EDP 7114 Teaching and Learning for Young

Children

Curriculum Context

then we must

contend with

multiple contexts

that affect

curriculum, students,

and teachers. The

following diagram

provides and

overview of some of

these contexts.

Typically, curriculum

documents focus on

specific subject

matter content.

However, if we are to

take seriously broader

notions of curriculum,

Curriculum Context

Curriculum – is a

structured set of

learning outcomes

or task that

educators usually

call goals and

objectives. ( Howell

and Evans 1995)

Definition(s) of Curriculum

Curriculum – is the

“what” of teaching.

Curriculum –

listings of subjects

to be taught in

school.

.

A document which

describes a structured

series of learning

objectives and

outcomes for a given

subject matter area

Includes a

specification of what

should be learned, how

it should be taught, and

the plan for

implementing/assessin

g the learning

Questions Related to Curriculum Context:

Who decides on what content

should be included?

Why is certain content more

important (included) than other

content (not included)?

Who should decide on what

content to include?

- Which of the contexts within the

overall context of curriculum and

instruction do not, cannot, and/or

should not appear in curricular

documents at the district, state, or

national levels?

- Which of the contexts within the

overall context of curriculum and

instruction typically appear in

curricular documents at the district,

state, or national levels?

Cont….

Who should decide on what

content to include?

How should subject matter

learning be approached (e.g., as

material for problem solving and

inquiry, as material to be

memorized, etc.)?

What are the implications of such

a view of curricular contexts for

teaching, learning, and schooling?

Based on the above figure,

how should curricular

development occur?

What are the implications of

the center of contextual

conjunction for how we

conceive of curricular

enactment, learning, teaching,

and schooling?

Curriculum Characteristics

Designing a school curriculum for progressive learning

opportunities should be informed by valid assessment data, be

tailored to meet learners’ needs, aspirations and personal

development, and provide multiple means of representation,

action and expression, and engagement.

Curriculum design should harness student’s positive attitudes,

ideas and imaginative capacities to support them to be co-

creators of their own learning and to ensure it is personally

meaningful and relevant.

Cont…

- Curriculum design should be reviewed, evaluated and modified

through a collaborative process of reflection to develop a partnership

- Curriculum should be planned for success with clearly articulated

learning intentions

Curriculum planning should maximize opportunities for

collaboration and participation in learning between families and

practitioners and should include students’ own views of their

learning and engagement in assessment practices.

Two Schools of Thought Predominated

Throughout History of Curriculum Development:

The Essentialist School

The Progressive School

The Essentialist School

It considers the curriculum assomething rigid consisting ofdiscipline subjects.

It considers all learners asmuch as the same and it aimsto fit the learner into theexisting social order andthereby maintain the statusquo.

Its major motivation isdiscipline and considersfreedom as an outcome and nota means of education.

The Essentialist School

Its approach is authoritative and the

teacher’s role is to assign lessons and to

recite recitations.

It is book-centered and the methods

recommended are memory work , mastery

of facts and skills, and development of

abstract intelligence.

The Essentialist School

It has no interest in social action and life

activities.

Its measurement of outcomes are standard

tests based on subject matter mastery.

The Progressive School

It conceives of the curriculum as something

flexible based on areas of interest.

It is learner-centered, having in mind that

no two persons are alike.

Its factor of motivation is individual

achievement believing that persons are

naturally good.

The Progressive School

The Role of the teacher is to stimulate

direct learning process.

It uses a life experience approach to fit the

student for future social life.

The Progressive School

Constant revision of aims and experimental

techniques of teaching and learning are

imperatives in curriculum development in

order to create independent thinking,

initiative, self-reliance, individuality, self-

expression and activity in the e-larner.

The Progressive School

Its measurement of outcomes are now

devices taking into consideration subject

matter and personality values.

Islamic Concept of Curriculum

Muslim scholars have made serious endeavors to define the concept

of Islamic education and then to develop a genuine Islamic

education model based on the basic tenets of aqidat al-tawheed`

(principle of faith).

This reformation of education has envisioned to produce the new

Muslim generation, which is capable of fulfilling its role as

khalifatullah (vicegerent of God)i.e. responsible for the

development and maintenance of civilization and its resources.

In another word, Islamic education is obliged to deal with the

overall development of the individual, i.e. spiritual, intellectual,

imaginative, physical, scientific, linguistic, both individually and

collectively. In sum, the ultimate of Islamic education is in `the

realization of complete submission to Allah on the level of the

individual, the community and humanity at large.

Islamic Concept of Curriculum

A newly integrated Islamic curriculum

and subject matter for contemporary

Islamic schools need to be devised to

promote Islamic Identity solidarity for

the Ummah.

