Transcript Steps in Curriculum Development

CURRICULUM
FOUNDATION
COURSE CODE & TITLE
DED 0122: CURRICULUM & TEACHING
COURSE INSTRUCTOR
SAID A.S. YUNUS
7/20/2015
DED 0122: CURRICULUM &TEACHING
1
OBJECTIVES
• At the end of the lesson, student
should be able to:
1. define the concept of curriculum
foundation
2. identify the components of
curriculum foundation
3. explain how these components
influence curriculum development.
7/20/2015
DED 0122: CURRICULUM &TEACHING
2
Curriculum Foundation
• Many scholars define curriculum
foundation as the “Values, traditions,
factors and forces which influence the
kind, quantity and quality of the
experience the school offers its
learners” (Shiundu & Omulando,
1992: 59).
• They therefore constitute the basis
upon which curriculum is developed.
7/20/2015
DED 0122: CURRICULUM &TEACHING
3
Curriculum Foundation
• Generally, scholars propose four major
categories of curriculum foundations.
• These are:
1. Historical foundations
2. Philosophical foundations
3. Psychological foundations and
4. Sociological foundations
• Let us now examine each of them in
turn.
7/20/2015
DED 0122: CURRICULUM &TEACHING
4
Historical Foundations of
Curriculum
• Historical foundations of curriculum refer to
factors and issues from the past that have an
influence on the curriculum at present.
• For instance, the nature of the present
curriculum in any school system of education
is influenced by the nature of the curriculum
in the past.
• Both the content and pedagogical practices
are outgrowths of specific historical
conditions.
7/20/2015
DED 0122: CURRICULUM &TEACHING
5
Cont….
• Additionally, the various historical movements in
education influence the current curriculum to some
degree.
• Some of the major forms of education in the past
that are recognized globally in education include:
 traditional Education
 ancient Education which includes: Greek Education,
Roman education and Christian Education
 Early Modern Era, which includes: Renaissance,
Reformation and Enlightenment (Age of Reason)
 Modern Era including: Progressivism
7/20/2015
DED 0122: CURRICULUM &TEACHING
6
Philosophical Foundations
• Philosophy is the starting point in any
curriculum decision making and is the basis for
all subsequent decisions regarding curriculum.
• Philosophy becomes the criteria for determining
the aims, selection, organization and
implementation of the curriculum in the
classroom.
• Philosophy helps us answer general questions
such as: ‘What are schools for?’ ‘What subjects
are of value?’, ‘How should students learn the
content?’
7/20/2015
DED 0122: CURRICULUM &TEACHING
7
Cont..
• It also helps us to answer more precise tasks
such as deciding what textbooks to use, how to
use them, what homework to assign and how
much of it, how to test and use the results.
• Philosophy is a crucial determinant of
curriculum trends and the curriculum
development process by helping clarify our
thought process. And because philosophy is a
process of the mind, there are a variety of
philosophical thoughts that we are considered
in curriculum process.
7/20/2015
DED 0122: CURRICULUM &TEACHING
8
Sociological Foundations
• The Sociological Foundation refers to
issues from society that have an
influence on curriculum.
• Since the school exists within a given
society; and the fact that the ‘products’ of
the school i.e. the ‘graduates’ go back to
the society, makes them latter an
inevitable determinant of the curriculum.
7/20/2015
DED 0122: CURRICULUM &TEACHING
9
Cont…
• There are many aspects of the society
that need consideration in curriculum
making.
• These include: Changes occurring in
societal structures; Transmission of
culture; social problems as issues for
Curriculum and Economics issues.
7/20/2015
DED 0122: CURRICULUM &TEACHING
10
Psychological Foundations of
Curriculum
• Foundations focus on insights gained
from the field of psychology that have
a bearing on the learning process, and
consequently on the curriculum.
• Psychology of learning theories
affects curriculum development.
• Both child and adult learning
theories within the psychology field
influence curriculum development.
