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Curriculum Context 
EDP 7114 Teaching and Learning for Young 
Children
Curriculum Context 
then we must 
contend with 
multiple contexts 
that affect 
curriculum, students, 
and teachers. The 
following diagram 
provides and 
overview of some of 
these contexts. 
Typically, curriculum 
documents focus on 
specific subject 
matter content. 
However, if we are to 
take seriously broader 
notions of curriculum,
Curriculum context
Definition(s) of Curriculum 
Curriculum – is a 
structured set of 
learning outcomes 
or task that 
educators usually 
call goals and 
objectives. ( Howell 
and Evans 1995) 
Curriculum – is the 
“what” of teaching. 
Curriculum – 
listings of subjects 
to be taught in 
school. 
. 
A document which 
describes a structured 
series of learning 
objectives and 
outcomes for a given 
subject matter area 
Includes a 
specification of what 
should be learned, how 
it should be taught, and 
the plan for 
implementing/assessin 
g the learning
Questions Related to Curriculum Context: 
 Who decides on what content 
should be included? 
 Why is certain content more 
important (included) than other 
content (not included)? 
 Who should decide on what 
content to include? 
- Which of the contexts within the 
overall context of curriculum and 
instruction do not, cannot, and/or 
should not appear in curricular 
documents at the district, state, or 
national levels? 
- Which of the contexts within the 
overall context of curriculum and 
instruction typically appear in 
curricular documents at the district, 
state, or national levels?
Cont…. 
 Who should decide on what 
content to include? 
 How should subject matter 
learning be approached (e.g., as 
material for problem solving and 
inquiry, as material to be 
memorized, etc.)? 
 What are the implications of such 
a view of curricular contexts for 
teaching, learning, and schooling? 
 Based on the above figure, 
how should curricular 
development occur? 
 What are the implications of 
the center of contextual 
conjunction for how we 
conceive of curricular 
enactment, learning, teaching, 
and schooling?
Curriculum Characteristics 
 Designing a school curriculum for progressive learning 
opportunities should be informed by valid assessment data, be 
tailored to meet learners’ needs, aspirations and personal 
development, and provide multiple means of representation, 
action and expression, and engagement. 
 Curriculum design should harness student’s positive attitudes, 
ideas and imaginative capacities to support them to be co-creators 
of their own learning and to ensure it is personally 
meaningful and relevant.
Cont… 
- Curriculum design should be reviewed, evaluated and modified 
through a collaborative process of reflection to develop a partnership 
- Curriculum should be planned for success with clearly articulated 
learning intentions 
Curriculum planning should maximize opportunities for 
collaboration and participation in learning between families and 
practitioners and should include students’ own views of their 
learning and engagement in assessment practices.
Two Schools of Thought Predominated 
Throughout History of Curriculum Development: 
 The Essentialist School 
 The Progressive School
The Essentialist School 
 It considers the curriculum as 
something rigid consisting of 
discipline subjects. 
 It considers all learners as 
much as the same and it aims 
to fit the learner into the 
existing social order and 
thereby maintain the status 
quo. 
 Its major motivation is 
discipline and considers 
freedom as an outcome and not 
a means of education.
The Essentialist School 
 Its approach is authoritative and the 
teacher’s role is to assign lessons and to 
recite recitations. 
 It is book-centered and the methods 
recommended are memory work , mastery 
of facts and skills, and development of 
abstract intelligence.
The Essentialist School 
 It has no interest in social action and life 
activities. 
 Its measurement of outcomes are standard 
tests based on subject matter mastery.
The Progressive School 
 It conceives of the curriculum as something 
flexible based on areas of interest. 
 It is learner-centered, having in mind that 
no two persons are alike. 
 Its factor of motivation is individual 
achievement believing that persons are 
naturally good.
The Progressive School 
 The Role of the teacher is to stimulate 
direct learning process. 
 It uses a life experience approach to fit the 
student for future social life.
The Progressive School 
 Constant revision of aims and experimental 
techniques of teaching and learning are 
imperatives in curriculum development in 
order to create independent thinking, 
initiative, self-reliance, individuality, self-expression 
and activity in the e-larner.
The Progressive School 
 Its measurement of outcomes are now 
devices taking into consideration subject 
matter and personality values.
