The document discusses various aspects of curriculum including its meaning, concept, types, and key terms. It provides definitions of curriculum, explaining it refers to the totality of a student's learning experiences, both inside and outside of school. It outlines several definitions of curriculum provided by different educational experts. It also discusses the concept of curriculum and different dimensions it can be evaluated in.
It then discusses key terms related to curriculum - curriculum framework, syllabus, and textbook. It provides definitions and comparisons of these terms. Specifically, it states that a curriculum framework outlines learning outcomes and standards, a syllabus refers to topics covered in a subject, and a textbook is a manual used for studying a particular subject.
Finally, it
A curriculum is the instructional and the educative programme by following which the pupils achieve their goals, ideals and aspirations of life. It is curriculum through which the general aims of a school education receive concrete expression
The Tyler Model Is:
One Of The Best Known Models For Curriculum Development.
Known For The Special Attention It Gives To The Planning Phases.
Deductive For It Proceeds From The General (Examining The Needs Of Society,) To The Specific (Specifying Instructional Objectives).
Tyler Recommends That Curriculum Planners Identify General Objectives By Gathering Data From Three Sources:
1) The Learners
2) Contemporary Life Outside The School
3) Subject Matter. • After Identifying Numerous General Objectives, The Planners Refine Them By Filtering Them Through Two Screens:
1. The Philosophical Screen 2. The Psychological Screen
Determine The School’s Purposes (Objectives)
2. Identify Educational Experiences Related To Purpose
3. Organize The Experiences
4. Evaluate The Purposes
A curriculum is the instructional and the educative programme by following which the pupils achieve their goals, ideals and aspirations of life. It is curriculum through which the general aims of a school education receive concrete expression
The Tyler Model Is:
One Of The Best Known Models For Curriculum Development.
Known For The Special Attention It Gives To The Planning Phases.
Deductive For It Proceeds From The General (Examining The Needs Of Society,) To The Specific (Specifying Instructional Objectives).
Tyler Recommends That Curriculum Planners Identify General Objectives By Gathering Data From Three Sources:
1) The Learners
2) Contemporary Life Outside The School
3) Subject Matter. • After Identifying Numerous General Objectives, The Planners Refine Them By Filtering Them Through Two Screens:
1. The Philosophical Screen 2. The Psychological Screen
Determine The School’s Purposes (Objectives)
2. Identify Educational Experiences Related To Purpose
3. Organize The Experiences
4. Evaluate The Purposes
Evaluation is the process of collecting data on a programme to determine its value or worth with the aim of deciding whether to adopt, reject, or revise the programme. The public want to know whether the curriculum implemented has achieved its aims and objectives; teachers want to know whether what they are doing in the classroom is effective; and the developer or planner wants to know how to improve the curriculum product.
Teachers use curricula when trying to see what to teach to students and when, as well as what the rubrics should be, what kind of worksheets and teacher worksheets they should make, among other things.
It is actually up to the teachers themselves how these rubrics should be made, how these worksheets should be made and taught; it's all up to the teachers.
Evaluation is the process of collecting data on a programme to determine its value or worth with the aim of deciding whether to adopt, reject, or revise the programme. The public want to know whether the curriculum implemented has achieved its aims and objectives; teachers want to know whether what they are doing in the classroom is effective; and the developer or planner wants to know how to improve the curriculum product.
Teachers use curricula when trying to see what to teach to students and when, as well as what the rubrics should be, what kind of worksheets and teacher worksheets they should make, among other things.
It is actually up to the teachers themselves how these rubrics should be made, how these worksheets should be made and taught; it's all up to the teachers.
