series of variables of imbrications such as pedagogical objectives instruction contents pedagogical methods organizational forms of instruction forms and methods of evaluation the connection between these being very strong that these variables become practically negotiable

2 Curricular models

Currently in the literature designated for the curriculum there are also presented the analyses of different curricular models some more complicated then others and some more elaborate than others

In what concerns notoriety not all models are as well know but from there most often you find invoked are the models elaborated by FBobbitt WCharters RW Tylwe HTaba D WalkerC McGee D Potolea

Without going into details we will shortly present the models of these authors starting with the one elaborated by FBobitt (1924 apud Ion Negre1048576-Dobridor 2008) which consists of following the next steps

1 This step consists of eliminating the list of 800 objectives that are impractical and cannot be reached

2 The curricular designer sets the instructional objectives necessary for adult life

3 The designer eliminatesavoids objectives that would affect in any way the life of the community in which the student will live as a adult

4 The designer draws the community in the process of stabilization and realization of objectives

5 The designer sets the set of objectives for those who also learn the individual objectives for every student or group of students

6 The designer calculates the time realization of the objectives setting plans and programs to unfold the educational process

This model is truly a ldquoCurriculum by objectivesrdquo in which hierarchy or the progress of stages seems logic and implicatively the steps included in every stage but its worth seems more detectable in the explicative plan and less in the action one where the teacher actually exerts his competence in every lesson or in every sequence of instruction

Almost as if he knew the weaknesses of the model elaborated by Fr Bobbitt WW Charters elaborated a simpler curricular model and we think it is more direct which makes it more accessible to its users who should know that elaborating the curriculum means going through the following steps

I Setting some construction principles which refer to

a) goals set points)program objectives c)individual tasks)learning experiences)instructional activities

II Using behavior objectives

Selection

Accentuation

Elimination

Implication

Differentiation

Stages

III Deriving the objectives from the necessities of learning and evaluation trough analyses

IV The actual construction of the curriculum understood as a discipline and process in which the subjects of study intertwine

Continuing we want to make the statement that one of the most known curricular models is the one elaborated by RW Tyler and is presented in one of his works named rdquoBasic Principles of Curriculum and Instructionrdquo published in 1949 and quoted in all the works designated for curricular approach

Currently speaking the model elaborated by Tyler contains 4 stages which presume answers to the following questions

I What educational goals does the school want to reach

II How can the learning experiences be selected in order to complete these objectives

III How can the learning objectives be organized for effective instructionIV How can the efficiency of the learning experience be evaluated

As can be seen this model which is not too sophisticated implies the rigorous respecting of the hierarchy of following the four steps starting with the objectives and ending with the evaluation which can be very valuable not only to the curricular designers but also to the usual practitioners who can be helped to act adequately in every stage included in ldquoTylerrsquos Rationalrdquo

Noticing some of the flaws of the model de R W Tyler created another well-known author in the domain of the curriculum HTaba elaborated an interactive model which consisted in the following configuration

Objectives

Content

Evaluation

Methods

I ObjectivesII Choosing the learning experiencesIII Organizing the learning experienceIV Evaluation

This model was not complicated and unlike the one elaborated by R W Tyler which is a linear model Hilda Tabarsquos model makes interactions between the four variables functional which obviously constitutes the hard centre of any curriculum

Finally the last foreign model which we have in view is the one elaborated by the new- Zealander Clive McGee(1997p44)which structures five decisional categories as follows

a) Decisions resulted from the situational analyses

b) Decisions about intentions purposes and objectives

c) Decisions about the content that is to be studied

d) Decisions about learning and instruction activities

e) Decisions about the evaluation of teaching and learning

We believe that these types of decisions are important in elaborating the curriculum and equally important is the fact that in this model interactions between al five categories are established which confers this model functionality

In the parameter of Romanian pedagogy D Potolea(2002)identifies two curricular models

a) the triangular model

b) the pentagonal model

a) The triangular model includes curricular variables educational finalities instruction contents and the type of instruction-learning

The author considers that these variables are so important that they should be found in any curriculum

D Potolea makes a series of observations on the triangular model through which he shows the notes of specificity of this genre

1 The triangular structure requires functional relations between all variables with the acceptance of the priority of the educational finalities

2situating the learning discipline in the centre of the triangle means that in the development construction and evaluation of the scholar discipline finalities contents and time are mandatory objectives

3 each of the three categories of variables require particular problems of research indicating the diverse thematic register of curricular research

Thus surrounding the finalities are theoretic-method questions as

-whish are the main categories of educational finalities and in what relations are they in

-what factors determine the elaboration of the finalities what pedagogical functions do the objectives have

-which are the definitions methods of the objectives

-what method systems can be used in the classification of the objectives

Content variables generate other questions

-what is the meaning and the typology of the content

-which are the sources and criteria of content selection

-which are the ways of pedagogical organization of content when and in what conditions do these become accessible to the students

