Defining Curriculum * Dr. Azadeh Asgari

DEFINING CURRICULUMDEFINING CURRICULUM

Dr. Azadeh AsgariDr. Azadeh Asgari

Structure In Curriculum Structure In Curriculum DevelopmentDevelopment

Defining Curriculum Defining Curriculum 18201820

Curriculum – the Latin word “currere” means to run or to run the course

Traditional definition – the course of study “The curriculum must consist essentially of

disciplined study in five great areas (1) command of mother tongue and the systematic study of grammar, literature, and writing (2) mathematics (3) sciences (4) history (5) foreign language

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Defining Curriculum Defining Curriculum 1890s-19241890s-1924

Planned and unplanned (the hidden curriculum)Planned and unplanned (the hidden curriculum)

““The curriculum may be defined in two ways (1) it is The curriculum may be defined in two ways (1) it is the range of experiences, both indirect and direct, the range of experiences, both indirect and direct, concerned unfolding the abilities of the individual or concerned unfolding the abilities of the individual or (2) it is a series of consciously directed training (2) it is a series of consciously directed training experiences that the schools use for completing and experiences that the schools use for completing and perfecting the individual”.perfecting the individual”.

Bobbit Bobbit

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Defining Curriculum Defining Curriculum 1935 1935

• Curriculum – is composed of all of the experiences children have under the guidance of the school.

• Curriculum as an experience rather than product• “Curriculum is all of the experiences that

individual learners have in program of education whose purpose is to achieve broad goals and related specific objectives, which is planned in terms of framework of theory and research or past or present professional practices”

• Hollis Caswell and Doak Campbell

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Defining Curriculum Defining Curriculum Mid-1950sMid-1950s

Schools influenced students’ lives.

“The curriculum is all of the learning of students which is planned by and directed by the school to attain its educational goals”

Defining Curriculum Defining Curriculum 1960s-1990s1960s-1990s

Focus on “accountability” in schoolsFocus on “accountability” in schools Emphasized on end or outcomes.Emphasized on end or outcomes. ““Curriculum is concerned not with what Curriculum is concerned not with what

students will do in the learning situation, students will do in the learning situation, but with what they will learn as a but with what they will learn as a consequence of what they do. Curriculum consequence of what they do. Curriculum is concerned is concerned with resultswith results””

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Defining Curriculum Defining Curriculum Mid 1990sMid 1990s

• ““ Postmodern”- an evolving and non planned set of Postmodern”- an evolving and non planned set of experiences for childrenexperiences for children

• Curriculum as desired goal or set of values.Curriculum as desired goal or set of values.• ““In closed societies, the elite’s values are superimposed In closed societies, the elite’s values are superimposed

on the people. Education, as a practice of freedom , on the people. Education, as a practice of freedom , rejects the notion that knowledge is extended or rejects the notion that knowledge is extended or transferred to students if they were objects”transferred to students if they were objects”

• Curriculum developers set goals, plan experiences, Curriculum developers set goals, plan experiences, select content, and assess outcomes of school programs select content, and assess outcomes of school programs through analysis design, implementation and through analysis design, implementation and evaluation.evaluation.

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Emerging Structure In Curriculum Emerging Structure In Curriculum DevelopmentDevelopment

The focus of most curricular principles is specific The focus of most curricular principles is specific rather than global.rather than global.

In the late 1950s and early 1960s, most In the late 1950s and early 1960s, most curriculum development was oriented toward curriculum development was oriented toward producing content packages.producing content packages.

By 1945, three general concerns were the finding By 1945, three general concerns were the finding found in most curriculum literature (1) the study found in most curriculum literature (1) the study of society (2)studies of learners (3) studies of of society (2)studies of learners (3) studies of subject matter content.subject matter content.

Mid-1950s and early 1960s the Mid-1950s and early 1960s the ““study of study of learninglearning”” accepted as a fourth important planning accepted as a fourth important planning base for curriculum.base for curriculum.

These four major areas of concern for curriculum These four major areas of concern for curriculum planners, known as the foundations or planners, known as the foundations or ““basesbases”” of of planning.planning.

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7 Steps of Curriculum 7 Steps of Curriculum DevelopmentDevelopment

1. Diagnosis of needs2. Formulation of objectives3. Selection of content4. Organization of content5. Selection of learning experiences6. Organization of learning experiences7. Determination of what to evaluate and means of doing it. (Taba : 1962)

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Selection of Learning ExperiencesSelection of Learning Experiences

1. Validity and significance of content1. Validity and significance of content

2. Consistency with social reality2. Consistency with social reality

3. Balance of breadth and depth of 3. Balance of breadth and depth of experiencesexperiences

4. Provision for a wide range of objectives4. Provision for a wide range of objectives

5. Learn ability - adaptability of the 5. Learn ability - adaptability of the experience to life of studentexperience to life of student

6. Appropriateness to needs and interests of 6. Appropriateness to needs and interests of

learnerslearners