Islamic Concept of Curriculum 
 Muslim scholars have made serious endeavors to define the concept 
of Islamic education and then to develop a genuine Islamic 
education model based on the basic tenets of aqidat al-tawheed` 
(principle of faith). 
 This reformation of education has envisioned to produce the new 
Muslim generation, which is capable of fulfilling its role as 
khalifatullah (vicegerent of God)i.e. responsible for the 
development and maintenance of civilization and its resources. 
 In another word, Islamic education is obliged to deal with the 
overall development of the individual, i.e. spiritual, intellectual, 
imaginative, physical, scientific, linguistic, both individually and 
collectively. In sum, the ultimate of Islamic education is in `the 
realization of complete submission to Allah on the level of the 
individual, the community and humanity at large.
Islamic Concept of Curriculum 
 A newly integrated Islamic curriculum 
and subject matter for contemporary 
Islamic schools need to be devised to 
promote Islamic Identity solidarity for 
the Ummah. 
 It is for the need of the young 
generations to be instilled with pure 
Islamic values and beliefs from the 
beginning in a very comprehensive, 
critical and creative manner by using 
newly revised integrated and dynamic 
approach to education.
Quality of curriculum 
 Greater depth and less superficial coverage 
 Focus on problem solving 
 Facilities the mastery of essential skill and 
knowledge 
 Coordinated 
 Articulation multi-level sequence study 
 Emphasize academic and practice 
 Effective integrated curricula 
 Mastery of a limited numbers of objectives
Why Focus on Curriculum 
Quality? 
 Creating quality curricula is hard to do. 
 Changing school structure is not enough. 
 The stakes for students and schools are 
high. 
 Every pathway component involves 
curriculum.
Quality Design Principles 
Where do they come from? 
 Theory and research 
 Classroom observation 
 Classroom experience 
 Expert input 
 Mission
What Does Quality Look Like? Two 
Underlying Goals 
 Prepare students for both college and 
career 
 Serve students with varying abilities, 
interests, and aspirations 
 https://www.youtube.com/watch?v=sluQZ 
X9FOeM
HOW CURRICULUM DIFERS FROM…… 
 SYLLABUS 
 COURSE OF STUDY 
 EDUCATIONAL PROGRAMME 
 TEACHING 
 INSTRUCTION
SYLLABUS VS CURRICULUM 
Curriculum 
Curriculum is a focus of study, consisting of 
various courses all designed to reach a 
particular proficiency or qualification. 
Syllabus 
A syllabus is simply an 
outline and time line of a 
particular course. It will typically 
give a brief overview of the 
course objectives, course 
expectations, list reading 
assignments, homework 
deadlines, and exam dates.
COURSE OF STUDY VS CURRICULUM 
 A course is a set of inventory items grouped 
together for ease of assignment and tracking. 
 Curriculum refers to the training assigned to 
a student. A curriculum can 
consist of more than one course.
CURRICULUM VS TEACHING 
Curriculum 
Curriculum is a focus of study, consisting of 
various courses all designed to reach a 
particular proficiency or qualification. 
Teaching 
An academic process by which students are 
motivated to learn in ways that make a 
sustained, substantial, and positive influence 
on how they think, act, and feel.
INSTRUCTION VS CURRICULUM 
Curriculum 
Curriculum is literally defined in education 
as a set of courses regarding different classes 
or subjects offered in different educational 
institutions such as a school or a university. 
Instruction 
Instructions are a basic aspect of the 
learning process. They are all formulated to 
guide students in their gradual learning 
process in their respective fields.
Factors Affect the Curriculum 
 Political 
 How politics influences 
curriculum design and 
development starts with funding. 
Both private and public 
educational institutions rely on 
funding for hiring personnel, 
building and maintaining facilities 
and equipment. All aspects of 
curriculum depend on local, state 
and national political standards. 
From defining goals, interpreting 
curricular materials to approving 
examination systems, politics 
affects curriculum development. 

 Economic 
 Curriculum developed for in 
house training in corporations 
focuses on educating 
employees for promotions that 
bring better returns in profits. 