Finally the time variable of instruction-learning correlates with specific problems

-how is the time allocated

-what does the effective time mean and in what relation is it with the allocated time

-how do you identify the necessary time for an individual to learn

b) The second curricular model is the pentagonal one and its first characteristic is the fact that it includes more variables finalities instruction contents instruction-learning time instruction strategies and evaluation strategies

Also as can easily be anticipated this model multiplicities the relational functional network because in the new context each curricular variable correlates with the other four not with two other as in the triangular model

As well we have to make the statement that this model is more efficient and guarantees in greater respect the success of the instruction-learning activity because the five variables are intricate through the relations existing between them that any separation will end with bad effects in the scholastic performances of the students in the learning activity

These negative effects become visible especially in the case of educational reforms when it is tried for example only the renovation of the instruction contents without having in view other aspects which tie to the instruction models or the evaluation strategies

The fact that there is a current tendency to investigate from more angles the vast problematic of the curriculum is characterized by the existence of more conceptual derivations which suggest the existence of more types of curriculum (categories) each with its own particularities and effects on the students that are to assimilate it

Moving from the curricular models to the typology of the curriculum it is mentionable that in more recent works or in some pedagogical works appears many classifications of the curriculum

For example Ph Perrenoud (1993 p 61) dissociates three types of curriculum as following

a)the formal or explicit curriculum the one conceived by the specialists

b)the real or effective curriculum constituted by structured ensemble of the formative experiences of the student

c)the hidden curriculum represented by the ensemble of formative unnoticed experiences and we consider this classification interesting but also by other authors such as professor E Paun(2002p21)

O more diverse typology is proposed by C Cretu (2008 p 209) which identifies the next types of curriculum

a)the recommended curriculum thought to be the best at a certain point

b)the written curriculum that has an official character and is specific to a direct educational institution

c)the taught curriculum represents the contents transmitted form teacher to student

d)the tested curriculum represents the contents included in tests examination events and other appreciation instruments of the educational process

e)the learnt curriculum which signifies the acquisitions acquired by students as a result of going trough a instruction process

f)the support curriculum which means the additional curricular materials as well as text and exercise books problems etc

With what concerns us we opt for the following typology of the curriculum which we think is most suitable not only for the curricular designer but also for the practitioners

a)the formal or written curriculum objectified in the curricular projection documents(learning plans analytical programs manuals)elaborated by specialists

b) the taught or transmitted curriculum which represents the educational ldquoteacherizedrdquo contents which were processed and made accessible as to be understood by students

Bibliographical references

1 Cretu CThe theory and methodology of the curriculum in Psiho-pedagogy for the definitivation exams and teachers grades ldquoIasi Polirom 2008

2 DEX second edition Bucure1048576ti Univers Enciclopedic 1998

3 Ionescu M Bocos M Treatee of modern didactics ldquo Pitesti Editura Paralela

45 2009

4 Marcu F Maneca Crdquo Neologism Dictionaryrdquothird edition Bucure1048576ti

Editura Academiei Republicii Socialiste Romacircnia 1978

5 Negres-Dobridor IrdquoThe general theory of the educational curriculumrdquo Iasi

Polirom 2008

6 Perrenoud Ph Curriculum le formel le riel le cacheacute icircn Houssaye J (dir) La

peacutedagogie une encyclopeacutedie pour aujourd`hui ESF eacutediteur 1993

7 Potolea DrdquoThe conceptualization of the curriculum rdquo ldquoA multi-dimensional approach towards pedagogy rdquo (coord E Păun D Potolea) Iasi Polirom 2002

8 Raynal Fr Rieunier A PedagogieDictionnaire des concepts cleacutes Paris ESF

eacutediteur 1997

9 Schaub H Zencke G K ldquoPedagogic dictionaryrdquo Iasi Polirom Publishing

2001

10 Stefan Mrdquo Pedagogic Lexiconrdquo Bucuresti Aramis Publishing 2006__

Almost as if he knew the weaknesses of the model elaborated by Fr Bobbitt WW Charters elaborated a simpler curricular model and we think it is more direct which makes it more accessible to its users who should know that elaborating the curriculum means going through the following steps

I Setting some construction principles which refer to

a) goals set points)program objectives c)individual tasks)learning experiences)instructional activities

II Using behavior objectives

Selection

Accentuation

Elimination

Implication

Differentiation

Stages

III Deriving the objectives from the necessities of learning and evaluation trough analyses

IV The actual construction of the curriculum understood as a discipline and process in which the subjects of study intertwine

Continuing we want to make the statement that one of the most known curricular models is the one elaborated by RW Tyler and is presented in one of his works named rdquoBasic Principles of Curriculum and Instructionrdquo published in 1949 and quoted in all the works designated for curricular approach

