Welcome to EDU206.

CURRICULUM AND INSTRUCTION 2.

TOPIC 1

CONCEPT OF CURRICULUM

Curriculum from school education of the recipient point of view means different things to different
people.

It's the learning experiences that the learners acquire under the guidance of schools directed towards
acquiring some skills or competence.

Curriculum derives its name from the Latin word currere meaning "a running course", " race" or
running on a wager. Its a course one runs to reach a goal. It later on became a course which students
pursue and compete for targets defined in terms of high grades, certificates and awards.

Curriculum are the subjects that are included in a course of study or taught in a school.

Curriculum is the outline of concepts yo be taught to students to help them meet the content
standards. Curriculum is what is taught in a given course or subject. All the learning which is planned or
guided by the school, whether its carried on in groups or individually, inside or outside school.

Curriculum in its simplest definition is teaching. A teacher means a lot to students in terms of
character modification.

All the learning experiences that the child encounters on his own way to acquiring knowledge.

It's also the planned and unplanned learning experiences under the guidance and auspices of the
school.

Synopsis of the curriculum

* learning experiences

* planned and unplanned

* activities that take place in a school.

* the output of what teachers input into students.

The purpose of curriculum is to enable each child to be a successful learner, a confident individual, a
responsible citizen and an effective contributor
CURRICULUM AND INSTRUCTION

TOPIC 2

FOUNDATION OF THE CURRICULUM

The philosophical foundation of curriculum helps determine the driving purposes of education, as well
as as the roles of the various participants. While all foundations propose to set goals of curriculum,
philosophy presents the manner of thinking from which these goals are created.

We have:

Philosophy of education

Sociology of education

Psychology of education

History of education

INFLUENCE OF PHILOSOPHY ON EDUCATION

It helps the curriculum developers and planners to define the schools purpose and also it helps to
identify essential subjects to be taught and it enable educational planners to come up with approaches
and methodologies in how students can learn some skills, knowledge and competencies.

Philosophy of education also enables teachers to produce desirable instructional resources, identify
methods and strategies to be needed during course evaluation.

Curriculum decisions offer a wide range of consideration that anchor of several issues in education
which are the purpose of learning, sources of the subject matter, the nature of teaching/learning
process, characteristics of the learner etc. These decisions are based on certain fundamental beliefs that
spring one's philosophy of education. This is what made it possible for philosophy to be viewed as one of
the foundations of curriculum. Philosophy helps us to understand are own personal system of beliefs a d
values, that's, the way and manner we perceive the world around us and how we actually define what is
important to us. Since philosophical issues have always influenced society and our institutions of
learning, the study and understanding of philosophy of education in relation to curriculum development
becomes vital and imperative. Philosophy of education to a greater extent influences and determines
our educational decisions and alternatives.

INFLUENCE OF SOCIOLOGY ON CURRICULUM

 Schools are part and parcel of society and exist for society. Society influences society through its
curriculum. Schools, through their teaching of the curriculum, can shape and mould society and society
in turn can impact the curriculum.

There's rarely a curriculum that's developed without reflecting society. People today are vocal in
expressing their views and are eager in seeing their opinions influence what is going on in school. With
advancements in ICT, people are talking and sharing views across the globe. They are seeing things
happening in other school systems and would like to see some of these practices in their own schools.

Education systems are closely tied to the institutional network of society. To understand how the
content of schooling is shaped in any society, we must understand the relationship between education
and other institutions in society.

Knowing the social foundations of curriculum is crucial in making decisions about what should be
included in the curriculum and eventually what happens in the classroom.

INFLUENCE OF PSYCHOLOGY ON CURRICULUM

Learning theories have much to offer on the psychological aspect as a crucial discipline of curriculum
foundation. Its the work of psychology to determine what age an individual is ready to learn and under
what conditions. As we all know psychology is the study of human development physically and
intellectually right from childhood to adulthood. Educational psychology as a discipline is concerned
with the question of how people learn.

Psychologists are concerned with establishing patterns in human life so as to be able to understand
and predict behavior. Educational psychology as a discipline advances principles of teaching and learning
that influence teacher-student behavior within the context of the curriculum. Its because psychology is
the unifying element in the learning process.

Psychology in general and educational psychology in particular contributes to appropriate decision

making in curriculum regarding selection and organization of appropriate objectives, learning
experiences and methods of evaluation as well as decisions regarding the scope of the curriculum.

Psychological influence on curriculum can best be understood through theories of learning. These
theories of learning are classified into 3 categories.

* behaviourism

* cognitivism

* humanism
1. BEHAVIOURISM: The behaviorist believe that learning is organized in a step by step process so that
low, medium and high flyer's can benefit equally from whats being taught. A learners attitude towards
learning can be positive and negative. Positive attitude to learning produces superlative outcome while
negative attitude brings disappointing performance.