Nations financing education 
expect an economic return from 
educated students contributing 
to the country's economy with 
global competition abilities in 
technical fields. Curriculum 
content influences learner 
goals, standards for academic 
achievement with an underlying 
influence of the nation's 
economy. 

 Technological 
 The computer technology of the 
21st century influences curriculum 
development at every level of 
learning. Learning centers and 
classrooms increasingly provide 
computers as requisite interaction 
for studies among students. 
Technological multimedia use 
influences educational goals and 
learning experiences among 
students. Undergraduate and 
graduate degrees in computer 
technology increases in popularity.
 Diversity 
 Social diversity including 
religion, culture and social 
groupings affects curriculum 
development because these 
characteristics influence the types 
of topics and methods for 
teaching information. Developing 
relevant curriculum takes into 
account society's expectations, 
accommodating group traditions 
and promoting equality. 

 Learning Theories 
 Both child and adult learning 
theories within the psychology 
field influence curriculum 
development. Understanding the 
psychology behind learning 
theories implemented in 
curriculum development 
maximizes learning with content, 
delivery, interactive activities and 
experiences initiated at the most 
opportune teaching moment. 

 Environment 
 World awareness and action 
toward reversing and ending 
pollution continues affecting 
curriculum development. 
Typical elementary classrooms 
teach recycling and healthy 
environmental practices. 
Higher education in the 
sciences offer environmentally-focused 
degrees. 

Types of Curriculum 
 Overt, explicit, or written curriculum, 
 Societal curriculum (or social curricula), 
 The hidden or covert curriculum, 
 The null curriculum 
 Phantom curriculum 
 Concomitant curriculum 
 Rhetorical curriculum 
 Curriculum-in-use 
 Received curriculum 
 The internal curriculum 
 The electronic curriculum.
Cont… 
Overt, explicit, or 
written curriculum 
Is simply that which is written as part of formal 
instruction of schooling experiences. It may 
refer to a curriculum document, texts, films, and 
supportive teaching materials that are overtly 
chosen to support the intentional instructional 
agenda of a school. Thus, the overt curriculum 
is usually confined to those written 
understandings and directions formally 
designated and reviewed by administrators, 
curriculum directors and teachers, often 
collectively.
Societal curriculum (or social 
curricula) 
As defined by Cortes (1981). Cortes 
defines this curriculum as:…[the] 
massive, ongoing, informal curriculum 
of family, peer groups, neighborhoods, 
churches organizations, occupations, 
mas, media and other socializing forces 
that “educate” all of us throughout our 
lives. 24 
This type of curricula can now be 
expanded to include the powerful effects 
of social media (YouTube; Facebook; 
Twitter; Pinterest, etc) and how it 
actively helps create new perspectives.
3. The hidden or covert 
curriculum 
That which is implied by the very 
structure and nature of schools, much of 
what revolves around daily or established 
routines. 
Longstreet and Shane (1993) offer a 
commonly accepted definition for this 
term – the “hidden curriculum,” which 
refers to the kinds of learnings children 
derive from the very nature and 
organizational design of the public 
school, as well as from the behaviors and 
attitudes of teachers and 
administrators….
4. The null curriculum That which we do not teach, thus giving 
students the message that these 
elements are not important in their 
educational experiences or in our 
society. Eisner offers some major points 
as he concludes his discussion of the 
null curriculum. The major point I have 
been trying to make thus far is that 
schools have consequences not only by 
virtue of what they do teach, but also by 
virtue of what they neglect to teach. 
What students cannot consider, what 
they don’t processes they are unable to 
use, have consequences for the kinds of 
lives they lead.
Phantom 
curriculum 
The messages prevalent in and through 
exposure to any type of media. These 
components and messages play a major part 
in the enculturation of students into the 
predominant meta-culture, or in acculturating 
students into narrower or generational 
subcultures.
6. Concomitant curriculum What is taught, or emphasized at home, 
or those experiences that are part of a 
family’s experiences, or related 
experiences sanctioned by the family. 
(This type of curriculum may be 
received at church, in the context of 
religious expression, lessons on values, 
ethics or morals, molded behaviors, or 
social experiences based on the family’s 
preferences.)
7.Rhetorical 
curriculum 
Elements from the rhetorical curriculum are 
comprised from ideas offered by policymakers, 
school officials, administrators, or politicians. 
