1.1 Defining Curriculum and Its Components
2 min read•july 22, 2024
fundamentals form the backbone of educational planning. They encompass definitions, components, and types of curricula that shape learning experiences. Understanding these elements is crucial for educators to design effective programs that meet student needs and achieve desired outcomes.
Curriculum and instruction are intertwined but distinct aspects of education. While curriculum provides the framework and goals, instruction is the process of delivering content to learners. Aligning these elements and considering influencing factors is essential for creating meaningful learning experiences.
Understanding Curriculum Fundamentals
Definitions of curriculum
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- Refers to the overall plan for learning experiences and educational content in a specific course or program
- Encompasses goals, objectives, content, learning activities, and assessments
- Traditional view sees curriculum as prescribed content and of courses
- Progressive view emphasizes learning experiences designed to meet individual learner needs and interests
- Critical view considers curriculum as a means to address social inequalities and promote social justice (equity, inclusion)
Components of well-designed curricula
- state specific, measurable outcomes of what learners should know or be able to do
- Content includes subject matter, skills, and knowledge to be learned
- Scope defines the breadth of content covered
- Sequence determines the order in which content is presented
- Instructional strategies are methods used to deliver content and facilitate learning
- Involve lectures, discussions, group work, hands-on activities (experiments, simulations)
- are materials used to support learning
- Comprise textbooks, videos, software, manipulatives (blocks, tiles)
- evaluates learner progress and achievement
- Formative assessments provide ongoing feedback during learning process (quizzes, observations)
- Summative assessments evaluate learning at the end of a unit or course (exams, projects)
Curriculum Types and Relationships
Types of curriculum
- is the planned curriculum as designed by educators and policymakers
- Outlines goals, objectives, content, and sequence
- represents the actual curriculum as delivered by teachers in the classroom
- May differ from intended curriculum due to teacher adaptations, resource limitations, or contextual factors (student needs, school culture)
- refers to the learning outcomes actually achieved by students
- Influenced by individual student characteristics, motivation, and engagement (prior knowledge, learning styles)
Curriculum vs instruction
- Curriculum provides the framework and goals for instruction
- Guides the selection of content, learning activities, and assessments
- Instruction is the process of delivering the curriculum to learners
- Teachers use instructional strategies to help students achieve curriculum goals
- Alignment between curriculum and instruction is essential for effective learning
- Curriculum and instruction should be coherent, consistent, and mutually reinforcing
- Various factors influence curriculum and instruction:
- Educational policies, standards, and accountability measures (Common Core, standardized testing)
- Teacher knowledge, skills, and beliefs (content expertise, pedagogical approaches)
- Student characteristics, needs, and interests (developmental levels, cultural backgrounds)
- Available resources and technology (textbooks, computers, lab equipment)
Key Terms to Review (26)
Assessment: Assessment is the process of gathering, analyzing, and interpreting information about student learning and performance to inform instructional decisions. It serves as a critical tool for educators to measure student understanding, guide curriculum development, and enhance teaching effectiveness by providing feedback that can lead to improved learning outcomes.
Assessment Methods: Assessment methods are systematic approaches used to evaluate student learning, performance, and understanding in educational settings. These methods can vary from formative assessments, which occur during the learning process to provide feedback, to summative assessments that evaluate overall achievement at the end of an instructional period. Understanding and implementing effective assessment methods is crucial for ensuring that instruction meets diverse learner needs and supports teachers in adjusting their teaching strategies.
Attained Curriculum: Attained curriculum refers to the actual knowledge, skills, and competencies that students acquire as a result of their learning experiences. This concept connects to the broader understanding of curriculum by emphasizing the difference between what is intended (written curriculum) and what students actually learn (attained curriculum), showcasing the effectiveness of instructional methods and learning environments.
Behaviorism: Behaviorism is a psychological theory that emphasizes the study of observable behaviors over internal mental states. This approach suggests that all behaviors are acquired through conditioning and can be modified through reinforcement or punishment. It is foundational in the development of educational practices, particularly in setting clear objectives and measuring learning outcomes.
Constructivist theory: Constructivist theory is a learning theory that suggests individuals construct knowledge through their experiences and interactions with the world around them. It emphasizes the importance of active engagement and collaboration in learning, where learners build new understanding based on their prior knowledge and social interactions.
Curriculum: Curriculum refers to the structured set of educational experiences and learning outcomes that a school or educational institution provides to its students. It encompasses the content, objectives, teaching methods, and assessments that guide instruction and learning in an educational setting. Understanding curriculum involves recognizing how these elements interconnect to shape the overall educational journey for learners.
Curriculum framework: A curriculum framework is a structured plan that outlines the educational objectives, content, assessment methods, and instructional strategies for a curriculum. It serves as a guiding blueprint for educators to develop and implement curricula that align with educational standards and student needs, ensuring coherence and continuity across different levels of education.
Curriculum Mapping: Curriculum mapping is a strategic process that involves creating a visual representation of the curriculum to align educational goals, standards, and assessments across different subjects and grade levels. This process helps educators ensure that there is coherence and continuity in what students are expected to learn, facilitating better vertical and horizontal alignment while addressing the requirements set by national and state standards.