Chapter 1. Curriculum Design and Instructions HennaAnsari
1. Introduction to curriculum and instruction
1.1. The definition of curriculum
1.2. Various forms of curriculum
1.3. Elements of curriculum: Objectives, content selection, curriculum implementation, evaluation of curriculum.
1.4. Needs assessment for curriculum
1.5. How curriculum defers from:
1.5.1. Syllabus
1.5.2. Course of study
1.5.3. Educational program
1.5.4. Teaching
1.5.5. Instruction
1.5.6. Level of curriculum
1.6. Foundations of curriculum
1.7 Concept and process of instruction
1.8 Relationship between curriculum and instruction
Principles and theories in curriculum developmentDrSindhuAlmas
What Is Curriculum
A Curriculum Will Answer
Difference Between Syllabus & Curriculum
Aims And Objectives
Curriculum Framework
Common Elements Of A Curriculum Framework
The Role Of Curriculum
Inquiry forms questionnaire, opinionnaire, attitude scale, checklist, rating...DrGavisiddappa Angadi
The tools of research in education can be classified broadly into the following categories:
A. Psychological Tests
Achievement Test
Aptitude Test
Intelligence Test
Creativity Tests
Interest inventory
Behavioral Procedures
Neuropsychological Tests
Personality measures etc.
B. Inquiry forms
Questionnaire
Checklist
Score-card
Schedule
Rating Scale
Opinionnaire
Attitude Scale
C. Observation
D. Interview
E. Sociometric Techniques.
Research tool that becomes a means of collecting information for the study is called a research tool or a research instrument. For example, Inquiry form: questionnaires, opinionnaire, attitude scales, checklists, rating scales, scorecards and schedules.
Each of the 5 E's describes a phase of learning, and each phase begins with the letter "E": Engage, Explore, Explain, Elaborate, and Evaluate. The 5 E's allows students and teachers to experience common activities, to use and build on prior knowledge and experience, to construct meaning, and to continually assess their understanding of a concept.
It refers to the collection of information on which judgment might be made about the worth and the effectiveness of a particular programme. It includes making those judgments so that decision might be made about the future of programme, whether to retain the program as it stand, modify it or throw it out altogether.
It refers to the collection of information on which judgment might be made about the worth and the effectiveness of a particular programme. It includes making those judgments so that decision might be made about the future of programme, whether to retain the programme as it stand, modify it or throw it out altogether.
A set of standards to be followed in assessment.
As they apply to curriculum, criteria are set of standards upon which the different elements of the curriculum are being tested.
Curriculum evaluation: The assessment of the merit and worth of any program curriculum.
Curriculum evaluation is an attempt to toss light on two questions: Do planned programs, courses, activities, and learning opportunities as developed and organized actually produce desired results/learning outcomes? How can the curriculum offerings best be improved?
Curriculum Evaluation Models: How can the merits and worth of such aspects of curriculum is determined? Evaluation specialists have proposed an array of models, an examination of which can provide useful background for the process curriculum evaluation.
Curriculum development as a problem solving process involves the critical consideration of resources, needs and problems for improvement purposes. Curriculum is a reflection and a product of the society and can contribute to changing the society.
The art of questioning an essential skill for successful teaching.DrGavisiddappa Angadi
The analytical concept of teaching considers teaching as a complex skill comprising various component teaching skills. Component of teaching skills are a set of interrelated component teaching behaviors for the achievement of specified instructional objectives.
The art of questioning is the most potent weapon in the educational armory of the teacher. During a lesson, the teacher will have to ask different types of questions, depending on the situation and purpose to be achieved.
Micro teaching
A method of teacher training/ teaching technique, .
Simplifies the complex teaching process so that the student-teacher can cope with it.
Scaled Down Teaching Encounter
Teaching reduced in Class size, Concept, time and number of pupils.