Currently speaking the model elaborated by Tyler contains 4 stages which presume answers to the following questions

I What educational goals does the school want to reach

II How can the learning experiences be selected in order to complete these objectives

III How can the learning objectives be organized for effective instructionIV How can the efficiency of the learning experience be evaluated

As can be seen this model which is not too sophisticated implies the rigorous respecting of the hierarchy of following the four steps starting with the objectives and ending with the evaluation which can be very valuable not only to the curricular designers but also to the usual practitioners who can be helped to act adequately in every stage included in ldquoTylerrsquos Rationalrdquo

Noticing some of the flaws of the model de R W Tyler created another well-known author in the domain of the curriculum HTaba elaborated an interactive model which consisted in the following configuration

Objectives

Content

Evaluation

Methods

I ObjectivesII Choosing the learning experiencesIII Organizing the learning experienceIV Evaluation

This model was not complicated and unlike the one elaborated by R W Tyler which is a linear model Hilda Tabarsquos model makes interactions between the four variables functional which obviously constitutes the hard centre of any curriculum

Finally the last foreign model which we have in view is the one elaborated by the new- Zealander Clive McGee(1997p44)which structures five decisional categories as follows

a) Decisions resulted from the situational analyses

b) Decisions about intentions purposes and objectives

c) Decisions about the content that is to be studied

d) Decisions about learning and instruction activities

e) Decisions about the evaluation of teaching and learning

We believe that these types of decisions are important in elaborating the curriculum and equally important is the fact that in this model interactions between al five categories are established which confers this model functionality

In the parameter of Romanian pedagogy D Potolea(2002)identifies two curricular models

a) the triangular model

b) the pentagonal model

a) The triangular model includes curricular variables educational finalities instruction contents and the type of instruction-learning

The author considers that these variables are so important that they should be found in any curriculum

D Potolea makes a series of observations on the triangular model through which he shows the notes of specificity of this genre

1 The triangular structure requires functional relations between all variables with the acceptance of the priority of the educational finalities

2situating the learning discipline in the centre of the triangle means that in the development construction and evaluation of the scholar discipline finalities contents and time are mandatory objectives

3 each of the three categories of variables require particular problems of research indicating the diverse thematic register of curricular research

Thus surrounding the finalities are theoretic-method questions as

-whish are the main categories of educational finalities and in what relations are they in

-what factors determine the elaboration of the finalities what pedagogical functions do the objectives have

-which are the definitions methods of the objectives

-what method systems can be used in the classification of the objectives

Content variables generate other questions

-what is the meaning and the typology of the content

-which are the sources and criteria of content selection

-which are the ways of pedagogical organization of content when and in what conditions do these become accessible to the students

Finally the time variable of instruction-learning correlates with specific problems

-how is the time allocated

-what does the effective time mean and in what relation is it with the allocated time

-how do you identify the necessary time for an individual to learn

b) The second curricular model is the pentagonal one and its first characteristic is the fact that it includes more variables finalities instruction contents instruction-learning time instruction strategies and evaluation strategies

Also as can easily be anticipated this model multiplicities the relational functional network because in the new context each curricular variable correlates with the other four not with two other as in the triangular model

As well we have to make the statement that this model is more efficient and guarantees in greater respect the success of the instruction-learning activity because the five variables are intricate through the relations existing between them that any separation will end with bad effects in the scholastic performances of the students in the learning activity

These negative effects become visible especially in the case of educational reforms when it is tried for example only the renovation of the instruction contents without having in view other aspects which tie to the instruction models or the evaluation strategies

The fact that there is a current tendency to investigate from more angles the vast problematic of the curriculum is characterized by the existence of more conceptual derivations which suggest the existence of more types of curriculum (categories) each with its own particularities and effects on the students that are to assimilate it

Moving from the curricular models to the typology of the curriculum it is mentionable that in more recent works or in some pedagogical works appears many classifications of the curriculum

For example Ph Perrenoud (1993 p 61) dissociates three types of curriculum as following

a)the formal or explicit curriculum the one conceived by the specialists

b)the real or effective curriculum constituted by structured ensemble of the formative experiences of the student

c)the hidden curriculum represented by the ensemble of formative unnoticed experiences and we consider this classification interesting but also by other authors such as professor E Paun(2002p21)

O more diverse typology is proposed by C Cretu (2008 p 209) which identifies the next types of curriculum

a)the recommended curriculum thought to be the best at a certain point

b)the written curriculum that has an official character and is specific to a direct educational institution

c)the taught curriculum represents the contents transmitted form teacher to student

d)the tested curriculum represents the contents included in tests examination events and other appreciation instruments of the educational process

e)the learnt curriculum which signifies the acquisitions acquired by students as a result of going trough a instruction process

f)the support curriculum which means the additional curricular materials as well as text and exercise books problems etc

