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- 1. Dr. Lubna Ali Mohammed CURRICULUM AND SYLLABUS DESIGN BAE 2643
- 2. LECTURE 3 Topics: Curriculum Theory Structure-oriented theory Value oriented theories Content oriented theories Process-oriented theories
- 3. LEARNING OUTCOME At the end of this lecture, students will be able to : •Describe what a curriculum theory . •Explain the 4 categories of Curriculum Theory •Explain the functions of curriculum theory in the process of school curriculum development •Explain the main 2 concepts of curriculum. 3
- 4. • Curriculum theory regarded as the heart or foundation of education theory. It draws on psychology, sociology and philosophy. The curriculum uses information from various disciplines and sets up rules and procedures for using the knowledge in the realm of humanities, natural sciences and social sciences. Introduction
- 5. • Curriculum theory is therefore important for planning curriculum. It helps in guiding the planning process and the curriculum development. The theory used is reflected in the produce i.e. the final curriculum. Introduction
- 6. • According to Glatthorn, Boschee and Whitehead (2006:74), - a curriculum theory is a set of related educational concepts that affords a systematic and illuminating perspective on curricular phenomena. • Similarly, Beauchamp (1981:60), - a set of related statements that give meaning to a school‘s curriculum by pointing up the relationships among its elements and by directing its development, its use, and its evaluation. Curriculum Theory
- 7. • According to Urevbu (1990), a curriculum theory should provide a practical guidance as to: •“What to teach” • “Who is taught”. • Who should control its selection and distribution, and • Who gets taught what? Curriculum Theory
- 8. • Glatthorn, Boschee and Whitehead (2006:74) divide curriculum theories into four categories respectively oriented according to 1. Structure- oriented theories, 2.Values - oriented theories, 3.Content - oriented theories, and 4.Processes - oriented theories. Categories of Curriculum Theory (Glatthorn, Boschee and Whitehead ,2006:74)
- 9. 1. Structure-oriented theories Normally have a descriptive and explanatory function. Structure- oriented theorists of curriculum are concerned with the components of the curriculum and their interrelationships within the educational environment. Structure-oriented theories examine questions such as the following. • What are the levels of curriculum decision making and what forces seem to operate at each of those levels? For example, how do classroom teachers make decisions about the curriculum? Categories of Curriculum Theory (Glatthorn, Boschee and Whitehead ,2006:74)
- 10. 2. Value-oriented theories are concerned mainly with examining the values and assumptions of curriculum makers and their products. Value-oriented theorists are called “educational consciousness- raising,” attempting to sensitize educators to the values issues that lie at the hearts of both the hidden and the stated curricula. What is the nature of a truly liberated individual, and how does schooling inhibit such liberation? Categories of Curriculum Theory (Glatthorn, Boschee and Whitehead ,2006:74)
- 11. 3. Content-oriented theories are concerned with the selection and organization of the curriculum content. Content-oriented theories tend to be prescriptive in nature, i.e., to determine what the curriculum should contain. Content-oriented theorists are concerned primarily with specifying the major sources that should influence the selection and organization of the curriculum content. Categories of Curriculum Theory (Glatthorn, Boschee and Whitehead ,2006:74)
- 12. 4. Process-oriented theories mainly describe how curriculum is developed or suggest how it should be developed, so process theories are descriptive or prescriptive. Categories of Curriculum Theory (Glatthorn, Boschee and Whitehead ,2006:74)
- 13. The functions of curriculum theory in the process of school curriculum development Many writers identify four functions of curriculum theory: 1.Description is an exact and accurate definition of the terms employed in the theory, classification of data, and reporting of event. 1.Prediction consists in predicting in the sense of indicating expected outcomes of planned courses of action.
- 14. 3. Explanation refers to elaborating predictable relationships, comprehensible description in the sense of predicting the relationship between what-is-to-be-explained (the phenomena to be explained) and present knowledge (present experience). -4. Guidance comprises the heuristic function, enabling problem solving by learning from past experience and investigating practical ways of finding a solution. The functions of curriculum theory in the process of school curriculum development
- 15. Concepts of Curriculum • Curriculum as Products • Curriculum as Process
- 16. Curriculum as Products • defines as outcomes of curriculum • a set of defining documents that describe what the entering and exiting student should be capable of • objectives are set, then plan drawn up, then applied, and later the outcomes or products were measured.
- 17. Curriculum as Products • education need to prepare the students for the real world situations, so this will show the students abilities, attitudes, habits and appreciation of knowledge they need. (Objectives of the curriculum) • the curriculum will then be that series of experiences which children and youth must have by way of obtaining those objectives. (Product)
- 18. Curriculum as Process • -set of documents for implementation • -not a physical thing to be focus, but rather the interaction of teachers, students and knowledge. • -curriculum is what actually happens in the classroom and what people do to prepare and evaluate. • It can be seen in teachers enter particular schooling and situations with : - an ability to think critically, -in-action, - an understanding of their role, and the expectations others have of them, and
- 19. Curriculum as Process • - a proposal for action which sets out essential principles and features of the educational encounter. • Guided by these, they encourage : conversations between, and with, people in the situation and out of which may come thinking and action. • - continually evaluate the process and what they can see of outcomes
- 20. Curriculum as Product Curriculum as Process - traditional approach - modern approach - focus on results and grading - focus on how things happen in learning and is more open- ended - choices of elective - more student choices - focus on finished product than what is happening in the learning process - focus on how students are learning, what their thinking is and how it will impact future learning - subject-centred design - learner-centered design
- 21. Conclusion • “… the potential use of curriculum theories is very clear. Appropriate curriculum theories (if we had them) could guide the work of teachers, policy – makers, administrators and anyone else involved in curriculum planning and development. They would help researchers analyse data and provide a much- needed impetus and direction for curriculum research with the benefits flowing on to classroom teachers” (Marsh, 2004:199)
- 22. Activities Group1 •Describe what a curriculum theory . •Explain the 4 categories of Curriculum Theory Group2 •Explain the functions of curriculum theory in the process of school curriculum development Group3 •Explain the product and process models of curriculum.
- 23. References • O’Neill, G. (2015). Curriculum Design in Higher Education: Theory to Practice, Dublin: UCD Teaching & Learning. ISBN 9781905254989 http://www.ucd.ie/t4cms/UCDTLP0068.pdf . • Pinar, W. F. (2011). What Is Curriculum Theory? (Studies in Curriculum Theory Series) (2nd ed.): Routledge. • Michael Young (2014). Curriculum Theory: what It is and Why It is Important ?