concepts of curriculum in education
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Concepts of curriculum 1
Concepts of Curriculum in Education
Melinda Kaszuk
University of Phoenix
HSN 544
Professor Brown
Concepts of curriculum 2
Definition of curriculum
Learning environments require structure of included content and internal framework that
is collectively known as the curriculum. Educators develop philosophies of expected outcomes
which intended to engage and challenge students, provide relevance for inclusion of materials,
and ensure learner outcomes. According to Clark, et al. (2006), development of structured
activities and goals are usually agreed upon by departmental committees of educational
institutions and are published for students with direct guidelines and expectations for specific
majors and individual courses. As a planned engagement of learners, curriculum is coordinated
and articulated to provide knowledge and skills to achieve specific conceptual understanding of
specified intellectual conditions and planned educational experiences.
Engagement and challenging of students can be supported by a well-developed
curriculum. Provision of learning relevance has been attributed to adult and non-traditional
learners in capture and learner transformation. Support of learning theories such as the
Multiliteracy Theory (Van Haren, 2007) indicate specific knowledge processes such as
experience, conceptualization, analytical skills, and learned material in application of knowledge
and critical thinking of learned skills in practical situations. Curriculum presentations give
students reference and evaluation mechanisms for outcomes evaluations and self-direction in
learning.
Curriculum and teaching
Educators consider a well-developed curriculum an asset for not only students, but
themselves as well. Integration of physical, emotional, social, and intellectual conditions in
concept development assists in shaping and reinforcement to the external structure of the
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learning process. Teachers can identify similarities and differences in students’ individual
learning styles, thus allowing them to facilitate proper summaries for reinforcement, recognition
of student efforts, collaboration with cooperative learning, for example, learning teams, objective
development and provision of feedback (Instructional strategies, 2003).
Curriculum is a means of communication from instructors to learners by written
explanation of program goals. Specific skills are demonstrated and displayed sequences of who
teaches what and to what extend are defined, and can be referenced with set objectives. Pinar
stated curriculum and learning involve mastering predetermined abstract facts, and in
diagrammatic structure comprise a curriculum (McKnight, 2006). Learner outcomes are
defined, and student perceptions are easily interrogated and analyzed giving the educator the
ability of identify new concepts and provide the learners with new experiences relevant to course
material (Van Haren, 2007). Learner outcomes can be reviewed in a standardized method and
provide focus on desired instillation of program philosophy.
Curriculum and learning
Conceptual framework manifested within curricula design offers structured opportunities
to engage learners in the development of new skills and allows students to infer and assess
concepts based on learned materials. Creativity and problem-solving skills are facilitated to
enhance learning by introduction of curricula with digital and multi-media tools. Engagement of
younger generations requires understanding and incorporation of technology into curriculum
development and usage. Availability in electronic format is desired by a vast majority of modern
learners, and within the past 15 years has become integrated in most higher education institutions
and is increasing in secondary and elementary school systems. With student bodies becoming
more diverse, use of online formats for curriculum has assisted in “affirmation of diversity”
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(Kingsley, 2007) between learners and educators. Students can self-direct studies to adapt
personal learning styles and recognize strengths and weaknesses, empowering learner
transformation and enhancing learning. Curriculum sets direct objectives by defining concepts
and subconcepts, and provides a rubric for feedback and reinforcing efforts (Instructional
strategies, 2007).
Conclusion
Educators develop curricula to provide structure in expected concept development and
inferred knowledge and skills. A support mechanism for students and instructors, objectives and
outcomes measures are used for course materials and student accountability in self-direction of
learning, and are an integral portion of instructional strategies proven to enhance learning.
Structure provides opportunity to develop skills, while allowing the student choices, self-
direction, and allows engagement in the process of the curriculum (McKnight, 2006). Constant
communication between student and instructor allow successful comprehension of course
materials and assist in assimilation of critical thinking skills and support the educator as an
instructional decision-maker in implementation of specialized areas of knowledge and skills.
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References
Clark, N., S. Stow, et al. (2006). Developing standards based on curricula and assessments.
Clearing House, 79 (5), 258-261. Retrieved on September 19, 2007 from EBSCOhost
database.
Kingsley, K. (2007). Empower diverse learners with educational technology and digital media.
Intervention in school and clinic, 43 (1), 52-56. Retrieved on September 18, 2007 from
EBSCOhost database.
Instructional strategies that work. (2007, February 1). Gifted Child Today, 26 (2), 7. Retrieved
on September 20, 2007 from EBSCOhost database.
McKnight, D. (2006). The gift of a curriculum method. Curriculum & Teaching Dialogue,
8(1/2), 171-183. Retrieved on September 21, 2007 from ProQuest database.
Van Haren, R. (2007). A multiliteracy approach to pedagogy. Literacy Learning: The Middle
Years. 15 (2), 46. Retrieved on September 20, 2007 from ProQuest database.