It is for the need of the young

generations to be instilled with pure

Islamic values and beliefs from the

beginning in a very comprehensive,

critical and creative manner by using

newly revised integrated and dynamic

approach to education.

Quality of curriculum

Greater depth and less superficial coverage

Focus on problem solving

Facilities the mastery of essential skill andknowledge

Coordinated

Articulation multi-level sequence study

Emphasize academic and practice

Effective integrated curricula

Mastery of a limited numbers of objectives

Why Focus on Curriculum

Quality?

Creating quality curricula is hard to do.

Changing school structure is not enough.

The stakes for students and schools are

high.

Every pathway component involves

curriculum.

Quality Design Principles

Where do they come from?

Theory and research

Classroom observation

Classroom experience

Expert input

Mission

What Does Quality Look Like? Two

Underlying Goals

Prepare students for both college and

career

Serve students with varying abilities,

interests, and aspirations

https://www.youtube.com/watch?v=sluQZ

X9FOeM

HOW CURRICULUM DIFERS FROM…… SYLLABUS

COURSE OF STUDY

EDUCATIONAL PROGRAMME

TEACHING

INSTRUCTION

SYLLABUS VS CURRICULUM

CurriculumCurriculum is a focus of study, consisting ofvarious courses all designed to reach aparticular proficiency or qualification.

SyllabusA syllabus is simply anoutline and time line of aparticular course. It will typicallygive a brief overview of thecourse objectives, courseexpectations, list readingassignments, homeworkdeadlines, and exam dates.

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.

CURRICULUM VS TEACHING

Curriculum

Curriculum is a focus of study, consisting ofvarious courses all designed to reach aparticular proficiency or qualification.

Teaching

An academic process by which students aremotivated to learn in ways that make asustained, substantial, and positive influenceon how they think, act, and feel.

INSTRUCTION VS CURRICULUM

Curriculum

Curriculum is literally defined in educationas a set of courses regarding different classesor subjects offered in different educationalinstitutions such as a school or a university.

Instruction

Instructions are a basic aspect of thelearning process. They are all formulated toguide students in their gradual learningprocess in their respective fields.

Factors Affect the Curriculum

Political

How politics influences

curriculum design and

development starts with funding.

Both private and public

educational institutions rely on

funding for hiring personnel,

building and maintaining facilities

and equipment. All aspects of

curriculum depend on local, state

and national political standards.

From defining goals, interpreting

curricular materials to approving

examination systems, politics

affects curriculum development.

Economic

Curriculum developed for in

house training in corporations

focuses on educating

employees for promotions that

bring better returns in profits.

Nations financing education

expect an economic return from

educated students contributing

to the country's economy with

global competition abilities in

technical fields. Curriculum

content influences learner

goals, standards for academic

achievement with an underlying

influence of the nation's

economy.

Technological

The computer technology of the

21st century influences curriculum

development at every level of

learning. Learning centers and

classrooms increasingly provide

computers as requisite interaction

for studies among students.

Technological multimedia use

influences educational goals and

learning experiences among

students. Undergraduate and

graduate degrees in computer

technology increases in popularity.

Diversity

Social diversity includingreligion, culture and socialgroupings affects curriculumdevelopment because thesecharacteristics influence the typesof topics and methods forteaching information. Developingrelevant curriculum takes intoaccount society's expectations,accommodating group traditionsand promoting equality.

Learning Theories

Both child and adult learning

theories within the psychology

field influence curriculum

development. Understanding the

psychology behind learning

theories implemented in

curriculum development

maximizes learning with content,

delivery, interactive activities and

experiences initiated at the most

opportune teaching moment.

Environment

World awareness and action

toward reversing and ending

pollution continues affecting

curriculum development.

Typical elementary classrooms

teach recycling and healthy

environmental practices.

Higher education in the

sciences offer environmentally-

focused degrees.

Types of Curriculum

Overt, explicit, or written curriculum,

Societal curriculum (or social curricula),

The hidden or covert curriculum,

The null curriculum

Phantom curriculum

Concomitant curriculum

Rhetorical curriculum

Curriculum-in-use

Received curriculum

The internal curriculum

The electronic curriculum.

Cont…

Overt, explicit, or

written curriculum

Is simply that which is written as part of formal

instruction of schooling experiences. It may

refer to a curriculum document, texts, films, and

supportive teaching materials that are overtly

chosen to support the intentional instructional

agenda of a school. Thus, the overt curriculum

is usually confined to those written

understandings and directions formally

designated and reviewed by administrators,

curriculum directors and teachers, often

collectively.

