Introduction to Curriculum Studies Vocational Skills Bank Consultancy Service Day - 1 Definitions of Curriculum Classification of Curriculum Curriculum Criteria Components of Curriculum Design Vocational Skills Bank Consultancy Service Day - 2 Dimensions of Curriculum Design Curricular Approaches Vocational Skills Bank Consultancy Service Day - 3 Models of Curriculum Development Vocational Skills Bank Consultancy Service It denotes • Path to be followed • Frame within which it has to be followed Vocational Skills Bank Consultancy Service Curriculum is the list of contents taught to the students. Curriculum is a set of subjects. Curriculum is the syllabi followed in a school or a college. Curriculum is the programme of school or college activities. Curriculum is a set of study materials. Curriculum includes both curricular and extra curricular activities organized in a school or college. Curriculum comprises all those experiences a learner receives in a school or in a college. Vocational Skills Bank Consultancy Service (List Of Contents) • Narrow Way (All The Experiences Received By A Learner) • Broad Way Vocational Skills Bank Consultancy Service A Definition of Curriculum (Daniel Tanner, 1980) “The planned and guided learning experiences and intended learning outcomes, formulated through the systematic reconstruction of knowledge and experiences, under the auspices of the school, for the learners’ continuous and willful growth in personal social competence.” Vocational Skills Bank Consultancy Service A Definition of Curriculum A curriculum can be called a plan for learning, which contains assumptions about the purpose of education in our society. It also has a definite structure through which the vision of the planners can be translated into learning experiences for the learner. Hence any curriculum comprises two major dimensions: a vision and a structure (Wiles and Bondi, 1988). Vocational Skills Bank Consultancy Service A Definition of Curriculum In the Dictionary of Education, Carter V. Good (1973) describes curriculum as: “A systematic group of courses or sequences of subjects required for graduation or certification in a major field of study, for example, social studies curriculum, and physical education curriculum.” Vocational Skills Bank Consultancy Service A Definition of Curriculum Tanner and Tanner (1980) define, "Curriculum is the reconstruction of knowledge and experience systematically developed under the auspices of the school (or university), to enable the learner to increase his or her control of knowledge and experience" Vocational Skills Bank Consultancy Service A Definition of Curriculum Ronald C. Doll (1986), defined the curriculum of a school as the formal and informal content and process by which learners gain knowledge and understanding, develop skills, and alter attitudes, appreciations, and values under the auspices of that school. Vocational Skills Bank Consultancy Service Four Categories of Curriculum by definition (Beane1986) Concrete Abstract School Centered Learner Centered Vocational Skills Bank Consultancy Service Curriculum as a product The definition of curriculum as a product derives from the idea that the school or university prepares a document which would consist of a list of courses and syllabi of those courses. These documents are the results of curriculum planning and development. Vocational Skills Bank Consultancy Service Curriculum as a program Another definition of curriculum is in reference to the entire learning program of the school or college. In its narrowest sense a curriculum refers to the courses of study offered by the school. It could also mean a student's choice of courses within a given program of the school. Vocational Skills Bank Consultancy Service Curriculum as intended learning outcomes Curriculum could be defined as 'what is to be learned ‘. This definition of curriculum clearly demarcates what is to be learned from and how it is to be learned. Curriculum in this context refers to knowledge of content, skills, attitudes and behaviour that students are supposed to learn in school or college. Vocational Skills Bank Consultancy Service Curriculum as planned learner experiences It refers to curriculum as experiences of the learners which is an outcome of the planned situations. The actual curriculum is the learning that occurs in the students after going through different experiences. The outcomes of the planned situations of the course contents are more important than the course content itself. Vocational Skills Bank Consultancy Service Classification of Curriculum Classification of Curriculum Overt or Explicit Curriculum The intended Curriculum Hidden or Implicit Curriculum The unintended or unnoticed Curriculum Null Curriculum The Curriculum which is not taught Vocational Skills Bank Consultancy Service Curriculum Criteria Relevance Geographical location Developmental stages of the learners Coherence Connectivity Equity Excellence Vocational Skills Bank Consultancy Service Components of Curriculum Design 1. Objectives 2. Design of Subject Matter 3. Method and Organization (Learning Experiences) 4. Evaluation Vocational Skills Bank Consultancy Service Components of Curriculum Design Objectives Continuous interactivity between the four components i.e. decisions made about one component will influence