7/20/2015
DED 0122: CURRICULUM &TEACHING
11
Cont..
• 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.
7/20/2015
DED 0122: CURRICULUM &TEACHING
12
Stakeholders in a curriculum
development
• Developing and designing a curriculum
involves a large number of persons, both
school based and community based.
• It also involves different levels in
planning: the classroom level, the school
level, the district level, the state level,
the national level and even
international level.
• The following are stakeholders or
participants in curriculum development.
7/20/2015
DED 0122: CURRICULUM &TEACHING
13
Cont…
• Political arena participants
• School arena participants
• Teachers
• Students
• Principals
• Curriculum specialists
• Board of education
• Lay citizens
7/20/2015
DED 0122: CURRICULUM &TEACHING
14
CURRICULUM CHANGE
& INNOVATIONS
7/20/2015
DED 0122: CURRICULUM &TEACHING
15
OBJECTIVES
• At the end of this unit you should be
able to:
1. Differentiate between change and
innovation.
2. Describe the curriculum innovation
process.
3. Explain the criteria for judging the value
of curriculum innovation.
7/20/2015
DED 0122: CURRICULUM &TEACHING
16
CURRICULUM CHANGE
• Curriculum Change – A shift in
position of a curriculum due to
perceived need or unforeseen
circumstances.
• Changes occur in the curriculum so
that it can adjust to the economic,
technological, social, political, and
ideological needs in the society.
• Change can be perceived at three
levels.
7/20/2015
DED 0122: CURRICULUM &TEACHING
17
CURRICULUM CHANGE
• Minor changes: These involve rearrangement of subject content,
learning activities, re-organization of
personnel, addition of topics or
methods in the curriculum project.
• Medium changes which involves not
only organizing of content, materials
or facilities, but it involves
integration of subjects or new
approaches to the existing subjects.
7/20/2015
DED 0122: CURRICULUM &TEACHING
18
CURRICULUM CHANGE
• Major change involves an
overhaul(renovate) of the existing
curriculum. It may involve complete reorganization of the conceptual design of
the curriculum, change in structure,
content, methods and approaches.
Materials and facilities; leading to a
totally new curriculum plan or
programme.
• For curriculum change to occur, there are
certain agencies involved in the process.
7/20/2015
DED 0122: CURRICULUM &TEACHING
19
Agencies of Curriculum Change
•
•
•
•
•
•
•
•
•
•
•
Agencies of change include:
institutes of Education,
Curriculum Development Centres,
Research Institutes,
Schools, Colleges,
Universities,
Ministries of Education (all sections and
departments),
Publishing firms,
Examination bodies,
Local Education Authorities,
Teachers’ Unions and the lay public.
7/20/2015
DED 0122: CURRICULUM &TEACHING
20
CURRICULUM INNOVATION
• Curriculum Innovation - Introduction of
something new that deviates from the
standard practice.
• Innovations are systematic and planned
for. Innovations in education have
specific and defined characteristics.
• Rogers and Shoemaker (1971) identified
basic criteria on the basis of which the
value of an innovation can be judged.
7/20/2015
DED 0122: CURRICULUM &TEACHING
21
CURRICULUM INNOVATION
• Following are five criteria that can be
used. These are:
i. relative advantage,
ii. compatibility,
iii.triability,
iv. observability, and
v. complexity.
7/20/2015
DED 0122: CURRICULUM &TEACHING
22
CURRICULUM INNOVATION
• Relative advantage: This is the degree
to which an innovation is perceived as
being better or introducing useful
knowledge leading to acceptability and
the rate of adoption.
• Compatibility – refers to the degree to
which an innovation is perceived as
being in agreement with or supportive of
the potential adopters’ needs and
values.
7/20/2015
DED 0122: CURRICULUM &TEACHING
23
CURRICULUM INNOVATION
• Triability – This refers to the extent to
which an innovation can be piloted
without taking too much time, energy or
funds.
• Observability - Means that the
potential adopters and sponsors of an
innovation would like to see tangible
results.