2. COGNITIVISM: This has to do with cognition and recognition which boils down to knowledge
acquisition. Cognitivist focus on individuals processing of information as well as managing their thinking
and this can be called emotional intelligence.

3. HUMANISM: humanist believe on the development of human potentials and so their emphasis is on
the process and not the product. They also believe and don't subscribe to the fact that human beings
are not animals or machines but are homosapiens that are influenced by their biological, cultural and
environmental situations.

INFLUENCE OF HISTORY ON CURRICULUM

History is the creation resulting from human activities through participating in different events. In
order to be certain with what will happen in the future, one has trace back to what has transpired in the
past. Historical foundation of curriculum addresses different phases of human development. Students
recognize that events in culture and personal issues take place continually. The study of history can help
students gain perspective on events and issues they face. The ability to break down and analyse events
is an important step in critical thinking.

Knowledge of history of education exposes learners to the different roles that the following
philosophers and educators played in the field of curriculum development.

1. Franklin Bobbitt: he is regarded as the father of curriculum. He emphasized that curriculum is a

science. He also moved for the curriculum development movement . He regarded curriculum as
science because it focuses on students needs which prepares them for adult life.

2. Harold Rogg: a disciple of Bobbitt who believed that no matter what the curriculum is still child
centered. For it to be wholly child centered it must concentrate on the holistic development of the child.

To amplify his reasoning, social studies was made the fulcrum of his own attention and said that for
the teacher to be worth he sort, he must plan ahead. A teacher must walk into the class and verbalize
with purpose. The teacher must always plan ahead.
3. Hollis Caswell: also a disciple of Bobbitt saw curriculum as an organized instrument which centers
around social functions, of organized themes, knowledge and learner's interest and he sum up saying
instruction and learning are interrelated.

4. Ralph Tyler: he is the youngest among the listed. He believed curriculum is a science. That it's an
extension of school's philosophy which is based on students needs and interest and that the aim of the
curriculum was to educate generalist and not specialist.

5. Hilda Taba: he contributed to the theoretical and padegogical foundation of concept development as
well as critical thinking and particularly social studies.

Most recent is Peter Oliver.

6. Peter Oliver(1992-2012): what he did differently from the rest was that he described how curriculum
change is a cooperative endeavour. But it has to be an endeavour that involves not just one person but
of curriculum engineering..

CURRICULUM AND INSTRUCTION

TOPIC 3

PHILOSOPHY

Philosophy is the study of the fundamental nature of knowledge, reality and existence, especially
when considered as an academic discipline.

It can also be defined as a theory or attitude that acts as a guiding principle for behaviour.

Educational philosophy traditionally is defined in terms of goodness, truth and reality. These criteria
differ along individual divides when questions such as what is good? What is true? And what is real? are
asked. An analysis of these questions reveal unique patterns of responses. When these responses are
labelled and categorized they form what is called philosophy.

In philosophy the study of goodness or values is referred to as Axiology. Knowledge or truth as

epistemology and reality as Ontology. Axiological questions deal with the ultimate source of values to be
taught. Values such as culture, and what is considered right.
 Epistemological questions are directed towards search for the truth and ideal ways of learning.

When we want to search for reality, ontological questions are raised. The standard philosophical
inquiries concerning goodness, truth and reality are translated into questions concerning the source,
medium and substance of learning in a school environment.

These queries are not simple because there are many ways to select ideas, translate them into
instructional pattern and package them into curriculum programs. These possibilities are constantly
increasing as our knowledge of the world becomes more sophisticated and technology opens new
options.

Essential questions arise that must be answered prior to planning learning experiences for students.
What should be the role of the society and teacher? How does the school deal with change?
Philosophers engage in questions that have to do with why, how , when and where.

PHILOSOPHIES: There are 5 distinct types namely:

Perennialism

Idealism

Realism

Experimentalism

Existentialism

PERENNIALISM: Its the most conservative, traditional and most structured in the list of philosophies.
They believe that education like human nature is a constant and that education should focus on
rationalism since its a preparation for life as such students should be taught. The perennialists believe
that reality is a word of reason.

In reality there exists goodness which encompasses rationality. To get started, they favor a curriculum
of subjects and doctrines taught through highly disciplined drills and behavioral control. The school of
perennialism emphasizes the teaching a tender truth which the teacher interprets and tells. However,
the drawback here is that the student is reduced to passive recipient of knowledge which is first found in
religious environment.