the other. Methods & Organization Subject Matter (Learning experiences) Evaluation Vocational Skills Bank Consultancy Service Components of Curriculum Design The manner in which these four components are arranged determines the design of the curriculum. Often one component is given more weightage than the others. Most curricular designs lay more emphasis on context subject matter while others focus on learning activities. What is expected to be done? What content is to be included? What strategies, resources and activities will be employed? How will the results of such a design be appraised? Vocational Skills Bank Consultancy Service Sources of Curriculum Design • Science as a Source • Society as a Source • Knowledge as a Source • Learner as a Source Vocational Skills Bank Consultancy Service Dimensions of Curriculum Design Vocational Skills Bank Consultancy Service Dimensions of Curriculum Design Scope represents the latitudinal axis for selecting curriculum experiences." Scope of a curriculum design Scope determines the depth to which the subject matter has to be dealt with, the type of learning activities to be provided and decisions about the arrangement of curricular components. Integrate learning experiences of the learner at a particular level of the curriculum. This refers to the horizontal relationships among various themes or topics Integration in different subject areas. Vocational Skills Bank Consultancy Service Dimensions of Curriculum Design The Logic of Subject Matter Sequence Based on ? On the way in which individuals process knowledge Four bases for sequencing contents (Smith, Stanley and Shores (1957) 1) Simple to complex learning 3) Whole to part learning 2) Part to whole or pre-requisite learning 4) Chronological learning Vocational Skills Bank Consultancy Service Dimensions of Curriculum Design Continuity Continuity implies the repetition of such skills or ideas in the curriculum about which the learners should have in-depth knowledge. • Articulation refers to interrelatedness of concepts of a curriculum. The relation can be either vertical or horizontal. Articulation & Balance • Appropriate weightage be given to every aspect of the curriculum, so that a balanced curriculum emerges. Vocational Skills Bank Consultancy Service Approaches to Curriculum Vocational Skills Bank Consultancy Service Curricular Approaches Subject Area Approach Broad Fields Approach Problem Centered Approach Learner Centered Approach "A curricular approach is defined as a pattern of organization used in making decisions about the various aspects of a teaching-learning situation." (Beane, et. al. 1986). Vocational Skills Bank Consultancy Service The choice of a particular approach for curriculum development reflects the following: The selection of objectives The use of subject matter or content The type of learning experiences to be provided The role of teachers, learners and the organizing center for the teaching-learning situation The choice of method for providing the learning experiences Vocational Skills Bank Consultancy Service Models of Curriculum Development Vocational Skills Bank Consultancy Service Technical or Scientific Models 1. Hilda Taba’s Model 2. Goodlad’s Model 3. Hunkin’s Development Model Vocational Skills Bank Consultancy Service Technical or Scientific Models Inductive approach to teaching i.e. from specific to Taba’s Model (Hilda Taba-1962) Diagnosis of Needs Formulation of Objectives general rather than the traditional deductive approach, starting from general and building to the specifics. Selection of Content Organization of Content Selection of Learning Experiences Seven Steps of Taba’s Grassroot Model Organization of Learning Activities Evaluation Vocational Skills Bank Consultancy Service Technical or Scientific Models • The basis of formulating educational aims is the analysis of Goodlad’s Model values of the existing culture. These aims are translated (John L. Goodlad1966) into educational objectives, which are stated in behavioural terms. • From these objectives, the curriculum planners design and/or select organizing centers, which provide learning opportunities for a group of students or a student. Vocational Skills Bank Consultancy Service Technical or Scientific Models Hunkin’s Development Model (Francis P. Hunkins1980) • This model permits those working with the model to adjust their decision making about curricular actions. • In this model the curriculum maintenance stage is unique because once a curriculum is found successful the designers stop considering ahead. But curricular programmes have to be maintained for continuation of the programme. Curriculum Conceptualiza tion and Legitimization Diagnosis Content Selection Experience Selection Implementati on Evaluation Maintenance Vocational Skills Bank Consultancy Service Non-Technical or Non-Scientific Models 1. Open Classroom Model 2. Weinstein & Fantini Model 3. Roger’s Model of Interpersonal Relations Vocational Skills Bank Consultancy Service Non-Technical or Non-Scientific Models • The Open Classroom Model is based on the Activity Curriculum. Open Classroom Model • According to the activity model, children learnt by doing and were free to move around in the classroom. • Open classroom model emphasizes freedom of the child from teacher control and from a rigid curriculum. • This