2. Introduction
Multiple approaches to the
development of a curriculum
have been catalogued with the
guidelines proposed by Kerr,
Tyler, Kern and Taba being the
most prominent.
The approach to curriculum
development may also be based
on the theories of learning that
elaborates on how students
grasp learning in an academic
setting.
3. Components of the Curriculum
Intended Outcomes -
behavioural, cognitive,
societal
Subjects Taught - science,
humanities, art
Implementation Technique
- classroom, lab, field
study, budget
4. Postulates and Assumptions for Curriculum
Design
Hilda Taba’s Assumptions
● Thinking is an active transaction between the individual
and data
● Thinking can be taught
● Processes of thought evolve by a sequence that is
"lawful"
Edward Throndike’s Postulates
● Abstract intelligence - the ability to process and understand
different concepts
● Mechanical intelligence - the ability to handle physical
objects
● Social intelligence - the ability to handle human interaction
5. Explicit, Hidden and Null Curriculums
Explicit:
formal/stated mandated
curricula that contain
explicit steps and
procedures to follow for
proper implementation;
stated and intended
outcomes.
Hidden:
Practices and procedures
resulting from decisions
made when implementing
the explicit curriculum,
unintended outcomes that
occur as the explicit
curriculum is
implemented.
Null:
Curricular aspects
excluded (either
intentionally or
unintentionally from
classroom instruction that
are appropriate to the
explicit curriculum.
6. Student Centred Approach Case Samples
In San Francisco, at City Arts and
Technology High School, curriculum
includes a strong focus on social justice
and identity. Social justice themes are
used as a strategy to empower youth
and encourage them to think critically.
At Life Academy of Health and Bioscience
in Oakland, the culminating and most
rigorous work for students is the senior
research paper, a yearlong and multistage
assignment that many graduates describe
as one of the academic experiences that
was most helpful for the first year of
college.
At Impact Academy of Arts and Technology in
Hayward, teachers emphasize that there are
multiple perspectives to any issue. A history
teacher describes a unit on Reconstruction:
"We looked at different historical
interpretations…. from the 1870s and from the
1920s and from the 1960s and they had to pick
a claim that a historian … made about
Reconstruction.
8. Elaboration of Maastricht Seven Jump Process
1. Clarification: Explanations and discussion
2. Formulation of Problem Statement: Invoke wider
research options
3. Brainstorm: Collection of ideas with regards to the
problem statement
4. Formulate Learning Objectives: Formulate a central
research topic obtained from brainstorming
5. Self Study: Exposure to research topic oriented
literature and related media
6. Share Results: Exchange arguments, compare results
and concepts acquired.
7. Evaluate Results: Assessment of the learning process
as well as the students, reflecting on methods and
outcomes.
9. Cognitive Approach Illustrated
Theoretical
Introduction
Applied
Work
Real Life
Situatio
ns
The difference between the classic diagram and the cognitive one is not formal, it is a
difference in depth between an acquisition of information that applies too late to real life
situations, and a knowledge building anchored from the very beginning in real life situations.
Use in Real Life Situations
Real Life
Situations
Theoretical
Developme
nt
Concept
Creation
CLASSIC
PROCESS
COGNITIVE
PROCESS
10. Lev Vygotsky Postulate
WHAT IS NOT
KNOWN?
Skills difficult to grasp by a
student, is acquired with the
appropriate guidance and
encouragement from a
knowledgeable person.
ZONE OF PROXIMAL
DEVELOPMENT
WHAT IS
KNOWN?
LEARNING
