Foundations of Teaching and Learning

Course 1: Introduction Week 2: Thinking About Learning Lecture 2.4: Thinking about Curriculum

The sabre tooth curriculum

Curriculum as process
Where people still equate curriculum with a syllabus they are likely to limit their planning to a consideration of the content or the body of knowledge that they wish to transmit. It is also because this view of curriculum has been adopted that many teachers have regarded issues of curriculum as of no concern to them, since they have regarded their task as being to transmit bodies of knowledge. (Kelly, 1985: 7)

Five key trilogies: 1

Formal Informal Hidden

Five key trilogies: 2

Romance Precision
Generalisation

Five key trilogies: 3

Enactive Iconic
Symbolic

Five key trilogies: 4

Knowing Doing Feeling

THE INTENDED CURRICULUM

- expectations about learning outcomes and standards to be achieved - content and skills to be taught and learned

THE INTENDED CURRICULUM

- expectations about learning outcomes and standards to be achieved - content and skills to be taught and learned
THE IMPLEMENTED CURRICULUM - what teachers do in classrooms

- teaching and learning practices - pedagogy

THE INTENDED CURRICULUM

- expectations about learning outcomes and standards to be achieved - content and skills to be taught and learned
THE IMPLEMENTED CURRICULUM - what teachers do in classrooms

- teaching and learning practices - pedagogy

THE ATTAINED CURRICULUM - demonstration of learning by students

- actual achievement of students in relation to standards

Curriculum: In planning
Principle 1 Selection of content what is to be learned and taught

Principle 2 Principle 3

Development of a teaching strategy how it is to be learned and taught

Decisions about sequence

Principle 4

Diagnosing the strengths and weaknesses of individual students, differentiating principles 1, 2 and 3 to meet individual cases

Curriculum: In action
Principle 1 Studying and evaluating student progress Studying and evaluating the progress of teaching Reviewing adaptability of curriculum in varying school contexts, pupil contexts, environments and peergroup situations. Evaluating variations in effects in differing contexts, on different pupils and causes of the variation

Principle 2

Principle 3

Principle 4

From delivery to partnership

Delivering the curriculum

Discussing purposes and objectives of learning Pupils devising indicators of achievement Pupils as assessors their own and others work

Pupils as determiners of learning

Pupils as learning partners

How will we know?

Since the real purpose of education is not to have the instructor perform certain activities but to bring about significant changes in the students pattern of behaviour, it becomes important to recognize that any statements of objectives of the school should be a statement of changes to take place in the students. (Tyler 1949: 44)

Foundations of Teaching and Learning

Course 1: Introduction Week 2: Thinking About Learning Lecture 2.4: Thinking about Curriculum