kirkby introedufns 1213(2)cur

7/31/2019 KIRKBY IntroeduFNS 1213(2)Cur

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Curriculum

SadasseevanTrainer

Cosmic Educational Trainers (CETs)


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What is Curriculum?

Curere Latin

- a passage from stage to stage

Fields of study of study which arebeing followed in school. (Kliebard,1982)

Scope and contents of learningsubjects in school. (Kamus DewanBahasa)

Kirkby Cur Jun2012 2


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How Do We Define Curriculum?

According to Bandi & Wales (2005),the most common definition derived

from the word Latin root, whichmeans racecourse.

Bandi & Wales (2005) also statedthat for many students, the school

curriculum is a race to be run, aseries of obstacles or hurdles(subjects) to be passed.


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Curriculum is that which is taughtat school.

Curriculum is a set of subjects. Curriculum is content.

Curriculum is a sequence of

courses. Curriculum is a set of

performance objectives.


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Curriculum is all plannedlearning for which the school

is responsible. Curriculum is all the

experiences learners have

under the guidance of theschool.

John Delnay (1959.)


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Four ways of approaching curriculum

1. Curriculum as a body ofknowledge to be transmitted.

2. Curriculum as an attempt toachieve certain ends in students -product.

3. Curriculum as process.

4. Curriculum as praxis



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Summary

Curriculum covers selected, real andimaginary living experiences.

It is organized and arranged carefullyand professionally by scholars in thefield of education and curriculumexperts.

This is to ensure that various types ofral and imaginary learning activitiescan be implemented in and out of theclassroom, and in and outside theschool, for all level of schooling.



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4 FUNDAMENTAL QUESTIONS

What are aims and objectives ofcurriculum?

Which learning experiences meet theseaims and objectives?

How can the extent to which theseaims and objectives have been met beevaluated?

How can these learning experiences beorganised?

(Adapted from Tyler 1949)



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4 CONCEPTIONS OF CURRICULUM

The official curriculum

The hidden curriculum

The observed curriculum

The curriculum-as-experienced

Pollard & Triggs (1997)



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THE OFFICIAL CURRICULUM

A planned course of study

Explicitly stated programme of learning

States intended curriculum content Structures sequence and progression,

framing content and course activities

Designed to challenge students and

match learning needs


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HIDDEN CURRICULUM

All that is learnt during school/collegeactivities that is not a designated part ofofficial curriculum

What is picked up about eg role ofteacher/learner, status, attitudes tolearning

Implicit, embedded in taken-for-grantedprocedures and materials

May be unrecognised and often examined

Can have profound effect on self image

on students, and attitudes toeducation/other social rou s


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OBSERVED CURRICULUM

What can be seen as takingplace in classroom

May be different from intendedofficial curriculum


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CURRICULUM-AS-EXPERIENCED

The parts of the curriculum(official and hidden) that actually

connect meaningfully withstudents

Arguably only this aspect whichhas educational impact rest is

often forgotten!


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VOCATIONAL CURRICULUM

Characterised as:

Experientially based in terms of

content and teaching method Directly relevant to student needs

Emphasis on core skillsMarsh, 1997


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Philosophy and CurriculumDesign

Philosophies and curriculum leaders

Five Educational Philosophies

Perennialism

Idealism

Realism Experimentalism

Existentialism


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Eight Common CurriculumDesign

1. Content-based instruction

purpose: knowledge, acquisition

activity: facts, data, and representative form

2. Shell Based Instructionpurpose: process and manipulation

activity: practice, ordering application

3. Inquiry Approach

purpose: awareness, interest

activity: unknown, sampling

4. Conceptual Learning

purpose: understanding

activity: big ideas, familiarity


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Eight Common CurriculumDesign

5. Interdisciplinary Learningpurpose: making connection

activity: application

6. Cooperative Learningpurpose: coordinating social skills

activity: group work

7. Problem Solvingpurpose: apply skills

activity: current events

8. Critical and Creative Thinkingpurpose: construction of new formsactivity: model building, imagination


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A curriculum for the future .Which direction?

Where are we now?What are the issues,dilemmas and

challenges we face?Where do we want tobe?


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Academic Discussion

Concept and Meaning of

Curriculum? 4 CONCEPTIONS OF

CURRICULUM

Models of Curriculum Traditional curriculum vsThinking

Oriented Curriculum

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Differences among teachers have a clear impacton learning. Coaching attempts to reduce someof

these differences by guiding teachers toward bestpractice.



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But what about differences among schools?Can school factors be important as well?


kirkby introedufns 1213(2)cur

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