With what concerns us we opt for the following typology of the curriculum which we think is most suitable not only for the curricular designer but also for the practitioners

a)the formal or written curriculum objectified in the curricular projection documents(learning plans analytical programs manuals)elaborated by specialists

b) the taught or transmitted curriculum which represents the educational ldquoteacherizedrdquo contents which were processed and made accessible as to be understood by students

Bibliographical references

1 Cretu CThe theory and methodology of the curriculum in Psiho-pedagogy for the definitivation exams and teachers grades ldquoIasi Polirom 2008

2 DEX second edition Bucure1048576ti Univers Enciclopedic 1998

3 Ionescu M Bocos M Treatee of modern didactics ldquo Pitesti Editura Paralela

45 2009

4 Marcu F Maneca Crdquo Neologism Dictionaryrdquothird edition Bucure1048576ti

Editura Academiei Republicii Socialiste Romacircnia 1978

5 Negres-Dobridor IrdquoThe general theory of the educational curriculumrdquo Iasi

Polirom 2008

6 Perrenoud Ph Curriculum le formel le riel le cacheacute icircn Houssaye J (dir) La

peacutedagogie une encyclopeacutedie pour aujourd`hui ESF eacutediteur 1993

7 Potolea DrdquoThe conceptualization of the curriculum rdquo ldquoA multi-dimensional approach towards pedagogy rdquo (coord E Păun D Potolea) Iasi Polirom 2002

8 Raynal Fr Rieunier A PedagogieDictionnaire des concepts cleacutes Paris ESF

eacutediteur 1997

9 Schaub H Zencke G K ldquoPedagogic dictionaryrdquo Iasi Polirom Publishing

2001

10 Stefan Mrdquo Pedagogic Lexiconrdquo Bucuresti Aramis Publishing 2006__

II How can the learning experiences be selected in order to complete these objectives

III How can the learning objectives be organized for effective instructionIV How can the efficiency of the learning experience be evaluated

As can be seen this model which is not too sophisticated implies the rigorous respecting of the hierarchy of following the four steps starting with the objectives and ending with the evaluation which can be very valuable not only to the curricular designers but also to the usual practitioners who can be helped to act adequately in every stage included in ldquoTylerrsquos Rationalrdquo

Noticing some of the flaws of the model de R W Tyler created another well-known author in the domain of the curriculum HTaba elaborated an interactive model which consisted in the following configuration

Objectives

Content

Evaluation

Methods

I ObjectivesII Choosing the learning experiencesIII Organizing the learning experienceIV Evaluation

This model was not complicated and unlike the one elaborated by R W Tyler which is a linear model Hilda Tabarsquos model makes interactions between the four variables functional which obviously constitutes the hard centre of any curriculum

Finally the last foreign model which we have in view is the one elaborated by the new- Zealander Clive McGee(1997p44)which structures five decisional categories as follows

a) Decisions resulted from the situational analyses

b) Decisions about intentions purposes and objectives

c) Decisions about the content that is to be studied

d) Decisions about learning and instruction activities

e) Decisions about the evaluation of teaching and learning

We believe that these types of decisions are important in elaborating the curriculum and equally important is the fact that in this model interactions between al five categories are established which confers this model functionality

In the parameter of Romanian pedagogy D Potolea(2002)identifies two curricular models

a) the triangular model

b) the pentagonal model

a) The triangular model includes curricular variables educational finalities instruction contents and the type of instruction-learning

The author considers that these variables are so important that they should be found in any curriculum

D Potolea makes a series of observations on the triangular model through which he shows the notes of specificity of this genre

1 The triangular structure requires functional relations between all variables with the acceptance of the priority of the educational finalities

2situating the learning discipline in the centre of the triangle means that in the development construction and evaluation of the scholar discipline finalities contents and time are mandatory objectives

3 each of the three categories of variables require particular problems of research indicating the diverse thematic register of curricular research

Thus surrounding the finalities are theoretic-method questions as

-whish are the main categories of educational finalities and in what relations are they in

-what factors determine the elaboration of the finalities what pedagogical functions do the objectives have

-which are the definitions methods of the objectives

-what method systems can be used in the classification of the objectives

Content variables generate other questions

-what is the meaning and the typology of the content

-which are the sources and criteria of content selection

-which are the ways of pedagogical organization of content when and in what conditions do these become accessible to the students

Finally the time variable of instruction-learning correlates with specific problems

-how is the time allocated

-what does the effective time mean and in what relation is it with the allocated time

-how do you identify the necessary time for an individual to learn

b) The second curricular model is the pentagonal one and its first characteristic is the fact that it includes more variables finalities instruction contents instruction-learning time instruction strategies and evaluation strategies

