Curriculum Building & New Literacies

Cheatsheet Content

Curriculum Definition: The planned and guided learning experiences and intended learning outcomes, formulated through systematic reconstruction of knowledge and experience. I. Different Points of View Traditional: Focuses on subject matter, content, and the transmission of knowledge from teacher to student. Progressive: Emphasizes learner-centered experiences, problem-solving, and the development of skills. The Sabre-Tooth Curriculum A satirical allegory by Harold Benjamin illustrating resistance to curriculum change, even when outdated. II. Seven Types of Curriculum (WASHLTR) Written Curriculum: Documents, syllabi, curriculum guides. Assessed Curriculum: What is tested and evaluated. Supported Curriculum: Resources (textbooks, materials, facilities) provided to support the curriculum. Hidden Curriculum: Unintended lessons, values, and perspectives learned through schooling. Learned Curriculum: What students actually learn and internalize. Taught Curriculum: What teachers actually deliver in the classroom. Recommended Curriculum: Proposed by experts, professional organizations, or government bodies. III. Approaches to Curriculum As Content: Focuses on the body of knowledge or subjects to be learned. As Process: Focuses on the methods and strategies of teaching and learning. As Product: Focuses on the outcomes or results of learning. IV. The Teacher as a Curricularist (KIWIPIE) K nower: Understands the curriculum. I nitiator: Starts curriculum innovations. W riter: Develops curriculum materials. I nnovator: Introduces new ideas and methods. P lanner: Organizes learning experiences. I mplementor: Delivers the curriculum. E valuator: Assesses curriculum effectiveness. V. Four Ways of Presenting Content Topical Approach: Organized by specific topics or subjects. Concept Approach: Focuses on understanding key concepts. Thematic Approach: Integrates content around a central theme. Modular Approach: Content is divided into self-contained learning modules. VI. Curriculum Mapping Learning Outcomes: What students should know and be able to do. Learning Process: How students learn (activities, strategies). Learning Assessment: How learning is measured. Learning Content: The specific knowledge and skills covered. VII. Criteria in Content Selection Significance: Relevance and importance to learners' lives and society. Validity: Accuracy and truthfulness of the content. Utility: Practical usefulness and applicability. Learnability: Appropriateness for the learners' age, abilities, and prior knowledge. Feasibility: Achievability within given resources and time. Interest: Engaging and motivating for learners. VIII. Basic Principles of Curriculum Content (B-A-S-I-C-S) B alance: Equitable allocation of time and emphasis to different areas. A rticulation: Smooth flow and connection between different grade levels or subjects. S cope: Breadth and depth of content covered. I ntegration: Interconnectedness of different subject areas. C ontinuity: Repetition and reinforcement of concepts over time. S equence: Logical order of content presentation. IX. Foundations of Curriculum A. Philosophical Foundations Perennialism: Focus on enduring truths, classic works, and universal ideas. Essentialism: Emphasis on basic skills (reading, writing, arithmetic) and traditional subjects. Progressivism: Child-centered, experiential learning, problem-solving. Reconstructionism: Curriculum as a tool for social change and reform. B. Historical Foundations (Key Figures) Franklin Bobbitt (1876-1956): Scientific curriculum making, activity analysis. Werret Charters (1875-1952): Activity analysis, curriculum as a science. William Kilpatrick (1875-1952): Project method, child-centered approach. Harold Rugg (1886-1960): Social studies curriculum, integration. Hollis Caswell (1901-1989): Curriculum development as a process. Ralph Tyler (1902-1994): Rational curriculum planning (Tyler Model). Hilda Taba (1902-1967): Grassroots approach to curriculum development. Peter Oliva (1992-2012): Comprehensive curriculum development model. C. Psychological Foundations Ivan Pavlov (1849-1936): Classical conditioning. Edward Thorndike (1874-1949): Law of Effect, connectionism. Robert Gagné (1916-2002): Conditions of learning, instructional design. Jean Piaget: Cognitive development stages. Lev Vygotsky (1896-1934): Sociocultural theory, Zone of Proximal Development. Howard Gardner: Multiple Intelligences theory. Daniel Goleman: Emotional intelligence. Gestalt: Learning as perceiving wholes. Abraham Maslow (1902-1970): Hierarchy of Needs. Carl Rogers (1902-1987): Humanistic