ELT CURRICULUM &

INSTRUCTIONAL DEVELOPMENT 1

Compiled byClarry Sada

Email: clarrysada@yahoo.co.idBlog: clarrysada.wordpress.com

What is curriculum?Curriculum is said to be a very ill-

defined term (Huang, 1991). It may carry different meanings when

used by teachers, schools and academics. What makes the matter worse is that it is used interchangably with terms like syllabus, examination syllabus and instruction (Chang, 1998).

In this session, we would try to clarify what it is.

Syllabus and Curriculum"A syllabus is typically a list of content areas

which are to be assessed.” (Print, 1993)"A curriculum shows by what kind of

educational activities the teacher will fulfill the requirements of the syllabus.... The curriculum is primarily concerned with method and therefore with education; it is made up of pedagogical directives, intended to provide assistance, advice, suggestions and information to assist the teachers in carrying out his task successfully.." (Dottrens, 1962).

"The curriculum usually contains a statement of aims of specific objectives, it indicates some selection and organization of content, it either implies or manifest certain patterns of learning and teaching, whether because the objectives demand them or because the content organization require them. Finally it induces a program of evaluation of the outcomes." (Taba, 1952)

Curriculum and Instruction"Curriculum is 'a system of planned

actions for instruction' and instruction is the 'system for putting the plans into action.” (MacDonald, 1965)

"Basically the curriculum is what happens to children in school as a result of what teachers do." (Kansas, 1958)

"By 'curriculum' we mean the planned experiences offered to the learner under the guidance of the school.” (Wheeler, 1967)

"Instruction is the delivery of information and activities learners' attainment of intended, specific learning goals. In other words, instruction is the conduct of activities that we focused on learners learning specific things." (Smith & Ragan, 1993, p.2)

Elements of a curriculum

Objectives

Evaluation

Content Methods

Curriculum Dimensions1) Platform2) Objectives3) Student entry behaviours4) Assessment tools & procedures5) Instructional materials6) Learning experiences7) Teaching strategies8) Content9) Time

The Tylerian Model This model was developed by Ralph

Tyler to simplify the curriculum development process.

Consists of four primary steps…Development of performance objectivesDevelopment of activitiesOrganization of activitiesEvaluation

The Tylerian Model was expanded by Doll (1986)to include:Statement of need, based on assessmentStatement of objectiveContent list and organizational planDescription of learning experiencesEvaluation planPlan to solicit support for the curriculum

The final model that we will look at is the Ten-Step Curriculum Planning Model.

This model first appeared in the NASSP Bulletin in 1984 in an article by Zenger and Zenger. It is an inclusive, organized approach that certainly meets the definition of “systematic model.” It is commonly used in the school setting.

The article is not available on the web as a full text article, therefore, I will mail a copy to you.

Identify Curricular Need

Develop Goals and Objectives

Identify Resources and Restraints

Organize Curriculum Committees

Establish Roles of Personnel

Identify New Curriculum

Select New Curriculum

Design New Curriculum

Implement New Curriculum

Evaluate Curriculum

Ten-Step Curriculum Planning Process Model

Selecting and Organizing ContentPlanning curriculum similar to guided tourVarious options of how to reach

destination (broad program goals)Planning itinerary in advance aids in

avoidance of confusion—saves timeBroadest level involves selecting,

structuring subject matter to be taught to reach broad program goals

Learning becomes development of a series of connections among concepts that hold real meaning and relevance for learner

Concepts Defined and CharacterizedConcept is a key

idea, topic, or main thoughtWhat a person

thinks about a particular subject or topic

Core and abstract meanings that an individual attaches to something

Words/Symbols

Feelings/Emotions

Core of Meaning

Core of meanings is enmeshed in feelings and emotions that a person associates with it…words or symbols used to communicate ideas or concepts

Developing Conceptual OutlinesConceptual Outline

product resulting from organization of selected concepts into logical systemDeveloped for

