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1 CURRICULUM AND INSTRUCTION DEFINED

1 CURRICULUM AND INSTRUCTION DEFINED. CONCEPTIONS OF CURRICULUM. The term curriculum can be conceived in a narrow way (as subjects taught) or in a broad way (as all the experiences of learners, both in school and out, directed by the school).

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1 CURRICULUM AND INSTRUCTION DEFINED

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  1. 1 CURRICULUM AND INSTRUCTION DEFINED

  2. CONCEPTIONS OF CURRICULUM • The term curriculum can be conceived in a narrow way (as subjects taught) or in a broad way (as all the experiences of learners, both in school and out, directed by the school). • Curriculum—is built, planned, designed, and constructed. It is improved, revised, and evaluated.

  3. CONCEPTIONS OF CURRICULUM Others find a definition of curriculum in: • purposes or goals of the curriculum • contexts within which the curriculum is found • strategies used throughout the curriculum

  4. CONCEPTIONS OF CURRICULUM • The purpose of the curriculum: • what curriculum does or should do • what the curriculum is meant to achieve • The contexts of the curriculum are the settings within which it takes shape-three types: • essentialist curriculum-designed to transmit the cultural heritage • a child-centered curriculum-designed to focus on the learner • reconstructionist curriculum-aims to educate youth in such a way that they will be capable of solving some of society’s pressing problems

  5. CONCEPTIONS OF CURRICULUM • Text definition - curriculum is perceived as a plan or program for all the experiences that the learner encounters under the direction of the school. In practice, the curriculum consists of a number of plans, in written form and of varying scope, that delineate the desired learning experiences. The curriculum, therefore, may be a unit, a course, a sequence of courses, the school’s entire program of studies—and may be encountered inside or outside of class or school when directed by the personnel of the school.

  6. RELATIONSHIPS BETWEEN CURRICULUM AND INSTRUCTION • A simplistic view of curriculum is - that which is taught and instruction as the means used to teach that which is taught. • Even more simply, curriculum can be conceived as the “what” or ends and instruction as the “how” or means.

  7. RELATIONSHIPS BETWEEN CURRICULUM AND INSTRUCTION • Both curriculum and instruction are subsystems of a larger system called schooling or education. • Decisions about the curriculum relate to plans or programs and thus are programmatic. • Decisions about instruction (and thereby implementation) are methodological.

  8. Models of the Curriculum–Instruction Relationship Four Models: • Dualistic • Interlocking • Concentric • Cyclical

  9. Models of the Curriculum–Instruction Relationship • Dualistic Model: • Curriculum sits on one side and instruction on the other – no intersection. • Discussions of curriculum are divorced from their practical application to the classroom. • Under this model the curriculum and the instructional process may change without significantly affecting one another.

  10. Models of the Curriculum–Instruction Relationship Interlocking Model: • Curriculum and instruction are shown as systems entwined. • The separation of one from the other would do serious harm to both.

  11. Models of the Curriculum–Instruction Relationship • Concentric Models: • Mutual dependence is the key feature of concentric models. • Two conceptions of the curriculum–instruction relationship that show one as the subsystem of the other.

  12. Models of the Curriculum–Instruction Relationship Cyclical Model: • Curriculum and instruction are separate entities with a continuing circular relationship. • Curriculum makes a continuous impact on instruction and, vice versa, instruction has impact on curriculum. • The essential element of feedback is stressed.

  13. Models of the Curriculum–Instruction Relationship Most theoreticians today appear to agree with the following comments: • Curriculum and instruction are related but different. • Curriculum and instruction are interlocking and interdependent. • Curriculum and instruction may be studied and analyzed as separate entities but cannot function in mutual isolation.

  14. CURRICULUM AS A DISCIPLINE • What are the characteristics of a discipline? • Principles - An organized set of theoretical constructs or principles that governs it. • Knowledge and Skills - It encompasses a body of knowledge and skills pertinent to that discipline as well as the use of an amalgamation of knowledge and skills from many disciplines. • Theoreticians and Practitioners – It has theoreticians and practitioners.

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