education, client-centered. John Dewey (1859-1952): Learning by doing, progressive education. Alvin Toffler: Future Shock, adaptable curriculum. D. Other Influential Figures Emile Durkheim: Sociology of education. Paulo Freire: Critical pedagogy, conscientization. William Pinar: Currere, autobiographical approach to curriculum. John Goodlad: Curriculum as a field of study, school reform. Harold Benjamin: Author of "The Sabre-Tooth Curriculum". Allan Glatthorn: Curriculum mapping, differentiated supervision. James Mursell: Principles of teaching and learning. Stephen Brookfield: Critical thinking, adult learning. Jacob Kounin: Classroom management, 'withitness'. Edgar Dale: Cone of Experience. Walter Barbe: Learning styles. Thomas Nagel: Philosophy of mind, consciousness. Benjamin Bloom: Taxonomy of Educational Objectives (cognitive domain). David Krathwohl: Taxonomy of Educational Objectives (affective domain). Elizabeth Simpson: Taxonomy of Educational Objectives (psychomotor domain). Lorins & Anderson: Revised Bloom's Taxonomy. Kendall & Marzano: New Taxonomy of Educational Objectives. X. Models of Implementation Fidelity Model: Strict adherence to the original curriculum design. Mutual Adaptation Model: Curriculum is adapted to local context, and the context is adapted to the curriculum. Enactment Model: Curriculum is created and re-created in the classroom through interaction. XI. Curriculum Changes Substitution: Replacing an old curriculum element with a new one. Alteration: Making minor modifications to existing curriculum. Restructuring: Significant overhaul of the curriculum. Perturbations: Unplanned, often disruptive changes in curriculum. Value Orientation: Shifts in the underlying beliefs and philosophies guiding the curriculum. XII. Evaluation Models Bradley Effectiveness Theory: Focuses on curriculum effectiveness. Tyler Objective-Centered Model: Evaluates based on stated objectives. Stufflebeam CIPP Model: Evaluates Context, Input, Process, and Product. Stake Responsive Model: Focuses on stakeholders' concerns and issues. XIII. Curriculum Improvement Micro Level: Classroom or individual teacher level. Meso Level: School or department level. Macro Level: District, regional, or national level. Global Level: International trends and influences. XIV. Types of Curriculum Design Subject-Centered: Organizes content around traditional academic disciplines. Learner-Centered: Focuses on the needs, interests, and experiences of students. Problem-Centered: Organizes content around real-world problems and issues. XV. Approaches to Curriculum Development Standard-Based: Aligns curriculum with specific learning standards. Competency-Based: Focuses on developing specific, measurable competencies. Inquiry-Based: Learning through investigation and questioning. Problem-Based: Learning by solving complex, real-world problems. Multidisciplinary: Draws on multiple disciplines to explore a topic. Technology-Based: Integrates technology as a central tool for learning. XVI. Globalization & New Literacies Global Literacy: Understanding global interconnectedness and issues. Multicultural Literacy: Appreciating diverse cultures and perspectives. Social Literacy: Understanding social norms, behaviors, and responsibilities. Media Literacy: Critically analyzing and creating media messages. Financial Literacy: Understanding personal finance and economic concepts. Cyber/Digital Literacy: Competence in using digital technologies ethically and effectively. Eco-Literacy: Understanding ecological principles and sustainability. XVII. Disciplinary Approaches Intra-Disciplinary: Focus within a single discipline. Inter-Disciplinary: Connecting two or more disciplines to explore a common theme. Multi-Disciplinary: Juxtaposing several disciplines, each retaining its distinct perspective. Trans-Disciplinary: Integrating disciplines to create a new, holistic understanding beyond traditional boundaries. XVIII. Curriculum-Instruction Relationship Cyclical Model: Curriculum and instruction continuously inform each other. Concentric Model: Curriculum as the core, with instruction radiating outwards. Dualistic Model: Curriculum and instruction as separate but related entities. Interlocking Model: Curriculum and instruction are deeply intertwined and mutually dependent. XIX. Others Alignment: Ensuring consistency between curriculum, instruction, and assessment. Horizontal Alignment: Consistency across different subjects at the same grade level. Vertical Alignment: Consistency across grade levels for the same subject. Flipped Classroom: Students learn content at home (e.g., via videos) and practice/apply in class.