The Teacher and the Curriculum

By

Dr.Magdy M. AlyProfessor of Curriculum& EFL InstructionFACULTY OF EDUCATION ,AIN SHAMS UNIVERSITY

What is curriculum?

It is not a separate thing written down. It’s the content or objectives for which

schools hold students accountable. It’s a set of instructional strategies teachers

plan to use. It’s expected ends or expected means. It’s a plan for or report of educational events.

Curriculum as Teacher work

Time and Resources– Schedule with Planning Time

Authority to make curricular decisions– Teacher as expert

Curriculum analysis– Teacher as researcher

Curriculum is:

A social creation A collective design Political Biased

The Aims of Education

Philosophy

All educational questions are rooted in philosophy and all philosophy has implications for education.

Philosophies are clusters of ideas that reflect the general intentions of the program of instruction and emphasize what is good and important.

Philosophy is the cornerstone when building the curricular program in the secondary school.

Without understanding the philosophy, your curriculum becomes vulnerable to externally imposed or societal pressures.

The Ideal

Plato 428-328 bce – Well ordered balance, harmony, just state

Rousseau 1712-1788– Individual Freedom

Dewey 1859- 1952– Good of Society and Individual

Progressive vs Traditional

Progressive Traditional

Favors change Suspicious of change

History is dynamic History is inheritance

Youth is innocent & good Adult as wise judge

Freedom is most important Tradition through disciplines brings order

Experimentation is the test Disciplines provide train

Individuals must learn to think for themselves

Keep prevailing views

Elements of Progressive Curriculum

Emphasis Experiential focus, Integrated studies

Learner interest, Real world

Teaching Indirect instruction, teacher facilitator

Variety, peer teaching/mentoring

Learning Student initiated, cooperative groups, community, relational, Inquiry

Environment Constructivist, team teaching, fluid/open, non-graded

Assessment Formative, student initiated, atuhentic, reflecting thinking

Keys to Learner-Centered curriculum

Emphasis Focus on the individual, personal growth, development, learner interest

Teaching Teacher as facilitator

Learning Incidental education

Environment Nurturing, stimulating, playful, freedom of movement, trust

Assessment Learner initiated, growth oriented, formative emphasis, non competitive

Keys to Knowledge-centered curriculum

Emphasis Subject matter academic disciplines, organized scope and sequence

Teaching Teacher as scholar/learner, Teacher directed curriculum, variety of teaching strategies

Learning Mastery of subject matter, student as novice learner

Environment Clear academic focus traditional discipline, school as workplace

Assessment Formal examinations, Standards based assessment