Definition and Relationship of Curriculum and Instruction

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Definition and Relationship of Curriculum and
Instruction
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Levels of Curriculum

• Societal- political
• Institutional- local educators and laypeople
• Instructional- teachers plan and deliver
• Experiential- perceived and experienced by
  students
• Goodlad and Su (1992)

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Levels of Curriculum

• Based on how far the learner is from the source
  of the decisions made about the curriculum.
• For example
• President Obama makes decisions at the societal
  level- he is currently influencing the future of
  No Child Left Behind.
• State staff make decisions at the institutional
  level by deciding what courses are taught in
  agricultural education.
• Teachers make instructional decisions when they
  create instructional plans.

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WHAT is taught to students.
What is curriculum?
There are many definitions that are correct.
but for our purposes we define curriculum as
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What is curriculum development?( sometimes
called macrocurriculum)

• In this course when we refer to curriculum
  development, we are assuming the process involves
  a number of professionals and the curriculum that
  is produced will be used by multiple instructors.
  

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So why are you here?

• Because you may want to serve on a curriculum
  team one day or create your own modified course
  or program for adoption by the state.

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What is instructional design? (sometimes called
microcurriculum)

• Instruction is HOW the curriculum is delivered to
  students.
• Instructional design typically occurs when an
  instructor is preparing to teach his or her
  courses or program.hopefully you already know
  how to do this.

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Shared Aspects and Unique Aspects of Each
Finch, C.R. and Crunkilton,J.R. (1999).
Curriculum Development in Vocational and
Technical Education,p.13.
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Technical Approach
Rational Logical Process

• The traditional approach
• Typically a committee of state leaders, teachers
  and industry personnel
• Assumes the teacher will accept the revisions
• Evaluation is based on the faithfulness of the
  implementers
• Use is called implementation

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Technical Approach
Non-rational Process

• Implementers (teachers) collaborate with
  developers
• This adaptation gives the teachers a feeling of
  ownership
• Evaluation is based on meeting the intended
  purposes of the curriculum and the implementers
  actual use of the curriculum
• Use is called implementation

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Non-technical Approach

• Based on the individual needs of the student or
  society
• The teacher makes the decisions as the subject is
  taught
• Evaluation is based on meeting its intended
  purpose
• Use is called enactment

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Curriculum Terms

• Curriculum products include course blueprints,
  courses of study, resource units, list of goals
  and objectives, and in NC- instructional
  outlines. These include any documents produced by
  curriculum developers that deal with the content
  to be taught.
• Curriculum guides usually include the content to
  be taught and instructional strategies to be used
  (lesson plans). In NC, our new courses being
  developed using Blooms new revised taxonomy will
  have a curriculum guide (we will discuss this
  more later in the course) not just a course
  blueprint.
• Curriculum resources usually include things such
  as textbooks, content brochures ( think of a 4-H
  project book), videos, and computer software or
  internet sites that instructors use to support
  the course.

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Summary

• In this course, we will carry out the curriculum
  development process to create a new course by
  conducting a needs assessment for the course,
  developing a course blueprint, and selecting
  instructional/curriculum products to be used when
  teaching the course.
• We will be using different rational logical
  process of the technical approach to do this.