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Curriculum Ideologies - Coggle Diagram
Curriculum Ideologies
Scholar Academic
Shared Knowledge
Specific to knowledge held at colleges & universities
Mathematics
"New Math"
"If/Then" thinking
UICSM & SMSG
Set Theory
associative, distributive, commutative principles in elementary math
History
MACOS
Grades 5-6 Social Studies Curriculum revitilazation
anthropology, ethnography, psychology
Curriculum booklets & teacher training
Funded by NSF 1963-1970
Physics
Shared attitudes & conventions
Sputnik 1957
Education shift into science & mathematics focus
Knowledge, attitudes, and assumptions of academic disciplines form the basis for school curriculum.
Curriculum as a direct reflection of discipline
Search for Knowledge
Dissemination of knowlege
Intellectual hierarchy
Disciplines are not static and constantly changing
Preserve the existence of the discipline by indoctrinating new members of the discipline
The child is less important than curriculum content.
Child deemed "incomplete" and a neophyte of the discipline.
Teacher deemed as a mediator or transmitter between curriculum and student.
Acculturation
Thriving in the modern world
Culturally Literate
Good Citizenship
Curriculum grounded in the Academic Discipline
"draw upon the analyses of the nature of knowledge"
Curriculum concerns OUTSIDE of the discipline are deemed unimportant and excluded
Intellect and direct pursuit of knowledge
Social Efficiency
Programmed Curriculum
Curriculum as a carefully sequenced set of learning experiences.
Sequenced to lead learner from
incompetence to competence
Behavioral Engineering
Determine objective's sequence.
Stimulus-Response that leads learner from incompetence to competence
Create experiences that the learner will encounter while moving through the curriculum.
Learning experiences must correspond to to clearly specified behavioral objectives.
Curriculum Purpose - what learners should acquire
Purpose defined by "client" i.e. Society, parents, teachers, businesses
Organizing the learner's experience.
The creation of a linear sequence of experiences that parallel the sequence of behavioral objectives.
5 Tasks
Evaluative measures
A method of assessing if the learner acquired the desired behavior from the learning objective.
Gives immediate feedback, determines if learner will proceed to next objective or needs additional work, monitors learner and teacher, determines effectiveness of program.
Training for an adult life based on "performances" of particular observable tasks and experiences.
People are seen as members of society first, and individuals second.
The goal of education is the perpetuation of society and to allow the adult to have a meaningful life within the bounds of society.
Evaluation
"How do we determine if objectives are being attained?"
Analogy
The school is a factory, the child is the raw material, the adult is the finished product. The teacher is the factory worker and the curriculum is the processing that the "raw material" must undergo in order to become the "finished product.
The Objective
Curriculum workers/teachers must determine what finished product society wants, and how to efficiently make that product.
Learner Centered
Observations
What is the child interested in?
The Ideal School
The orientation of the school is focused around the child. The needs and interests of the student are the focus rather than specific school subjects.
Hands on learning
Field trips, project based curriculum based on students goals.
Students are deemed to learn more when they are engaged in work or play
Conflicts
Direction from adults can be missing or undervalued in student led curriculum.
What do we do with the standards?
Is learner centered curriculum a backlash on government based standards?
Goals
Focus is on the present moment of the child's needs - NOT in a predetermined future or roadmap to a career aspiration.
Curriculum is NOT designed to lead the student through particular set stages of growth. Curricula should enrich the students growth through a particular developmental stage.
Daily work is deemed "enough"
Social Reconstruction
Societal Problems to be addressed:
Racism, poverty, war, sexism, pollution, climate change, corporate greed, crime, political corruption, healthcare, unemployment, etc.
Unless solved, these problems threaten the survival of society.
Social Perspective Focus
The assumption is that society is unhealthy and needs to be fixed.
Something MUST be done to save society.
Learner Centered
Students choose projects that are based on social issues that are important to them
Action
Curriculum allows students to experience, analyze, and discuss various social situations with a focus on how they can improve the world and how they take action.
Daily Lessons
Curriculum incorporates valid examples of everyday issues including everything from healthy eating habits, empathy, consumerism, and global awareness.
Good Society
A good society must be designed and created "by the hand and brain of man"
New Society by Design
A vision of a new and better society that is free from the existing problems motivates the transformation into the "new" society.
Good Guys, Bad Guys, and the Masses
Bad guys control the Masses, Good Guys are not in power.
Education's Role
To prepare people to transform society.