IDEALISM: is a philosophy that exposes the refined wisdom in a man and woman. The idealist believe
that truth can be found in the consistencies of ideas. Goodness is an ideal state, something to strive to
attain. They favor schools that teach subjects of the mind, such as are found in most public school
classrooms. Teachers in this respect are examples, meaning models of ideal behavior. They believe
schools should have the capacity to sharpen intellectual processes to be able to present wisdom of the
ages to bear in the tomorrow. However, students hear are made to be passive listeners and not
participants.

REALISM: is a school if thought which believes that the world is as it is and the job of the school was to
teach what obtains in the world. Emphasis in this regard is on law of nature and the order of the physical
world. Truth is the symbol correspondence of observance. Students must be taught subjects of the here
and now world. Such as disciplines of knowledge. Knowledge must be factual in the classroom that is
ordered and disciplined given the opportunity for observation and experimentation.

EXPERIMENTALISM: This school of thought believe that the world is an ever changing place. They favour
a school with a heavy emphasis on social subjects and experiences that learning can only occur through
a problem solving or inquiry format. Teachers would aid learners to learn using appropriate methods
and demonstrative activities focusing on intensive engagement of learners to break even. It focuses on
value development thereby peaching the learner on the pedestal of learning.

EXISTENTIALISM: they see the world in term of personal subjectivity. According to them, schools assist
students to know themselves and meaning models of their existence in society and subject that can do
this are the arts, social science, ethics or philosophy.

CURRICULUM AND INSTRUCTION

TOPIC 4

THE NATURE OF KNOWLEDGE

According to English Oxford learners dictionary, knowledge is the information, understanding and skills
that you gain through education or experience.

Epistemology is the part of Philosophy that deals with knowledge. Its also the philosophical study of
the nature, origin and limits of human knowledge. This term is derived from the Greek word episteme
which means knowledge and logos which means reason and accordingly the field is sometimes referred
to as the theory of knowledge. Knowledge is often defined as a belief that is true and justified.

CURRICULUM AND INSTRUCTION

TOPIC 5
CURRICULUM DESIGN

Curriculum design is a substantive entity of a curriculum revealing the arrangement of the

components or elements of the curriculum like aims, goals and objectives, subject matter or content,
learning activities and evaluation.

According to Karen Schweitzer, curriculum design is a term used to describe the purposeful, deliberate
and systematic organization of curriculum within a class or course.

Its the arrangement of the components or elements of a curriculum which can also be referred to as
curriculum organization. That is the nature of elements present in a curriculum and the patterns or
organization in which they are brought together.

Its a work plan through which the curriculum content is implemented in order to achieve the
curriculum goals and objectives which may be done either in a short or long-term basis.

In a curriculum design the teachers identify what will be done, who will do it and what schedule to
follow.

As we all know that curriculum contains the knowledge and skills that students need to master in
order to move to the next level. By thinking about how their curriculum is designed, teachers ensure
they've covered all the necessary requirements. From there they can start exploring various approaches
and teaching methods that can help them achieve their goals.

The key to a good course design is forming educationally sound and logical links between objectives,
teaching and learning methods and the assessment of learning. In deciding the curriculum design to use
at any stage, the guiding objectives must be well stated, incorporated and at the end evaluated to see
how far we've been successful.

MAIN/KEY FEATURES OF CURRICULUM DESIGN

1. An excellent pattern of content organization: thus is the most prominent feature of curriculum
because we definitely know that content is a very important element and necessary in the curriculum
design.

2. Activities organization: Activities scheduled and organized by the school.

‍3. Areas of living ✍🏼 ✍🏼

 Thus, in order to have a good design, curriculum designers must have the following in their minds at all
times.

The SCOPE: its the area of coverage or the area to be covered.

The CONTINUITY: its a repetition or reoccurrence of concepts, theories and principles learnt in a
curriculum.

The SEQUENCE: Its related to continuity, but sequence of theories implies degree of complexity as the
learner moves up the ladder.

The INTEGRATION: this is the relationship which subject matter or concept has with another.

TOPIC 6

MODELS OF CURRICULUM DESIGN

BROAD-FIELD CURRICULUM: the purpose is to bring about the subject matter of closely related
disciplines or school subjects so as to make learners see the relationship between different subject
areas. This is done by putting together several specific areas into a larger field. For example, physics,
chemistry and biology are all studied under Integrated science in junior class while government,
economics, geography and history are also studied under Social studies in junior class.

CORE CURRICULUM: this type of curriculum is a university based curriculum where we have core,
elective and compulsory subjects. Its used at most times to differentiate basic studies, general studies,
general education and indeed all subjects and courses which is considered necessary for all students.

ACTIVITIES/EXPERIENCED CENTERED CURRICULUM: Its learned centered. It's based on the learner's
interest, needs and motivation. Teachers must try to discover their interests and needs by channeling
learners the experiences in order to make it stimulating, purposeful and rewarding for them. This type of
curriculum is an approach with very flexible ideas for children's need in the natural setting of human
growth and development.