This curriculum may also come from those 
professionals involved in concept formation 
and content changes; or from those educational 
initiatives resulting from decisions based on 
national and state reports, public speeches, or 
from texts critiquing outdated educational 
practices. The rhetorical curriculum may also 
come from the publicized works offering 
updates in pedagogical knowledge.
8. Curriculum-in-use The formal curriculum (written or 
overt) comprises those things in 
textbooks, and content and concepts in 
the district curriculum guides. 
However, those “formal” elements are 
frequently not taught. The curriculum-in- 
use is the actual curriculum that is 
delivered and presented by each 
teacher.
9. Received 
curriculum 
Those things that students actually take out 
of classroom; those concepts and content that 
are truly learned and remembered.
10. The internal 
curriculum 
Processes, content, knowledge 
combined with the experiences and 
realities of the learner to create 
new knowledge. While educators 
should be aware of this curriculum, 
they have little control over the 
internal curriculum since it is 
unique to each student. Educators 
can explore this curricula by using 
instructional assessments like “exit 
slips,” reflective exercises, or 
debriefing discussions to see what 
students really remember from a 
lesson. It is often very enlightening 
and surprising to find out what has 
meaning for learners and what 
does not.
11. The electronic 
curriculum 
Those lessons learned through searching the 
Internet for information, or through using e-forms 
of communication. (Wilson, 2004) This 
type of curriculum may be either formal or 
informal, and inherent lessons may be overt or 
covert, good or bad, correct or incorrect 
depending on ones’ views. Students who use the 
Internet on a regular basis, both for recreational 
purposes (as in blogs, wikis, chatrooms, list 
serves, through instant messenger, on-line 
conversations, or through personal e-mails and 
sites like Twitter, Facebook, or Youtube) and 
from personal online research and information 
are bombarded with all types of media and 
messages. Much of this information may be 
factually correct, informative, or even 
entertaining or inspirational. But there is also a 
great deal of other information that may be very 
incorrect, dated, passé, biased, perverse, or even 
manipulative
What is ? 
Curriculum for Excellence is the national curriculum for Scottish 
schools for learners from age 3 to 18. It was developed out of a 2002 
consultation exercise – the 'National Debate on Education' – 
undertaken by the then Scottish Executive on the state of school 
education. 
In response to the National Debate, Ministers established a Curriculum 
Review Group in November 2003 to identify the purposes 
of education for the 3 to 18 age range and to determine key principles 
to be applied in a redesign the curriculum. Its work resulted in the 
publication in November 2004 of the document A Curriculum for 
Excellence.[1] This document identified four key purposes of education; 
those that enable young people to become, "successful learners, 
confident individuals, responsible citizens and effective contributors."
Multiage Curriculum 
 Multi-age classrooms or composite classes are classrooms with 
students from more than one grade level. They are created when 
either there are too many students for one class. 
 It is more common in smaller schools; an extreme form is the one-room 
school. 
 Describe learning as ”phases of learning”, rather than as ”age or 
year level appropriate” learning. 
 
 Work purposefully with children in selected (according to 
capabilities, needs and interests) groups or individually to scaffold 
their learning 
 https://www.youtube.com/watch?v=XyYG2YiYTVQ
Curriculum context
Curriculum context

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Curriculum context

  • 1. Curriculum Context EDP 7114 Teaching and Learning for Young Children
  • 2. Curriculum Context then we must contend with multiple contexts that affect curriculum, students, and teachers. The following diagram provides and overview of some of these contexts. Typically, curriculum documents focus on specific subject matter content. However, if we are to take seriously broader notions of curriculum,
  • 4. Definition(s) of Curriculum Curriculum – is a structured set of learning outcomes or task that educators usually call goals and objectives. ( Howell and Evans 1995) Curriculum – is the “what” of teaching. Curriculum – listings of subjects to be taught in school. . A document which describes a structured series of learning objectives and outcomes for a given subject matter area Includes a specification of what should be learned, how it should be taught, and the plan for implementing/assessin g the learning
  • 5. Questions Related to Curriculum Context:  Who decides on what content should be included?  Why is certain content more important (included) than other content (not included)?  Who should decide on what content to include? - Which of the contexts within the overall context of curriculum and instruction do not, cannot, and/or should not appear in curricular documents at the district, state, or national levels? - Which of the contexts within the overall context of curriculum and instruction typically appear in curricular documents at the district, state, or national levels?
