INTRODUCTION TO CURRICULUM AND INSTRUCTION

ASSOC. PROF. DR. MOHD SOFI ALI, UNITAR INTERNATIONAL UNIVERSITY

LEARNING OUTCOMES
At the end of the topic, you should be able to define curriculum, types of curriculum Define instruction. demonstrate an understanding of the essentials of curriculum for instructional purposes in classroom.

WHAT IS CURRICULUM?
The planned and guided learning experiences and intended outcomes, formulated through the systematic reconstruction of knowledge and experiences under the auspices of the school, for the learners continuous and willful growth in personal social competence (Tanner (1980). The contents of a subject, concepts and tasks to be acquired, planned activities, the desired learning outcomes and experiences, product of culture and an agenda to reform society (Schubert , 1987). A written document that systematically describes goals planned, objectives, content, learning activities, evaluation procedures and so forth ( Pratt , 1980). A plan that consists of learning opportunities for a specific time frame and place, a tool that aims to bring about behaviour changes in students as a result of planned activities and includes all learning experiences received by students with the guidance of the school (Goodlad and Su, 1992). A programme of activities (by teachers and pupils) designed so that pupils will attain so far as possible certain educational and other schooling ends or objectives ( Grundy, 1987). A curriculum includes all of the experiences that individual learners have in a program of education whose purpose is to achieve broad goals and related specific objectives, which is planned in terms of a framework of theory and research or past and present professional practice (Hass (1987).

WHAT IS CURRICULUM?
Ornstein (1998:10-11) specifies five views on curriculum : A plan for action or a written document that includes strategies for achieving desired goals or ends (Tyler and Taba); All the experiences children have under the guidance of teachers (Dewey, Caswell and Campbell, 1930); A system for dealing with people and the processes or the organization of personnel and procedures for implementing that system A field of study, comprising its own foundations and domains of knowledge, as well as its own research, theory and principles and its own specialists to interpret this knowledge (McNeill, Schubert and Tanners); and Subject matter (Mathematics, Science, English, History, etc) or content (the way we organize and assimilate information) in terms of different grade levels.

CHARACTERISTICS OF A CURRICULUM
It comprises the experience of children for which the school is responsible. It has a content. I is planned. It is a series of courses to be taken

TYPES OF CURRICULUM
Formal Curriculum

Officially selected body of knowledge which government, through the Minsirty of Education/High Education, or anybody offering education, wants students to learn. National and public curricula, university curriculum?

Informal Curriculum The curriculum in use: include other aspects of knowledge derived from other sources. Actual Curriculum Both written and unwritten syllabuses from which students encounter learning experiences. The total sum of what students learn and teachers teach from both formal and informal curricula. Hidden Curriculum The non-academic but educationally significant components of schooling. For values students may exhibit later in life. It is implied by the very structure and nature of schools, much of what revolves around daily or established routines It refers to the kinds of learning children derive from the very nature and organizational design of the public school, as well as from the behaviors and attitudes of teachers and administrators This a term is used to describe the unwritten social rules and expectations of behavior that we all seem to know, but were never taught (Bieber, 1994). This is taught by the school, not by any teacher

TYPES OF CURRICULUM
Core Curriculum

The area of study, courses of subjects that students must understand in order to be recognized as educated in the area. The learners must study the prescribed course or subjects. Extra-Mural Curriculum The learning activities or experiences students are exposed to by their teachers but which are not stipulated in the formal or informal curriculum. Teachers deliberately plan and teach these experiences and sometimes even assess their outcomes. Coaching and training as examples.

(Source: The Commonwealth of Learning, 2000)

Task 1: (Pairwork) Comment on your MEd (Education Leadership and Management) Curriculum. What are the key features/characteristics? What do you hope to learn from it? Suggest how you would improve the content.

WHAT IS INSTRUCTION (TEACHING)?

Instruction/teaching is: a complex, multifaceted activity, often requiring us as instructors to juggle multiple tasks and goals simultaneously and flexibly the activities of educating or instructing; an activity that imparts knowledge or skill; An act of teaching: it is the profession of a teacher; more of an art a craft and a formula. An interaction of a student and a teacher over a subject. how curriculum is delivered to the students

WHAT DOES A TEACHER NEED?

A teacher needs to: know how to employ the most effective teaching and learning strategies to enable children and young people to make progress pedagogical content knowledge); be able to assess what their pupils know, understand and can do, and then use this assessment to plan future teaching and learning activities; have high expectations for all their pupils, of whatever class, race, gender or ability know how to motivate their pupils - to do this, they need to be effective role models for the pupils they teach. ( Source: http://fass.kingston.ac.uk/schools/education/teaching/) At the heart of a teacher's role is the promotion of learning for all pupils.

CURRICULUM AND INSTRUCTION

Task 2 (Pair Work) Read Text 1 . Discuss with your friend the relationship between curriculum and instruction.

DISCUSSION
Task 3 (Pair Work) In pairs, discuss and provide comments/opinions on the following: John Dewey: Any genuine teaching will result, if successful, in someone's knowing how to bring about a better condition of things than existed earlier. K. Patricia Cross: The task of the excellent teacher is to stimulate "apparently ordinary" people to unusual effort. The tough problem is not in identifying winners: it is in making winners out of ordinary people.

John Roueche: Teachers who cannot keep students involved and excited for several hours in the classroom should not be there.
Aristotle: Teaching is the highest form of understanding. Competent teaching is a compound of three element: subject matter, systematic knowledge of teaching, and reflective practical experiences (Holmes Reaport, 186)

(Source: Dr. Ranjit Singh Malhi, 2002; Dr Western Kentucky University Collection) Be a great teacher.

CONCLUSION
What does it need to be a great teacher? Be a great teacher.