Also as can easily be anticipated this model multiplicities the relational functional network because in the new context each curricular variable correlates with the other four not with two other as in the triangular model

As well we have to make the statement that this model is more efficient and guarantees in greater respect the success of the instruction-learning activity because the five variables are intricate through the relations existing between them that any separation will end with bad effects in the scholastic performances of the students in the learning activity

These negative effects become visible especially in the case of educational reforms when it is tried for example only the renovation of the instruction contents without having in view other aspects which tie to the instruction models or the evaluation strategies

The fact that there is a current tendency to investigate from more angles the vast problematic of the curriculum is characterized by the existence of more conceptual derivations which suggest the existence of more types of curriculum (categories) each with its own particularities and effects on the students that are to assimilate it

Moving from the curricular models to the typology of the curriculum it is mentionable that in more recent works or in some pedagogical works appears many classifications of the curriculum

For example Ph Perrenoud (1993 p 61) dissociates three types of curriculum as following

a)the formal or explicit curriculum the one conceived by the specialists

b)the real or effective curriculum constituted by structured ensemble of the formative experiences of the student

c)the hidden curriculum represented by the ensemble of formative unnoticed experiences and we consider this classification interesting but also by other authors such as professor E Paun(2002p21)

O more diverse typology is proposed by C Cretu (2008 p 209) which identifies the next types of curriculum

a)the recommended curriculum thought to be the best at a certain point

b)the written curriculum that has an official character and is specific to a direct educational institution

c)the taught curriculum represents the contents transmitted form teacher to student

d)the tested curriculum represents the contents included in tests examination events and other appreciation instruments of the educational process

e)the learnt curriculum which signifies the acquisitions acquired by students as a result of going trough a instruction process

f)the support curriculum which means the additional curricular materials as well as text and exercise books problems etc

With what concerns us we opt for the following typology of the curriculum which we think is most suitable not only for the curricular designer but also for the practitioners

a)the formal or written curriculum objectified in the curricular projection documents(learning plans analytical programs manuals)elaborated by specialists

b) the taught or transmitted curriculum which represents the educational ldquoteacherizedrdquo contents which were processed and made accessible as to be understood by students

Bibliographical references

1 Cretu CThe theory and methodology of the curriculum in Psiho-pedagogy for the definitivation exams and teachers grades ldquoIasi Polirom 2008

2 DEX second edition Bucure1048576ti Univers Enciclopedic 1998

3 Ionescu M Bocos M Treatee of modern didactics ldquo Pitesti Editura Paralela

45 2009

4 Marcu F Maneca Crdquo Neologism Dictionaryrdquothird edition Bucure1048576ti

Editura Academiei Republicii Socialiste Romacircnia 1978

5 Negres-Dobridor IrdquoThe general theory of the educational curriculumrdquo Iasi

Polirom 2008

6 Perrenoud Ph Curriculum le formel le riel le cacheacute icircn Houssaye J (dir) La

peacutedagogie une encyclopeacutedie pour aujourd`hui ESF eacutediteur 1993

7 Potolea DrdquoThe conceptualization of the curriculum rdquo ldquoA multi-dimensional approach towards pedagogy rdquo (coord E Păun D Potolea) Iasi Polirom 2002

8 Raynal Fr Rieunier A PedagogieDictionnaire des concepts cleacutes Paris ESF

eacutediteur 1997

9 Schaub H Zencke G K ldquoPedagogic dictionaryrdquo Iasi Polirom Publishing

2001

10 Stefan Mrdquo Pedagogic Lexiconrdquo Bucuresti Aramis Publishing 2006__

c) Decisions about the content that is to be studied

d) Decisions about learning and instruction activities

e) Decisions about the evaluation of teaching and learning

We believe that these types of decisions are important in elaborating the curriculum and equally important is the fact that in this model interactions between al five categories are established which confers this model functionality

In the parameter of Romanian pedagogy D Potolea(2002)identifies two curricular models

a) the triangular model

b) the pentagonal model

a) The triangular model includes curricular variables educational finalities instruction contents and the type of instruction-learning

The author considers that these variables are so important that they should be found in any curriculum

D Potolea makes a series of observations on the triangular model through which he shows the notes of specificity of this genre

1 The triangular structure requires functional relations between all variables with the acceptance of the priority of the educational finalities

2situating the learning discipline in the centre of the triangle means that in the development construction and evaluation of the scholar discipline finalities contents and time are mandatory objectives

3 each of the three categories of variables require particular problems of research indicating the diverse thematic register of curricular research

Thus surrounding the finalities are theoretic-method questions as

-whish are the main categories of educational finalities and in what relations are they in

-what factors determine the elaboration of the finalities what pedagogical functions do the objectives have

