Curriculum Development: LAS 321

Curriculum Development: LAS 321 Compendium

Preface

• A compendium created to address challenges faced by colleagues due to the world pandemic
• Aims to provide materials to those without textbooks or regular online class access, seeking to enhance their performance and achieve excellence.

Introduction

• Curriculum has varying interpretations.
• Equated with subjects, syllabi, timetables, lesson notes, or courses of study by non-experts.
• Some view curriculum as the prescribed content of each subject, such as mathematics, history, or biology.

Syllabus

• Synopsis refers to the outline of a course leading to certification, like the West African School Certificate Syllabus with outlined content for secondary students.
• Equating curriculum with syllabus involves considering the content to be transmitted and viewing the curriculum as acquired knowledge.

Scheme of Work

• Scheme of work applies learning objectives to specific classes in school.
• Syllabus broken down into units for polytechnics, colleges of education, and instructional units per subject timetable, covering a term or year.

Timetable:

• Timetables distribute subjects across the week, showing when each is taught, reflect time allocation per lesson, and display timing for other activities

Lesson Note:

• Scheme of work is narrowed to actual learning activities of the lesson.
• A lesson note guides orderly teaching, outlining steps and sequences and contains what the teacher expects to teach during a lesson period

Course of study

• Course of Study: An educational program designed for a specific purpose over a given period, such as an NCE course

Curriculum - Broader Definition

• Curriculum’s meaning is broader and about definitions of the concept

Curriculum Etymology

• Derived from Latin "currere" (running course)
• Meant to be a course to run to reach a goal

Tyler’s Curriculum Definition

• Tyler (1949) defined curriculum as all student learning planned and directed by the school to achieve its educational goals.
• His definition emphasizes the intended educational outcome or objectives.
• Curriculum should address four questions:
• What educational purposes should the school aim to achieve?
• What educational experiences can be provided to achieve these purposes?
• How can these educational experiences be effectively organized?
• How can we determine if these purposes are being achieved?
• Critics find Tyler’s definition emphasizes too much emphasis on educational objectives.

Saylor and Alexander’s Definition

• Saylor and Alexander (1974) define curriculum as the school’s total effort to achieve desired outcomes both in and out of school situations

Wheeler’s Definition

• Curriculum plans experience for the learner under the guidance of the school.

Oliver’s emphasis

• Oliver (1977) emphasized that learning experiences are planned educational programs with attention to:
  • Programme of studies: Transmission of knowledge within school subjects.
  • Programme of guidance: Valuable info draws from a learner to guide them towards the future
  • Programme of activities: Experiences outside academic subjects, such as games, sports, and clubs.

Inlow

• Inlow (1966) views the curriculum as an umbrella over all school experiences.

Elements of Curriculum

• Fundamental elements include;
  • Objectives: State curriculum's purpose, answering why it's introduced with a statement of intended outcome.
  • Content: What is taught in the curriculum
  • Method: The way in which the content is presented
  • Evaluation: Deals with determination of whether the intended outcomes have been achieved

Tyler’s curriculum answer

• What educational purpose should the school seek to attain?
• What educational experiences can be provided that are likely to attain these purposes?
• How can these educational experiences be effectively organized?
• How can we determine whether these purposes are being attained?

Tyler’s Beliefs

• Tyler believed elements relate linearly and sequentially, starting with objectives followed by Content, Method, and Evaluation
• Other experts think curriculum can start from any element in forward or backward directions

Nichollis views

• Nichollis(1972) views is constantly moving backward and forward, referencing objectives when considering content and referencing content and objectives when considering methods

Hidden Curriculum

• Experts definitions emphasize planned experiences but omit experiences within school under teacher guidance.
• Unplanned effects introduced new terms, like Hidden Curriculum, which includes non-timetable lessons or those arranged by Ozigi and Conham (1978) learned from peers or teacher behavior

More Aspects

• The acquired aspects of a hidden curriculum can be positive or negative
• Urvebu (1985) describes it as educationally relevant but "non-academic."
• Schools and teachers should control hidden curricula, consider implications, and accept responsibility

Synonyms for Hidden Curricula

• Its the same as unplanned or implicit curricula.
• Dewey called it collateral learning

School Activities

• Some activities are known as Extra curricula but these are often separated from “formal” curriculum to be non graded.
• E.g clubs, sports, and excursions, and “formal” programmes are taught at specific periods and are explicitly stated

Official & Actual Curriculum

• Official/Intended curriculum refers to syllabi, prospectuses, and schemes of work.
• Actual curriculum is what is covered in school practice, as defined by Doll (1964).
• The main distinction is intention versus results
• The formal curriculum is theory while the actual curriculum happens in practice

Aims, Goals, & Objectives

• They give direction in different levels
• The main difference is the level of specificity

Aim

• A broad, general statement reflecting a nation/society's educational philosophy
• The broadest educational outcome
• Usually can't be measured and takes a long time

Realizing Aims

• Aim can only be realized after educational system completion
• The Nigerian system’s aims are in the National Policy of Education (NPE), which was;
  • Published in 1977 and revised in 1981, 1989, and 1998

National Development plan

• In the 2nd National Development Plan, Nigerian sectors efforts were directed towards building;
  • Society a free and democratic society;
  • A just and egalitarian society
  • A united, strong, and self-reliant nation
  • A great and dynamic economy;
  • A land of bright and full opportunities for all citizens.

