The Teacher and the School Curriculum PPT

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1. The te a cher a n d t h e school curri c ulum With ashley

2. topic Curriculum as a process Curriculum as an output Curriculum conceptions Levels of curriculum planning

3. Curriculum as a process

4. Curriculum as a process This is a collective term that encompasses all the considerations about which curriculum workers ponder and ultimately use to make choices in the development and evaluation of a curriculum project .

5. Curriculum as a process This means that the curriculum isn’t just a finished document; instead, it is the entire deliberative and dynamic journey of planning , creating , and refining it.

6. The “pondering” This refers to the initial , conceptual stage where educators, administrators, and stakeholders think deeply about what to teach , why it’s important , and who they are teaching it to . It involves questioning values, goals, and philosophical foundations.

7. The “choices” This is the stage where the pondering turns into practical decisions . It includes selecting specific content , choosing teaching methods , designing assessments , and organizing the sequence of learning . These choices are informed by initial reflection.

8. The “development and evaluation” This is the active, hands-on part of the process . It involves creating materials, implementing the curriculum in the classroom and then reflecting on its effectiveness.

9. Example: A school’s curriculum is tasked with creating a new social studies curriculum. Before they even think about specific content, they would ponder on big questions, make specific choices, and put the curriculum in use.

10. Two processes Curriculum as a process

11. The top-down process The top-down approach is a centralized and hierarchical model . The curriculum is created at the highest level of authority, such as the Department of Education or a school district’s central office. The decisions are cascaded down to teachers , who are expected to implement the curriculum as it is.

12. Example: The Department of Education decides that all 5th-grade students in the country must learn about a specific historical period, and it publishes standardized textbooks and a set of national exams. All teachers in the country must use this exact textbook and prepare the students for these specific exams.

13. The bottom-up process The bottom-up approach is a decentralized and grassroots model. It involves teachers, students, and local community members in the curriculum development process. The curriculum is developed at the school or classroom level, with input from the people who will be most affected by it.

14. Example: A group of teachers at a high school notices that their students are disengaged from their local history. The teachers decide to collaborate on designing a new history curriculum that focuses on the local community, utilizing interviews with elders and archival documents. They create their lesson plans and materials, which are tailored to their specific students and town.

15. Curriculum as an output

16. Curriculum as a product This is a view of curriculum design where the curriculum is seen as a tangible, finished artifact. In this model, the curriculum is a static document – a plan, a set of standards, a textbook, or a syllabus – that is created before the teaching process begins.

17. Result of the process The curriculum is a direct result of the curriculum development processes. All the pondering , planning , and evaluation lead to a final artifact.

18. Basis for instruction These products serve as a practical guide for teachers in the classroom. A curriculum guide tells a teacher what to teach , a syllabus tells a student what to expect .

19. products Curriculum Guides Courses of Study Syllabi Resource Unit Goals and Objectives

20. Curriculum conceptions The teacher and the school curriculum

21. Academic rationalist conception This views the curriculum as a means to transmit humanity’s cultural heritage . The primary goal is to develop students’ intellectual abilities through the study of classic and foundational academic disciplines. This is discipline-based. It believes that subject (history, science or math) has its own unique structure and a body of knowledge that all educated people should know.

22. Cognitive processes conception This focuses on how students think . The curriculum is designed to enhance and develop students’ cognitive skills (problem solving, critical thinking, metacognition) This is less concerned about transmitting specific facts and more concerned with teaching students how to learn .

23. Humanistic conception This is centered on the individual learner’s personal growth , emotional development , and self-actualization . The curriculum is flexible and designed to meet students’ needs. It views learning as a personal , subjective experience . It values creativity, collaboration, and student-led inquiry.

24. Social reconstructionist conception This views the curriculum as a powerful tool for social change . It is designed to help students critically analyze and address major social problems , with the goal of empowering them to become agents of change . This is problem-centered and future-oriented as it tackles real-world issues like inequality, environmental degradation and human rights.