-which are the definitions methods of the objectives

-what method systems can be used in the classification of the objectives

Content variables generate other questions

-what is the meaning and the typology of the content

-which are the sources and criteria of content selection

-which are the ways of pedagogical organization of content when and in what conditions do these become accessible to the students

Finally the time variable of instruction-learning correlates with specific problems

-how is the time allocated

-what does the effective time mean and in what relation is it with the allocated time

-how do you identify the necessary time for an individual to learn

b) The second curricular model is the pentagonal one and its first characteristic is the fact that it includes more variables finalities instruction contents instruction-learning time instruction strategies and evaluation strategies

Also as can easily be anticipated this model multiplicities the relational functional network because in the new context each curricular variable correlates with the other four not with two other as in the triangular model

As well we have to make the statement that this model is more efficient and guarantees in greater respect the success of the instruction-learning activity because the five variables are intricate through the relations existing between them that any separation will end with bad effects in the scholastic performances of the students in the learning activity

These negative effects become visible especially in the case of educational reforms when it is tried for example only the renovation of the instruction contents without having in view other aspects which tie to the instruction models or the evaluation strategies

The fact that there is a current tendency to investigate from more angles the vast problematic of the curriculum is characterized by the existence of more conceptual derivations which suggest the existence of more types of curriculum (categories) each with its own particularities and effects on the students that are to assimilate it

Moving from the curricular models to the typology of the curriculum it is mentionable that in more recent works or in some pedagogical works appears many classifications of the curriculum

For example Ph Perrenoud (1993 p 61) dissociates three types of curriculum as following

a)the formal or explicit curriculum the one conceived by the specialists

b)the real or effective curriculum constituted by structured ensemble of the formative experiences of the student

c)the hidden curriculum represented by the ensemble of formative unnoticed experiences and we consider this classification interesting but also by other authors such as professor E Paun(2002p21)

O more diverse typology is proposed by C Cretu (2008 p 209) which identifies the next types of curriculum

a)the recommended curriculum thought to be the best at a certain point

b)the written curriculum that has an official character and is specific to a direct educational institution

c)the taught curriculum represents the contents transmitted form teacher to student

d)the tested curriculum represents the contents included in tests examination events and other appreciation instruments of the educational process

e)the learnt curriculum which signifies the acquisitions acquired by students as a result of going trough a instruction process

f)the support curriculum which means the additional curricular materials as well as text and exercise books problems etc

With what concerns us we opt for the following typology of the curriculum which we think is most suitable not only for the curricular designer but also for the practitioners

a)the formal or written curriculum objectified in the curricular projection documents(learning plans analytical programs manuals)elaborated by specialists

b) the taught or transmitted curriculum which represents the educational ldquoteacherizedrdquo contents which were processed and made accessible as to be understood by students

Bibliographical references

1 Cretu CThe theory and methodology of the curriculum in Psiho-pedagogy for the definitivation exams and teachers grades ldquoIasi Polirom 2008

2 DEX second edition Bucure1048576ti Univers Enciclopedic 1998

3 Ionescu M Bocos M Treatee of modern didactics ldquo Pitesti Editura Paralela

45 2009

4 Marcu F Maneca Crdquo Neologism Dictionaryrdquothird edition Bucure1048576ti

Editura Academiei Republicii Socialiste Romacircnia 1978

5 Negres-Dobridor IrdquoThe general theory of the educational curriculumrdquo Iasi

Polirom 2008

6 Perrenoud Ph Curriculum le formel le riel le cacheacute icircn Houssaye J (dir) La

peacutedagogie une encyclopeacutedie pour aujourd`hui ESF eacutediteur 1993

7 Potolea DrdquoThe conceptualization of the curriculum rdquo ldquoA multi-dimensional approach towards pedagogy rdquo (coord E Păun D Potolea) Iasi Polirom 2002

8 Raynal Fr Rieunier A PedagogieDictionnaire des concepts cleacutes Paris ESF

eacutediteur 1997

9 Schaub H Zencke G K ldquoPedagogic dictionaryrdquo Iasi Polirom Publishing

2001

10 Stefan Mrdquo Pedagogic Lexiconrdquo Bucuresti Aramis Publishing 2006__

-what factors determine the elaboration of the finalities what pedagogical functions do the objectives have

-which are the definitions methods of the objectives

-what method systems can be used in the classification of the objectives

Content variables generate other questions

-what is the meaning and the typology of the content

-which are the sources and criteria of content selection

-which are the ways of pedagogical organization of content when and in what conditions do these become accessible to the students

Finally the time variable of instruction-learning correlates with specific problems

-how is the time allocated

-what does the effective time mean and in what relation is it with the allocated time

-how do you identify the necessary time for an individual to learn

b) The second curricular model is the pentagonal one and its first characteristic is the fact that it includes more variables finalities instruction contents instruction-learning time instruction strategies and evaluation strategies