• Complexity – An innovation must be
simple enough to be understood and
utilized.
7/20/2015
DED 0122: CURRICULUM &TEACHING
24
Educational Aims,
Goals & Objectives
7/20/2015
DED 0122: CURRICULUM &TEACHING
25
Educational, Aims, Goals and
Objectives
• Aims, goals and objectives are crucial
in the curriculum development
process.
• We shall therefore, at this early stage
in the module, explain the meaning of
these terms. We shall also discuss
how to obtain curriculum objectives
and the best way of stating them.
7/20/2015
DED 0122: CURRICULUM &TEACHING
26
Focus
• The AGO is a strategy to get students
to focus directly and deliberately on
the intention behind actions.
• Being able to define objectives helps
the student’s thinking in such areas
as decision making and planning.
• Aim is the general direction
• Goal is an ultimate destination
• Objective is a recognizable point of
achievement along the way
7/20/2015
DED 0122: CURRICULUM &TEACHING
27
Educational Aims
• Aims serve a visionary function in curriculum;
a rallying point for all curriculum activities.
• Aims also have a global quality and a broad
framework.
• They help in guiding and directing
educational planning.
• They also establish the philosophy on which
curriculum is based and express the values
expected.
• Thus, aims constitute the first stage of
curriculum planning.
7/20/2015
DED 0122: CURRICULUM &TEACHING
28
Educational Aims
There are four dimensions of aims:
i. Intellectual – Focus on development of
intellect.
ii. Social – Deal with interpersonal
relationships.
iii. Personal – Dealing with self
development.
iv. Productive – Address economic aspects
of the society, both micro and macro
economics.
7/20/2015
DED 0122: CURRICULUM &TEACHING
29
Goals
• These constitute a more specific
application of aims, so goals provide
destination.
• Goals have an end in mind so that
particular purposes can be achieved.
• Goals indicate what is expected to be
accomplished from particular effort. For
instance, from a programme, course,
subject, application of resources, amount of
time allocated to a particular curriculum
task etc.
7/20/2015
DED 0122: CURRICULUM &TEACHING
30
Objectives
• Statement of performance to be
demonstrated; derived from
instructional goal and stated in
measurable and observable terms.
• Objectives provide more specific
guidance in making decisions on
various aspects of the curriculum.
• Objectives are thus written using
measurable and observable terms.
7/20/2015
DED 0122: CURRICULUM &TEACHING
31
Why do we need objectives?
• They guide decisions about selection
of content and learning experiences.
• They clarify what skills and abilities
are to be developed at what levels.
• They enable the teacher to
communicate with students what
they need to achieve; and make
accountability and evaluation easier.
7/20/2015
DED 0122: CURRICULUM &TEACHING
32
Writing Behavioral Objectives
A behavioral objective should indicate:
• Behaviour expected (action verbs!)
• Conditions under which student
behaviour is to be demonstrated
• Degree of mastery.
7/20/2015
DED 0122: CURRICULUM &TEACHING
33
Writing Behavioral Objectives
• In writing objectives, we should
consider the various Domains of
learning, proposed by Benjamin Bloom
et al. The Domains of learning are:
• Cognitive Domain – Focused on
Intellectual Dimension
• Affective Domain – Includes emotions,
attitudes and feelings
• Psycho-motor Domain – Physical
aspects of learning.
7/20/2015
DED 0122: CURRICULUM &TEACHING
34
Writing Behavioral Objectives
• Benjamin Bloom went further and
offered a detailed classification of
objectives in the cognitive domain. The
Taxonomic levels are: knowledge,
comprehension, application, analysis,
synthesis and evaluation.
• As we plan curricula, we need to
incorporate the various levels of
learning, from the lowest level of
knowledge, to the higher levels of
evaluation.
7/20/2015
DED 0122: CURRICULUM &TEACHING
35
Thank You
7/20/2015
DED 0122: CURRICULUM &TEACHING
36