Handout 

Three Approaches to Curriculum

Issue Traditional Approach Learner-Driven Approach Critical Approach
Who ▪ Curriculum developer (publisher, state, ƒ Students articulate learning goals that ƒ Teacher leads the class while following
determines institution) sets goals and chooses spring from their real-world roles the lead of learners
curriculum? learning experiences, evaluates, plans, ƒ Students help plan curriculum ƒ Students, rather than “outsiders,”
and proposes curriculum become experts
What does ƒ Appears neutral and equitable in its ƒ Created through the interaction of ƒ Not fixed—dependent upon interaction
knowledge availability student and text among students, text, and teacher
look like? ƒ Exists “out there,” can be organized ƒ Builds on what learners already know ƒ Autobiographic—depends on the
and transmitted ƒ Relevant to students’ real-life context politics of identity brought to learning
ƒ Is observable and measurable ƒ Complex interaction between text, the
teacher, and what is taught
ƒ Knowledge is created, rather than taken
in
What are the ƒ Pre-determined goals ƒ Learning happens in social contexts ƒ Education is political
underlying ƒ Learning happens in a linear, step-by- ƒ Instruction is transparent and based on ƒ Language and power are connected
assumptions? step fashion purposes students determine
ƒ Expert knowledge is important ƒ Learners actively build on knowledge
and experience
What might ƒ A classroom with lesson plans, ƒ Apolitical on the surface ƒ Abandons technician mentality
this look like homework, grades possibly ƒ Drawn from adults’ lives in their ƒ Addresses social and community issues
in action? ƒ Skills-based/sequenced textbooks or everyday contexts of importance
workbook with predetermined learning ƒ Curriculum not set in advance; emerges
goals from “action and interaction of the
participants” (Doll, 1993)
How is ƒ Objective, observable “scientific” ƒ Performance of the student’s ƒ Portfolios, self-assessment instruments
learning means contextualized goal ƒ Measures of social and personal change
assessed? ƒ Can provide comparative scores ƒ Continuing, involving metacognitive ƒ Levels of critical consciousness
strategies reached
ƒ External performance levels do not
apply