TOPIC 1 INTRODUCTION TO CURRICULUM AND INSTRUCTIONS[1].pdf
TOPIC 1 INTRODUCTION TO CURRICULUM AND INSTRUCTIONS[1].pdf
- 2. toolkit
LEARNING outcomes
After studying this chapter, students should be able to:
1. Explain what components of curriculum are
2. Describe the types of curriculum approaches
3. Discuss the curriculum domains and approaches in teaching and learning
process
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definition
01
Definition of curriculum and instructions
relationship between curriculum
and instructions
02
Curriculum vs Instructions
Types of curriculum
03
Explicit, Implicit, Null, Extra
Models of curriculum-
instructions
04
Dualistic, Concentric, Circular
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Defining curriculum
According to Bandi & Wales (2005), the
most common definition derived from
the word Latin root, which means “race
course.”
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Bandi & Wales (2005) also stated that “ for
many students, the school curriculum is a
race to be run, a series of obstacles or
hurdles (subjects) to be passed.” - 7. toolkit
Workshop # 1
Earlier curriculum (medieval Europe (5th – 15th century):
Workshop # 2
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i. Trivium – Based On The Study Of Grammar,
Rhetoric, And Logic.
ii. Quadrivium – Emphasized On Arithmetic,
Geometry, Music, And Astronomy. - 8. toolkit
How do we define curriculum?
1. Curriculum
is what being
taught at
school.
2. Curriculum
is a set of
subjects.
3. Curriculum
is content.
4. Curriculum
is a sequence
of courses.
5. Curriculum
is a set of
performance
objectives.
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Who involved in curriculum design & planning
Theoreticians and practitioners – include curriculum
planners, professors of curriculum, curriculum developers
(curriculum specialists)
a. Curriculum specialists are well-versed in areas
relating to curriculum such as history and origin
of curriculum, curriculum planning and how it is
implemented in schools.
b. Specialists are well-informed about how students
learn, how teachers react to change and obstacles
to improvement.
c. They generate new knowledge by recombining
existing programmes, adapting approaches and
constructing new curriculum.
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instructions
the delivery of information and
activities learners’
attainment of intended,
specific learning goals. In
other words, instruction is
the conduct of activities
that we focused on
learners learning specific
things.” (Smith & Ragan,
1993, p.2)
curriculum
Relationship between curriculum and instructions
a system of planed actions for
instruction’ and instruction
is the ‘system for putting
the plans into action”
(MacDonald, 1965)
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Types of curriculum
The purpose of curriculum – to prepare the student to thrive within society
which includes the capacity for positive change and growth.
Four types of curriculum:
a. Explicit curriculum
b. Implicit curriculum
c. Null curriculum
d. Extra curriculum
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Explicit curriculum
• EXPLICIT = obvious or apparent.
• For example: subjects that will be taught, identified “mission” of the
school, and the knowledge and skills that the school expects successful
students to acquire.
• Can be discussed in terms of time on task, contact hours, SLT (high school
credit courses)
• Can be qualified in terms of specific observable, measurable learning
objectives.
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Implicit curriculum
• IMPLICIT = hidden
• Lessons that arise from the culture of the school and the behaviors, attitudes,
and expectations that characterize that culture
• Particular messages students pick up with regard to expectations, demands,
and codes of conduct
For example: When asked about how to get good grades, young children will
respond by stating “be quiet in class “ or “be on time” instead of “study hard”
and “complete homework”.
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null curriculum
• Topics or perspectives that are specifically excluded from the curriculum.
For example: the teaching of evolution, sex education, gender orientation
and alternative family configurations.
• We do not want certain feelings and degrees of feeling to be induced in
classrooms.
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extra curriculum
• School-sponsored programmes that are intended to supplement the academic
aspect of the school experience
For example: band, drama, clubs, societies etc.
• Participation is purely voluntary
• Does not contribute to grades or credits earned.
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Models of curriculum- instructions relationship
DUALISTIC MODEL CONCENTRIC MODEL
CIRCULAR MODEL
Olivia (1982)
described
curriculum and
instruction as:
Two entities Mutually independent
Separate entities with
continuing circular
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Dualistic Model
• Instruction in classroom teaching and
curriculum plan -has little
relationship.
• Planners ignore what teachers are
doing and vice-versa.
• The curriculum or the instructional
process may change without affecting
each other.
• This separation will do serious harm
to each other.
Curriculum Instructions
Figure 1 :
Dualistic Model
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Concentric Model
• Curriculum assumes the superordinate
position while instruction is
subordinate – instruction is a
subsystem of curriculum which is itself
a subsystem of the whole system of
education.
• Implies a system that is hierarchical,
with curriculum dominating
instruction.
• Instruction is not a separate entity but
a very dependent portion of the
curriculum entity.
Curriculum
Instructions
Figure 1 : Concentric Model
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Cyclical Model
• Curriculum and instruction may be separate
entities with a continuing circular.
• Curriculum makes a continuous impact on
instruction and similarly instruction
impacts in curriculum.
• This model assumes that instructional
decisions are made after curriculum
decisions are made.
• But, these curriculum decisions are later
modified when they have been
implemented and evaluated in the
classroom – continues, repeated and never-
ending.
Figure 1 : Cyclical Model
Curriculum Instructions
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The Best Model
• Of all the models, the Cylical Model seems to the best alternatives as
it emphasize the need for a close working relationship between
implementers and planners.
• Though curriculum and instruction may be different entities, they
are interdependent and cannot function in isolation.
• Constant feedback from the classroom as to what works and what
does not work has to be recycled – make necessary adjustments and
modifications.
• This may explain the need for pilot-testing a curriculum before it is
widely implemented.
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Summary
• Curriculum is a statement of what students should know, be able to do,
how it is taught, how it is measured, and how the educational system is
organised.
• Curriculum can be approached as content (knowledge, skills and values),
product (desired learning outcomes) and process (interactions in the
classroom)
• Curriculum development is a process involving planning, designing,
implementation and evaluation.
• Curriculum can be considered as a discipline – has an organised set of
theoretical principles, includes body of knowledge and skills and has its
theoreticians and practitioners.
• The relationship between curriculum and instruction is interdependent,
continuous, repeated and never-ending.
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