CR 3 Curriculum History and Elements of Curriculum
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Transcript of CR 3 Curriculum History and Elements of Curriculum
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curriculumTSL 3143
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WHAT is taught to students.
What is curriculum?
There are many defnitions that are
correct…………. but or our purposes we defnecurriculum as :
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Defnition o Curriculum
The content standards,objecties and perormancedescriptors or all re!uiredand electie content areas
and "#st century learnings$ills and technology tools ateach programmatic leel
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How Do We DefneCurriculum?• %urriculum is that which
is taught at school.
• %urriculum is a set o
subjects.• %urriculum is content.
• %urriculum is a
se!uence o courses.• %urriculum is a set o
perormance objecties.
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How Do We DefneCurriculum?
• Curriculum is all planned learning for
which the school is responsible.
• Curriculum is all the experienceslearners have under the guidance of
the school.
John elna! "1#$#.%
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How Do We DefneCurriculum?
• According to &andi ' Wales("))*+, the most common
defnition deried rom the wordatin root, which means-racecourse.
• &andi ' Wales ("))*+ also statedthat - or many students, theschool curriculum is a race to berun, a series o obstacles or
hurdles (subjects+ to be passed.
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How Do We DefneCurriculum?
• /t is important to $eep in mindthat schools in the Western
%iili0ation hae been heailyin1uenced since the ourthcentury &.%. by the philosophieso 2lato and Aristotle and the
word curriculum has been usedhistorically to describe thesubjects that are being taught
during the classical period o
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How Do We DefneCurriculum?
• The interpretation o the wordcurriculum has broaden in the
")th
century to include subjectsother that the %lassics. Todayschool documents, newspaperarticles, committee reports, and
many academic te4tboo$s reerto any and all subjects o5eredare prescribed as the curriculum
o the school.
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Defnition (Wilson, 1990) o curriculum is:•
Anything and eerything that teaches a lesson,planned or otherwise. Humans are born learning,thus the learned curriculum actually encompassesa combination o all o the below 77 the hidden, null,written, political and societal etc.. 8ince students
learn all the time through e4posure and modeledbehaiors, this means that they learn importantsocial and emotional lessons rom eeryone whoinhabits a school 77 rom the janitorial sta5, the
secretary, the caeteria wor$ers, their peers, aswell as rom the deportment, conduct and attitudese4pressed and modeled by their teachers. 9anyeducators are unaware o the strong lessonsimparted to youth by these eeryday contacts.
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Concept ocurriculum
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Introuction
The concept o curriculum is asdynamic as the changes thatoccur in society. /n its narrowsense, curriculum is iewedmerely as a listing o subject tobe taught in school. /n a broadersense, it reers to the totallearning e4periences oindiiduals not only in schools but
in society as well.
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Curriculum rom Di!erent "ointso #iew
• There are many defnitions o
curriculum. &ecause o this, theconcept o curriculum is sometimescharacteri0ed as ragmentary,elusie and conusing. The
defnitions are in1uenced by modeso thoughts, pedagogies, political aswell as cultural e4periences
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$raitional "oints o #iew o
Curriculum/n the early years o ")th century, thetraditional concepts held o the -curriculumis that it is a body o subjects or subjectmatter prepared by the teachers or the
students to learn. /t was synonymous tothe -course o study and -syllabus
obert 9. Hutchins iews curriculum as-permanent studies where the rule o
grammar, reading, rhetoric and logic andmathematics or basic education areemphasi0ed.
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&asic ;ducation should emphasi0e
the < s and college education shouldbe grounded on liberal education. =nthe other hand, Arthur &estor as anessentialist, beliee that the mission
o the school should be intellectualtraining, hence curriculum shouldocus on the undamental intellectualdisciplines o grammar, literature and
writing. /t should also includemathematics, science, history andoreign language.
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This defnition leads us to theiew o >oseph 8chwab thatdiscipline is the sole source ocurriculum. Thus in our
education system, curriculum isdiided into chun$s o$nowledge we call subject
areas in basic education suchas ;nglish, 9athematics,8cience, 8ocial 8tudies and
others. /n college, discipline
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Traditional curriculum design doesnot re1ect these realities, it oten
does not proide students withopportunities to deelop the $indso critical thin$ing s$ills andproblem7soling abilities that are
central to thin$ing and learning(>ones, 2alinscar, =gle, ' %arr,#?@+. Burthermore, traditional
curriculum design does not includeopportunities to build the $inds opersonal and collaboratie s$ills
that support learning (Tin0mann,
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"ro%ressi&e "oints o #iew oCurriculum
=n the other hand, to a progressiist, alisting o school, subjects, syllabi,course o study, and list o courses or
specifc discipline do not ma$e acurriculum. These can only be calledcurriculum i the written materials areactuali0ed by the learner. &roadly
spea$ing, curriculum is defned as thetotal learning e4periences o theindiidual.
