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Influences on Curriculum Design: Sociopolitical and Professional Forces

Explore the forces that shape curriculum policies, the impact of subject-centered vs. student-centered curriculum, hidden and null curriculum effects, educational goals vs. objectives, models of instruction, teaching and learning relationship, and technology's impact on education.

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Influences on Curriculum Design: Sociopolitical and Professional Forces

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  1. Chapter 14 Curriculum and Instruction Mandisa Williams Dr. Larsen EDU 505 October 24, 2013

  2. Objectives of Chapter 14 Review the sociopolitical and professional forces that influence curriculum policy making and design. Compare the subject-centered and student-centered patterns of curriculum organization. Describe the hidden curriculum and null curriculum and their effects on schooling. Discuss the difference between educational goals and educational objectives. Identify the models of instruction that have been classified as belonging to the information processing family of models and the behavioral systems family of models. Explain the relationship between teaching and learning. Describe ways technology impacts what is taught, how it is taught, and how students learn.

  3. Reflection Question Who should determine the curriculum? Who should decide how to teach the content?

  4. Define Curriculum According to the Webb, Metha and Jordan (2010), “The curriculum is said to be all the educational experiences of students that take place under the auspices of the school” (p. 315).

  5. Forces Influencing the Curriculum National Curriculum Standards Textbooks Mandated Assessments State Governments Teachers Local School Boards Parent and Community Groups The Federal Government

  6. Reflection Question What are the pros and cons of having academic professionals set standards and goals in their subject areas?

  7. Diversity Question What kinds of cultural, racial, ethnic, or gender bias have you experienced in the textbooks you have used?

  8. Reflection Question What are the concerns about testing companies designing what knowledge should be tested? What role should they play?

  9. Patterns of Curriculum Design The Subject-Area Curriculum Design: “Is the oldest and most common curriculum design. The subject matter is included in the curriculum. It is based on lecture and discussion, rote memorization and recitation” (Foundations of American Education, p. 358). The Integrated Curriculum Design: The subjects are integrated. For examples language arts will include reading, writing, spelling, speaking, grammar, drama, and literature. Mathematics will include arithmetic, geometry, algebra. This is more found in the elementary level. (block periods)

  10. The Core Curriculum Design: “The core curriculum as defined, de facto, by the NCLB Act are English, reading, or language arts, mathematics, science, foreign languages, civics, government, economics, arts, history and geography” (Foundations of American Education, p. 359). The Student-Centered Curriculum Design: “The student’s freedom to learn, activities and creative self expression that engages the student in the learning process…it focuses on the individual learner and the development of the whole student. It is a broad curriculum that includes nature study, number concept, games, drama, storytelling” (Foundations of American Education, p. 359, 360).

  11. The Constructivism Curriculum Design: “Students are allowed to construct new ideas and concepts based on their current and past knowledge and experiences” (p. 360). Teachers guide students through discussions and do not follow the curriculum. The Social Justice Curriculum Design: “It believes that through the curriculum the school can and should effect social change and create a more equitable society. This curriculum engages students with critical analysis of every level of society to improve it” (p. 361) Students are given assignments that requires them to problem solve and inquire.

  12. The Hidden and Null Curricula Hidden Curriculum- are signals that can be in the form of frowns, gold stars and certificates, in the ways teachers and students interact, (norms and values, biasness, stereotyping –treating students differently) Null Curriculum - (things that are not taught and can be controversial)

  13. The Curriculum in the United States Always Evolving The Curriculum Cycle

  14. Instruction Goals and Objectives Educational goals- are broad statements such as students will be able to develop basic math skills. Educational Objectives- “is a clearly defined, observable and measurable student outcome that indicates learner progress toward the achievement of a particular educational goal” (p. 363). For example: “Using a ruler and a protractor; draw 45-,90-, and 120-degrees angles.” Taxonomies of Educational Objectives-Bloom’s taxonomy.

  15. The Relationship between Teaching and Learning What is the relationship between teaching and learning? Imaginative Learner Analytic Learner Common Sense Learner Dynamic Learner Which of these learning styles is most like your own?

  16. Using Technology to Enhance Instruction What technologies can teachers use to enhance their instruction?

  17. Reference Webb, L. D., Metha, A. & Jordan K. F. (2010) Foundations of American education (6th ed.) . Upper Saddle River, NJ: Merrill.

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