Curriculum Ideologies
Scholar Academic
Social Efficiency
Shared Knowledge
Programmed Curriculum
Training for an adult life based on "performances" of particular observable tasks and experiences.
Evaluation
Acculturation
Curriculum grounded in the Academic Discipline
Analogy
Thriving in the modern world
Culturally Literate
Good Citizenship
Specific to knowledge held at colleges & universities
Shared attitudes & conventions
Knowledge, attitudes, and assumptions of academic disciplines form the basis for school curriculum.
Mathematics
History
Physics
Sputnik 1957
"New Math"
"If/Then" thinking
UICSM & SMSG
MACOS
Set Theory
associative, distributive, commutative principles in elementary math
Grades 5-6 Social Studies Curriculum revitilazation
anthropology, ethnography, psychology
Funded by NSF 1963-1970
Curriculum booklets & teacher training
Education shift into science & mathematics focus
"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
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.
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.
People are seen as members of society first, and individuals second.
"How do we determine if objectives are being attained?"
Curriculum as a carefully sequenced set of learning experiences.
Sequenced to lead learner from incompetence to competence
Behavioral Engineering
Determine objective's sequence.
Create experiences that the learner will encounter while moving through the curriculum.
Curriculum Purpose - what learners should acquire
Organizing the learner's experience.
5 Tasks
Evaluative measures
Purpose defined by "client" i.e. Society, parents, teachers, businesses
Stimulus-Response that leads learner from incompetence to competence
Learning experiences must correspond to to clearly specified behavioral objectives.
The creation of a linear sequence of experiences that parallel the sequence of behavioral objectives.
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.
The Objective
Curriculum workers/teachers must determine what finished product society wants, and how to efficiently make that product.
The goal of education is the perpetuation of society and to allow the adult to have a meaningful life within the bounds of society.
Learner Centered
Social Reconstruction
Observations
Societal Problems to be addressed:
The Ideal School
Hands on learning
Conflicts
Social Perspective Focus
Learner Centered
Action
What is the child interested in?
Field trips, project based curriculum based on students goals.
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.
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.
Daily work is deemed "enough"
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Students are deemed to learn more when they are engaged in work or play
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.
The assumption is that society is unhealthy and needs to be fixed.
Something MUST be done to save society.
Racism, poverty, war, sexism, pollution, climate change, corporate greed, crime, political corruption, healthcare, unemployment, etc.
Unless solved, these problems threaten the survival of society.
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.
Students choose projects that are based on social issues that are important to them
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.