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Curriculum Methods: An Introduction

Curriculum Methods: An Introduction. Douglas Gosse, PhD Assistant Professor, Faculty of Education Office H120 Email: douglasg@nipissingu.ca TEL: 705-474-3461, x. 4810 Updated August 28, 2006. What is curriculum??.

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Curriculum Methods: An Introduction

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  1. Curriculum Methods: An Introduction Douglas Gosse, PhD Assistant Professor, Faculty of Education Office H120 Email: douglasg@nipissingu.ca TEL: 705-474-3461, x. 4810 Updated August 28, 2006

  2. What is curriculum?? degosse@oise.utoronto.ca

  3. Gosse, D. (1995). What is curriculum? (Master's degree paper). St. John's: Memorial University. “Curriculum is more than a course of study at school, college, etc., from the Latin word for “run,” as Webster's dictionary would lead us to believe . . . curriculum should address the rapidly changing needs of society to contribute to the development of productive citizens.” degosse@oise.utoronto.ca

  4. The Webster's New World Dictionary of the AmericanLanguage (Simon and Schuster, 1984) describes curriculum as derived from Latin currere and includes concepts of "a running, course, race, career." The term applies to a studies required for graduation or to all of the courses offered in a school. And even the plural can be "ula" to "ulums." degosse@oise.utoronto.ca

  5. Zidowecki, H. (1995). Curriculum: The Course of Life. Retrieved April 4, 2005, from http://www.hzmre.com/dotty/spintro.htm There are many ways of viewing curriculum: degosse@oise.utoronto.ca

  6. Explicit Curriculum • 1. Explicit curriculum refers to what is consciously and intentionally presented. It is the official curriculum, or written curriculum, which gives the basic lesson plan to be followed, including objectives, sequence, and materials, what is taught by the teacher, and the learning outcomes for the student. This is the overt curriculum, the "official" curriculum or the "program" and would include the methods, subject matter and materials. degosse@oise.utoronto.ca

  7. 2. Hidden Curriculum • 2. Implicit curriculum includes the norms and values of the surrounding society, the setting in which the learning occurs (including the decoration and set-up of the area), and the broader environment in which education occurs. This is the covert or "hidden" curriculum. degosse@oise.utoronto.ca

  8. Hemmings, A. (2000). The “Hidden” Corridor Curriculum. The High School Journal, 83(2), 1-10. ‘Hidden Curriculum’: the unofficial 3 Rs – rules, routines, and regulations, producing unequal social relations – that govern student life; these are unplanned lessons, like ghosts in school settings, that may result in student school failure socially or academically, but affect all. degosse@oise.utoronto.ca

  9. Parsons, C., & Brown, P. (2001). Educating for Diversity: An Invitation to Empathy and Action. Action in Teacher Education, 23(3), 1-4. In teacher preparation programs, most education students are female and from white, middle-class backgrounds. Many students tend to equate diversity as 'otherness' and themselves as 'normal.' We need to succeed in making difference personal, bridging empathy and action. degosse@oise.utoronto.ca

  10. Grauerholz, L. (2001). Teaching Holistically to Achieve Deep Learning. College Teaching, 49(2), 44-50. Holistic teaching seeks to provide a safe environment for students to express their ideas and feelings openly. The intent also is to acknowledge and legitimate the many different voices and experiences of our students, especially those who have historically been silenced in traditional classroom settings.  degosse@oise.utoronto.ca

  11. Miller, J. P. (1999). Making connections through holistic learning. Educational Leadership, 56(4), 46-48. Three Approaches to Teaching & Learning: • The first form of learning is transmission, involving a one-way flow of information from the teacher or the textbook to the student. The focus is on accumulating factual information and basic skills. • A second form of learning is transaction, characterized by greater interaction between student and teacher. This form focuses on solving problems and developing cognitive skills. Students examine a broad range of problems and issues. • A third form of learning is transformational. Here, the focus is not just on intellectual development, but also on physical, emotional, aesthetic, moral, and spiritual growth. Significant connections develop between the student and the subject matter. This type of learning often nurtures the student's inner life through such approaches as storytelling and the arts. degosse@oise.utoronto.ca

  12. What kind of teacher do you want to become? Which of the three approaches would fit your teaching style best? What methods might you employ to attain this approach to teaching and learning? degosse@oise.utoronto.ca

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