Nature Of Curriculum PDF

 Definition Types and Purposes Elements/Components  Curriculum as a product Curriculum as a program of study Curriculum as intended learnings Curriculum as experiences of the learner Hidden curriculum  program, document, electronic media, or multimedia Advantages...

 Definition Types and Purposes Elements/Components  Curriculum as a product Curriculum as a program of study Curriculum as intended learnings Curriculum as experiences of the learner Hidden curriculum  program, document, electronic media, or multimedia Advantages concrete terms and definite ways, and direction for planning and development by producing a document Disadvantages limits to specific programs, courses, activities, or outcomes assumes all possible outcomes can or will be described may separate processes of learning what is to be learned  courses offered, curriculum sequences of study in standards as benchmarks, gateways from required to elective courses subject-presentation approach Advantages concrete terms traditional and linear development learning takes place in many different settings in school easily manage Disadvantages all students' learning is contained in programs is what students will actually learn mastery of content can be deceiving less likely to have heterogenous grouping less likely to offer students choices or a personalized instruction  goals, content, concepts, generalizations, outcomes  activities, planned and unplanned Advantages focuses on learning and the learner allow broader experiences meaningful learning if it relates to student' interests, and needs, or if students help select meaningful activities can be greater retention of learning as subject matter Disadvantages more abstract and complex curriculum is so comprehensive  What students learn that isn't planned - unless you plan for this - or is it possible? a. Traditional Point of View b. Progressive Point of View ‘Curriculum is a body of subjects or subject matter prepared by the teachers for the students to learn.’ ‘course of study’ and ‘syllabus’ Robert M. Hutchins view curriculum as ‘permanent studies’ where the rules of grammar, reading, rhetoric, and logic and mathematics for basic education are emphasized. Arthur Bestor believes that the ‘curriculum should focus on the fundamental intellectual discipline of grammar, literature, and writing. It should also include mathematics, science history and foreign language.’ Joseph Schwab’s emphasized that curriculum ‘should consist only on knowledge which comes from discipline which is the sole source.’ In our education system ‘curriculum is divided into chunks of knowledge we call subject areas in the basic education. In college, it is referred to as discipline.’ Most of the traditional ideas view curriculum as ‘written documents or plan of action in accomplishing goals.’ John Dewey the total learning experience of the individual reflective thinking is a means that unifies curricular derived from action but tested by application Caswell and Campbell (1935) ‘Curriculum is composed of all the experiences children have under the guidance of the teachers.’ Marsh and Willis view curriculum as ‘’all the experiences in the classroom which are planned and entered by the teacher, and also learned by the students.’ Smith, Stanley and Shores defined curriculum as ‘a sequence of potential experiences set up in schools for the purpose of disciplining children and youth in group ways of thinking and acting.’ Bobbit (1918) ‘Curriculum is that series of things which children and youth must do and experience by way of developing abilities to do the things well that make up the affairs of adult life; and to be in all respects what adults should be.’ David G. Armstrong (1989) ‘Curriculum is a master plan for selecting content and organizing learning experiences for the purpose of changing and developing learners’ behaviors and insights.’ Learning is something that students themselves must experience through the guidance of their teachers and the environment  Curriculum is a dynamic process. Development connotes changes which are systematic. A change for the better means any alteration, modification, or improvement of existing condition. To produce positive changes, development should be purposeful, planned, and progressive. This is how curriculum evolves.