Educational Sector’s Aims

• Derives aims to meet the societies aspirations.
  • To Inculcate national consciousness and national unity
  • To Inculcate the right type of values and attitudes for individual survival in Nigerian society
  • train the mind in understanding the world around
  • The acquisition of appropriate skills, abilities & mental competencies.

Guidelines with aims

• Above statements help and serve as guidelines and helpful in spelling out why schools exists in a
• Too general for purposes of classroom instruction
• terms like appreciate, understand, know, inculcate, acquisition are too vague.

Goals and Objectives

• Longman dictionary defines goals as 'end of race or object of effort'Objective is a 'thing or place aimed at.' Tyler (1949) listed made Asiku (1987) to describe goals essence of curriculum. That fundamental question is, what educational purpose do we attain through the curriculum

Goals Definition

• Goals refer to general intent
• Objectives focus on specific changes. Goals for curriculum planning Objectives for instruction

Goals & Objectives Constitute

• Kerr (1968) said for curriculum to be rational, it must start with clear and specific aims, then address contents & methods to achieve objectives

Goals characteristics

• Goals are outcomes with general terms & guide us in content selection/organization.
• Goals are degrees of specificity Wheeler (1967) listed the types of educational goals:
  • Ultimate goal
  • Mediate goal
  • Proximate goal

Ultimate Goal

• The highest intended outcome
• Ultimate goal is stated in broad terms Hard to measure or observe. with nebulous vague statements Expected at the end of a long period.

Deriving Ultimate Goal:

• Derived from aim
• E.g., a National Policy of Education aim is the appropriate education as individual equipment.
• Therefore a "produce a literate" would be a mediate goal

Mediate Goal

• Mediate goals acquired by breaking ultimate goal into smaller components
• It states behavior that should be attained at particular stages Example: "producing a literate citizen" is ultimate, while "ability to read and write in one's mother tongue,"(at if stage 1), is mediate

Proximate Goal

• This is a more precise, limited aspect of mediate goals
• Break a to Proximate goals, when a mediate goal is completed.
• It's easier and should be completed in a short amount of time

Example goals

• Before being reading and writing, first be able to read in mother tongue
• Reading in one's mother tongue by primary three

Objectives instructional

• This is derived from Proximate goals & "general objectives" while instructional objectives are "specific objectives"

Aspects of objectives

• Objectives give directions by helping teachers to plan instructions, guiding learning, and giving criteria for student results

Behavioural objectives

• Its statements can measure results, unlike being ambiguos

Good objective aspects

• It should be stated as a learning product with an action verb
• Verbs to use include; mention, add, calculate, identify, construct, titrate, prepare, measure demonstrate
• It gives a good anticipated student performance

stating limitations

• It states where learner needs to exhibit their achievements. I.e whether using paper to write or manipulating things w/ given tools
• It must indicate level of acceptable performance:Behavioural objective is a statement that Specifies what engagement will show if they achieved said objective
• Verbs like "understand" or "appreciate" are not observed

Stating limitations with errors

• While, listing objectives, teachers only cover topics. E.g function of money, or principles of taxation:
• A error if you express objectives in learning process and not learning product E.g punctuation of English or gains from techniques when talking about an operation
• When objective is teachers and not students. E.g to increase learner's creative thinking ability ,or to demonstrate procedure involved in testing for starch

Role for Educational objectives

• Dictate which learning materials should be used by students
• guides teacher planning
• guide evaluating curriculum achievements
• If teacher unavailable, helps another be able to use to help and take over the lesson

De merits of objectives

• Imposes limitations on creativity
• Difficult to express some subjects terms as learning
• To state behavioural in involves combination i synthesis, analysis, appreciation/ creative thinking

Educational Sources

• For the right statement is a look into consideration for; I. Historical or sociological II. pyschological III. material and Subject matter

First Source Sociological

• Goal and education changes across society due to demands from system
• an agricultural society goal contrasts from others.
• The culture, values, and norms should come for the culture Its philosophy + Aspiration will guides the goal and objectives for selecting a culture

Second source phscological

• Deals with learner's characteristic
• Designed to consider leaner goals and aspect when stating objecitves
• we look age , maturity level, gifts, readiness and intelligence

