Chapter 1: Understanding the Curriculum PDF

CHAPTER 1: UNDERSTANDING THE CURRICULUM 6 Definitions of Curriculum It is important to have a clear understanding and a concrete explanation of what curriculum is as it helps scholars and students understand it as a dynamic(changeable, not fixed) field in education. Many books on curriculum. To ana...

CHAPTER 1: UNDERSTANDING THE CURRICULUM 6 Definitions of Curriculum It is important to have a clear understanding and a concrete explanation of what curriculum is as it helps scholars and students understand it as a dynamic(changeable, not fixed) field in education. Many books on curriculum. To analyze and present various images, characterizations, and definitions of the term curriculum. To analyze or discuss all of these definitions would be a massive endeavor since there are more than eleven hundred books written about curriculum (Schubert, 1980). Presented in this book are just a few definitions provided by Saylor (1981), Beauchamp (1982), Schubert (1986), Eisner (1985), Pinar (1995), Posner (1995), Marsh (2004), Olivia (2005), Glatthorn (2006), and Reid (2006), among others. 1. Curriculum as a list of subjects – the “permanent” or the traditional subjects offered in the school curriculum such as Mathematics, Language, Science, Music, Arts, and others. Note: Math itself cannot be called a curriculum as Math is a subject, but we have what we call a Math curriculum, which includes not only the subject but the topics under this subject like Algebra, geometry, etc. 2. Curriculum as learning experiences – The students’ curricular and co-curricular activities and the learning experiences they encounter inside or outside the school. This definition includes the hidden curriculum or those things learned by the students as a result of their experiences in the school with their peers, schoolmates, teachers, school staff, or the values they learned from a school program. In short, it includes the school culture. Example: In Mathematics, problem-based learning and math games. 3. Curriculum as intended learning outcomes (objectives) – This definition includes a list of learning competencies or standards that students should learn in school. Example: Outcome 1: Students will be able to solve linear equations and inequalities and apply these skills to real- world problems. 4. Curriculum as planned learning experiences – This includes documents specifying contents, objectives, or general ideas of what students should know in schools or a specific discipline. Example: Activity 1: Algebra Scavenger Hunt: Students solve algebraic equations to find clues around the classroom that lead to a prize. Denotes: Curriculum guide, syllabus (for tertiary), and lesson plan (not in tertiary level). Note: The syllabus is the same as the lesson plan. It contains Intended learning outcomes (CHED Memo.), assessment tasks, teaching activities, the material used for the discussion, references, then remarks. 5. Curriculum as a discipline – as a discipline (a study of something), its own principles, theories, and practices. 6. Curriculum as content or subject matter – This definition views curriculum as a series of topics under each subject area. It is important that curriculum workers have a common understanding of what curriculum is. Their personal definition of curriculum defines the curriculum product that they will produce. Many curriculum projects fail, and many curriculum researches appear vague because of an unclear understanding of the field of curriculum. 9 Different Types of Curriculum 1. Ideal or Recommended Curriculum – (1) This refers to what scholars propose as the most appropriate curriculum for the learners. (2) May also develop as an alternative response to various curricular problems and issues. For example: Different professional organizations or various programs of study in different universities may propose curriculum innovations or alternative curriculum content as a result of their researches. 2. Intended, Official, or Written Curriculum - This refers to the official curriculum embodied in approved state Curriculum guides (Glatthorn, Boschee, and Whitehead, 2006). It is the curriculum prescribed by the government. For example: The Kindergarten Curriculum Standards The K-12 Curriculum CHED Curriculum for General Education (Memorandum Order No. 20 Series 2013) TESDA Modules and Competencies 3. Implemented Curriculum - This type of curriculum refers to the actual implementation of the curriculum or what teachers in the school teach. (Contradict the academic freedom since teachers can’t modify curriculum) For example: In many cases, teachers modify and improve their curriculum based on the needs of the students or whenever there are new ideas in various disciplines that are important to teach to the students. Academic freedom among faculty members in college may also influence how professors plan and implement their courses. 