What is Curriculum? A variety of definitions

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What is Curriculum? A variety of definitions
But I dont work in a classroom, what does
curriculum have to do with me?
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• What is a curriculum? What is a program?
• A set of materials
• A sequence of courses/projects
• A set of performance objectives
• A course of study
• That which is taught in school/org
• Content
• Everything that goes on within the school/org
  including extra-class activities, guidance, and
  interpersonal relationships
• Everything that is planned by school/org
  personnel
• A series of experiences undergone by learners in
  school/org
• That which an individual learner experiences as a
  result of schooling/org participation

How do the two differ? How are they the same?
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• According to Google.com define program,
• Programs are
• a system of projects or services intended to meet
  a public need "he proposed an elaborate program
  of public works" "working mothers rely on the
  day care program
• course of study an integrated course of academic
  studies "he was admitted to a new program at the
  university"
• (computer science) a sequence of instructions
  that a computer can interpret and execute "the
  program required several hundred lines of code

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More definitions of program.

• A program or programme (in management) has at
  least two senses 1) A collection of projects
  that are directed toward a common goal, e.g., the
  NASA space program 2) A broad framework of goals
  to be achieved, serving as a basis to define and
  plan specific projects, e.g. the EU's SAPARD
  Programme. en.wikipedia.org/wiki/Program_(manageme
  nt)
• Generally defined as an organized set of
  activities directed toward a common purpose or
  goal, undertaken or proposed by an agency in
  order to carry out its responsibilities. In
  practice, however, the term program has many uses
  and is used to describe an agency's mission,
  programs, functions, activities, services,
  projects, and processes.data2.itc.nps.gov/budget2
  /glossary.htm

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Curriculum isAlbert OliverCurriculum is an
educational program with four basic elements 1.
The program of studies 2. The program of
experiences 3. The program of services 4. The
hidden curriculumRobert GagneCurriculum
encompasses 1. Subject matter (content) 2.
Statement of ends (end objectives) 3. The
sequencing of content 4. Preassessment of entry
skills
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Hass the curriculum is all of the experiences
that individual learners have in a program of
education whose purpose is to achieve broad goals
and related specific objectives, which is planned
in terms of a framework of theory and research or
past and present professional practice.Kerr
All the learning which is planned and guided by
the school, whether it is carried on in groups or
individually, inside or outside the school.
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How does curriculum/program apply to

• The university (athletics, student services,
  etc.)
• Business/Industry Training
• Other settings

How do you define curriculum/program in your
preferred setting?
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But wait, there are other types of
curriculum.What are they?
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Curriculum Definitions
Curriculum Planning VS Planned Curriculum
(whats the difference???)

• Tested curriculum
• Experienced curriculum
• Hidden curriculum
• Learned curriculum

• Core curriculum
• Written curriculum
• Planned curriculum
• Taught curriculum
• Supported curriculum

How do these terms apply to programs?
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Glatthorns Four Curriculums
Thought question... What types of curriculum do
you value most? Why? What does your organization
advocate?
How do these terms apply to programs?
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Now for a bit of history vis-à-vis curriculum and
schools .
http//clarke.cmich.edu/schoolhouse/clark6.jpg
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• How did schooling in the US evolve? How has
  that shaped the curriculum? How has that shaped
  educational access?
• 1600s Pre-US. Historically, in England, there
  was a two tiered educational system. For the
  wealthy a tutorial system existed with classical
  training. For the poor, an apprenticeship system.
  Politically it was believed that the great body
  of the people were to obey and not to govern, and
  that the social status of unborn generations was
  already fixed. This was the tradition brought to
  the colonies.1
• Massachusetts Laws of 1647, Deluder Satan Act,
  .Ordered that every township after the Lord
  hath increased them to the number of fifty
  householders, shall appoint one within their
  town to teach all children as shall resort to him
  to read and write. It is further ordered, that
  where any town shall increase to the number of
  one hundred families they shall set up a grammar
  school, the master thereof being able to instruct
  youth so far as they may be fitted for the
  university. 2
• Note This Act recognizes the importance of
  education but did not require attendance by all
  students nor was it necessarily paid for with
  public funds.
• 1776 Thomas Jefferson, in a report to the
  Virginia legislature, called for a public school
  system. Its purpose was to develop an intelligent
  citizenry and to provide educational
  opportunities that guarantee each individual the
  chance for optimal development. It was turned
  down.3

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• Elementary Schools
• The graded elementary school with eight levels
  was established in 1818. 4
• Until the 1840s -- The education system was
  highly localized and available only to wealthy
  people. 4
• By 1850, 45 of children attended school and
  direct tax support for elementary education was a
  generally accepted practice. 5
• Massachusetts passed the first compulsory school
  attendance laws in 1852, followed by New York in
  1853. 6
• By 1918 all states had passed laws requiring
  children to attend at least elementary school. 6
• In the South public schools were much slower to
  emerge. With agriculture as the mainstay of the
  Southern colonists and with the large plantations
  in great measure self-sustaining communities, the
  planters soon became economically independent.
  The reciprocity of needs and services, so
  essential to the development of community
  enterprises, was not widely known. With the
  industrial system of the South resting on the
  institution of slavery, political power was for
  the most part in the hands of the planters, sharp
  social distinctions were inevitable, and the
  South naturally became aristocratic. This
  condition tended to retard the growth of a strong
  middle class, with which free public-school
  systems always originate. delayed also the
  belief that education as is a vital community
  interest. 7

