WhatisCurriculum?

Avarietyofdefinitions

ButIdont
workina
classroom,
whatdoes
curriculum
havetodo
withme?

Whatisacurriculum?Whatisaprogram?

Asetofmaterials
Asequenceofcourses/projects
Asetofperformanceobjectives
Acourseofstudy
Thatwhichistaughtinschool/org
Content
Everythingthatgoesonwithintheschool/orgincludingextraclass
activities,guidance,andinterpersonalrelationships
Everythingthatisplannedbyschool/orgpersonnel
Aseriesofexperiencesundergonebylearnersinschool/org
Thatwhichanindividuallearnerexperiencesasaresultofschooling/org
participation

Howdothetwodiffer?Howare

AccordingtoGoogle.comdefine:program,

Programsare:

asystemofprojectsorservicesintendedtomeetapublicneed;
"heproposedanelaborateprogramofpublicworks";"working
mothersrelyonthedaycareprogram
courseofstudy:anintegratedcourseofacademicstudies;"hewas
admittedtoanewprogramattheuniversity"
(computerscience)asequenceofinstructionsthatacomputercan
interpretandexecute;"theprogramrequiredseveralhundredlines
ofcode

Moredefinitionsofprogram.
Aprogramorprogramme(inmanagement)hasat
leasttwosenses:1)Acollectionofprojectsthatare
directedtowardacommongoal,e.g.,theNASA
spaceprogram;2)Abroadframeworkofgoalstobe
achieved,servingasabasistodefineandplan
specificprojects,e.g.theEU'sSAPARDProgramme.
en.wikipedia.org/wiki/Program_(management)

Generallydefinedasanorganizedsetofactivities
directedtowardacommonpurposeorgoal,
undertakenorproposedbyanagencyinordertocarry
outitsresponsibilities.Inpractice,however,theterm
programhasmanyusesandisusedtodescribean
agency'smission,programs,functions,activities,
services,projects,andprocesses.
data2.itc.nps.gov/budget2/glossary.htm

Curriculumis:

AlbertOliver
Curriculumisaneducationalprogramwithfourbasic
elements
1.Theprogramofstudies
2.Theprogramofexperiences
3.Theprogramofservices
4.Thehiddencurriculum
RobertGagne
Curriculumencompasses
1.Subjectmatter(content)
2.Statementofends(endobjectives)
3.Thesequencingofcontent
4.Preassessmentofentryskills

Hassthecurriculumisalloftheexperiencesthat
individuallearnershaveinaprogramofeducation
whosepurposeistoachievebroadgoalsandrelated
specificobjectives,whichisplannedintermsofa
frameworkoftheoryandresearchorpastandpresent
professionalpractice.
KerrAllthelearningwhichisplannedandguided
bytheschool,whetheritiscarriedoningroupsor
individually,insideoroutsidetheschool.

Howdoescurriculum/programapplyto:
Theuniversity(athletics,studentservices,etc.)
Business/IndustryTraining
Othersettings

Howdoyoudefinecurriculum/programin
yourpreferredsetting?

Butwait,
thereareothertypesofcurriculum.
Whatarethey?

CurriculumDefinitions
CurriculumPlanningVSPlannedCurriculum
(whatsthedifference???)
Corecurriculum

Testedcurriculum

Writtencurriculum

Experienced
curriculum

Plannedcurriculum
Taughtcurriculum
Supportedcurriculum

Hiddencurriculum
Learnedcurriculum

Howdothesetermsapplytoprograms?

GlatthornsFourCurriculums
Basic

Enrichment

Structured

Mastery

TeamPlanned

Nonstructured

Organic

StudentDetermined

Thoughtquestion...
Whattypesofcurriculumdoyouvaluemost?Why?
Whatdoesyourorganizationadvocate?
Howdothesetermsapplytoprograms?

Nowforabitofhistoryvisvis
curriculumandschools.

http://clarke.cmich.edu/schoolhouse/clark6.jpg

HowdidschoolingintheUSevolve?
Howhasthatshapedthecurriculum?
Howhasthatshapededucationalaccess?