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This defnition is anchored on >ohn
CeweyDs defnition o e4perience andeducation. He belieed that re1ectiethin$ing is a means that unifescurricular elements. Thought is notderied rom action but tested byapplication.
%aswell and %ampbell iewedcurriculum as -all e4perienceschildren hae under the guidance oteachers. This defnition is shared by8mith, 8tanley and 8hores when theydefned -curriculum as a se!uence opotential e4periences set up in theschools or the purpose o disciplining
children and youth in group ways othin$ing and acting
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9arsh and Willis on the otherhand iew curriculum as all the-e4periences in the classroom
which are planned and enactedby the teacher, and alsolearned by the students.
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Islamic concept of curriculum
• According to /slam, basic aluesare permanent. 8o will be the
educational objecties./ntraditionalism, sources o aluesare traditions o their oreathers,While is /slam, pleasure o AAH
is the source o Ealue.
• According to /slam only theprophetic $nowledge is
absolutely reliable. 8o content
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Islamic concept of curriculum
• $nowledge, contained in theFuran and 8unnah.Gnowledge
gained through other sources willalso be tested on this criteria(Furan ' 8unnah+ and mayconditionally made a part o
curriculum.
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Which are old curriculum…
• Sub&ect Centered curriculum
• 'oard field curriculum
• Conservative core curriculum
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Which are modern
curriculum
• The child centered curriculum
• (ctivit! and experience centered
curriculum• Communit! centered curriculum
• )rogressive curriculum
• )roblem*oriented curriculum
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History of Curriculum
Three focus points for Curriculumecisions
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Histor' o Curriculum
# $he ature o *u+ect -atter%ontent o the curriculum, and what subjectmatter to include in
the curriculum.
The subject matter o history should be based on
eens that
actually happened in the past.
. $he ature o the *ociet'
/ the curriculum is to hae utilitarian alues, thenit must lead the student not only to $nowledge othe e4ternal world or its own sa$e, but also to$nowledge that can be applied in the world.
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Histor' o Curriculum
/ $he ature o the Ini&iuals
. The third basic ocal point around whichdecisions about curricula can be made is thenature o the indiidual.
. The curriculum is also a set o suggestions tothe teacher about how to ta$e adantage o thepresent opportunities worthwhile, growth oreach student in the long run.
. The History o %urricula o American school
during the ")th century is, thereore, a historyo these three ocal points or deciding oncontent ad ma$ing other curriculum decisions.
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Histor' o Curriculum
Colonial ra an the arl' nite*tates
• %urriculum was not an issue in %olonialAmerica during the early years o the nited8tates.
• %olonies along the Atlantic seaboard wereunder &ritish control during the #thI#@th centuries. These immigrants were rom
many ;uropean nations.• Cespite their di5erences the settlers shared
common assumptions about education.
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Histor' o Curriculum
2irst Common 3ssumptions:• Bew people needed ormal
;ducation.
• 9ass ;ducation was not heard.
*econ Common3ssumptions:
• Bormal ;ducation should bedirected at bringing people intoconormity with some preailingidea o what and ;ducated personshould be.
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Histor' o Curriculum
3ien these assumptions abouteducation and how they wor$edout in schools o colonial America,the ocus point o the curriculumwas the nature
o subject matter.
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Colonial 3merica
The Harard %urriculum
ogic
2hysics
hetoric
History
;thnic
2olitics
3eometry
Astronomy
iteracy 8tudies
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Colonial 3merica
Bran$linDs Academy• #J?. &enjamin Bran$lin challenge
preailing belies about education and
the curriculum.• %urriculum Kocused on atin ' 3ree$
or those preparing to
be ministers
• Brench, 3erman, and 8panish or thosepreparing to be merchants.
• ;eryone would study ;nglish, throughreading, writing, and orating.
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19th Centur'
%ommon 8chool 9oement• The e4pansion o the curriculum.
eports o the Lational ;ducation
Association.
• #@M. A course o study rom primaryschool to uniersity.
• #@?