Differentiation: Differentiation is an instructional approach that tailors teaching methods and learning activities to meet the diverse needs of students in a classroom. This approach recognizes that students have varied backgrounds, learning styles, and readiness levels, requiring educators to adapt their strategies accordingly. By offering multiple avenues for learning, differentiation enhances engagement and promotes deeper understanding among learners.
Explicit curriculum: Explicit curriculum refers to the officially prescribed courses, content, and objectives that are intended for students within an educational system. It encompasses what is formally taught and assessed, including specific learning outcomes, instructional materials, and assessments that educators are expected to follow. This type of curriculum is often documented in curriculum guides or frameworks, making it clear what students are expected to learn and achieve.
Formative Assessment: Formative assessment is a type of assessment used to monitor student learning and provide ongoing feedback that can be used to improve teaching and learning. It helps educators understand how well students are grasping concepts, allowing adjustments in instruction and support to meet learners' needs.
Formative evaluation: Formative evaluation is a continuous process that involves assessing students' learning and understanding during the instructional process, aimed at improving teaching and learning outcomes. This type of evaluation helps educators identify strengths and weaknesses in their teaching strategies and student comprehension, enabling timely adjustments to improve educational effectiveness. It is distinct from summative evaluation, which measures learning at the end of an instructional unit.
Hidden curriculum: The hidden curriculum refers to the implicit lessons, values, and expectations that are taught in schools, which are not part of the formal curriculum. It encompasses the social norms and behaviors that students learn through the school environment, interactions with peers and teachers, and the overall school culture. This hidden curriculum plays a significant role in shaping students' attitudes and beliefs, impacting their educational experience beyond the academic content.
Horizontal Alignment: Horizontal alignment refers to the process of ensuring that the curriculum is consistent across different grade levels or courses within the same educational framework. This involves aligning learning objectives, instructional strategies, and assessments among educators to create a cohesive learning experience for students, promoting continuity and coherence in their education.
Implemented curriculum: Implemented curriculum refers to the actual delivery and execution of a planned curriculum within educational settings. It encompasses how teachers translate the intended curriculum into classroom practices, which includes the instructional methods, materials used, and learning activities that take place. This term highlights the gap between what is intended in curriculum planning and what is actually experienced by students in the classroom.
Inquiry-based learning: Inquiry-based learning is an educational approach that encourages students to ask questions, conduct investigations, and discover answers through hands-on experiences and critical thinking. This method promotes active engagement and fosters deeper understanding by allowing learners to explore real-world problems and challenges.
Intended Curriculum: The intended curriculum refers to the official and planned educational objectives, content, and learning experiences that educators aim to deliver to students. It serves as a roadmap for what students are expected to learn and achieve within an educational setting, encompassing guidelines set by educational authorities, schools, and teachers.
John Dewey: John Dewey was an American philosopher and educator whose ideas significantly shaped modern education and curriculum development. He emphasized experiential learning and the importance of education as a means for social reform, linking his philosophy closely to democratic ideals and the idea that education should be relevant to students' lives.
Learning Objectives: Learning objectives are clear, specific statements that describe what learners are expected to achieve or demonstrate by the end of an instructional period. These objectives guide the design of curriculum, instructional strategies, and assessments, ensuring that all educational activities align with desired outcomes.
Learning Resources: Learning resources refer to the various materials, tools, and environments used to facilitate and enhance the learning process. These resources can include textbooks, digital content, multimedia tools, manipulatives, and even physical spaces designed for learning. They play a vital role in curriculum development as they support instructional strategies and help engage students in active learning experiences.
Project-Based Learning: Project-Based Learning (PBL) is an instructional approach that encourages students to engage in real-world projects over an extended period. This method emphasizes active learning, where students collaborate to solve complex problems or create meaningful products, integrating knowledge across various subjects and enhancing critical thinking skills.
Ralph Tyler: Ralph Tyler was an influential educator and curriculum theorist known for his systematic approach to curriculum development, particularly through his 'Tyler Rationale.' This framework emphasizes the importance of educational objectives, assessments, and learning experiences, making him a key figure in the field of curriculum studies. His ideas laid the groundwork for understanding how to effectively assess educational needs, structure subject-centered models, and evaluate curriculum outcomes.
Scaffolding: Scaffolding refers to a teaching strategy that provides temporary support to help students achieve higher levels of understanding and skill acquisition. This approach is designed to facilitate learning by breaking down complex tasks into manageable parts, enabling learners to build upon their existing knowledge gradually while encouraging independence.
Sequence: In the context of curriculum development, sequence refers to the order in which content, skills, and learning experiences are organized and presented to learners. A well-planned sequence facilitates progressive understanding and builds upon prior knowledge, ensuring that students acquire concepts and skills in a logical manner that enhances learning retention.
Summative evaluation: Summative evaluation refers to the assessment conducted after a program or curriculum has been implemented, aimed at measuring its effectiveness and impact on learners. It helps determine whether the educational goals have been achieved and provides valuable data to stakeholders for making informed decisions about future improvements.
Vertical Alignment: Vertical alignment refers to the systematic coordination of curriculum across different grade levels to ensure that knowledge and skills build progressively from one level to the next. It aims to create a coherent educational experience where students are prepared for more advanced content as they advance in their education, which is essential for effective instructional strategies, curriculum mapping, and competency-based models.