model is based on the belief that teachers generate new content and techniques by keeping the learner central to the whole process. • Learners can assess the relevance of the existing curriculum, content and the instructional methods employed. Weinstein & Fantini Model (Gerald Weinstein & Mario Fantini-1970) Vocational Skills Bank Consultancy Service Non-Technical or Non-Scientific Models Roger’s Model of Interpersonal Relations (Carl Rogers-1979) • In this model the emphasis is on human experiences rather than content or learning activities. • He believes that by interacting in a group, learners can solve their problems. • They express themselves honestly and explore each other's feelings. Vocational Skills Bank Consultancy Service Curriculum Processes 4. Curriculum Implementation 5. Curriculum Review and Revision 2. Curricular Structure 3. Curriculum Framework 1. Curriculum Policy Vocational Skills Bank Consultancy Service Basic Tasks of Curriculum Development 4. Selecting the Content 3. Formulating Goals & Objectives 2. Assessing Needs 1. Establishing the Philosophy 5. Organizing the Content 6. Selection of Curriculum Experiences 7. Evaluation of the Curriculum Vocational Skills Bank Consultancy Service Thank you Vocational Skills Bank Consultancy Service Technical or Scientific Models 1. Hilda Taba Model 2. Tyler Model 3. Saylor Alexander Model 4. Goodlad Model 5. Hunkins Model 6. Miller and Seller Model Vocational Skills Bank Consultancy Service Types of Curriculum Development Models Deductive Model Proceed from general to specific Inductive Model Starting with the actual development of curriculum materials and leading to generalization Vocational Skills Bank Consultancy Service Vocational Skills Bank Consultancy Service Curriculum Development Models Inductive Models: 1.Taba’s model Deductive Model: 2. Tyler’s Model 3. Saylor, Alexander and Lewis’s Model Vocational Skills Bank Consultancy Service The Taba Model Hilda Taba (1902 –1967) An inductive approach to curriculum development, starting with specifics and building up to a general design Vocational Skills Bank Consultancy Service The Taba Model 1.Teachers should be at the heart of curriculum development 2.Teachers should be able to design specific learning units 3. Curriculum design should be based on concept formation, being able to interpret data and evaluate students learning by applying the learning principles. Vocational Skills Bank Consultancy Service The Taba Model Five-Step Sequence. 1. Producing pilot units - linking theory and practice 2. Testing Experimental Units 3. Revising and consolidating 4. Developing a Framework 5. Installing and disseminating new units. Vocational Skills Bank Consultancy Service The Tyler Model Ralph Tyler (1902 –1994) • The nature and structure of knowledge • The needs of the society • The needs of the learner Vocational Skills Bank Consultancy Service The Tyler Model Fundamental Questions in Developing Curriculum • What educational purposes should the school seek to attain? • What educational experiences can be provided that are likely to attain these purposes? • How can these educational experiences be effectively organized? • How can we determine whether and to what extent these purposes are being attained? Vocational Skills Bank Consultancy Service The Tyler Model 1. Determine the school’s purposes (aka objectives) 2. Identify educational experiences related to purpose 3. Organize the experiences 4. Evaluate the purposes Vocational Skills Bank Consultancy Service Differences Taba • • • • • Tyler Teacher centered Hands-on approach Practical Inductive Teach students to think • • • • Deductive Society emphasis Top down approach Teach students to change behaviour patterns Similarities • Both objective based • Both include evaluation process • Peers Vocational Skills Bank Consultancy Service The Saylor, Alexander, and Lewis Model Curriculum: “a plan for providing sets of learning opportunities for persons to be educated.” Curriculum planners begin by specifying the major educational goals and specific objectives they wish to be accomplished. Vocational Skills Bank Consultancy Service The Saylor, Alexander, and Lewis Model 1. Goals, objectives and domains 2. Curriculum designing 3. Curriculum implementation 4. Evaluation Vocational Skills Bank Consultancy Service The Saylor, Alexander, and Lewis Model GOALS & OBJECTIVES Saylor, Alexander, and Lewis’s conception of the curriculum planning process: CURRICULUM DESIGNING CURRICULUM IMPLEMENTATION CURRICULUM EVALUATION Decisions as to design(s) made by the responsible curriculum planning group(s) for a particular educational center. Various prior decisions by political and social agencies may limit the final design(s). (Instruction)Decisions as to instructional modes made by responsible teacher(s). The curriculum plan includes alternative modes with suggestions as to resources, media, and organization, thus encouraging flexibility and more freedom for the teacher(s) and students. Decisions as to evaluative procedures for determining learner progress made by the responsible teacher(s). Decisions as to evaluative procedures for evaluating the curriculum. Plans are made by the responsible planning group. Evaluative data become bases for decision making in further planning. Vocational Skills Bank Consultancy Service
