Definition and Relationship of Curriculum and Instruction

1. Definition and Relationship of Curriculum and Instruction The purpose of this powerpoint is to point out main concepts and definitions related to curriculum and instruction in relation to how we will deal with the definitions this semester. Make sure you view this powerpoint after doing the three readings.The purpose of this powerpoint is to point out main concepts and definitions related to curriculum and instruction in relation to how we will deal with the definitions this semester. Make sure you view this powerpoint after doing the three readings.

2. Levels of Curriculum Societal- political Institutional- local educators and laypeople Instructional- teachers plan and deliver Experiential- perceived and experienced by students Goodlad and Su (1992) In this week�s readings, you should have read many theoretical discussions about the definition of �curriculum�. According to Goodland and Su, curriculum occurs at different levels when broadly defined as the sum of a student�s experiences in a school. In this course we will be dealing with the first two levels of curriculum�. societal and institutional. In this week�s readings, you should have read many theoretical discussions about the definition of �curriculum�. According to Goodland and Su, curriculum occurs at different levels when broadly defined as the sum of a student�s experiences in a school. In this course we will be dealing with the first two levels of curriculum�. societal and institutional.

3. Levels of Curriculum Based on how far the learner is from the source of the decisions made about the curriculum. For example: President Obama makes decisions at the societal level- he is currently influencing the future of No Child Left Behind. State staff make decisions at the institutional level by deciding what courses are taught in agricultural education. Teachers make instructional decisions when they create instructional plans. As you can see, the level of curriculum according to Goodland and Su is really based on how far the learner is from the source of the decision making. The further the student is from the decision making the higher the level of the curriculum decision. As you can see, the level of curriculum according to Goodland and Su is really based on how far the learner is from the source of the decision making. The further the student is from the decision making the higher the level of the curriculum decision.

4. WHAT is taught to students. If you have read all the readings from this week�s lesson, you know there are a lot of definitions of the word �curriculum�. For our purposes in this course, we will define curriculum as �what� is taught to the students. The �what� however can be broadly defined as one course or all the learning activities and experiences a student has in a school. If you have read all the readings from this week�s lesson, you know there are a lot of definitions of the word �curriculum�. For our purposes in this course, we will define curriculum as �what� is taught to the students. The �what� however can be broadly defined as one course or all the learning activities and experiences a student has in a school.

5. What is curriculum development?( sometimes called macrocurriculum) In this course when we refer to curriculum development, we are assuming the process involves a number of professionals and the curriculum that is produced will be used by multiple instructors. In North Carolina, state staff usually create the course blueprints which is the process of curriculum development that we will focus on this semester.In North Carolina, state staff usually create the course blueprints which is the process of curriculum development that we will focus on this semester.

6. So why are you here? Because you may want to serve on a curriculum team one day or create your own modified course or program for adoption by the state. You never know ? when you might be asked to serve on a curriculum committee or you might even create your own specialized course one day.You never know ? when you might be asked to serve on a curriculum committee or you might even create your own specialized course one day.

7. Instruction is HOW the curriculum is delivered to students. Instructional design typically occurs when an instructor is preparing to teach his or her courses or program�.hopefully you already know how to do this. When we refer to instruction or instructional design in this course we will be referring to the development of �how� the content of the course will be taught. In Goodland and Su�s levels of curriculum the last two are what we will call instructional design. In the structure of this course, unit and lesson plans are instructional outlines. In North Carolina our curriculum outlines are called instructional outlines which makes it a little confusing. They do in fact break the content down but they don�t give instructions for how the new content should be taught. My understanding that the new blueprints using the new Bloom�s taxonomy will do that so they will be true instructional outlines.When we refer to instruction or instructional design in this course we will be referring to the development of �how� the content of the course will be taught. In Goodland and Su�s levels of curriculum the last two are what we will call instructional design. In the structure of this course, unit and lesson plans are instructional outlines. In North Carolina our curriculum outlines are called instructional outlines which makes it a little confusing. They do in fact break the content down but they don�t give instructions for how the new content should be taught. My understanding that the new blueprints using the new Bloom�s taxonomy will do that so they will be true instructional outlines.

8. As you can see there are aspects and processes in both curriculum development and instructional development that require the same steps (in the overlap of the circles), however each development process is unique.As you can see there are aspects and processes in both curriculum development and instructional development that require the same steps (in the overlap of the circles), however each development process is unique.

9. Technical Approach The traditional approach Typically a committee of state leaders, teachers and industry personnel Assumes the teacher will accept the revisions Evaluation is based on the faithfulness of the implementers Use is called implementation Ok now that we know the differences between curriculum development and instructional development �..let�s move forward. Curriculum development takes place differently in agricultural education depending on the approach of the state or district the school is located in. In North Carolina, we use the technical approach using the rational logical process. State staff, with the help of teachers and industry experts, determine the content that will be taught in a course and students are assessed on that content using �end of the course� tests. Ok now that we know the differences between curriculum development and instructional development �..let�s move forward. Curriculum development takes place differently in agricultural education depending on the approach of the state or district the school is located in. In North Carolina, we use the technical approach using the rational logical process. State staff, with the help of teachers and industry experts, determine the content that will be taught in a course and students are assessed on that content using �end of the course� tests.

10. Technical Approach Implementers (teachers) collaborate with developers This adaptation gives the teachers a feeling of ownership Evaluation is based on meeting the intended purposes of the curriculum and the implementers actual use of the curriculum Use is called implementation In some states, teachers work individually or in teams to determine the student goals and the content that will be taught using the technical approach and non-rational process. In some states, teachers work individually or in teams to determine the student goals and the content that will be taught using the technical approach and non-rational process.

11. Non-technical Approach Based on the individual needs of the student or society The teacher makes the decisions as the subject is taught Evaluation is based on meeting its intended purpose Use is called enactment Some private schools that do not give grades develop curriculum using this approach. This approach is not commonly used in public schools because of accountability and staffing issues.Some private schools that do not give grades develop curriculum using this approach. This approach is not commonly used in public schools because of accountability and staffing issues.

12. Curriculum Terms Curriculum products include course blueprints, courses of study, resource units, list of goals and objectives, and in NC- instructional outlines. These include any documents produced by curriculum developers that deal with the content to be taught. Curriculum guides usually include the content to be taught and instructional strategies to be used (lesson plans). In NC, our new courses being developed using Bloom�s new revised taxonomy will have a curriculum guide (we will discuss this more later in the course) not just a course blueprint. Curriculum resources usually include things such as textbooks, content brochures ( think of a 4-H project book), videos, and computer software or internet sites that instructors use to support the course. These terms will help us get through the semester. These terms will help us get through the semester.

13. Summary In this course, we will carry out the curriculum development process to create a new course by conducting a needs assessment for the course, developing a course blueprint, and selecting instructional/curriculum products to be used when teaching the course. We will be using different rational logical process of the technical approach to do this.