Curriculum Lecture 1

8/9/2019 Curriculum Lecture 1

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Curriculum: Introduction

Lecture 1PLG 517

Curriculum Studies

LecturersDr. Shaik Abdul Malik & Assoc. Prof. Dr Shuki Osman


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Points to Ponder

What we want to see the child in pursuit of

knowledge, and not knowledge in pursuit of

the child.(G B Shaw)

Everything depends on the quality of the

experience which is had. (John Dewey)


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Introduction

Ornstein & Hunkins (2009)

Argues: Curriculum as a field of study has

been characterized as vague, fragmentary,

and confusing

The field of curriculum is not intended to

provide precise answers but to increase our

understanding of its complexities


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Curriculum results from social activity

It is designed for both present andemerging purposes

Curriculum is a dynamic field


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Curriculum as a Term

Course

Course of Study

Racecourse Currere

A course; spec. a regular course of study

or training, as at a school or university(Oxford English Dictionary)


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Racecourse

The school curriculum is a race to be run

A series of obstacles or hurdles (subjects)to be passed

Historically, the word curriculum has beenused to describe the subjects taughtduring the classical period of Greek

civilization (Plato and Aristotle) The word broadened in the 20th century to

include subjects other than the classics


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Curriculum as Plans

A planned programme of learning

All learning planned and directed byinstitution

A plan for what is to be taught

A set of planned and guided learning

experiences A PLAN FOR LEARNING


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Curriculum as Products

Curriculum guides

Syllabuses

Modules Books


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Curriculum as Subject Matter

A set of subjects: Science, Mathematics,

etc.

A sequence of courses

A programme of study

All knowledge that comes from the

disciplines Content that is taught in schools


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Curriculum as Processes

Curriculum development

Curriculum revision

Curriculum improvement Curriculum design/organization

Curriculum implementation

Curriculum evaluation


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Curriculum as

Experience

All of the experiences that learnershave

Series of things that students

do and experience

What students learn as

consequence of what they do

STUDENTS EXPERIENCE ANDLEARNING OUTCOME


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Curriculum as Outcomes

A planned learning outcome for which

school is responsible

A set of structured learning outcomesresulting from instruction

What the students learn in school


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Relationships between Curriculum

and InstructionCurriculum What is taught A plan, programme, content and learning experiences WHAT

Instruction Means to teach HOW

Method, teaching act, implementation, presentationInstructions as interaction between a teaching agent and

one or more individuals intending to learn


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Intention and Action

DO ALL PLANS GET IMPLEMENTED?

Do all content get taught by teachers?

Do all teachers taught as planned? Do all students acquire knowledge and

skill taught by teachers?

Do students acquire all knowledgetaught by teachers?


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School curriculum

The planned vs. the enacted curriculum

Delivered vs. received curriculum

cascading effect

Explicit vs. hidden curriculum

Null curriculum: those that were not

implemented as planned


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Issues: Curriculum and Instruction

Undesirable to separate curriculum from

instruction

We are aware that a curriculum consists ofstructured series of intended learningoutcomes and that instruction is themeans by which these ends are realized


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Separating ends and means is part of the

logic employed in technical work

Logically, the process of curriculum

planning and development isnt inherently

technical


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Viewing curriculum and instruction as

technical:

Confusion

Frustration

Teachers know their students potentials

Hopes sometimes difficult to realize


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Yet the technical view suggests: unless

hopes are completely realized, somethingis wrong with the curriculum, with

instruction

What then? Teachers attempt to glossover the discrepancies or sometimes take

the blame


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Holistic view of C & I encourages teachers

to be directly involved in making decisionsabout both curriculum and teaching

Constantly monitoring and adjusting endsand means within unfolding classroomsituations


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Problem of Definition

Must be watchful about definitions that captureonly a few of the various characteristics ofcurriculum

For example Soltis (1978) once said:Those who look for the definition of curriculumare like a sincere but misguided centaur (a

creature half animal half human) hunter who,

even with a fully provisioned safari and a gunkept always at the ready, nonetheless will never

require the services of a taxidermist (a person who

produced hunting trophies)


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Examples of Definitions:

Curriculum

Curriculum is such permanent subjects asgrammar, reading, logic, rhetoric,mathematics, and the greatest books of

the Western world that best embodyessential knowledge


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Problems: curriculum is limited to only a few

academic subjects. It assumes that what is

studied is what is learned. It does notaddress questions such as, Does the state

of knowledge change? What makes

learning such subjects essential?


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Curriculum is those subjects that are mostuseful for living in contemporary society


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Problems: This definition seems to imply

that what is contemporary has more value

than what is long-lasting. It encouragesschools and students to accommodate

themselves to society as it exists instead of

attempting to improve it


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Curriculum is all planned learnings forwhich the school is responsible


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Problems: Seems to assume that what is studiedis what is what is learned. It may limit planned

learnings to those that are easiest to achieve, not

those that are most desirable. It does addressquestions such as, On what basis does the schoolselect and take responsibility for certain learningswhile excluding others? Is it possible for teachers

to separate the ends of instruction from themeans? Are unplanned, but actual, learningsexcluded from the curriculum?


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Curriculum is all the experiences learnershave under the guidance of the school

What are the problems ?


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Problems: No basis of differentiatingDesirable and undesirable experiences.May see activities and experiences as thesame. This may lead to questions such as,Do all experiences (planned and unplanned)count as part of the curriculum? What experiencesare unique to the school? How can experiences

(as opposed to activities) be guided? What is therelationship between subject matter andexperience?


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More things to ponder

There is no one definition of curriculum thataccommodates all perspectives and priorities incurriculum making. However if the definition

accounts for the role of the school, will theschool of the future be found in:

Traditional classrooms?

Computer Labs?

Resource Centres? Workplaces?

Homes?


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If the definition accounts for the role of theteacher, should that role be asa Information-giver?

Subject matter specialists? Motivator?

Gatekeeper?

Resource Person?

Counselor?

Mentor?


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Final Question

The struggle over the definition of curriculum isa matter of social and political priorities as wellas intellectual discourse (Goodson, 1988, p. 23).Reflect on the current social and political

priorities of your country. Are these strongerthan the current intellectual discourse ofbooks/literature in influencing practicalcurriculum decisions? If so why? What does this

relationship between the political concerns ofsociety and the concerns of curriculumacademics promise for the future?


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Concluding Remarks

Not all decisions about curriculum can be

equally wise or equally defensible. Only rarely,

in fact, can all alternatives be fully considered,

seldom is the best of these alternatives clear,

and inevitably the most controversial issues

surrounding a decision for any particular

alternative will remain. That is the curriculum

planning and development


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END

Question or Concerns

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