet that ideas are the only true reality. The realities of idealism are spiritual , moral or mental and unchanging.16. IDEALISM Teaching methods focus on handling ideas through lecture, discussion, and Socratic dialogue.er’s role is to bring latent knowledge and ideas to consciousness.

The most important subjects are philosophy , theology and mathematics because they cultivates abstract thinking. Curriculum is knowledge based and subject based. In idealism, the aim of education is to discover and develop each individuals abilities and full moral excellence in order to better serve society. Learning is an intellectual process that involves recalling and working with ideas.17. IDEALISM (Cont’d)

Learning is just exercising the mind, and logical thinking are highest form. Teacher’s role is to be a moral and spiritual leader and to be an authority. Aristotle believed that everything had a purpose and humans’ purpose is to think. People can come to know the world through their senses and their reasons. It based on natural laws , objective and composed of matter.18. REALISM

Most important subjects are humanistic and scientific subjects. Curriculum is knowledge based and subject based. Teaching methods focus on mastery of facts and basic skills through demonstration and recitation. The Realist curriculum emphasizes the subject matter of the physical world, particularly science and mathematics.19. REALISM (Cont’d)

Curriculum was based on child’s experience and interests and also problem-solving activities. Teaching is more exploratory than explanatory. Teachers’ role is to focus on critical thinking. Both learner and their environment are constantly changing. Learning occurs as the person engage in problem solving. It is based on change, process, and relativity.20. PRAGMATISM(EXPERIMENTALISM)

Teachers view the individual as an entity within a social context in which the learner must confront others views to clarify his or her own. Teachers’ role is to cultivate personal choice and individual self-definition. Existentialism is a philosophy concerned with finding self and the meaning of life through free will, choice, and personal responsibility. The nature of reality for Existentialists is subjective, and lies within the individual.21. EXISTENTIALISM

Existentialists are opposed to thinking about students as objects to be measured, tracked, or standardized. Such educators want the educational experience to focus on creating opportunities for self-direction and self actualization. They start with the student, rather than on curriculum content.22. EXISTENTIALISM (Cont’d)

23. Educational Philosophies- Perennialism- Essentialism- Progressivism- Reconstructionism

The focus is to teach ideas that are everlasting, to seek enduring truths which are constant, and are not changing. the aim of education is to ensure that students acquire understandings about the great ideas of Western civilization. It is rooted in realism and relies on the past and stresses traditional values. The oldest and most conservative educational philosophy.24. PERENNIALISM

It emphasizes the great works of literature and art, the laws or principles of science. The perennialists curriculum is subject centered and constant. The demanding curriculum focuses on attaining cultural literacy, stressing students growth in enduring disciplines.25. PERENNIALISM(cont’d)

The core of the curriculum is essential knowledge and skills and academic rigor. Essentialists believe that there is a common core of knowledge that needs to be transmitted to students in a systematic, disciplined way. This approach was in reaction to progressivist approaches. Traditional and conservative philosophy based on idealism and realism.26. ESSENTIALISM

Students should be taught hard work, respect for authority, and discipline. Teachers are to help students keep their non- productive instincts in check, such as aggression or mindlessness. Schooling should be practical, preparing students to become valuable members of society. Essentialists accept the idea that this core curriculum may change.27. ESSENTIALISM(cont’d)

Progressivism emphasized how to think, not what to think. The learner is a problem solver and thinker who makes meaning through his or her individual experience in the physical and cultural context. It is active, not passive. Progressivists believe that education should focus on the whole child, rather than on the content or the teacher. It is developed from pragmatic philosophy.28. PROGRESSIVISM

One of his tenets was that the school should improve the way of life of our citizens through experiencing freedom and democracy in schools. Shared decision making, planning of teachers with students, student- selected topics are all aspects. Books are tools, rather than authority. John Dewey was its foremost proponent. Curriculum content is derived from student interests and questions.29. PROGRESSIVISM(cont’d)

It is opposed to:2. Rote learning3. Authoritarian teaching4. Overreliance on textbook methods5. Intimidation or corporal punishment30. PROGRESSIVISM(cont’d)

Society is always changing and the curriculum has to change. Curriculum must be transformed in keeping with a new social-economic-political education. According to Brameld, the founder of social reconstructionism, students and teachers must improve society. Reconstructionist educators focus on a curriculum that highlights social reform as the aim of education. Based on socialistic ideas .31. RECONSTRUCTIONIVISM

For social reconstructionists and critical theorists, curriculum focuses on student experience and taking social action on real problems, such as violence, hunger, international terrorism, and inflation.32. RECONSTRUCTIONIVISM (cont’d)

Curriculum planners need to help improve and design school practices in harmony with history of curriculum and philosophy of the school and community. We believe that no single philosophy, old or new , should guide decisions about schools and curriculum. Curriculum as a field of study-with its own methods, theories, and ways of solving problems- has influenced by history and philosophy.33. Conclusion

34. THANK YOU

Curriculum developmentPresentation Transcript

1. ROLES OF AND PRINCIPLES AND PROCEDURES THAT MAY BE USED BY SCHOOL ADMINISTRATORS IN CURRICULUM PLANNING

2. Roles of a School Administrator 1)as an expediter meaning - as a facilitator 2) As a social engineer

3. Curriculum Planning needs: TIME ENERGY MATERIALS PEOPLE FUNDS

4. Ways to Facilitate Curriculum Planning 1. He should provide time and space for teachers and other groups to meet. 2. Schedules should be arranged that teachers who are to plan together may be free at the same time. 3. Other groups can be asked to participate.

5. 4. The school administrator should know who would make good consultants. 5. He can set up in-service programs, special workshops, and study groups.

6. 6. Arrangement should be made for key teachers to attend conferences, institutes, and national conventions or to visit other schools.

7. 7. He must establish the practice of channeling items of possible interest to the teachers. 8. The school administrator must be up-to-date on educational programs and ideas.

CurriculumPresentation Transcript

1. Curriculum and Syllabus David Geelan University of Queensland February 2007

2. Curriculum vs Syllabus The syllabus is the document handed down by the government that mandates what must be taught and how it must be assessed. It also makes suggestions for how it must be taught. The curriculum is developed by the teacher or teaching team and is made up of the experiences students will have in the course.

3. Definitions of ‘curriculum’ 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

4. Definitions of ‘curriculum’ 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

5. Schubert - Images of Curriculum curriculum as content or subject matter, curriculum as a program of planned activities, curriculum as intended learning outcomes, curriculum as cultural reproduction, curriculum as discrete tasks and concepts, curriculum as an agenda for social reconstruction, and curriculum as "currere" (interpretation of lived experience).

6. Hidden Curriculum Things students learn in school that are not part of the written curriculum Includes things like behaviour, collaboration, teamwork, testwiseness Also includes ‘rules of the game’, implicit expectations, prejudices Can be positive and negative

7. Curriculum Development Ideally a collaborative process Based on the syllabus Don’t reinvent the wheel Do use your freedom On-going adaptive process

8. Learning Physics Through Contexts Curriculum is to be organised in terms of specific ‘real world’ contexts Intended to make learning more relevant and engaging Has pros and cons, but is required Variety of contexts

9. Key Concepts Correspond to ‘content’ to be taught and learned in physics Focus of student learning and activities Focus of assessment Addressed multiple times in multiple contexts 12 listed in syllabus, but see other list

10. Planning in terms of student activities Rather than simply list the content to be taught, it is more powerful to plan - at the lesson, unit and year levels - in terms of the activities the students will do This helps to keep the teacher’s attention on having a wide variety of activities, and changing activities regularly

11. The Unit ‘Storyline’ A unit should have a ‘story arc’, a way for students to be able to think their way through it The storyline is in addition to the key concepts/big ideas in the unit A story has a beginning that sets up expectations, a middle that complicates them and an end that resolves them

12. Sequential and Global Thinkers Stereotypically but not always girls tend to think more globally and boys more sequentially You will have both kinds of learners in your class ‘ Advance Organisers’ (Ausubel) that give the big picture help global thinkers and don’t harm sequential thinkers

13. Making Curricula Public You will need to make clear to the students your expectations and what they need to learn Your assessment items and assessment criteria also need to be public and shared with students You will also need to show work plans to department heads and supervisorsCurriculum OverviewPresentation Transcript

1. Curriculum Overview By: Jackelyn Garcia-Rodriguez CIT-0609 Nova Southeastern University

2. What Is Curriculum?• In my opinion, curriculum can be defined in many ways.• Curriculum comes from the Latin “to run a course”, therefore, if a definition is formulated from this literal translation, curriculum should then be defined as the course of study students must go through in order to achieve success in life. In my opinion, this would include every experience students encounter throughout their school years, including the Arts and extra curricular activities.• With this, constant changes to the curriculum would also be pertinent, as life and it’s demands are constantly changing and being challenged.

3. What Is Curriculum? Cont…• “Curriculum…is built, planned, designed, and constructed. It is improved, revised, and evaluated.”(Oliva & Gordon, 2013. P.3), so it is in the greatest interest of student’s across America that those changes in fact can occur on a continuous basis, so that improvements are constantly being made in our education system.

4. What is Curriculum? Cont…• Curriculum has also been defined as a set of topics, subjects, or courses that are predetermined by national and state education experts, in efforts to set a guideline for teachers that will ensure students meet the highest standards in education and standardized tests.

5. What is Curriculum? Cont…• Several terms such as, spiral, comprehensive, and core are added to the word curriculum to refer to different types and delivery methods.• For example, core curriculum is referred to the central mandated subjects that basically determine the student’s academic achievement.• Spiral curriculum will be a delivery method in which topics are revisited within or throughout grade levels.• Comprehensive curriculum is referred to a set of subject areas that include the arts that should be part of a student’s schooling experiences.

6. Curriculum & Instruction• Curriculum and instruction go hand in hand. The relationship between the two is one that is closely related as the delivery of the curriculum would constitute as instruction.• The way in which curriculum is delivered will determine if the student will achieve what curriculum intended the student to achieve.• The term instruction

is usually referred to as teaching and it is the direct result of lesson planning , on which the teacher carefully plans ahead the delivery, tools, and resources that will be used in order to instruct the preset curriculum.

7. Bases for Curriculum Planning • Throughout the past several decades, the content and delivery of curriculum across schools in the United States has changed significantly. • Major events in the United States legislation have brought on some of those changes in the bases for curriculum planning and have affected the classrooms directly.

8. Bases for Curriculum Planning• The 1989 National Goals, or what was later called Goals 2000 in 1994, was in my opinion a set of goals that shifted our government’s focus back to education and set the building blocks for what would later follow.• Those goals set the tone for what would eventually constitute the national No Child Left Behind Act, signed by President George W. Bush in 2002, the Voluntary Pre-kindergarten Education program ( VPK), and recently the Common Core State Standards Initiative, that has embarked almost the entire nation to teach to the same high standards.

9. Bases for Curriculum Planning, Cont…Some bases for curriculum planning that should be considered would be those that affect the institutions and those that affect the people directly. Some examples are:1. Current and reliable research2. Differences amongst learners3. Educational goals and standards4. Changes in real-life expectations and challenges5. Cruciality6. Functionality7. Observability

10. Criteria to Plan, Develop, and Implement Curricula• In my opinion, school culture or it’s philosophy and climate should be important factors influencing the development and implementation of curriculum in our schools.• A school’s location and demographics, including community’s economic status, and ESE population are all criteria that should also be considered.

11. How can values affectcurriculum planning? • Values and educational philosophies can alter significantly the planning and development of specific curricula. This is why a school’s mission and philosophy should be taken into account when curriculum is instructed and implemented. • However, curriculum planners should always keep in mind the entire community, it’s social needs and demands, as well as national, state, and local issues when considering curriculum development.

12. How can values affect curriculum planning? A Few Examples …Moral values are also relative and subject to the community and culture at hand. Teachers are no longer expected to teach students core curriculum only, but moral issues that will enable them to become compassionate and contributing citizens.When teaching a community that values self worth, equality amongst all community members, and productivity, curriculum will be inevitable altered in order to conquer these goals.

13. How can values affect curriculum planning? A Few Examples Cont…• Education Philosophies will also change and influence curriculum development.• Idealism, Realism, Experimentalism, and Existentialism are all philosophies that differ greatly in the way they

see education and it’s purpose for humanity.• Curriculum may also be influenced by budget cuts and the values of the current government as education is concerned.

14. How can values affect curriculum planning? A Few Examples Cont…• In a section within the NEA website titled Voices from the Classroom, letters from teachers explaining why comprehensive curriculum is important are featured. These letters compel the reader to do away with the idea of replacing subjects like Music and Art with further Reading and Mathematics interventions. It argues that liberal arts in many cases motivate students to stay in school and achieve better results in their academics.• Similarly, the National PTA organization website, has also issued a position statement where they state their support towards the inclusion of programs that promote public awareness of the arts and art education.• In a school where comprehensive curriculum is a priority as a school philosophy, instruction will inevitably be influenced.

15. How can values affect curriculum planning? A Few Examples Cont…• According to an article posted on the American Federation of Teachers ( AFT) website, lack of “layering” in the implementation of mathematics in the US is what has caused the lack of improvement in student’s mathematical achievement when compared to other countries.• In high achieving countries “The number of topics that children are expected to learn at a given grade level is relatively small, permitting thorough and deep coverage of each topic. For example, on average, nine topics are intended in the second grade. The U.S., by contrast, expects second-grade teachers to cover twice as many mathematics topics. As a result, the U.S. curriculum is accurately characterized as "a mile wide and an inch deep.” (Schmidt, 2003)• If this philosophy was taken into consideration when planning curriculum, curriculum development and its implementation would both be influenced by it.

16. ConclusionIn conclusion, curriculum development and its implementation is a collective effort by all stakeholders, guided by national and state standards in hopes to provide our nation’s children with the necessary tools to become productive citizens and successful human beings.

17. References• National Goals Education Panel.(2002).Complete Information for All Goals. Retrieved on September 2nd, 2012 from: http://govinfo.library.unt.edu/negp/page3-1.htm• Oliva, P., Gordon, W. (2013). Developing the Curriculum. 8th ed. Upper Saddle River, New Jersey: Pearson Education, Inc.• Schmidt, Willliam ( 2003). The Role of Curriculum. Retrieved on January 19th, 2013 from: http://www.aft.org/newspubs/periodicals/ae/fall2005/schmidt.cfm• Comprehensive Curriculum (2002-2013).V oices from the Classroom. Retrieved on January 19th, 2013 from: http://www.nea.org/home/12957.htm Curriculum ppt 1Presentation Transcript

1. The Teacher and the Curriculum By Dr.Magdy M. Aly Professor of Curriculum& EFL Instruction FACULTY OF EDUCATION ,AIN SHAMS UNIVERSITY

It’s a plan for or report of educational events. It’s expected ends or expected means. It’s a set of instructional strategies teachers plan to use. It’s the content or objectives for which schools hold students accountable. It is not a separate thing written down.2. What is curriculum?

Curriculum analysis – Teacher as researcher Authority to make curricular decisions – Teacher as expert Time and Resources – Schedule with Planning Time3. Curriculum as Teacher work

Biased Political A collective designA social creation4. Curriculum is:

5. The Aims of Education

Without understanding the philosophy, your curriculum becomes vulnerable to externally imposed or societal pressures. Philosophy is the cornerstone when building the curricular program in the secondary school. Philosophies are clusters of ideas that reflect the general intentions of the program of instruction and emphasize what is good and important. All educational questions are rooted in philosophy and all philosophy has implications for education.6. Philosophy

Dewey 1859- 1952 – Good of Society and Individual Rousseau 1712-1788 – Individual Freedom Plato 428-328 bce – Well ordered balance, harmony, just state7. The Ideal

8. Progressive vs TraditionalProgressive TraditionalFavors change Suspicious of changeHistory is dynamic History is inheritanceYouth is innocent & good Adult as wise judgeFreedom is most important Tradition through disciplines brings orderExperimentation is the test Disciplines provide trainIndividuals must learn to Keep prevailing viewsthink for themselves

9. Elements of Progressive CurriculumEmphasis Experiential focus, Integrated studies Learner interest, Real worldTeaching Indirect instruction, teacher facilitator Variety, peer teaching/mentoringLearning Student initiated, cooperative groups, community, relational, InquiryEnvironment Constructivist, team teaching, fluid/open, non-gradedAssessment Formative, student initiated, atuhentic, reflecting thinking

10. Keys to Learner-Centered curriculumEmphasis Focus on the individual, personal growth, development, learner interestTeaching Teacher as facilitatorLearning Incidental educationEnvironment Nurturing, stimulating, playful, freedom of movement, trustAssessment Learner initiated, growth oriented, formative emphasis, non competitive

11. Keys to Knowledge-centeredcurriculumEmphasis Subject matter academic disciplines, organized scope and sequenceTeaching Teacher as scholar/learner, Teacher directed curriculum, variety of teaching strategiesLearning Mastery of subject matter, student as novice learnerEnvironment Clear academic focus traditional discipline, school as workplaceAssessment Formal examinations, Standards based assessment CurriculumPresentation Transcript

Wilson Andrés Polania PáezForm 1.

In formal education, a curriculum (pronounced /kəˈrɪkjʊləm/; plural: curricula, /kəˈrɪkjʊlə/) is the set of courses, and their content, offered at a school or university. As an idea, curriculum stems from the Latin word for race course, referring to the course of deeds and experiences through which children grow to become mature adults. A curriculum is

prescriptive, and is based on a more general syllabus which merely specifies what topics must be understood and to what level to achieve a particular grade or standard-2.

In The Curriculum, the first textbook published on the subject, in 1918, John Franklin Bobbitt said that curriculum, as an idea, has its roots in the Latin word for race-course, explaining the curriculum as the course of deeds and experiences through which children become the adults they should be, for success in adult society. Furthermore, the curriculum encompasses the entire scope of formative deed and experience occurring in and out of school, and not only experiences occurring in school; experiences that are unplanned and undirected, and experiences intentionally directed for the purposeful formation of adult members of society. (cf. image at right.)3.

To Bobbitt, the curriculum is a social engineering arena. Per his cultural presumptions and social definitions, his curricular formulation has two notable features: (i) that scientific experts would best be qualified to and justified in designing curricula based upon their expert knowledge of what qualities are desirable in adult members of society, and which experiences would generate said qualities; and (ii) curriculum defined as the deeds- experiences the student ought to have to become the adult he or she ought to become. Hence, he defined the curriculum as an ideal, rather than as the concrete reality of the deeds and experiences that form people to who and what they are. Contemporary views of curriculum reject these features of Bobbitt's postulates, but retain the basis of curriculum as the course of experience(s) that forms human beings into persons. Personal formation via curricula is studied at the personal level and at the group level, i.e. cultures and societies (e.g. professional formation, academic discipline via historical experience). The formation of a group is reciprocal, with the formation of its individual participants.4.

Although it formally appeared in Bobbitt's definition, curriculum is a course of formative experience also pervades John Dewey's work (who disagreed with Bobbitt on important matters). Although Bobbitt's and Dewey's idealistic understanding of "curriculum" is different from current, restricted uses of the word, curriculum writers and researchers generally share it as common, substantive understanding of curriculu5.

Curriculum[6] means two things: (i) the range of courses from which students choose what subject matters to study, and (ii) a specific learning program. In the latter case, the curriculum collectively describes the teaching, learning, and assessment materials available for a given course of study. In formal education or schooling (cf. education), a curriculum is the set of courses, course work, and content offered at a school or university. A curriculum may be partly or entirely determined by an external, authoritative body (i.e. the National Curriculum for England in English schools). In the U.S., each state, with the individual school districts, establishes the curricula taught[4]. Each state, however, builds its curriculum with great participation of national[5] academic subject groups selected by the United States Department of Education, e.g. National Council of Teachers of Mathematics (NCTM) for mathematical instruction. In Australia each state's Education Department establishes curricula with plans for a National Curriculum in 2011. UNESCO's International Bureau of Education has the primary mission of studying curricula and their implementation worldwide. 6.

Core curriculum has typically been highly emphasized in Soviet and Russian universities and technical institutes. In this photo, a student has come to the university's main class schedule board on the first day of classes to find what classes he – and all students in his specialization (sub-major) – will attend this semester. Currently, a spiral curriculum is promoted as allowing students to revisit a subject matter's content at the different levels of development of the subject matter being studied. The constructivist approach, of the tycoil curriculum, proposes that children learn best via active engagement with the educational environment, i.e. discovery learning. Crucial to the curriculum is the definition of the course objectives that usually are expressed as learning outcomes' and normally include the program's assessment strategy. These outcomes and assessments are grouped as units (or modules), and, therefore, the curriculum comprises a collection of such units, each, in turn, comprising a specialised, specific part of the curriculum. So, a typical curriculum includes communications, numeracy, information technology, and social skills units, with specific, specialized teaching of each. 7.

In education, a core curriculum is a curriculum, or course of study, which is deemed central and usually made mandatory for all students of a school or school system. However, this is not always the case. For example, a school might mandate a music appreciation class, but students may opt out if they take a performing musical class, such as orchestra, band, chorus, etc. Core curricula are often instituted, at the primary and secondary levels, by school boards, Departments of Education, or other administrative agencies charged with overseeing education. At the undergraduate level, individual college and university administrations and faculties sometimes mandate core curricula, especially in the liberal arts. But because of increasing specialization and depth in the student's major field of study, a typical core curriculum in higher education mandates a far smaller proportion of a student's course work than a high school8. Amongst the best known and most expansive core curricula programs at leading American colleges are that of Columbia College at Columbia University, as well as the University of Chicago's. Both can take up to two years to complete without advanced standing, and are designed to foster critical skills in a broad range of academic disciplines, including: the social sciences, humanities, physical and biological sciences, mathematics, writing and foreign languages.or elementary school core curriculum prescribes.

Further, as core curricula began to be diminished over the course of the twentieth century at many American schools, several smaller institutions became famous for embracing a core curriculum that covers nearly the student’s entire undergraduate education, often utilizing classic texts of the western canon to teach all subjects including science. St. John’s College in the United States is one example of this approach. , the University of Chicago announced plans to reduce and modify the content of its core curriculum, including lowering the number of required courses from 21 to 15 and offering a wider range of content. When The New York Times, The Economist, and other major news outlets picked up this story, the University became the focal point of a national debate on education. The National Association of Scholars released a statement saying, "It is truly depressing to observe a steady abandonment of the University of Chicago's once imposing undergraduate core curriculum, which for so long stood as the benchmark of content and rigor among AIn 1999merican academic institutions."[1] Simultaneously, however, a set of university

administrators, notably then-President Hugo Sonnenschein, argued that reducing the core curriculum had become both a financial and educational imperative, as the university was struggling to attract a commensurate volume of applicants to its undergraduate division compared to peer schools as a result of what was perceived by the pro-change camp as a reaction by “the average eighteen year old” to the expanse of the collegiate core. 9.

Some colleges opt for the middle ground of the continuum between specified and unspecified curricula by using a system of distribution requirements. In such a system, students are required to take courses in particular categories, but are free to choose within these categories10.

Modern languages (e.g. English, Languages Chemistry Physics Social studies Geology Political education Biology Sexual education Science Physical education Media education Reading English ○ Theater Calculus ○ Music Performing arts Statistics Visual arts Art Geometry Trigonometry Greek) Classical languages (e.g. Latin, Algebra Business mathematics Russian) Mathematics Spanish, German, French, Chinese, 11.

Europass academic advising Family and Consumer Science Family and Consumer Science Structure of the disciplines Study skills Calvert School Public speaking Vocational education Curriculum Home economics specific book The Hidden hidden curriculum and the Religious education description of a career (DOAC) Military education extracurricular activity Computing studies teaching Design technology pedagogy Psychology lesson plan Economics lesson Civics Curriculum studies History Course Atlas (education) Geography course catalog (education) Modern Studies education Social studies 12. CurriculumPresentation Transcript

1. Curriculum and Syllabus David Geelan University of Queensland February 2007

2. Curriculum vs Syllabus The syllabus is the document handed down by the government that mandates what must be taught and how it must be assessed. It also makes suggestions for how it must be taught. The curriculum is developed by the teacher or teaching team and is made up of the experiences students will have in the course.

3. Definitions of ‘curriculum’ 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

4. Definitions of ‘curriculum’ 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

5. Schubert - Images of Curriculum curriculum as content or subject matter, curriculum as a program of planned activities, curriculum as intended learning outcomes, curriculum as cultural reproduction, curriculum as discrete tasks and concepts, curriculum as an agenda

for social reconstruction, and curriculum as "currere" (interpretation of lived experience).

6. Hidden Curriculum Things students learn in school that are not part of the written curriculum Includes things like behaviour, collaboration, teamwork, testwiseness Also includes ‘rules of the game’, implicit expectations, prejudices Can be positive and negative

7. Curriculum Development Ideally a collaborative process Based on the syllabus Don’t reinvent the wheel Do use your freedom On-going adaptive process

8. Learning Physics Through Contexts Curriculum is to be organised in terms of specific ‘real world’ contexts Intended to make learning more relevant and engaging Has pros and cons, but is required Variety of contexts

9. Key Concepts Correspond to ‘content’ to be taught and learned in physics Focus of student learning and activities Focus of assessment Addressed multiple times in multiple contexts 12 listed in syllabus, but see other list

10. Planning in terms of student activities Rather than simply list the content to be taught, it is more powerful to plan - at the lesson, unit and year levels - in terms of the activities the students will do This helps to keep the teacher’s attention on having a wide variety of activities, and changing activities regularly

11. The Unit ‘Storyline’ A unit should have a ‘story arc’, a way for students to be able to think their way through it The storyline is in addition to the key concepts/big ideas in the unit A story has a beginning that sets up expectations, a middle that complicates them and an end that resolves them

12. Sequential and Global Thinkers Stereotypically but not always girls tend to think more globally and boys more sequentially You will have both kinds of learners in your class ‘ Advance Organisers’ (Ausubel) that give the big picture help global thinkers and don’t harm sequential thinkers

13. Making Curricula Public You will need to make clear to the students your expectations and what they need to learn Your assessment items and assessment criteria also need to be public and shared with students You will also need to show work plans to department heads and supervisors

Curriculum PlanningPresentation Transcript

1. Scheduling-Major Components Activity time Should be the largest block of the day wherein children can self-select their activities Large group activity Also called circle-time,

group time and is almost always teacher led. Remember age appropriate activities and time Small group activity Depends upon the type of curriculum. Largely used in High-scope types of curriculum wherein a small group of children work with one teacher for a short period

2. Outdoor Not just a time for teachers to “get other things done”. Just like indoor activities, it should be set up to provide for each child’s needs, guiding behavior, providing experiences, teaching concepts, letting children enjoy the beauty of outdoors Routines Often overlooked as just part of the day, routines are an important part of each day and should be treated as such. Rushing through such activities as clean-up, eating, toileting, napping, deprives both the child and the teacher of positive one-on-one interactions and learning experiences. Use the routines to get to know children better.

3. Guidelines for Scheduling Alternating active and quiet time Balancing child-initiated and teacher-initiated Activity and developmental level of the children Group size Arrival and departure Seasonal considerations

4. Curriculum Curriculum is, literally, everything that happens in the course of a school day It is the process of translating theories of education into practice It is spontaneous, yet organized; it is planned, yet it emerges; it is based on children’s interests tempered by adult awareness of children’s needs.

5. Four areas of Focus The content- “what” is being taught The process-”how” and “when” learning takes place The teacher-”who”creates the curriculum, planning, and providing for activities The context-”why” certain projects are chosen

6. Different Types of Curriculum Open Education or Themes Teachers guide, facilitate, setting up the environment to promote independence and self-sufficiency. The emphasis is on the integration of the total curriculum rather than on separate subject matter. Many programs are based on a thematic approach.

7. Themes Remember to make the curriculum real & relevant using children’s experiences as the guide: Children as the focus Family as the focus Community as the focus

8. Emergent Curriculum The Project Approach A process oriented approach that calls for collaboration on the part of the teachers with children and other adults. It is based on the premise that curriculum is everything that happens throughout the day; it is all of the children’s experiences as they interact with people and materials

9. Elements of Emergent Curriculum The image of the child The environment The emergent curriculum-”Projects” Documentation

10. The Project Approach Phase one: Beginning the project-engaging the children’s interest Phase two: Developing the Project-sustaining and maximizing the children’s interests Phase three: Concluding the project-connecting new learning with previous experience Discussions Representations Fieldwork Investigation Display

11. Developmentally appropriate curriculum Based on the theory, research, and experience of knowing how young children develop and learn Appropriateness Individual appropriateness Cultural appropriateness

12. Culturally Appropriate Curriculum A curriculum that reflects the cultural plurality of contemporary American society in general and the individual classroom in particular, and present it in sensitive, relevant ways

13. Planning Curriculum Written plans Planning by objectives Objectives are the stated concepts that children will learn through a specific experience 2 important factors in developing curriculum objectives How much knowledge and understanding the children have What they are interested in?

14. Webbing or Unit Planning Planning tool that provides depth to a topic and creates a map of possible activities and projects. It may be organized around a theme, into specific curriculum areas, or around program goals. Brainstorming Grouping Sharing Drawing See page 248 Figure 8-5

15. Advantages of Written Plans Helps teachers focus Provides direction Clarifies thoughts and articulate a rationale Stimulates teamwork Provides a concrete format from which evaluation and assessment can be made Serves as a communication tool Teachers can see how much they offer children

16. Teacher Considerations Educational philosophy and goals of the program The children themselves Knowledge of children in general

17. Guidelines for Planning Curriculum Set goals Establish priorities Know the resources Plan ahead Evaluate

18. Child’s Play-Curriculum Expressed Through Play Types of play Solitary Parallel Associative Cooperative Functions of Play Functional Games Dramatic Constructive

19. Teacher as a Facilitator Guides but does not direct Capitalizes on children’s thoughts and ideas Models play when necessary Helps children start, end, and begin again Focuses the children on one another Encourages them to interact Interprets the children’s behaviors Expands play potential

Curriculum developmentPresentation Transcript

1. •WHAT IS AN IDEAL LEARNER? •WHAT IS AN IDEAL LEARNING INSTITUTION? •WHY IS THERE A NEED FOR MAN TO LEARN?

