MA. Águeda Castillo

Historical definitions of curriculum:

•"A sequence of potential experiences is set up in the school for the purpose of disciplining children and youth in group ways of thinking and acting. This set of experiences is referred to as the curriculum." (Smith, et al., 1957)

•"A general over-all plan of the content or specific materials of instruction that the school should offer the student by way of qualifying him for graduation or certification or for entrance into a professional or vocational field." (Good, 1959)

•"A curriculum is a plan for learning." (Taba, 1962)

•"All the experiences a learner has under the guidance of the school." (Foshay, 1969)

•"The planned and guided learning experiences and intended outcomes, formulated through the systematic reconstruction of knowledge and experience, under the auspices of the school, for the learner's continuous and willful growth in person-social competence." (Tanner and Tanner, 1975)

•"Curriculum is often taken to mean a course of study.

A curriculum can become one's life course of action. It can mean the paths we have followed and the paths we intend to follow. In this broad sense, curriculum can be viewed as a person's life experience." (Connelly and Clandinin, 1988)

Basic Types of Curriculum

1. Oficial curriculum :– Appears in documents and teacher´s plans,

programs, guides, standards, objectives, aims.– It´s written.– Includes objectives, sequence,and materials.

2. IMPLICIT OR HIDDEN CURRICULUM :

The hidden curriculum is often learned, understood, and remembered longer than is the official curriculum.

What habits of mind, for example, do students learn in a particular course or program?

Hidden messages.

3. Null curriculum

When a topic is never taught:“too unimportant…”“too controversial…”“too inappropriate…”“not worth the time…”“not essential…”

4. Operative:

That, that is actually taught by the professor.It has two aspects:1.What is taught ( time and importance given by the professor)2.What is evaluated (tests applied)

5. Aditional curriculum:

Includes all the experiences planned out of the formal or oficial curriculumExample: Sport activities among others

Foundations of curriculum

Philosophy Psichology Sociology Pedagogical

Major Educational philosophies 1. Perennialism. The highest priority in education is the development of the rational mind and cultivation of the intellect. Curriculum should focus on classical

subjects, great books, and the great ideas of Western civilization — on knowledge that is timeless and unchanging.It advocates the permanency of knowledge.

 

Educational philosophies

2. Essentialism. The essential skills of the essential subjects: Languages (English, Spanish), Science, History and Math is the focus of the curriculum.

Students need the basics.

Educational philosophies

3. Progressivism. The curriculum is focused on students' interest, human problems and affairs. The subjects are interdisciplinary, integrative and interactive.

Curriculum relates to real-life problems and emphasizes problem solving.

Educational philosophies

4. Reconstructionism. The focus of the curriculum is on present and future trends and issues of national and international interests.The curriculum must emphasize social, economic, and political issues, and the abilities needed to identify and solve social problems.

Major philosophical positions

Idealism: it is focus on values Realism: Realists believe that reality exists

independent of the human mind. Pragmatism: promotes critical thinking Existentialism:The physical world has no

inherent meaning outside of human existence.

II. Psychological Foundation

Study of learners Physical and mental development Process of learning

Learning theories:

1. Behaviorists Psychology - consider that learning should be organized in order that students can experience success in the process of mastering the subject matter.

2. Cognitive Psychology

- Focus their attention on how individuals process information and how they monitor and manage thinking.-Reflective thinking, creative thinking, intuitive thinking, discovery learning, etc.

3. Humanistic Psychology: concerned with HOW learners can develop their human potential

Curriculum is concerned with the process not the products, personal needs not subject matter.

III. Sociological foundations

Study of society Need of society Structure of society

IV. Pedagogical foundation

Content Methodology Techniques Teaching and learning approaches

Curriculum sources

Students Teachers Society Communication media Learning theories

Curriculum Approaches

Subject CenteredTeacher CenteredStudent Centered

Subject-Centered Curriculum

• Organized on the basis of separate and distinct subjects.

• Prescribes different and separate subjects into one broad field

The characteristics of the subject matter, and the procedures, conceptual structures or relationships which are found within or among the subject matter, dictate the kinds of activities that will be selected.

Child-Centered Curriculum

The CHILD is the CENTER of the educational process and the curriculum should be built upon his:

• Interests• Abilities• Purposes • Needs Begins with understanding the educational

contexts from which a child comes. Continues with the teacher evaluating the child’s

progress towards learning objectives.

Teachers attempt to maximize • Student productivity• Knowledge acquisition

Teacher centered curriculum

Set the scene Select the teaching resorces and strategies

– Implements– Researches – Adapts– Develops

Conclusions What is the nature of curriculum?

Curriculum is something determined by experts and authorities.

There is no right curriculum. Curriculum should reflect the real world, be

practical, of use. There are many curricula we can learn and

negotiate

Who owns the curriculum?

A teacher in a public school is an employee of the Ministry of Education, which is an educational entity of the state.

It is the State, through the Ministry of Education, which has ultimate responsibility over the curriculum.

What is/are your Teaching Perspectives?

1. Transmission- Effective Delivery of Content.2. Apprenticeship- Modeling Ways of Being.3. Developmental-Cultivating Ways of

Thinking.4. Nurturing- Facilitating Self- Efficacy.5. Social Reform- Seeking a Better Society.

Task

1. Take the TPI ( Teaching Perspective Inventory) to help you identify your teaching philosophy.

2. Write and share your teaching philosophy. www.teachingperspectives.com