Prof. C. Obi on Curriculum Development Course assignment...

1. THE CONCEPT
OF
CURRICULUM
AND
PLANNING THE
CURRICULUM
By:
INYERE, Biodun
Favour

2. On the MDGs, Goal 2 (Achieve
universal primary education ~ Ensure
that all boys and girls complete a full
course of primary schooling) is one
target to be met with 2010 report stating
that nearly nine out of ten children are
now enrolled in school and rapid
improvement in youth literacy. This can
be attributed to the curriculum.
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3. What is CV? ~Curriculum Vitae?
The curriculum {every course of (trans-
) formative experience, which includes
both undirected and out of school} of
(a) life, not just those threads of
experience that are planned and
happen as a part of program within
schools.
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4. What is curriculum?
According to Merriam-Webster Dictionary
(n.d.), curriculum is defined as the following:
 the courses offered by an educational institution
 a set of courses constituting an area of
specialization
 Latin: Running course
 Scotland 1603: Carriage way, road
 United States 1906: Course of study
 1940: Plan for learning (study)
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5. Curriculum is all planned learning for
which the school is responsible.
Curriculum is all the experiences
learners have under the guidance of the
school.
~John Delnay.
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6. It is in a curriculum that is
accumulated knowledge, skills and
attitudes about the past and present
are combined with predictive
assumptions about the future to
produce an ordered outline of things
to be taught and learnt in schooling.
(Connell, W. F.)
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7. In the early years of 20th century, the
traditional concepts held of the
“curriculum is that it is a body of
subjects or subject matter prepared by
the teachers for the students to learn”.
It was synonymous to the “course of
study” and “syllabus”.
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8. “ A Curriculum is a written document
which may contain many ingredients, but
basically it is a plan for the education of
pupils during their enrollment in given
school”.
George A. Beauchamp
Curriculum meaning
trajectory for horse race [at]
Emperor epoch of Galius
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9. Marsh and Willis on the other hand
view curriculum as all the
“experiences in the classroom which
are planned and enacted by the
teacher, and also learned by the
students.
Curriculum refers to the training
assigned to a student
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10. Caswell and Campbell viewed curriculum as
“all experiences children have under the
guidance of teachers”. This definition is
shared by Smith, Stanley and Shores when
they defined “curriculum as a sequence of
potential experiences set up in the schools
for the purpose of disciplining children and
youth in group ways of thinking and acting”.
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11. Curriculum is a design
PLAN for
learning that requires the purposeful and
proactive organization, sequencing, and
management of the interactions among
the teacher, the students, and the
content knowledge, we want students to
acquire.
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12. Anything and everything that teaches a
lesson, planned or otherwise. Humans
are born learning, thus the learned
curriculum actually encompasses a
combination of all. Many educators are
unaware of the strong lessons imparted
to youth by everyday contacts.
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13. Curriculum is a dynamic intellectual and
social enterprise. The dynamic nature of
human societies justifies regular
innovations.
Curriculum can be viewed as the
organised knowledge presented to
learners in a school.
 Grace C. Offorma
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14. the process of
gaining
experience,
systematically.
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15. Curriculum is that which is taught at school.
Curriculum is a set of subjects.
Curriculum is content.
Curriculum is a sequence of courses.
Curriculum is a set of performance objectives.
Curriculum is a program of studies.
Curriculum is a set of materials.
Curriculum is a course of study.
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17.  One of the best known curriculum models is The Tyler
Model introduced in 1949 by Ralph Tyler in his book Basic
Principles of Curriculum and Instruction in which he asked
4 questions:
1.
What educational purposes should the school seek to attain?
2.
What educational experiences can be provided that are likely
to attain these purposes?
3.
How can these educational experiences be effectively
organised?
4.
How can we determine whether these purposes are being
attained?
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18.  Another approach to curriculum development was
proposed by Hilda Taba in her book Curriculum
Development: Theory and Practice published in 1962.
 She argued that there was a definite order in creating a
curriculum. She believed that teachers, who teach the
curriculum, should participate in developing it which led to
the model being called the grass-roots approach.
 She noted 7 major steps to her grass-roots model in
which teachers would have major input. She was of the
opinion that the Tyler model was more of an
administrative model.
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19. Galen Saylor and William Alexander (1974)
viewed curriculum development as
consisting of four steps. According to them,
curriculum is “a plan for providing sets of
learning opportunities to achieve broad
educational goals and related specific
objectives for an identifiable population
served by a single school centre”.
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20. Some of the components of a
comprehensive curriculum unit
• Content