2. CURRICULUM: CONCEPTS, NATURE AND PURPOSES •THE CONCEPT OF CURRICULUM IS AS DYNAMIC AS THE CHANGES THAT OCCUR IN OUR SOCIETY •CURRICULUM IS VIEWED MERELY AS A LISTING OF SUBJECTS TO BE TAUGHT IN SCHOOL. •IT REFERS TO THE TOTAL LEARNING EXPERIENCES OF INDIVIDUALS NOT ONLY IN SCHOOLS BUT IN SOCIETY AS WELL.

3. CURRICULUM FROM DIFFERENT POINTS OF VIEW •TRADITIONAL POINTS OF VIEW •PROGRESSIVE POINTS OF VIEW

4. CURRICULUM FROM DIFFERENT POINTS OF VIEW •TRADITIONAL POINTS OF VIEW •PROGRESSIVE POINTS OF VIEW

5. CURRICULUM FROM DIFFERENT POINTS OF VIEW •IT IS A BODY OF SUBJECTS OR SUBJECT MATTER PREPARED BY THE TEACHERS FOR THE STUDENTS TO LEARN •IT IS SYNONYMOUS TO “COURSE OF THE STUDY” OR “SYLLABUS” Curriculum Leadership Course 2009 OverviewPresentation Transcript

1. The Dynamic Process of Curriculum LeadershipWhat is the purpose of public schools?Are we preparing our students for our pasts or their future?

2. Syllabus

3. Understand the theories of curriculum Operational Philosophy Survey/GraphUnderstand clearly what makes a quality curriculumCurriculum AnalysisUse tools to assess a specific curriculumSurvey/Class ProjectApply knowledge to develop or improve a curriculum that you use or to develop an action plan to improve curriculum at your schoolFinal project options: Understanding by Design or SWOT Analysis and Action Plan for Curriculum Change in your District

4. GRADINGAssessment quality guidelines for the two major projects 1) curriculum assessment and 2) the action planAdvanced: Accurate, coherent application of the principles of the course in work that has been thoughtfully written, briefly and accurately presented to the class, and carefully constructed. The work shows that you clearlyunderstand the principles of the course and the responsibilities of curriculum leadership as an educational leader of a school or district.Proficient: Mostly accurate, coherent application of the principles of the course in work that has been mainly thoughtfully written, briefly and accurately presented to the class, and generally carefully constructed. Thework shows that you generally understand the principles of the course and the responsibilities of curriculum leadership as an educational leader of a school or district.Needs Improvement: (Your work will be returned to you and you may improve it if you choose.) Some inaccuracies in the application of the principles of the course in work that has been written and presented to the class is constructed with inaccuracies or missing elements. The work shows that you do not clearly or totally understand the principles of the course and the responsibilities of curriculum leadership as an educational leader of a school or district.

5. Essential QuestionAre we preparing our students for their futures not for our pasts?Critical Reading CircleAdapted from Literacy CircleUse for Non-fiction as well as literatureWhat is the purpose of education?Some answers:To prepare students for employmentTo prepare students to be citizens of the US or of the worldTo prepare students for college or for post-secondary education To expose students to the culture of the WestTo save the planet for the next generation

6. “Educationese” Wordshttp://www.ascd.org/Publications/Lexicon_of_Learning.aspx

7. Belief about knowledge—How do we know?Desired outcomes—What should be taught? What is worth knowing?Human nature—Are we good, evil, neutral?Nature of Intelligence—Who can learn? How? (Bell curve)Role of student—Active, passive, silent, engaged, etc.Responsibility of school to student—Why do schools exist?School structure—hierarchy, loosely coupled, school, classroom?Role of teacher—Responsible for all students?Instructional methodsAssessment—how do we determine if students learn? If not, is anything done?Role of Parents and communityAttitude toward change

11. Old modelAInstructionTestingCurriculumTextThe ContentCMove OnI

12. Theories focused first on Content, then on Instruction and the teacher, then on testing, then.. finally on the studentAICImpact on Students

13. History Provide time, focused instruction then go on

15. NEW MODELContinuous improvement modelIAisC

16. What does a quality curriculum look like?

17. What is your assessment of the 1) Strengths 2) Weaknesses 3) possible dangers if you were to implement this curriculum, for example, would you need supplementary materials or experiences to make up for the weaknesses? 4) What might minimize the dangers and maximize the strengths?Curriculum AnalysisCurricula are products of districts, experts, publishing companies. Who created this document or program? Was it developed in your district? Was it developed with a consultant?Curricula are created with philosophies, sometimes consciously, sometimes without awareness. Briefly describe knowledge, student, teacher, instruction, goal of education, remediation,learning environment, assessment, response to change. Discuss the quality of the C, I, A, and IS: Consider the Curriculum (subject matter), the Instruction, the Assessment, and the Impact on Students. Which categories does your curriculum fall into? Consider: official, supported, tested, taught, learned, hidden.Which components are in your curriculum: benchmarks, common assessments, valid and reliable assessments, predictive of MCAS score, supported by appropriate materials?

18. System for Continuous Improvement of CIA POWER STANDARDSAlignment – Curriculum Committees Performance Standards – regular required school based Data Meetings protocols for LASW protocols for Lesson StudyC

19. System for Continuous Improvement of CIADefine Best Standards Based Practice for TeachersMinimally:Standards based unit/lesson design Posted measurable lesson objective Agenda Student-student communication Dip-sticking Rubrics/ExemplarsHOTS (Bloom’s taxonomy) Use of assessment data to drive instructionI

20. System For Continuous Improvement Of CIAEXPECT TEACHERS TO USE BEST PRACTICE IN THEIR LESSONSLearning Walks (Walkthroughs) Evaluation Data meetings to discuss changes in instructional practice based on results of student work and achievementI

21. When children, beginning in third grade were placed with three high performing teachers in a row, they scored, on average at the 96th percentile in Tennessee’s statewide mathematics assessment at the end of fifth grade.Stronge, J and Tucker, P. Teacher Evaluation and Student Achievement. National Education Association. 2000 p.2AIC

22. When children with comparable achievement histories starting in third grade were placed with three low performing teachers in a row, their average score on the same mathematics assessment was at the 44th percentile.Sanders, W. and Rivers, J. Cumulative and residual effects of teachers in future academic achievement (Research Progress Report) Knoxville TN. U of TN Value-Added Research and Assessment 1996 AIC

23. AI Teachers working alone, with little or no feedback on their instruction, will not be able to improve significantly – no matter how much professional development they receive. Tony Wagner: The Global Achievement GapC

24. A The only thing that really matters…….IWhat happens in the classroom between the teacher and the student.C

25. A “guaranteed” and “Viable”Curriculum

26. A “guaranteed and viable” Curriculum makes all the difference. Meta analysis Bob Marzano (2003), an educational researcher and popular presenter, focuses on this concept as one of five school-level factors (the one with the greatest impact), in his book on What Works in Schools: Translating Research into Action

27. The guaranteed curriculum, according to Marzano, is what we decide is imperative to teach – a curriculum that we communicate and assure to all groups. A viable curriculum is a curriculum that we can realistically teach during the time we have available during the course of a school year. We need to focus on what is essential vs. supplemental to teach in a school year. We must organize and sequence our curriculum to enable effective student learning – that is to say, checking to make sure the essentials are being taught and avoiding interruptions during instructional time.The work on the guaranteed and viable curriculum is designed to focus on the standards that are most essential to spend time on and, while not eliminating other standards, to make it permissible to spend less time (or no time) on them. The challenge is to decide what is essential.

29. What tools are used to evaluate The Curriculum?

30. What is good quality curriculum?

31. Group Work: Tools/UsecIAIS

33. Questions about Curriculum QualityDo we teach a standards-based curriculum?Are individual teachers’ lessons backward designed?Is our curriculum aligned to the frameworks?Is our curriculum aligned to the tested curriculum (MCAS, usually).Is this a good program to purchase?What are the gaps and redundancies in the curriculum?How are (all, some, a few) of our students performing?How are my students progressing this year?What should I do to help advance at risk, average, above average students?Do we all have the

same expectations?Do we all teach the same curriculum?Does the implemented curriculum have rigor?Too many students are failing the MCAS? What are the causes?We don’t have enough advanced scores. Why?Are all students challenged?How much time is spent on core subjects every day? How is the year used for a course?What is the quality of the teaching of the curriculum? Is it consistent? How can I improve classroom teaching? How can I improve specific lessons?We don’t have time to cover this entire curriculum. How do we prioritize? How do we know what is essential?How do we use team or grade-level time to improve the curriculum? Where do we start if we don’t make AYP for subgroups? For all students?

35. What is the research base For success in CIA ?

36. Research:What Works at the SCHOOL level?

37. SEVEN STRATEGIES FOR IMPROVING CURRICULUM, INSTRUCTION, and ASSESSMENTAn urgency and understanding of the problem presented through dataA shared vision of good teaching which includes rigor, relevance, and respectAdult meetings that focus on instruction and model good teachingClear standards, assessments, and consistent understanding of quality student workSupervision that is frequent, rigorous, and focused on instructionPD that is primarily on-site, intensive, collaborative, and job-embeddedDiagnostic data that is used frequently by teams to assess learning and teaching

38. What Works for the TEACHER:discipline, student socialization, teacher behavior, organization, interactions, equity: routines, classroom climate Standards-based curriculum: backwards planGoal setting, measuring progress

39. Every study of classroom practice reveals that most teaching is mediocre--or worse. Goodlad; Sizer; Resnick; Powell, Farrar & Cohen; Learning 24/7 Classroom Study“The administrative superstructure of schools …exists to ‘buffer’ teaching from outside inspection, interference or disruption.”Richard ElmoreFor all our initiatives, programs and plans, we do not inspect: 1. WHAT is actually taught (essential standards) or 2. HOW WELL (effective lessons/units)Gordon; Elmore; Marzano; Tyack & Cuban; Hess; Berliner

40. The most promising strategy for sustained, substantive school improvement is building the capacity of school personnel to function as a professional learning community.Milbrey McLaughlin (cited in Professional Learning Communities at Work by Dufour and Eaker)1. DATA - driven (academic) priorities2. GOALS: that are measurable/tied to an assessment3. TEAMWORK that produces short-term assessmentresults Focus on:What should students know and be able to do?How do we know if they know it?What do we do if they don’t?

41. The NUMBER ONE FACTOR that increases levels of learningMarzano; Porter; Lezotte“Direct involvement in instruction is among the least frequent activities performed by administrators of any kind at any level.” Richard Elmore 2000 This is not a matter of work ethic; it is a matter of misplaced priorities.

42. PROCESS:IDENTIFY lowest - scoring standards—from ASSESSMENTSMATH: “measurement; statistics/prob.” WRITING: “voice”; “word choice”School ClimateUSE formative assessment data (measurable results from lessons, units, etc.) to assess progress and meet quarterly at least to look at student work.

43. K-12/COLLEGE SUCCESS: ANALYTICALREADING PERSUASIVE WRITINGWRITING AND MATH: 32% of college-bound are adequately prepared for college;58% are in remedial courses—College Knowledge READING: 34% of college graduates can read a complex book and extrapolate from it (66% cannot). NCED Statistic WRITING: 24% write at proficient level;4% at Advanced-NAEP“For all its unparalleled cognitive benefits, little or no real writing instruction takes place in regular classrooms.” Kameenuiand Carnine

44. sisyphuschronicles.wordpress.com/category/life/

45. Why is change so difficult in Education?Education4 Frames of Organizations PoliticalHuman ResourcesStructuralSymbolic

49. Final Projects

50. Internal Library AuditSWOT Analysis WorksheetVisionCommunity-Wide Strategic Planning Parents Teachers Students School committee Town officials Community members

53. Understanding by DesignBackwards Design processStandards based curriculum design (A unit plan or a year’s plan)Stage I: Big ideas, essential questions, ultimate goal of unit (Where are you going?)Stage II: Assessments including performance-based, authentic tasks. (How do you know if you got there?)Stage III: Learning plan. What are the steps you will take to get there? “Examine your conscience” with WHERETO and GRASPS and 6 prisms.

54. BACKWARD CURRICULUM DESIGN TEMPLATE

6. CURRICULUM FROM DIFFERENT POINTS OF VIEW •ROBERT HUTCHINS- VIEWS CURRICULUM AS “PERMANENT STUDIES,” WHERE THE RULES OF GRAMMAR, READING, RHETORIC AND LOGIC AND MATHEMATICS FOR BASIC EDUCATION ARE EMPHASIZED. BASIC EDUCATION SHOULD EMPHASIZE THE 3R’S.

7. CURRICULUM FROM DIFFERENT POINTS OF VIEW •ARTHUR BESTOR- BELIEVES THAT THE MISSION OF THE SCHOOLS SHOULD BE INTELLECTUAL TRAINING, HENCE CURRICULUM SHOULD FOCUS ON THE FUNDAMENTAL INTELLECTUAL DISCIPLINES OF GRAMMAR, LITERATURE AND WRITING. IT SHOULD ALSO INCLUDE MATH, SCIENCE, HISTORY AND FOREIGN LANGUAGE.

8. CURRICULUM FROM DIFFERENT POINTS OF VIEW •JOSEPH SCHWAB- CURRICULUM IS DIVIDED INTO CHUNKS OF KNOWLEDGE- SUBJECT AREAS. •MOST OF THE TRADITIONAL IDEAS VIEW CURRICULUM AS WRITTEN DOCUMENTS OR A PLAN OF ACTION IN ACCOMPLISHING GOALS.

9. CURRICULUM FROM DIFFERENT POINTS OF VIEW • TRADITIONAL POINTS OF VIEW •PROGRESSIVE POINTS OF VIEW

10. PROGRESSIVE POINTS OF VIEW OF CURRICULUM •A LISTING OF SCHOOL SUBJECTS, SYLLABI, COURSE OF STUDY, AND LIST OF COURSES OR SPECIFIC DISCIPLINE DO NOT MAKE A

CURRICULUM. THESE CAN ONLY BE CALLED CURRICULUM IF THE WRITTEN MATERIALS ARE ACTUALIZED BY THE LEARNER.

11. PROGRESSIVE POINTS OF VIEW OF CURRICULUM •“CURRICULUM IS DEFINED AS THE TOTAL LEARNING EXPERIENCES OF THE INDIVIDUAL.” THIS DEFINITION IS ANCHORED ON JOHN DEWEY’S DEFINITION OF EXPERIENCE AND EDUCATION. HE BELIEVED THAT REFLECTIVE THINKING IS A MEANS THAT UNIFIES CURRICULAR ELEMENTS. THOUGHT THAT IS NOT DERIVED FROM ACTION, BUT TESTED BY APPLICATION.

12. PROGRESSIVE POINTS OF VIEW OF CURRICULUM •CASWELL AND CAMPBELL VIEWED CURRICULUM AS “ALL EXPERIENCES CHILDREN HAVE UNDER THE GUIDANCE OF TEACHERS.” •SMITH, STANLEY AND SHORES DEFINED CURRICULUM AS “A SEQUENCE OF POTENTIAL EXPERIENCES SET UP IN THE SCHOOLS FOR THE PURPOSE OF DISCIPLINING CHILDREN AND YOUTH IN GROUP WAYS OF THINKING AND ACTING.”

13. POINTS OF VIEW ON CURRICULUM DEVELOPMENT RALPH TYLER MODEL: FOUR BASIC PRINCIPLES •WHAT EDUCATIONAL PURPOSES SHOULD THE SCHOOL SEEK TO ATTAIN? •WHAT EDUCATIONAL EXPERIENCES CAN BE PROVIDED THAT ARE LIKELY TO ATTAIN THE PURPOSES? •HOW CAN THESE EDUCATIONAL EXPERIENCES BE EFFECTIVELY ORGANIZED? •HOW CAN WE DETERMINE WHETHER THESE PURPOSES ARE BEING ATTAINED OR NOT?

14. HILDA TABA: GRASSROOTS APPROACH •DIAGNOSIS OF LEARNERS NEEDS AND EXPECTATIONS OF THE LARGER SOCIETY •FORMULATION OF LEARNING OBJECTIVES •SELECTION OF LEARNING CONTENT •ORGANIZATION OF LEARNING CONTENT •SELECTION OF LEARNING EXPERIENCES •ORGANIZATION OF LEARNING ACTIVITIES •DETERMINATION OF WHAT TO EVALUATE AND THE MEANS OF DOING IT.

15. TYPES OF CURRICULUM OPERATING IN SCHOOLS 1.RECOMMENDED CURRICULUM 2.WRITTEN CURRICULUM 3.TAUGHT CURRICULUM 4.SUPPORTED CURRICULUM 5.ASSESSED CURRICULUM 6.LEARNED CURRICULUM 7.HIDDEN CURRICULUM

16. MAJOR FOUNDATIONS OF CURRICULUM

17. PHILOSOPHICAL FOUNDATIONS •PERENNIALISM •ESSENTIALISM •PROGRESSIVISM •RECONSTRUCTIONISMMajor foundation.pptx masha.pptx31Presentation Transcript

1. MAJOR FOUNDATION OF CURRICULUM Prepared by: Find More free Mary Grace R. Chong PowerPoint templates on: http://www.dvd-ppt-slideshow.com

2. Major Foundation Of Curriculum Philosophical Historical Psychological social

3. Major Foundation Of Curriculum The Philosophical Foundation of Curriculum

4. Major Foundation Of Curriculum • Philosophy provides educators, teachers and curriculum makers with framework for planning for implementing and evaluating curriculum in schools. It helps in answering: • What schools are for? • What subjects are important? • How students should learn and what materials and methods should be used.http://www.dvd-ppt-slideshow.com

5. Major Foundation Of Curriculum• In decision making : • Philosophy provides the starting point and will be used for the succeeding decision making.• The philosophy of a curriculum planner, implementor or evaluator reflects his or her life experiences, common beliefs, social and economic background and education.

6. Major Foundation Of Curriculum Tyler’s view of philosophy in relation Suggestions from subject To school purposes specialists Studies of Studies of contemporary learners life School purposes Use of Use of psychology of philosophy learning

7. Major Foundation Of Curriculum• The Four Educational Philosophies Perennialism Essentialism Progressivism Reconstructionism

Curriculum trends use of great books and return to liberal artsFocus in curriculum classical subject s, literary analysis and curriculum is constantRole of Education teachers help students think with reason.Aim of Education to educate the rational person; to cultivate the intellect.8. Educational philosophy - Perennialism

Role of Education the teachers is the sole authority in his /her subject area/ field of specializationAim of Education to promote the intellectual growth of the individual and educate a competent person9. Educational philosophy - Essentialism

Curriculum trends excellence in education, back to basics and cultural literacyFocus in curriculum essential skills of the 3 R’s and essential subjects of English, Science, History, Math and other foreign language10. Educational philosophy - Essentialism

Role of Education knowledge lead s to growth and development of life long learners who actively learn by doing.Aim of Education to promote democratic and social living11. Educational philosophy - Progressivism

Curriculum trends school reforms, relevant and contextualized curriculum, humanistic educationFocus in curriculum subjects are interdisciplinary, integrative and interactive. Curriculum is focused on students’ interest, human problems and affairs12. Educational philosophy - Progressivism

Role of Education teachers act as agents of change and reform in various educational projects including reseachAim of Education to improve and reconstruct society Education for change13. Educational philosophy - Reconstructivism

Curriculum trends equality of educational opportunities in education, access to global educationFocus in curriculum focus on present and future trends and issues of national and international interests14. Educational philosophy - Reconstructivism

Chapter 2 curriculum decision making (complete)Presentation Transcript

1. Philippine Normal University College of Education Chapter 2- CURRICULUMDECISION MAKING: ITS NATURE & PERSONNEL (Part 1) Professional Education 7: Curriculum Development & Instructional Planning

At the end of this chapter, students are expected to:1. Understand the nature of curriculum decisions and the sociopolitical arenas where community2. •OBJECTIVE & school personnel make decisions.

3. CURRICULUM DECISION MAKING

CURRICULUM-what is taught to students, including planned4. •NATURE OF CURRICULUM & unplanned information, skills & attitudes.

Klein (1991) categorizes these in deciding what can5. •NATURE OF CURRICULUM & should be selected in giving solutions in curriculum decisions: – Content – Purposes, goals & objectives – Materials & resources – Activities & teaching strategies – Evaluation – Grouping, time & space

6. •NATURE OF CURRICULUM1. CONTENT – Comes from the disciplines or other organized bodies of knowledge & can take several forms, such as facts, concepts & generalization.

7. •NATURE OF CURRICULUM2. GOALS, OBJECTIVES & PURPOSES – eventual outcomes of learning that result from work in a curriculum over a period of time are commonly called “purposes of education” OBJECTIVES – referring to specific learning outcomes GOALS – referring to general learning outcomesPURPOSES – are labels applied to the results of students’ participation in purposeful learning activities.

8. •NATURE OF CURRICULUM3. MATERIALS & RESOURCES – include “the objects, places & people used to facilitate the learning process— the tools used with students to assist learning” (Klein, 1991, p. 3).

9. •NATURE OF CURRICULUM4. ACTIVITIES & TEACHING STRATEGIES – describe teachers’ roles within activities that help students meet the learning outcomes ACTIVITIES – can be passive or active, self-directed or teacher- directedTEACHING STRATEGIES – are ways in which students become involved in learning the curriculum

10. •NATURE OF CURRICULUM5. EVALUATION – includes the procedures for determining degrees of student learning as well as methods of analyzing & interpreting results. Program evaluation focuses on determining how well the curriculum works.

11. •NATURE OF CURRICULUM6. GROUPING ,TIME & SPACE – refers to the design TIME – Is a limited resource whose allocations are made by groups outside, as well as inside the school setting GROUPING – refers to the clustering of students for particular experiences either by grade, by experiential background, or by ability levelsSPACE – are all important issues in the use of curricula in classrooms & use of school & classroom physical work & play areas

ADDITION: – Decisions also have a values dimensions – Curriculum decisions are made on the basis of people’s values12. •NATURE OF CURRICULUM & beliefs (Goodlad & Su, 1992,

Tyler, 1949) • Values must satisfy the criteria of ideas chosen from alternatives, based on consideration s of their consequences, cherished enough to be made public, & acted upon in some way. • Beliefs refers to ideas accepted as true, but more susceptible to change than values (Raths, Harmin, & Simon, 1978)

13. ARENAS OF CURRICULUMDECISION MAKING

Curriculum decisions involve values that people express through actions at different levels of a political decision- making hierarchy encompassing national, state14. & These arenaslocal levels. & decision categories typically affected are described here:

The U.S. Constitution assigns the primary power for educational matters to state governments who delegate authority for certain decisions to local educational authorities, usually school districts.15. • National Level

16. Examples:a. From the late 1950s through 1970s, federal funding pushed evaluation & brought about significant changes in program evaluation (Stufflebeam & Shinkfeild, 1985).b. The Education for All Handicapped Children Act in 1975 changed school curricula by requiring that handicapped individuals be provided educational opportunities in least-restrictive environments (Elmore & Sykes, 1992)c. The Supreme Court decisions banning school- sponsored religious activities deleted curricular activities that had been included on a daily basis in some districts (van Geel, 1991).

Traditionally, states have boards of education that set of policies for public schools in matters such as; • achievement testing • high school graduation requirements • state subject-specific curriculum guidelines • school evaluation17. •State Level & certification • materials selection processes • teacher certification requirements, & • educational information management systems (Tyree, 1993).

Twenty-two states that adopt textbooks for schools generally exert their control through mandates over the – Curriculum – curriculum guides – content coverage18. & Gubernatorial offices In the early 1990s, 42 states had some form of minimum competency testing that directly affected district curricula. • Mandated state test are usually based on list of basic/required/essential skills that students are expected to master before graduation.– testing programs & state legislatures through budgeting authority strongly influence the content and purpose of curricula. – Both agencies support or curtail certain programs based on a variety of reasons & values.

Regardless of the level, local curricula must comply with federal Decisions in all the categories are made or remade locally at either the districts, school or classroom level.19. •Local level & state guidelines.

20. COMMUNITY PERSONNELINVOLVEMENT

Community Personnel – Include people not associated with particular schools or districts as employees or students. • Citizens • Parents21. & Guardians

Composed of individuals22. •COMMUNITY-AT-LARGE & groups who influence curricula, particularly at societal & Their agendas often dictate the school curricula’s • Purposes • Goalsinstitutional levels. & • Content

1993 Poll showed that: (public surveys)• 48% high schools should offer a wide variety of courses• 51% high schools should concentrate on basic courses such as English, Mathematics, History23. •EXAMPLES & Science• 1% did not express their opinions

In 1994 poll showed that: • At least 90% or more of the respondents believed that people in communities could agree on a set of basic values.24. (values emphasize)

Government officials25. •COMMUNITY-AT-LARGE & Business Professional groups – Include specialists in any of several diciplinesgroups – It also seek to influence curriculum matters & industries – Represent groups concerned about what students learn in schools because they provide jobs & Parents Environmental groups Civic groupscareers. & guardians

Management groups – Typically schedule public hearings on curriculum matters to provide information to citizens Governing boards – Composed of citizens elected to serve their local school districts.26. •GOVERNING BOARD/SITE- BASED GROUPS & solicit input from them. – Expected to influence curriculum matters locally through leadership in districts or schools.

Basic Tasks of Curriculum Development * Dr. A. AsgariPresentation Transcript

1. Basic Tasks of Curriculum Development Dr. Azadeh Asgari CURRICULUM & SYLLABOUS DESIGN IN TESL

2. Basic Tasks of Curriculum Development Purpose

3. Establishing the Philosophy Philosophy Miles and Bondi (1998) “ Clarification of beliefs about the purpose, goals and objectives of instruction”. Sample statements of purpose for national education systems: Australia: 1. Fullfilling lives and active citizenship. 2. Joining the workforce 3. Overcoming disadvantage and achieving fairness in society

4. Establishing the Philosophy People’s Republic of China (Red China): Develop good moral character Develop love of motherland Literacy and intellect Healthy bodies Interest in aesthetics Absence of educational philosophy- disjointed and fragmented educational program. Set the direction for various educational programs Should be documented Clear, consistent and easy to understand. Clarification of philosophy- develop personal belief statements. It is the base for decision-making in education Joint effort at various levels – meaningful curriculum

5. Formulating Goals Statement of the intended outcomes of educational program. Derived from philosophy of the district Needs of the school population and unique characteristic of community The scope of the entire educational program Purposely broad Malaysian goals for Basic Education Vs U.S Goals for Youth Goals of Basic education “ The role of the school curriculum is to ensure the holistic development of the individual, mentally, physically, spiritually and emotionally through imparting general knowledge and

skills, cultivating, instilling and fostering healthy attitudes and accepted moral values. The curriculum is to bring forth the Malaysian citizen who is balanced and well rounded individual trained, skilful and cherishes the national aspiration”.

6. Formulating Goals U.S – neglect spiritual aspect Differentiate Malaysian educational goals from the U.S or Western educational goals. Holistic in nature Abd Rahman Doi as in Ghazali Basri (1991) states that integrated curriculum that develop spiritual aspect “… help to shape God-fearing, responsible citizen, loyal and willing to work hard for the prosperity of the society”.

7. Formulating Goals U.S- focused and easy to understand Malaysian- seems to be too general and philosophic Misunderstanding and failure In the National Report on Analysis of the National Curriculum for Basic Education, “ The weakness in dissemination strategy is another constraint. The cascade system of using key personnel has resulted in the dilution of messages which the curriculum planning and developers have conceptualized”

8. Formulating Goals Classifying Goals and Objectives Educational Goals Reflect the philosophical preferences of the writer Levels of Goals for Educational Planning: Broad and philosophical More specific Objectives-specific to classroom level

9. Behavioral Objectives Statements describe learners behavior during learning process. Three Essential Elements: Terminal behavior Conditions of expected behavior Criteria of acceptable performance Issue: behavioral objectives might lead to lower level of thinking process.

10. Behavioral Objectives Using objectives to Order Learning Existence of discrepancy Reasons: - not refining goals and objectives - not specifying what the teacher is to do with students. - not defining what the student is to do after having taught A Tool for “ordering” the Curriculum 3 taxonomies of learning: - cognitive - affective - psychomotor

11. Educational Objectives Profile of Malaysian Secondary School Student Express patriotic feelings and love for the country Proficient in language and able to communicate effectively Competent in Malay Language and use it as the official and national language Think rationally, critically and creatively Acquire knowledge and use mastery skills in daily living

12. Educational Objectives Cope with new areas of knowledge and development in technology Confident and resilient to face challenges in life able to look after their health and physical fitness Appreciate the environment and its esthetic value Constantly strive to acquire knowledge

Curriculum developmentPresentation Transcript

1. Curriculum Development BY SUROBHI DUTTA

2. CURRICULUM DEVELOPMENT Curriculum development is a specialized task which requires systematic thinking about the objectives to be achieved, learning experiences to be provided, evaluation of changes brought out by the curricular activities.