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• While the concept of public education gained
  momentum and popularity, what was to be taught in
  schools and who would attend them was heavily
  debated starting in the 1820s. The question was
  Would there be a common (public) school system
  with a common curriculum for rich or poor alike
  or a special system for poor children? 8
• The concern was that the free schools might
  degenerate into, as Carter put it, mechanized
  seminaries, such as those seen in Europe, for
  educating the poor, while private institutions
  would provide an improved curriculum for the
  well-to-do (1824b, p. 20) 8
• Arguing against such divisions were Ward (1883,
  Dynamic Sociology), Parker (1894, Talks on
  Pedagogics), and Dewey (1910, Democracy and
  Education). According to Ward, unless the
  curriculum fostered the development of
  intelligence, education could not be a means of
  social reform 9
• Parker built on this thought writing that more
  important even than the formalized curriculum was
  the social power of the school to break down the
  clannishness and prejudices of people from all
  parts of the world who were learning together in
  school 10
• Dewey echoes these ideas saying educational
  opportunity is shared knowledge and concerns, and
  progress is achieved through breaking the class
  barriers to sharing. Thus, the problem was one of
  learning together as well as what is to be
  learned 11

Have these debates been solved today?
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• John Franklin Bobbitt
• 1918 (wrote first textbook on curriculum)
• Belief Curriculum is an arena for social
  engineering.
• Assumption Scientific experts are qualified
  and justified in designing curricula based on
  expert knowledge of what qualities are desirable
  in adult members of society and it can be know
  what experiences would produce those qualities.
  Thus, curriculum is defined as the experiences
  that someone ought to have in order to become the
  kind of adult they ought to become. Curriculum is
  an ideal rather than reality of what will
  actually happen.

Do you agree with Bobbitt? How do his writings
influence curriculum today?
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• Secondary Schools
• 1635 -- Boston Latin School, the first publicly
  supported secondary school in the US. 12
• 1751 -- Benjamin Franklins American Academy,
  Philadelphia, a new kind of secondary school to
  serve the demand for skilled workers. 12
• 1892 NEA Committee of 10 Purpose of American
  high schools debated College preparatory OR a
  peoples school offering a range of practical
  courses? 13
• Establishment of a standard curriculum and
  liberalizing the high school by offering
  alternatives to the Latin and Greek classic
  curricula. 13
• Goal of high school was to prepare all students
  to do well in life, contributing to their own
  well-being and societys good, and to prepare
  some students for college. 13
• From 1900 to 1996 the percentage of teenagers who
  graduated from high school increased from about 6
  percent to about 85 percent. 14
• In the 1920s and 30s, progressive education was
  the word of the day the focus then shifted to
  intellectual discipline and curriculum
  development projects in the later decades. 14

http//www.tfhrc.gov/pubrds/06mar/images/wein2.jpg
Have these debates been solved today?
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• Post Secondary Schools
• 1636 Harvard University established 15
• 20th century participation in higher or
  postsecondary education in the United States
  increased tremendously. At the beginning of the
  century about 2 percent of Americans from the
  ages of 18 to 24 were enrolled in a college. Near
  the end of the century more than 60 percent of
  this age group, or over 14 million students, were
  enrolled in about 3500 four-year and two-year
  colleges. 16
• We will discuss post secondary schools more in
  subsequent classes

References

1. Knight, 1922, p. 21
2. Pulliam Van Patten, 2007, p. 81-82.
3. Tanner and Tanner, p. 4
4. Thattai
5. Pulliam Van Patten, 2007, p. 140
6. Thattai
7. Knight, 1922, p. 26
8. Tanner Tanner, 2007, p. 7
9. Tanner Tanner, 2007, p. 56
10. Tanner Tanner, 2007, p. 58
11. Tanner Tanner, 2007, p. 57
12. Thattai
13. Weidner
14. Thattai
15. Harvard University
16. Thattai

• Harvard University. http//www.harvard.edu/harvard
  -glance
• Knight, E.W. (1922). Public education in the
  South. Chicago Ginn and Company.
• Pulliam, J. D. Van Patten, J. J. (2007).
  History of education in America, 9th ed. Upper
  Saddle River, NJ Pearson Education.
• Tanner, D. Tanner, L. (2007). Curriculum
  development Theory into practice. Upper Saddle
  River, NJ Pearson Education.
• Thattai, D. (n.d.) A history of public education
  in the United States. http//www.servintfree.net/
  aidmn-ejournal/publications/2001-11/PublicEducatio
  nInTheUnitedStates.html
• Weidner, L. The N.E.A. Committee of Ten.
  http//www.nd.edu/rbarger/www7/neacom10.html