  • 6. Cont….  Who should decide on what content to include?  How should subject matter learning be approached (e.g., as material for problem solving and inquiry, as material to be memorized, etc.)?  What are the implications of such a view of curricular contexts for teaching, learning, and schooling?  Based on the above figure, how should curricular development occur?  What are the implications of the center of contextual conjunction for how we conceive of curricular enactment, learning, teaching, and schooling?
  • 7. Curriculum Characteristics  Designing a school curriculum for progressive learning opportunities should be informed by valid assessment data, be tailored to meet learners’ needs, aspirations and personal development, and provide multiple means of representation, action and expression, and engagement.  Curriculum design should harness student’s positive attitudes, ideas and imaginative capacities to support them to be co-creators of their own learning and to ensure it is personally meaningful and relevant.
  • 8. Cont… - Curriculum design should be reviewed, evaluated and modified through a collaborative process of reflection to develop a partnership - Curriculum should be planned for success with clearly articulated learning intentions Curriculum planning should maximize opportunities for collaboration and participation in learning between families and practitioners and should include students’ own views of their learning and engagement in assessment practices.
  • 9. Two Schools of Thought Predominated Throughout History of Curriculum Development:  The Essentialist School  The Progressive School
  • 10. The Essentialist School  It considers the curriculum as something rigid consisting of discipline subjects.  It considers all learners as much as the same and it aims to fit the learner into the existing social order and thereby maintain the status quo.  Its major motivation is discipline and considers freedom as an outcome and not a means of education.
  • 11. The Essentialist School  Its approach is authoritative and the teacher’s role is to assign lessons and to recite recitations.  It is book-centered and the methods recommended are memory work , mastery of facts and skills, and development of abstract intelligence.
  • 12. The Essentialist School  It has no interest in social action and life activities.  Its measurement of outcomes are standard tests based on subject matter mastery.
  • 13. The Progressive School  It conceives of the curriculum as something flexible based on areas of interest.  It is learner-centered, having in mind that no two persons are alike.  Its factor of motivation is individual achievement believing that persons are naturally good.
  • 14. The Progressive School  The Role of the teacher is to stimulate direct learning process.  It uses a life experience approach to fit the student for future social life.
  • 15. The Progressive School  Constant revision of aims and experimental techniques of teaching and learning are imperatives in curriculum development in order to create independent thinking, initiative, self-reliance, individuality, self-expression and activity in the e-larner.
  • 16. The Progressive School  Its measurement of outcomes are now devices taking into consideration subject matter and personality values.
  • 17. Islamic Concept of Curriculum  Muslim scholars have made serious endeavors to define the concept of Islamic education and then to develop a genuine Islamic education model based on the basic tenets of aqidat al-tawheed` (principle of faith).  This reformation of education has envisioned to produce the new Muslim generation, which is capable of fulfilling its role as khalifatullah (vicegerent of God)i.e. responsible for the development and maintenance of civilization and its resources.  In another word, Islamic education is obliged to deal with the overall development of the individual, i.e. spiritual, intellectual, imaginative, physical, scientific, linguistic, both individually and collectively. In sum, the ultimate of Islamic education is in `the realization of complete submission to Allah on the level of the individual, the community and humanity at large.
  • 18. Islamic Concept of Curriculum  A newly integrated Islamic curriculum and subject matter for contemporary Islamic schools need to be devised to promote Islamic Identity solidarity for the Ummah.  It is for the need of the young generations to be instilled with pure Islamic values and beliefs from the beginning in a very comprehensive, critical and creative manner by using newly revised integrated and dynamic approach to education.
  • 19. Quality of curriculum  Greater depth and less superficial coverage  Focus on problem solving  Facilities the mastery of essential skill and knowledge  Coordinated  Articulation multi-level sequence study  Emphasize academic and practice  Effective integrated curricula  Mastery of a limited numbers of objectives
  • 20. Why Focus on Curriculum Quality?  Creating quality curricula is hard to do.  Changing school structure is not enough.  The stakes for students and schools are high.  Every pathway component involves curriculum.