3. Steps of curriculum development Assessment of educational needs Formulation of objectives Selection and organization of content Selection and organization of learning experiences Evaluation

4. Assessment of educational needs Need assessment is for determining what the curriculum should be for a given population during a particular period of time. Two means of needs assessment:- a) felt needs – needs assessed through field studies. b) secondary sources- it is the analyzing of existing data, such as education commission reports , govt policies etc. needs assessed through this are called observed needs

5. Real needs – considering the potential and limitations of the educaion system, a list of priority areas can be prepared known as real needs. real needs = felt needs + observed needs FELT NEEDS OBSERVED NEEDS REAL NEEDS

6. Formulating educational objectives The following points must be kept into consideration for this :- Matching – objectives should be related to the broad goals of education from which they are derived. Worth – it relates to weather attaining an objective has value in the life of the student in the present or future.

7. Wording – he statements of the objectives should be worded properly. Appropriateness – all objects should be derived from and cater to the needs and interests of the students. Logical grouping – the objectives should be properly organized in a coherent manner. Revision – the objectives needs periodic revision because the needs, knowledge change at a fast pace.

8. Criteria for content selection Content refers to the subject matter or compendium of facts, concepts etc. The content selected should contribute to the students knowledge or understanding of the reality of human life.

9. KNOWLEDGE (formal organization of information) CONTENT (selection from knowledge for educational purposes) Knowledge (understanding the content and putting it to various uses)

10. Criteria for content selection Self-sufficiency – this helps In attaining self-sufficiency in an economical manner i.e. economy of teaching efforts. Significance – the content to be lraned should be significant in terms of its contribution to the basic ideas, concepts. Validity – it relates to the authenticity of the content selected.

11. Interest - the content should suit the personality and intellectual capabilities of the students Utility – it is concerned with the usefulness of the content. Learnability - this criteria emphasizes on the optimal placement and appropriate organization and sequencing of the content. Feasibility – it compels the planners to analyse and examine the content in the light of the time and resources available to the students,costs involved, socio-political climate etc.

12. Organization of the content It demands a through understanding of the teaching leaning process. Important aspects for this:- a) sequencing b) continuity c) integration

13. a) Sequencing - it means putting the content and materials into some sort of order of succession. b) Continuity - content should provide continuity n learning and prevent loss through forgetting. The students should be provided with experiences step by step. c) Integration - learning is more effective when facts and principles from one field can be related to another, esp when applying knowledge.

14. Selecting learning experiences Learning experiences means learning activities which shape the learner’s orientation to the content and ultimately their understanding of it.

15. Few questions should be addressed before we select learning experiences Do the learning experiences function the way we wish them to in overall aims and specific objectives of the curriculum? Will the student be able to apply the knowledge in real life? is it feasible in terms of expertise staff, time, cost, resources to lean the content ina feasible time?

16. Evaluating the curriculum Evaluation means to assess the extent of the objectives o the curriculum are achieved through implementation of curriculum. OBJECTIVES ACTIVITIES EVALUATION

17. The evaluation of any purposeful activity should have certain characteristics :- a) consistency with the objectives of curriculum. b) sufficient diagnostic value c) comprehensiveness d) validity e) continuity

18. OBJECTIVES EVALUATION CONTENT METHODS

Major foundations of curriculumPresentation Transcript

1. Major Foundations of Curriculum Prepared by: Jhun Ar Ar R. Ramos

Social Psychological Historical Philosophical 2. Major Foundations of Curriculum

3. Philosophical Foundations of Curriculum • Four Educational Philosophies

Perennialism Aim of Education – To educate the rational person; to cultivate the intellect. Role of Education – Teachers help students think with reason. Focus in the Curriculum – Classical subjects, literary analysis and curriculum constant. Curriculum Trends – Use of great books and return to liberal.4. Philosophical Foundations of Curriculum

Essentialism Aim of Education – To promote the intellectual growth of the individual and educate a competent person. The teacher is the sole authority in his or her subject area or field of specialization. Focus in the Curriculum – Essential skills of the 3 R’s and essential subjects. Curriculum Trends – Excellence in education, back to basics and cultural literacy.5. Philosophical Foundations of Curriculum

Progressivism Aim of Education – To promote democratic and social living. Role of Education – Knowledge leads to growth and development of lifelong learners who actively learn by doing. Focus in the Curriculum – Subjects are interdisciplinary, integrative and interactive. Curriculum is focused on students’ interest, human problems and affairs. Curriculum Trends – School reforms, relevant and contextualized curriculum, humanistic education.6. Philosophical Foundations of Curriculum

Reconstructionism Aim of Education – To improve and reconstruct society. Education for change. Role of Education – Teachers act as agents of change and reform in various educational projects including research. Focus in the Curriculum – Focus on present and future trends and issues of national and international interest. Curriculum Trends – Equality of educational opportunities in education, access to global education.7. Philosophical Foundations of Curriculum

8. Historical Foundations of Curriculum • Curriculum Theorists

9. Historical Foundations of Curriculum 1876 - 1956 presented curriculum as a science that emphasizes on students' need.

10. Historical Foundations of Curriculum 1875 - 1952 considered curriculum also as a science which is based on students' need, and the teachers plan and activities.

11. Historical Foundations of Curriculum 1871 - 1965 viewed curriculum as purposeful activities which are child- centered.

12. Historical Foundations of Curriculum 1886 - 1960 emphasized social studies in the curriculum and the teacher plans the lesson in advance.

13. Historical Foundations of Curriculum 1901 - 1989 sees curriculum as organized around social functions of themes, organized knowledge and learner's interests.

14. Historical Foundations of Curriculum 1902- 1994 believes that curriculum is a science and an extension of school's philosophy. Based on students' need and interests.

@jhunarar15. Thank You!!!

Major Foundations of CurriculumPresentation Transcript

1. MAJOR FOUNDATIONS OF CURRICULUM ¹Kimpee I. Blahing ²Researcher/DiscussantRepublic of the PhilippinesMINDANAO STATE UNIVERSITYCOLLEGE OF EDUCATIONGeneral Santos CityTopical ReportED106– Curriculum Development,Presented to:Dr. Jioharia L. NicartA.Y. 2012-2013.

2. MAJOR FOUNDATIONS OF CURRICULUMPhilosophicalFoundationsof CurriculumPsychologicalFoundationsof CurriculumSocialFoundationsof CurriculumHistoricalFoundationsof CurriculumCURRICULUM

3. •Franklin Bobbit (1876-1956) -presented curriculum as ascience that emphasizes onstudents need. Curriculumprepares for adult life.•Werret Charters (1875-1952)-

considered curriculum alsoas a science which is basedon students need and theteachers plan the activities.Curriculum theorists :Historical Foundations of Curriculum

4. •Harold Rugg (1886-1960) -Curriculum should develop thewhole child. He emphasizedsocial studies in the curriculumand the teacher plans the lessonin advance.Curriculum theorists :•William Kilpatrick (1871-1965) - viewed curriculum aspurposeful activities which arechild-centered. The purpose ofcurriculum is childdevelopment and growth.Historical Foundations of Curriculum

5. Curriculum theorists :•Hollis Caswell (1901-1989) -sees curriculum as organizedaround social functions ofthemes, organized knowledgeand earners interests.•Ralph Tyler (1902-1994) - believesthat curriculum is a science and anextension of schools philosophy.Historical Foundations of Curriculum

6. Three major groups of learning theories:Psychological Foundations of Curriculum1.Behaviorists Psychology2.Cognitive Psychology3. Humanistic Psychology

7. Three major groups of learning theories:Psychological Foundations of Curriculum1.BehavioristsPsychology - considerthat learning should beorganized in order thatstudents can experiencesuccess in the process ofmastering the subjectmatter

8. Three major groups of learning theories:Psychological Foundations of Curriculum2.CognitivePsychology - focustheir attention on howindividuals processinformation and howthe monitor andmanage thinking.

9. Three major groups of learning theories:Psychological Foundations of Curriculum3. HumanisticPsychology -concerned withhow learners candevelop theirhuman potential.

10. Social Foundations of CurriculumSchools exist within the social context.Schools are made to help to understand thechanges globalization brings.The relationship of curriculum andsociety is mutual and encompassing.Schools are not only institutions that caneducate people in the society.

Curriculum Development & Evaluation * Dr. A. AsgariPresentation Transcript

1. CURRICULUM DEVELOPMENT & EVALUATION Dr. Azadeh Asgari Foundations of Curriculum

2. What is Curriculum? Any document or plan that exists in a school or school system that defines the work of teachers, at least to the extent of identifying the content to be taught student and the methods to be used in the process (English, 2000). The educative experiences learners have in an educational program. The purpose of which is to achieve broad goals and related specific objectives that have been developed within a framework of theory and research, past and present professional practice, and the changing needs of society (Parkay, 2006).

3. Concept of Curriculum A systematic group of courses or sequence of subjects required for graduation or certification in a major field of study; A general overall plan of the content or specific materials of instruction that the college should offer the student by way of qualifying

him for graduation or certification or for entrance into a professional or vocational field; A body of prescribed educative experiences under the supervision of an educational institute, designed to provide an individual with the best possible training and experience to fit him for the society of which he is a part or to qualify him for a trade or a profession.

4. 7 Common Concepts of Curriculum Scope and Sequence Syllabus Content Outline Standards Textbooks Course of Study Planned Experiences (Posner, 2004)

5. Components of Curriculum Curriculum Design -Creating the curriculum in schools Curriculum Delivery -Implementation, supervising, monitoring or using feedback to improve the curriculum Curriculum Coordination -Lateral focus and connectivity Curriculum Articulation -Vertical focus and connectivity

6. Types of Curriculum Formal Informal -Values -Personality of teacher -Assessment Hidden Written Taught Tested

7. Quality Curriculum Greater depth and less superficial coverage Focus on problem solving Facilitates the mastery of essential skill and knowledge Coordinated Articulation -multi-level sequence study Emphasize academic and practical Effective integrated curricula Mastery of a limited number of objectives

8. Curriculum Goals Provide general guidelines for determining the learning experiences to be included in the curriculum. -Citizenship -Equal Educational Opportunity -Vocation -Self-realization -Critical Thinking

9. Bloom’s Taxonomy Remembering: Student can recall or remember information (define, duplicate, list, memorize, recall, repeat, reproduce, state) Understanding: Student can explain ideas or concepts (classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase) Applying : Student can use the information in a new way (choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write) Analyzing : Student can distinguish between the different parts (appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test) Evaluating : Student can justify a stand or decision (appraise, argue, defend, judge, select, support, value, evaluate) Creating : Student can create new product or point of view (assemble, construct, create, design, develop, formulate, write)

10. Syllabus List of Subjects Content outline for each subject Broad time Allocations

11. Difference Between Syllabus & Curriculum Functionally a ‘Syllabus’ is generally unidimensional in the sense it merely presents the content or the subject matter to be studied. Curriculum is three dimensional , because it takes into account: the needs of the students, the content (in terms of specific performances) instructional methodology

12. Curriculum Approaches

13. Curriculum as a Discipline IS CURRICULUM A DISCIPLINE? Reflect on the characteristics of a discipline: have organized set of theoretical principles encompasses a body of knowledge and skills pertinent to that discipline has theoreticians and practitioners

14. Curriculum as a Discipline

15. Foundations of Curriculum Foundations of Curriculum philosophy psychology sociology history These foundations have been used by curriculum design and development teams to decide on: - Goals of curriculum - Content - Organization of content - Teaching process

16. Four Phases of Curriculum Process Design Phase Development Phase Implementation Phase Evaluation Phase Figure 1: Four Phases of Curriculum Process FEEDBACK LOOPS

17. CURRICULUM DESIGN PHASE

18. Curriculum Design Phase What abilities the students possess on entry into the course? What abilities they will acquire on leaving the course? (as indicated by the job analysis) THE DIFFERENCE BETWEEN (a) and (b) IS THE GAP THAT MUST BE BRIDGED WHEN DESIGNING THE CURRICULUM

19. Formulation of the OBJECTIVES of the curriculum Job analysis Identification of knowledge and skill requirements Formulation of programme objectives Specification of entering behavior Curriculum Design Phase

20. Figure 2: Learning as a change in behavior Educational Process Student Input Entering Behavior Student Output Terminal Behavior

21. Educational Objectives PREREQUISITES OBJECTIVE What the learner has to know before he starts the course What the learner measurably knows after successful completion of the course CHANGE IN THE BEHAVIOUR OF THE LEARNER Figure 3: Educational Objectives Course Description (content)

22. Knowledge (intellectual) Cognitive Domain Affective Domain Attitudes (values) Psychomotor Domain Main Categories of Human Behavior Figure 4: Main Categories of Human Behavior

23. Instructional Objectives Instructional Objectives are statements that communicate in behavioral terms the expected performance of the students at the END of instruction.

24. CURRICULUM DEVELOPMENT PHASE

25. Curriculum Development Involves the following phases: Curriculum planning The decision about philosophy and aim of education Curriculum design The way curriculum is conceptualized Selection and organization of content & learning activities Curriculum implementation Actualizing the curriculum entities Curriculum evaluation Determines the extent to which the curriculum has been successful

26. Sequencing the various subjects / courses Selecting the content in each subject Sequencing the units and topics Selecting instructional methods, instructional materials and media Preparation of plans for instruction Development of tests and other materials needed for evaluation of students performance Orienting the teachers to the new curriculum. TASKS TO BE UNDERTAKEN: Curriculum Development Phase

27. Criteria of Utility, Variety & Flexibility While making various decisions during the process of curriculum development three criteria, described below, are usually employed: 1. CRITERION OF UTILITY 2. CRITERION OF VARIETY 3. CRITERION OF FLEXIBILITY

28. Criteria To Be Used For Decision Making 1. CRITERION of UTILITY CONTENT Must know Should know Nice to know

29. 2. CRITERION of VARIETY Interesting Variety of learning experiences Criteria To Be Used For Decision Making

30. 3. CRITERION of FLEXIBILITY Horizontal and Vertical mobility Modular approach Bridge Courses Core and Elective Subjects Criteria To Be Used For Decision Making

31. What are the Qualifying Professional Development Categories? 1. College and University Coursework 2. Conferences/Workshops & Training Sessions 3. Collaborative and Partnership Activities 4. Involvement in Development/Improvement Processes. 5. Individually-Guided Professional Development 6. Professional Leadership Experiences

32. Suggestions for Improving CDP Specification of instructional objectives for each course (subject) of the programme. Organizing the syllabus in terms of units, topics and sub-topics. Indicating the time allotted for teaching each unit of the course. Assigning about 15% of the time allotted for each course for revision and conduct of tests. Preparation and inclusion of a Table of Specifications (Blueprint) for construction of Question paper as an integral part of the curriculum, to ensure validity of the question paper.

33. Greater involvement of teachers in the various tasks of curriculum process. 7. Using the model curriculum as a base for curriculum revision (in various subjects). Conferring Academic autonomy to the colleges Utilization of the services of Academic council members Establishment of a Curriculum cell in each college Board of Studies Size and Composition Suggestions for Improving CDPCurriculumPresentation Transcript

1. D efinitions of Curriculum T ypes of Curriculum Operating in Schools M ajor Foundations of Curriculum

2. Definitions of Curriculum (Traditional Points of View) - “it is a body of subjects or subject matter prepared by the teacher for the students to learn” - synonymous to the “course of study” and “syllabus” - “permanent studies” where the rules of grammar, reading, rhetoric and logic and mathematics for basic education are emphasized (Robert Hutchins). Basic education should emphasize the 3Rs and college education should be grounded on liberal arts.

3. - the mission of the school should be intellectual training, hence curriculum should focus on the fundamental disciplines of grammar, literature and writing. It should also include mathematics, science, history and foreign language (Arthur Bestor –an essentalist) - written documents or a plan of action in accomplishing goals

4. - discipline is the sole source of curriculum. Thus in our educational system, curriculum is divided into chunks of knowledge called subject areas in basic education such as English,

Mathematics, Science, Social Studies and others. In college, discipline may include humanities, sciences, languages, and many more. (Joseph Schwab) - Curriculum should consist entirely of knowledge which comes from various disciplines (Phenix)

5. (Progressive Points of View) - total learning experiences of the individual - all experiences children have under the guidance of teachers (Caswell & Campbell) - a sequence of potential experiences set up in the schools for the purpose of disciplining children and youth in group ways of thinking and acting (Caswell & Smith as shared by Smith, Stanley and Shores) - The experiences in the classroom which are planned and enacted by the teacher, and also learned by the students

6. Points of View on Curriculum Development

7. Ralph Tyler Model: Four Basic Principles 1. What educational purposes should the school seek to attain? 2. What educational experiences can be provided that are likely to attain success? 3. How can these educational experiences be effectively organized? 4. How can we determine whether these purposes are being attained or not?

8. Considerations that should be made in curriculum development (Tyler’s Model) 1. Purposes of the school 2. Educational experiences related to the purposes 3. Organization of the experiences 4. Evaluation of the experiences

9. Hilda Taba’s Linear Model of Curriculum 1. Diagnosis of learners needs and expectations of the larger society 2. Formulation of learning objectives 3. Selection of learning content 4. Organization of learning content 5. Selection of learning experiences 6. Organization of learning activities 7. Determination of what to evaluate and the means of doing it

10. 1. Recommended curriculum 2. Written curriculum 3. Taught curriculum 4. Supported curriculum 5. Assessed curriculum 6. Learned curriculum 7. Hidden curriculum

11. 1. Recommended curriculum – most of the school curricula are recommended. The curriculum may come from a national agency like the Department of Education (DepEd), commission on Higher Education (CHED), Department of Science and Technology (DOST) or any professional organization who has stake in education. For example the Philippine Association for Teacher Education (PAFTE) or the Biology Teacher Association (BIOTA) may recommend a curriculum to be implemented in the elementary or secondary education.

12. 2. Written curriculum – this includes documents, course of study or syllabi handed down to the schools, districts, division, departments or colleges for implementation. Most of these are made by curriculum experts with participation of teachers and were pilot-tested or tried out in sample schools or population. Example of this is the Basic Education Curriculum (BEC). Example is the written lesson plan of each classroom teacher made up of objectives and planned the activities of the teacher.

13. 3. Taught curriculum - these are the different planned activities which are put into action in the classroom - these are varied activities that are implemented in order to arrive at the objectives or purposes of the written curriculum. - these are used by the learners with the

guidance of the teachers. Taught curriculum varies according to the learning styles of students and teaching styles of teachers.

14. 4. Supported curriculum – these refer to the material resources such as textbooks, computers, audio-visual materials, laboratory equipment, playgrounds, zoos and other facilities that support or help the teacher in the implementation of a curriculum in order to have successful teaching.

15. 5. Assessed curriculum – this refers to the tested or evaluated curriculum. At the duration and end of the teaching episodes, series of evaluations are being done by the teachers to determine the extent of teaching or to tell if the students are progressing. Assessment tools like paper-and-pencil tests, authentic instruments like portfolio are being utilized .

16. 6. Learned curriculum – this refers to the learning outcomes achieved by the students. Learning outcomes are indicated by the results of the tests and changes in behavior which can either be cognitive, affective, or psychomotor

17. 7. Hidden curriculum – this is the unintended curriculum which is not deliberately planned but may modify behavior or influence learning outcomes. There are lots of hidden curricula that transpire in the schools. Peer influence, school environment, physical condition, teacher-learner interaction, mood of the teachers and many other factors make up the hidden curriculum.

18. The most commonly accepted foundations of curriculum include: 1. Philosophical 2. Historical 3. Psychological 4. Social

19. Philosophical Foundations of Curriculum Philosophy provides educators, teachers, and curriculum makers with framework for planning, implementing, and evaluating curriculum in schools. It helps in answering what schools are for, what subjects are important, how students should learn and what materials and methods should be used. In decision making, philosophy provides the starting point and will be used for the succeeding decision making.

20. Tyler’s View of Philosophy in Relation to School Purposes School Purposes Suggestions from Subject Specialists Studies of Learners Studies of Contemporary Life Use of Philosophy Use of Psychology of Learning

21. Historical Foundations of Curriculum Curriculum is not an old field. Majority of scholars would place its beginning In 1918 with the publication of Franklin Bobbit’s book The Curriculum. Philippine education came about from various foreign influences. Of all foreign educational systems, the American educational system has the greatest influence on our educational system.

22. Curriculum theorists and how they view curriculum from a historical perspective. 1. Franklin Bobbit (1876–1956) - he presented curriculum as a science that emphasizes on student’s need. Curriculum prepares students for adult life. To Bobbit, objectives with corresponding activities should be grouped and sequenced. This can only be done if instructional objectives are clarified.

23. 2. Werret Charters (1875-1952) – to him, curriculum is a science. It gives emphasis on student’s needs. The listing of objectives and matching these with corresponding activities ensures that the content or subject matter is related to objectives. The subject matter and the activities are planned by the teacher.

24. 3. William Kilpatrick (1871-1965) – Curricula are purposeful activities which are child centered. The purpose of curriculum is child development and growth. He introduced the project method where teacher and student plan the activities 4. Harold Rugg (1886-1960) –to him, curriculum should develop the whole child. It is child-centered and should produce outcomes. He also emphasized social studies and the teacher plans curriculum in advance.

25. 5. Hollis Caswell (1901-1989) – he sees curriculum as organized around social functions of themes, organized knowledge and learner’s interest. He believes that curriculum is a set of experiences. Subject matter is developed around social functions and learner’s interests.

26. 6. Ralph Tyler (1902-1994) – he believes that curriculum is a science and an extension of school’s philosophy. It is based on student’s needs and interest. To him, curriculum is always related to instruction. Subject matter is organized in terms of knowledge, skills and values. The process emphasizes problem solving. The curriculum aims to educate generalists and not specialists.

27. Psychological Foundations of Curriculum Psychology provides a basis for the teaching and learning process. 1. Behaviorist Psychology a. connectionism – Edward Thorndike (which influenced Tyler and Taba, the well known curricularists) b. classical conditioning – Ivan Pavlov c. operant conditioning – B. F. Skinner d. modeling and observation theory – (Bandura)

28. d. hierarchical learning – Robert Gagne To the behaviorists, learning should be organized in order that students can experience success in the process of mastering the subject matter.

29. 2. Cognitive Psychology a. cognitive development stages – Jean Piaget b. social constructivism – Lev Vgotsky c. multiple intelligences – Howard Gardner d. learning styles – Felder and Silverman e. emotional intelligences – Daniel Goleman

30. To the cognitive theorists, learning - constitutes a logical method for organizing and interpreting learning - it is rooted in the tradition of subject matter and is similar to the cognitive development theory

31. 3. Humanistic Psychology Humanist psychologist are concerned with how learners can develop their human potential. a. Gestalt theory b. theory of human needs and for self actualizing persons - Maslow c. Carl Roger’s non directive lives

32. Social Foundations of Education Schools exist within the social context. In considering the social foundations of curriculum, we must recognize that schools are the only one of the many institutions that educate society. The home, the family, community likewise educate the people in the society. But schools are formal institutions that address more complex and interrelated societies and the world.

33. For most curricula, the major components or elements are: 1. aims, goals and objectives 2. subject matter/content 3. learning experiences 4. evaluation approaches

34. When translated into questions, each component can be addressed by the following: 1. What is to be done? 2. What subject matter is to be included? 3. What instructional strategies, resources and activities will be employed? 4. What method and instruments will be used to assess the results of the curriculum?

35. Component 1- Curriculum Aims, Goals and Objectives Based on the Philippine Constitution of 1987, all schools shall aim to: 1. inculcate patriotism and nationalism 2. foster love of humanity 3. promote respect for human rights 4. appreciate the role of national heroes in the historical development of the country 5. teach the rights and duties of citizenship

36. 6. strengthen ethical and spiritual values 7. develop moral character and personal discipline 8. encourage critical and creative thinking 9. broaden scientific and technological knowledge and promote vocational efficiency

37. Aims of Elementary Education (Education Act of 1982) In the elementary level, schools through their curricula should aim to: provide knowledge and develop skills, attitudes, values essential to personal development and necessary for living in and contributing to a developing and changing society; . provide learning experiences which increase a child’s awareness of and responsiveness to the changes in the society;

38. promote and, intensify knowledge, identification with and love for the nation and the people to which he belongs; and promote work experiences which develop orientation to the world of work and prepare the learner to engage in honest and gainful work

39. Aims of Secondary Education In high school or secondary level, educational curricula aim to: continue to promote the objectives of elementary education; and discover and enhance the different aptitudes and interests of students in order to equip them with skills for productive endeavor and or to prepare them for tertiary schooling

40. Aims of Tertiary Education The different courses should aim to: provide general education programs which will promote national identity, cultural consciousness, moral integrity and spiritual vigor; train the nation’s manpower in the skills required for national development; and advance knowledge through research and apply new knowledge for improving the quality of human life and respond effectively to changing society.

41. The school’s vision - is a clear concept of what the institution would like to become in the future - provides the focal point or unifying element according to which the school staff, faculty, students perform individually or collectively - is the guiding post around which all educational efforts including curricula should be directed

42. The school’s mission statement - spells out how it intends to carry out its Vision - the mission targets to produce the kind of persons the students will become after having been educated over a certain period of time. The school’s vision and mission are further

translated into goals which are broad statements or intents to be accomplished. Data for the sources of school goals may include the learners, the society and the fund of knowledge.

43. The school’s mission statement, spells out how it intends to carry out its Vision. the mission targets to produce the kind of persons the students will become after having been educated over a certain period of time. The school’s vision and mission are further translated into goals which are broad statements or intents to be accomplished. Data for the sources of school goals may include the learners, the society and the fund of knowledge.

44. In a curriculum, these goals are made simple and specific for the attainment of each learner. These are called educational objectives. Benjamin Bloom and Robert Mager defined educational objectives in two ways: 1. explicit formulation of the ways in which students are expected to be changed by the educative process 2. intent communicated by statement describing a proposed change in learners

45. In other words, objectives - direct the change in behavior which is the ultimate aim of learning - provide the bases for the selection of learning content and learning experiences - also set the criteria against which learning outcomes will be evaluated

46. Bloom and his associates classified three big domains of objectives. These are: 1. cognitive 2. affective 3. psychomotor

47. Cognitive Domain – (Bloom et. Al. 1956) domain of thought process 1. Knowledge – recall, remembering of prior learned materials, in terms of facts, concepts, theories and principles. It is the lowest cognitive level. 2. Comprehension – ability to grasp the meaning of material. It indicates the lowest form of understanding

48. 3. Application – the ability to use learned material in new and concrete situation 4. Analysis – ability to break down material into component parts so that its organizational structure may be understood 5. Synthesis – ability to put parts together to form a new whole 6. Evaluation – ability to pass judgment based on given criteria

49. Affective domain – (Krathwohl, 1964) – domain of valuing, attitude and appreciation 1. Receiving – students’ willingness to pay attention to particular event, stimuli, classroom activities 2. Responding – active participation on the part of the students 3. Valuing – concerned with the worth or value a student attaches to a particular phenomena, object or behavior

50. 4. Organization – concerned with bringing together different values and building a value system 5. Characterization by a value or value complex – developing a lifestyle from a value system

51. Psychomotor Domain – (Simpson, 1972) – domain of the use of psychomotor attributes 1. Perception – use of sense organs to guide motor activities 2. Set – refers to the readiness to take a particular type of action 3. Guided response – concerned with the early stages in learning complex skills. Imitation and trial and error are some of the ways of doing

52. 4. Mechanism – responses have become habitual. Performance skills are with ease and confidence 5. Complex overt responses – skillful performance and with complex movement patterns 6. Adaptation – skill well developed that the ability to modify is very easy 7. Origination – refers to creating new movement patterns to fit the situation. Creativity is evident.

53. Component 2 – Curriculum Content or Subject Matter Regardless of their design or models, all curriculum have content. Content is: - simply more than information to be learned in school - another term for knowledge What criteria should be used in selecting the content?

54. Some criteria which can be used in the selection of subject matter content or knowledge for the curriculum. 1. Self-sufficiency 2. Significance 3. Validity 4. Interest 5. Utility 6. Learnability 7. Feasibility

55. 1. Self-sufficiency – the prime guiding principle for content selection is helping the learner attain self-sufficiency in learning in the most economical manner (Scheffler, 1970). Economy means less teaching effort and educational resources, less learners’ effort but more results and effective learning outcomes

56. 2. Significance Content or subject matter is significant if it will contribute to basic ideas, concepts, principles and generalizations to achieve the overall aim of the curriculum. it will develop the cognitive, affective and psychomotor skills of the learners if the cultural aspects will be considered

57. 3. Validity – the authenticity of the of the subject matter. Subject matter should be checked or verified at regular intervals to determine if the content that was originally valid continues to be.

58. 4. Interest – this is the key criterion for a learner-centered curriculum. A learner will value the content if it is meaningful to him/her. Students’ interests should be adjusted taking into consideration maturity, prior experiences, educational and social value of their interest among others.

59. 5. Utility – usefulness of the content or subject matter may be relative to the learner who is going to use it. Usefulness may be either be for the present or the future.

60. 6. Learnability – subject matter in the curriculum should be within the range of the experiences of the learners.

61. 7. Feasibility – content selection should be considered within the context of the existing reality in schools, in society and government.

62. Other considerations that maybe used in the selection of the learning content a. frequently and commonly used in daily life b. Suited to the maturity levels and abilities of students c. valuable in meeting the needs and competencies of a future career; d. related with other subject areas e. important in the transfer of learning

63. In organizing or putting together the different learning contents; the following suggestions are given (Palma) 1. Balance 2. Articulation 3. Sequence 4. Integration 5. Continuity

64. Component 3 – Curriculum Experiences Different instructional strategies provide the experiences. The instruction- al strategies and methods will put into action the goals and the use of contents in order in order to produce an outcome. Teaching strategies convert the written curriculum into action. Both the teacher and the learner take actions to facilitate learning .

