Lesson one
Definition and Relationship of Curriculum and Instruction
Pretest:
Complete the pretest located in Moodle to see how much you know about this weeks lesson.
Introduction:
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.
Our 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.
Objectives:
-
Compare and contrast the definitions of curriculum in the education environment.
-
Describe the relationship between curriculum and instruction.
-
Discuss the different levels, approaches and concepts of curriculum development and their impact on the final curriculum product.
-
Analyze the need for curriculum in the educational environment.
-
Define curriculum products.
Readings:
Do these FIRST!
-
Read Chapter 1, p. 3-16 Sowell, E. J. (2000). "Overview of Curriculum Processes and Products" in D. Stollenwerk, P. Burleson & L. Bayma (Eds.), Curriculum: An Integrative Introduction. Upper Saddle River, NJ: Prentice-Hall, Inc. p.3-16.
-
Read Chapter 1, p. 3-10 Walker D. F. (2003). "Curriculum Work" in N. Silverman, L. Hawver (Eds.), Fundamentals of Curriculum: Passion and Professionals, Mahwah, NJ: Lawrence Erlbaum Associates Inc., p.3-10.
-
Read Chapter 1 p. 1-4 Armstrong, D. G. (1989). "An Orientation to Curriculum" in S. Wakely (Eds.), Developing and Documenting the Curriculum, Needham Heights, MA: Allyn & Bacon, p.1-4.
Powerpoint Presentation:
Download this week's presentation:
Definition and Relationship of Curriculum and Instruction
You can also listen to a recording for the lesson:
Assignments:
Now do this!
-
Complete this worksheet and submit under "Worksheet 1" in Moodle. This assignment is due Aug. 31 by midnight.
-
Go to the AEE 529 Moodle page, and post to this weeks forum a brief message that introduces yourself to the rest of the class. This will allow you to share a little bit about yourself and learn more about your classmates.
Plugins to third party applications found in this lesson such as Quicktime, Powerpoint, Word, Adobe, etc can be downloaded from the AEE 529 course syllabus.