Grouping and Pacing
• Assessment

Products
• Introduction/Closure

Resources
• Teaching Strategies

Extension Activities
• Learning Activities

Differentiation
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21. Teachers Centered V/S
Learner-Centered Curriculum
Teacher-Centered
Learner-Centered
Focus is on instructor
Focus is on both students and instructor
Instructor talks; students listen
Instructor monitors and corrects every student
utterance
Instructor chooses topics
Instructor models; students interact with
instructor and one another
Students work in pairs, in groups, or alone
depending on the purpose of the activity
Students talk without constant instructor
monitoring
Students have some choice of topics
Instructor answers student’s questions about
language
Classroom is quiet
Students answer each other’s questions, using
instructor as an information resource
Classroom is often noisy and busy
Instructor evaluates student learning
Students evaluate their own learning; instructor
also evaluates
Students work alone
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22. There are many definitions of
curriculum. Because of this, the
concept of curriculum is sometimes
characterized as fragmentary, elusive
and confusing. The definitions are
influenced by modes of thoughts
(Models), pedagogies, political,
cultural, as well as other experiences.
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23. The concept of curriculum is as dynamic
as the changes that occur in society:
 In its narrow sense, curriculum is viewed merely as
a listing of subject to be taught in school.
In a broader sense, it refers to the total learning
experiences of individuals not only in schools but in
society as well.
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24. To accommodate difference of view, Hamid Hasan
(1988) telling that curriculum concept can be
evaluated in four dimension, that is
1. Curriculum as an idea; yielded pass or through
research and theory's, specially in the field of
education and curriculum
2. Curriculum as plan written, as materialization
of curriculum as an idea; what in it load about
target, materials, activity, appliances, and time
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25. 3. Curriculum as an activity, representing
execution of curriculum as a plan written; in the
form of study practice
4. Curriculum as a result of representing
consequence of curriculum as an activity, in the
form of got of curriculum target namely reaching
of change of certain ability or behavior from all
educative participant.
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26. Curriculum: Curriculum is a focus of study,
consisting of various courses all designed to
reach a particular proficiency or qualification.
Syllabus: A syllabus is simply an outline and
timeline of a particular course. It will typically
give a brief overview of the course objectives,
course expectations, list reading assignments,
homework deadlines, and exam dates.
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27. Course of Study: A course is a set of
inventory items grouped together for ease
of assignment and tracking.
Curriculum: A curriculum can consist of
more than one course. Curriculum refers to
the training assigned to a student.
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28. Curriculum: Curriculum is a focus of study,
consisting of various courses all designed to
reach a particular proficiency or
qualification.
Teaching: An academic process by which
students are motivated to learn in ways that
make a sustained, substantial, and positive
influence on how they think, act, and feel.
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29. Instruction: Instructions are a basic aspect of
the learning process. They are all formulated to
guide students in their gradual learning process
in their respective fields.
Curriculum: Curriculum is literally defined in
education as a set of courses regarding different
classes or subjects offered in different
educational institutions such as a school.
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30. The design of a curriculum is
likened to the design of a house
in that a house is designed
according to the purpose it will
serve. ~Grace C. Offorma.
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31.  Subject
 Broadfields
 which Tanner and Tanner termed
“Correlate or Fusion Pattern”
 Activity
 Core
~Grace C. Offorma.
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32. Curriculum is a set plan and
arrangement concerning target,
content, and Lesson materials
and also the way of which is
used as guidance of
management of activity of study
to reach specific-purpose.
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33.  The preparation of learning
outcomes and learning
experiences is the
culmination of a technically
developed curriculum project.
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34.  Learning outcomes and learning
experiences display how the
curriculum fits the community
and how teachers and school
staff are expected to deliver
curriculum content to students
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35.  It enables an educator to
evaluate description of
learning outcomes and
learning experiences in
curriculum documents.
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36. 1.
Philosophical
7.
Technologica
l
2. Historical
7
Dimensions
of
Curriculum
6. Global
3. Political
5. Cultural
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4. Ethical /
Moral
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38. REFERENCES:
 Asgari Azade
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Curriculum & Syllabus Design
http://www.teachandlearn.ca/blog/2007/08/16/creating-learning-experiences
Federal Government of Nigeria
Nigeria Millennium development Goals Report 2010
www.mdgs.gov.ng
Marsh, C.J.
Perspectives: Key concepts for understanding curriculum London: Falmer
Press
Mishra Sanjaya Curriculum, ICT and Online Learning
http://www.slideshare.net/missan
Offorma G. C.
Curriculum Implementation and Instruction UNI-World Educational Publishers
(Nig) Ltd 1994
Saylor J. G et al Planning Curriculum for Schools New York: Holt, Reinehart and Winston
Taba Hilda
Curriculum Development: Theory and Practice New York: Harcourt Brace
Jovanowich, Inc 1962.
Tanner D & Tanner L. N. Curriculum Development Theory
New York: Mac Millan Co. Inc
Tyler Ralph
Basic Principles of Curriculum and Instruction. Chicago: University of Chicago
Press
Yudhie Indra
REALITY CURRICULUM IN EDUCATION http://www.slideshare.net
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