65. The action are based on planned objectives, the subject matter to be taken and the support materials to be used. This will include a multitude of teaching methods and educational activities which will enhance learning. Whatever methods the teacher utilizes to implement the curriculum, there will be some guide for the selection and use. Among these are:

66. 1. Teaching methods are means to achieve ends. They are used to translate the objectives into action. 2. There is no single best teaching method 3. Teaching method should stimulate the learner’s desire to develop the cognitive, psychomotor, social and spiritual domain of the individual 4. In the choice of the teaching methods, learning styles of the students should be considered.

67. 4. In the choice of the teaching methods, learning styles of the students should be considered. 5. Every method should lead to the development of the learning outcomes in the three domains: cognitive, affective and psychomotor 6. Flexibility should be a consideration in the use of the teaching methods

68. Component 4 – Curriculum Evaluation All curricula to be effective must have the element of evaluation (Worthen and Sanders, 1987). This refer to the formal determination of the quality, effectiveness or value of the program, process, product of the curri- culum. Evaluation is meeting the goals and matching them with the intended outcomes. There are different evaluation methods that can be utilized like diagnos- tic, placement, formative or summative evaluation or the norm or criterion- referenced evaluation.

69. Regardless of the methods and mate- rials evaluation will utilize, a suggested plan of action for the process of curricu- lum evaluation is introduces with these steps 1. Focus on one particular component of the curriculum 2. Collect or gather the information 3. Organize the information 4. Analyze information 5. Report the information 6. Recycle the information for continuous feedback, modifications and adjustments to be made

70. Interrelationship of the Components of a Curriculum Aims Objectives Evaluation Content/Subject Matter Methods/ Strategies

71.

72. Feedback and Reflections Teaching Process PLAN EVALUATE IMPLEMENT

73.

74. 1. Subject-centered design model a. Subject design b. Discipline design c. Correlation design d. Broad field design/interdisciplinary 2. Learner-centered design a. Child-centered design b. Experience-centered design c. Humanistic design

75. 3. Problem-centered design a. Life-situation design b. Core design

Curriculum designPresentation Transcript

1. By Mr. Antonio T. Delgado, BSE III General De Jesus College

Selection of Learning Experiences Selection of Content Selection of Objectives Elements of Curriculum Design Types of Curriculum Design Curriculum Design, defined Definition of Curriculum, revisited2.

The sum of learning stated as educational ends, educational activities, school subjects and/or topics decided upon and provided within the framework of an educational institution or in a less formal setup ( Garcia, 2007).3.

All the learning which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside the school.4.

way something is made (Microsoft® Encarta® 2009) somethings form and structure (Microsoft® Encarta® 2009)5.

Refers to the structure or the arrangement of the components or elements of a curriculum6.

may be broadly categorized into the following major groups:1. Traditional or subject centered designs2. Learner-centered designs3. Problem-centered or society- centered designs7.

Are easy to develop and to implement because highly-structured The emphasis is on making the learners absorb as much knowledge as possible concerning a particular course or broad field Are subject-centered8.

Most popular not only in the Philippines but in most parts of the world Criticized because they do not make provisions for the differential needs and interests of learners9.

Content is not organized into subjects (Math, Science, etc.) but into courseworks (playing, storytelling) Usually built upon normal activities children engage in (i.e. playing, storytelling, drawing) May be based on the anticipated needs and interest of the learners10.

Criticized as neglecting the intellectual development of learners The three R’s are integrated into the courseworks11.

May be aimed at making the school, the teachers and the students agents of social change Heavily loaded with societal concerns, problems and issues12.

How can we determine whether these purposes are being attained? How can these educational experiences be effectively organized? What educational experience can be provided that is likely to obtain the purpose? What educational purposes should the school seek to attain?13.

14. 1. Aims and objectives2. Content and learning experiences3. Method and organization4. Evaluation

These objectives are concerns of learner the bases for are bases for selection and selection and organization of organization of content and content and evaluation procedure. evaluation of learning. Interests, needs and Does not usually formulated objectives proceed from predetermined objectives Emphasis on well- 15. TECHNICAL-SCIENTIFIC NON-SCIENTIFIC

Based on desired outcomes of teaching-learning process: development of knowledge, skills, values, attitudes and habits16.

17. Philosophy – provides basis for general theory of education and suggests its goalsAims – are considered as “orientations”Goals – are specific statements used as guidelines for achieving purposesObjectives – may describe school-wide outcomes or specific behaviors

Reconstructionism Reconceptualism Humanism/Progressivism Essentialism Perennialism 18. The major educational philosophies are:

Focus is on permanent studies which are timeless (e.g. philosophy, logic, etc.) Education is viewed as the transmission of the unchanging knowledge of the universe “perennial” means everlasting Oldest and most traditional19.

Focuses more on the child than the subject matter Education is viewed as human development that starts from the needs and interest of learners. Protest against perennialist thinking20.

More emphasis on holistic, transcendental, linguistic and artistic aspects of the teaching-learning process Learner-centered, relevant and humanistic education Related to progressivism21.

Focus is on the three R’s, English, history and science. Education is viewed as mastery of essential skills. Surfaced in opposition to progressivism22.

Focus is alleviating discrimination and poverty, school integration Asserts that the creation of a better society is the ultimate purpose of education Is society-centered Criticized progressivists’ over- emphasis on child-centered learning23.

Psychomotor Affective Cognitive24. Three Different Domains

appraise, criticize, judge Evaluation organize, create, develop Synthesis differentiate, relate, select Analysis solve, predict, operate Application explain, paraphrase, infer Comprehension define, describe, identify Knowledge 25. LEVEL BEHAVIORAL TERMS

display, influence, prac Characterization adhere, defend, accept Organization prefer, appreciate, justify Valuing answer, assist, comply Responding listen, watch, observe Receiving 26. LEVEL BEHAVIORAL TERMStice

Posture, gesture communication Non-discussive Games, sports, dances Skilled movements Endurance, strength Physical Abilities Visual, auditory, tactile Perceptual abilities Walk, run, jump, push movements Fundamental Segmental /inter reflex Reflex movements 27. CATEGORY THESE INCLUDE:

Measurable innovativeness can be outcomes overlooked Creativity and freedom of choice intended outcomes Facilitate learning Denies the student of communication of Behavioral change assessment cannot be equated with Provide criteria for 28. IN FAVOR AGAINST

DepEd has come out in full support of behavioral objectives for classroom use.29.

A specific subject (e.g. biology, physics) A discipline (i.e. science, math) A list of subjects for a grade or year level30. Content can have different meanings:

31. Content has three components which are considered in selection of content:1. Knowledge2. Process/skill3. Affective

32. Concepts – regularities in objects of events designated by labels Ex: concept of water (liquid, colorless)Principles – significant relationships between and among concepts Ex: Water boils at 100˚C

33. Theories – contain a set of logically related principles that attempt to explain a phenomenon Ex: Theory of RelativityLaws – theories that have wide applicability and have been continuously proven to hold true. Ex: Laws of Motion

34. Mental processes – used in handling, dealing with or transforming information and conceptsPhysical/manipulative processes – used for moving and handling objects

35. Attitudes– have feeling and emotional tones Ex: openness, respect for others’ rightsValues – serve as basis for determining when attitudes and behaviors are appropriate and which are not. Ex: truth, honesty, justice

36. Relevance – Content reflects the social, cultural and technological realities of the timeBalance – There is a balance between the two polar goals of education: what is constant and what is changing. There should also be balance between the three domains of learning.

37. Validity – refers to accuracy or inaccuracy of the content. Content should also coincide with the expressed aims of the curriculum.Learnability – Content should be selected in consideration with the learners’ level of development.

38. Feasibility – This criterion considers: • resources (human, physical and financial) • time allotment • school calendar • enabling legislation • public support

Learning activities Teaching methods These include: Instructional component of the curriculum providing for the interaction between teacher, student and content39.

40. Appropriateness – Learning experiences should be suitable to content, objectives, domain, and learners’ level of development.Feasibility – feasible in terms of time, qualification, experience of staff, available resources, safety and legal considerations

41. Variety – Different activities and methods are required by different disciplines and domains.Optimal Value – Learning experiences should encourage learners to continue learning on their own.

42. Learning outcomes •subject-centered •learner centered •social-centered Skills Content Concepts•cognitive Experiences •scope Experiences •concrete•psychomotor •sequence •abstract Experiences Values and Attitudes

Reyes, Flordeliza C. (2000). Engineering the Curriculum. De La Salle University Press. Garcia, Dolores (2007). Designing Curriculum. Rex Book Store. Curriculum Development: The Philippine Experience.43.

Curriculum developmentPresentation Transcript

1. CURRICULUM DEVELOPMENT Module 2 Crafting the Curriculum Prepared by: Christy C. Ador

The planned and guided learning experiences and intended learning outcomes, formulated through the systematic reconstruction of knowledge and experiences, under the auspices of the school, for the learners’ continuous and willful growth in the personal social competence. ( Daniel Tanner, 1980)2.

Objective: › This lesson will present the different design models curriculum and; › This will guide to discover that curricula are organized.3. CURRICULUM DESIGN MODELS

The subject centered design corresponds mostly to the textbook written for the specific subject. This model focuses on the content of the curriculum. 4.

Discipline design → refers to the specific knowledge learned through a method which the scholars use to study a specific content of their fields.Subject design → is the oldest and the most familiar design for teacher, parents and other laymen. 5. EXAMPLES OF THE SUBJECT-CENTERED DESIGN

Correlation design → this comes from the core, correlated curriculum design that links separate subject designs in order to reduce fragmentation.6. EXAMPLES OF THE SUBJECT-CENTERED DESIGN

Broad field design/interdisciplinary → this design was made to prevent the compartmentalization of subjects and integrate the contents that are related to each other.7. EXAMPLES OF THE SUBJECT-CENTERED DESIGN

the learner is the center of the educative process. centered on certain aspects of the learner’s themselves. 8.

Child-centered design ( John Dewey, Rouseau, Pestallozi, and Froebel) › the curriculum design is anchored on the needs and interests of the child. › the learner is not considered as a passive individual but as one who engages with his/her environment.9. EXAMPLES OF THE LEARNER-CENTERED DESIGN

Experience-centered design › experiences of the learners become the starting point of the curriculum, thus the school environment is left open and free.10. EXAMPLES OF THE LEARNER-CENTERED DESIGN

Humanistic design ( Abraham Maslow and Carl Rogers) › the development of self is the ultimate objective of learning. › it stresses the whole person and integration of thinking, feeling and doing. EXAMPLES OF THE LEARNER-CENTERED DESIGN11.

content cuts across the subject boundaries and must be based on the needs, concerns and abilities of the students . draws on social problem, needs, interests and abilities of the learners. 12.

Life-situation design › it uses the past and present experiences of the of learners as a means to analyze the basic areas of living. › the pressing immediate problem of the society and the students’ existing concerns are utilized. EXAMPLES OF THE PROBLEM-CENTERED DESIGN13.

Core design › it centers on the general education and the problem are based on the common human activities. › the central focus of the core design includes common needs, problems, concerned of the learners. EXAMPLES OF THE PROBLEM-CENTERED DESIGN14.

Objective: › this lesson will allow us to consider some of the dimensions and provide some principles in its use in curriculum development.15. DIMENSIONS AND PRINCIPLES OF CURRICULUM DESIGN

16. ● Scope › defines as all the content, topics, learning experiences and organizing threads comprising the educational plan.

17. Scope › provides boundaries in curriculum as it applies to the different educational levels. › it should include time, diversity and maturity of the learners, complexity of content, and level of education.

18. ● Sequence › contents and experiences are arranged in hierarchical manner, where the basis can either be logic of the subject or on the developmental patterns of growth of the cognitive, affective and psychomotor domains.

19. (Smith, Stanley and Shore, 1957)

Prerequisite learning › it means that there are fundamental things to be learned ahead.Simple to Complex learning › content and experiences are organized from simple to complex, from concrete to abstract, form easy to difficult. 20.

Chronological learning › the order of events is made as a basis of sequencing the content and the experiences. This can be arranged from the most recent to the distant past or vice versa.Whole to part learning › the meaning can very well be understood if everything will be taken as a whole. 21.

22. (Posner and Rudnitsky 1957)

23. a. Space - spatial relation will be the basis for the sequence. b. Time - the content is based from the earliest to the more recent. c. Physical attributes - this principles refers to the physical characteristics of the phenomena.

24. a. Class relation - refers to the group or set of things that share common practices. Teaching the characteristics of the class ahead of the member of the class. b. Proportional relations - a statement that asserts something. Sequence are arranged so that the evidence presented ahead before proposition.

25. - this is based on the scientific method of inquiry. Based on the process of generating, discovering and verifying knowledge, content and experiences are sequence logically and methodically.

26. a. Empirical prerequisites - sequence is primarily based on empirical study where the prerequisite is required before learning the next level. b. Familiarity - prior learning is important in sequence. What is familiar should be taking up first before the unfamiliar.

27. c. Difficulty - easy content is taken ahead than the difficult one. d. Interest - contents and experiences that stimulate interest are those that are novel. These can arouse curiosity and interest of learners.

28. ● Continuity - this process enables learners strengthen the permanency of learning and development of skills. Gerome Bruner called this “ spiral curriculum” where the content is organized according to the interrelationship between the structure of the basis ideas of a major discipline.

29. ● Integration “ Everything is integrated and interconnected. Life is a series of emerging themes.” - organization is drawn from the world themes from real life concerns.

30. ● Articulation ● Vertical Articulation - the contents are arranged from level to level or grade to grade so that the content in the lower level is connected to the next level. ● Horizontal Articulation - happens when the association is among or between elements that happen at the same time.

31. ● Balance - equitable assignment of content, time, experiences and other elements to establish balance is needed in curriculum design.

Objective › this lesson will bring the various phases of designing a curriculum. › identify the commonly used approaches in the design of curriculum. › enhance and integrate the experiences and observations based on the features and characteristics of the different approaches.32. APPROACHES TO THE CURRICULUM

33. 1. Who teaches? -- the Teacher → Good teachers bring a shining light into the learning environment, and are needed to sort out the knowledge from the information but more important, excellent teachers are needed to sort the wisdom from the knowledge.

34. 2. Who do the teachers teach? -- the Learners → the learners are at the center stage in the educative process. They are the most factors in the learning environment. There is no teaching without them. → they come from different sectors of the society.

35. 3. What do the teachers teach? -- knowledge, skills, values “to help the learners cope with the rapid changes to understand and to succeed in the new work in the work place, we must design a curriculum oriented to tomorrow.”

36. 4. How do teachers teach? -- Strategies and Methods Teachers should select teaching methods, learning activities and instructional materials or resources appropriate to learners and aligned to the objective of the lesson. Situations should be creative to encourage learners to use higher order thinking skills.

37. 5. How much of the teaching was learned? -- Performance These learning outcomes indicate the performance of both teachers and the learners. Learning outcomes are the product performance of the learners as the result of teaching. Performance is the feature of a curriculum that should be given emphasis.

38. 6. With whom do we teach? -- Community Partners “ Teaching is a collaborative undertaking” Partnership is the means not an end to be pursued in itself. Society changes, teachers will have a new beginning, an opportunity to recast their role in their communities, to change their attitude to their community, to change the attitude of their communities and societies about them.

Bilbao, Purita,. et.al, (2008) Curriculum Development,. LORIMAR Publishing Company39. REFERENCE:

COMPONENTS OF CURRICULUM

2. What is to be done? The Philippine educational system is divided in three educational levels: • Primary; • Secondary; and • Tertiary

3. • Provide knowledge and develop skills, attitudes, values essential to personal development and necessary for living in and contributing to a developing and changing society; • Provide learning experiences which increase the child’s awareness of and responsiveness to the changes in the society

4. • Promote and intensify knowledge, identification with and love for the nation and the people to which he belongs; and • Promote work experiences which develop orientation to the world of work and prepare the learner to engage in honest and gainful work.

5. Elementary Level

6. Level: Secondary Aims of Secondary Education • Continue to promote the objectives of elementary education; and • Discover and enhance the different aptitudes and interests of

students in order to equip them with skills for productive endeavor and or to prepare them for tertiary schooling.

7. Secondary Level

8. Tertiary education - refers to college and university formal education based on the curricula of the different courses • Provide general education programs which will promote national identity, cultural consciousness, moral integrity and spiritual vigor; • Train the nation’s manpower in the skills required for national development;

9. • Develop the professions that will provide leadership for the nation; and • Advance knowledge through research and apply new knowledge for improving the quality of human life and respond effectively to changing society.

10. Tertiary Level

11. VISION:

12. Example of a School’s Vision: CED Vision To train future teachers in the pursuit and practice of quality teaching, research, and community extension service to achieve the highest level of competency and commitment to the profession.

13. MISSION:

14. Example of a School’s Mission: CED Mission To produce professional highly competent teachers through quality teaching, research skills, community extension service, and dispositions to foster lifelong learning in various disciplines.

15. GOALS:

16. Example of School’s Goals: CED Goals To develop professional, highly competent, responsible, self-renewing and ethical teachers who will serve the community and who will be effective catalysts of change in response to the quest for global competitiveness.

17. Educational Objectives

18. Three Big Domains of Objectives (Bloom and his associates) • Cognitive • Affective; and • Psychomotor

19. Cognitive Domain (Bloom,et al. 1956) Domain of thought process

20. Affective Domain (Krathwohl, 1964) Domain of valuing, attitude and appreciation

21. Psychomotor Domain (Simpson, 1972) Domain of the use of psychomotor attributes

22. Component 2: Curriculum Content or Subject Matter

23. Subject -centered view of curriculum The fund of human knowledge represents the repository of accumulated discoveries and inventions of man down the centuries, due to man’s exploration of the world Learner-centered view of curriculum Relates knowledge to the individual's personal and social world and how he or she defines reality. “Knowledge is a

model we construct to give meaning and structure to regularities in experience.” -Gerome Bruner

24. Broad Subject Areas in Basic Education Subject Area Learning Content Communication Arts Includes skills in listening, speaking, reading, and writing, effective use of language in daily living Mathematics Includes numeric and computational skills, geometry and measurement, algebra, logic and reasoning Science Includes all branches of the natural sciences, exploration and discovery dealing with natural phenomena and the use of scientific method of investigation

25. Subject Area Learning Content Social Studies Include basic elements of Geography, History, Sociology, Anthropology, Economics, Civics, Political Science and Psychology. Music Includes basic music theory, practice in listening, singing, playing musical instruments and music preparation. Physical Education Includes health and physical fitness, individual and team sports, spectatorship and wise use of leisure Vocational Education Includes psychomotor and manipulative skills in basic crafts and trades, design, work ethic and appreciation of manual productive work

26. “Content selection is a very crucial stage in curriculum development.” CRITERIA for the Selection of Subject Matter Content or Knowledge for the Curriculum • Self-sufficiency • Significance • Validity • Interest • Utility • Learnability • Feasibility

27. SELF-SUFFICIENCY • Helping the learners attain maximum self- sufficiency in learning but in the most economical manner. • Economy means less teaching effort and educational resources, less learners’ effort but more results and effective learning outcomes (Scheffler, 1970)

28. SIGNIFICANCE

29. VALIDITY • Authenticity of the subject matter • Subject matter should be verified or checked at regular intervals, to determine if the content that was originally valid continues to be.

30. UTILITY • Usefulness of the content or subject matter maybe relative to the learner who is going to use it. LEARNABILITY • Subject matter should be within the range of experiences of the learners. • Optimal placement and appropriate organization and sequencing of contents are necessary in presenting the content so that it can easily be learned.

31. FEASIBILITY • Content selection should be considered within the context of the existing reality in schools, in society and government. • Consider time, resources available, expertise of the teacher, and the nature of the learners.

32. Other considerations: • Frequently and commonly used in daily life • Suited to the maturity levels and abilities of students • Valuable in meeting the needs and the competencies of a future career • Related with other subject areas • Important in the transfer of learning

33. Principles of Organizing the Different Learning Contents (Palma, 1992) • Balance • Articulation • Sequence • Integration • Continuity

34. Balance • Curriculum content should be fairly distributed in depth and breadth of a particular learning area or discipline. Articulation • Levels of subject matter should be smoothly connected to the next so as to avoid glaring gaps and wasteful overlaps in the content.

35. Sequence • There should be logical arrangement of the subject matter. Integration • Help learners get a wholistic or unified view on reality and outlook in life as there will be seen horizontal connections in subject areas that are similar so that learning will be related to one another.

36. Continuity • The constant repetition, review and reinforcement of learning wherein there is continuity of application of the new knowledge, skills, attitudes or values so that these will be used in daily living.

37. Next:

38. Component 3. Curriculum Experiences

39. • This section will not discuss in detail the different instructional strategies that provide the experiences. Instead it will link instructional strategies and methods to curriculum experiences, the core or the heart of the curriculum.

40. Guidelines for the Selection and Use of Curriculum:

41. • Teaching methods are means to achieve the end. They are used to translate the objectives into action. • There is no single best teaching method. Its effectiveness will depend on the learning objectives, the learners and skill of the teacher.

42. • Teaching methods should stimulate the learners desire to develop the cognitive, affective, psychomotor, social and spiritual domain of the individual. • In the choice of the teaching methods, learning styles of the students should be considered

43. • Every method should lend to the development of the learning outcomes in the three domains: cognitive, affective and the psychomotor. • Flexibility should be a consideration in the use of the teaching methods.

44. Component 4. Curriculum Evaluation

45. • According to Worthen and Sanders, (1987) all curricula to be effective must have the element of the evaluation. • Curriculum evaluation here may refer to the formal determination of the quality, effectiveness or value of the program, process, and product of the curriculum.

46. • Tuckman (1985) defines evaluation as meeting the goals and matching them with the intended outcomes. • From the definitions, several models of evaluation came up.

47. • The most widely used is Stufflebeam’s CIPP (Content, Input, Product, Process) Model. • In CIPP, the process is continuous and is very important to curriculum managers like principals, supervisors, department head, deans and even teachers.

48. • Context – refers to the environment of the curriculum. • Input – refers to the ingredients of the curriculum which include the goals, instructional strategies, the learners, the teachers, the contents and all the materials needed.

49. • Process – refers to the ways and means of how the curriculum has been implemented. • Product – indicates if the curriculum accomplishes its goals.

50. Steps on the Suggested Plan of Action for the Process of Curriculum Evaluation:

51. • Focus on one particular component of the curriculum. • Collect or gather the information. • Organize the information. This step will require coding, organizing, storing, and retrieving data for interpretation. • Analyze interpretation. • Report the information. • Recycle the information for continuous feedback, modification and adjustments to be made.

52. Interrelationship of the Component of a Curriculum: Aims and Objectives Content/Subject Matter Methods/Strategies Evaluation

34. CURRICULUM IMPLEMENTATION PHASE

35. Preparation of implementation plans. Organizing in-service staff development programmes. Effecting organizational changes like work distribution, role clarification, provision of support services and streamlining procedures and communication channels. Actual implementation of the curriculum in the identified institutions. Monitoring the implementation processes and evaluation of students performance. Collection of feedback information. TASKS TO BE UNDERTAKEN: Curriculum Implementation Phase

36. Curriculum and Instruction Curriculum => what is taught Instruction => how it’s taught Curriculum Instruction - Curriculum and instruction as 2 entities Dualistic Model

37. Curriculum and Instruction Curriculum Instruction Curriculum and instruction mutually interdependent Instruction is a subsystem of curriculum with curriculum dominating instruction Concentric Model

38. Curriculum and Instruction Curriculum makes a continuous impact on instruction and vice versa. Instructional decisions are made after curriculum decisions are made and later the curriculum decisions are modified after being evaluated in classroom Curriculum Instruction Cyclical Model

39. Two Approaches to Curriculum Academic Approach Competency based Approach

40. COMPETENCY BASED Subject Approach Knowledge Based Analysis of Subject Matter & Disciplines Systems Approach Job / Occupation Based Analysis of Policies, Labour Market and Occupations Contd. Two Approaches to Curriculum ACADEMIC

41. Determining Level and Prerequisites Organise Curriculum According to Logic of the Discipline Develop Instruction Analysis of Job and Tasks Contd. Develop Instruction Organise Curriculum According to way the job is done COMPETENCY BASED Two Approaches to Curriculum ACADEMIC

42. Who are the Learners? What Learning Objectives? What Learning Strategies? What Resources Needed? How Evaluate? What is to be learned? How will it be learned? What Texts / Materials? What Tests / Exams? COMPETENCY BASED Two Approaches to Curriculum ACADEMIC

43. Intended Curriculum vs. Operational Curriculum INTENDED CURRICULUM: Refers to the PRESCRIPTIONS in the curriculum document. The intended curriculum is an inert document containing the objectives of the curriculum, content matter, time schedules and the performance standards expected.

44. Intended Curriculum vs. Operational Curriculum OPERATIONAL CURRICULUM When an “intended curriculum” is enacted in a classroom or given life through teaching it becomes an “OPERATIONAL CURRICULUM”. It deals with the processes of teaching and learning, organisation of the class and the milieu in which instruction takes place.

45. Factors Influencing the Curriculum Implementation 1. FACTORS RELATED TO THE STUDENT: Aptitude for the subject Proficiency in the language which is used as the medium of instruction Entering behavior Motivation

46. 2. FACTORS RELATED TO THE TEACHER : Teacher preparedness Teacher’s resourcefulness Factors Influencing the Curriculum Implementation

47. 3 . FACTORS RELATED TO THE INSTRUCTIONAL ENVIRONMENT : Appropriateness of curricular objectives Adequacy of instructional time Instructional resources Instructional methods and procedures Task orientation of the class Evaluation procedures used Feedback provided to students Factors Influencing the Curriculum Implementation

48. CURRICULUM EVALUATION PHASE

49. Curriculum Evaluation Phase Curriculum evaluation can be defined as the collection and provision of evidence, on the basis of which decisions can be taken about the feasibility, effectiveness and educational value of curricula.

50. Why Should We Evaluate a Curriculum? To bring the curricular content abreast of modern advances To remove the ‘Dead Wood’ from the curriculum To improve the EFFECTIVENESS of the curriculum To improve the Efficiency of curriculum Implementation process To review the entry behavior requirements for admission into the course To identify: - How an “Intended Curriculum’ is enacted - How it becomes operational - The

factors which may affect it and result in unintended effect EFFECTIVENESS = Actual Output Planned Output EFFICIENCY = Output Input

51. EFFECTIVENESS Doing Right Things EFFICIENCY Doing Things In The Right Way

52. ACTUAL OUTPUT PLANNED OUTPUT Determination of the extent to which the objectives of the curriculum have been achieved. EFFECTIVENESS

53. OUTPUT INPUT Efficiency is related to the various kinds of COSTS (Money/Time/Space/Instructional Resources etc.) associated with the educational program. EFFICIENCY

54. Curriculum Evaluation Phase Whole curriculum of the program Curriculum of a single course Specific components like the objectives, course content, teachers’ guide, textbook, audio-visual aids, teaching methods and evaluation procedures. THE ENTITY TO BE EVALUATED:

55. Outcomes Processes Fit to Standards CRITERIA FOR THE EVALUATION: Curriculum Evaluation Phase

56. Criteria for Curriculum Evaluation Outcomes should cover both short range and long-range ones. It should also take cognizance of the unintended outcomes. 1. Outcomes:

57. 2. Processes: The Processes include: Student participation in certain activities Interest in the program and The desired pattern of communication between students and teachers Criteria for Curriculum Evaluation

58. 3. Fit to Standards: Standards may have their roots in: P edagogical principles: Appropriate provision of feedback, reinforcement, sufficient amount of repetition etc. Communication principles: Clarity of presentation, proper significance, vocabulary control, multisensory cues, etc. Curricular principles: Correspondence between objectives and planned activities. Criteria for Curriculum Evaluation

59. Formative evaluation Summative evaluation Curriculum Improvement Tasks to be undertaken: Curriculum Evaluation Phase

60. This is carried out during the process of curriculum development. The evaluation results provide information to curriculum developers and enable them to correct flaws detected in the curriculum. The evaluation results may contribute to the formation of the curriculum and hence the notion of formative evaluation. 1. Formative evaluation: TASKS Curriculum Evaluation Phase

61. This is carried out after offering the curriculum once or twice. Such an evaluation will summarize the merits (as well as the weaknesses) of the program, hence the notion of summative evaluation. Summative evaluation of curriculum may aid in the specification of the optimal or minimal conditions for usage. Such results may serve the clients / customers in deciding whether they should use the program at all, or under what conditions (Availability of equipment, space, time, professional prerequisites etc.) they should use it. 2. Summative evaluation: TASKS Curriculum Evaluation Phase

62. A curriculum that operates satisfactorily over a certain period of time may gradually become obsolete or deteriorate over time. To prevent this from occurring permanent follow-up and quality control of the program should be maintained. Quality control may reveal when some or all portions of the program should be altered or replaced. In this way quality control may lead toward the updating of an old program and production of “Second Generation Program”. 3. Curriculum Improvement: TASKS Curriculum Evaluation Phase

JacDocument Transcript

1. Jerose A. Cervantes BSEDII-MATHEMATICSAssignment: Types of Curriculum Operating in SchoolsAllan Glatthorn (2000) describes seven types of curriculum operating in the schools:1. Recommended curriculum - proposed by scholars and professional organizations2. Written curriculum - appears in school, district, division or country documents3. Taught curriculum - what teachers implement or deliver in the classroom and schools4. Supported curriculum - resources-textbooks, computers, audio-visual materials which support and help in theimplementation of the curriculum5. Assessed curriculum - that which is tested and evaluated6. Learned curriculum - what the students actually learn and what is measured7. Hidden curriculum - the unintended curriculumSource: Curriculum Development by Purita Bilbao, et. al. Lorimar Pub., 2008) Major Foundations of CurriculumPhilosophical Foundations of Curriculum:Philosophy provides educators, teachers and curriculum makers with framework for planning, implementing andevaluating curriculum in school.I helps in answering what schools are for, what subjects are important, how studentsshould learn and what materials and methods should be used. In decision-making, philosophy provides the startingpoint and will be used for the succeeding decision-making.The following four educational philosophies relate to curriculum:1. Perennialism. The focus in the curriculum is classical subjects, literary analysis and considers curriculum asconstant.2. Essentialism. The essential skills of the 3 Rs and essential subjects of English, Science, History, Math and ForeignLanguage is the focus of the curriculum.3. Progressivism. The curriculum is focused on students interest, human problems and affairs. The subjects areinterdisciplinary, integrative and interactive.4. Reconstructionism. The focus of the curriculum is on present and future trends and issues of national andinternational interests. Some Legal Bases of Philippine EducationEDUCATIONAL DECREE OF 1863: The decree provided for the establishment of primary school for boys and girls ineach town of the country.ACT NO. 74 OF 1901: Enacted into law by the Philippine Commission, the Act created the Department of PublicInstruction, laid the foundations of the public school system in the Philippines, provided for the establishment of thePhilippine Normal School in Manila and made English as the medium of instruction. (In 1949, the Philippine NormalSchool was made a teachers college by virtue of RA 416 and, in 1991, it became a full-pledge university by virtue ofRA 7168.)ACT NO. 1870 OF 1908: The law served as the legal basis for the creation of the University of the Philippines.VOCATIONAL ACT OF1927: Also known as Act No. 3377, the Vocational Act as amended by other acts laid thefoundations of vocational education in public schools and made provisions for its support.EDUCATION ACT OF 1940: Also known as Commonwealth Act No. 586, the Education Act laid the foundations for thepresent six-year elementary course and made provisions for its support.REORGANIZATION ACT OF 1947: The Act placed public and private schools under the supervision and control of theBureau of Public and Private Schools.

