Concepts of curriculum 1

Concepts of Curriculum in Education

Melinda Kaszuk

University of Phoenix

HSN 544

Professor Brown
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Definition of curriculum

Learning environments require structure of included content and internal framework that

is collectively known as the curriculum. Educators develop philosophies of expected outcomes

which intended to engage and challenge students, provide relevance for inclusion of materials,

and ensure learner outcomes. According to Clark, et al. (2006), development of structured

activities and goals are usually agreed upon by departmental committees of educational

institutions and are published for students with direct guidelines and expectations for specific

majors and individual courses. As a planned engagement of learners, curriculum is coordinated

and articulated to provide knowledge and skills to achieve specific conceptual understanding of

specified intellectual conditions and planned educational experiences.

Engagement and challenging of students can be supported by a well-developed

curriculum. Provision of learning relevance has been attributed to adult and non-traditional

learners in capture and learner transformation. Support of learning theories such as the

Multiliteracy Theory (Van Haren, 2007) indicate specific knowledge processes such as

experience, conceptualization, analytical skills, and learned material in application of knowledge

and critical thinking of learned skills in practical situations. Curriculum presentations give

students reference and evaluation mechanisms for outcomes evaluations and self-direction in

learning.

Curriculum and teaching

Educators consider a well-developed curriculum an asset for not only students, but

themselves as well. Integration of physical, emotional, social, and intellectual conditions in

concept development assists in shaping and reinforcement to the external structure of the
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learning process. Teachers can identify similarities and differences in students’ individual

learning styles, thus allowing them to facilitate proper summaries for reinforcement, recognition

of student efforts, collaboration with cooperative learning, for example, learning teams, objective

development and provision of feedback (Instructional strategies, 2003).

Curriculum is a means of communication from instructors to learners by written

explanation of program goals. Specific skills are demonstrated and displayed sequences of who

teaches what and to what extend are defined, and can be referenced with set objectives. Pinar

stated curriculum and learning involve mastering predetermined abstract facts, and in

diagrammatic structure comprise a curriculum (McKnight, 2006). Learner outcomes are

defined, and student perceptions are easily interrogated and analyzed giving the educator the

ability of identify new concepts and provide the learners with new experiences relevant to course

material (Van Haren, 2007). Learner outcomes can be reviewed in a standardized method and

provide focus on desired instillation of program philosophy.

Curriculum and learning

Conceptual framework manifested within curricula design offers structured opportunities

to engage learners in the development of new skills and allows students to infer and assess

concepts based on learned materials. Creativity and problem-solving skills are facilitated to

enhance learning by introduction of curricula with digital and multi-media tools. Engagement of

younger generations requires understanding and incorporation of technology into curriculum

development and usage. Availability in electronic format is desired by a vast majority of modern

learners, and within the past 15 years has become integrated in most higher education institutions

and is increasing in secondary and elementary school systems. With student bodies becoming

more diverse, use of online formats for curriculum has assisted in “affirmation of diversity”
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(Kingsley, 2007) between learners and educators. Students can self-direct studies to adapt

personal learning styles and recognize strengths and weaknesses, empowering learner

transformation and enhancing learning. Curriculum sets direct objectives by defining concepts

and subconcepts, and provides a rubric for feedback and reinforcing efforts (Instructional

strategies, 2007).

Conclusion

Educators develop curricula to provide structure in expected concept development and

inferred knowledge and skills. A support mechanism for students and instructors, objectives and

outcomes measures are used for course materials and student accountability in self-direction of

learning, and are an integral portion of instructional strategies proven to enhance learning.

Structure provides opportunity to develop skills, while allowing the student choices, self-

direction, and allows engagement in the process of the curriculum (McKnight, 2006). Constant

communication between student and instructor allow successful comprehension of course

materials and assist in assimilation of critical thinking skills and support the educator as an

instructional decision-maker in implementation of specialized areas of knowledge and skills.

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References

Clark, N., S. Stow, et al. (2006). Developing standards based on curricula and assessments.

Clearing House, 79 (5), 258-261. Retrieved on September 19, 2007 from EBSCOhost

database.

Kingsley, K. (2007). Empower diverse learners with educational technology and digital media.

Intervention in school and clinic, 43 (1), 52-56. Retrieved on September 18, 2007 from

EBSCOhost database.

Instructional strategies that work. (2007, February 1). Gifted Child Today, 26 (2), 7. Retrieved

on September 20, 2007 from EBSCOhost database.

McKnight, D. (2006). The gift of a curriculum method. Curriculum & Teaching Dialogue,

8(1/2), 171-183. Retrieved on September 21, 2007 from ProQuest database.

Van Haren, R. (2007). A multiliteracy approach to pedagogy. Literacy Learning: The Middle

Years. 15 (2), 46. Retrieved on September 20, 2007 from ProQuest database.