Unit 3. Types of Curriculum (3).pptx

Types of Curriculum

1. TY P ES OF URRICULUM

2. FORMAL CURRICULUM Formal instruction of the schooling experience. Explicit curriculum include those things in textbooks. The written curriculum is an important component of authentic literacy- the ability to read, write and think effectively. The overt curriculum is the open, or public, dimension and includes current and historical interpretations, learning experiences, and learning outcomes. Textbooks, learning kits, lesson plans, school plays etc.

3. INFORMAL CURRICULUM Implicit curriculum has to do with how particular assumptions about schooling and learning manifest practice. They are also learning and modifying attitudes, motives, and values in relationship to the experiences…in the classroom.

4. Curriculum 1. R e co m m en d ed Curriculum 2. Written Cu r ri c ul u m 3. Taught Cu r ri c ul u m 4. Supported Cu r ri c ul u m 5. 6. 7. 8. Assessed Learned Hidden C o nc om itant Curriculum Curriculum Curriculum Cu r ri c ul u m 9. Phantom 10. N u ll

5. -most of the curricula are recommended - Proposed by scholars and professional organizations The curriculum may come from a national agency or any professional organization who has stake in education 1. R e com m end e d Curriculum

6. 2. Written C u rr i culum Includes documents, course of study or syllabi for implementation. Most written curricula are made by curriculum experts with participation of teachers. An example of this is the Basic Education Curriculum (BEC) and the written lesson plan of each classroom teacher made up of objectives and planned activities of the teacher.

7. The different planned activities which are put into action in the classroom compose the taught curriculum. These are varied activities that are implemented in order to arrive at the objectives or purposes of the written curriculum. It varies according to the learning styles of the students and the teaching styles of the teacher. 3. Taught C u rri culum

8. In order to have a successful teaching, other than the teacher, there must be materials which should support of help in the implementation of a written curriculum. Support curriculum includes material resources such as textbooks, computers, audio-visual materials, laboratory equipment, playgrounds, zoos and other facilities. Support curriculum should enable each learner to achieve real and lifelong learning. 4. Supported C u rri culum

9. This refers to a tested or evaluated curriculum. Series of evaluations are being done by the teachers at the duration and end of he teaching episodes to determine the extent of teaching or to tell if the students are progressing. Assessment tools like pencil-and-paper tests, authentic instruments like portfolio are being utilized. 5. Assessed Curriculum

10. This refers t o t h e l e ar n i n g ou t comes achieved by the students. Lear n i n g outcomes a r e indicated by the results of the tests and changes in behavior which can be either cognitive, affective or psychomotor. 6. Learned Curriculum

11. This is the unintended curriculum which is not deliberately planned but ay modify behavior or influence learning outcomes. Peer influence, school environment, physical condition, teacher-learner interaction, mood of the teacher and many other factors make up the hidden curriculum, 7. Hidden Curriculum

12. T h ings t h at are t a u g h t a t ho m e; t h ose experiences that are part of a family's experiences, or related experiences sanctioned by the family. This type of curriculum may be received at church, in the context of religious expression, lessons on values, ethics or morals, molded behaviors, or social experiences based on a family's preferences. 8. Conc om itant Curriculum

13. 9. Phantom Curriculum The messages prevalent in and through exposure to media

14. 10. Null is what is not taught. Not teaching some particular idea or sets of ideas may be due to mandates from higher authorities, to a teacher’s lack of knowledge, or to deeply ingrained assumptions and biases.

15. NULL CURRICULUM The null curriculum is what is not taught. The null curriculum is what a multi faceted concept. We do not teach, thus giving students the message that these elements are not important in their educational experiences or in our society.

16. ACTUAL CURRICULUM This to both written and unwritten syllabuses from which students encounter learning experiences. - tanner and tanner 1975 Act u al in f ormal formal

17. SUBJECT CURRICULUM Traditional curriculum Curriculum is organized according to how essential knowledge has been developed in the various subject areas. LIMITATIONS: Learner interest & needs have no place. More stress is given to content. No place for personal experience. Memorization is mostly encouraged.

18. CHILD CURRICULUM Experience curriculum establishes the relationship between school and society. Activity curriculum empowers students through ownership of knowledge. LIMITATIONS: Content not specific. No common curriculum is possible. Transforming the experiences into organized knowledge is difficult-no proper guidance is provided.

19. CORE CURRICULUM This not an independent type of curriculum. Compulsory course of study It relationship between life and learning. History, political structure, de m ocr a c y , cu l tural, fa m il y , science.

20. BROAD FIELD CURRICULUM Fused curriculum is combining several specific areas into large fields/areas. Integrated curriculum – several courses have been merged into one. “Environmental pollution”-chemistry, physics, biology, geography.

21. CORRELATED CURRICULUM In this type of curriculum different subject of school are taught by correlating each other. Mathematics s c ien c e

22. TASK CURRICULUM John Dewey has suggested this type of curriculum. kelpertrik has given project-method teaching for this curriculum. Mahatma Gandhi emphasized on basic education.(i.e) 3H-education Hand, Head and Heart.

23. INTENDED CURRICULUM It serves as a documented map of theories, beliefs and intentions about schooling, teaching and knowledge evidence in the development of teacher proof curriculum. knowledge Proc e s s es, cont e nt, combined re a li t i e s of with the exp e rie n ces the a n d l e ar n er t o cr e a t e new knowledge.

24. OBJECTIVE CURRICULUM B.S BlOOM has suggested this tri polar process educational objectives-learning experience- change behaviour EXTRA-MURAL CURRICULUM It refers to those learning activities or experiences students are exposed to by their teachers but which are not stipulated in the formal or official curriculum.

25. RHETORICAL CURRICULUM Elements from the rhetorical curriculum are comprised from ideas offered by policymakers, school official, administrators or politicians. The rhetorical curriculum may also come from the publicized works offering updates in pedagogical knowledge.

26. PHANTOM CURRICULUM The message prevalent in and through exposure to media. CONCOMITANT CURRICULUM This type of curriculum may be received at church, in the content of religious expression, lessons on values, ethics or morals, moulded behaviours, or social experiences based on a family's preferences .

27. OCCUPATIONAL CURRICULUM On the content to be covered within the three learning components. Learning components knowledge Practical skill Work e x p e ri e n c e

28. TESTED CURRICULUM What is tested is a limited part of what is intended by policy makers, taught by teachers and learned by students. The test curriculum is that set of learning's that is assessed in teacher-made classroom tests; in district-developed, curriculum-referenced tests and in standardized test.

29. E-CURRICULUM E-Electronic Those lessons learned through searching the internet for information or through using e-forms of communication. CD-ROM, network, internet, intranet, video, audio, animation, e-mails, FB, YouTube.