2. REPUBLIC ACT 5250 OF 1966: The Act provided the legal basis for the implementation of a ten-year teacher educationprogram in special education.DEPARTMENT OF EDUCATION, CULTURE AND SPORTS (DECS) ORDER NO. 25 OF 1974: Popularly known as theBilingual Education Program of 1974, the Order required the use of English as medium of instruction for science andmathematics subjects and the use of Filipino as medium of instruction for all other subjects in the elementary andhigh school levels.PRESIDENTIAL DECREE NO. 1006 OF 1976: The Decree was a legal and formal recognition of teachers asprofessionals and teaching as a profession.REPUBLIC ACT NO. 5698: The Act created the Legal Education Board whose task was to regulate and improve thequality of law schools in the Philippines in order to stop the increasing number of examinees who fail to pass the barexaminations given every year.REPUBLIC ACT 6655 OF 1988: Popularly known as the Free Public Secondary Education Act of 1988, the Act created asystem of free education in public high schools.DEPARTMENT OF EDUCATION, CULTURE AND SPORTS (DECS) ORDER NO. 49 OF 1992: This Order serves as theguideline for the selection of honor students in all public and private high schools. All these schools were required tochoose one (1) "valedictorian" and one (1) "salutatorian," and to set the limit of the number of "honorable mention"to one percent of the graduating students. The "eligibility requirements" for becoming an honor student are thefollowing: 1) No grade below 80 in any subject and no failing grade in any subject in the first two curriculum years;2) Completed third and fourth year studies in the same secondary school; 3) Completed the high school curriculumwithin the prescribed year; 4) Active membership in two clubs during the third and fourth years in high school; and5) Conformed to school rules and policies.DEPARTMENT OF EDUCATION, CULTURE AND SPORTS (DECS) ORDER NO. 1 OF 1994: This Order increased thenumber of school days to 200 days (42 calendar weeks) inclusive of examination days for public and private schools.(This department order is similar to RA 7791 which increased the number of school days from 185 to 200 days.DEPARTMENT OF EDUCATION, CULTURE AND SPORTS (DECS) ORDER NO. 37 OF 1994: The Order required all gradeVI elementary students to take the National Elementary Assessment Test (NEAT) that is given on the 13th Tuesdayfollowing the opening of the school year. The assessment test consists of a battery of tests of the multiple choice type.There are four subject areas: English, mathematics, science and heograpiya/kasaysayan/sibika(geography/history/civics).DEPARTMENT OF EDUCATION, CULTURE AND SPORTS (DECS) ORDER NO. 38 OF 1994: The Order required all seniorhigh school students to take the National Secondary Assessment Test (NSAT) that is given on the 13th Fridayfollowing the opening of the school year, or three days after the NEAT has been given. The assessment test consists ofa battery of tests and there are four subject areas: English and Filipino proficiencies, mathematics, vocationalaptitude and science & technology. (The test is not a requirement for college admission.)REPUBLIC ACT NO. 7731: The Act abolished the National College Entrance Examinations or NCEE to give themarginalized students a greater chance to gain access to college education.REPUBLIC ACT NO. 7722: Also known as the Higher Education Act of 1994, the Act created the Commission on HigherEducation (CHED) whose main task is to regulate and develop tertiary education in the Philippines.REPUBLIC ACT NO. 7796: Also known as the Technical Education and Skills Development Act (TESDA) of 1994, theActs objective was to provide relevant and quality technical education that is accessible to all and to create theagency that will manage technical education and skills development in the Philippines.REPUBLIC ACT NO. 7836 OF

1994: Known as the Philippine Teachers Professionalization Act of 1994, the Act made itmandatory for people pursuing a career in teaching to take the licensure examinations that are administered andregulated by the Professional Regulatory Commission.DEPARTMENT OF EDUCATION (DEPED) ORDER NO. 34 OF 2001: The Order required all public elementary and highschool students to read at least one book in the vernacular and one book in English per year before they can bepromoted to the next higher level.

3. REFERENCESBooks:"Foundations Of Education II," San Mateo, Rosalinda A. and Maura G. Tangco, 1997"Foundations Of Education II," 2nd Ed. San Mateo, Rosalinda A. and Maura G. Tangco, 2003"Foundations Of Education II," 2005 Reprint, Tulio, Doris, 1999"The Constitutions Of The Philippines," Anvil Publishing Inc., 2005"The Constitution Of The Philippines Explained," Revised Ed., 2000 Reprint, Nolledo, Jose N., 1992Website: Department of Education, Philippines, 2010 VersionAIMS:The Curriculum For elementary education:-) The Elementary Curriculum For elementary education, the aims are:(a) to provide the knowledge and develop the skills, attitudes and values essential to personal development andnecessary for living in and contributing to a developing and changing social milieu;(b) to provide learning experiences which increase the child’s awareness of and responsiveness to the changes in andjust demands of society and to prepare him/her for constructive and effective involvement;(c) to promote and intensify the child’s knowledge of, identification with, and love for the nation and the people towhich he/she belongs; and(d) to promote work experiences which develop the child’s orientation to the world of work and creativity and preparehim/her to engage in honest and gainful work. The regional level basic education aims and objectives reflect those atthe national level, but are modified to suit local conditions and concerns The Secondary Curriculum The overall curriculum aims are the same three for each subject both in Primary and in Secondary education. Thisappears at the start of the Citizenship programme of study. It states that the curriculum aims to enable all youngpeople to become: successful learners who enjoy learning, make progress and achieve confident individuals who are able to live safe, healthy and fulfilling lives responsible citizens who make a positive contribution to society.Citizenship is therefore at the heart of the curriculum. Its purpose is to empower young people with the skills,knowledge and conviction to participate in democratic and public life. Citizenship builds students’ sense of agency:their belief that they can effectively exercise political power in the world around them. To achieve this, there is anemphasis on key processes – the skills that enable young people to think critically, express informed opinions, andtake effective action. Citizenship now has an attainment target on an eight-level scale. This gives citizenship paritywith all other foundation subjects and provides a clear basis for assessment.The College Curriculum The Colleges General Education Curriculum for its part has two broad objectives. It seeks to develop in yousome general skills or approaches to knowledge and to engage you in the intellectual work of the disciplines in avariety of fields across the arts and sciences.In following this curriculum, you will be guided by two kinds of degree requirements corresponding to these twoobjectives. One deals with foundational approaches, the other with specific disciplines and fields of knowledge. Withinany given course, these two—an approach and a field of study—are integral to one another. An approach is learned by

4. practice in relation to a field of knowledge: your ability to use a foreign language is developed through learning aboutthe culture in which the language is rooted; understanding a work of art is acquired by learning how to write aboutit—that is, by learning how to use words to describe, compare, question and argue about works of art and thecontexts in which they were created and are appreciated; you learn how to analyze quantitative data by thinkingabout what data mean for our knowledge of natural or social phenomena we observe. Some courses, however, givepriority to developing skills and approaches, while others give priority to the field under investigation.

Curriclum typesPresentation Transcript

1. MODELS OF CURRICULUM Mrutyunjaya Mishra Lecturer, H.I

2. The Word: Curriculum Latin: Running course Scotland 1603: Carriage way, road United States 1906: Course of study United States, 1940 : Plan for learning (study)

3. What is curriculum? Curriculum is a design PLAN for learning that requires the purposeful and proactive organization, sequencing, and management of the interactions among the teacher, the students, and the content knowledge we want students to acquire.

4. Some of the components of a comprehensive curriculum unit Content Assessment Introduction/Closure Teaching Strategies Learning Activities Grouping and Pacing Products Resources Extension Activities Differentiation

5. Characteristics of Exemplary Curriculum Powerful knowledge goals, representative or generative topics, and big ideas Advance organizers that clarify prior knowledge, future activities, and expectations Motivating introductory experiences Challenging and active learning activities Authentic resources and products Aligned assessment strategies and growth criteria, feedback, debriefing, transfer and extension opportunities, interaction, and support Interest-based applications and extensions Modifications that attend to powerful student differences

6. What is a curriculum model? A model is a format for curriculum design developed to meet unique needs, contexts, and/or purposes. In order to address these goals, curriculum developers design, reconfigure, or rearrange one or more key curriculum components.

7. The Framework Underlying All Curriculum Models Content Assessment Intro Teaching Learning Products Resources Grouping Extensions Modifications KEY CURRICULUM COMPONENTS

8. Reasons and Rationale for a Curriculum Model Based on Student Differences Why should we differentiate our curriculum? What kinds of student differences should we address? How will we develop or revise curriculum to address these differences? What should we expect from differentiation?

9. The Tyler Model One of the best known curriculum models is The Tyler Model introduced in 1949 by Ralph Tyler in his classic book Basic Principles of Curriculum and Instruction in

which he asked 4 questions: What educational purposes should the school seek to attain? What educational experiences can be provided that are likely to attain these purposes? How can these educational experiences be effectively organised ? How can we determine whether these purposes are being attained ?

10. The Taba Model Another approach to curriculum development was proposed by Hilda Taba in her book Curriculum Development: Theory and Practice published in 1962. She argued that there was a definite order in creating a curriculum. She believed that teachers, who teach the curriculum, should participate in developing it which led to the model being called the grass-roots approach . She noted 7 major steps to her grass-roots model in which teachers would have major input. She was of the opinion that the Tyler model was more of an administrative model.

11. The Taba Model Diagnosis of need: The teacher who is also the curriculum designer starts the process by identifying the needs of students for whom the curriculum is planned. For example, the majority of students are unable to think critically. Formulation of objectives: After the teacher has identified needs that require attention, he or she specifies objectives to be accomplished.

12. The Taba Model Selection of content: The objectives selected or created suggest the subject matter or content of the curriculum. Not only should objectives and content match, but also the validity and significance of the content chosen needs to be determined. i.e. the relevancy and significance of content. Organisation of content: A teacher cannot just select content, but must organise it in some type of sequence, taking into consideration the maturity of learners, their academic achievement, and their interests. Selection of learning experiences: Content must be presented to students and students must be engaged with the content. At this point, the teacher selects instructional methods that will involve the students with the content.

13. The Taba Model Organisation of learning activities: Just as content must be sequenced and organised, so must the learning activities. Often, the sequence of the learning activities is determined by the content. But the teacher needs to keep in mind the particular students whom he or she will be teaching. Evaluation and means of evaluation: The curriculum planner must determine just what objectives have been accomplished. Evaluation procedures need to be designed to evaluate learning outcomes.

14. The Saylor and Alexander Model Galen Saylor and William Alexander (1974) viewed curriculum development as consisting of four steps. According to them, curriculum is “a plan for providing sets of learning opportunities to achieve broad educational goals and related specific objectives for an identifiable population served by a single school centre”

15. The Saylor and Alexander Model Goals, Objectives and Domains : The model indicates that curriculum planners begin by specifying the major educational goals and specific objectives they wish to accomplish. Each major goal represents a curriculum domain and they advocate 4 major goals or domains: personal development, human relations, continued learning skills and specialisation. The goals, objectives and domains are selected after careful

consideration of several external variables such as findings from educational research, accreditation standards, views of community groups and others.

16. The Saylor and Alexander Model Curriculum Designing : Once the goals, objectives and domains have been established, planners move into the process of designing the curriculum. Here decision is made on the appropriate learning opportunities for each domain and how and when these opportunities will be provided. Will the curriculum be designed along the lines of academic disciplines, or according to student needs and interests or along themes? These are some of the questions that need to be answered at this stage of the development process.

17. The Saylor and Alexander Model Curriculum Implementation : After the designs have been created the next step is implementation of the designs by teachers. Based on the design of the curriculum plan teachers would specify instructional objectives and then select relevant teaching methods and strategies to achieve the desired learning outcomes among students in the classroom

18. The Saylor and Alexander Model Evaluation : Finally, curriculum planner and teachers engage in evaluation. The model proposed that evaluation should be comprehensive using a variety of evaluation techniques. Evaluation should involve the total educational programme of the school and the curriculum plan, the effectiveness of instruction and the achievement of students. Through the evaluation process, curriculum planner and developers can determine whether or nor the goals of the school and the objectives of instruction have been met.

19. Curriculum Models for CWSN

20. The Developmental Approach This model proposes that development of typical and atypical children progresses in a predictable sequence and that this sequence should be taught to students with disabilities.

21. Weaknesses First, time can be wasted working on skills which may never be mastered. Second, not all behaviors in the sequence are necessary for independent functioning nor are they age appropriate as the child grows well beyond the age that development skills are typically mastered. Finally, the child is viewed as "developmentally young". Consequently, the activities and materials used for intervention continue to be less than age appropriate which leads to negative perceptions and low expectations for children with severe disabilities.

22. The Functional Approach The philosophy of this approach is that students with severe disabilities need to acquire age appropriate and functional skills (i.e., skills necessary for functioning independently).

23. Advantage & weakness It reflects higher expectations for students with severe disabilities and promotes opportunities to acquire age-appropriate skills. That there are not established criteria for determining what is functional and relevant for an individual student.

24. The Ecological Approach The ecological approach reflects characteristics of both the individual student and the environments in which his or her participation is desired. The planning team using the ecological approach to curriculum development devises an individual curriculum which addresses the skills, activities, and environments most relevant to the student. The curriculum content is ever changing as the needs of the student change.

25. Advantages It promotes teaching skills that are age-appropriate and relevant to the student's daily life, while it respects the need to teach skills in order of progressive refinement and complexity (Rainforth, et al., 1992). It encourages the use of adaptations that accommodate the disability or simplify task demands. The ecological approach also tends to unify team member efforts because the environments and activities that are identified as priorities for each student provide a natural context for integrating related services.

26. Subject/Teacher Centered Design The subject centered curriculum is based on subject. All knowledge is transferred to student through the subjects. Subject matter taught should reflect basic areas that are essentials and agreed upon content for learner attainment.

27. Objectives of subject centered curriculum To transfer cultural heritage To represent knowledge To impart information

28. Drawbacks of subject centered curriculum Ignores interest of students No process of insight or thinking Rote memory Neglects social problems and demands Passive learning

29. Learner Centered Curriculum In learner centered curriculum there is a link between courses and children psychology. It is according to the interest and tendency of children. It facilitate the mind of children because it fulfills their psychological and mental requirements.

30. Learner Centered Curriculum A learner centered curriculum is “a process that brings together cognitive, emotional, and environmental influences and experiences for acquiring, enhancing, or making changes in learner’s knowledge, skills, values, and world views”.

31. Learner Centered Curriculum In 18th century “ Rolso ” highlight the importance of individual needs and interest of students. After “ Rolso ”, it was “ Pestalozzi ” and “ John Davi ” who further enhanced the excellence of the concept.

32. Learner Centered Curriculum To know about the interest of student and to fulfill their needs was developed as the central part of the course by John Davi . More and more practical activities included so that children become able to take part with their own choice.

33. Teachers Centered V/S Learner-Centered Curriculum Teacher-Centered Learner-Centered Focus is on instructor Focus is on both students and instructor Instructor talks; students listen Instructor models; students interact with instructor and one another Students work alone Students work in pairs, in groups, or alone depending on the purpose of the activity Instructor monitors and corrects every student utterance Students talk without constant instructor monitoring Instructor chooses topics Students have some choice of topics Instructor answers student’s questions about language Students answer each other’s questions, using instructor as an information resource Classroom is quite Classroom is often

noisy and busy Instructor evaluates student learning Students evaluate their own learning; instructor also evaluates

34. Activity Based Curriculum Active Learning is, in short, anything that students do in a classroom other than merely passively listening to an instructor's lecture. This includes everything from listening practices which help the students to absorb what they hear, to short writing exercises in which students react to lecture material, to complex group exercises in which students apply course material to "real life" situations and/or to new problems.

35. Activity Based Curriculum According to Tanner and Tanner, “Activity curriculum is an attempt to treat learning as an active process. Activity curriculum discards the boundaries and the curriculum was centered largely on areas of child interest. The objective of curriculum was child growth through experience.” According to Beans, “The major premise of activity movements was that learner ought to be active rather than passive participants in learning”.

36. Components of good active learning Activities should have: A definite beginning and ending A clear purpose or objective Contain complete and understandable directions A feedback mechanism Include a description of the technology or tool being used in the exercise.

37. Integrated Curriculum Integrated curriculum refers to a non-compartmentalized approach, e.g. In general science learning, as opposed to separate subjects such as Physics, Chemistry and Biology

38. Integrated Curriculum Integrated curriculum is a learning theory describing a movement toward integrated lessons helping students makes connections across curriculum. The approach should be viewed as a tool that can help educate students and engage them in the learning process. It is not an end itself.

39. Integrated Curriculum “ Integrated curriculum is basically adding another element to existing materials or activities. What usually ends up happening is the child adds that element to their play or exploration. And that stimulates more curiosity and possibilities, which exercises their thinking skills.”

40. Integrated Curriculum According to Beane, 1995, “Educators seem especially interested in the development and use of curriculum integration as a means of increasing student interest and student knowledge”

41. Integrated Curriculum Whenever possible, teacher work to integrate many subject areas under a common theme when teaching. For example, the second grade unit about insects in science may include reading “Going To Be A Butterfly” for reading, and graphing students’ favorite insects for math. Instead of seeing learning as separate subjects unrelated to each other, children gain a deeper understanding of overall knowledge and how it all relates.

42. Integrated Curriculum Teachers of different subjects within an existing curriculum can determine collectively the extent to which other domains are addressed already in their

teaching and learning programs (for example, Thinking, ICT, Interpersonal Learning, etc. within English, or History, etc.)

43. Core Curriculum ‘ Core’ refers to the ‘heart’ of experiences every learner must go through. Or Fundamental knowledge that all students are required to learn in school. A core curriculum is a curriculum, or course of study, which is deemed central and usually made mandatory for all students of a school or school system.

44. Core Curriculum This is not an independent type of curriculum. It refers to the area of study, courses or subjects that students must understand in order to be recognized as educated in the area. The learner has no option but to study the prescribed course or subjects.

45. Educators defines “ A core curriculum is a predetermined body of skills, knowledge, and abilities is taught to all students”. As in mathematics(in Arithmetic), all pupils need to acquire proficiency in addition, subtraction, multiplication, and division. It contains core or exact precise subject matter, usable in society.

46. Hidden Curriculum The messages of hidden curriculum may support or contradict each other as well as the written curriculum. For example, while school social studies curriculum typically emphasizes and even celebrates democratic political systems and principles, such as one person-one vote, majority rule and minority rights, separation of church and state, equality before the law, and due process, these principles are not always practiced in public school classrooms and corridors.

47. Collateral Curriculum The collateral curriculum is designed intentionally to afford students the opportunity to learn empowering concepts, principles, and ideas peripheral or outside the subject being taught. Though the teacher intends learning outcomes for the collateral curriculum, the knowledge is not specified in the instructional objectives nor is it assessed. In this sense, the collateral curriculum is a planned hidden curriculum.

48. Null Curriculum The null curriculum is that which is not taught in schools. Eisner (1994) suggests that what curriculum designers and/or teachers choose to leave out of the curriculum—the null curriculum —sends a covert message about what is to be valued (p. 96-97).

49. Null Curriculum “ What children don’t learn is as important as what they do learn. What the curriculum neglects is as important as what it teaches” (Eisner). “ Curriculum design has become more an issue of deciding what you won’t teach as well as what you will teach. You cannot do it all. As a designer, you must choose the essential” (Jacobs, 1997, p. 27).

50. Spiral curriculum Bruner (1960) wrote, “A curriculum as it develops should revisit this basic ideas repeatedly, building upon them until the student has grasped the full formal apparatus that goes with them” (p. 13).

51.

Models of curriculumPresentation Transcript

1. MODEL PENGEMBANGAN KURIKULUMDOSEN MK: PROF. DR. ISHAK ABDULHAK, M.PD SEMISTER III TAHUN AKADEMIK 2012/2013MODELS OF CURRICULUM DEVELOPMENT By Juma Abdu Wamaungo

2. Introduction1. Models serve as 1. In curriculum, there are guidelines to action. models of curriculum as opposed to models of2. Models are found in curriculum dev’t almost every form of 2. According to Oliver in education. chapter five, 4 models of3. The education curriculum development profession has are presented. models of instruction, 3. Using a model in activities like curriculum of administration, of development can result in evaluation, of greater efficiency and supervision etc. productivity.

3. The Four Models in the Chapter Curriculum Categorised Models as: Specification Belief Hilda Taba Deductive/ Grass-root Cur sh’d be Model approach to developed by Inductive cur. Dev’t teachers4 Taylor Deductive Special focus Process- Model to the planning selecting phase educational obj3 Saylor , Deductive Planners begin Depicted Alexander, & by major edu. elements of Lewis Model Goals and cur. Dev’t obj’s2 Didactic Comprehensiv From source of Oliver Model e step-by-step cur to process evaluation1

4. Hilda Taba Model1. Hilda Taba believed that there should be a clear definate order to curriculum design and that teachers must be involved in the process. There are 8 steps to the Taba model of curriculum development: a. Identify the needs of the students, b. Develop objectives, c. Choose content that matches the objectives, d. Organize content considering the learners experiences and background, e. Select instructional method that promote student engagement, f. Organize learning experiences by sequencing content, g. Evaluate to ensure mastery, and h. Checking for the balance and sequence.

5. Application of the Taba ModelTaba model is currently used today in mostcurriculum designs. The steps still used are:a. Identifying the needs of the studentsb. Developing objectivesc. Selecting instructional methodsd. Organizing learning experiencese. Evaluating

6. Tyler Model1. From Tyler’s model of curriculum development, there are four basic questions:a. What is the purpose of the education?b. What educational experiences will attain the purposes?c. How can these experiences be effectively organized?d. How can we determine when the purposes are met?

7. This image summarizes the steps of theTyler Model

8. Saylor, Alexander and LewisModelThe curriculum planner must begin by setting educational goals and specific objectivesthat they wish to accomplish. Saylor, Alexander and Lewis classified sets of broad goalsinto four domains under which learning experiences may take place: personaldevelopment, social competence, continued learning skills, and specialization.a.Once the learning goals, objectives and domains have been established, the plannerscan then move into the process of planning the curriculum.b.The first step, curriculum designing, is made by the curriculum planning groups.Here, the curriculum

workers decide on the appropriate learning opportunities foreach domain and how and when these opportunities will be made available.c.After the designs have been created, curriculum implementation begins. Teachersselect the methods through which the curriculum will be related to the learner.Teachers identify the specific instructional objectives before selecting the strategies toimplement.d.Finally, teachers and curriculum planners evaluate the curriculum. They evaluate thetotal educational program and the evaluation program itself during this step of theprocess. This process allows educators to determine whether or not the goals andlearning objectives have been met.

9. Oliva Model of Curriculum DevAccording to Oliva, a model curriculum should be simple, comprehensive andsystematic. The Oliva Curriculum development model is composed of 12components, namely:a.Component 1: Philosophical formulation, target, mission and vision of theinstitutionb.Component 2: Analysis of the needs of the community where the school islocatedc. Components 3 and 4: General purpose and special purpose curriculumd. Component 5: Organizing the design and implement curriculume.Component 6 and 7: Describe the curriculum in the form of the formulationof general objectives and specific learningf.Component 8: Define the learning strategyg. Component 9: Preliminary studies on possible strategies or assessmenttechniques to be usedh. Component 10: Implement the learning strategyi.Components 11 and 12: Evaluation of learning and curriculum evaluation

10. To make the Oliva Model more simplistic, it canbe set forth in 17 specific steps:1. Specify the needs of the students in general.2. Specify the needs of society.3. Write a statement of philosophy and aims of education.4. Specify the needs of students in your school.5. Specify the needs of the particular community.6. Specify the needs of the subject matter.7. Specify the curriculum goals of your school.8. Specify the curriculum objectives of your school.9. Organize and implement the curriculum.10. Specify instructional goals.11. Specify instructional objectives.12. Specify instructional strategies.13. Begin selection of evaluation techniques.14. Implement instructional strategies.15. Make final selection of evaluation techniques.16. Evaluate instruction and modify instructional components.17. Evaluate the curriculum and modify curricular components.

11. End of the Presentation THANKS

Developing the curriculum chapter 5Presentation Transcript

1. CHAPTER 5:MODELS FOR CURRICULUMDEVELOPMENTDeveloping the CurriculumEighth EditionPeter F. OlivaWilliam R. Gordon II

2. Oliva/Gordon Developing the Curriculum, 8e.© 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved5-2AFTER STUDYING THIS CHAPTER YOUSHOULD BE ABLE TO:• Analyze each model for curriculum development inthis chapter and decide which models, if any, meetthe necessary criteria for such a model.• Choose one model and carry out one or more of itscomponents in your school.• Distinguish between deductive and inductivemodels for curriculum development.• Distinguish between linear and nonlinear

modelsfor curriculum development.• Distinguish between prescriptive and descriptivemodels for curriculum development.

3. Oliva/Gordon Developing the Curriculum, 8e.© 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved5-3SELECTING MODELS• Models, which are essentially patterns serving asguidelines to action, can be found for almost everyform of educational activity.• Unfortunately, the term model as used in theeducation profession often lacks precision. A modelmay:○ propose a solution to a piece of a problem○ attempt to solve to a specific problem○ create or replicate a pattern on a grander scale.

4. Oliva/Gordon Developing the Curriculum, 8e.© 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved5-4VARIATION IN MODELS• Individual models are often refined or revised due tothe current trends that are impacting the educationalclimate.• Therefore, practitioners have a responsibility tounderstand the essential components of curriculummodels.

5. Oliva/Gordon Developing the Curriculum, 8e.© 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved5-5MODELS FOR CURRICULUMDEVELOPMENT• By examining models for curriculum development,we can analyze the phases their originatorsconceived as essential to the process.• Using a model in such an activity as curriculumdevelopment can result in greater efficiency andproductivity

6. Oliva/Gordon Developing the Curriculum, 8e.© 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved5-6MODELS FOR CURRICULUMDEVELOPMENT• The three models described in this chapter aremostly linear; that is, they propose a certain orderor sequence of progression through the varioussteps.• The term “linear” is used for models whose stepsproceed in a more or less sequential, straight linefrom beginning to end.

7. Oliva/Gordon Developing the Curriculum, 8e.© 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved5-7MODELS FOR CURRICULUMDEVELOPMENT• The three models discussed in this book are eitherdeductive or inductive:○ A deductive model proceeds from the general(examining the needs of society, for example) tothe specific (specifying instructional objectives,for example).○ An inductive model starts with the developmentof curriculum materials and leads togeneralization.

8. Oliva/Gordon Developing the Curriculum, 8e.© 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved5-8MODELS FOR CURRICULUMDEVELOPMENT• The three models presented in this chapter areprescriptive rather than descriptive:○ they suggest what ought to be done (and what isdone by many curriculum developers).• Curriculum workers should exercise judgment as tothe entry points and interrelationships ofcomponents of the models.

9. Oliva/Gordon Developing the Curriculum, 8e.© 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved5-9• The three models addressed in this chapter are:1. The Tyler Model2. The Taba Model3. The Oliva ModelMODELS FOR CURRICULUMDEVELOPMENT

10. Oliva/Gordon Developing the Curriculum, 8e.© 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved5-10THE TYLER MODEL• The Tyler Model is:○ one of the best known models for curriculumdevelopment.○ known for the special attention it gives to theplanning phases.○ deductive for it proceeds from the general(examining the needs of society, for example) tothe specific (specifying instructional objectives).

