Ideology and the Curriculum Academic Classical Humanist Subject-based Content-driven Utilitarian Technocratic Vocational Objectives-driven Progressive Developmental Pedagogic Process-driven Ross, 2000 Curriculum Studies - Session 2

Schiro’s four ideologies Scholar-Academic Social Efficiency Learner Centred Social Reconstruction Curriculum Studies - Session 2

How does ideology influence curriculum? The conventional approach: Start with the ‘traditional’ subjects Specify them in terms of aims and objectives Selection of content (knowledge) largely conservative/historical Quantify the knowledge through formal assessment methods Curriculum Studies - Session 2

Curriculum Studies - Session 2 Aims and objectives An Aim A general statement of intent. It is often stated in INPUT or PROCESS terms i.e. what the teacher is going to do. An Objective A more precise statement of intent. It is often stated in OUTPUT or PRODUCT terms i.e. what the learner is going to do. Curriculum Studies - Session 2

Behavioural objectives A very precise statement of intent satisfying these three criteria (Robert Mager): a) a statement of the terminal behaviour of the learner; b) the condition under which it should be exhibited; c) the standard to which it should be performed. Curriculum Studies - Session 2

Behavioural objectives The student should be able to ... ... find the square root of any number, ... using tables of square roots, ... getting the answer correct to 3 significant figures 9 times out of 10. Curriculum Studies - Session 2

Objective domains (Bloom) ‘Knowing’ Cognitive ‘Feeling’ Affective ‘Doing’ Psychomotor Curriculum Studies - Session 2

Curriculum Studies - Session 2 Mapping the domains How do you see the relationship? Curriculum Studies - Session 2

Curriculum Studies - Session 2 The Cognitive Domain 1 Knowledge The lowest level of this domain. Students expected to name the parts of an object. 2 Comprehension The lowest level of understanding e.g. select an example of a particular phenomenon. 3 Application Application of theoretical statements in real situations e.g. use a particular set of rules. 4 Analysis Breakdown material into its constituent parts e.g. compare and contrast. 5 Synthesis The combination of components to form a structural whole e.g. ways of testing hypotheses. 6 Evaluation The highest level of this domain. It involves making judgements about the extent to which material satisfies evidence of criteria. Curriculum Studies - Session 2

Curriculum Studies - Session 2 The Cognitive Domain Knowledge Define the term Cold War. Comprehension Describe five battle fronts on which the Cold War has been fought. Application Illustrate through examples the pace of the Cold War as it developed between 1946 and 1968. Analysis Distinguish between the policies of the Warsaw Pact nations and members of NATO. Synthesis Organise information that summarises the nature and extent of the Russian-Red Chinese split. Evaluation Assess the evidence presented for and against a thaw in the Cold War. Curriculum Studies - Session 2

Curriculum Studies - Session 2 The Affective Domain 1 Receiving Willing to give attention to. Merely receives a stimuli, e.g. listen to music. 2 Responding Willing to respond and react, e.g. find pleasure in music. 3 Valuing Willing to accept or reject an event, e.g. display attitude to music. 4 Organising When encountering situations to which more than one value applies, e.g. develop a plan for. 5 Characterising Consistently acts in accordance with accepted values, e.g. believes. Curriculum Studies - Session 2

Criteria for selecting objectives 1 Do the objectives indicate learning outcomes that are appropriate to the unit of the work? 2 Do the objectives represent ALL logical learning outcomes of the unit of work? 3 Are the objectives attainable i.e. are the pupils too young, or have insufficient previous knowledge etc.? 4 Are the objectives in harmony with the philosophy of the school and pupils? 5 Are the objectives in harmony with basic principles of learning? Curriculum Studies - Session 2

Ralph W. Tyler ‘Basic Principles of Curriculum and Instruction’ (1949) What educational purposes should the school seek to attain? What educational experiences can be provided that are likely to attain these purposes? How can these educational experiences be effectively organized? How can we determine whether these purposes are being attained? Curriculum Studies - Session 2

Ralph W. Tyler ‘Basic Principles of Curriculum and Instruction’ (1949) Curriculum Studies - Session 2

Hilda Taba ‘Curriculum Development: Theory & Practice’ (1962) Diagnosis of needs Formulation of objectives Selection of content Organisation of content Selection of learning experiences Organisation of learning experiences Evaluation Curriculum Studies - Session 2

Criticisms of objective-led curriculum planning Are all desirable learning outcomes amenable to translation into objectives? Where does the learner’s needs and individuality come into this? Do we end up valuing what we can assess rather than assessing what we value? Curriculum Studies - Session 2

Process as an alternative to content and objectives? A different conception of knowledge (provisional, hypothetical, personal)? An emphasis of ‘how’ rather than ‘what’? Greater teacher control? Greater learner control? Curriculum Studies - Session 2

Curriculum Studies - Session 2 Reading Chapters 8 & 9 in Ross Chapters 2-4 in Kelly Chapters 1-4 in Scott Curriculum Studies - Session 2