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Mark Buyck CIT 609 Special Topics in Curriculum Design I

Mark Buyck CIT 609 Special Topics in Curriculum Design I. Curriculum Overview. What is meant by the term curriculum?.

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Mark Buyck CIT 609 Special Topics in Curriculum Design I

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  1. Mark BuyckCIT 609Special Topics in Curriculum Design I Curriculum Overview

  2. What is meant by the term curriculum? • Definition 1: Curriculum is such “permanent” subjects as grammar, reading, logic, rhetoric, mathematics, and the greatest books of the Western world that best embody essential knowledge. • Definition 2: Curriculum is those subjects that are most useful for living in contemporary society.

  3. Definitions of Curriculum continued • Definition 3: Curriculum is all planned learning for which the school is responsible. • Definition 4: Curriculum is all the experiences learners have under the course of living. guidance of the school. • Definition 5: Curriculum is the totality of learning experiences provided to students so that they can attain general skills and knowledge at a variety of learning sites.

  4. Definitions of Curriculum continued • Definition 6: Curriculum is what the student constructs from working with the computer and its various networks, such as the Internet. • Definition 7: Curriculum is the questioning of authority and the searching for complex views of human situations. • Definition 8: Curriculum is all the experiences that learners have in the course of living. • (From Marsh, C. J. & Willis, G. (2003). Curriculum: Alternative approaches, ongoing issues. (3rd ed.). Upper Saddle River, NJ: Merrill Prentice Hall.)

  5. What is the relationship between curriculum & Instruction? • Curriculum being the content of what is taught along with an overall process of how that content is to be taught, and instruction being the more detailed plans and the way those plans are implemented in order to teach the curriculum content, it becomes easy to understand that the two must be compatible in order to maximize student learning. • www.iiep.unesco.org/fileadmin/user_upload/Research_Highlights_Emergencies/Chapter20.pdf

  6. What are the bases for curriculum planning? • When planning for curriculum improvement, two categories of bases should be understood, those that are institutional in nature and those that affect people directly. The institutional bases for curriculum planning include planning domains, the context or characteristics of the school situation, the impact of current trends and issues, and the use of strategic planning. • Doll, Ronald C. (1996). Curriculum Improvement: Decision Making and Process (9th ed.). Boston: Allyn and Bacon.

  7. What are the bases for curriculum planning?continued • Those bases of curriculum planning that affect people directly include student and teacher needs, local curriculum problems to be addressed, competencies of the planners, and pressures from inside and outside the school (Doll, 1996 p362-378). All of these bases affect the curriculum planning process in various ways and to differing degrees. They can also vary with each situation over time. • Doll, Ronald C. (1996). Curriculum Improvement: Decision Making and Process (9th ed.). Boston: Allyn and Bacon.

  8. What criteria can be used to plan, develop, and implement curricula? Without criteria to assist in the planning, development, and implementation of curricula, the task would be insurmountable. The limitless possibilities can be narrowed down by affirmative responses to the following five criteria posed by Nelson:1. Utility: Will the knowledge or skill significantly enhance long-term employment or educational prospects and personal decision making?2. Social Responsibility: Will the content help citizens participate intelligently in making social and political decisions? (Nelson, 2001, para. 7)

  9. What criteria can be used to plan, develop, and implement curricula? continued • 3. Intrinsic Value of the Knowledge: Does the content have pervasive cultural or historical significance?4. Philosophical Value: Does the content help individuals ponder the enduring questions of what it means to be human?5. Childhood Enrichment: Will the content enhance the unique experiences and values of childhood?Nelson, G. (2001). Choosing content that s worth knowing [Electronic version]. Educational Leadership, 59, 2, 12-16.

  10. How do values influence curriculum planning? • Social forces that can influence curriculum planning come from far and wide. The ideas and values of various groups of people may include their social goals, ideas about cultural uniformity and diversity, social pressures, ideas about social change, their plans for the future, and their concepts of culture (Coutts, 1999). • Coutts, J. Douglas (1999). Basis and Criteria for the Curriculum (online). Retrieved May 6, 2009 from the World Wide Web: http://www.ipfw.edu/NF1/COUTTS/WEB/503/CURR1.html.

  11. How do values influence curriculum planning • One's values influence one's decisions. Because curriculum planning is a decision making process, the values of the planner are often reflected in his or her curriculum choices. It is important, however, for the planner not to impose his or her values on others. Curricula ought to reflect the shared values of the community served by the school.

  12. References Coutts, J. Douglas (1999). Basis and Criteria for the Curriculum (online). Retrieved May 6, 2009 from the World Wide Web: http://www.ipfw.edu/NF1/COUTTS/WEB/503/CURR1.html. Doll, Ronald C. (1996). Curriculum Improvement: Decision Making and Process (9th ed.). Boston: Allyn and Bacon. Nelson, G. (2001). Choosing content that s worth knowing [Electronic version]. Educational Leadership, 59, 2, 12-16 Marsh, C. J. & Willis, G. (2003). Curriculum: Alternative approaches, ongoing issues. (3rd ed.). Upper Saddle River, NJ: Merrill Prentice Hall.) • www.iiep.unesco.org/fileadmin/user_upload/Research_Highlights_Emergencies/Chapter20.pdf

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