25. Technological conception This sees the curriculum as a systematic , step-by-step process to achieve specific, measurable learning objectives . It is focused on efficiency, accountability, and the use of a scientific approach to learning. This is highly focused on a pre-planned, linear sequence . The content is broken into small manageable units and the teacher will deliver the content.

26. Eclectic conception This is a flexible approach that draws from the best elements of all the other conceptions. It recognizes that no single theory is perfect for every situation . It is pragmatic and adaptable . It allows educators to select and combine different principles based on the needs of their students, subject matter, and the scholarly context.

27. Levels of curriculum planning

28. The seven levels of curriculum planning National Level State Level School System Level Building Level Teacher Team Level Individual Teacher Level Cooperative Planning Level

29. National level When curriculum planning takes place at the national level, it involves subject experts and scholars of a particular discipline from various institutions across the country . They go through stages to determine if the existing program is absolute or inadequate, or satisfactory to meet the existing and future needs.

30. Stages Identification of significant subject matter , facts , laws , theories , etc. Deciding about the sequence of subject matter. Suggesting activities that help learners to learn the subject most efficiently.

31. Stages 4. Providing for supplementary study materials. 5. Suggesting evaluation procedures to check the level of learning.

32. Issues related to curriculum planning at the national level Is the national level curriculum planning able to understand the needs of local learners where the program is to be implemented? Can we expect that subject area scholars have sufficient knowledge about learner characteristics to make a meaningful curriculum? Aren’t teachers more suitable for curriculum planning as they are more acquainted with learners’ needs? Can curriculum plans prepared by scholars be successful when used by an unskilled teacher?

33. State level A committee is formed which consists of teachers, principals, coordinators, sholars , etc. under the State Education Department to suggest what should constitute the overall program across the state .

34. Issues related to curriculum planning at the state level Should we give freedom to local authorities to modify the programs as per their needs? Will state-level curriculum ensure quality education across a state? Does state-level curriculum affect the role of a teacher?

35. System wide level This level consists of team members including teachers at all levels, coordinators, and some qualified citizens. This aims to modify and improve the goals, study what the students are learning, recognize loopholes, and suggest steps for improvement.

36. Issues related to curriculum planning at the district level Which specific problem of the district can be referred to curriculum planning committee? How can we involve more teachers, citizens and administrators in curriculum planning? Which topics are relevant?

37. Building Level A team is formed (parents, teachers, administrators, and students) to solve a new discipline policy for that institution. This refers to a specific planning and implementation of a curriculum within a single school.

38. Issues related to curriculum planning at the Building level Do we need to involve students also in Building Level Curriculum Committee? If yes, how do we select them and how do we determine their authority? How much importance should be given to difficult aspects of hidden curriculum?

39. Teacher-Team Level There is a group of teachers who will come together to develop a unit. This is also called inter-disciplinary approach because teachers in the group belong to different subject areas.

40. Issues related to curriculum planning at the Teacher-Team level What benefits are expected from cooperative interdisciplinary planning? What are the distractive factors that need to be taken care of? How can we co-relate different disciplines to each other?

41. Individual teacher Level A single teacher makes a decision regarding learning objectives and methodology of delivering the content. He/She needs to plan various activities, resources required, evaluation procedures to be used and more.

42. Issues related to curriculum planning at the individual teacher level Am I considering both long-run and short-run objectives? Which problems am I facing? How much time do I have? Are my activities and teaching methods according to availability of time, and other resources? Am I preparing plans with 100% dedication? Am I deviating from my plan?

43. Cooperative curriculum planning Level The decisions regarding the curriculum planning are taken by a group of teachers and number of students.

44. Issues related to curriculum planning at the cooperative curriculum planning level How do we involve learners in curriculum planning? What benefits will learners get from such participation? How to decide on acceptance of learners’ opinion and how to ensure that if their ideas are not accepted, they are not discouraged?