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Class 1 : |
Definition and Relationship of Curriculum and Instruction |
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Learning Objectives:
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Sowell, E. J.
(2000).
"Overview of Curriculum Processes and
Products" in D. Stollenwerk, P. Burleson
& L. Bayma (Eds.), Curriculum: An Integrative Introduction.
Walker D. F. (2003). "Curriculum Work" in N. Silverman, L.
Hawver (Eds.), Fundamentals of
Curriculum: Passion and Professionals,
Armstrong, D. G.
(1989).
"An Orientation to Curriculum" in S. Wakely (Eds.), Developing and Documenting the Curriculum, |
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In this course, our focus will be the process of developing curriculum for agricultural and extension education. Curriculum is a term that has many definitions so we will begin the course by defining curriculum. We will then examine social, economic and philosophical reasons for the evolution of Career and Technical Education curriculum in our public schools. By examining the history of Career and Technical Education and the philosophies of its’ founders, we will reflect on the past and analyze current curricular needs. We will also study and learn to use efficient, sound models and decision making processes by developing the curriculum framework for one Agricultural and Extension Education course or program. |
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Instructional
Thoughts:
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Everyone who has worked in a school has been exposed to curriculum at some level. Because the term curriculum is used so broadly, we need to examine the many definitions of curriculum and understand which ones we will be dealing with in this course. Out first task is to become aware of the different definitions of curriculum. Read the three chapters assigned for this week's readings and highlight or make a list of the definitions of the term "curriculum". How are they similar or different? Are they all correct? Why is there so much controversy based on the definition of curriculum? Instructional and curriculum development are also terms that are often confused. They are interrelated but are different processes. In curriculum development, we might decide that a student in Horticulture should be able to differentiate between a monocot and dicot plant. In instructional design, we might design a lesson that will help the student reach that learning outcome. When a teacher decides how they are going to teach a curriculum this is referred to as instructional design. Curriculum exists at several levels. In high school agricultural education, many states have course outlines or blueprints. We also have national standards for agricultural education. Are blueprints and standards both considered to be curriculum? If so, at which level do they exist- societal, institutional or instructional? After completing this week's reading reflect on several controversial questions. Is there a need for different levels of curriculum? Should teachers or administrators decide the student learning outcomes in each course? If teachers created their own courses, how could they work with other teachers to make sure there are no gaps or overlaps in the K-12 curriculum? How does accountability tie into curriculum development? All of these are questions that should be considered when deciding who is responsible for the development of curriculum at different levels. These are also questions that have been controversial since the beginning of informal and formal education. |
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Weekly
Assignment:
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15 pts
Curriculum Development in Agricultural and Extension Education