1600sPreUS.Historically,inEngland,therewasatwotierededucationalsystem.For
thewealthyatutorialsystemexistedwithclassicaltraining.Forthepoor,an
apprenticeshipsystem.Politicallyitwasbelievedthatthegreatbodyofthepeoplewereto
obeyandnottogovern,andthatthesocialstatusofunborngenerationswasalreadyfixed.
Thiswasthetraditionbroughttothecolonies.1
MassachusettsLawsof1647,DeluderSatanAct,.
OrderedthateverytownshipaftertheLordhathincreasedthemtothenumberoffifty
householders,shallappointonewithintheirtowntoteachallchildrenasshallresort
tohimtoreadandwrite.Itisfurtherordered,thatwhereanytownshallincreasetothe
numberofonehundredfamiliestheyshallsetupagrammarschool,themasterthereof
beingabletoinstructyouthsofarastheymaybefittedfortheuniversity.2
Note:ThisActrecognizestheimportanceofeducationbutdidnotrequire
attendancebyallstudentsnorwasitnecessarilypaidforwithpublicfunds.
1776ThomasJefferson,inareporttotheVirginialegislature,calledforapublicschool
system.Itspurposewastodevelopanintelligentcitizenryandtoprovideeducational
opportunitiesthatguaranteeeachindividualthechanceforoptimaldevelopment.Itwas
turneddown.3

ElementarySchools
Thegradedelementaryschoolwitheightlevelswasestablishedin1818.4
Untilthe1840sTheeducationsystemwashighlylocalizedandavailableonlyto
wealthypeople.4
By1850,45%ofchildrenattendedschoolanddirecttaxsupportforelementary
educationwasagenerallyacceptedpractice.5
Massachusettspassedthefirstcompulsoryschoolattendancelawsin1852,followed
byNewYorkin1853.6
By1918allstateshadpassedlawsrequiringchildrentoattendatleastelementary
school.6
IntheSouthpublicschoolsweremuchslowertoemerge.
WithagricultureasthemainstayoftheSoutherncolonistsandwiththelarge
plantationsingreatmeasureselfsustainingcommunities,theplanterssoonbecame
economicallyindependent.Thereciprocityofneedsandservices,soessentialtothe
developmentofcommunityenterprises,wasnotwidelyknown.Withtheindustrial
systemoftheSouthrestingontheinstitutionofslavery,politicalpowerwasforthe
mostpartinthehandsoftheplanters,sharpsocialdistinctionswereinevitable,and
theSouthnaturallybecamearistocratic.Thisconditiontendedtoretardthegrowth
ofastrongmiddleclass,withwhichfreepublicschoolsystemsalwaysoriginate.
delayedalsothe[beliefthat]educationas[is]avitalcommunityinterest. 7

 Whiletheconceptofpubliceducationgainedmomentumandpopularity,whatwas
tobetaughtinschoolsandwhowouldattendthemwasheavilydebatedstartingin
the1820s.Thequestionwas:Wouldtherebeacommon(public)schoolsystem
withacommoncurriculumforrichorpooralikeoraspecialsystemforpoor
children?8
Theconcernwasthatthefreeschoolsmightdegenerateinto,asCarterputit,
mechanizedseminaries,suchasthoseseeninEurope,foreducatingthepoor,while
privateinstitutionswouldprovideanimprovedcurriculumforthewelltodo
(1824b,p.20)8
ArguingagainstsuchdivisionswereWard(1883,DynamicSociology),Parker
(1894,TalksonPedagogics),andDewey(1910,DemocracyandEducation).
AccordingtoWard,unlessthecurriculumfosteredthedevelopmentofintelligence,
educationcouldnotbeameansofsocialreform9
Parkerbuiltonthisthoughtwritingthatmoreimportanteventhantheformalized
curriculumwasthesocialpoweroftheschooltobreakdowntheclannishnessand
prejudicesofpeoplefromallpartsoftheworldwhowerelearningtogetherin
school10
Deweyechoestheseideassayingeducationalopportunityissharedknowledgeand
concerns,andprogressisachievedthroughbreakingtheclassbarrierstosharing.
Thus,theproblemwasoneoflearningtogetheraswellaswhatistobelearned11

Havethesedebatesbeensolvedtoday?

JohnFranklinBobbitt
1918(wrotefirsttextbookoncurriculum)
Belief:Curriculumisanarenaforsocialengineering.
Assumption:Scientificexpertsarequalifiedandjustifiedindesigning
curriculabasedonexpertknowledgeofwhatqualitiesaredesirablein
adultmembersofsocietyanditcanbeknowwhatexperienceswould
producethosequalities.Thus,curriculumisdefinedastheexperiences
thatsomeoneoughttohaveinordertobecomethekindofadultthey
oughttobecome.Curriculumisanidealratherthanrealityofwhatwill
actuallyhappen.