Also as can easily be anticipated this model multiplicities the relational functional network because in the new context each curricular variable correlates with the other four not with two other as in the triangular model

As well we have to make the statement that this model is more efficient and guarantees in greater respect the success of the instruction-learning activity because the five variables are intricate through the relations existing between them that any separation will end with bad effects in the scholastic performances of the students in the learning activity

These negative effects become visible especially in the case of educational reforms when it is tried for example only the renovation of the instruction contents without having in view other aspects which tie to the instruction models or the evaluation strategies

The fact that there is a current tendency to investigate from more angles the vast problematic of the curriculum is characterized by the existence of more conceptual derivations which suggest the existence of more types of curriculum (categories) each with its own particularities and effects on the students that are to assimilate it

Moving from the curricular models to the typology of the curriculum it is mentionable that in more recent works or in some pedagogical works appears many classifications of the curriculum

For example Ph Perrenoud (1993 p 61) dissociates three types of curriculum as following

a)the formal or explicit curriculum the one conceived by the specialists

b)the real or effective curriculum constituted by structured ensemble of the formative experiences of the student

c)the hidden curriculum represented by the ensemble of formative unnoticed experiences and we consider this classification interesting but also by other authors such as professor E Paun(2002p21)

O more diverse typology is proposed by C Cretu (2008 p 209) which identifies the next types of curriculum

a)the recommended curriculum thought to be the best at a certain point

b)the written curriculum that has an official character and is specific to a direct educational institution

c)the taught curriculum represents the contents transmitted form teacher to student

d)the tested curriculum represents the contents included in tests examination events and other appreciation instruments of the educational process

e)the learnt curriculum which signifies the acquisitions acquired by students as a result of going trough a instruction process

f)the support curriculum which means the additional curricular materials as well as text and exercise books problems etc

With what concerns us we opt for the following typology of the curriculum which we think is most suitable not only for the curricular designer but also for the practitioners

a)the formal or written curriculum objectified in the curricular projection documents(learning plans analytical programs manuals)elaborated by specialists

b) the taught or transmitted curriculum which represents the educational ldquoteacherizedrdquo contents which were processed and made accessible as to be understood by students

Bibliographical references

1 Cretu CThe theory and methodology of the curriculum in Psiho-pedagogy for the definitivation exams and teachers grades ldquoIasi Polirom 2008

2 DEX second edition Bucure1048576ti Univers Enciclopedic 1998

3 Ionescu M Bocos M Treatee of modern didactics ldquo Pitesti Editura Paralela

45 2009

4 Marcu F Maneca Crdquo Neologism Dictionaryrdquothird edition Bucure1048576ti

Editura Academiei Republicii Socialiste Romacircnia 1978

5 Negres-Dobridor IrdquoThe general theory of the educational curriculumrdquo Iasi

Polirom 2008

6 Perrenoud Ph Curriculum le formel le riel le cacheacute icircn Houssaye J (dir) La

peacutedagogie une encyclopeacutedie pour aujourd`hui ESF eacutediteur 1993

7 Potolea DrdquoThe conceptualization of the curriculum rdquo ldquoA multi-dimensional approach towards pedagogy rdquo (coord E Păun D Potolea) Iasi Polirom 2002

8 Raynal Fr Rieunier A PedagogieDictionnaire des concepts cleacutes Paris ESF

eacutediteur 1997

9 Schaub H Zencke G K ldquoPedagogic dictionaryrdquo Iasi Polirom Publishing

2001

10 Stefan Mrdquo Pedagogic Lexiconrdquo Bucuresti Aramis Publishing 2006__

These negative effects become visible especially in the case of educational reforms when it is tried for example only the renovation of the instruction contents without having in view other aspects which tie to the instruction models or the evaluation strategies

The fact that there is a current tendency to investigate from more angles the vast problematic of the curriculum is characterized by the existence of more conceptual derivations which suggest the existence of more types of curriculum (categories) each with its own particularities and effects on the students that are to assimilate it

Moving from the curricular models to the typology of the curriculum it is mentionable that in more recent works or in some pedagogical works appears many classifications of the curriculum

For example Ph Perrenoud (1993 p 61) dissociates three types of curriculum as following

a)the formal or explicit curriculum the one conceived by the specialists

b)the real or effective curriculum constituted by structured ensemble of the formative experiences of the student

c)the hidden curriculum represented by the ensemble of formative unnoticed experiences and we consider this classification interesting but also by other authors such as professor E Paun(2002p21)

