curriculum maths
TRANSCRIPT
LECTURE 1
PROF. MADYA DR HJ. NOOR SHAH BIN HJ SAAD
o very vague
o people often talk about the ‘school curriculum’ in this general way:
range of subjects taught amount of instructions time given to each in terms of hours or minutes
◦Curriculum is content
o syllabus – usually a summary statement about the content to be taught in a course or unit
Curriculum as a product – set of materialso Official document which includes details about goals, objectives, content, teaching techniques, evaluation and assessment, resources
◦Curriculum is set of performance objectives
o focuses on specific skills or knowledge that is considered should be attained by students
o emphasis behavioral outcomes and objectives which can be easily measured.
◦Curriculum that which taught both inside and outside school, directed by the school
o All kind of activities that occur in the classroom, playground and community, comprise the curriculum
o Only important learning experiences are those which are directed by school personnel.
Curriculum as what an individual learner experiences as a result of schooling
o Emphasis is upon the students as a self- motivated learner.
o Each student acquires knowledge, skills and values not only from the official or formal curriculum BUT also from the unofficial or hidden curriculum
◦Curriculum as everything that is planned by school personnel
o Classroom learning experience should be planned
- Curriculum - Instruction- Assessment
Conclusion
Curriculum is an interrelated set of plans and experiences which students completes under the guidance of the school.
PLANS EXPERIENCE
STUDENT
SCHOOL
Walker (1990)
◦ Content – which may be depicted in terms of concept maps, topics, and themes, all of which are abstractions which people have invented and named
◦ Purpose – usually categorized as intellectual, social and personal are often divided into super-ordinate, and subordinate purpose, stated purpose are not always reliable indicators of actions
◦ Organization – planning is based upon scope and sequence, can be tightly organized or relatively open-ended
Tripp (1994)
◦ Intention – to produce a curriculum◦ Planning – extent to which a curriculum is planned◦ Explication – extent to which the curriculum details are made explicit◦ Harmony – extent to which the parts of a curriculum are complementary◦ Relation – the extent to which the parts of a curriculum are related.
Beane, Toepfer, Alessi (1986)
◦ Concern with the experiences of learners.◦ Making decisions about both content and process◦ Making decisions about a variety of issues and topics◦ Involving many groups◦ Decision-making at many levels
Longstreet & Shane (1993)
◦Society-oriented curriculum – purpose of schooling is to serve society
◦Student-centered curriculum – the students is the crucial source of all curriculum
◦Knowledge-centered curriculum – knowledge is the heart of curriculum
Eusner & Vallance (1974)
◦ Cognitive process orientation: cognitive skills applicable to a wide range of intellectual problems
◦ Technological orientation: to develop means to achieve pre-specified ends
◦ Self-actualization orientation: individual students discover and develop their unique identities
◦ Social deconstructionists orientation: school must be an agency of social change
◦ Academic rationalists: to use and appreciate the ideas and works of the various disciplines
School-based personnel – Teachers, Principals
Parents Universities-based specialists Industry Community groups Government agencies politicians