  • 21. Quality Design Principles Where do they come from?  Theory and research  Classroom observation  Classroom experience  Expert input  Mission
  • 22. What Does Quality Look Like? Two Underlying Goals  Prepare students for both college and career  Serve students with varying abilities, interests, and aspirations  https://www.youtube.com/watch?v=sluQZ X9FOeM
  • 23. HOW CURRICULUM DIFERS FROM……  SYLLABUS  COURSE OF STUDY  EDUCATIONAL PROGRAMME  TEACHING  INSTRUCTION
  • 24. SYLLABUS VS CURRICULUM Curriculum Curriculum is a focus of study, consisting of various courses all designed to reach a particular proficiency or qualification. Syllabus A syllabus is simply an outline and time line of a particular course. It will typically give a brief overview of the course objectives, course expectations, list reading assignments, homework deadlines, and exam dates.
  • 25. COURSE OF STUDY VS CURRICULUM  A course is a set of inventory items grouped together for ease of assignment and tracking.  Curriculum refers to the training assigned to a student. A curriculum can consist of more than one course.
  • 26. CURRICULUM VS TEACHING Curriculum Curriculum is a focus of study, consisting of various courses all designed to reach a particular proficiency or qualification. Teaching An academic process by which students are motivated to learn in ways that make a sustained, substantial, and positive influence on how they think, act, and feel.
  • 27. INSTRUCTION VS CURRICULUM Curriculum Curriculum is literally defined in education as a set of courses regarding different classes or subjects offered in different educational institutions such as a school or a university. Instruction Instructions are a basic aspect of the learning process. They are all formulated to guide students in their gradual learning process in their respective fields.
  • 28. Factors Affect the Curriculum  Political  How politics influences curriculum design and development starts with funding. Both private and public educational institutions rely on funding for hiring personnel, building and maintaining facilities and equipment. All aspects of curriculum depend on local, state and national political standards. From defining goals, interpreting curricular materials to approving examination systems, politics affects curriculum development. 
  • 29.  Economic  Curriculum developed for in house training in corporations focuses on educating employees for promotions that bring better returns in profits. Nations financing education expect an economic return from educated students contributing to the country's economy with global competition abilities in technical fields. Curriculum content influences learner goals, standards for academic achievement with an underlying influence of the nation's economy. 
  • 30.  Technological  The computer technology of the 21st century influences curriculum development at every level of learning. Learning centers and classrooms increasingly provide computers as requisite interaction for studies among students. Technological multimedia use influences educational goals and learning experiences among students. Undergraduate and graduate degrees in computer technology increases in popularity.
  • 31.  Diversity  Social diversity including religion, culture and social groupings affects curriculum development because these characteristics influence the types of topics and methods for teaching information. Developing relevant curriculum takes into account society's expectations, accommodating group traditions and promoting equality. 
  • 32.  Learning Theories  Both child and adult learning theories within the psychology field influence curriculum development. Understanding the psychology behind learning theories implemented in curriculum development maximizes learning with content, delivery, interactive activities and experiences initiated at the most opportune teaching moment. 
  • 33.  Environment  World awareness and action toward reversing and ending pollution continues affecting curriculum development. Typical elementary classrooms teach recycling and healthy environmental practices. Higher education in the sciences offer environmentally-focused degrees. 
  • 34. Types of Curriculum  Overt, explicit, or written curriculum,  Societal curriculum (or social curricula),  The hidden or covert curriculum,  The null curriculum  Phantom curriculum  Concomitant curriculum  Rhetorical curriculum  Curriculum-in-use  Received curriculum  The internal curriculum  The electronic curriculum.
  • 35. Cont… Overt, explicit, or written curriculum Is simply that which is written as part of formal instruction of schooling experiences. It may refer to a curriculum document, texts, films, and supportive teaching materials that are overtly chosen to support the intentional instructional agenda of a school. Thus, the overt curriculum is usually confined to those written understandings and directions formally designated and reviewed by administrators, curriculum directors and teachers, often collectively.