THE RATIONALE AND FRAMEWORK FOR EVALUATING THE ICT USE IN TEACHER EDUCATION D...DrGavisiddappa Angadi
This study investigated that the quantity of computer and ICT use in teacher education institutions is less and it is mainly focused on the learning of ICT skills which takes optimum time computers are used. The framework is then improved towards a new framework that can be effectively used to evaluate information and communication technology use in pre-service teacher education. In this study the independent variables are derived from computer use within the institution, some other extraneous factor may have impact on the results. Those factors may be computer use at home, friends home and cyber or internet centers by the respondents. The study concludes that the reality rhetoric gap of the impact of ICTs in teacher education institutions be evaluated from periodically to ensure that the quality with program objectives are met. The result shows that there is an urgent need to conduct intensive training to all the teacher educators in the colleges of education. The curriculum developers should develop global content for serving the local needs and make it to available to all the colleges of education online as well as offline content or blended learning modules. Several factors have been cited as responsible for low quantity of computer use in colleges of education. Some of these factors are; attitude towards new technologies, poor management, lack of local content serving local needs, shortage of equipments.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
Concept of Curriculum: Meaning and Concept of curriculum, Meaning of curriculum framework, syllabus, textbook, Types of curriculum....
1. Unit-II Concept of Curriculum: Notes prepared by Dr. G R Angadi Page 1
Unit-II Concept of Curriculum
1. Meaning and Concept of Curriculum
a. Meaning of Curriculum:
Curriculum (Noun) the subjects comprising a course of study in a school or
college.
In education, a curriculum is broadly defined as the totality of student experiences
that occur in the educational process.
Etymological Meaning of Curriculum: The word "curriculum" began as
a Latin word which means "a race" or "the course of a race" (which in turn derives
from the verb currere meaning "to run/to proceed").
Definitions:
There is no generally agreed upon definition of curriculum. Some influential definitions
combine various elements to describe curriculum as follows:
Curriculum is, perhaps, best thought of as that set of planned activities which are
designed to implement a particular educational aim – set of such aims – in terms of the
content of what is to be taught and the knowledge, skills and attitudes which are to be
deliberately fostered together with statements of criteria for selection of content, and
choices in methods, materials and evaluation.
Kerr defines curriculum as, "All the learning which is planned and guided by the school,
whether it is carried on in groups or individually, inside or outside of school."
Braslavsky states that curriculum is an agreement among communities, educational
professionals, and the State on what learners should take on during specific periods of
their lives. Furthermore, the curriculum defines "why, what, when, where, how, and with
whom to learn."
Outlines the skills, performances, attitudes, and values pupils are expected to learn from
schooling. It includes statements of desired pupil outcomes, descriptions of materials, and
the planned sequence that will be used to help pupils attain the outcomes.
The total learning experience provided by a school. It includes the content of courses (the
syllabus), the methods employed (strategies), and other aspects, like norms and values,
which relate to the way the school is organized.
The aggregate of courses of study given in a learning environment. The courses are
arranged in a sequence to make learning a subject easier. In schools, a curriculum spans
several grades.
Curriculum can be ordered into a procedure:
Step 1: Diagnosis of needs.
Step 2: Formulation of objectives.
Step 3: Selection of content.
Step 4: Organization of content.
Step 5: Selection of learning experiences.
Step 6: Organization of learning experiences.
Step 7: Determination of what to evaluate and of the ways and means of doing it.
b. Concept of Curriculum: The term curriculum refers to the lessons and academic content
taught in a school or in a specific course or program. In dictionaries, curriculum is often
defined as the courses offered by a school, but it is rarely used in such a general sense in
schools.
2. Unit-II Concept of Curriculum: Notes prepared by Dr. G R Angadi Page 2
The concept of curriculum is as dynamic as the changes that occur in society: In its
narrow sense, curriculum is viewed merely as a listing of subject to be taught in school;
while in a broader sense, it refers to the total learning experiences of individuals not only
in schools, but in society as well.
To accommodate difference of view, Hamid Hasan (1988) telling that curriculum concept
can be evaluated in four dimension, that is
1. Curriculum as an idea; yielded pass or through research and theory's, specially in the
field of education and curriculum
2. Curriculum as plan written, as materialization of curriculum as an idea; what in it load
about target, materials, activity, appliances, and time
3. Curriculum as an activity, representing execution of curriculum as a plan written; in
the form of study practice
4. Curriculum as a result of representing consequence of curriculum as an activity, in the
form of got of curriculum target namely reaching of change of certain ability or
behavior from all educative participants.
