What is Curiculum

8/19/2019 What is Curiculum

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WHAT ISCURRICULUM

Historical Conception

Components of Curriculum

Types of curriculum


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HISTORICAL CONCEPTION

Definition of curriculum Bobbitt (1918)

an ideal, concrete reality of the deeds and

experiences that form people to who and what they

are.

Rymer (19!)

all the abilities of the mind, both acti"e and

passi"e, are impro"ed by exercise

#inel (n.d) $ %yler (19&9)

was not what should be tau'ht, but how to teach

what methods and procedures


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Dewey (n.d)

indi"idual differences specify what the

curriculum should contain

%aba (19) * steps+procedure

dia'nosis of needs,

formulation of ob-ecti"es,

selection of content,

or'aniation of content,

selection of learnin' experiences,or'aniation of learnin' experiences,

determination of what to e"aluate and

of the ways and means


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/tenhouse (19*!)

attempt to communicate principles and features of

an educational proposal that is open to critical scrutiny

and effecti"e practice

%anner (1980)

state planned and 'uided learnin' experiencesand intended outcomes for the learners personal

social competence

#ratt (1980)systematically describes 'oals planned, ob-ecti"es,

content, learnin' acti"ities, e"aluation procedures


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2rundy (198*)

pro'ram of acti"ities (by teachers andpupils) desi'ned so that pupils will attain

certain ob-ecti"es

3ass (198*)experiences that indi"idual learners ha"e

in a pro'ram of education in theory and

research or past and present professional

practice


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/chubert (198*)

contains sub-ect, concepts and tas4s to

be ac5uired, planned acti"ities, the desiredlearnin' outcomes and experiences, product

of culture and an a'enda to reform society.

2oodlad and /u (199)a plan that consists of learnin'

opportunities, a tool that aims to brin' about

beha"ior chan'es in students as a result of

planned acti"ities and includes all learnin'experiences.


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THEREORE! 6urriculum is defined as 7

a blueprint which leads the

teacher and the learner to reach

the desired ob-ecti"es


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COMPONENTS O CURRICULUM

Component 1: 6urriculum ims, 2oals and

b-ecti"es

Component 2: 6urriculum 6ontent or /ub-ect:atter

Component 3: 6urriculum ;xperience

Component 4: 6urriculum ;"aluation


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T"PES O CURRICULUM#

• The Four Curricula of Schools

• Explicit and Implicit Curricula

• The Null Curriculum

• idden curriculum

• Traditional curriculum

• Core Curriculum


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THE FOUR CURRICULA OF SCHOOLS

%he official curriculum

what state and district officials set forth in

curricular framewor4s and courses of study

%he taught curriculum

what teachers actually choose to teach.

%he learned curriculum

many unspecified lessons embedded in the

en"ironment of the classroom

%he tested curriculum


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EXPLICIT AN I!PLICITCURRICULA explicit curriculum is similar to official and

tau!ht curricula

Implicit curriculum is what it teachesbecause of the 4ind of place it is.

interest in a sub-ect + 4eepin' to the

class schedule or lesson plan

social interaction + the efficientfunctionin' of passin' periods

a consistent set of rules + appropriate

and inappropriate beha"ior


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THE NULL CURRICULU! what schools do not teach

='norance


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HIEN CURRICULU!

a hidden curriculum is a side effect of an

education but not openly intended

ny learnin' experience may teachunintended lessons

the reinforcement of social ine5uality, as

e"idenced by the de"elopment of different

relationships to capital based on the types of

wor4 and wor4+related acti"ities assi'ned to

students "aryin' by social class


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TRAITIONAL CURRICULU! an educational curriculum which follows

established 'uidelines and practices

=n the sense of an entire curriculum, a

traditional curriculum includes core sub-ectsand electi"es

the presentation of information in the form

of bloc4s or units which are bro4en into

smaller units of information and presentedby the teacher to the students. %raditionally,

exchan'e between students and teachers is

less encoura'ed.


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CORE CURRICULU!

is deemed central and usually made

mandatory for all students of a school or

school system

often instituted, at the primary and

secondary le"els, by school boards,

Departments of ;ducation, or other

administrati"e a'encies

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