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

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

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

The overt, explicit or written curriculum

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

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

The written curriculum of Clarksville Montgomery Schools

The Hidden or Covert Curriculum

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

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 the pupil’s own curriculum used to cope with the school’s bureaucratic organization and includes social relationships within the school

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 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

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

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

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 What is not taught, thus giving students the message that these elements are not important in their educational experiences or in our society

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 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

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 “ 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 “

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.” 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.”

Phantom Curriculum

The messages prevalent in and through exposure to media The messages prevalent in and through exposure to media

Rhetorical Curriculum

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

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

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

Curriculum-in-use

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

Received Curriculum

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

The Extra Curriculum

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

Scope and Sequence

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