DoyouagreewithBobbitt?
Howdohiswritingsinfluencecurriculumtoday?
http://en.wikipedia.org/wiki/Curriculum

SecondarySchools
1635BostonLatinSchool,thefirstpublicly
supportedsecondaryschoolintheUS.12
1751BenjaminFranklinsAmericanAcademy,
Philadelphia,anewkindofsecondaryschoolto
servethedemandforskilledworkers.12
1892NEACommitteeof10
http://www.tfhrc.gov/pubrds/06mar/images/wein2.jpg
PurposeofAmericanhighschoolsdebated
CollegepreparatoryORapeoplesschoolofferingarangeofpracticalcourses?13
Establishmentofastandardcurriculumandliberalizingthehighschoolbyoffering
alternativestotheLatinandGreekclassiccurricula.13
Goalofhighschoolwastoprepareallstudentstodowellinlife,contributingtotheir
ownwellbeingandsocietysgood,andtopreparesomestudentsforcollege.13
From1900to1996thepercentageofteenagerswhograduatedfromhighschool
increasedfromabout6percenttoabout85percent.14
Inthe1920sand30s,progressiveeducationwasthewordoftheday;thefocusthen
shiftedtointellectualdisciplineandcurriculumdevelopmentprojectsinthelater
decades.14

Havethesedebatesbeensolvedtoday?

PostSecondarySchools
1636HarvardUniversityestablished15
20thcenturyparticipationinhigherorpostsecondaryeducationintheUnitedStates
increasedtremendously.Atthebeginningofthecenturyabout2percentof
Americansfromtheagesof18to24wereenrolledinacollege.Neartheendofthe
centurymorethan60percentofthisagegroup,orover14millionstudents,were
enrolledinabout3500fouryearandtwoyearcolleges.16
Wewilldiscusspostsecondaryschoolsmoreinsubsequentclasses
References
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.

Knight,1922,p.21
Pulliam&VanPatten,2007,p.8182.
TannerandTanner,p.4
Thattai
Pulliam&VanPatten,2007,p.140
Thattai
Knight,1922,p.26
Tanner&Tanner,2007,p.7
Tanner&Tanner,2007,p.56
Tanner&Tanner,2007,p.58
Tanner&Tanner,2007,p.57
Thattai
Weidner
Thattai
HarvardUniversity
Thattai

HarvardUniversity.http://www.harvard.edu/harvardglance
Knight,E.W.(1922).PubliceducationintheSouth.Chicago:Ginn
andCompany.
Pulliam,J.D.&VanPatten,J.J.(2007).Historyofeducationin
America,9thed.UpperSaddleRiver,NJ:PearsonEducation.
Tanner,D.&Tanner,L.(2007).Curriculumdevelopment:Theory
intopractice.UpperSaddleRiver,NJ:PearsonEducation.
Thattai,D.(n.d.)AhistoryofpubliceducationintheUnitedStates.
http://www.servintfree.net/~aidmnejournal/publications/2001
11/PublicEducationInTheUnitedStates.html
Weidner,L.TheN.E.A.CommitteeofTen.
http://www.nd.edu/~rbarger/www7/neacom10.html

BonusSection
Reviewifyouwish,wewill
notbediscussingthisinclass
unlessyouaskquestions.
Exploretheresearchparadigm
youmostaffiliatewithand
thenselectacurriculum
developmentmodel.Ifyou
agreewithBobbityouare
TechnicalScientificinnature,
ifnot,thennaturalisticis
probablymoreyourstyle.

Definingcurriculumisonething,
Developingcurriculumisanother.
Researchparadigms,valuesystems,and
beliefsabouttheworldingeneralwill
influencethemodelofcurriculumplanning
youadvocate.
Whichcampdoyoumostreadilyfallinto?
OR

Appliesscientificmethodsandprinciplestothe
taskofcurriculumdevelopment.
Assumptions:
Realityisdefinable
Thegoalsofeducationareknowable
Alinear,objectiveprocesswillyieldauseful
documentsandhighqualityplans
>

DeductiveProcess
Topdown
Extensiveadministratorinvolvement
Startsbyexaminingbroaderquestions/purposes
ofeducationandsocietalneedsbefore
addressingtheclassroomlevel
Keyauthors:Tyler,Hass,Hunkins,WIDS
>

InductiveProcess
Bottomup
Curriculumdevelopment
byclassroomteachers
Startsbydevelopingindividualunits
whichwillbeassembledintoacohesive
program
Keyauthor:Taba

TylerModel
(Ornstein&Hunkins,1993,jp.2678;Wiles&Bondi,1989,p.10)

1.Definepurposeofschool
Identifyinstructionalobjectives
2.Relateeducationalexperiencestoschool
purposes
3.Organizeeducationalexperiences
4.Evaluatepurposesfor
programeffectiveness.