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20th Century
The Cardinal )rincipals of Secondar! +ducation
Seven ,b&ectives-
• ealth• Command of fundamental process
• /orth! ome 0embership
• acation
• Citi2enship• /orth! use of leisure
• +thical Character
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7 Common concepts of curriculum
1. Scope and Seuence
. S!llabus
3. Content ,utline
4. Standers
$. Textboo5s
6. Course of Stud!
7. )lanned +xperiences
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43*IC 5-$* 62 C77IC5-
• *48C$-3$$7:Cesignation o what area o content,
acts, arena o endeaor, that thecurriculum deals with. (This is a urtherelaboration o the NtopicN description inthe Aim.+
• I*$7C$I635 "53:Cescribes the actiities the learners are
going to engage in, and the se!uence othose actiities. Also describes what the T;A%H; is to do in order to acilitatethose actiities. (This is li$e thetraditional Nlesson planN e4cept or a
curriculum it may include more than onelesson.+
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43*IC 5-$* 62C77IC5-
• 3im:
=ne sentence (more or less+
description o oerall purpose ocurriculum, including audienceand the topic.
•
7ationale:2aragraph describing why aimis worth achieing. This sectionwould include assessment oneeds.
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43*IC 5-$* 62C77IC5-
• oals an o+ecti&es:
ist o the learning outcomes e4pectedrom participation in the curriculum. This
section includes a discussion o how thecurriculum supports national, state, andlocal standards.
• 3uience an prere;uisites:
Cescribes who the curriculum is orand the prior $nowledge, s$ills, andattitudes o those learners li$ely to besuccessul with the curriculum.
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43*IC 5-$* 62C77IC5-
• -3$7I35*:ists materials necessary or successul
teaching o the curriculum. /ncludes a
list o web pages. =ten, the web site willL=T be the only materials needed by thestudents. They may need boo$s, tables,paper, chal$boards, calculators, andother tools. Oou should spell these
additional materials out in your teachingguide. Also includes the actual materials(wor$sheets and web pages+ preparedby the curriculum deeloper, any specialre!uirements or classroom setup and
supplies, and a list o any specifchardware and sotware re uirements
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43*IC 5-$* 62C77IC5-
• I*$7C$I635 "53:Cescribes the actiities the
learners are going to engage in,and the se!uence o thoseactiities. Also describes whatthe T;A%H; is to do in order to
acilitate those actiities. (This isli$e the traditional Nlesson planNe4cept or a curriculum it mayinclude more than one lesson.+
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43*IC 5-$* 62C77IC5-
• "53* 267 3****-$ 3D#353$I6:
/ncludes plan or assessing learning
and ealuating the curriculum as awhole. 9ay include description o amodel project, sample e4am!uestions, or other elements oassessment. Also should include planor ealuating the curriculum as awhole, including eedbac$ rom
learners.
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=ualit' curriculum
• 3reater depth and less superfcialcoerage
• Bocus on problem soling
• Bacilities the mastery o essential s$ill and$nowledge
• %oordinated
• Articulation multi7leel se!uence study
• ;mphasi0e academic and practice
• ;5ectie integrated curricula
• 9astery o a limited numbers o objecties
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DC3$I6 3DC77IC5- 753$I6*HI"
content o what is taught along withan oerall process o how that contentis to be taught, and instruction beingthe more detailed plans and the waythose plans are implemented in orderto teach the curriculum content, itbecomes easy to understand that thetwo must be compatible in order toma4imi0e student learning.
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Curriculum as a
Discipline
•
%urriculum as a discipline is asubject o study, and on the3raduate leel o Higher;ducation a major feld o
study.
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*5534* #*
C77IC5-Curriculum %urriculum is a ocus o study,
consisting o arious courses all
designed to reach a particularprofciency or !ualifcation.*'lla+us A syllabus is simply an outline and time
line o a particular course. /t will
typically gie a brie oeriew o thecourse objecties, course e4pectations,list reading assignments, homewor$deadlines, and e4am dates.
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C67* 62 *$D #*C77IC5-
• A course is a set o inentoryitems grouped together or ease
o assignment and trac$ing.%urriculum reers to the trainingassigned to a student. A
curriculum can consist o morethan one course.
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C77IC5- #*
$3CHI Curriculum
%urriculum is a ocus o study, consistingo arious courses all designed to reach a
particular profciency or !ualifcation.$eachin%
An academic process by which studentsare motiated to learn in ways that ma$e
a sustained, substantial, and positiein1uence on how they thin$, act, andeel.
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Curriculum as a
Discipline3raduate and undergraduate students
ta$e
courses in:
%urriculum deelopment%urriculum theory
%urriculum ;aluation
8econdary 8chool %urriculum
;lementary 8chool %urriculum9iddle 8chool %urriculum
%ommunity %ollege %urriculum
%urriculum in Higher ;ducation
• 8 f
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• 8eferences-
• Cortes9 C.+. "1#:1% The societal curriculum-
;mplications for multiethnic educations. ;n 'an5s9 J.(
"ed.% Educations in the 80's: Multiethnic education.