Curriculum: Curriculum is a focus of study, consisting of various courses all
designed to reach a particular proficiency or qualification. A curriculum can consist
of more than one course. Curriculum refers to the training assigned to a student.
Curriculum is a focus of study, consisting of various courses all designed to reach a
particular proficiency or qualification.
2. Meaning of Curriculum Framework, Syllabus and Textbook
Introduction: A curriculum is considered the “heart” of any learning institution which means
that schools or universities cannot exist without a curriculum. With its importance in formal
education, curriculum has become a dynamic process due to the changes that occur in our
society. Therefore, in its broadest sense, curriculum refers to the “total learning experiences
of individuals not only in school, but in society as well”.
Meaning of Curriculum Framework: A curriculum framework is an organized plan or set
of standards or learning outcomes that defines the content to be learned in terms of clear,
definable standards of what the student should know and be able to do. A curriculum
framework is part of an outcome-based education or standards based education reform
design. A plan that interprets educational aims vis-a-vis(in relation to/ with regard to)
both individual and society, to arrive at an understanding of the kinds of learning
experiences school must provide to children.
Graphical Representation of Curriculum Framework:
3. Unit-II Concept of Curriculum: Notes prepared by Dr. G R Angadi Page 3
Curriculum: Curriculum is, perhaps, best thought of as that set of planned activities
which are designed to implement a particular educational aim – set of such aims – in
terms of the content of what is to be taught and the knowledge, skills and attitudes
which are to be deliberately fostered together with statements of criteria for selection of
content, and choices in methods, materials and evaluation.
The curriculum is defined as the guideline of the chapters and academic content covered
by an educational system while undergoing a particular course or program.
In a theoretical sense, curriculum refers to what is offered by the school or college.
However, practically it has a wider scope which covers the knowledge, attitude,
behaviour, manner, performance and skills that are imparted or inculcated in a student.
It contains the teaching methods, lessons, assignments, physical and mental exercises,
activities, projects, study material, tutorials, presentations, assessments, test series,
learning objectives, and so on.
The curriculum is well planned, guided and designed by the government or the
educational institution. It is aimed at both physical and mental development of a
student. It is the overall learning experience that a student goes through during the
particular course of study.
Meaning of Syllabus: Syllabus refers to the content of what is to be taught and the
knowledge, skills and attitudes which are to be deliberately fostered; together with stage
specific objectives.
The syllabus is defined as the documents that consist of topics or portion covered in a
particular subject. It is determined by the examination board and created by the
professors. The professors are responsible for the quality of the course. It is made
available to the students by the teachers, either in hard copy or electronic form to bring
their attention towards the subject and take their study seriously.
A syllabus is considered as a guide to the in charge as well as to the students. It helps
the students to know about the subject in detail, why it is a part of their course of study,
what are the expectations from students, consequences of failure, etc. It contains general
rules, policies, instructions, topics covered, assignments, projects, test dates, and so on.
4. Unit-II Concept of Curriculum: Notes prepared by Dr. G R Angadi Page 4
Meaning of Textbook: The textbook becomes an embodiment of syllabus - all that is in it
has to be taught, and that is all that is to be taught. It becomes a methodological guide—has
to be read and substantial portions memorized through repeated reading. It also becomes the
evaluation system-questions at the end of each chapter have to be answered orally and in
writing, reproducing the text from the book itself. Here the textbook is an embodiment of
the syllabus and of all aspects of classroom practices.
A textbook used as a standard work for the study of a particular subject.
A textbook is a manual of instruction in any branch of study. Textbooks are produced
according to the demands of educational institutions.
A book that contains detailed information about a subject for people who are
studying that subject.
