unit 2.pptx

unit 2.pptx

• 1.
  History of Curriculum
• 2.
  Meaning of Curriculum •The term curriculum is derived from the Latin word “currer” which means a racecourse taken by horses. • In education, curriculum may be taken to mean a racecourse taken by the educational process. • Before 1918, courses offered in learning institutions were only known as subjects. • The term curriculum had not been coined. • Franklin Bobbit after working on a number of courses and after studying the social, economic and political changes which came with World War I coined the term “curriculum” to mean those experiences that the learner acquires in a learning institution.
• 3.
  • After WorldWar I, there was an increase in urbanization, technological advancement and rapid migration. • These events had profound effects on common life generally, because of the above human life underwent dramatic change. • Bobbit was influenced by scientific management, scientific management was only employed in industries and Bobbit applied it to education. • It was seen as a means of minimizing or eliminating waste and maximizing output.
• 4.
  Curriculum Defined by FranklinBobbitt (1918) “As applied to education, it is that series of things which children and youth must do and experience by which of developing abilities to do the things well that make up the affairs of adult life...” (p 42) The curriculum may, therefore, be defined in two ways: (1) it is the entire range of experiences, both undirected and directed, concerned in unfolding the abilities of the individual; or (2) It is the series of consciously directed training experiences that the schools use for completing and perfecting the unfoldment.”
• 5.
  Curriculum Defined by VariousTheorists • “. . . a plan for learning" (Taba, 1962; p. 11) • "that reconstruction of knowledge and experience, systematically developed under the auspices of the school (or university), to enable the learner to increase his or her control of knowledge and experience" (Tanner and Tanner 1980; p. 43). • "a plan or program for all the experiences which the learner encounters under the direction of the school" (Oliva, 1982; p. 10).
• 6.
  Prennialism The aim ofeducation is to ensure that students acquire understandings about the great ideas of civilization. These ideas have the potential for solving problems in any era. The focus is to teach ideas that are everlasting, to seek enduring truths which are constant, not changing, as the natural and human worlds at their most essential level, do not change. Teaching these unchanging principles is considered critical. The demanding curriculum focuses on attaining cultural literacy, stressing students' growth in enduring disciplines. The loftiest accomplishments of humankind are emphasized– the great works of literature and art, the laws or principles of science. Advocates of this educational philosophy are Robert Maynard Hutchins who developed a Great Books program in 1963 and Mortimer Adler, who further developed this curriculum based on 100 great books of western civilization.
• 7.
  Essentialism There is acommon core of knowledge that needs to be transmitted to students in a systematic, disciplined way. The core of the curriculum is essential knowledge and skills and academic rigor. Although this educational philosophy is similar in some ways to Perennialism, Essentialists accept the idea that this core curriculum may change. Schooling should be practical, preparing students to become valuable members of society. It should focus on facts-the objective reality out there--and "the basics," training students to read, write, speak, and compute clearly and logically. Students should be taught hard work, respect for authority, and discipline. Teachers are to help students keep their non-productive instincts in check, such as aggression or mindlessness. This approach was in reaction to progressivist approaches prevalent in the 1920s and 30s. William Bagley, took progressivist approaches to task in the journal he formed in 1934. Other proponents of Essentialism are: James D. Koerner (1959), H. G. Rickover (1959), Paul Copperman (1978), and Theodore Sizer (1985).
• 8.
  Progressivism Education should focuson the whole child, rather than on the content or the teacher. Students should test ideas by active experimentation. Learning is rooted in the questions of learners that arise through experiencing the world. It is active, not passive. The learner is a problem solver and thinker who makes meaning through his or her individual experience in the physical and cultural context. Effective teachers provide experiences so that students can learn by doing. Curriculum content is derived from student interests and questions. The emphasis is on process-how one comes to know. The Progressive education philosophy was established in America from the mid 1920s through the mid 1950s. John Dewey was its foremost proponent.
• 9.
  Models • THE TYLERMODEL (1940s) • THE TABA MODEL (1960s) • THE OLIVA MODEL (1980s)
• 10.
  The Tyler Modelof Curriculum Design (C) The nature & structure of knowledge (B) The needs of the learner (A) The needs of the society
• 11.
  (A) The Needsof the Society  Literacy  Vocational skills  Social order & morality  Interpersonal skills  Transmission of values & culture  Creativity & innovation
• 12.
  (B) Needs ofthe Learner * Cognitive development * Linguistic development * Psycho-social development * Moral/affective development * Vocational focus
• 13.
  (C) The Nature& Structure of Knowledge 1. Selection of subject matter 2. Organization of subject matter 3. Approaches to Subject Matter
• 14.
  (C1) Selection ofSubject Matter  Criteria: Relevance, importance, priority  Scope: Amount, depth of coverage, concentration  Sequence: Hierarchy & progression of complexity or difficulty
• 15.
  (C2) Organization ofSubject Matter  Discrete subjects or courses  Broad fields or disciplines  Core or interdisciplinary  Skills or processes  Projects & activities
• 16.
  (C3) Approaches toSubject Matter  Textual  Experimental  Developmental  Psycho-social  Experiential
• 17.
  Fundamental Questions in DevelopingCurriculum • What educational purposes should the school seek to attain? (purpose or objectives)
• 18.
  Fundamental Questions in DevelopingCurriculum • What educational purposes should the school seek to attain? • What educational experiences can be provided that are likely to attain these purposes? (content)
• 19.
  Fundamental Questions in DevelopingCurriculum • What educational purposes 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? (teaching strategies)
• 20.
  Fundamental Questions in DevelopingCurriculum • What educational purposes 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 and to what extent these purposes are being attained? (assessment and evaluation)
• 21.
  References • http://curricublog.org/2006/10/22/curriclum-what/ • http://en.wikipedia.org/wiki/Image:CurriculumConcept.svg •http://coe.sdsu.edu/people/jmora/MoraModules/TylerCurrModel.pps • http://furcs.flinders.edu.au/education/postgrad/clinicaled/HLED9005/module01/mod1_sec3.htm • http://www.newfoundations.com/GALLERY/ISMS.html • Bobbitt, F. (1918). The curriculum. Boston: Houghton Mifflin Company. • Tanner, D., & Tanner, L. N. (1980). Curriculum development: theory into practice (2nd ed.). New York: Macmillan. • Tyler, R. (1949) Basic principles of curriculum and instruction. Chicago: Chicago University Press.