MSC884Dr Daniel Tan

Discussion on the sabre-tooth curriculum and Brazilian physics

Definitions and aspects of curriculum

Essential questions

Akker, J. van den (1998). The science curriculum: Between ideals and outcomes. In B. Fraser & K. Tobin (Eds.), International handbook of science education (pp. 421-447). Dordrecht: Kluwer Academic Publishers.

Feynman, R. (1997). Surely you're joking, Mr. Feynman! New York, London: W.W. Norton & Company

Peddiwell, J.A. (undated). The saber-tooth curriculum. Retrieved, January 12, 2011 from http://nerds.unl.edu/pages/preser/sec/articles/sabertooth.html

Ornstein, A. & Hunkins, F.P. (2009). Curriculum: Foundations, principles, and issues (5th ed.). Boston, MA: Pearson.

What are the learning points from the paper?

What parts of my curriculum are similar to the

sabre-tooth curriculum? Why?

What parts of my curriculum are similar to the

―fishnet-making and using, antelope-snare

construction and operation, and bear-catching

and killing‖ skills? Why?

What are the issues that Richard Feynman

raise?

Do the same issues apply to our science

education? Give examples.

Plan for learning

Curriculum is an organised set of formal education

and/or training intentions

Linear view of curriculum – involves a sequence of

steps

Purpose, design, implementation and evaluation

Behavioural slant

Providing experiences for learners

Helping students to achieve self-realization

through active participation within the school

Humanistic and elementary school perspective◦ Child‘s interests and needs

Subject matter or content

Science, Math, English etc

Can be in terms of grade levels eg. primary, lower

secondary, upper secondary

Emphasises content knowledge and process skills

of particular subject

Van den Akker (1998)

Ideal (societal or system or macro level)

Formal

Perceived (institutional or school or meso level)

Operational (classroom or micro level)

Experiential

Attained

Hidden

Null

Other aspects

Hidden

Null

Ideal curriculum

Original vision underlying the curriculum

Basic philosophy, rationale, mission

Socio-political considerations as values and

interests of many individuals, groups and

organisations are usually at stake in making

curricular decisions.

Vision

Thinking Schools, Learning Nation

Mission

Moulding the future of the nation

Key educational policies

Bilingualism

Thinking Schools, Learning Nation (TSLN)

IT Masterplans

Teach Less, Learn More (TLLM)

Framework for 21st century competencies

Singapore's education system aims to nurture

every child and help all students discover their

talents, realise their full potential, and develop a

passion for life-long learning. We want to nurture

in our young the willingness to think in new ways,

solve problems and create new opportunities for

the future.

Equally important, we want to help our young

acquire sound values and develop the strength of

character to deal with future challenges. National

Education aims to foster strong bonds among

students and develop in them a deep sense of

belonging and commitment to family, community

and country.

Thinking Schools, Learning Nation (TSLN)—

adopted in 1997 as our vision in education—

describes a nation of thinking and committed

citizens, and an education system capable of

meeting the challenges of the 21st century. Since

2003, we have also focused on nurturing a spirit of

Innovation and Enterprise (I&E) among our

students and staff. Teach Less, Learn More

(TLLM), a call made by PM Lee Hsien Loong in

his inaugural National Day Rally speech in 2004,

was a call for our schools and teachers to teach

better, improve the quality of interaction between

teachers and students, and equip students with

the knowledge, skills and values that prepare

them for life. Teaching will be focused on

developing understanding, critical thinking and the

ability to ask questions and seek solutions.

A nation's wealth in the 21st Century will depend

on the capacity of its people to learn. Their

imagination, their ability to seek out new

technologies and ideas, and to apply them in

everything they do will be the key source of

economic growth. Their collective capacity to

learn will determine the well-being of a nation in

a future of intense competition and shifting

competitive advantages.

Teach Less, Learn More

Teach better, improve the quality of interaction

between teachers and students

Equip students with the knowledge, skills and

values that prepare them for life.

Focused on developing understanding, critical

thinking and the ability to ask questions and seek

solutions.

Top-down support from ground-up initiatives

Teach Less, Learn More

More… Less…

For the Learner To Rush through the Syllabus

For Understanding To Dispense Information Only

For the Test of Life For a Life of Tests

Teach Less, Learn More

More… Less…

Engaged Learning Drill and Practice

Differentiated Teaching ‘One-size-fits-all’ Instruction

Guiding, Facilitating, Modelling

Telling

Formative and Qualitative Assessing

Summative and Quantitative Testing

Formal curriculum

Vision elaborated in a curriculum document

with either a prescribed/obligatory or

exemplary/voluntary status

How much of the ideal curriculum is in the

formal curriculum?

Perceived curriculum

The curriculum as interpreted by its users,

especially teachers

◦ Schemes of work

◦ Lessons plans

Is the congruence between the syllabus and

the SOWs and lesson plans?

If there are areas of divergence, what are

they?

Operational curriculum

The actual instructional process in the

classroom

Is the congruence between what is taught

and what is planned?

If there are areas of divergence, what are

they?

Experiential curriculum

The actual learning experiences of the students

Is what is taught learnt?

If there are areas of divergence, what are

they?

Attained curriculum

The resulting learning outcomes of the

students

Is what is learned attained?

If there are areas of divergence, what are

they?

Hidden curriculum

Socio-psychological interaction among

students and teachers, especially their

feelings, attitudes and behaviours◦ Too much emphasis on grades elevates correct

answers over understanding, facts over ideas, self

over helping others

◦ Winning is everything, beating the system

Hidden curriculum◦ Students are expected to adapt to the teacher‘s

authority and become good workers and model

students – good work habits

◦ Teachers and schools create ‗re-producers‘ and

not ‗thinkers‘

Null curriculum

Subject matter and experiences that are not taught eg.◦ Death

◦ Spirituality

◦ Law

◦ Human rights

Students may infer that what is omitted has little value

Give examples of the null curriculum in your school.

What knowledge is of most worth for the

science curriculum in Singapore?

How should the science curriculum and

materials be developed and implemented?

Ornstein, A. & Hunkins, F.P. (2009). Curriculum:

Foundations, principles, and issues (5th ed.).

Boston, MA: Pearson.

http://en.wikipedia.org/wiki/Philosophy_of_educa

tion

http://plato.stanford.edu/entries/education-

philosophy/

Ornstein, A. & Hunkins, F.P. (2009). Curriculum:

Foundations, principles, and issues (5th ed.).

Boston, MA: Pearson.

http://www.learning-theories.com/

http://en.wikipedia.org/wiki/Learning_theory_(ed

ucation)

http://tip.psychology.org/theories.html

http://www.infed.org/biblio/b-learn.htm