Textbook:
A coursebook, a formal manual of instruction in a specific subject, especially one for
use in schools or colleges.
A textbook in the principles of science teaching It is likely to kill interest, and give
both teacher and pupils a didactic, textbook attitude at the very beginning.
...a kind of descriptive account or a social, geographical, anthropological, or historical
commentary that may at times have a certain textbook tone to it.
Comparison among Curriculum, Syllabus and Textbook
Basis for
Comparison
Curriculum Syllabus Textbook
Meaning Curriculum is the overall
content, taught in an
educational system or a
course
Syllabus is the document
that contains all the
portion of the concepts
covered in a subject
A textbook used as a
standard work for the
study of a particular
subject.
Origin Curriculum is a Latin
term
Syllabus is a Greek term
Set for A course A subject
Nature Prescriptive Descriptive
Scope Wide Narrow
Set out by Government/Board/Cou
ncil/ the administration
of school, college or
institute
Exam board
Term Till the course lasts For a fixed term,
normally a year
Uniformity Same for all teachers Varies from teacher to
teacher
Difference among Curriculum, Syllabus and Textbook
Curriculum Syllabus Textbook
The Curriculum refers to the
overall content, taught in an
educational system or a
course.
The syllabus is described as
the summary of the topics
covered or units to be taught
in the particular subject.
5. Unit-II Concept of Curriculum: Notes prepared by Dr. G R Angadi Page 5
The curriculum is same for all
teachers.
The syllabus varies from
teacher to teacher .
The term curriculum is a Latin
origin.
The term syllabus is a Greek
origin.
The curriculum has a wider
scope than the syllabus.
The syllabus has a narrow
scope than the curriculum.
Normally the curriculum is not
made available to the students
unless specifically asked for.
The syllabus is provided to the
students by the teachers so
that they can take an interest
in the subject.
The curriculum is prescriptive
in nature.
Syllabus is descriptive in
nature.
Curriculum covers a particular
course of study or a program.
Syllabus is set for a particular
subject.
Curriculum is decided by the
government /board. the school
/ college administration.
Syllabus is prepared by
teachers.
The curriculum lasts till the
completion of the course.
The duration of a syllabus is
for a year only.
3. Types of Curriculum: Core, Hidden, Null and Latent curriculum
Types of Curriculum
1. Overt, Explicit, or Written Curriculum (ಪ್ರಕಟ, ಸ್ಪಷ್ಟ, ಅಥವಾ ಲಿಖಿತ ಪ್ಠ್ಯಕರಮ): Is usually
confined to those written understandings and directions formally designated and reviewed
by administrators, curriculum directors and teachers, often collectively.
2. Societal Curriculum (or Social Curricula) (ಸಾಮಾಜಿಕ ಪ್ಠ್ಯಕರಮದ (ಅಥವಾ ಸಾಮಾಜಿಕ
ಪ್ಠ್ಯಕರಮದಲಿಿ): Societal Curriculum The massive, ongoing, informal curriculum of family,
peer group, neighborhoods, churches organizations, mass, media and other socializing
forces that “educate” all of us throughout our lives.
3. The Hidden or Covert Curriculum (ಗುಪ್ತ ಅಥವಾ ಗೂಢಾಚಾರಿಕೆಯ ಪ್ಠ್ಯಕರಮ): The Hidden or
Covert Curriculum Implied by structure and nature of school, which refers the kinds and
learning's of children derive from the very nature and organizational design of the public
school as well as the behaviors and attitudes of teachers and administrators.
4. The Null Curriculum (ಶೂನ್ಯ ಪ್ಠ್ಯಕರಮ): The Null Curriculum Which we do not teach, thus
giving students the message that these elements are not important in their educational
experiences or in our society.
5. Phantom Curriculum (ಚಿತತಭಾರಾಂತಿ/ ಭೂತ/ ಪೆರೇತ ಪ್ಠ್ಯಕರಮ): Phantom Curriculum the
messages prevalent in an through exposure to any type of media. These components and
messages play a major part in the enculturation of students into the predominant meta-
culture, or in acculturating students into narrower or generational subcultures.
