Various forms of curriculum

1. Roll no :1091
Topic: various forms of curriculum

2.  Curriculum is a design plan for learning that
requires the purposeful and proactive
organization, sequencing and management of the
interactions among the teacher, and students, and
the content knowledge we want students to
acquire.

3.  Recommended curriculum:
 The Ministry of Education, the Commission on
Higher Education, or any professional
organization can recommend and implement a
curriculum. For example, what is being
implemented by the Department of Education or
the Commission on Higher Education is an
example of a recommended curriculum.

4.  This curriculum is organized around contents units
and the sequence of what is taught follows the logic of
the subject matter. Knowledge and skills are
sequentially over time and students have to remember
these for the purpose of the examination or an
interview for the job. The teacher in subject centered
curriculum is seen as scholar who will be using a
variety of teaching strategies to share their knowledge.

5.  A learner centered curriculum is “a process that brings
together cognitive, emotional and environmental
influences and experiences for acquiring, enhancing or
making changes in learner’s knowledge, skills, values
and world views.”

6.  Focuses on both learners and instructor.
 Instructor models; students can interact with instructor
and one another.
 Students work in pairs, in groups and alone depending on
the purpose of the activity.
 Students talk without constant instructor monitoring.
 Students have some choice of topics.
 Students answer each other’s questions, using instructor as
an information resources.
 Classroom is often noisy and busy.
 Students evaluates their own learning, instructor also
evaluates.

7.  According to Baene, 1995, “educators seem especially
interested in the development and use of curriculum
integration as a means of increasing student interest
and students’ knowledge”.
 Integrated curriculum is a learning theory describing
toward integrated lessons helping students make
connections across curriculum. Integrated curriculum
is basically adding elements to existing material and
activities.

8.  A core curriculum is course of study which is deemed
central and usually made mandatory for all students of
a school or school system. This is not independent
type of curriculum. It refers to the area of study,
courses or subjects that students must understand in
order to be recognized as educated in the area.

9.  This refers to a lesson plan or syllabus written by
teachers. Another example is the one written by
curriculum experts with the help of subject teachers.

10.  This is about the implementation of the written
curriculum. Whatever is being taught or an activity
being done in the classroom is a taught curriculum.

11.  Instructional materials, such as textbooks, audio visual
materials, blogs, wikis, and others are examples of
support curriculum. Other examples are playgrounds,
zoos, gardens, museums, and real life objects.

12.  Assessed Curriculum:
 When students take a quiz or the mid-term and final
exams, these series of evaluations are the so-called
assessed curriculums.

13.  Learned Curriculum;
 This type of curriculum indicates what the students
have actually learned. This can be measured through
learning outcomes. A learning outcome can be
manifested by what students can perform or do either
in their cognitive, affective or psychomotor domains.

14.  Hidden Curriculum:
 This refers to the unplanned or unintended
curriculum but plays an important role in learning.
The hidden curriculum can affect what will be taught
and assessed by your teachers, and eventually may
affect what you will learn.

15.  Traditional curriculum:
 This is the traditional workbook/textbook approach
familiar to those who attended schools growing up.

16.  11. Classical curriculum:
 “The Trivium” is stages or ways of learning that
coincide with a child’s cognitive development.
Grammar Stage—What’s in their world (PreK-
2nd or 3rd)
Dialectic Stage—Tell me more. Tell my why. How
does it work? Compare/contrast; Connect real
things to abstract. (2nd or 3rd – 5th or 6th)
Rhetoric Stage—what does it mean to me? What
do I do with this info? How am I going to use
it? Logic/Debate. (Middle school to Adult)

17.  The null curriculum:
. From Eisner’s perspective the null curriculum is
simply that which is not taught in schools.
Somehow, somewhere, some people are
empowered to make conscious decisions as to
what is to be included and what is to be excluded
from the overt (written) curriculum.

18.  Rhetorical curriculum:
 Elements from the rhetorical curriculum are
comprised from ideas offered by policymakers, school
officials, administrators, or politicians. This
curriculum may also come from those professionals
involved in concept formation and content changes;

19.  17. Curriculum in- use:
 The formal curriculum (written or overt) comprises
those things in textbooks, and content and concepts in
the district curriculum guides. However, those
“formal” elements are frequently not taught. The
curriculum-in-use is the actual curriculum that is
delivered and presented by each teacher.

20.  Processes, content, knowledge combined with the
experiences and realities of the learner 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 student.

21.  Those lessons learned through searching the Internet
for information, or through using e-forms of
communication. (Wilson, 2004) This type of
curriculum may be either formal or informal, and
inherent lessons may be overt or covert, good or bad,
correct or incorrect depending on ones’ views.

22.  The collateral curriculum:
 The concept of collateral curriculum encompasses
far richer and more exclusive meaning. We have
discussed the powerful impact of school and
college life on students beyond the formal course
work. Hence the design and the conduct of the
school and college as learning communities cannot
be separated from the formal course work as for as
intellectual and social growth of the learner
concerned.

23.  According to Tanner and Tanner:
 “Activity curriculum is an attempt to treat learning as
an active process. Activity curriculum discards the
boundaries and the curriculum was centered largely on
area of child interest. the objective of curriculum was
child growth through experiences”.
 This include everything from listening practices which
help the students to absorb what they here, to short
writing exercises in which students reacts to lecture
material, which students apply course material to “real
life” situations and/or to new problems.