Curriculum

Curriculum

construction

Curriculum design development of curriculum

Curriculum Foundation Curriculum

implementation

 The

word curriculum orginates from the latin word currere which means to run.It now connotes to run by the school for reaching its goal. Historically , curriculum has come to mean classified selections of accumulated knowledge of academic subjects or discipline. In Arabic it means MINHAJ.

 According

to Smith, Stanely, &

Shores:
Curriculum includes all the activities organized by the school inside or outside the classroom.
According

to Casewell & cambell:

curriculum is the sum of those experiences which the student have under the guidence of teachers.

curriculum construction refers to a part of that process in which decesions are actually made about the elements of the curriculum design. This term has traditionally been used to cover all the process involved in curriculum making.

Principle of totatility of experience. Principle of child centerness. Principle of creativity. Principle of conservation and creativity. Principle of integration. Principle of flexibility. Principle of utility.

Taba (1962) states:

identifies the elements of a curriculum states what their relationships are to each other , and indicates the principles of organization and the requirements of that organization for the administrative conditions under which is to operate

curriculum design is a statement which

Objective Content Learning experiences Teaching strategies Evaluation

Curriculum design is an aspect of the education profession which focuses on developing curricula for students.

David Jenkins and Marten D,shipman(1981) have very rightly observed: If the teacher is the guide,the curriculum is the path. A good curriculum marks the points of significance so that the students does not wander aimlessly over the terrain,dependent solely on chance to discover the landmarks of human achievement.

David Jenkins and Marten D,shipman(1981) have very rightly observed: If the teacher is the guide,the curriculum is the path. A good curriculum marks the points of significance so that the students does not wander aimlessly over the terrain,dependent solely on chance to discover the landmarks of human achievement.

 Curriculum

development is a It is defined as the specialized processevaluating learning taskof selecting, requires which organizing, executing, and and interests of systematiclearners experiences on the thinking about the basis of the needs, abilities, and the nature of objectives to be achieved, learning the society or community experiences to be provided, evaluation of changes brought out by the curricular activities.

 Assessment

of educational needs

It is defined as the process of selecting, organizing, executing, and evaluating learning Formulation of objectives and interests of learners experiences on the basis of the needs, abilities, and the nature of
Selection Selection

the society or community

and organization of content

and organization of learning experiences

Evaluation

do we need a curriculum

Why

How
*Philosophical Foundations
curriculum

would

be used?

Psychological Foundations

*Sociocultural Foundations

The most commonly accepted It is defined as the process of selecting, foundations of curriculum organizing, executing, and evaluating learning and interests of learners experiences on the include:
basis of the needs, abilities, and the nature of the society or community

1. Philosophical 2. Psychological 3. Sociological

The word Philosophy is made up of two Greek words philo and sophos.philo means love and sophosmeans wisdom. Philosophy then, is love of wisdom. Philosophy gives direction to curriculum in terms of its goals and objectives. The schools underlying beliefs and values have impact on curriculum content and choice of appropriate instructional strategies and learning activities in implementing the curriculum.

Some philosphical beliefs that undergird the curricula of schools are as follows:

Philosophy provides educators, teachers, and curriculum makers with framework for planning, implementing, and evaluating curriculum in schools. It helps in answering what schools are for, what subjects are important, how students should learn and what materials and methods should be used. In decision making, philosophy provides the starting point and will be used for the succeeding decision making.

Basic Philosophical System

Fundamental Idea(s) Importance of mind

and spirit and of developing them in the learner Reality is in the ideas independent of sense and experience

Curricular Implications
Subject matter/Content focused on believing that this is essential to mental and oral development

Idealism (Plato)

Realism (Aristotle)

Truth can be
tested/proven Knowledge is derived from sense experience

Curriculum is a subject-centered, organized from simple to complex and stressing to mastery of facts and devt of process and objective skills and focused to Science and Math.

Pragmatism (Dewey, Rousseau, W. James)

The world is a world of change; man can know anything within his experience Belief in learning by doing

Provisions for direct experiences Activity /learnercentered Basis- problems of democratic society

Basic Philosophical Systems

Fundamental Idea(s) Human beings are rational and their existence remain the same throughout differing environments

Curricular Implications Subject matter consists of perennial basic education of rational men: history, language, math, logic science, arts .
curriculum stresses activity. recognition of individual differences opportunities for making choice

Perennialism

Existentialism

Reality is a matter of individual existence. Focus on conscious awareness of choice. There are certain ideas that men should know for social stability

Essentialism

Curriculum focused on assimilation of prescribed basic subject matter 3Rs, history, science math

Reconstructionism

Schools are the chief means for building new social order

Curriculum shd include subjects that deal with social and cultural crises

Schools exist within the social context. In considering the social foundations of curriculum, we must recognize that schools are the only one of the many institutions that educate society. The home, the family, community likewise educate the people in the society. But schools are formal institutions that address more complex and interrelated societies and the world.

2. The societal changes/forces affect the school, and hence, the curriculum; these forces include: a. Cultural tradition
b. Textbooks c. Laws d. Moral values e. Research, multi-cultural concerns, poverty and technology
May be a basis for curricular changes/improvement, upon which curriculum should be based.

3. The school influences society through its

traditional, but important purpose, which is the development among learners of the following:
a. Citizenship : - teaching of cultural heritage
- desire to protect and improve society - development of desirable values b. Intellectualism:- essential to having an - improved/developed - national economy c. Vocational Preparation:- developing group oriented - problem solving - abstraction skills among learners

Psychological Foundations of Curriculum Psychology provides a basis for the teaching and learning process.
1. Behaviorist Psychology a. connectionism Edward Thorndike (which influenced Tyler and Taba, the well known curricularists) b. classical conditioning Ivan Pavlov c. operant conditioning B. F. Skinner d. modeling and observation theory (Bandura)

d. hierarchical learning Robert Gagne To the behaviorists, learning should be organized in order that students can experience success in the process of mastering the subject matter.

2. Cognitive Psychology a. cognitive development stages Jean Piaget b. social constructivism Lev Vgotsky c. multiple intelligences Howard Gardner d. learning styles Felder and Silverman e. emotional intelligences Daniel Goleman

To the learning

cognitive

theorists,

- constitutes a logical method for organizing and interpreting learning - it is rooted in the tradition of subject matter and is similar to the cognitive development theory

3. Humanistic Psychology Humanist psychologist are concerned with how learners can develop their human potential. a. Gestalt theory b. theory of human needs and for self actualizing persons - Maslow c. Carl Rogers non directive lives

DEFINATION:It is the process of putting the curriculum design into practice in the classroom. It means quite literally implementing the curriculum, which has been produced through the processes of curriculum development and curriculum construction.

 Wikipedia Ask.com

Curriculum

planning and instruction book by By Dr M.Rashid. Curriculum planning by B.N.DASH. Curriculum:An introduction,London open books by jenkin,D and shipman,M(1976)