4. Achieved Curriculum or Learned Curriculum - This refers to the result of the curriculum or what students actually learned in school (Print, 1993). The achieved curriculum reveals whether the students learned and whether the schools are successful in attaining their curriculum goals and objectives. CHAPTER 1: UNDERSTANDING THE CURRICULUM 5. Tested Curriculum – A set of learning that is assessed in teacher-made classroom tests, curriculum- referenced tests, and in standardized tests. (Glatthorn, Boschee, and. Whitehead, 2006) 6. Entitlement Curriculum – It refers to what the people or the general society believed the learners should expect to learn in the educational system for them to become good members of the society. 7. Supported Curriculum – This refers to the curriculum that is reflected on and shaped by the resources allocated to support or deliver the official curriculum. (Glatthorn, Boschee, and Whitehead, 2006) 8. Null or Censored Curriculum – This refers to various curriculum contents or topics that must not be taught to the students. (Tanner & Tanner, 2007) 9. Hidden Curriculum – This refers to various skills, knowledge, and attitudes that students learn in school as a result of their interaction with other students, staff, and faculty members. Although the hidden curriculum is not actually taught in formal classroom learning, it is also true that the hidden curriculum can be a product of the students’ schooling. The hidden curriculum is very powerful in developing the school culture (Print, 1993). 3 Categories of Sources for Curriculum Foundations 1. Psychology – Studies of learners and learning theory. 2. Sociology and Anthropology – Studies of social behavior and culture. Both are studies of society but (1) focus on human collective behavior while (2) focus on human development and culture. 3. Philosophy – Studies the nature and value of knowledge. The pursue of freedom. These curriculum sources or foundations influenced curriculum developers in framing different curriculum conceptions and in developing curriculum. 6 Curriculum Conceptions Curriculum workers have different ideas about curriculum matters and curriculum development processes. They have different points of view about curriculum concerns, goals of what a curriculum should accomplish, and how a curriculum should be designed or constructed. These explain the presence of various curriculum orientations or conceptions. 1. Academic Rationalist Conception – considered as the oldest among the curriculum conceptions. It stresses the importance of different bodies of knowledge, known as disciplines or subject areas, as the focus of the curriculum. The curriculum should be anchored with different disciplines. 2. Cognitive Processes Conception – seeks to develop a repertoire of cognitive skills that are applicable to a wide range of intellectual problems. The subject matters are instruments or tools for developing theses cognitive skills that are lasting in the lives of individuals. 3. Humanistic Conception – stresses the idea that curriculum or education is an instrument for developing the full potential of individuals. It seeks to help individuals discover and develop their unique identities. It stresses that curriculum should focus on the needs and interest of individuals. (Eg. Theory of Individual Differences – Differentiated Instruction Theory) 4. Social Reconstructionist Conception – views the school or schooling as an agency for social change. Hence, it stresses that curriculum should respond to the different needs, issues, problems, and demands of the society. 5. Technological Conception – is preoccupied with the development of means to achieve curriculum or educational goals. It views schooling as a complex system that can be analyzed into its constituent components. 6. Eclectic Conception – is where curriculum workers find themselves aligning their ideas with two or more curriculum conceptions. Hence, this curriculum conception reiterates the realities in curriculum development that each of the curriculum conceptions is to be considered and is influential to a certain extent in designing the curriculum. A mixture or combination of all the curriculum conception 4 Elements of a Curriculum 1. Curriculum Intent – refers to the curriculum goals and intended outcomes 2. Content – refer to topics 3. Learning Experiences – the teaching-learning activities that teachers utilized and administered (title to have the academic freedom) 4. Evaluation – to quantify the learning attained by the students; in order to determine whether or not the students have indeed acquired the set of learning competencies as described in the curriculum guide or the syllabus “Curriculum is the roadmap that guides the educators in sending the students to their fascinating destinations” - Limz-