  • 36. Societal curriculum (or social curricula) As defined by Cortes (1981). Cortes defines this curriculum as:…[the] massive, ongoing, informal curriculum of family, peer groups, neighborhoods, churches organizations, occupations, mas, media and other socializing forces that “educate” all of us throughout our lives. 24 This type of curricula can now be expanded to include the powerful effects of social media (YouTube; Facebook; Twitter; Pinterest, etc) and how it actively helps create new perspectives.
  • 37. 3. The hidden or covert curriculum That which is implied by the very structure and nature of schools, much of what revolves around daily or established routines. Longstreet and Shane (1993) offer a commonly accepted definition for this term – the “hidden curriculum,” which refers to the kinds of learnings children derive from the very nature and organizational design of the public school, as well as from the behaviors and attitudes of teachers and administrators….
  • 38. 4. The null curriculum That which we do not teach, thus giving students the message that these elements are not important in their educational experiences or in our society. Eisner offers some major points as he concludes his discussion of the null curriculum. The major point I have been trying to make thus far is that schools have consequences not only by virtue of what they do teach, but also by virtue of what they neglect to teach. What students cannot consider, what they don’t processes they are unable to use, have consequences for the kinds of lives they lead.
  • 39. Phantom curriculum The messages prevalent in and through exposure to any type of media. These components and messages play a major part in the enculturation of students into the predominant meta-culture, or in acculturating students into narrower or generational subcultures.
  • 40. 6. Concomitant curriculum What is taught, or emphasized at home, or those experiences that are part of a family’s experiences, or related experiences sanctioned by the family. (This type of curriculum may be received at church, in the context of religious expression, lessons on values, ethics or morals, molded behaviors, or social experiences based on the family’s preferences.)
  • 41. 7.Rhetorical curriculum Elements from the rhetorical curriculum are comprised from ideas offered by policymakers, school officials, administrators, or politicians. This curriculum may also come from those professionals involved in concept formation and content changes; or from those educational initiatives resulting from decisions based on national and state reports, public speeches, or from texts critiquing outdated educational practices. The rhetorical curriculum may also come from the publicized works offering updates in pedagogical knowledge.
  • 42. 8. Curriculum-in-use The formal curriculum (written or overt) comprises those things in textbooks, and content and concepts in the district curriculum guides. However, those “formal” elements are frequently not taught. The curriculum-in- use is the actual curriculum that is delivered and presented by each teacher.
  • 43. 9. Received curriculum Those things that students actually take out of classroom; those concepts and content that are truly learned and remembered.
  • 44. 10. The internal curriculum Processes, content, knowledge combined with the experiences and realities of the learner to create new knowledge. While educators should be aware of this curriculum, they have little control over the internal curriculum since it is unique to each student. Educators can explore this curricula by using instructional assessments like “exit slips,” reflective exercises, or debriefing discussions to see what students really remember from a lesson. It is often very enlightening and surprising to find out what has meaning for learners and what does not.
  • 45. 11. The electronic curriculum Those lessons learned through searching the Internet for information, or through using e-forms of communication. (Wilson, 2004) This type of curriculum may be either formal or informal, and inherent lessons may be overt or covert, good or bad, correct or incorrect depending on ones’ views. Students who use the Internet on a regular basis, both for recreational purposes (as in blogs, wikis, chatrooms, list serves, through instant messenger, on-line conversations, or through personal e-mails and sites like Twitter, Facebook, or Youtube) and from personal online research and information are bombarded with all types of media and messages. Much of this information may be factually correct, informative, or even entertaining or inspirational. But there is also a great deal of other information that may be very incorrect, dated, passé, biased, perverse, or even manipulative
  • 46. What is ? Curriculum for Excellence is the national curriculum for Scottish schools for learners from age 3 to 18. It was developed out of a 2002 consultation exercise – the 'National Debate on Education' – undertaken by the then Scottish Executive on the state of school education. In response to the National Debate, Ministers established a Curriculum Review Group in November 2003 to identify the purposes of education for the 3 to 18 age range and to determine key principles to be applied in a redesign the curriculum. Its work resulted in the publication in November 2004 of the document A Curriculum for Excellence.[1] This document identified four key purposes of education; those that enable young people to become, "successful learners, confident individuals, responsible citizens and effective contributors."
