Provides examples of philosophical, psychological, social and historical foundations - these foundations influence the development, implementation and evaluation of curriculum;

1. Overview/Foundations
Presenter: Dr. Cynthia Crump

2. BELOW YOUR GOAL:
List specific
knowledge,
skill(s),
attitude, and / or
disposition
you gained on Day 1.

3. WHAT
ARE THE
GUIDING
TENETS?

4. CURRICULUM
systems
Environment
Reform
Roles
Change

6. Provides a framework / building block for:
• organizing institutions and learning
• Broad issues
• Decision making
• “... philosophy is a vital part of action” (Ornstein
• Controls all elements of the curriculum

8. humanism
cognitivism

10. Integrated
Modular
Competency-based

11.  Explains a process (WHY)
• What knowledge is of most worth
• Origin of each branch of subjects
 Set of related statements/educational concepts
explaining a series of events peculiar to a field e.g.
Procedure for curriculum
 Development
 Implementation
 evaluation
 Traditionally, ...examination of history of curriculum,
differing conceptions of and approaches to curriculum
and its making, and purposes curriculum could and
should serve.

12. What philosophy/ies is/are most suited to your curriculum? Why?
What knowledge is of most worth?
How could students learn? Content… Values… competencies?
Why should students learn any subject?
What are our core beliefs about teaching, learning and assessment?
What principles should guide the curriculum development process?

13. process product content
context praxis

14. • WHO?
• HOW?
• WHEN ?
• WHERE?
TIME FRAME

15. Planning
/designing
Writing /
DevelopmentImplementation
Evaluation and
Review
foundations
learner
characteristics
needs
teams
modules
assessment
learning
training
monitoring
Evaluation
strategy
review

16. Putting into practice the officially
prescribed courses of study, syllabuses
and subjects
Helping the learner acquire knowledge or
experience
What factors influence?

17. Tyler
CIPP
Stake
Scriven
 Format for curriculum
evaluation

18. Process of
• describing and judging an educational program or
subject;
• Comparing a student’s performance with
behaviourally stated objectives;
• Defining, obtaining and using relevant information
for decision-making process
• INTERNAL and EXTERNAL

19.  FORMATIVE VS.
SUMMATIVE
 PROCESS VS.
OUTCOMES
 Observation schedules
 Questionnaires
 Focus groups
 Interviews
 Reflections
PARTICIPANTS
 Administrators
 Staff/
teachers/lecturers/trainers
 students/learners
 Businesses
 clients
 community
 WHAT
• Documents & curriculum
• Labs
• Equipment & Materials
• Classrooms
• Attitude
• Physical setting
• Scores/grades

21.  Curriculum, Theory and Practice. http://www.infed.org/biblio/b-
curric.htm
 http://www.ncrel.org/sdrs/areas/issues/content/currclum/cu3lk1
2.htm
 http://peoplelearn.homestead.com/DEFINITIONS.Curriculum.d
oc
 Ornstein, A. (n.d.) Philosophy as a basis for curriculum
decisions.
https://wiki.usask.ca/download/attachments/44564505/philoso
phy_%20curriculum.pdf
 www.learningdomain.com/ASSESS/Module_8.Evaluation.d
oc
 http://www.fao.org/docrep/009/ah650e/AH650E03.htm
 http://www.scribd.com/doc/90296980/4/UNIT-3-Factors-That-
Influence-Curriculum-Design