11. Oliva/Gordon Developing the Curriculum, 8e.© 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved5-11THE TYLER MODEL• Tyler recommends that curriculum plannersidentify general objectives by gathering data fromthree sources:○ the learners○ contemporary life outside the school○ subject matter.• After identifying numerous general objectives, theplanners refine them by filtering them throughtwo screens:○ the philosophical screen○ the psychological screen

12. Oliva/Gordon Developing the Curriculum, 8e.© 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved5-12THE TYLER MODEL• In the Tyler Model, the general objectives thatsuccessfully pass through the two screens becomewhat are now popularly known as instructionalobjectives.

13. Oliva/Gordon Developing the Curriculum, 8e.© 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved5-13THE TABA MODEL• Hilda Taba believed that the curriculum should bedesigned by the teachers rather than handed downby higher authority.• Further, she felt that teachers should begin theprocess by creating specific teaching-learning unitsfor their students in their schools rather than byengaging initially in creating a general curriculumdesign.

14. Oliva/Gordon Developing the Curriculum, 8e.© 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved5-14THE TABA MODEL• Taba advocated an inductive approach tocurriculum development.• In the inductive approach, curriculum workersstart with the specifics and build up to a generaldesign as opposed to the more traditionaldeductive approach of starting with the generaldesign and working down to the specifics.

15. Oliva/Gordon Developing the Curriculum, 8e.© 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved5-15THE OLIVA MODEL• The Oliva Model is a deductive model that offers afaculty a process for the complete development ofa school’s curriculum.• Oliva recognized the needs of students in particularcommunities are not always the same as thegeneral needs of students throughout our society.

16. Oliva/Gordon Developing the Curriculum, 8e.© 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved5-16THE OLIVA MODELIn the Oliva Model a faculty can fashion a plan:• for the curriculum of an area and design ways inwhich it will be carried out through instruction• to develop school-wide interdisciplinary programsthat cut across areas of specialization such ascareer education, guidance, and class activities.• for a faculty to focus on the curricular componentsof the model to make programmatic decisions.• to allow a faculty to concentrate on theinstructional components.

17. Oliva/Gordon Developing the Curriculum, 8e.© 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved5-17CONSIDERATIONSCurriculum Planners might agree that the modelshould show the following:• major components of the process, including stagesof planning, implementation, and evaluation• customary but not inflexible “beginning” and“ending” points• the relationship between curriculum and instruction• distinctions between curriculum and instructionalgoals and objectives• reciprocal relationships among components

18. Oliva/Gordon Developing the Curriculum, 8e.© 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved5-18CONSIDERATIONS• Continued:○ a cyclical pattern○ feedback lines○ the possibility of entry at any point in the cycle○ an internal consistency and logic○ enough simplicity to be intelligible and feasible○ components in the form of a diagram or chart

19. Oliva/Gordon Developing the Curriculum, 8e.© 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved5-19A FINAL THOUGHT:• Those who take leadership in curriculumdevelopment should become familiar with variousmodels and try them out. In doing so, they canselect or develop a model that is mostunderstandable and feasible for them and for thepersons with whom they are working. Curriculum p ast, pr esent, futurePresentation Transcript

1. Curriculum:PAst, PrEsent, FuTure Angela MurphyAustralian Digital Futures Institute

2. Education institutions, particularly higher education, are currentlyundergoing significant changes…

3. From: Learning Independently

4. From: Lectures and notes

5. From: Memorising facts

6. • Understanding about the nature and expectations of learning are changing, driven by trends such as educational technologies, shifts from teacher to learner centred approaches and government pressure.• In the backdrop of these challenges, new digital technologies are enabling new methods of teaching and learning.• The challenge for educators is to develop curriculums that do not simply replicate formats from the past but are able to be sustainable and meet the challenges of the future (Torrisi, 2002).

7. Curriculum of the past….. It became a scientific truism to claim that the field of curriculum studies is in a state of crisis an identity crisis. (Paraskeva & Steinberg, 2012)‐

8. "A sequence of potential experiences is set up inthe school for the purpose of discipliningchildren and youth in group ways ofthinking and acting.This set of experiences is referred to as thecurriculum."(Smith, et al., 1957) …Discipline

9. "The planned and guided learningexperiences and intended outcomes, formulatedthrough the systematic reconstruction of knowledgeand experience, under the

auspices of the school,for the learners continuous and wilful growth inperson-social competence."(Tanner & Tanner, 1975) …Planned and controlled

10. "The formal and informal content andprocess by which learners gain knowledgeand understanding, develop skills, and alterattitudes, appreciations andvalues under the auspices of the school”(Doll, 1996) …Under direction

11. General capabilities in theAustralian CurriculumA curriculum for the 21st century willreflect an understanding andacknowledgment of the changingnature of young people aslearners and the challenges anddemands that will continue toshape their learning in thefuture.(ACARA, 2009) …Challenges and change

12. Needs of the learner“Permanent” subjects Program of studies Planned learning Set of materials Content Curriculum Mapping Subjects useful for Guidance of the schoolActivities living Responsibility of the schoolPerformance objectives …Different things to different people

13. • Defining curriculum is problematic as definitions are not philosophically or politically neutral and as educators represent a diversity of values and experience it is difficult to obtain consensus (Yeung, 2012).• One theme is consistent, there is no straightforward definition.

14. Lunenburg (2011) grouped these definitions into five categories: Content or subject matter Formal course of study Totality of Behavioural experience objectives How subject matter is Expected learning learned or the process outcomes of instruction Plan for instruction Nontechnical System for developing, Philosophical, social, implementing and and personal approach evaluation …The first four are all focused on planning and control

15. A number of trends are pressing educationalboundaries even further and will impact extensively onthe curriculum development principles of the present and of the future.

16. 5 trends are currently challenging curriculumdevelopment in the present

17. The challenge to current mindsets:• Personalised learning tailors learning to an individuals learning objectives and personal needs, skills and preferences (Crick, 2009).• Learning is self-directed, occurs within a social setting and is extended over the life path.• The move towards offering personalised learning experiences will require breaking of existing mould and challenging standardisation of learning experiences (Keamy et al., 2007).• The challenge is how to balance personal needs with accountability, assessment and formal accreditation. How do we achieve personalisation within a set national curriculum?

18. The challenge to current mindsets:• Mobile technologies allow a user to learn anywhere, anytime and therefore bridge life-wide and lifelong learning (Beddall-Hill & Raper, 2010).• Opens new avenues of communication, disrupts traditional classroom boundaries and creates and sustains communities of learners (Garrison, 2011, p.1).• Education institutions are cautious about investing extensively in mobile technologies because of the rate of emergence of new models and the speed with which devices become obsolete. How do we cater to the need for mobility when devices change at such a fast pace.

19. The challenge to current mindsets:• Open education practices encourage open collaboration and sharing of resources thereby acting as a catalyst for innovation and change (Geser, 2007).• There are number of initiatives underway to create formal credentialing of studies undertaken using OERs which will result in recognised qualifications (Taylor, 2011).• Open practices promote innovative pedagogical models, and respect and empower learners as co-producers on their lifelong learning path• Potential to make education opportunities freely available to all students, particularly those previously excluded from formal learning (Mackintosh, 2012). Is free learning for all financially sustainable for learning institutions?

20. The challenge to current mindsets:• Informal learning occurs through everyday experiences.• Social learning is conceptualised as a process of social change in which people learn from each other (Reed at al., 2012).• Learning is both an individual and a social process, which relates to both understanding and behaviour.• Adoption of a ‘community of learning’ approach and cultivation strong relationships between adults and students (Keamy et al., 2007). How do we measure, assess and accredit informal learning? When does formal education end and informal begin?

21. Inclusion and Diversity

22. The challenge to current mindsets:• Increased movement of higher education institutions towards online course provision.• Large number of institutions are withdrawing support for incarcerated students and eliminating exceptions handling processes.• Access to the internet in prison is prohibited.• Results in further exclusion of the already socially excluded.• Choice of courses increasingly influenced by extent to which course requires internet access. How do we ensure all students have access to education in a digital world when not all students have access to the internet?

23. So what are we hoping for in a curriculum of the future?

24. • Customised and collaborative: Embraces personal values and motivations, self-evaluated and socially constructed.• Emphasis of skills over facts: Development of 21st century skills including entrepreneurship, critical thinking, innovation and creativity, self-direction and information literacy.• Anywhere, anytime: Learning is lifelong, available at any time and a part of everyday life.• Democratic and open: Learning is available to all regardless of location, the children of the poorest people are able to get access to the same quality education as the wealthiest.

25. References:• Australian Curriculum, Assessment and Reporting Authority, ACARA. (2009). General capabilities in the Australian Curriculum. Retrieved from: http://www.australiancurriculum.edu.au/GeneralCapabilities/Overview/General-capabilities-in-the-Australian- Curriculum.• Beddall-Hill, N., & Raper, J. (2010). Mobile devices as ‘boundary objects’ on field trips. Journal of the Research Center for Educational Technology, 6(1), 28-46.• Brown, J. S., & Adler, R. P. (2008). Minds on fire: Open education the long tail and learning 2.0. Educause Review, 43(1), 63–32.• Crick, R. D. (2009). Pedagogical challenges for personalisation: integrating the personal with the public through context-driven enquiry. The Curriculum Journal, 20(3), 185-189.• Doll, R. C. (1996). Curriculum Improvement: Decision making and process. Boston: Allyn and Bacon.• Garrison,

D.R. (2011). Elearning in the 21st century (2nd ed.). New York, NY: Routledge Falmer.• Geser, G. (2007). Open Educational Practices and Resources – OLCOS Roadmap 2012. Salzburg, retrieved from http://edumedia.salzburgresearch.at/images/stories/EduMedia/Inhalte/Publications/olcos_roadmap.pdf• Keamy, K.R., Nicholas, H., Mahar, S. & Herrick, C. (2007). Personalising Education: from research to policy and practice, paper no. 11. State Government Victoria: Department of Education and Early Childhood Development.• Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 99–107.• Lunenburg, F. C. (2011) Theorizing about Curriculum: Conceptions and Definitions. International journal of scholarly academic intellectual diversity, 13(1), 1-5. Smith, B.O., Stanley, W.O., & Shores, J.H. (1957). Fundamentals of curriculum development. New York: Harcourt, Brace and World.• Mackintosh, W. (2012). Opening Education in New Zealand: A Snapshot of a Rapidly Evolving OER Ecosystem. In J. Glennie, K. Harley, N. Butcher, T. van Wyk (Eds.), Open Educational Resources and Change in Higher Education: Reflections from Practice, 263-279.• Reed, M. S., A. C. Evely, G. Cundill, I. Fazey, J. Glass, A. Laing, J. Newig, B. Parrish, C. Prell, C. Raymond, and L. C. Stringer. 2010. What is social learning? Ecology and Society 15(4). Retrieved from http://www.ecologyandsociety.org/vol15/iss4/resp1/• Paraskeva, J.M. & Steinberg, S. (2012). The Curriculum. Decanonizing the Field. Retrieved from: http://www.umassd.edu/seppce/centers/cfpa/divisionofsocialpolicyeducationcurriculum/publications/• Tanner, D., & Tanner, L. (1975). Curriculum development: Theory into practice. New York: Macmillan.• Taylor, J.C. (2011). The OER university: From logic model to action plan. Keynote Address. Open Planning meeting for the OER assessment and credit for students project, Otago Polytechnic, 23 February 2011, Dunedin, New Zealand. Retrieved from http://wikieducator.org/OERU_meeting_summary• Torrisi, G. (2002). "Technology for the Sake of Learning"- A planning approach for integrating new technologies in tertiary learning environments. Paper presented at AusWeb 02: the eighth Australian World Wide Conference. Retrieved from http://ausweb.scu.edu.au/aw02/papers/refereed/torrisi/paper.html• Yeung, S.S.Y. (2012). Theoretical Foundation of Curriculum. In S.S.Y. Yeung, J.T.S. Lam, A.W.L. Leung & Y.C. Lo Editor (Eds.), Curriculum Change and Innovation (27-58). Hong Kong: Hong Kong University Press. Curriculum of primary schoolPresentation Transcript

1. The Curriculum Development of Primary School Science Programme

2. What is Curriculum?

3. Field of curriculum : 1. Specific and general interpretation 2. Inside and outside the classroom 3. Manifest curriculum with Hidden / latern curriculum

4. Specific – various type of learning activities conducted inside and outside the classroom. General – process of activities experienced by certain individuals from immature childhood to matured adult level.

5. Curriculum as subject taught in classroom. Outside the classroom considered as semi-curriculum / co-curricular activities. Both inside and outside are equally important.

6. Manifest curriculum – formal / official curriculum Latent curriculum – informal curriculum to integrate noble values, attitude and positive social interaction. William B. Ragan (1960) – curriculum covers all actual experiences in real life. D.Tawner & L.Tanner (1975) – curriculum consist of organisation in planned learning experiences. J.Caven Saylor & William M. Alexander – curriculum is an organized learning scheme for pupils to master various types of activities.

7. The purpose of curriculum in education is to build a complete student’s development in terms of physical, spiritual, mental & emotional as well as to inculcate desirable moral values & deliver knowledge. In Malaysian context, curriculum plays the role to produce citizens who will carried out the nation’s vision to create unity based on our Rukun Negara as well as providing highly-trained human resources. [Laporan Kabinet Mengkaji Pelaksanaan Dasar Pelajaran (1979)]

8. Consists of three types of Programmes 1. 1968- 1984- Kurikulum Sains Projek Khas 2. 1985- 1993- Alam dan Manusia 3. 1994- 2010 – Kurikulum Sains Sekolah Rendah 4.2010-now- Kurikulum Standard Sekolah Rendah

9. 1968- School Division of the Ministry of Education initiated a project. 1973- Developed by Pusat Sains ( Science Center. Evolve into Pusat Perkembangan Kurikulum(PPK)/ Curriculum Development Centre (CDC) in 1994

10. The Objective: Able to compare the past curriculum with the present science curriculum. The Aim: To raise the teaching standard of science and mathematic Rational: Children today have different attitudes from children in the past, so teacher should change their teaching-learning approach, strategy and methods. Teachers must more confident in using the inquiry approach to make children interested in investigating and understanding the environment. Teacher’s Guide: Panduan Mengajar Sains Teaching-learning Strategy: Scientific Method.

11. 1985- Introduced syllabus for Alam dan Manusia taught to Year 4 students in New Curriculum for Primary School / Kurikulum Baru Sekolah Rendah (KBSR) Purposes- to help students acquire basic knowledge and understanding of aim and his surroundings. It integrated subjects such as Geography, History, Science and Health Science. Teacher’s Guide: Buku Panduan Khas Teaching-learning Strategy: Inquiry-discovery

12. 1994- It replaced Man and His Environment subject with Science and Local Studies in the Integrated Curriculum for Primary School/ Kurikulum Bersepadu Sekolah Rendah (KBSR). KBSR formulated and implement to improve and enhance the standard of education. It also order to achieve the aim of Philosophy of National Education. Teacher’ Guide: PuLSaR Teaching –learning Strategy: Constructivism

13. From 1994 until now, there have 4 changes: Primary School Science Curriculum for Smart Schools Primary School Science Revised Curriculum for Level 2 Primary School Science Curriculum for Level 1 Teaching of Mathematics and Science in English (ETeMS)

14. Special Project in Curriculum – Scientific method. Man and His Environments – Inquiry-discovery. Primary School Science Curriculum- Constructivism

15. Students were given activities/problem Define the problem Discuss Make trial Test the hypothesis Make a conclusion

16. 5 steps: Identify the issue/problem Decide the way to solve Collect information- questioning, observation, carry out experiment Study information- classifying, comparison, analyse Make a conclusion-generalization

17. Based on 1.Constructivism- construct their on knowledge based on their prior experiences to lear new knowledge 2.Hands-on and mind-on activities 3.Inquary approach- to find information 4.Discovery by students themselves

18. First: Primary School Science Curriculum Second: Smart School ( Kurikulum Sains KBSR Sekolah Bestari, use technology as tool ► emphasis: information technology (IT) ► school infrastructure development ► training of teachers and management staff

19. Third: Primary School Science Revised Curriculum for level 2 ( will implemented in 2003) under five themes; 1) Investigating the Living World 2) Investigating the Physical World 3) Investigating the Material World 4) Investigating the Earth and the Universe 5) Investigating the World of Technology

20. Forth: Primary School Science Curriculum for Level One in 2003; - taught in the English medium Steps to ensure that teaching science in English is success :- - Formulate new primary school science syllabus on enhancing of English through the learning science

21. To train teachers to be proficient in using English to teach science. An intensive in-service training called English for Teaching of Mathematics and Science (ETeMS)-( a history) Support Materials: Teaching Guides, dictionaries, bilingual terms and glossary are provided. Infrastructures: notebook computer, LCD, Screen Textbooks- five items package( textbook, activity book, teacher’s manuals, student’s CD and teacher’s CD-ROM) Multimedia Software- Science courseware Bilingual examination papers Buddy supports

CurriculumFormWilson Andrés Polania Páez

2. CurriculumIn formal education, a curriculum (pronounced /kəˈrɪkjʊləm/; plural: curricula, /kəˈrɪkjʊlə/) is the set of courses, and their content, offered at a school or university. As an idea, curriculum stems from the Latin word for race course, referring to the course of deeds and experiences through which children grow to become mature adults. A curriculum is prescriptive, and is based on a more general syllabus which merely specifies what topics must be understood and to what level to achieve a particular grade or standard-

3. HistoricalconceptionIn The Curriculum, the first textbook published on the subject, in 1918, John Franklin Bobbitt said that curriculum, as an idea, has its roots in the Latin word for race-course, explaining the curriculum as the course of deeds and experiences through which children become the adults they should be, for success in adult society. Furthermore, the curriculum encompasses the entire scope of formative deed and experience occurring in and out of school, and not only experiences occurring in school; experiences that are

unplanned and undirected, and experiences intentionally directed for the purposeful formation of adult members of society. (cf. image at right.)

5. To Bobbitt, the curriculum is a social engineering arena. Per his cultural presumptions and social definitions, his curricular formulation has two notable features: (i) that scientific experts would best be qualified to and justified in designing curricula based upon their expert knowledge of what qualities are desirable in adult members of society, and which experiences would generate said qualities; and (ii) curriculum defined as the deeds-experiences the student ought to have to become the adult he or she ought to become. Hence, he defined the curriculum as an ideal, rather than as the concrete reality of the deeds and experiences that form people to who and what they are. Contemporary views of curriculum reject these features of Bobbitt's postulates, but retain the basis of curriculum as the course of experience(s) that forms human beings into persons. Personal formation via curricula is studied at the personal level and at the group level, i.e. cultures and societies (e.g. professional formation, academic discipline via historical experience). The formation of a group is reciprocal, with the formation of its individual participants.

6. Although it formally appeared in Bobbitt's definition, curriculum is a course of formative experience also pervades John Dewey's work (who disagreed with Bobbitt on important matters). Although Bobbitt's and Dewey's idealistic understanding of "curriculum" is different from current, restricted uses of the word, curriculum writers and researchers generally share it as common, substantive understanding of curriculu

7. Curriculum in formal schoolingIn formal education or schooling (cf. education), a curriculum is the set of courses, course work, and content offered at a school or university. A curriculum may be partly or entirely determined by an external, authoritative body (i.e. the National Curriculum for England in English schools). In the U.S., each state, with the individual school districts, establishes the curricula taught[4]. Each state, however, builds its curriculum with great participation of national[5] academic subject groups selected by the United States Department of Education, e.g. National Council of Teachers of Mathematics (NCTM) for mathematical instruction. In Australia each state's Education Department establishes curricula with plans for a National Curriculum in 2011. UNESCO's International Bureau of Education has the primary mission of studying curricula and their implementation worldwide.Curriculum[6] means two things: (i) the range of courses from which students choose what subject matters to study, and (ii) a specific learning program. In the latter case, the curriculum collectively describes the teaching, learning, and assessment materials available for a given course of study.

8. Currently, a spiral curriculum is promoted as allowing students to revisit a subject matter's content at the different levels of development of the subject matter being studied. The constructivist approach, of the tycoil curriculum, proposes that children learn best via active engagement with the educational environment, i.e. discovery learning. Crucial to the curriculum is the definition of the course objectives that usually are expressed as learning outcomes' and normally include the program's assessment strategy. These outcomes and assessments are grouped as units (or modules), and, therefore, the curriculum comprises a collection of such units, each, in turn, comprising a specialised, specific part of the

curriculum. So, a typical curriculum includes communications, numeracy, information technology, and social skills units, with specific, specialized teaching of each. Core curriculum has typically been highly emphasized in Soviet and Russian universities and technical institutes. In this photo, a student has come to the university's main class schedule board on the first day of classes to find what classes he – and all students in his specialization (sub-major) – will attend this semester.

9. CorecurriculumIn education, a core curriculum is a curriculum, or course of study, which is deemed central and usually made mandatory for all students of a school or school system. However, this is not always the case. For example, a school might mandate a music appreciation class, but students may opt out if they take a performing musical class, such as orchestra, band, chorus, etc. Core curricula are often instituted, at the primary and secondary levels, by school boards, Departments of Education, or other administrative agencies charged with overseeing education. At the undergraduate level, individual college and university administrations and faculties sometimes mandate core curricula, especially in the liberal arts. But because of increasing specialization and depth in the student's major field of study, a typical core curriculum in higher education mandates a far smaller proportion of a student's course work than a high school or elementary school core curriculum prescribes.Amongst the best known and most expansive core curricula programs at leading American colleges are that of Columbia College at Columbia University, as well as the University of Chicago's. Both can take up to two years to complete without advanced standing, and are designed to foster critical skills in a broad range of academic disciplines, including: the social sciences, humanities, physical and biological sciences, mathematics, writing and foreign languages.

10. Historical, the University of Chicago announced plans to reduce and modify the content of its core curriculum, including lowering the number of required courses from 21 to 15 and offering a wider range of content. When The New York Times, The Economist, and other major news outlets picked up this story, the University became the focal point of a national debate on education. The National Association of Scholars released a statement saying, "It is truly depressing to observe a steady abandonment of the University of Chicago's once imposing undergraduate core curriculum, which for so long stood as the benchmark of content and rigor among AIn 1999merican academic institutions."[1] Simultaneously, however, a set of university administrators, notably then-President Hugo Sonnenschein, argued that reducing the core curriculum had become both a financial and educational imperative, as the university was struggling to attract a commensurate volume of applicants to its undergraduate division compared to peer schools as a result of what was perceived by the pro-change camp as a reaction by “the average eighteen year old” to the expanse of the collegiate core.Further, as core curricula began to be diminished over the course of the twentieth century at many American schools, several smaller institutions became famous for embracing a core curriculum that covers nearly the student’s entire undergraduate education, often utilizing classic texts of the western canon to teach all subjects including science. St. John’s College in the United States is one example of this approach.

11. Distribution requirementsSome colleges opt for the middle ground of the continuum between specified and unspecified curricula by using a system of distribution requirements.

In such a system, students are required to take courses in particular categories, but are free to choose within these categories

Curriculum design presentationPresentation Transcript

1. Curriculum Design The Gentlemen's Group Patrick H. White-Thomson, CFA Marvyn Mahle Jonathan Buck

2. Introduction Patrick H. White-Thomson, CFA Marvyn Mahle Jonathan Buck

3. Introducing Target Group Public School # 3 (D'Youville/ Porter Campus) 606 Students Kindergarten- 8 th Grade Maintains Bilingual Classes.

4. Target Group Continued 1 st Grade Bilingual Class 60% Spanish and 40% English 25 Students Developing First Language while simultaneously acquiring second language.

5. Audience Group Vice Principal Content Teacher ESL Instructor

6. Needs Analysis Process Started with Formal Survey Shifted to Interview Observation Time in classroom Outside Academic Research

7. Needs Analysis Results Administrator Curriculum Design carried out from central location. ESL Instructors should be able to properly model the language/ bring meaning to words. Crucial Skills for Language Learning Success: Sounds, building words syllable by syllable. Vocabulary.

8. Needs Analysis Results (Content Teacher) Literacy development is crucial at this stage in child development. Hybrid Language/ Language Transfer Issues “Spanglish” Class room Management Important “ Catch Students Doing Good.” Phonemic Awareness! Important in first language development/being underserved by current curriculum.

9. Needs Results Continued ESL Instructor Teach to the four Modalities (reading, writing, speaking, listening) Student Strengths: Speaking/Listening Weaknesses: Writing/ Reading Phonics (Phonemic Awareness) is crucial Not just for sounding out words for spoken expression, but also for spelling. “ "If a student can pronounce the "c" in cat, then they can spell it."

10. Observation Results Students receive 1 hr per day ESL instruction, via the pull-out format Several students struggled with English phonics, often substituting Spanish equivalents (“feet” for “fit” or “joung” for “young”) NYSESLAT test objectives are paramount currently; focus was on reading comprehension

11. Outside Research Lesaux, N, & Siegel, L. (2003). The Development of reading in children who speak English as a second language. Developmental Psychology , 39 (6), 1005-1019. Analyzed 978 ESL students Introduced phonics to ESL students over 2 year period. Results: Placing emphasis on the phonological aspect of language development and acquisition produced literacy results comparable to the control group (non ESL students.)

12. Textbook Review Content Textbook Ada, A, & Campoy, F. (2003). Trofeos: acerquense! . Orlando: Harcourt Publishers. Well Illustrated, theme based reader, less than 100.00 for 3 book set. Reading is too advanced for level// Not enough PHONICS!

13. Textbook Review Continued ESL Instruction Moving Into English Well Organized into 5 day plans/ Teacher likes themes. Not enough Phonics!!! Very Expensive.

14. Goals and Objectives Three Themes Based on Needs Analysis: Hybrid Language/ Code Switching/Spanglish Literacy is key at this stage in development (1 st Grade) Phonics/Phonics/Phonics!

15. Goals Goal 1: Eliminate student tendencies to adopt and rely on hybrid language (Spanglish) Goal 2: Strengthen phonemic awareness, in students' first and second languages. Goal 3: Develop core literacy skills focusing on the reading and writing modalities.

16. Goal 1 Goal 1: Eliminate student tendencies to adopt and rely on hybrid language (Spanglish) Objectives: Students will be able to correctly distinguish proper Spanish forms from Spanglish hybrids. Students will be able to write correct forms of English and Spanish words at an 80% level of accuracy through the use of a cloze test.

17. Lesson Anticipatory Set (False Cognates) Procedure (Address Spanglish terms) Assessment (Students write correct terms for both English/ Spanish through fill in the blank activity.)

18. Goal 2: Strengthen phonemic awareness in students' first and second languages. Objectives: Students will be able to correctly identify the Roman alphabet as used in both Spanish and English. Students will understand the alphabetic principle in both Spanish and English. Students will be able to correctly pronounce English vowel and consonant sounds. Students will be able to recognize and reproduce the English letter(s) that represent sounds. Goal 2

19. Lesson Anticipatory Set Determining degree of Spanish interference with English sounds. Procedure Have students write their spellings of word list as teacher pronounces or students pronounce words from printed list. Assessment Students correctly write or pronounce English words with 80% accuracy.

20. Goal 3 Goal 3: Develop core literacy skills focusing on the reading and writing modalities. Objectives: Student will be able to differentiate between past and present verb tenses with 90 % accuracy. Student will be able to write 5 sentences using the correct past tense form of given verbs with 80% accuracy.

21. Lesson Anticipatory Set: (Favorite Song) Procedure: Review past and present verb tenses, song activity, sentence writing activity. Assessment: Evaluate correct answers while students are participating in activity. Correct students' sentences for accuracy.

22. Questions? Thank you! The Gentlemen’s Group Patrick H. White-Thomson Marvyn Mahle Jonathan Buck

Wk 2 curriculum as contestedPresentation Transcript

1. Curriculum as Contested 6891 Curriculum Studies University of Canberra Dr Neill Ustick

2. Overview of lecture Practical matters Wiki work is now in week 2: document chosen, role assigned to group members, work started on each section AND in commen-ting on the work of others, major concerns emailed to me Key lecture ideas Different ideas and ideologies shape curriculum Their origin: different ways of knowing/thinking about the world; different educational purposes Their effects: different goals, content, pedagogy, assessment Using two sociological theories to understand these influences

3. Background point: Ideas about curriculum importance Institutions and people are intensely interested in curriculum; e.g., government (National goals, NAPLAN), business (Business Council of Australia), parents, students, teachers, universities – see Brady and Kennedy pp. 4-6. Over time, they have questions, sometimes similar and sometimes competing ones, about its adequacy. This unit has several foci. One is building an understanding of why curriculum is the way it is, so that we are positioned to use it well and to make the changes, individually and collectively, we deem necessary: curriculum workers who know how to think well. Today, we look at how ideas shape curriculum.

4. Why is curriculum the way it is? Addressing this question is taking up the first ACSA principle from week 1: “be informed by political, social, economic and historical analyses” . We shall look at the question more in later weeks. For now, we look at two examples, one a recent one from Australia and the other from 50 years ago in the US.

5. Example 1 Consider the following extract from a school website. What social and historical factors shape the statement? Year 7 Physical Education at M College, WA “ The Year 7 Physical Education course expands and develops student’s [sic] prior knowledge and skill acquisition. It prepares students for sports that are valued at M College; e.g., Swimming, Hockey, Athletics, Softball, and Netball.”

