Defining Curriculum
Essay
Curriculum is a
field of study ever changing to fit the needs of students, educators and school
administrators. Throughout its history to
accurately define the field of curriculum is still a subject of great debate.
Views vary widely since curriculum involves a wide assortment of people,
students, and learning disciplines. To help define and narrow down a definition
for curriculum, Ornstein and Hunkins (2009) through the definition of others
define curriculum in terms of these five definitions: the first definition of
curriculum, emphasizes a plan in reaching goals. This view is credited to Tyler
and Taba, seen as a “linear view of curriculum.” this second definition takes
into consideration student experiences. This definition is expressed by Dewey
as a way of viewing non-academic subject matter designed in or outside of
school as the curriculum and any student experiences (pp. 10-11).
The third way of
defining curriculum focuses on a system for dealing with people. This
definition is considered less popular than the first two, and be directed or
non-directed. The fourth definition for
curriculum is a field of study comprising its own foundations, and is concerned
with subject matter historical, philosophical or social issues. This view has
been popularized by William Reid, Schubert, and the Tanners. Lastly, curriculum
can be defined in terms of subject matter (math, science, English, history), or
content (how to organize and integrate information). This last definition of curriculum is the most
accepted among schools because it does allow for emphasis to be on subject
matter dealing with facts and concepts (pp. 10-11). Each of these five definitions will be further
analyzed through the influence of six curriculum approaches.
Important
considerations to further defining the word curriculum are also given to the many
challenges presented, such as defining curriculum too narrowly may lead to,
what Eisner calls the null curriculum, subject matter and experiences that are
not taught as well as curriculum consisting of planned formal knowledge and
unplanned informal knowledge are important to its definition (pp. 10-11). Taking all of these definitions as a starting
place will help to bridge the gap between past and present definitions and help
future educators in understanding all of the dynamics of an effective curriculum.
According to Ornstein
and Hunkins (2009) six curriculum approaches are Behavioral Approach, Managerial
Approach, Systems Approach, Academic Approach, Reconceptualist Approach, and
Humanistic Approach. Each one is important to our definition of the word
curriculum. In addition, these six approaches
can be classified as “technical/scientific or nontechnical/nonscientific”
models of education (pp. 2-10). As
Ornstein and Hunkins (2009) add each of these five definitions along with the
six curriculum approaches forms the basis of a well-rounded curriculum centered
on addressing student needs, teachers, administrators and all supporting
staff. In consideration, the curriculum
success can also be affected by discrepancies upon the successful
implementation of the curriculum and subsequent classroom instruction and overall
student success (pp. 2-10).
Beginning with the
Behavioral approach associated and founded on the principles of Bobbitt,
Charters, Tyler, and Taba. This approach
defines curriculum in terms of “logical, prescriptive, and technical and
scientific methods and models.” This
model is also considered the oldest and most prominent of all the
approaches. Curriculum plan entails
lessons that are focused on “learner’s needs” and takes into consideration
goals and objectives focused on student behavior (pp. 2-3). The second approach Managerial approach
defines curriculum in consideration of the needs of the workers involved such
as curriculum specialists, supervisors, and administrative staff. Through this approach educators are able to
plan and focus the curriculum to specific programs, schedules, space,
resources, equipment, and personnel (Ornstein and Hunkins, 2009, pp. 2-5).
The third curriculum
approach is the Systems approach defines curriculum in terms of organizing
people and policies with an end result of relating all parts to the whole. George Beauchamp is credited with the first
systems theory of curriculum. He
emphasized five key points in this educational approach: administration,
counseling, curriculum, instruction, and evaluation. A curriculum plan using this
approach stresses the use of organizational diagrams, flow charts, and
committee structures including subjects, courses, unit plans, and lesson plans
(Ornstein and Hunkins, 2009, pp. 5-7).
As schools experience changes in policy and student populations the
curriculum also changes, many schools utilize the elements in the fourth
approach, the Academic approach. The
Academic approach founded on the theories of John Dewey, Henry Morrison, and
Boyd Bode. This approach to curriculum is based on centering curriculum that is
non-traditional, such as historical knowledge, philosophical, social, and
political. Schools adopting this approach are able to develop a student’s sense
of self beyond subject matter and pedagogy (Ornstein and Hunkins, 2009, pp.
7-8).
The fifth
curriculum approach is the Humanistic approach, grounded in utilizing
instructional strategies such as cooperative learning, independent learning,
small-group learning, and social activities instead of competitive,
teacher-dominated , large group learning. Schools that adopt this approach
emphasize active student participation in in the context of learning (p.
9). Our sixth approach is the Reconceptualist
approach, highlighting that change is a focal point. Considered an extension of
the humanistic approach, targets learning through political, economic, social,
moral, and artistic endeavors Schools using this approach envision the
curriculum as a means to help schools become an extension of the community and
society, greatly benefiting the student’s sense of self and social power in and
out of the classroom. Associated with
this sixth approach are the developmental theories of Pinar and past theorists
such as George Counts, Harold Rugg, and Harold Benjamin (Ornstein and Hunkins,
2009, pp. 9-10).
Now that we have
an idea about the definition of curriculum, how do curriculum and instruction
work together successful? In consideration of these definitions and curriculum
approaches to define curriculum, I define curriculum in my own terms consisting
of what is taught, well-planned in subject matter (math, science, English,
history) and consideration of student needs. What is instruction? Instruction is how the curriculum will be
taught and consideration is given to diverse instructional strategies and student
needs. Furthermore, instruction and
curriculum are interdependent on each other. If the curriculum lacks diversity in its
foundations, subject matter, lesson planning, creation of student experiences,
instruction will lack in the choices teacher chooses to teach.
