CURRICULUM

1. FIFTH EDITION Foundations, Principals, and Issues CURRICULUM By Celinda Trotter CHAPTER 1 ALLAN C. ORNSTEIN FRANCES P. HUNKINS

2. Table of Contents Curriculum Approaches Definition of Curriculum Foundations of Curriculum Curriculum Domains Theory and Practice Roles of the Curriculum Workers

3. Curriculum Approaches • Behavioral • The Behavioral Approach is based on a plan that specifies step by step goals • Managerial • The Managerial Approach is inclined to center its organized theory on • Systems • The Systems Approach stresses the importance of engineering people • Academic • The Academic Approach attempts to examine and produce chief positions, • Reconceptualist • Reconceptualist Approach is more concerned with change and reform. It • Behavioral • Managerial • Systems • Academic • Humanistic • Reconceptualist and objectives by using logical models and strategies to formulate the curriculum. It is a rigid attitude that relies on technical and scientific principles such as models, and step by step strategies. It is the oldest and still the most dominant approach used. • Humanistic • The Humanistic Approach considers all prior approaches so inflexible selecting, communicating and supervising people involved. This approach plans its curriculum in terms of programs, schedules, space, resources, equipment and personnel. It tends to mainly focus on administration and implementation rather than subject matter. and policies into units and subunits. The curriculum is structured with diagrams, flow charts, and committees that develop the concerns of the entire school rather than that of a department or subject. It is also referred to as total quality management (TQM). trends, and concepts on a historical and philosophical level rather than with social or practical reasoning. It is sometimes overwhelming for the learner that doesn’t have a strong adequate background of knowledge, but it is more subject driven, encyclopedic, and traditionally intellectual. stretches its curriculum to include ideological issues while investigating and influencing social, economic, and political issues. Theory is more important that practical applications. School is considered an extension of society and should be capable of changing society’s future. that they miss the personal and social aspect of the human need to develop their natural curiosity and creative problem solving. It focuses its curriculum on life experiences, group games, field trips, and interest centers. Cooper-ative learning is stressed rather than competition.

4. Fundamental Questions Definition of Curriculum Thirty years ago, 15 questions where developed from the work of a committee formed in 1930. Page 13 of our textbook, lists these questions. They concentrate on, “place & function of subject matter, methods & materials that facilitate learning, role of curriculum specialist, relationships among curriculum, instruction, supervision, and governmental levels of curriculum.” Let’s begin by defining curriculum. • Challenges of Definition • Background Issues The definition of curriculum is often debated but must be kept broad and open to formal and informal goals. If planned or unplanned instruction is disregarded, than students may consider it not important. • Challenges of Definition • Background Issues • Fundamental Questions So many issues, so many variables, so many questions! Who is questioning; what is more important; when should it be taught; where is it being taught; why should it be organized in certain ways; how important is the subject matter? George A. Beauchamp says, • “The posture…with respect to the content… will be of great influence upon…theory and planning.”

5. Foundations of Curriculum Philosophy Historical Psychological Social Cultural Political Economical ACTIVITY!

6. Other Domains • Other Domains include outlooks from various scholars with unique background determined • Planned and Unplanned • Planned (formal) and Unplanned (informal) curriculum coincide in • Design • The Design of curriculum is also extremely important. There is no set guidelines that help every school whether recognized or not. Planned refers to content, expectations of learning, objectives, and lesson plans; while unplanned suggests social aspects of situations. Values, faith driven morals, and virtuous programs can alter the views of domain content. No matter the opinion, most all would comply to every text society, peer interaction, behavior, and personal situations. Producer vs. Thinker; Implicit vs. Null. including development and designs similar to Behar’s list, since it assessed 20 years of education. • Development • The Development of curriculum is considered the most essential. It is usually always provided Allan Glatthorn (description of seven types of curriculum) George A. Beauchamp said, “ People cannot intelligently discuss and communicate with others about curriculum without first making very clear what their interpretation of a curriculum is.” He divided curriculum knowledge into planning, implementation, and evaluation. Linda Behar(revised by U.S. Curriculum Professors) in a step by step outline, model, or plan and based on behavioral and managerial approaches. Many times these guidelines ignore attitudes, emotions, feelings, and • Development • Design • Domains • Planned and Unplanned Recommended Written Taught Supported Assessed Learned hidden Philosophy Theory Research History Development Design Evaluation Policy Field of study create the design. Since it is based on the values and beliefs of education, it is usually shaped by the curriculum approach taken. Most are driven my content, especially if it is created by a coordinator that began as teacher. It reveals what curriculum will be once its developed. faith. Open systems develop through change while closed systems tend to be rigid and inactive. Curriculum Domains

7. Theory to Practice • Theory describes and explains existing concepts, principles, and relationships. Practice is determined by what is applied, such as procedures, methods, and skills. The process is shown with 8 basic steps (pg20). • Certification • Certification (endorsement, license issued by the state or school district) for curriculum jobs are not as clear-cut as they are with other professional fields. Often our curriculum leaders lack certification, leaving schools exposed to untrained groups which causes duties to be vague Aristotle's influential categorization of knowledge. • Theory TO Practice • Certification facts and ideas that the person already possesses cultivation of wisdom and knowledge exercising of skill Read literature Identify terms Check existing theories Avoid fads Align theory & practice Test theory Interpret theory Modify theory by reducing complexity and inconsistent. Non-expert policy makers are implementing standards and approving programs according to their goals, content, and subject. This issue is evident in schools and at university levels. action is not simply informed, it is also committed Theory and Practice

8. Principal Curriculum Coordinator Teacher Parent Student Roles of the Curriculum Workers

9. Principal Curriculum Coordinator MS: ELA & Science Teacher MS: Math & Parent Student

10. References Ornstein, Allan C., & Hunkins, Frances P. (2009). Curriculum, Foundations, Principles, and Issues (5th ed.). USA: Pearson Education, Inc. Beauchamp, George A., (1984). Fundamental Curriculum Decisions (Chapter 7). Retrieved www.ditreading.files.wordpress.com/2009/08/curriculum-design.pdf Smith, M. K. (1996, 2000) 'Curriculum theory and practice' the encyclopedia of informal education, www.infed.org/biblio/b-curric.htm. Trotter, Celinda (Producer). (2010, August 31). Sts. Peter & Paul Catholic School. Video interviews include: Duncan, Christina, Haney, Beth; Stevenson, Lizzy; Walther, Judy; Whitworth, Robert.