Nature of Discipline

• Available experiences can lead selection which aids curriculum
• Knowledge increase calls goals to reflect new growth

Action Verbs

• Science includes draw, identify, calculate, titrate,
• while Humanities includes describe, narrates, recite and compose

Educational Objectives

• Bloom, made guides for identifying define and defining objectives
• According to him there are three domains I. Congitive ( Head) II. Effective ( heart ) III. Psychomotor ( hands )
• Divided into categories arranged hierarchal from basic to complex . domain exclusive but represents aspects of emphasises

Domain 1- Cognitive

• Emphasis include intellectual outcomes & mental
• Knowledge,thinking

Goals for learners to achieve (congnitive)

• Remembering something previously learnt
• Solve intellectual packs where individual needs to determine the problem and reordering with past solutions
• (Krathwol et-al 1964), in cogntive area divided categories include
• Knowledge
• comprehension
• application
• synthesis
• analysis
• evaluation
• Simple objective include " knowledge " & the opposite complex outcome comes under the " evaluation category "

Example aspects with knoweldge

• Knowledge ( deals in bringing in memory)
• it needs remembering all data that has to relate in mind. In includes recollecting fact,words, event. etc.
• verb used include- Name, label, locate, identify, and describe

Example objective

• At ends to the session students be able define " Osmosis "

comprehension

• Cancel predict consequences & interpret information verb .Verb includes generalization and explanation to estimate.

objective example

End to lesson, be able to; Explain effect and supply with demand on prices

Application

Requires novelty for ability. Use manipulate with modify, to describe to solve

Evaluation aspects

• This deals to break the material into various parts .
• Verb; differentiate or separate to the idenfiy the part

Objectives

• To appreciate students by composing for heroes and explaining to find if they have used their cognitive functions appropriately.

judgement aspects

This is for value and has defined requirements Verbs in high category is compare. contrast and explain

instructional process

Ability with promotion

Affective domain

deals with value, feelings or adjustment method those is a degree for acception when stated by (Krathwol et-al 1964), domain need it but hard so its categorises includes a-Receving b- Respond c- Value

Aspects receiving

Stimulus to show interests. Lowest verb locate to reply or choose students, will create and choose, to allow ability to write letters with proper wording

To describe active participation

verb includes practices etc at their end they should be able to get good feedback and write dam

Value attach objects

object should also include students verb for includes explains for work and join etc

instruction processes

ability that all should classmates to feelings. Politics should shared is in involved

Organization

Syn values need to be comparing like integrate and synthesise

Instruction Processes

learners should be good and return to the mission school

Charcteristic’s Value

Lifestyle when you will the solve and you will questions

Instruction process

If so should question the student choice of career

Psychomotor domains

Manipulation over machines. verbs use weight etc

Cognitive and ability

Is cognitive for that so can affective the attitude and what is going move with attitude

Ascending levels

Observing Adopting

Curriculum Content

• curriculum (Tyler 1949) - interaction of learner
• Onouha eat (1986) - learning activity and relation activities with learners the designed for achieve with change on the learner
• Whealler - three types learning physical and mental

Content-Selection

Vaildit Significance Neds and interest provision - range

Criteria Validity

does it work? fundatal will it support needs

sigificance

userful and not trivial influence and norms present and future good change the world .

Interst and needs

food shelter and

learrner ability

facts skills learner ship learn

objectives should not narrow

• will the good teacher should consider it

Last quality

present future solving problems

cumulative

build on . from comolex

learning expereince

doll the one helpful. intrerst? cater for?

experience real

oppurunity is a way

• organization ( topic -subject detailed analysis - exp matter / learner will
• should arrgange, a to z . sequential, contuint and scope

sequence

order for peration prespetiva

continue

• sources- relation -dimension

scoop

• not narrow produce better

interga

some philosophers realm of meaning

Vertical and horizontal

Structurally and it will to funtiocn with object and the same lower period

Pattern Of Curricula

• Centered
• By relation
• Field
• Based
• persistent list situation

Centred

• Grees and room. 7 libs, arthimetic

advatange Centered

• logically for fact. easy too use and college patterns are good there.. encourages

c ritized appraoch

times desjointed

oragnization By

• Weakness in the curriculum for for
• maths physcs

Broadfield, as one

limitatition and elminiate. connection social stides

advantages with board field

1- comprehensive 2- eliminates broad

limited is a detail (broadfield)

integration extra work needed will read outside is great or active

• ( Rousseau . at center - prepare?
• (curricula will is

child Advantages

as to one for solved

• -draw - -opportunity. relation with cul env and it

centrism

orgnnziexed

• for - so , or problems they world knowedg

persistent advantages

gives

the curriculum development

change in behavior - and schools

• society good the goals