This I would say
is the distinguishing difference and similarity between curriculum and
instruction. In addition, in defining curriculum, it should not be limited to
the above subject matter (math, science, English, and history). A well-developed curriculum affords us the
opportunity to present to our students diversity in subject matter,
presentation, lessons plans, and instructional strategies. Curriculum and instruction are also dependent
on the quality of teacher effectiveness.
Curriculum and creative instruction planned according to student needs
can yield positive interactions, and outcomes in aiding the learner in their
development of personal insight and social power.
For example, creation
of effective curriculum with an emphasis on student development also should include
but not limited to the creation of meaningful activities, positive
teacher-student relationships provide positive classroom environments, mutual
accommodations for all students, inclusion of all diverse learning and student
populations and encourage family involvement at all levels of learning. With such a great diversity in student
population educators benefit by knowing what others are saying about the field
of curriculum as well as how to apply to practical practices in the classroom. As
I stated earlier these are some of the starting points to get all schools on
the same level of helping all learners develop personal insight and social
power.
A student’s
perception of who they are and how they function in a social context is an
important point in understanding the curriculum. Experiences that help students
increase their thinking and develop social relationships are important. These
learning experiences help to foster a student’s self-esteem and increase the
chances that learning will have a positive outcome. Social power or the lack of
affects a student’s social power. One of
the ways is in the process of learning, students need effective ways to learn
from each other and how to transfer what is learned (through instruction) to
real-world applications. The Behaviorist approach advocates “learners as cognitive
individuals functioning within a social context” (Ornstein and Hunkins, 2009,
p. 3). For example, we can begin with the
instructional strategy of cooperative group learning. Cooperative group learning gives students
access to positive student interactions and reinforcement of social skills.
These types of learning opportunities are invaluable and can be constructed to
other learning that supports learning and social power. Cooperative group
learning and instructional strategies involving direct interaction with the
learner is rooted in the perspective of the Humanistic approach, with an
emphasis on active student participation and building a student’s self-esteem
which is an aspect of social power and conscious (p. 9).
Understanding
why some students do well in school and others do not is a crucial issue. The many reasons are as divisive as the
defining of curriculum. Understanding these and other theories is the first
step to understanding the dynamics of the many influences that may affect our
student’s learning and the way we choose to teach those students. Ornstein and
Hunkins (2009) remind us the curriculum theory entails decisions about the use
of the curriculum, the use and development of the curricular, design and
evaluation. Furthermore, curriculum
theory involves a variety of disciplines represented as philosophical,
historical, psychological, and social which is used to define the boundaries of
knowledge with the context of the field of curriculum. In addition, the
curriculum theory defines and explains the concepts, principles and
relationships pertinent to all domains existing with the field of curriculum (pp.
13-19).
The knowledge of
these principles within the theoretical framework is the first step in
understanding many issues, and to support students learning by integrating
structural equality that will benefit all of our students. Some of those equalities as mentioned in the
Systems approach are considerate of “curriculum issues” affecting the “entire
school and school system” (Ornstein and Hunkins, 2009, p. 7). Teachers have the responsibility to make sure
each student is given the best opportunity in which to learn and instructional
lessons are designed with student’s individual needs are taken into
consideration.
As educators,
recognizing what our students need and how to teach the subject matter is one
aspect of knowing the student and how best to use the curriculum. Tobin (2008) expresses this thought, comprehending
curriculum and knowledge of student skills, interests and backgrounds is
required for success of all students (p.162).
Ornstein and Hunkins (2009) add that the Academic curriculum approach considers
the changing student population and calls for administrators and all
participants to also include a curriculum diverse in subject matter such as
“religion, psychotherapy, literary criticism, and linguistics” (p. 8). In the process of learning, students need
effective ways to master the material and learn from each other. Based on the traditional theories of social
organization the teacher’s role in the curriculum process is essential to its
effectiveness (Ornstein and Hunkins, 2009, p. 25).
Teachers
understand the importance of providing meaningful connections that students can
participate in. As previously stated,
the quality of instruction is dependent on teacher effectiveness. The best curriculum is less than effective if
we are not willing to approach it from a series of diverse applications, just
as students are diverse in learning our approach to curriculum and instruction
needs a diverse approach. Using the
knowledge of others to define the word curriculum, educators can envision curriculum
to fit their needs and needs of students.
Changes in part
due to society and the many forces that shape its foundation will continue to
shape the definition of curriculum. As was mentioned earlier in this paper,
relationships provide positive classroom environments, mutual accommodations
for all students, inclusion of all diverse learning, student populations and
encourage family involvement at all levels of learning. Furthermore, because
relationships are an aspect of the curriculum definition, we are reminded of
these words based on the humanistic approach, “education must focus both on the
personal and interpersonal” (Ornstein and Hunkins, 2009, p. 9). Diverse opinions in defining the word
curriculum is ever-changing but the four foundations its theories, ideas,
concepts are based on philosophical, historical, psychological, and social
factors most theorists agree as a valid way to construct knowledge of
curriculum (p.13).
References
Ornstein, A. C., & Hunkins,
F. P. (2009). Curriculum:
Foundations, principles, and issues.
[Reader version].
Retrieved from
Tobin, R. (2008). Conundrums in
the differentiated literacy classroom. Reading
Improvement Journal, 45(4), 159-169.
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