FOUNDATION OF CURRICULUM

Assoc. Prof. Dr. Abdul Rahim HamdanFaculty of Education

UTM

DEFINITIONS

• Curriculum - Latin word ‘currere’- racecourse (it has different meanings to different people)Ralph Tyler I1949) & Hilda Taba(1962)

A curriculum can be defined as a plan for action or a written document that includes strategies for achieving desired goals or ends

Herbert Kliebart (1972)Proposed three curriculum metaphors: Curriculum as a factory, curriculum as a garden and curriculum as a journey

DEFINITIONS

David Prat (1980) Curriculum is an organized set of formal education and?or training intentions

J. Galen Saylor (1981)Curriculum “ as a plan providing sets of learning opportunityies for persons to educated

Jon Wiles & Joseph Bondi (2002)Curriculum as a four step plan involving “ purpose… design…implementation… and assessment.” The goal of the curriculum workers is to see that the intent of a plan.. [is] carried out to the [fullest] degree possible.”

DEFINITIONS

Ahmad Shalaby (2003)Kurikulum Islam pertama Bersumberkan Al-Quran dan Hadis telah menghasilkan kejayaan cemerlang.

Evelyn J. Sowell (2005)Curriculum is defined as what is taught to learners, includes the intended and unintended information, skills, and attitudes where teaching takes place

Four now-classic questions for all curriculum developers to raise as a means of building curriculum

programs by Ralph Tyler

• What purposes should the school seek to attain?• How can learning experiences be selected to help

attain these?• How can learning experiences be organized for

effective instruction?• How can learning experiences be evaluated?

TYPE OF CURRICULUMS

IMPORTANCE

Mastery

Curriculum

Team-Determined enrichment curriculum

Organic

curriculum

Student-Determined enrichment curriculum

STRUCTURE

HIGH

LOW

HIGH LOW

Curriculum Characteristic

• Planned• Balance• Relevant• Dynamics• Target group

Curriculum Development Principle

• ScopeHow wide or depth the aims and contenteg: how many subjects in a programme

• Continuityrelations between topics in a subject or between subject in a programme

• Orderly/sequenceprinciple of arrangement from easier to a difficult or from concrete to abstracteg: which subject should be taught first in a programme

• Balanceknowledge and skills, major and minor. Curriculum should impart a balance knowledge, skills and values for students

• Articulationcontinuation of studies from a degree level to a postgraduate and doctoral programme

Curriculum Models

• Integrated/holistic/coherent/unified curriculum• Outcome-based curriculum• Performance-based curriculum• Process-based curriculum• Student-centered curriculum• Problem-centered curriculum• Humanistic curriculum• Naturalistic curriculum• Discipline-centered curriculum• Thematic-based curriculum• Standards/criterion-based curriculum• Thinking curriculum, etc

Not mutually exclusive and one must be dominat/ancor

The Process in Curriculum Development

5 stages in curriculum developmenti. Situation Analysis/ sourcesii. Aims, goals and objectivesiii. Selecting and organizing contentiv. Selecting learning activitiesv. Evaluation

The Process in Curriculum Development

Situation Analysis

Aims/Goals/objectives

Content

Learning activities

Evaluations

Situation Analysis/ Sources

• Empirical Sources• Philosophical Sources• Subject Matter Sources• Community• Students• Professionals• Economic• Political• Globalizations etc

Aims, goals and objectives

• Aims defines the life outcomes• Goals defines the institution outcomes• Objectives defines learning outcomes (specific

and immediate outcome)

Selecting and organizing content

• Scope (how wide/depth)/knowledge• Unity/Diversity• Sequence• Significance• Utility• Interest• Human Development• Skills• values

Selecting teaching-learning activities

• Strategy• Method• Approach• Resource• Instruments/tools• etc

Evaluation

• Formative• Summative• Internal• External• Scientific

Evaluations Models• CIPP• Stake• Objectives• Holistic• Illuminative

Curriculum Evaluation

• Leads to

i. Curriculum Improvementii. Curriculum Reformiii. Curriculum Change

Curriculum Development for Education Reform

THE CURRICULUM

Aims, Goals, Objectives Content Learning Activities Evaluation

FOUNDATION

FOUNDATION

Content Epistemologi(The Nature of Knowledge)

Society/Culture

The Individual Learning Theory

PHILOSOPHICAL ASSUMPTIONS

Curriculum Alignment

Written Curriculum

Tested Curriculum Taught Curriculum

Curriculum Improvement Phases

Development

Planning Implementation

Evaluation

Curriculum in Higher Institution

– The traditional curriculum discourses in higher education

• We may argue that higher education rests upon two main curriculum models; the disciplinary model, and the vocational / professional model. While the disciplinary model has been significant in the university curriculum, the vocational model is traditionally linked to the college sector and undergraduate professional programmes.

Disciplinary curriculum

• Driving force: The knowledge production itself (cognitive legitimation) Structure Content Pedagogy Aims

The disciplines situated in departments

“Subjects” offered on foundational-, intermediate- and graduate level

Disciplinary knowledge

Emphasis on cognitive coherence

Subject-based teaching

Vertical-pedagogic relations

Content-driven aims

Mastery of conceptual structures, methods and modes of arguments

Vocational curriculum

• Driving force: The need of trained employees for human service, information and production(social legitimation)

Structure Content Pedagogy Aims

Unified cumulative programmes

Regulated by national core curriculums

Multi-disciplinary knowledge

Emphasis on the integration of theory and practice

Teacher-based/ subject-based teaching

Apprenticeship: Vertical-pedagogic relations

Vocational-driven aims

Mastery of specific skills and a shared knowledge repertoire

The OBE ‘ designing-back Principle

Outcomes of the lesson

O/cs of the unit

/subjectt

O/cs of the

Course/

programme

Aims of the faculty

Mission of the Institution

DESIGN

BACKWARD

DELIVER

FORWARD

Curriculum and its Frames in HE

Spesification

Selection

Creation

Dissemination

Evaluation

Lecturer Qualification,Lecturers Assignment, Lecturer Enhancement’ Lecturer Evaluation, University as a work place

Lecturer

Material/Facilities

Students

Standards/Expectations

Admission Criteria and ProcessPeer Group ClimateGrouping Policies

Goals

Test

Grading

Students Progress Review

Informal social Expectations