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Curriculum

Curriculum. A multitude of definitions. Textbook definition of curriculum. the formal or informal content and process by which students gain knowledge and understanding, develop skills, and alter attitudes, appreciations, and values under the auspices of that school. Textbook definition.

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Curriculum

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  1. Curriculum A multitude of definitions

  2. Textbook definition of curriculum • the formal or informal content and process by which students gain knowledge and understanding, develop skills, and alter attitudes, appreciations, and values under the auspices of that school

  3. Textbook definition • what one learns (content) • and how one learns (process) • outcomes in the forms of knowledge, understanding, skills, attitudes, appreciations, and values

  4. A Little Clearer • The curriculum is not just a list of courses. • It includes • the purposes, • content, • activities, • organizations of the educational program actually created in schools by teachers, students, and administrators.

  5. Different Types of Curriculum Not all curriculum is formal or even planned. The curriculum may be defined in many ways.

  6. The overt, explicit or written curriculum

  7. Overt, explicit or written curriculum • Written understandings and directions formally designated and reviewed by administrators, curriculum directors and teachers, often collectively.

  8. Overt, explicit or written curriculum • What is written as part of formal instruction of the schooling experience. • Refers to a curriculum document, texts, films, and supportive teaching materials that are overtly chosen to support the intentional instructional agenda of a school.

  9. The written curriculum of Clarksville Montgomery Schools

  10. The Hidden or Covert Curriculum

  11. Lessons learned from school that may or may not be intentional Lessons learned from planned activities of school Lessons planned from interactions from fellow students The hidden or covert curriculum

  12. The hidden or covert curriculum • the pupil’s own curriculum used to cope with the school’s bureaucratic organization and includes social relationships within the school

  13. The hidden or covert curriculum • kinds of learnings children derive from the very nature and organizational design of the public school, as well as from the behaviors and attitudes of teachers and administrators

  14. Examples of the hidden curriculum • the messages and lessons derived from the mere organization of schools • may include both positive or negative messages, depending on the perspective of the learner or the observer

  15. Examples of the hidden curriculum • The social structure of the school • The discipline policy of the school • The use of corporal punishment • Issues of fairness and rights • The school rules

  16. The Null Curriculum

  17. The Null Curriculum • What is not taught, thus giving students the message that these elements are not important in their educational experiences or in our society

  18. The Null Curriculum • Since it is physically impossible to teach everything in schools, many topics and subject areas must be excluded from the written curriculum - what gets taught is what is tested

  19. The Null Curriculum • Eisner – “schools have consequences not only by virtue of what they do not teach, but also by virtue of what they neglect to teach. What students cannot consider, what they don't processes they are unable to use, have consequences for the kinds of lives they lead “

  20. The Null Curriculum • Eisner- “what schools do not teach may be as important as what they do teach -ignorance is not simply a neutral void; it has important effects on the kinds of options one is able to consider, the alternatives that one can examine, and the perspectives from which one can view a situation or problems.”

  21. Phantom Curriculum

  22. Phantom Curriculum • The messages prevalent in and through exposure to media

  23. Rhetorical Curriculum

  24. Rhetorical Curriculum • ideas offered by policymakers , school officials, administrators, or politicians. • Ideas from those professionals involved in concept formation and content changes

  25. Rhetorical curriculum • Ideas from those educational initiatives resulting from decisions based on national and state reports, public speeches, or from texts critiquing outdated educational practices.

  26. Rhetorical curriculum • Ideas from the publicized works offering updates in pedagogical knowledge.

  27. Curriculum-in-use

  28. Curriculum-in-use • The curriculum-in-use is the actual curriculum that is delivered and presented by each teacher.

  29. Received Curriculum

  30. Received curriculum • Those things that students actually take out of classroom; those concepts and content that are truly learned and remembered

  31. The Extra Curriculum

  32. Planned activities outside the school subjects It is voluntary Based on student interests It is not hidden but an open dimension of the school experience The Extra Curriculum

  33. Scope and Sequence

  34. Scope and Sequence • The depiction of the curriculum as a matrix of objectives assigned to successive grade levels (sequence) • Objectives grouped by themes (scope) • Example – scope and sequence – sixth grade language arts - Scope and Sequence

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