O more diverse typology is proposed by C Cretu (2008 p 209) which identifies the next types of curriculum

a)the recommended curriculum thought to be the best at a certain point

b)the written curriculum that has an official character and is specific to a direct educational institution

c)the taught curriculum represents the contents transmitted form teacher to student

d)the tested curriculum represents the contents included in tests examination events and other appreciation instruments of the educational process

e)the learnt curriculum which signifies the acquisitions acquired by students as a result of going trough a instruction process

f)the support curriculum which means the additional curricular materials as well as text and exercise books problems etc

With what concerns us we opt for the following typology of the curriculum which we think is most suitable not only for the curricular designer but also for the practitioners

a)the formal or written curriculum objectified in the curricular projection documents(learning plans analytical programs manuals)elaborated by specialists

b) the taught or transmitted curriculum which represents the educational ldquoteacherizedrdquo contents which were processed and made accessible as to be understood by students

Bibliographical references

1 Cretu CThe theory and methodology of the curriculum in Psiho-pedagogy for the definitivation exams and teachers grades ldquoIasi Polirom 2008

2 DEX second edition Bucure1048576ti Univers Enciclopedic 1998

3 Ionescu M Bocos M Treatee of modern didactics ldquo Pitesti Editura Paralela

45 2009

4 Marcu F Maneca Crdquo Neologism Dictionaryrdquothird edition Bucure1048576ti

Editura Academiei Republicii Socialiste Romacircnia 1978

5 Negres-Dobridor IrdquoThe general theory of the educational curriculumrdquo Iasi

Polirom 2008

6 Perrenoud Ph Curriculum le formel le riel le cacheacute icircn Houssaye J (dir) La

peacutedagogie une encyclopeacutedie pour aujourd`hui ESF eacutediteur 1993

7 Potolea DrdquoThe conceptualization of the curriculum rdquo ldquoA multi-dimensional approach towards pedagogy rdquo (coord E Păun D Potolea) Iasi Polirom 2002

8 Raynal Fr Rieunier A PedagogieDictionnaire des concepts cleacutes Paris ESF

eacutediteur 1997

9 Schaub H Zencke G K ldquoPedagogic dictionaryrdquo Iasi Polirom Publishing

2001

10 Stefan Mrdquo Pedagogic Lexiconrdquo Bucuresti Aramis Publishing 2006__

e)the learnt curriculum which signifies the acquisitions acquired by students as a result of going trough a instruction process

f)the support curriculum which means the additional curricular materials as well as text and exercise books problems etc

With what concerns us we opt for the following typology of the curriculum which we think is most suitable not only for the curricular designer but also for the practitioners

a)the formal or written curriculum objectified in the curricular projection documents(learning plans analytical programs manuals)elaborated by specialists

b) the taught or transmitted curriculum which represents the educational ldquoteacherizedrdquo contents which were processed and made accessible as to be understood by students

Bibliographical references

1 Cretu CThe theory and methodology of the curriculum in Psiho-pedagogy for the definitivation exams and teachers grades ldquoIasi Polirom 2008

2 DEX second edition Bucure1048576ti Univers Enciclopedic 1998

3 Ionescu M Bocos M Treatee of modern didactics ldquo Pitesti Editura Paralela

45 2009

4 Marcu F Maneca Crdquo Neologism Dictionaryrdquothird edition Bucure1048576ti

Editura Academiei Republicii Socialiste Romacircnia 1978

5 Negres-Dobridor IrdquoThe general theory of the educational curriculumrdquo Iasi

Polirom 2008

6 Perrenoud Ph Curriculum le formel le riel le cacheacute icircn Houssaye J (dir) La

peacutedagogie une encyclopeacutedie pour aujourd`hui ESF eacutediteur 1993

7 Potolea DrdquoThe conceptualization of the curriculum rdquo ldquoA multi-dimensional approach towards pedagogy rdquo (coord E Păun D Potolea) Iasi Polirom 2002

8 Raynal Fr Rieunier A PedagogieDictionnaire des concepts cleacutes Paris ESF

eacutediteur 1997

9 Schaub H Zencke G K ldquoPedagogic dictionaryrdquo Iasi Polirom Publishing

2001

10 Stefan Mrdquo Pedagogic Lexiconrdquo Bucuresti Aramis Publishing 2006__

6 Perrenoud Ph Curriculum le formel le riel le cacheacute icircn Houssaye J (dir) La

peacutedagogie une encyclopeacutedie pour aujourd`hui ESF eacutediteur 1993

7 Potolea DrdquoThe conceptualization of the curriculum rdquo ldquoA multi-dimensional approach towards pedagogy rdquo (coord E Păun D Potolea) Iasi Polirom 2002

8 Raynal Fr Rieunier A PedagogieDictionnaire des concepts cleacutes Paris ESF

eacutediteur 1997

9 Schaub H Zencke G K ldquoPedagogic dictionaryrdquo Iasi Polirom Publishing

2001

10 Stefan Mrdquo Pedagogic Lexiconrdquo Bucuresti Aramis Publishing 2006__