6. Example 2 “ In this century, no two pieces of news so shocked America’s world view of itself as the devastating attack on Pearl Harbor on December 7, 1942 and, a mere 15 years later, the successful launching of the Soviet space craft on October 5, 1957. Each provoked an enormous national response, the one leading ultimately to the Allied victory in World War II and the other to U.S. dominance in space.” Source: F. James Rutherford, American Association for the Advancement of Science Symposium, 1998 at http://www.nationalacademies.org/sputnik/ruther1.htm

7. “ Nationwide reform efforts in education followed both of these trials by fire ... the post-Sputnik concerns were curricular, focusing on what was being taught and how … Dissatisfaction with schools not only waxes and wanes, it is sometimes general and sometimes local, and it is often domain specific (reading and mathematics head the list …). It seems to take a crisis—not some general move to ‘get ahead of the curve’—to mobilize nationwide action.”

8. Certain conditions ( context , ideas ) Give rise to (shape) Particular kinds of Curriculum and Curriculum Documents How can we understand this shaping? Implementation in schools in ways that show varying degrees of understanding and resourcing “ We tried that and it didn’t work.” A “failed” project may be a result of poor implementation, not a poor project.

9. Certain ideas shape curriculum documents These ideas can be specific or quite broad. Specific ideas can produce distinct developments; e.g., Fed govt NAPLAN program. What was the precipitating idea? From: projectreadsf.blogspot.com Account-ability Parents’ right to know Standards

10. Different ways of making sense of the world The world is a complex place and as humans we construct ideas to make sense of it. There are many ideas that have been constructed. Which of these ways of interpreting the world each of us employs is affected by several things: We grow up in families that offer us their way of seeing the world We have particular backgrounds and experiences. Ewing summarises three approaches to making sense of the world – called ways of knowing -- discussed by Smith and Lovat (2003).

11. Three ways of knowing Conventional or technical ways of knowing: empirical-analytic Knowledge gained by observation or experimentation or by adopting accepted conventions Cooling water can freeze it. Deciduous trees lose their leaves in winter. In French, we say “bonjour” early in the day. Interpretive or communicative ways of knowing Knowledge gained by social interaction that uses language, e.g., writing, speaking You accurately paraphrase an idea in this lecture, using your own words. Self-reflective or critical ways of knowing Knowledge that comes from within, linked to personal experience The feeling you have when you hear your favourite song. The beliefs a teacher has about teaching and learning – these can be deepened by critical understanding of the forces shaping these beliefs.

12. Examples of how these three ways of knowing work out in the wiki Conventional or technical ways of knowing: empirical-analytic Knowledge gained by observation or experimentation or by adopting accepted conventions Writing in formal academic style. Gathering factual information about curriculum documents and their features. Interpretive or communicative ways of knowing Knowledge gained by social interaction that uses language, e.g., writing, speaking Learning from the comments of others on one’s own writing. Self-reflective or critical ways of knowing Knowledge that comes from within, linked to personal experience When an idea is challenged, reflecting on its value in light of the challenge and forming an amended view.

13. Certain ideas shape curriculum documents Ideas about educational purpose Four Examples 1. “If the purpose of education is to promote human development through experience, then the starting point for curriculum work should be the identification of the capabilities that people need, individually and collectively, to live productive and enriching lives in the 21st century” (Reid, 2005, p. 53). http://www.dest.gov.au/NR/rdonlyres/662870A8-BA7B-4F23-BD08-DE99A7BFF41A/2650/report1.pdf 2. Education Queensland’s “New Basics” Core value: developing active, critical citizenship Pinar ( What is curriculum theory?, p. 196) discusses curriculum as complicated

conversation , guiding students’ entry into intellectually-engaged discussion. Such discussion is essential for critical citizenship.

14. Active, critical citizenship New Basics: “There are four New Basics organisers and they have an explicit orientation towards researching, understanding, and coming to grips with the new economic, cultural and social conditions. These four clusters of practice are deemed to be essential for lifelong learning by the individual, for social cohesion, and for economic wellbeing, as described in Queensland State Education 2010 (QSE 2010), which was published by Education Queensland in 1999. As curriculum organisers, the New Basics will help schools, teachers and curriculum planners to move beyond a defence of status quo knowledges to a critical engagement with the ongoing change that characterises new times. The New Basics are predicated on the existence of mindful schools, where intellectual engagement and connectedness to the real world are constant foci.” Education as an antidote to the diseases of: Narrow mindedness Tunnel vision Prejudice and discrimination, e.g., racism Education as fostering the learning of dispositions and capacities: To make, and act upon, informed judgments To embrace and learn from diversity

15. New Basics: “Schooling was founded on the development of students as worthwhile and contributing citizens. Producing active citizens remains a specific goal of schooling-whether the active citizens are compliant members of an assumed social order, participants within given social structures, or active agents of social change. This approach involves students in the reinvigoration of valued social practices and civic institutions through exercising their democratic rights and responsibilities. In recent times, there has been increased advocacy for the importance of preparing students to play a more active role in society. This view of citizenship suggests that schools engage students in active participation in social, political and economic issues in communities, as well as in their school life and studies. Communities take on a different perspective when viewed not merely as physical spaces with clearly defined boundaries but as a series of interacting, intersecting social relationships and groupings. Important social changes and issues may have local impacts, but also reflect global dynamics. The power of communications technology in redefining what were once reasonably static and defined boundaries has to be acknowledged in this context. For example, the online economy is changing patterns of consumption, production and delivery of goods and services. It has created new industries based on products and services especially designed to exploit these opportunities. Also, the election of governments, the fall of political regimes, and the gruesome details of war are portrayed in our homes on tiny screens every day. Young people need help in understanding the significance of these events and some criteria for evaluating them.”

16. Example 3 of educational purposes The new Australian Curriculum Stated Purposes of Australian Curriculum Links to Preston & Symes’ account The Australian Curriculum describes a learning entitlement for each Australian student that provides a foundation for successful, lifelong learning and participation in the Australian community. It acknowledges that the needs and interests of students will vary, and that schools and teachers will plan from the curriculum in ways that respond to those needs and interests. The Australian Curriculum acknowledges the changing ways in which young people will learn and the challenges that will continue to shape their learning in the future.

17. A framework: 4 perspectives on education (Preston & Symes (1997) Schools and Classrooms (2 nd ed.) ) Liberal Traditional knowledge (classical, core disciplines) matters most. Progressive Children’s unfolding development is central. Utilitarian Schools should prepare people for future work, to contribute to the economy. Emancipatory Education equips for a freer life and for active, critical citizenship.

18. Example 4 of educational purposes Schools perform a sifting and sorting role Essentially an economic function : The economy needs a variety of workers, across a range of skill/ability levels and aspirations (e.g., high status doctors, lawyers, bankers to lower status clerks, shop assistants, garbage collectors, cleaners) Final year school exams produce results across a “normal” curve, allowing high performers to access higher education and moving others elsewhere Justification: Assumes exams measure ability and that ability is distributed as per the curve Some (e.g., Connell) have written about the “ competitive academic curriculum ” (CAC)

19. Certain ideas also shape curriculum documents Ideas about pedagogy “ Newmann argues that schools should engage students in general forms of cognitive work found in the adult world, and that the skills and knowledge required should be honed by guided practice in conversation and writing.” The NSW quality teaching framework implements this in its three dimensions of pedagogy : Intellectual quality: deep understanding of key concepts Quality learning environment: supports learning, with clear expectations Significance: meaningful, life-connected learning References: E-Reserve NSW Quality Teaching Model (QTM)

20. Intellectual quality Deep knowledge Deep understanding Problematic knowledge Higher order thinking Metalanguage Substantive communication Significance Background knowledge Cultural knowledge Knowledge integration Inclusivity Connectedness Narrative Quality learning environment Explicit quality criteria Engagement High expectations Social support Student self-regulation Student direction

21. Certain ideas also shape curriculum documents Ideas about the economy and society Example Mid-1980s on, educating for a “clever country” – see comment in Tinning and McCuaig (2006): “ in which future citizens are lifelong learners, multi-skilled, competent with information technology, literate, numerate and able to speak a language other than English in order to play a productive part in a globalised economy”

22. Certain ideas also shape curriculum documents Ideas about the economy and society Reference: The Apple reading on E-Reserve. Governments in the Western world have operated for around 25 years with a mixture of three major ideas: Economic rationalism = seeing society as an economy that needs logical control by expert managers who ensure subordinates are accountable Neoliberalism = believing in the “free market” and minimal state intervention Neoconservatism = has various forms, including favouring monoculture, individual freedom and traditional views of “the family” and “marriage” as sources of national stability

23. For reflection Although different, what do these three ideas have in common? What impacts do they have on education and schooling, e.g., on the arguments for publishing NAPLAN results?

24. Ways of understanding the shaping of curriculum documents Common sense, non-critical “ We need to update curriculum.” “ We need to improve standards, back to what they were when I was at school.” Probing, critical (sociological perspectives) What interest groups are involved? What discourses are operating? Critical theory Poststructuralist theory

25. Critical theory applied to curriculum Whose interests shape the teaching of music? How important in the school curriculum is music and the arts? Who decides? Where they do occur, what sort/s of music and the arts are incorporated in primary, lower secondary school curricula? What is the basis for making the above curriculum decisions? References National review of school music education (2005) at http://www.dest.gov.au/NR/rdonlyres/C9AFAE54-6D72-44CC-A346-3CAF235CB268/8944/music_review_reportFINAL.pdf

26. Poststructuralist theory applied to curriculum What ideas shape the teaching of PE and Art? “ The conventional hierarchical order of knowledge – practical knowledge is of less value – and the orthodoxy that physical activity involves little cognition” (Leitch & Macdonald, 1993). “ The stereotype that PE/sport in Australia is the province of white, able-bodied males ” The Tinning and McCuaig book (see reference list in Unit Outline) is an excellent example of detecting and critiquing the underlying discourses (military, sporting, health) shaping HPE curriculum.

27. Example: Year 11/12 Art Berger (1972) comments on the portrayal of the nude in classical European painting, arguing that the women are portrayed as passive objects who are there for the male observer ... “Men act and women appear. Men look at women. Women watch themselves being looked at.” Reference: Van Krieken, R., et al. (2006). Sociology: Themes and perspectives , p. 7. Question: How might a Year 11/12 Art course help students understand this cultural pressure and its effects on women (and men)?

28. Certain conditions ( context , ideas* ) Give rise to (shape) Particular kinds of Curriculum and Curriculum Documents How can we understand this shaping? Using critical theory poststructuralist theory * Ideas about educational purpose, pedagogy, the economy and society (how people are to relate to society) Next week Understanding students: Student development, identity, learningPresentation curriculumPresentation Transcript

1. allah,there is no god but he!to him belong the most beautiful namesADVANCED CURRICULUM PLANNINGPROF MOYANI BIN RAZKINBY FARIBA ATAIE (G1023404)

2. CONTENT• INTRODUCTION• CURRICULUM PLANNING• TYPES OF CURRICULUM• CENTERALIZED VS DECENTERALIZED CURRICULUM• PLANNING PROCESS OF CURRICULUM

3. INTRODUCTION• The curriculum of a school is the formal and informal content and process by which learners gain knowledge and understanding, develop skills, and alter attitudes, appreciations, and values under he auspices of that school (Doll, 1996 p15).It is

this last definition that is perhaps the most useful to educators who wish to affect and improve student learning.

4. Curriculum Types: AlignedTeaching alone will not improve test scores.Teaching has to be aligned (on task) andpurposive (cumulative)”(English, 2000, p. 104). Alignment is typically understood as the agreement between a set of content standards and an assessment used to measure those standards

5. Concept-BasedConcepts are timeless, universal,abstract and broad. The conceptualtransfer of knowledge includes theapplication of concepts or universalgeneralizations across time, cultures orsituations (Erickson, 2007, p. 129).

6. DifferentiatedIn differentiated classrooms, teachers providespecific ways for each individual to learn asdeeply as possible and as quickly as possible,without assuming one students road map forlearning is identical to anyone else’s”(Tomlinson, 1999, p. 2).

7. HiddenThe messages ofhidden curriculum maysupport or contradicteach other as well asthe written curriculum.E.g such as one person-one vote

8. Guaranteed and Viable“If teachers can lay out a sound – a viable – set ofstandards and can then guarantee (more or less) thatthese standards actually get taught, we can raise levelsof achievement immensely”(Schmoker, 2006, p. 36).

9. Learned The learned curriculum is what the students actually learn from the taught curriculum. Common formative assessments assist educators in monitoring the written and taught curriculum while assessing student understanding.

10. The null curriculumis that which is nottaught in schools.

11. Purposeful“All learners benefit fromand should receiveinstruction that reflectsclarity about purposesand priorities of content”(Tomlinson & McTighe,2006, 6).

12. The received curriculum is not always the intended or taught curriculum. Each student brings their ownbackground and prior knowledgeto the classroom. Studentunderstanding is impacted by eachstudent’s perception of thealigned, hidden, null, spiral, andtested curricula.

13. Academic rigor :can be defined as the set of standardswe set for our students and theexpectations we have forour students and ourselves.

14. The taught curriculum is whatteachers actually teach in theclassroom. Traditionally, thewritten curriculum .

15. The tested curriculumprovides valuablefeedback about eachstudent’s understandingof essential content,concepts and skills.

16. CENTERALIZED CURRICULUM VS DECENTERALIZATION Centralization refers to the condition where by the administrative authority for education is vested, not in the local community, but in a central body. This central body has complete power over all resources:

money, information, people, technology. It decides the content of curriculum, controls the budget, is responsible for employment, the building of educational facilities, discipline policies, etc. Giving students a centralized curriculum empowers students to have access to the same education no matter where they live.

17. Decentralization may be defined as “thetransfer of decision-making authority,responsibility, and tasks from higher to lowerorganizational levels or betweenorganizations” (Hanson, 1998, p.112).Decentralization provides for persons at thescene of the action to become involved in thedecision-making process. This allows forgreater flexibility, and makes it possible forbetter decisions to be made because personsat the scene of the action are more closelyrelated to the problem.

18. What is required is :A different two-way relationship ofpressure, support, and continuousnegotiation between higher decisionmaking authority and local community.

Carrying research and evaluationStudying ways to improve instructions Keeping up to date with the knowledge Studying learners and the environment Developing a functional philosophy Making decisions Discussing common problems 19. Participants of curriculum planning getinvolved in variety of activities such as:

Reach agreement in the school community about what to do and how to do it. Build on the strong and successful parts of the program. As well as to identify and improve the weak parts Decide how to accomplish not only your short-range goals but also you medium and long-range goals Decide how and where to set priorities in the use of limited human and economic resources.20.

It is adapting and modifyingsteps or processes until theywork for youIt is trying to anticipate thefuture.It is the setting of priorities inthe use of resources: people,money, time and materialsIt is organized thinking thathelps in deciding what needs tobe done, how it will happen,and who will do it.21.

22. REFERENCES

CURRICULUM OVER VIEW WWW.multiage –education.com structures as experienced by students. Ronald C. Doll, in his book, Curriculum Improvement: Decision Ma ... ..• . ons, and values under he auspices of that school (Doll, 1996 p15). It is this last definition that is perhaps the …• Author unknown. (2006). Future-ready students for the 21st century: What will a future-ready school look like? Retrieved August 2, 2008, from http://www.ncpublicschools.org/sbe_meetings/revisions/2006/pdfs/0608futurereadystudents.pdf•• Bruner, J. (1960). The Process of Education, Cambridge, MA: Harvard University Press.•• Cuban, L. (1992). Curriculum stability and change. In Jackson, P. (Ed.), Handbook of research on curriculum (pp. 216-247). New York, NY: Macmillan.•• Eisner, E. (1994). The educational imagination: On the design and evaluation of school programs, 3rd ed. New York, NY: Macmillan College Publishing.•• English, F.W. (2000). Deciding what to teach and test: Developing, aligning and• auditing the curriculum. Thousand Oaks, CA: Corwin Press.•• Erickson, H.L. (2007). Concept-based curriculum and instruction for the thinking• classroom. Thousand Oaks, CA: Corwin Press.•• Hargett, V. (2004). The non-negotiables of academic

rigor. Retrieved July 30, 2008, from http://www.ncpublicschools.org/ec/development/gifted/nonnegotiables/.•

23. • Glatthorn, A.A. (1987). Curriculum renewal. Alexandria, VA: Association for Supervision and Curriculum Development.•• Jacobs, H.H. (1997). Mapping the big picture: Integrating curriculum and assessment• K-12. Alexandria, VA: Association for Supervision and Curriculum Development.•• Marzano, R.J. (2003). What works in schools: Translating research into action.• Alexandria, VA: Association for Supervision and Curriculum Development.•• Perkins-Gough, D. (2004). Creating a timely curriculum: A conversation with Heidi Hayes Jacobs. Educational Leadership, 61(4), 12-17.•• Schmoker, M. (2006). Results now: How we can achieve unprecedented improvements in teaching and learning. Alexandria, VA: Association for Supervision and Curriculum Development.•• Sergiovanni, T.J. (1990). Value-added leadership: How to get extraordinary performance in schools. New York, NY: Harcourt Brace Jovanovich, Inc.•• Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development.•• Tomlinson, C.A. & McTighe, J. (2006). Integrating differentiated instruction and• understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.•• Tyler, R.W. (1949). Basic principles of curriculum and instruction. Chicago, IL:• The University of Chicago Press.•• Wiggins, G. & McTighe, J. (1998). Understanding by design. Alexandria, VA:• Association for Supervision and Curriculum Development.•••

24. • Reporters: Sir Romel B. Macalinao,RN• Jean C. Mena,RN Amia 00 Curriculum PresentationPresentation Transcript

1. The Development of a Model Curriculum for Applied Health Informatics H. Dominic Covvey The University of Waterloo and Balanced View Consulting Janice E. MacNeill Humber River Regional Hospital AMIA 2000

2. A Model Curriculum for Applied Health Informatics Outline of Presentation Definition of Applied Health Informatician (AHI) and Our Approach to Curriculum Development. AHI Macro-Roles, the Challenges Faced by AHIs. Example AHI Micro-Roles, and Skills and Knowledge for Selected Challenges. AHI Competency Categories. Next Steps The University of Waterloo AHI Diploma Program. Questions, Answers, and Discussion.

3. A Model Curriculum for Applied Health Informatics Working Definition: Applied Health Informatician

4. The Need for a Skills-Focused AHI Program Productive Health System AHI Macro-Roles Based on J. Glaser, AMIA Spring 99 Workshop Strategist and visionary. Architect: information and systems (e.g., CIS). Analyst of complex processes (e.g., referral patterns). Designer (e.g., of efficient systems and processes). Implementer. Evaluator. Manager.

5. A Model Curriculum for Applied Health Informatics Our Approach to Curriculum Development

Internal Consultant Characterize the Challenges faced by AHIs in performing these roles. IT/IM Strategic Planning. Procurement. Determine the Micro-Roles (sub-functions or tasks)

AHIs must perform to address these challenges (identified a total of 184). Identify the Skills, Knowledge and Experience (competencies) that will give the AHIs the required capabilities. Define a Curriculum that imparts the skills, knowledge, and experience. Local Objective: Design and develop a diploma program at the University of Waterloo (EPHIP). Equate to job functions Director Analyst 6. A Model Curriculum for Applied Health Informatics Our Approach Define and characterize present and future AHI Macro-Roles. CIO

7. A Model Curriculum for Applied Health Informatics Preliminary Work Initial planning think-tank in 1994 (Boal, Covvey, Dixon, MacNeill). Defined the AHI role. Recognized the need for significant work to define a “body of skills”, and an AHI educ. program for people in the field. Developed early versions of the Macro-Roles, Challenges, etc. template. Held focus sessions on role-types, challenges, micro-roles, skills. In April 1999, November 1999, January 2000. Results: generated interest, and generated many improvements. In Summer of 1999 conceptualized the HEALNet curriculum development process; application for funding submitted in Fall/99.

8. A Model Curriculum for Applied Health Informatics The Curriculum Development Process Obtained funding (MRC: COF- 37627 ) during the late Fall of 1999. Performed stakeholder analysis and identified potential participants: HI curriculum developers. HI teachers. Potential and current HI students. Employers (health and health-related industries). Representatives of professional organizations. Potential certifiers of HI professionals. Held a kick-off videoconference to prepare participants for work: 11 locations across the U.S. and Canada participated. Approximately 100 participants. Developed templates containing straw versions of Macro-Roles, Challenges, and Micro-Roles, as well as some competencies.

9. A Model Curriculum for Applied Health Informatics The Curriculum Development Process (2) Organized participants into 3 working groups, each with on-line (led by a facilitator) and offline components. Applied Health Informatics (AHI). [Covvey] Research and Development Health Informatics (RDHI). [Zitner] Clinician Health Informatics (CHI). [Bernstein] Convened ~10 2-hour on-line workshops involving each working group, beginning in March 2000. Enabled by document and audioconferencing (Sprint’s) Edited and expanded templates; discussed issues. Materials circulated to off-line participants via e-mail. Held a plenary session of all groups in June 2000 to review progress. Completed on-line working group sessions in mid-September 2000.

10. A Model Curriculum for Applied Health Informatics The Curriculum Development Process (3) Currently are reviewing, collating, and tabulating products. Correlating Challenges with Macro-Roles (which position faces which challenges). Documenting the Experience required versus each Challenge. Performing individual quality reviews: 1-2 Challenges and their associated Micro-Roles and Competencies are reviewed for completeness by volunteers with relevant expertise. Plan to release draft versions of documentation Nov. – Dec. 2000. List of Macro-Roles and their definitions. List of Challenges. List of required Competencies relative to each challenge. Mapping of Macro-Roles to Challenges. Categorized (course-like) Competencies. Guidelines for the definition of graduate level content.

11. A Model Curriculum for Applied Health Informatics Participants in AHI Curriculum Development Mary Lou Ackerman, csehc@saintelizabeth.com Sten Ardal, Central East

Health Info Partnership, ardal@cehip.org Ann Bolster, bolsta@cma.ca Jennifer Briand, HEALNet, briandj@fhs.csu.mcmaster.ca Heidi Brown, Data General Inc., [email_address] Dominic Covvey*, University of Waterloo, dcovvey@sprynet.com Deborah Del Duca, C dn. Health Record Assoc . , delduca@ibm.net Myrna Francis, IBM, [email_address] Candace Gibson, U . of Western Ontario, candaceg@julian.uwo.ca Alan Goldstein, Meditech, [email_address] Theodore Hoekman, Mem . U. of Nfld., thoekman@morgan.ucs.mun.ca Lewis Hooper, Private Consultant, [email_address]

12. A Model Curriculum for Applied Health Informatics Participants in AHI Curriculum Development Steven Huesing, Huesing and Associates, [email_address] Carolyn Kay, Canadian Health Record Association, carokay@ibm.net Kent Maclean, CIHI, kmaclean@cihi.ca Janice MacNeill, Humber River Regional Hosp . , jmacneill@hrrh.on.ca Naomi Mensink, N Mensink Consulting, nmensink@netcom.ca David Mowat, Health Canada, david_mowat@hc-sc.gc.ca Walter Panko, University of Illinois at Chicago, Wpanko@uic.edu Keith Pearse, University of Alberta, kpearse@utah-inter.net Denis Protti, University of Victoria, School of HIS, dprotti@uvic.ca Annette Valenta, University of Illinois at Chicago, Valenta@uic.edu Toby Walrod, University of Victoria, School of HIS, twalrod@uvic.ca Patrick Yung, Health Information Services Program, yung@siast.sk.ca

13. A Model Curriculum for Applied Health Informatics AHI Macro-Roles

14. A Model Curriculum for Applied Health Informatics AHI Macro-Roles IT Leader (CIO, VPIS,) Director IS Clinical Informatician IT/IM Resources/Project Manager Internal Health IT Consultant System/Applications Expert Process Analyst Evaluator Educator/Trainer Programmer-Deployment Support Policy Planner

15. A Model Curriculum for Applied Health Informatics Challenges Faced by AHIs

16. A Model Curriculum for Applied Health Informatics Challenges Faced by AHIs (30) Collaboration. Understanding of the Nature of the Health System and Current Issues, and Identification of Desired Outputs. Formulation of IT/IM Components of the Strategic Plan. IT/IM Strategic Business Planning, IT/IM Strategic Market Planning. IT/IM Needs Analysis. Determination of the Organization’s IT/IM Situation (IT/IM Audit). Definition and Implementation of Organizational Approach to IT/IM, IT/IM Organizational Structure/Culture, and IS Department Structure/Culture. Determination of the State of the Industry, Analysis of the Competition, and Identification of Viable Vendors and Solutions. IT/IM Technology Assessment. Evaluation, Adoption, and Implementation of Standards .

17. A Model Curriculum for Applied Health Informatics Challenges Faced by AHIs (30) IT/IM-Related Policy Development. Development of the Justification For and the Value of Systems. Obtaining Consensus on Solutions, Budget, Plan. Procurement of Solutions (Products and Services). Re-engineering of Work and Information Management Processes. Implementation of Solutions. Planning and Day-to-Day Management of IT/IM Resources. Management of Other’s (e.g., Population, System) Data (Quality Audits, Combining Data, Transmission, etc.). Integration of Multiple Systems. Maintenance and Support of Solutions. Evaluation of Solution Outcomes. Management of Change (Acting as Change Agent). User, Customer, Inter-Departmental and Public Liaison, Relations, Communications, and Publication .

18. A Model Curriculum for Applied Health Informatics Challenges Faced by AHIs (30) Evaluation of Solution Outcomes. Management of Change (Acting as Change Agent). User, Customer, Inter-Departmental and Public Liaison, Relations, Communications, and Publication. Continuing Education. System and Methods Customization and Ad Hoc Development. Utilization of Technology (Personal Productivity, Specific Tools). General Day-to-Day Issues .

19. A Model Curriculum for Applied Health Informatics Example AHI Micro-Roles

20. A Model Curriculum for Applied Health Informatics Micro-Roles: Example (1) Challenge : Formulation of IT/IM Components of the Strat. Plan Micro-Roles: Comprehension of Organizational Strategy Interpretation (e.g., Translating IT Concepts + Industry to Management; bridging) Presentation of Potential Strategic Opportunities for IT/IM Involvement of Senior Management in IT/IM Strategic Planning Process Involvement of Other Stakeholders in the IT/IM SP Process Development of IT/IM Responses (IT/IM Strategic Requirements) Strategic Options Analysis Development of Multi-Year Budget Promoting the Plan and Budget Throughout the Organization and to the Board Management of Expectations

21. A Model Curriculum for Applied Health Informatics Micro-Roles: Example (2) Challenge : Procurement of Solutions (Products and Services) . Micro-Roles (Non-Vendor): Mobilization and Mgmt of Stakeholder Participation in the Proc. Process Development of Statement of Required Capabilities (Functional and Informational), Required Performance, Technologies, Other Requirements, and System Architecture RFP or Other Procedure for Obtaining Vendor Responses Management and Documentation of Site Visits, Demos, and Other Assessments Assessment or Defn of Business Ethics Environment and Applic. Laws Evaluation of Compliance of Vendors’ Offerings with Requirements and Architecture Identification of Preferred Solutions Preparation and Negotiation of Contracts Contract Finalization and Ordering

22. A Model Curriculum for Applied Health Informatics AHI Skills and Knowledge

23. A Model Curriculum for Applied Health Informatics Example Skills and Knowledge Challenge : Formulation of IT/IM Components of the Strategic Plan Micro-Role: Comprehension of Organizational Strategy Skills: Listening Skills, Synthesizing Skills, Systems Thinking Knowledge: The Nature and Operation of the Health System, Health System Management and Organization, Understanding Corporate Culture (regarding acceptable approaches, methods, values), Principles of Systems Thinking Micro-Role: Interpretation (e.g., Translating IT Concepts + Industry to Management; bridging) Skills: Forecasting Skills, Communication Skills, Failure Analysis Knowledge : IT and IM Basic Concepts, The Nature and Operation of the Health System, The Nature and Capabilities of Health IT/IM Vendors and Products, Principles of Failure Analysis; Knowledge of How Non-Health Organizations Address IT/IM

24. A Model Curriculum for Applied Health Informatics Example Skills and Knowledge Challenge: Formulation of IT/IM Components of the Strategic Plan Micro-Role: Presentation of Potential Strategic Opportunities for IT/IM Skills: Presentation Skills, Data Analysis Skills,

Leadership Skills, Communication Skills, Interpretation, Teaching Skills Knowledge: The Nature and Capabilities of Health IT/IM Vendors and Products, Infrastructural Technologies, The Nature and Operation of the Health System Micro-Role: Involvement of Senior Management in IT/IM Strategic Planning (SP) Process Skills: Motivation Techniques, Leadership Skills, Facilitation Skills, Communication Skills Knowledge: Health System Management and Organization, Understanding Business and Clinical Processes, The IT/IM Strategies of Other Organizations

25. A Model Curriculum for Applied Health Informatics Skills and Knowledge Elements Identified: Skills: 203 Knowledge Elements: 167 These were subsumed under 22 “competency categories” that roughly correlate with courses or course modules. Some might be pre-requisites.

