Day 2 21/9/2016 Prepared By Naina Hassan ALi

1. CURRICULUM AND INSTRUCTION
Day 2
21/9/2016
Prepared By
Naina Hassan ALi

2. OBJECTIVES
 By the end of the class:
 Student will be able to understand different types
of curriculum
 Will be able to groups and work on their
presentation on types of curriculum.

3. ICE BREAKER ACTIVITY
Thumbs Up & Thumbs dowm
 Syllabus is one-dimensional
 Curriculum is aim at developing the learners
certain competencies or abilities
 Curriculum is divided into two parts aim and
objectives
 Curriculum provides us with what ought to
happen

6. ACTIVITY 1
 Students will work in group/Pair, use any
curriculum of any grade and subject and
prepare their own objective, activities and
one way formative way to evaluate it for any
one topic. (20mins)

7. Types of Curriculum
Explicit
Curriculum
Implicit
Curriculum
Null
Curriculum
An explicit
curriculum is one
that has been
carefully
designed, pilot
tested by
teachers and
students, and
then presented
or published.
An implicit
curriculum is one
that is crafted within
the thinking
processes of
individual teachers
but not written down
or published, and
therefore not able to
be replicated by
others.
Something that
we don't teach,
does giving
students
message that
these elements
are not important
in their education
experience.

8. TYPES OF CURRICULUM
 Activity 2
 Peer (Types of Curriculum)
 Hidden
 Null
 Written
 Recommended curriculum
 Learned curriculum

9. STUDENTS WILL SHARE THEIR WORK…

11. RECOMMENDED CURRICULUM
 The recommended curriculum is the one
recommended by the individual scholars,
professional associations, and reform
commissions; it also encompasses the
curriculum requirements of policymaking
groups, such as federal and state governments.
Similar to Goodlad’s “ideological curriculum,” it
is a curriculum that stresses “oughtness,”
identifying the skills and concepts that ought to
be emphasized, according to the perceptions
and value systems of the sources.

12. WRITTEN CURRICULUM
 The written curriculum is intended primarily to
ensure that the educational goals of the system
are being accomplished; it is a curriculum of
control. Typically, the written curriculum is much
more specific and comprehensive than the
recommended curriculum, indicating a rationale
that supports the curriculum, the general goals
to be accomplished, the specific objectives to be
mastered, the sequence in which those
objectives should be studied, and the kinds of
learning activities that should be used

13. TAUGHT CURRICULUM
 The taught curriculum is the delivered
curriculum, a curriculum that an observer
sees in action as the teacher teaches

14. TESTED CURRICULUM
 The tested curriculum is that set of learning's
that is assessed in teacher-made classroom
tests; in district-developed, curriculum-
referenced tests; and in standardized tests.

15. LEARNED CURRICULUM
 The term learned curriculum is used here to
denote all the changes in values,
perceptions, and behavior that occur as a
result of school experiences. As such, it
includes what the student understands,
learns, and retains from both the intentional
curriculum and the hidden curriculum. The
discussion here focuses on what is learned
from the intentional curriculum; the last part
of the chapter analyzes what is learned from
the hidden curriculum.

16. HIDDEN CURRICULUM
 Hidden curriculum, which is sometimes
called the “unstudied curriculum” or the
“implicit curriculum,” might best be defined in
the following manner:
“Those aspects of schooling, other than the
intentional curriculum, that seem to produce
changes in student values, perceptions, and
behaviors”.

17. CURRICULUM MODEL’S
Definition
 A simplified representation of reality which is often
depicted in diagrammatic form
Purpose:
To provide a structure for examining the elements that
go to make up curriculum planning, and how these
elements interrelate.
Model:
The literature in the area of curriculum has accepted
the use of the term ‘model’ to explain both the
nature and the process of curriculum development.

18. MODELS ARE USED TO EXPLAIN
 levels of curriculum
 aspects of organization practice
 aspects of classroom instruction
 types of decision making

19. FOR NEXT CLASS
 Working in peer or group and prepare a
presentation on each your assign model and
compare that model with curriculum of any
grade.
 Tyler Model
 Taba Model