August 28, 2022

After reading Chapter 1 from Developing th

After reading Chapter 1 from Developing the Curriculum by Oliva & Gordon, please answer the following questions in a reflective manner:

1. How would you define your own concept of models of curriculum-instruction relationship based on the theoretical dimensions discussed? Why? How does it influence your own definition of what curriculum is?

Directions: After watching the video and readings from Wiggins and McTighe Chapters 1 and 2, please answer the following questions:

2. Reflect on your own (current) framework for designing lesson units. How does your own framework compare/contrast to the backward design template? (Make sure you identify all three stages and address the key questions on each stage).

3. In Chapter 2 Wiggins and McTighe state that “understanding is proven by transfer”. How would you explain the statement in relation to curriculum design? (Make sure you provide examples from the readings).

link to book libgen.rs

Chapter1_Oliva.ppt

CHAPTER 1:
CURRICULUM AND
INSTRUCTION DEFINED

Developing the Curriculum

Eighth Edition

Peter F. Oliva

William R. Gordon II

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AFTER STUDYING THIS CHAPTER YOU SHOULD BE ABLE TO:

Identify alternative definitions of curriculum.
Distinguish between curriculum and instruction.
Explain in what ways curriculum can be considered a discipline.
Create or select a model of the relationship between curriculum and instruction and describe your creation or selection.

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CONCEPTIONS OF CURRICULUM

The track—the curriculum—has become one of the key concerns of today’s schools.
The quest for a definition of curriculum has taxed many an educator.
In many schools a written plan may be called a curriculum, but a curriculum encompasses many more entities than a written plan.

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CONCEPTIONS OF CURRICULUM

The term curriculum can be conceived in a narrow way (as subjects taught) or in a broad way (as all the experiences of learners, both in school and out, directed by the school).
Curriculum—is built, planned, designed, and constructed. It is improved, revised, and evaluated.

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CONCEPTIONS OF CURRICULUM

With considerable ingenuity the specialist can mold, shape, and tailor the curriculum to the needs of children the school serves.
Some curriculum theorists combine elements of both curriculum and instruction in defining the term curriculum.

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CONCEPTIONS OF CURRICULUM

Others find a definition of curriculum in:

purposes or goals of the curriculum
contexts within which the curriculum is found
strategies used throughout the curriculum

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CONCEPTIONS OF CURRICULUM

The purpose of the curriculum:
what curriculum does or should do
what the curriculum is meant to achieve
The contexts of the curriculum are the settings within which it takes shape-three types:
essentialist curriculum-designed to transmit the cultural heritage
a child-centered curriculum-designed to focus on the learner
reconstructionist curriculum-aims to educate youth in such a way that they will be capable of solving some of society’s pressing problems

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CONCEPTIONS OF CURRICULUM

Text definition – curriculum is perceived as a plan or program for all the experiences that the learner encounters under the direction of the school. In practice, the curriculum consists of a number of plans, in written form and of varying scope, that delineate the desired learning experiences. The curriculum, therefore, may be a unit, a course, a sequence of courses, the school’s entire program of studies—and may be encountered inside or outside of class or school when directed by the personnel of the school.

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RELATIONSHIPS BETWEEN CURRICULUM AND INSTRUCTION

A simplistic view of curriculum is – that which is taught and instruction as the means used to teach that which is taught.
Even more simply, curriculum can be conceived as the “what” or ends and instruction as the “how” or means.

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Both curriculum and instruction are subsystems of a larger system called schooling or education.
Decisions about the curriculum relate to plans or programs and thus are programmatic.
Decisions about instruction (and thereby implementation) are methodological.

RELATIONSHIPS BETWEEN CURRICULUM AND INSTRUCTION

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Four Models:

Dualistic

Interlocking

Concentric

Cyclical