26. A Model Curriculum for Applied Health Informatics AHI Competency Categories

27. A Model Curriculum for Applied Health Informatics Competency Categories We have identified 22 competency categories: Personal Competencies for AHI Professionals General Computing Competencies for AHI Professionals Health Computing Competencies for AHI Professionals Key IT Usage Competencies for AHI Professionals General Health System-Related Competencies General Business and Management Competencies General IS Department Management Competencies Team and Human Resources Management Competencies Re-Engineering and Management of Change Competencies Strategic and Operational Planning Competencies Assessment of the Value, Effects, and Cost of IT (Competencies)

28. A Model Curriculum for Applied Health Informatics Competency Categories We have identified 22 competency categories (2): General Technology/Systems Life-Cycle Management Competencies Procurement Competencies Systems Implementation and Integration Competencies Systems Maintenance and Support Competencies System Customization/Ad Hoc Development Competencies Project Management Competencies Education and Training Competencies Vendor/Service Provider Competencies User and Process Observation and Assessment Competencies Security Management Competencies Information and Data Collection, Analysis and Management Competencies

29. A Model Curriculum for Applied Health Informatics Example Competency Category With Skills and Knowledge

30. A Model Curriculum for Applied Health Informatics Example Competency Category Procurement Competencies Skills Acceptance Testing Method/Procedure Compliance Analysis Techniques Contract Framework Contract Negotiation Technique Procurement Method (Including RFI/Q and RFP Writing, Site Visit Design and Analysis Technique, Demo Design and Analysis Technique) Needs Analysis Method Scenario Development Skills User Group Framework User Satisfaction and Acceptance Analysis and Management Vendor Viability Assessment Framework Vendor/Product Comparison Framework

31. A Model Curriculum for Applied Health Informatics Example Competency Category Procurement Competencies Knowledge Application Domain, Knowledge of Specific Contract

Development, Principles of Corporate Strategy and Current Offerings, Knowledge of Health IT Product Knowledge, Basic Health IT/IM Vendors and Products , The Nature and Capab . of Industry M k ting, Promotion, and Sales Techniques, Knowledge of Needs Assessment and Evaluation, Principles of Product/Vendor State-of-the-Art, Knowledge of Products, Knowledge of Specific Requirements, Knowledge of Specific System Testing and Validation, Principles of User Acceptance Analysis, Principles of User Modeling, Principles of Vendor Marketplace, Knowledge of Vendor Values, Knowledge of

32. A Model Curriculum for Applied Health Informatics Next Steps

33. A Model Curriculum for Applied Health Informatics Next Steps Packaging and Publication of initial products of all 3 curriculum development efforts. Consultation process: circulation to interested parties for improvement. Place materials on their permanent website. Development of a tool for students to determine educational needs. Development of a tool for recruiters and human resources specialists to determine competency requirements for positions.

34. A Model Curriculum for Applied Health Informatics The U of Waterloo Diploma in AHI Program

35. A Model Curriculum for Applied Health Informatics Orientation of the U of Waterloo Program A special emphasis will be placed on the skills component of the curriculum. This will make the program most relevant to AHI practioners. Individual skill, knowledge, and experience elements will be delivered in the form of short, intense, and well-structured vignettes or “micro-courses” (modules of 1-3 hours) that are introduced via cases. We believe these micro-courses will be highly suited to adult learning patterns. They will be presented via distance education techniques (audio plus document conferencing) to ad dress the needs of those already in the field. For further information, contact: dcovvey@sprynet.com [email_address]

36. A Model Curriculum for Applied Health Informatics Questions, Answers, and Discussion

37. A Model Curriculum for Applied Health Informatics Reserve Slides

38. A Model Curriculum for Applied Health Informatics The Applied Health Informatician Information and information technology… Needs and requirements elucidators. Problem characterizers, clarifiers, and solvers. Solution finders and procurers. Solution deployers, implementers, and evaluators. Solution and resources managers. The AHI is driven by the needs of the health environment. AHIs must be able: to understand the problem and the need for solutions. To consider alternate solutions and determine the optimal solution deliver the solution that addresses the need. We contrast this with Theoretical Health Informaticians, who are fundamentally scientists, conceivers of new knowledge and creators of new tools, often driven by their own interests.

39. A Model Curriculum for Applied Health Informatics Health IT Deployment Models Employers of AHIs: As-Is Technology Deployers Use proven COTS. Are risk aversive. Creativity is focused on implementation and gaining value. Not developers. Employers of RDHIs: Innovators/Academic Organizations Early adopters (alpha or beta), developers, customizers.

Risk takers. Creativity focused on creating functionality and capability. Two types: True Innovators: develop new solutions. Limited Innovators: adopt bleeding edge solutions. Hybrids: Mixed approach: mostly COTS, but some development or customization.

Curri diff dp network 1Presentation Transcript

1. A presentation onA presentation on Curriculum DifferentiationCurriculum Differentiation Value Adding - Bloom’s Taxonomy Raewyn DonaldRaewyn Donald PEAC Co-ordinator – SMERPEAC Co-ordinator – SMER

2. TODAY’S OUTCOME • Understand the terms: • Differentiation, Enrichment and Extension • Plan and program for all students by differentiating the curriculum: • Maker Model • Blooms • Graphic Organisers • Where to next? • Creative and Critical thinking in the Australian Curriculum

3. CURRICULUMCURRICULUM DIFFERENTIATIONDIFFERENTIATION WHAT IS IT?WHAT IS IT? A broad term referring to the need to tailorA broad term referring to the need to tailor teaching environments and practices toteaching environments and practices to create appropriately different learningcreate appropriately different learning experiences for different students.experiences for different students. IN OTHER WORDS:IN OTHER WORDS: The teacher plans for the diverse needs ofThe teacher plans for the diverse needs of students.students.

4. WHY DIFFERENTIATE?WHY DIFFERENTIATE? • One size fits all instruction does notOne size fits all instruction does not address the needs of many studentsaddress the needs of many students • Kids come in different shapes and sizesKids come in different shapes and sizes as well as interests, learning profilesas well as interests, learning profiles and readiness levelsand readiness levels • We need to do more thanWe need to do more than ‘‘tailor the same suit of clothes.’tailor the same suit of clothes.’

5. HOW DO WE DIFFERENTIATE?HOW DO WE DIFFERENTIATE? ByBy • deleting already mastered materialdeleting already mastered material • adding new content, process or productadding new content, process or product expectationsexpectations • extending and enrichingextending and enriching • accelerationacceleration • writing new courses or units that meet thewriting new courses or units that meet the needs of all studentsneeds of all students

6. What differentiationWhat differentiation ISIS • A range of learningA range of learning options (2-4 activities)options (2-4 activities) • Based on knowledge ofBased on knowledge of where students are ‘at’where students are ‘at’ and where they need toand where they need to progress toprogress to • Flexible and evolvingFlexible and evolving groupsgroups • About quality of tasks notAbout quality of tasks not quantityquantity • Well planned andWell planned and student centredstudent centred What differentiation ISN’T • Individualised instruction (30 IEPs) • Based on the need to cover a certain amount of content in a certain time • ‘Streaming’ or fixed grouping • Giving more or less of the same work • Students choosing everything they do

7. So why do we need toSo why do we need to worry?worry? • Professional obligationProfessional obligation • Complies with the PrinciplesComplies with the Principles of Learning and Teachingof Learning and Teaching • Excellence and Equity –Excellence and Equity – Priority 1Priority 1

8. DON’T PANIC ….DON’T PANIC …. • You are almost certainly differentiatingYou are almost certainly differentiating to some degree alreadyto some degree already!! • Build on what you are doing alreadyBuild on what you are doing already • Make small changesMake small changes (one area at a time)(one area at a time) • Put clear plans in placePut clear plans in place (for seeking help,(for seeking help, early finishers, handing in work etc)early finishers, handing in work etc) • Involve your students in these plansInvolve your students in these plans (give them as much responsibility as(give them as much responsibility as possible)possible)

9. What kinds of things do you doWhat kinds of things do you do to maximise student learning?to maximise student learning?

10. TELL ME MORE….TELL ME MORE…. Teachers can differentiateTeachers can differentiate • Content (the What)Content (the What) • Process (the How)Process (the How) • Product (the Why)Product (the Why) • Learning environment (the Where and When)Learning environment (the Where and When) according to students’according to students’ • readinessreadiness • interestsinterests • learning profilelearning profile through a range of instructional andthrough a range of instructional and management strategiesmanagement strategies

11. DIFFERENTIATION –DIFFERENTIATION – MAKER MODELMAKER MODEL • Content (The What)Content (The What) Use the students abilities to build a richerUse the students abilities to build a richer more diverse knowledge basemore diverse knowledge base • Process (The How)Process (The How) Promote creativity and higher cognitivePromote creativity and higher cognitive skills and productive use of knowledgeskills and productive use of knowledge mastered.mastered.

12. DIFFERENTIATION –DIFFERENTIATION – MAKER MODELMAKER MODEL • Product (The Why)Product (The Why) Facilitate opportunities for talentedFacilitate opportunities for talented students to produce a product thatstudents to produce a product that reflects their potential.reflects their potential. • Learning Environment (The WhereLearning Environment (The Where and When)and When) Create a learning environment whichCreate a learning environment which encourages students to engage theirencourages students to engage their abilities to the greatest extent possible.abilities to the greatest extent possible.

13. DIFFERENTIATION STRATEGIESDIFFERENTIATION STRATEGIES • Compacting the CurriculumCompacting the Curriculum • Cubing/Tiered AssignmentsCubing/Tiered Assignments • Extension MenusExtension Menus • Learning CentresLearning Centres • Learning ContractsLearning Contracts • Independent StudyIndependent Study

14. ENRICHMENTENRICHMENT • Independent researchIndependent research • Critical/creative thinking skillsCritical/creative thinking skills • Levels of questioningLevels of

questioning • Problem solvingProblem solving • Complex ICTComplex ICT • Cooperative learningCooperative learning • Guest SpeakersGuest Speakers

15. EXTENSIONEXTENSION • Learning CentresLearning Centres • Challenge CentresChallenge Centres • Parallel programmingParallel programming • ContractsContracts • Complex ICTComplex ICT • Peer TeachingPeer Teaching • MentorsMentors

16. BLOOM’S TAXONOMYBLOOM’S TAXONOMY and the Differentiated Curriculumand the Differentiated Curriculum • Developed by Benjamin Bloom in 1950sDeveloped by Benjamin Bloom in 1950s • Provides a way to organise thinking skillsProvides a way to organise thinking skills into six levels, from the most basic to theinto six levels, from the most basic to the more complex levels of thinkingmore complex levels of thinking • Continues to be one of the mostContinues to be one of the most universally applied pedagogical modelsuniversally applied pedagogical models • 1990s – taxonomy revised by Lorin1990s – taxonomy revised by Lorin Anderson (former student of Bloom)Anderson (former student of Bloom)

17. Original Terms New TermsOriginal Terms New Terms • EvaluationEvaluation • SynthesisSynthesis • AnalysisAnalysis • ApplicationApplication • ComprehensionComprehension • KnowledgeKnowledge •Creating •Evaluating •Analysing •Applying •Understanding •Remembering

18. Remembering Understanding Applying Analysing Evaluating Creating Understanding Remembering Analysing Applying Creating Evaluating Davis & Rimm (2004)

19. So how do youSo how do you use Bloom’suse Bloom’s in thein the classroom?classroom?

20. DIFFERENTIATING BLOOM’SDIFFERENTIATING BLOOM’S BUILD BLOCKS TO THINKBUILD BLOCKS TO THINK Increasing complexityIncreasing complexity Breadth and depthBreadth and depth

21. GRAPHIC ORGANISERSGRAPHIC ORGANISERS • Concept MapsConcept Maps • Mind MapsMind Maps • KWL/KWLHKWL/KWLH • PMI/PMIIPMI/PMII • T Chart/ Y ChartT Chart/ Y Chart • Venn Diagrams / Tri Venn DiagramsVenn Diagrams / Tri Venn Diagrams • Flow diagramsFlow diagrams • StoryboardingStoryboarding • Fishbone / Cause and Effect WheelFishbone / Cause and Effect Wheel

22. THINKERS’ KEYS Tony Ryan • A range of question starters presented as keys to unlock the analytical, critical and creative thinking abilities of students • 20 activities • Designed to motivate and engage students in a wide range of thinking tasks

23. QUESTION STARTERS The Reverse The Commonality The What if? The Inventions The Alphabet The Alternatives The BAR The Question The Construction The Brainstorming The Disadvantages The Forced Relationship The Different uses The Combination The Prediction The Interpretation The Picture The Brick Wall The Ridiculous The Variations

24. B A R • B Bigger What could be made bigger? • A Add What can be added to the design? • R Remove/replace What can be removed from the design?

25. How Can You Use Them? • Introduce a few keys at a time • Can be used in isolation • Can be used as a quick 3 minute motivational exercise • Sheets of Thinkers’ Keys for class theme as extension activities • Whole Class Activity • Student extension where a key is selected and the student has to create the activity

26. WHERE TO FROM HERE?WHERE TO FROM HERE? HOTSHOTS • Critical ThinkingCritical Thinking • Creative ThinkingCreative Thinking Australian CurriculumAustralian Curriculum • General CapabilitiesGeneral Capabilities

27. The mind is not a vessel toThe mind is not a vessel to be filled,be filled, but a fire to be kindled.but a fire to be kindled. PlutarchPlutarch Curri diff dp network 1Presentation Transcript

1. A presentation onA presentation on Curriculum DifferentiationCurriculum Differentiation Value Adding - Bloom’s Taxonomy Raewyn DonaldRaewyn Donald PEAC Co-ordinator – SMERPEAC Co-ordinator – SMER

2. TODAY’S OUTCOME • Understand the terms: • Differentiation, Enrichment and Extension • Plan and program for all students by differentiating the curriculum: • Maker Model • Blooms • Graphic Organisers • Where to next? • Creative and Critical thinking in the Australian Curriculum

3. CURRICULUMCURRICULUM DIFFERENTIATIONDIFFERENTIATION WHAT IS IT?WHAT IS IT? A broad term referring to the need to tailorA broad term referring to the need to tailor teaching environments and practices toteaching environments and practices to create appropriately different learningcreate appropriately different learning experiences for different students.experiences for different students. IN OTHER WORDS:IN OTHER WORDS: The teacher plans for the diverse needs ofThe teacher plans for the diverse needs of students.students.

4. WHY DIFFERENTIATE?WHY DIFFERENTIATE? • One size fits all instruction does notOne size fits all instruction does not address the needs of many studentsaddress the needs of many students • Kids come in different shapes and sizesKids come in different shapes and sizes as well as interests, learning profilesas well as interests, learning profiles and readiness levelsand readiness levels • We need to do more thanWe need to do more than ‘‘tailor the same suit of clothes.’tailor the same suit of clothes.’

5. HOW DO WE DIFFERENTIATE?HOW DO WE DIFFERENTIATE? ByBy • deleting already mastered materialdeleting already mastered material • adding new content, process or productadding new content, process or product expectationsexpectations • extending and enrichingextending and enriching • accelerationacceleration • writing new courses or units that meet thewriting new courses or units that meet the needs of all studentsneeds of all students

6. What differentiationWhat differentiation ISIS • A range of learningA range of learning options (2-4 activities)options (2-4 activities) • Based on knowledge ofBased on knowledge of where students are ‘at’where students are ‘at’ and where they need toand where they need to progress toprogress to • Flexible and evolvingFlexible and evolving groupsgroups •

About quality of tasks notAbout quality of tasks not quantityquantity • Well planned andWell planned and student centredstudent centred What differentiation ISN’T • Individualised instruction (30 IEPs) • Based on the need to cover a certain amount of content in a certain time • ‘Streaming’ or fixed grouping • Giving more or less of the same work • Students choosing everything they do

7. So why do we need toSo why do we need to worry?worry? • Professional obligationProfessional obligation • Complies with the PrinciplesComplies with the Principles of Learning and Teachingof Learning and Teaching • Excellence and Equity –Excellence and Equity – Priority 1Priority 1

8. DON’T PANIC ….DON’T PANIC …. • You are almost certainly differentiatingYou are almost certainly differentiating to some degree alreadyto some degree already!! • Build on what you are doing alreadyBuild on what you are doing already • Make small changesMake small changes (one area at a time)(one area at a time) • Put clear plans in placePut clear plans in place (for seeking help,(for seeking help, early finishers, handing in work etc)early finishers, handing in work etc) • Involve your students in these plansInvolve your students in these plans (give them as much responsibility as(give them as much responsibility as possible)possible)

9. What kinds of things do you doWhat kinds of things do you do to maximise student learning?to maximise student learning?

10. TELL ME MORE….TELL ME MORE…. Teachers can differentiateTeachers can differentiate • Content (the What)Content (the What) • Process (the How)Process (the How) • Product (the Why)Product (the Why) • Learning environment (the Where and When)Learning environment (the Where and When) according to students’according to students’ • readinessreadiness • interestsinterests • learning profilelearning profile through a range of instructional andthrough a range of instructional and management strategiesmanagement strategies

11. DIFFERENTIATION –DIFFERENTIATION – MAKER MODELMAKER MODEL • Content (The What)Content (The What) Use the students abilities to build a richerUse the students abilities to build a richer more diverse knowledge basemore diverse knowledge base • Process (The How)Process (The How) Promote creativity and higher cognitivePromote creativity and higher cognitive skills and productive use of knowledgeskills and productive use of knowledge mastered.mastered.

12. DIFFERENTIATION –DIFFERENTIATION – MAKER MODELMAKER MODEL • Product (The Why)Product (The Why) Facilitate opportunities for talentedFacilitate opportunities for talented students to produce a product thatstudents to produce a product that reflects their potential.reflects their potential. • Learning Environment (The WhereLearning Environment (The Where and When)and When) Create a learning environment whichCreate a learning environment which encourages students to engage theirencourages students to engage their abilities to the greatest extent possible.abilities to the greatest extent possible.

13. DIFFERENTIATION STRATEGIESDIFFERENTIATION STRATEGIES • Compacting the CurriculumCompacting the Curriculum • Cubing/Tiered AssignmentsCubing/Tiered Assignments • Extension MenusExtension Menus • Learning CentresLearning Centres • Learning ContractsLearning Contracts • Independent StudyIndependent Study

14. ENRICHMENTENRICHMENT • Independent researchIndependent research • Critical/creative thinking skillsCritical/creative thinking skills • Levels of questioningLevels of questioning • Problem solvingProblem solving • Complex ICTComplex ICT • Cooperative learningCooperative learning • Guest SpeakersGuest Speakers

15. EXTENSIONEXTENSION • Learning CentresLearning Centres • Challenge CentresChallenge Centres • Parallel programmingParallel programming • ContractsContracts • Complex ICTComplex ICT • Peer TeachingPeer Teaching • MentorsMentors

16. BLOOM’S TAXONOMYBLOOM’S TAXONOMY and the Differentiated Curriculumand the Differentiated Curriculum • Developed by Benjamin Bloom in 1950sDeveloped by Benjamin Bloom in 1950s • Provides a way to organise thinking skillsProvides a way to organise thinking skills into six levels, from the most basic to theinto six levels, from the most basic to the more complex levels of thinkingmore complex levels of thinking • Continues to be one of the mostContinues to be one of the most universally applied pedagogical modelsuniversally applied pedagogical models • 1990s – taxonomy revised by Lorin1990s – taxonomy revised by Lorin Anderson (former student of Bloom)Anderson (former student of Bloom)

17. Original Terms New TermsOriginal Terms New Terms • EvaluationEvaluation • SynthesisSynthesis • AnalysisAnalysis • ApplicationApplication • ComprehensionComprehension • KnowledgeKnowledge •Creating •Evaluating •Analysing •Applying •Understanding •Remembering

18. Remembering Understanding Applying Analysing Evaluating Creating Understanding Remembering Analysing Applying Creating Evaluating Davis & Rimm (2004)

19. So how do youSo how do you use Bloom’suse Bloom’s in thein the classroom?classroom?

20. DIFFERENTIATING BLOOM’SDIFFERENTIATING BLOOM’S BUILD BLOCKS TO THINKBUILD BLOCKS TO THINK Increasing complexityIncreasing complexity Breadth and depthBreadth and depth

21. GRAPHIC ORGANISERSGRAPHIC ORGANISERS • Concept MapsConcept Maps • Mind MapsMind Maps • KWL/KWLHKWL/KWLH • PMI/PMIIPMI/PMII • T Chart/ Y ChartT Chart/ Y Chart • Venn Diagrams / Tri Venn DiagramsVenn Diagrams / Tri Venn Diagrams • Flow diagramsFlow diagrams • StoryboardingStoryboarding • Fishbone / Cause and Effect WheelFishbone / Cause and Effect Wheel

22. THINKERS’ KEYS Tony Ryan • A range of question starters presented as keys to unlock the analytical, critical and creative thinking abilities of students • 20 activities • Designed to motivate and engage students in a wide range of thinking tasks

23. QUESTION STARTERS The Reverse The Commonality The What if? The Inventions The Alphabet The Alternatives The BAR The Question The Construction The Brainstorming The Disadvantages The Forced Relationship The Different uses The Combination The Prediction The Interpretation The Picture The Brick Wall The Ridiculous The Variations

24. B A R • B Bigger What could be made bigger? • A Add What can be added to the design? • R Remove/replace What can be removed from the design?

25. How Can You Use Them? • Introduce a few keys at a time • Can be used in isolation • Can be used as a quick 3 minute motivational exercise • Sheets of Thinkers’ Keys for class theme as extension activities • Whole Class Activity • Student extension where a key is selected and the student has to create the activity

26. WHERE TO FROM HERE?WHERE TO FROM HERE? HOTSHOTS • Critical ThinkingCritical Thinking • Creative ThinkingCreative Thinking Australian CurriculumAustralian Curriculum • General CapabilitiesGeneral Capabilities

27. The mind is not a vessel toThe mind is not a vessel to be filled,be filled, but a fire to be kindled.but a fire to be kindled. PlutarchPlutarch Curriculum workshop on line version 2011Presentation Transcript

1. Theoretical models and practical applications c.marcangelo CDEPP CD.olv/feb11

2. This presentation guides you through a critical exploration of Principles within curriculum design Using curriculum frameworks Practical issues in planning learning, teaching and assessment c.marcangelo CDEPP CD.olv/feb11

3. Think of a course or programme you are familiar with Present it as a ‘mind map’ to give an overview of the different modules at each level (4, 5 & 6) links that cross the levels, for example discipline themes, topic threads, skills extension and competence-building assessment methods Identify your overarching philosophy that underpins the design c.marcangelo CDEPP CD.olv/feb11

4. curricula reflect ideological influences and philosophical approaches to knowledge, to teaching & learning, and to the student and to what is “higher education” It is argued that we are moving to ‘performativity’ in terms of curriculum focus and that academic knowledge is changing from ‘is it true’ to ‘what use is it’, and how can we measure it. Barnett & Coate (2005) c.marcangelo CDEPP CD.olv/feb11

5. Activity 2 consider how you would define the term curriculum in your own context, and write a brief definition down What underpinning philosophies and values influence the courses/programmes you are currently involved in teaching c.marcangelo CDEPP CD.olv/feb11

6. Fraser and Bosanquet (2006) found 4 distinct categories of descriptions of the curriculum: A - the structure and content of a unit B – the structure and content of a programme of study C – the students’ experience of learning D – a dynamic and interactive process of teaching and learning c.marcangelo CDEPP CD.olv/feb11

7. Fraser and Bosanquet (2006) link these findings to Habermas’s 3 fundamental human interests: Technical interest A&B – relates to subject knowledge Practical (communicative) interest C – relates to learning that results from reflection and making meaning of the subject matter to enable appropriate action Emancipatory interest D – learners are active creators of knowledge, with content negotiated c.marcangelo CDEPP CD.olv/feb11

8. identify which of these knowledge-constitutive interests relates to the curriculum you mapped at the start of the session Put notes onto your map in a different colour that indicate where the technical, practical and emancipatory interests feature, and in what proportion c.marcangelo CDEPP CD.olv/feb11

9. Barnett & Coates (2005) in their recent research into the changing HE curricula formulate a general schema made up of 3 elements: Knowledge, Action & Self They argue that the philosophical position of the different disciplines is recognisable in the dominance and interaction of these three elements. c.marcangelo CDEPP CD.olv/feb11

10. c.marcangelo CDEPP CD.olv/feb11 all those aspects of teaching and learning required for discipline specific competency The competencies acquired through doing The development of an educational identity e.g.. reflective practitioner, critical evaluator General Curriculum Schema ACTION SELF KNOWLEDGE S

11. identify which of these three schematic elements relates to the curriculum you mapped at the start of the session Again – Put notes onto this in a different colour/font that indicate where development of Knowledge, Skill and Self occur in the programme c.marcangelo CDEPP CD.olv/feb11

12. c.marcangelo CDEPP CD.olv/feb11 CDLT c.marcangelo Feb09 Science and Technology Schema Knowledge Action Self

13. Arts and Humanities Schema c.marcangelo CDEPP CD.olv/feb11 CDLT c.marcangelo Feb09 Knowledge Action Self

14. Professional Subjects Schema c.marcangelo CDEPP CD.olv/feb11 CDLT c.marcangelo Feb09 Knowledge Action Self

15. Activity 5 Spend a few minutes to summarise your thinking about How these two different models align with your experiences of curricula that you are/have been involved with teaching and learning? What are the connections with Anderson & Krathwohl’s (2001)taxonomy dimensions c.marcangelo CDEPP CD.olv/feb11

16. What factors will influence/direct curriculum design and delivery? How will these articulate with the theoretical models? First on a micro level – your own teaching …. c.marcangelo CDEPP CD.olv/feb11

17. Process Focus: Communication Skills Presenting Listening Responding Questioning Personal Development Reflective Practice Group working Collaboration & learning from others (From: Exley & Dennick (2004) Small Group Teaching Routledge) Content Focus: Deep learning Applying concepts Evaluating evidence Analysing/ synthesizing Creating Using the

language of the discipline Making an argument Defending a viewpoint Clarifying and understanding Exploring the ‘rules’ of the discipline

18. Learning in the workplace or practice setting: Draw learning out through reflection on seemingly random events Identify themes of learning Relate to skills/knowledge frameworks Use formative processes and action planning Manage a coherent learning process even when not in control of the overall module or programme c.marcangelo CDEPP CD.olv/feb11

19. Learning in lectures and seminars: Present ideas in a structured manner Make links to prior knowledge, module learning outcomes, assessment activities and programme themes Use a range of different examples Include short focused activities to activate understanding, introduce higher level thinking skills and vary pace Limit ‘input’ time to 10 minute bursts c.marcangelo CDEPP CD.olv/feb11

20. DESIGN IN Constructive alignment Well structured knowledge-base A high degree of meaningful and coherent activity that develops critical thinking Emphasis on depth of learning (principles) rather than breadth of coverage Interaction with others (collaboration) Choice that facilitates pursuing personal interests and enables INCLUSIVITY c.marcangelo CDEPP CD.olv/feb11

21. DESIGN OUT surface learning conditions i.e. High class contact using didactic approaches, excessive course materials; isolated information –giving Expectations of student learning potential too low or too high Lack of choice in learning Negative or cynical perspectives Assessment that tests and rewards low-level outcomes c.marcangelo CDEPP CD.olv/feb11

22. attractiveness/marketability – is it viable? diversity, inclusivity and accessibility; Widening participation and flexibility; employability links teaching-learning-assessment philosophies and values; strategies, methods content – knowledge, skills, levels of learning, and ways of knowing; threshold and troublesome knowledge delivery strategies –when and where to learn i.e. F2F, specialist placement, FDL & e-learning c.marcangelo CDEPP CD.olv/feb11

23. Quality Assurance Agency for HE (QAA) http://www.qaa.ac.uk/ for academic standards and subject benchmarks University - threshold criteria for validation Faculty Portfolio Professional Bodies Employers Potential students c.marcangelo CDEPP CD.olv/feb11

24. Balancing a range of methods for learning, teaching and assessment across the whole course Appropriate to levels of study Developmental approach to knowledge, skills and understanding Support for course development – course developers guide & CDEPP http://www.cumbria.ac.uk/Services/AdminServices/AcademicOffice/Course%20Developers.aspx c.marcangelo CDEPP CD.olv/feb11

25. Activity 6. In summary, reflect on the issues in this presentation and how they relate to Your current practice The practice you observe in peer reviews Writing for your module assignments What actions will you take as a result of considering these curriculum design issues? c.marcangelo CDEPP CD.olv/feb11

26. Barnett R., Parry G., & Coates K. (2001) Conceptualising Curriculum Change. Teaching in Higher Education, Vol. 6, 4 , 435-449 Barnet R & Coate K (2005) Engaging the Curriculum in Higher education . Maidenhead, Open University Press Carnell E (2007) Conceptions of teaching in Higher education: extending the boundaries. Teaching in Higher Education Vol.12, 1, 25-40 Donnelly R (2004) Fostering of creativity within an imaginative curriculum in higher education. The Curriculum Journal Vol. 15, 2, 155-166 Fraser SP., & Bosanquet AM., (2006) The Curriculum? That’s just a unit outline, isn’t it? Studies in Higher Education Vo 31, 3, 269-284 Hussey T., & Smith P. (2008) Learning Outcomes: a conceptual analysis. Teaching in Higher education Vol.13, 1, 107-115 Light G. & Cox R (2001) Learning & Teaching in Higher Education – the reflective professional : London, Paul Chapman Publishing. Kemmis S. & Fitzclarencwe L (1986) Curriculum Theorizing: beyond reproduction theory. Waurn Ponds, Deakin University Margolis E. (ed) 2001 The Hidden Curriculum in Higher Education : London, Routledge [e-book available through UoC library Pithers RT., & Soden R. (2000) Critical thinking in education: a review. Educational Research Vol. 42, 3, 237-249 Pratt D., Boll S., Collins JB. (2007) Towards a plurality of perspectives for nurse educators. Nursing Philosophy vol. 8 49-59 Taylor R (2005) Creating a connection: tackling student attrition through curriculum development. Journal of Further and Higher Education Vol. 29, 4, 367-374 Toohey S. (1999) Designing Courses for Higher Education: Milton Keynes, SRHE & OUP Univeristy of Cumbria Course Developers Guide http://www.cumbria.ac.uk/Services/AdminServices/AcademicOffice/Enhancement/CourseDevelopers/course%20developer.aspx c.marcangelo CDEPP CD.olv/feb11