Lecture Slides 2.4
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Transcript of Lecture Slides 2.4
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Foundations of Teaching and
LearningCourse 1: Introduction
Week 2: Thinking About LearningLecture 2.4: Thinking about Curriculum
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The sabre tooth curriculum
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Where people still equate curriculum with a syllabus they are likely to limittheir planning to a consideration ofthe content or the body of knowledge
that they wish to transmit. It is alsobecause this view of curriculum hasbeen adopted that many teachers haveregarded issues of curriculum as of no
concern to them, since they haveregarded their task as being totransmit bodies of knowledge.(Kelly, 1985: 7)
Curriculum as process
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Five key trilogies: 1
Formal
Informal
Hidden
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Five key trilogies: 2
Romance
Precision
Generalisation
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Five key trilogies: 3
Iconic
Enactive
Symbolic
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Five key trilogies: 4
Knowing
FeelingDoing
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THE INTENDED CURRICULUM
- expectations about learning outcomesand standards to be achieved- content and skills to be taught and learned
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THE INTENDED CURRICULUM
- expectations about learning outcomesand standards to be achieved- content and skills to be taught and learned
THE IMPLEMENTED CURRICULUM
- what teachers do in classrooms- teaching and learning practices
- pedagogy
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THE INTENDED CURRICULUM
- expectations about learning outcomesand standards to be achieved- content and skills to be taught and learned
THE IMPLEMENTED CURRICULUM
- what teachers do in classrooms- teaching and learning practices
- pedagogy
THE ATTAINED CURRICULUM- demonstration of learning by students- actual achievement of students in
relation to standards
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Selection of content – what is to belearned and taught
Development of a teaching strategy–
how it is to be learned and taught
Decisions about sequence
Diagnosing the strengths and
weaknesses of individual students,differentiating principles 1, 2 and 3 tomeet individual cases
Principle 1
Principle 2
Principle 3
Principle 4
Curriculum: In planning
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Studying and evaluating studentprogress
Studying and evaluating the progress
of teaching
Reviewing adaptability of curriculumin varying school contexts, pupilcontexts, environments and peer-group situations.
Evaluating variations in effects indiffering contexts, on different pupilsand causes of the variation
Principle 1
Principle 2
Principle 3
Principle 4
Curriculum: In action
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• Delivering the curriculum
• Discussing purposes and objectives of
learning
• Pupils devising indicators of achievement
•
Pupils as assessors their own and others’ work
• Pupils as determiners of learning
• Pupils as learning partners
From delivery to partnership
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Since the real purpose ofeducation is not to have theinstructor perform certainactivities but to bring aboutsignificant changes in thestudents’ pattern of behaviour, itbecomes important to recognize
that any statements of objectivesof the school should be astatement of changes to takeplace in the students.
(Tyler 1949: 44)
How will we know?
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Foundations of Teaching and
LearningCourse 1: Introduction
Week 2: Thinking About LearningLecture 2.4: Thinking about Curriculum