The children's interest determine content and structure of learning.

HIDDEN CURRICULUM: Its the unofficial unwritten curriculum of the school or that which is not
ordinarily addressed through regular curriculum planning but influences what and how students learn.
What is learnt from hidden curriculum last longer than what is learnt from the planned curriculum.
Learners offered opportunities to learn about themselves and their relationship with others in school.
These learning are not always planned or intended in curriculum plans. The grow out of the daily life of
the school and its organization.

TOPIC 7

CURRICULUM INNOVATION

According to English Dictionary, Innovation is defined as the act of effecting a change in an

establishment or introduction of sometimes new.

Innovation is simply the introduction of new things, ideas or ways of doing something.

An innovation is an ides or practice which is perceived as new by the potential adopting unit.

Innovation in education therefore is a change to accustomed practices in learning or teaching whether in

objectives, content or methods.

Innovation in education always seeks knowledge that will support new and unique ideas in instructional
techniques that will reach the students in more effective and exciting ways.

The important of innovative teaching in education encourages teachers and students to explore,
research and use all the tools to uncover something new. It involves a different way of looking at
problems and solving them. Innovation improves education because it compels student to use a higher
level of thinking to solve problems.

Its usually introduced in experimental situations and for the purpose of improvement. What may
constitute an innovation to one person may be quite familiar to another. The difference lies in what one
is accustomed to because innovation is associated with change and many unexpected difficulties can
arise when you try to adopt one.
EFFECTS OF CURRICULUM INNOVATION

1. It creates excitement and hardworking to be able to come to grip with the innovation.

2. It creates loss o confidence and an increase in anxiety especially when you don't see its after effect.

3. Innovation can cause confusion.

ADVANTAGES OF CURRICULUM

1. Efforts are harnessed for the benefit of the whole system.

2. It ensures that national priorities are given adequate emphasis.

3. It provides opportunities for the training and retraining of teachers.

4. Curriculum change usually involves experts, specialists, and researchers

5. Materials and prototype produced by specialists and experts are likely to be of high quality.

6. Its effective in the case of material production such as pupils textbooks, teacher's guide etc

DISADVANTAGES OF INNOVATION

1. The cost of development is high.

2. Teachers are passive recipients of materials developed for them by the central agency.

3. Local need and variations are not always taken into account when materials are being produced.
FACTORS INFLUENCING CURRICULUM CHANGE

1. Change is the social value or beliefs and traditions

2. Change in the nature of knowledge or content of education

3. Change in the learning process

4. Change in the system of education

5. Change necessities by feedback for curriculum innovation

End of EDU206

Read Policy changes in education and Innovations in teaching on your own.

These are the last two topics in the course outline.

Thank you.

INNOVATION IN EDUCATION :

Innovation in education is about more than just technology. It's about how you can use technology to
empower students to become lifelong learners who are agents of change.

Innovation in education encourages teachers and students to explore, research and use all the tools to
uncover something new. It involves a different way of looking at problems and solving them. The
thinking process that goes into it will help students develop their creativity and their problem solving
skills.

**INNOVATIVE WAYS OF* *TEACHING*

1. *Crossover Teaching:*

Here, the learning happens in an informal setting such as after-school learning clubs, or trips to
museums and exhibition. The teacher can link the educational content with the experiences that the
students are having. This teaching is further enhanced and deepened by adding questions related to
the subject. The students can then add to the classroom discussions through field trip notes,
photographic projects and other group assignments related to the trip.

2 *. *Teaching through Smart Boards*:

This is done by making the course content interactive and visual. The smart boards transform the
teaching experience into an interactive and collaborative experience as the teachers use dynamic
multimedia content, to help convey the topic more effectively to the students and making it a visual,
engaging experience.

3. *Teaching through collaboration*: Another innovative method of teaching involves encouraging

student collaboration for various projects. Teachers can help foster this skill in the classroom by
allowing students to learn, study and work in groups.

4. *Teaching through Virtual Reality* :

Virtual Reality technology involves helping students learn through interactions with a 3D world. For
instance, instead of taking the students through a boring history class, the teachers can use 3D
technology to explore ancient civilizations, travel to distant countries for a class in geography or even
take a trip to outer space during a class on science.

*IMPORTANCE OF INNOVATION IN EDUCATION*

*Innovation in education encourages teachers and students to explore, research and use all the tools
to uncover something new. It involves a different way of looking at problems and solving them. ...

*Innovation also improves education because it compels students to use a higher level of thinking to
solve problems.

Y'ALL SHOULD READ ON POLICY CHANGE THAT THE LAST TOPIC...