Societal curriculum (or social

curricula)

As defined by Cortes (1981). Cortes

defines this curriculum as:…[the]

massive, ongoing, informal curriculum

of family, peer groups, neighborhoods,

churches organizations, occupations,

mas, media and other socializing forces

that “educate” all of us throughout our

lives. 24

This type of curricula can now be

expanded to include the powerful effects

of social media (YouTube; Facebook;

Twitter; Pinterest, etc) and how it

actively helps create new perspectives.

3. The hidden or covert

curriculum

That which is implied by the very

structure and nature of schools, much of

what revolves around daily or established

routines.

Longstreet and Shane (1993) offer a

commonly accepted definition for this

term – the “hidden curriculum,” which

refers to the kinds of learnings children

derive from the very nature and

organizational design of the public

school, as well as from the behaviors and

attitudes of teachers and

administrators….

4. The null curriculum That which we do not teach, thus giving

students the message that these

elements are not important in their

educational experiences or in our

society. Eisner offers some major points

as he concludes his discussion of the

null curriculum. The major point I have

been trying to make thus far is that

schools have consequences not only by

virtue of what they do teach, but also by

virtue of what they neglect to teach.

What students cannot consider, what

they don’t processes they are unable to

use, have consequences for the kinds of

lives they lead.

Phantom

curriculum

The messages prevalent in and through

exposure to any type of media. These

components and messages play a major part

in the enculturation of students into the

predominant meta-culture, or in acculturating

students into narrower or generational

subcultures.

6. Concomitant curriculum What is taught, or emphasized at home,

or those experiences that are part of a

family’s experiences, or related

experiences sanctioned by the family.

(This type of curriculum may be

received at church, in the context of

religious expression, lessons on values,

ethics or morals, molded behaviors, or

social experiences based on the family’s

preferences.)

7.Rhetorical

curriculum

Elements from the rhetorical curriculum are

comprised from ideas offered by policymakers,

school officials, administrators, or politicians.

This curriculum may also come from those

professionals involved in concept formation

and content changes; or from those educational

initiatives resulting from decisions based on

national and state reports, public speeches, or

from texts critiquing outdated educational

practices. The rhetorical curriculum may also

come from the publicized works offering

updates in pedagogical knowledge.

8. Curriculum-in-use The formal curriculum (written or

overt) comprises those things in

textbooks, and content and concepts in

the district curriculum guides.

However, those “formal” elements are

frequently not taught. The curriculum-

in-use is the actual curriculum that is

delivered and presented by each

teacher.

9. Received

curriculum

Those things that students actually take out

of classroom; those concepts and content that

are truly learned and remembered.

10. The internal

curriculum

Processes, content, knowledge

combined with the experiences and

realities of the learner to create

new knowledge. While educators

should be aware of this curriculum,

they have little control over the

internal curriculum since it is

unique to each student. Educators

can explore this curricula by using

instructional assessments like “exit

slips,” reflective exercises, or

debriefing discussions to see what

students really remember from a

lesson. It is often very enlightening

and surprising to find out what has

meaning for learners and what

does not.

11. The electronic

curriculum

Those lessons learned through searching the

Internet for information, or through using e-

forms of communication. (Wilson, 2004) This

type of curriculum may be either formal or

informal, and inherent lessons may be overt or

covert, good or bad, correct or incorrect

depending on ones’ views. Students who use the

Internet on a regular basis, both for recreational

purposes (as in blogs, wikis, chatrooms, list

serves, through instant messenger, on-line

conversations, or through personal e-mails and

sites like Twitter, Facebook, or Youtube) and

from personal online research and information

are bombarded with all types of media and

messages. Much of this information may be

factually correct, informative, or even

entertaining or inspirational. But there is also a

great deal of other information that may be very

incorrect, dated, passé, biased, perverse, or even

manipulative

What is ?

Curriculum for Excellence is the national curriculum for Scottish

schools for learners from age 3 to 18. It was developed out of a 2002

consultation exercise – the 'National Debate on Education' –

undertaken by the then Scottish Executive on the state of school

education.

In response to the National Debate, Ministers established a Curriculum

Review Group in November 2003 to identify the purposes

of education for the 3 to 18 age range and to determine key principles

to be applied in a redesign the curriculum. Its work resulted in the

publication in November 2004 of the document A Curriculum for

Excellence.[1] This document identified four key purposes of education;

those that enable young people to become, "successful learners,

confident individuals, responsible citizens and effective contributors."

Multiage Curriculum

Multi-age classrooms or composite classes are classrooms with

students from more than one grade level. They are created when

either there are too many students for one class.

It is more common in smaller schools; an extreme form is the one-

room school.

Describe learning as ”phases of learning”, rather than as ”age or

year level appropriate” learning.

Work purposefully with children in selected (according to

capabilities, needs and interests) groups or individually to scaffold

their learning

https://www.youtube.com/watch?v=XyYG2YiYTVQ