6. Concomitant Curriculum (ಸ್ಹವತಿಿ ಪ್ಠ್ಯಕರಮ): Concomitant Curriculum This type of
curriculum may be received at church, in the context of religious expression, lessons
values, ethics or morals, molded behaviors, or social experiences based on the family’s
preferences.
6. Unit-II Concept of Curriculum: Notes prepared by Dr. G R Angadi Page 6
7. Rhetorical Curriculum (ಆಲಾಂಕಾರಿಕ ಪ್ಠ್ಯಕರಮ): Rhetorical Curriculum Ideas offered by
policy makers, school officials, administrators, or politicians.
8. Curriculum-in-use (ಬಳಕೆಯಲಿಿನ್ ಪ್ಠ್ಯಕರಮ): Curriculum-in-use Is the actual curriculum that
is delivered and presented by each teachers.
9. Received Curriculum (ಸ್ವೇಕರಿಸ್ಲಾದ ಪ್ಠ್ಯಕರಮ): Received Curriculum Those things that
students actually take out of classroom; those concepts and content that are truly learned
and remembered.
10.The Internal Curriculum (ಆಾಂತರಿಕ ಪ್ಠ್ಯಕರಮ): The Internal Curriculum Processes,
content, knowledge combined with the experiences and realities of the learners to create
new knowledge. While educators should be aware of this curriculum, they have little
control over the internal curriculum since it is unique to each students.
11.The Electronic Curriculum (ವಿದುಯಜ್ಜನಿತ ಪ್ಠ್ಯಕರಮ): The Electronic Curriculum Those
lessons learned through searching the internet for information, or through using e-forms of
communication.
The following four type of curriculum dealt in detail:
Core curriculum:
A curriculum in which all or some of the subjects or courses are based on a central
theme in order to correlate the subjects and the theme.
At the undergraduate level, individual college and university administrations and
faculties sometimes mandate core curricula, especially in the liberal arts. But because
of increasing specialization and depth in the student's major field of study, a typical
core curriculum in higher education mandates a far smaller proportion of a student's
course work than a high school or elementary school core curriculum prescribes.
The Core Curriculum is the set of common courses required of all undergraduates
and considered the necessary general education for students, irrespective of their
choice in major. The communal learning-with all students encountering the same
texts and issues at the same time-and the critical dialogue experienced in small
seminars are the distinctive features of the Core. Begun in the early part of the 20th
century, the Core Curriculum is one of the founding experiments in liberal higher
education in the United States and it remains vibrant as it enters its tenth decade. Not
only academically rigorous but also personally transformative for students, the Core
seminar thrives on oral debate of the most difficult questions about human
experience. What does it mean, and what has it meant to be an individual? What
does it mean, and what has it meant to be part of a community? How is human
experience relayed and how is meaning made in music and art? What do we think is,
and what have we thought to be worth knowing? By what rules should we be
governed? The habits of mind developed in the Core cultivate a critical and creative
intellectual capacity that students employ long after college, in the pursuit and the
fulfillment of meaningful lives.
The simple definition for the word core is central, and this perfectly describes the
intention of core curriculum. While unlimited sets and subsets of new information are
7. Unit-II Concept of Curriculum: Notes prepared by Dr. G R Angadi Page 7
available to learn between kindergarten and college, the core curriculum movement
has organized all those items that educational researchers have determined are best
learned at each grade level and decided which concepts are central to the learning
experience. It is important to note that core curriculum is what is taught, not how it is
taught.
Hidden curriculum:
The hidden or covert curriculum -That which is implied by the very structure and
nature of schools, much of what revolves around daily or established routines.
This type of curriculum has to do with how particular assumptions about schooling
and learning manifest in practice. For example, when a teacher has her or his desk at
the front of the classroom and "teaches" from this area, the message that is being
learned by students is that the teacher is in control, including being the knowledge
authority, and is the center of attention. The teacher is also of central importance.