Hass&ParkayModel
(Hass&Parkay,1993,p.294)

1.Identifycontext(gatherdataaboutintended
learnersandthehuman,social,and
environmentalvariableswithinwhichlearners
interact)
2.Determineobjectives
Setgoals
3.Select,Prepare,&Implement>
StrategiesandAlternatives
4.Evaluate

HunkinsModel
(Hass&Parkay,1993,p.32932;Ornstein&Hunkins,1993,p.20773)

1.Curr.conceptualizationandlegitimization
builtonsocietysvalues,beliefs,
knowledgebases,institutions,andartifacts
completefrontendanalysis:
askphilosophicalquestions
debatepurposeofschooling
debatecurriculumdesigns
developmastercurriculumplan

2.Curriculumdiagnosis
Identifyreasonsforhumanperformance
deficiencies
Translateneedsintocauses
Generategoals,objectives,expected
learneroutcomes
3.Contentselection
Identifycriteriaforcontentselection
(ie.economy,significance,validity,
interest,learnability,feasibility)
Sequencecontent
>

4.Experiencsandmaterialselection(byteacher)
Determinemethods,strategies,activities,
incentives,materials,natureofeducational
environment
5.Implementation
Pilotcurriculum(assesscurriculumnot
students)
Modifywherenecessary
Fullimplementation
>

6.Evaluation

Determineifcurriculumis
presented/taughtaswrittenand
recommended(supervisionfunction)

Furnishdatasodecisionscanbemadeto
continue,modifyordiscontinueprogram

7.Maintenance

Monitorandmaintain
curriculum

TabaCourseDevelopmentModel
(Oliva,1992,p.1602)

1.Producepilotunits(seenextslide)
2.Testexperimentalunits
3.Reviseandconsolidateunits
4.Developaframework
5.Installanddisseminatenewunits

TabaPilotUnitDevelopmentModel
1.Diagnoseneedswhatarecurrentgapsin
studentlearning
2.Formulateobjectives
3.Selectcontent
4.Organizecontent
5.Selectlearningexperiences
6.Organizelearningactivites
7.Determinewhattoevaluateandwaysand
meansofevaluation
8.Checkforbalanceandsequence

WisconsinInstructionalDesignSystem

1.Perform
needs/task
analysis

2.Write
Course
Competencies

3.Analyze
Course
Competencies

4.Develop
Learning
Objectives

8.Develop
Course/goal
Description

7.Sequence
Competencies

6.Designate
Core
Abilities

5.Develop
Performance
standards

9.Specify
Assessment
Strategies

10.Develop
Assessment/
RecordPlan

14.Create
AClass
Syllabus

13.Layout
Learning/
LessonPlans

12.Develop
Instructional
Materials

11.Design
Learning
Activities

Nontechnicalnonrationalapproach
Assumptions:
Curriculumevolvesaslearners,teachers,andknowledgeinteract
Allgoalsofeducationcannotbepredefined
Contentcanonlybetentativelyselected
Learningwillbebasedonthecreationofknowledge,especially
selfknowledge
Curriculumdevelopmentishighlypoliticalrequiring
administratorsandteacherstoworktogether

Keyauthor:Glatthorn(naturalisticmodel)

GlatthornNaturalisticModel
(Ornstein&Hunkins,1993,p.274;Glatthorn,1987,p.89+)

1.Assessthealternativesevaluatecurrent
approaches
2.Stakeouttheterritory
definecourseparameters
definelearningaudience
definelearningactivities
3.Developaconstituency
>

4.Buildtheknowledgebase
identifycontent
gatherdataonfacultyskillandsupport
gatherdataonstudentaudience
5.Blocktheunit
selectunittopics
writegeneralobjectives
6.Developunitplanningguide
>

7.Planqualitylearningexperiences
Selectexperiencesnotcontenttobelearned
8.Developcourseexamination
Tellhowlearningwillbedocumented(not
testdevelopment)
9.Developlearningscenarios
10.Packagetheproduct