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Bonus Section --- Review if you wish, we will not
be discussing this in class unless you ask
questions. Explore the research paradigm you
most affiliate with and then select a curriculum
development model. If you agree with Bobbit you
are Technical-Scientific in nature, if not, then
naturalistic is probably more your style.
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Defining curriculum is one thing, Developing
curriculum is another.
Research paradigms, value systems, and beliefs
about the world in general will influence the
model of curriculum planning you advocate.
Which camp do you most readily fall into?
Technical-Scientific
Naturalistic
OR
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Technical-Scientific

• Applies scientific methods and principles to the
  task of curriculum development.
• Assumptions
• Reality is definable
• The goals of education are knowable
• A linear, objective process will yield a useful
  documents and high quality plans
• ---gt

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• Deductive Process
• Top down
• Extensive administrator involvement
• Starts by examining broader questions/purposes of
  education and societal needs before addressing
  the classroom level
• Key authors Tyler, Hass, Hunkins, WIDS
• ---gt

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• Inductive Process
• Bottom up
• Curriculum development
• by classroom teachers
• Starts by developing individual units which will
  be assembled into a cohesive program
• Key author Taba

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Tyler Model (Ornstein Hunkins, 1993,j p. 267-8
Wiles Bondi, 1989, p. 10) 1. Define purpose of
school Identify instructional objectives 2.
Relate educational experiences to school
purposes 3. Organize educational experiences 4.
Evaluate purposes for program effectiveness.
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Hass Parkay Model (Hass Parkay, 1993, p.
294) 1. Identify context (gather data about
intended learners and the human, social, and
environmental variables within which learners
interact) 2. Determine objectives Set goals 3.
Select , Prepare, Implement ----gt Strategies
and Alternatives 4. Evaluate
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• Hunkins Model
• (Hass Parkay, 1993, p. 329-32 Ornstein
  Hunkins, 1993, p. 207-73)
• 1. Curr. conceptualization and legitimization
• built on societys values, beliefs, knowledge
  bases, institutions, and artifacts
• complete front end analysis
• ask philosophical questions
• debate purpose of schooling
• debate curriculum designs
• develop master curriculum plan

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• 2. Curriculum diagnosis
• Identify reasons for human performance
  deficiencies
• Translate needs into causes
• Generate goals, objectives, expected learner
  outcomes
• 3. Content selection
• Identify criteria for content selection
  (ie. economy, significance, validity, interest,
  learnability, feasibility)
• Sequence content ---gt

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• 4. Experiencs and material selection (by
  teacher)
• Determine methods, strategies, activities,
  incentives, materials, nature of educational
  environment
• 5. Implementation
• Pilot curriculum (assess curriculum not students)
• Modify where necessary
• Full implementation
• ---gt

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• 6. Evaluation
• Determine if curriculum is presented/taught as
  written and recommended (supervision function)
• Furnish data so decisions can be made to
  continue, modify or discontinue program
• 7. Maintenance
• Monitor and maintain
• curriculum

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Taba Course Development Model (Oliva, 1992, p.
160-2) 1. Produce pilot units (see next
slide) 2. Test experimental units 3. Revise and
consolidate units 4. Develop a framework 5.
Install and disseminate new units
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Taba Pilot Unit Development Model 1. Diagnose
needs - what are current gaps in student
learning 2. Formulate objectives 3. Select
content 4. Organize content 5. Select learning
experiences 6. Organize learning activites 7.
Determine what to evaluate and ways and means of
evaluation 8. Check for balance and sequence
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WIDS
Wisconsin Instructional Design System
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Naturalistic

• Nontechnical-nonrational approach
• Assumptions
• Curriculum evolves as learners, teachers, and
  knowledge interact
• All goals of education cannot be predefined
• Content can only be tentatively selected
• Learning will be based on the creation of
  knowledge, especially self-knowledge
• Curriculum development is highly political
  requiring administrators and teachers to work
  together
• Key author Glatthorn (naturalistic model)

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• Glatthorn Naturalistic Model
• (Ornstein Hunkins, 1993, p. 274 Glatthorn,
  1987, p. 89)
• 1. Assess the alternatives - evaluate current
  approaches
• 2. Stake out the territory
• define course parameters
• define learning audience
• define learning activities
• 3. Develop a constituency
• ---gt

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• 4. Build the knowledge base
• identify content
• gather data on faculty skill and support
• gather data on student audience
• 5. Block the unit
• select unit topics
• write general objectives
• 6. Develop unit planning guide
• ---gt

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• 7. Plan quality learning experiences
• Select experiences not content to be learned
• 8. Develop course examination
• Tell how learning will be documented (not test
  development)
• 9. Develop learning scenarios
• 10. Package the product