Another example involves the value of particular topics that is communicated
implicitly. Such values can be communicated by time spent, by tone of voice, or by
how the topic is treated (e.g., trivialized or marginalized).
Hidden curriculum refers to the unwritten, unofficial, and often unintended lessons,
values, and perspectives that students learn in school. While the “formal” curriculum
consists of the courses, lessons, and learning activities students participate in, as well
as the knowledge and skills educators intentionally teach to students, the hidden
curriculum consists of the unspoken or implicit academic, social, and cultural
messages that are communicated to students while they are in school.
A hidden curriculum is a side effect of an education, "[lessons] which are learned but
not openly intended" such as the transmission of norms, values, and beliefs conveyed
in the classroom and the social environment. Any learning experience may teach
unintended lessons.
Any learning experience may teach unintended lessons. Hidden curriculum often
refers to knowledge gained in primary and secondary school settings, usually with a
negative connotation where the school strives for equal intellectual development (as a
positive aim). In this sense, a hidden curriculum reinforces existing social inequalities
by educating students according to their class and social status. The unequal
distribution of cultural capital in a society mirrors a corresponding distribution of
knowledge among its students.
Null curriculum:
The null curriculum is what is not taught. Not teaching some particular idea or sets of
ideas may be due to mandates from higher authorities, to a teacher’s lack of
knowledge, or to deeply ingrained assumptions and biases. Teachers and schools may
not teach that Christopher Columbus slaughtered many of the native peoples he
encountered when he "discovered" the Americas. Many teachers are under pressure
not to teach evolution.
The null curriculum - That which we do not teach, thus giving students the message
that these elements are not important in their educational experiences or in our
society. Eisner offers some major points as he concludes his discussion of the null
curriculum.
The "Null", or "excluded" curriculum is a concept that was formulated by Eisner
(1979) and consists on the amount of teaching material which is not covered, taught,
nor included in the typical curricula of school districts.
8. Unit-II Concept of Curriculum: Notes prepared by Dr. G R Angadi Page 8
Latent curriculum:
Editor-Prideaux has provided an interesting and useful summary of approaches to a
medical school curriculum. ... The first is the latent curriculum, first described by
Eisenberg, whereby students learn what is “really” important from role models,
especially clinicians.
High schools have a “latent curriculum,” a set of rules and norms that are written in
considerable measure by fellow students, argues Cookson.
4. Differentiated curriculum:
Differentiated curriculum is one that is individualized to meet the diverse needs of all
of the students in one class. As gifted children expert Susan Weinbrenner says, "Equality
means giving everyone equal opportunities to learn, not teaching everyone in exactly the
same way." If implemented appropriately, differentiation does not have to mean more work
for the teacher. In fact, it will allow a teacher to spend his or her time more efficiently with a
greater number of students.
Gifted students need the opportunity to work through the curriculum at a faster pace
and need less time on basics and revision. A differentiated curriculum is a program of
activities that offers a variety of entry points for students who differ in abilities, knowledge
and skills. In a differentiated curriculum teachers offer different approaches to what students
learn (content), how students learn (process) and how students demonstrate what they have
learned(product).
Differentiation ranges from slight to major modifications of the curriculum through
adjustments to content, processes and skills. It provides a planned, documented and
challenging curriculum that matches the ability of gifted students to:
Learn at faster rates
Find, solve and act on problems more readily
Manipulate abstract ideas and make connections to an advanced degree.
Differentiation should include enrichment and extension activities. Enrichment refers
to the broadening of the curriculum to develop knowledge, application, thinking skills and
attitudes, to a degree of complexity appropriate to the students’ developmental level.
Enrichment activities are often found only in extra-curricular provisions and need to be
written into programs to ensure all students have access. Extension activities involve the
deepening of students’ knowledge, understanding and skills.