  • 47. Multiage Curriculum  Multi-age classrooms or composite classes are classrooms with students from more than one grade level. They are created when either there are too many students for one class.  It is more common in smaller schools; an extreme form is the one-room school.  Describe learning as ”phases of learning”, rather than as ”age or year level appropriate” learning.   Work purposefully with children in selected (according to capabilities, needs and interests) groups or individually to scaffold their learning  https://www.youtube.com/watch?v=XyYG2YiYTVQ

Hinweis der Redaktion

  1. 1. CREATING QUALITY CURRICULA IS HARD TO DO Three stories a. Evaluations that have addressed curriculum integration from its inception in the early 1980s b. Applied Algebra— A great idea. But…Poorly developed projects and untrained teacher. c. Wonderful classroom law assignment on social equity and restorative justice as an alternative way to deal with youth offenders, rather than traditional punishment. But, totally ineffective student teamwork that was essential to completing the project and having all students achieve the learning objectives. 2. CHANGING SCHOOL STRUCTURE IS NOT ENOUGH— SRI International and Amer. Institutes for Research: On the whole, after 5 years of implementation at Gates Foundation funded new and converted small schools… “These schools have not produced the hoped-for significant improvements in achievement results for students.” “Extensive effort has gone into structural change and assignment of students and staff to smaller units, with less emphasis on the design and instruction of quality.” Similar observations from Douglas ready and Valerie Lee at the University of Michigan. 3. THE STAKES ARE HIGH: We are talking about a truly comprehensive approach to transforming the high school experience. We know that engaged learning can get students to school—really good CTE courses do that well. However, they don’t address the disengagement many students feel from academic courses. We need to implement curricula that create engagement and also deliver academically challenging content. Students won’t get to college without the need for remediation without mastering high-level academic skills, as well. 4. Every pathway component—the academic core, technical courses, work-based learning and academic supports—involves either designing or selecting curricula.
  2. THEORY and RESEARCH: Applied learning theory and theories of brain development. Research findings on problem-based instruction from the Third International Mathematics and Science Study (TIMSS), studies of problem-based learning in medical schools Findings from many evaluations showing the effects of personalized learning within small schools on attendance and student engagement Research conducted by MDRC and others on career academies And finally, Jim Stone’s work showing the positive effects on mathematics achievement of teaching math within an occupational context. CLASSROOM OBSERVATION: The many, many site visits of ConnectEd staff and staff from our partner organizations CLASSROOM EXPERIENCE: again of ConnectEd staff and our colleagues REVIEWS OF EARLY DRAFTS of this quality assessment tool by colleagues at some of our partner organizations MISSION: ConnectEd, NAF, EDC—all have closely related organizational goals– To close the achievement gap and prepare all students for success in both postsecondary education and career by transforming how we deliver high school education in California and the nation.
  3. This is not about creating a new and better model of CTE to replace the old one. It is about comprehensive school reform that breaks down the artificial division between the hand and the mind and gives ALL STUDENTS—with varying interests, aspirations, and abilities— the high level cognitive skills that are needed for success in high-paying, professional and technical jobs that require SOME form of postsecondary education. To achieve these two goals, ConnectEd has created the prototype of a Pathway Certification Tool that will be used in a Pathway Certification Process. In this session, and the one that follows, we are going to drill down on the Curriculum and Instruction part of the tool. The session that follows will give you an opportunity to work with the tool and to provide us with your insights about the information—or artifacts—you will need to examine to assess curriculum and instruction quality. First, I’d like to review the Design Principles that we have used to produce quality curriculum at ConnectEd. There are two over-riding goals: FIRST, TO DESIGN CURRICULUM THAT PREPARES STUDENTS FOR BOTH COLLEGE AND CAREER—IT BRINGS TOGETHER THE BEST OF AN ENGAGING AND CHALLENGING ACADEMIC COURSE OF STUDY AND 21ST CENTURY-FOCUSED CAREER AND TECHNICAL EDUCATION. SECOND, TO PRODUCE CURRICULA, WITHIN A PROGRAM OF STUDY THAT EFFECTIVELY SERVES THE NEEDS OF A WIDE RANGE OF STUDENTS WITH VARYING ABILITIES, INTERESTS, AND ASPIRATIONS Then, quickly go through the 4 principles that support the main goal.