Entire curriculum Specific course Workshop Conference Unit of study presentation

First: main or key topics identified

Second: Sub-concepts under main concepts

“Scope” used to denote what subject matter topics are to be covered

Concepts organized in a sequence

Concepts often build upon each other

Steps in Developing Conceptual OutlineBrainstorm to generate list of all possible

concepts Base list of input factors and accompanying

implications drawn in relation to the learners present

Consider time frameEliminate concepts seen as least

important…add others proposed by colleagues or learners

Take concepts remaining; organize into logical sequence of concepts

Principles of Curriculum OrganizationUse outline formatState concepts clearly and conciselyList sub-concepts below related conceptProvide detail Work from what learners already know,

introduce new material at appropriate pace and learning level

Present simple concepts firstPresent concrete before abstract conceptsTake advantage of opportunities to repeat

concepts in various aspects of curriculumReassess, adjust conceptual outline as

needed Chapter 3: Chamberlain & Cummings, 2003

What is curriculum development and what do curriculum developers do?

Traditionally, curriculum development has been seen as planning for a sustained process of teaching and learning in a formal institutional setting

“Curriculum” comes from Latin word for race courseThe “curriculum” can be likened to a race (or, better,

obstacle) course through a given terrain of human endeavor

The assumptions usually are:Time is too short to allow for learner self-directionThe real world is too messy a place for learners and other

immature peopleMessy reality needs to be “translated” into schemas and

logical orderings (subject matter) so immature minds can grasp it quickly and avoid wasting time, materials, or injuring the learner or others

What is curriculum development and what do curriculum developers do?

Curriculum development always involves:Assumptions about the nature of learners (and

teachers) Assumptions about the purposes of schools Assumptions about what kind of knowledge is

important Assumptions about what kind of world we live inAssumptions about what kind of world we want to

live in(Different curriculums and different schools are

more or less likely to reveal these assumptions)

What are some philosophical questions that come up in curriculum development?

Should children be coddled or pushed? How important is it to achieve uniformity of behavior or belief? Should individual differences be exalted or denied? Should students be able to choose what they learn? Should schools seek to change (improve) society or sustain it? Should tolerance and understanding outweigh nationalism and

distrust? (What is the school’s role in this?) Should everything that is learned have practical or economic

value? Should schools seek to further parental goals or goals defined

outside the family? What are the relative values of reading, writing, figuring,

playing, working, sweating, debating, talking, listening, agreeing, disagreeing, relaxing, persisting, resisting, conforming, participating, expressing, creating, problem-solving, thinking, experimenting?

Eight Common Curriculum Design1. Content-based instructionpurpose: knowledge, acquisitionactivity: facts, data, and representative form

2. Shell Based Instructionpurpose: process and manipulationactivity: practice, ordering application

3. Inquiry Approachpurpose: awareness, interestactivity: unknown, sampling

4. Conceptual Learningpurpose: understandingactivity: big ideas, familiarity

Eight Common Curriculum Design5. Interdisciplinary Learning purpose: making connectionactivity: application

6. Cooperative Learningpurpose: coordinating social skillsactivity: group work

7. Problem Solvingpurpose: apply skillsactivity: current events

8. Critical and Creative Thinkingpurpose: construction of new formsactivity: model building, imagination

PlanningPlans are like road maps

Move learners forward toward important goals---improve quality of their lives Goals derived from input factors

Curriculum selectionSelect portions of other available curriculaAdd new materialRework portionsShape new, up-to-date curriculum

PlanningInvolves multiple levels

Block plans for entire year, long-term program, or conference

Unit plan for respective topics within block plan

Daily lesson, session, or workshop planPlans

ConceptsGeneralizationsObjectivesLearning experiencesResourcesAssessment techniques

AssessmentGather of information to determine

Teacher successLearner successCurriculum material success

Process involves honest appraisal of both strengths and weaknesses ofProgramProgress as an educatorProduct—learners’ knowledge

Assessment SourcesTesting proceduresInformal non-testing

Conversations/input from Advisory board members Parents/guardians Administrators Supervisors Former students Current learners Employers Business leaders Other educators

Using FeedbackOnce feedback is received…determination of

what went well and what needs improvement is next

Information discovered goes back into the curriculum development process

Educating is a process of continual change

Gathering Data from Input Factors

Learners

Resources

Societal Trends

Community Characteristics

Educational Psychology

Philosophies

Subject-Matter Trends

Drawing Implications

Planning Implementing the Plan

Assessing

Using FeedbackChapter 3: Chamberlain & Cummings, 2003