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A Definition of Curriculum
(Daniel Tanner, 1980)
“The planned and guided learning experiences and intended learning outcomes, formulated through the systematic reconstruction of knowledge and experiences, under the auspices of the school, for the learners’ continuous and willful growth in personal social competence.”
Definitional IssuesCurriculum = the entire range of experiences, directed
or undirected, concerned in unfolding the abilities of the individual.
Inside School Curriculum = Consciously directed training experiences
Issues?• Curriculum as Planned• Curriculum as Taught• Curriculum as Learned or Accomplished– (Hidden or
Unintended Curriculum?)• Curriculum as Tested
Perspective IssuesKey Question = Not which definition is right, but
what purposes does each definition serve?Conservative Forces vs. Forces of Change (Reform)Reform:Bobbit – Preserve the best of both options –
emphasis on the knowledge in the workday world. (relevance)
Dewey – Avoid the excesses of both – progressive but critical. (serving the individual, personal development)
Four Curriculum Orientations
• Conservative/Traditional• Social Efficiency/Technological• Individual
Development/Humanistic• Social Reconstructivist/Social
Meliorist
Conservative/Traditional
• Dominant throughout the 19th Century• Purpose = teach subject matter & human
values for conserving western ideas & values, not just knowledge.
• Focuses the development of the intellect• Great works and organized disciplines of
knowledge.• Ex. Of Instruction = Cultural Literacy
Social Efficiency/Technological
• Schools should be efficient. (Needs Assessments)
• Models used for industry should be adopted.• Identify the kinds of behaviors that help
students become successful in today’s world.• Behaviors should come from systematic
investigation & strategic planning.• Models = Standardized Testing & OBE
Individual Development/Humanistic
• Learning occurs best when it springs from our genuine interests & concerns.
• Developmentally appropriate stage theory.• Schools should be fun/interesting to meet
student needs.• Projects & interdisciplinary studies are good.• Cooperative learning, Mult.Intell., PBL,
Constructivism• RTOP
Social Reconstructivism/Social Meliorist
• Looks at society to prepare students to deal with problems.
• School is the place where you breed social activism/revolutionaries to work for change in society
• Traditionally, schools are sorting machines for society.
• Critical Pedagogy, Multiculturalism
Curriculum Models• Are based on a body of
theory about teaching & learning.
• Are targeted to needs & characteristics of a particular group of learners.
• Outline approaches, methods & procedures for implementation.
The Tyler Model of Curriculum Design
• The nature & structure of knowledge
• The needs of the society
• The needs of the learner
The Needs of SocietyÖLiteracyÖVocational skillsÖSocial order &
moralityÖInterpersonal skillsÖTransmission of
values & cultureÖCreativity &
innovation
Needs of the Learner* Cognitive
development* Linguistic
development* Psycho-social
development* Moral/affective
development* Vocational focus
Fundamental Questions in Developing Curriculum
1 What educational purposes should the school seek to attain?
Tyler Model3 Sources of Educational Objectives1. Studies of the learners themselves (needs).
1. Study present status of students2. Compare to acceptable norms3. Identify gaps. (HW)
2. Studies of contemporary life outside of school.
3. Suggestions from subject matter specialists.Tyler believed that districts should filter these three sources
through philosophical and psychological screens
Alex
Melissa
John
Rita
Jin
Mike
Fundamental Questions in Developing Curriculum
2 What educational experiences can be provided that are likely to attain these purposes?
The Nature & Structureof Knowledge
ÖSelection of subject matter
ÖOrganization of subject matter or discipline
ÖTheoretical basis of methods & approaches
Pedagogical Content Knowledge
–didactic - acquiring knowledge (traditional)
–coaching - developing skills for learning
–critical pedagogy – enlarging understanding of ideas & values (seasons)
Transmission vs. Apprentice
• Classroom Management?
• Master Teachers?
Fundamental Questions in Developing Curriculum
3 How can these educational experiences be effectively organized?
Selection of Subject MatterÞ Criteria: Relevance,
importance, priorityÞ Scope: Amount,
depth of coverage, concentration
Þ Sequence: Hierarchy & progression of complexity or difficulty
Organization of Subject Matter
# Discrete subjects or courses
# Broad fields or disciplines
# Core or interdisciplinary
# Skills or processes# Projects & activities
Fundamental Questions in Developing Curriculum
4 How can we determine whether and to what extent these purposes are being attained?
1. Diagnose needs 2. Formulate objectives 3. Select content 4. Organize content 5. Select learning experiences 6. Organize learning experiences 7. Evaluate
ADDIE MODEL
Taba Model (1962)