Curriculum Domains Presentation

1. Curriculum
Domains
Aira Nina B. Cosico
Curriculum Development | Curriculum Design | Planned and Unplanned Curriculum

2. Curriculum
Foundation
Curriculum
Domain
external boundaries
 philosophical
 historical
 psychological
 social
 globalization
 technology
Edmund Short
Linda Behar
Allan Glatthorn and Jerry Jailall

3. Beaucham
p
 Planning
 Implementation
 Evaluation
Fenwick
English
 ideological
(philosophical-
scientific)
 technical(design)
 Operational
(managerial)
Edmund
Short
 policy making
 development
 evaluation
 change
 decision making,
 activities or fields
of study
 forms and
language of
inquiry

4. Linda Behar
 established an empirical format for identifying curriculum
domains and curriculum practices
 based on the most influential curriculum textbooks over a 20-year
period
 (a) curriculum philosophy (b) curriculum theory, (c) curriculum
research, (d) curriculum history, (e) curriculum development, (f)
curriculum design, (g) curriculum evaluation, (h) curriculum
policy, and (i) curriculum as a field of study.

5. Allan Gatthorn and Jerry Jailall
1. recommended curriculum delineated by scholars and professional
organizations;
2. written curriculum that appears in state and school district documents;
3. taught curriculum that teachers attempt to implement;
4. supported curriculum that helps implement or deliver the curriculum resources
such as textbooks and computers;
5. assessed curriculum that is tested and evaluated;
6. learned curriculum, what the students actually learn; and
7. hidden curriculum, unintended curriculum

6. Since 2000, the standards-education
movement has resulted in school
administrators becoming increasingly
concerned with aligning the written
curriculum (content) with the
assessed curriculum.

7. Despite this lack of consensus, however, it is important to
establish a framework for conceptualizing the domains of
curriculum.
conduct research and
make theoretical and
practical decisions
about curriculum
significant and
indispensable
knowledge
no framework exists

8. We maintain that, of all the domains of curriculum
knowledge…
design
development
theoretical aspects technical aspects

9. Curriculum
Developme
nt

10. Curriculum Development
how curriculum is planned,
implemented, and evaluated
what people, processes, and
procedures are involved in
constructing the curriculum

11. Curriculum Development
 Most curriculum textbooks offer some development
model, outline, or plan. Starting with a philosophy or set
of objectives, this model includes student assessment,
content selection and organization, implementation, and
evaluation.

13. Curriculum Development Models
 show the relationship of curriculum to various
decisions, activities, and processes.
 show input, transformations, and output and
treat curriculum as a system composed of
subsystems.
 ignore processes that are not easily
observed, measured, or controlled
 ignore attitudes, emotions, feelings,
and beliefs linked to teaching and
learning

14. Curriculum Development
 The path to curriculum development is strewn with
qualitative judgments, concessions to social and
political realities, and the need to serve diverse
students and teachers.

15. Curriculum Development
 There are no universal principles; everything is relational or
contextual. (William Doll)
 We must go beyond rational and logical methods and rethink
the curriculum in terms of aesthetics, morality, and spirituality.
(William Reid)

16. Curriculum Development
 A system of curriculum development can be open or
closed. Open systems are dynamic and evolutionary;
they develop through change. Closed systems are
static and unable to accommodate change.

17. Curriculum
Design

18. Curriculum Design
 The way we conceptualize the curriculum and arrange
its major components (subject matter or content,
instructional methods and materials, learner experiences
or activities) to provide direction and guidance as we
develop the curriculum.

19. Curriculum Design
 should provide a basic frame of reference, a
template if you wish, for planning what the
curriculum will look like after engaging in
curriculum development

20. If we liken a curriculum to a
painting, design refers to how we
want our artistic composition
arranged.

21. Curriculum Design
 Curriculum development tends to be technical and scientific;
curriculum design is more varied because it is based on
curricularists’ values and beliefs about education.
 Curriculum design should provide a framework for planning
what the curriculum will look like after curriculum development

22. Curriculum Design
 Curriculum development tends to be technical and scientific;
curriculum design is more varied because it is based on
curricularists’ values and beliefs about education.
 Curriculum design should provide a framework for planning
what the curriculum will look like after curriculum development

23. Curriculum Design
 20th century: curriculum specialists who started
out as teachers were content oriented,
emphasizing the core academic disciplines.

24. Curriculum Design
 20th century: curriculum specialists who started out as
teachers were content oriented, emphasizing the core
academic disciplines.
 We need designs that focus more on the student and
less on the content, but such designs have not gained
wide acceptance.

25. Planned and
Unplanned
Curriculum

26. Planned Curriculum
 What students learn in school extends beyond the
planned (formal or explicit) curriculum.
 Translates the school’s goals into the subjects that
students are expected to learn, the measured objectives
of the courses and lessons and the subject’s assigned
readings.

27. Unplanned Curriculum
 A school also transmits an unplanned (informal)
curriculum, one that is not intended or stated.

28. Planned
Curriculum
developed after
considering several
options and is usually
prepared by a
curriculum committee of
the school or school
district.
Eisner also distinguishes between the planned and the
operational curriculum.
Operational
Curriculum
emerges in the
classroom as a result of
the actual situation and
requires that teachers
make adjustments as
needed
Hidden
Curriculum
arises from interactions
among students and
between students and
teachers

29. Hidden Curriculum
 Built around the peer group and often competes with the
teacher’s planned curriculum.
 It influences thinking and behavior in classrooms,
sometimes even conflicting with the primary goals and
values of the school and larger society.

30. Hidden Curriculum
 elevates correct answers over understanding, facts over
ideas, conforming behavior over independent behavior,
and getting on the honor roll over helping others
 “beating the system” “winning”.

31. Hidden Curriculum
John Holt
“The aim of teachers and schools is to create student
“producers,” not thinkers, to reward right-answer-oriented
students and discourage creative or divergent responses.”

32. Hidden Curriculum
John Holt
Producers
follow rules and conform to
teachers’ expectations
Thinkers
raise questions, come up with
novel answers, and grapple
with ideas

33. Implicit
Curriculum
what the school teaches
as having cognitive and
social value)
Eisner also distinguishes between the implicit curriculum and
the null curriculum.
Null
Curriculum
omitted content and
values

34. Null Curriculum
 Curriculum involves deliberate choices;
educators are inclined to emphasize agreed-on
content and perspectives and systematically
omit others.

35. Null Curriculum
 Certain facts, ideas, and values are represented and
considered “commonly shared content”; the norms and
rules that govern are implicit. Other data are omitted; this
exclusion coincides with the null curriculum and
unplanned curriculum.

36.  Whether we use terms such as unplanned,
hidden, or null curriculum, certain subjects have
always been considered more important than
others.

37. John Dewey and Boyd Bode
Reminded us that all subjects, including literature, art,
music, dance, and vocational education, serve as
means to an end, expand the learner’s understanding
of culture, and enhance the learner’s sensitivities and
appreciation of the norms and values of society.

38. John Dewey and Boyd Bode
They were concerned that certain subjects
would be deemphasized, and the spirit of
individual creativity would be curtailed
because of content omission.

40. Thank
you!