CHAPTER 1:

CURRICULUM AND
INSTRUCTION DEFINED

Developing the Curriculum

Eighth Edition

Peter F. Oliva
William R. Gordon II
 AFTER STUDYING THIS CHAPTER YOU
SHOULD BE ABLE TO:

Identify alternative definitions of curriculum.

Distinguish between curriculum and instruction.
Explain in what ways curriculum can be considered
a discipline.
Create or select a model of the relationship
between curriculum and instruction and describe
your creation or selection.

Oliva/Gordon Developing the Curriculum, 8e. 1-2

2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
 CONCEPTIONS OF CURRICULUM

The trackthe curriculumhas become one of the

key concerns of todays schools.
The quest for a definition of curriculum has taxed
many an educator.
In many schools a written plan may be called a
curriculum, but a curriculum encompasses many
more entities than a written plan.

Oliva/Gordon Developing the Curriculum, 8e. 1-3

2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
 CONCEPTIONS OF CURRICULUM

The term curriculum can be conceived in a narrow

way (as subjects taught) or in a broad way (as all the
experiences of learners, both in school and out,
directed by the school).

Curriculumis built, planned, designed, and

constructed. It is improved, revised, and evaluated.

Oliva/Gordon Developing the Curriculum, 8e. 1-4

2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
 CONCEPTIONS OF CURRICULUM

With considerable ingenuity the specialist can

mold, shape, and tailor the curriculum to the needs
of children the school serves.

Some curriculum theorists combine elements of

both curriculum and instruction in defining the
term curriculum.

Oliva/Gordon Developing the Curriculum, 8e. 1-5

2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
 CONCEPTIONS OF CURRICULUM

Others find a definition of curriculum in:

purposes or goals of the curriculum

contexts within which the curriculum is found

strategies used throughout the curriculum

Oliva/Gordon Developing the Curriculum, 8e. 1-6

2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
 CONCEPTIONS OF CURRICULUM

The purpose of the curriculum:

what curriculum does or should do
what the curriculum is meant to achieve
The contexts of the curriculum are the settings within
which it takes shape-three types:
essentialist curriculum-designed to transmit the
cultural heritage
a child-centered curriculum-designed to focus on
the learner
reconstructionist curriculum-aims to educate youth
in such a way that they will be capable of solving
some of societys pressing problems

Oliva/Gordon Developing the Curriculum, 8e. 1-7

2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
 CONCEPTIONS OF CURRICULUM

Text definition - curriculum is perceived as a

plan or program for all the experiences that the
learner encounters under the direction of the
school. In practice, the curriculum consists of a
number of plans, in written form and of varying
scope, that delineate the desired learning
experiences. The curriculum, therefore, may be
a unit, a course, a sequence of courses, the
schools entire program of studiesand may be
encountered inside or outside of class or school
when directed by the personnel of the school.

Oliva/Gordon Developing the Curriculum, 8e. 1-8

2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
 RELATIONSHIPS BETWEEN CURRICULUM AND
INSTRUCTION

A simplistic view of curriculum is - that which is

taught and instruction as the means used to teach
that which is taught.

Even more simply, curriculum can be conceived as

the what or ends and instruction as the how or
means.

Oliva/Gordon Developing the Curriculum, 8e. 1-9

2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
 RELATIONSHIPS BETWEEN
CURRICULUM AND INSTRUCTION

Both curriculum and instruction are subsystems of

a larger system called schooling or education.

Decisions about the curriculum relate to plans or

programs and thus are programmatic.

Decisions about instruction (and thereby

implementation) are methodological.

Oliva/Gordon Developing the Curriculum, 8e. 1-10

2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
 Models of the Curriculum
Instruction Relationship

Four Models:
1. Dualistic
2. Interlocking
3. Concentric
4. Cyclical

Oliva/Gordon Developing the Curriculum, 8e. 1-11

2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
 Models of the Curriculum
Instruction Relationship

Dualistic Model:
Curriculum sits on one side and instruction on the
other no intersection.
Discussions of curriculum are divorced from their
practical application to the classroom.
Under this model the curriculum and the
instructional process may change without
significantly affecting one another.

Oliva/Gordon Developing the Curriculum, 8e. 1-12

2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
 Models of the Curriculum
Instruction Relationship

Interlocking Model:

Curriculum and instruction are shown as systems

entwined.

The separation of one from the other would do

serious harm to both.

Oliva/Gordon Developing the Curriculum, 8e. 1-13

2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
 Models of the Curriculum
Instruction Relationship

Concentric Models:

Mutual dependence is the key feature of concentric

models.

Two conceptions of the curriculuminstruction

relationship that show one as the subsystem of the
other.

Oliva/Gordon Developing the Curriculum, 8e. 1-14

2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
 Models of the Curriculum
Instruction Relationship

Cyclical Model:

Curriculum and instruction are separate entities

with a continuing circular relationship.

Curriculum makes a continuous impact on

instruction and, vice versa, instruction has impact
on curriculum.

The essential element of feedback is stressed.

Oliva/Gordon Developing the Curriculum, 8e. 1-15

2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
 Models of the Curriculum
Instruction Relationship

Most theoreticians today appear to agree with the

following comments:

Curriculum and instruction are related but

different.
Curriculum and instruction are interlocking and
interdependent.
Curriculum and instruction may be studied and
analyzed as separate entities but cannot function
in mutual isolation.

Oliva/Gordon Developing the Curriculum, 8e. 1-16

2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
 CURRICULUM AS A DISCIPLINE

What are the characteristics of a discipline?

Principles - An organized set of theoretical

constructs or principles that governs it.
Knowledge and Skills - It encompasses a body of
knowledge and skills pertinent to that discipline as
well as the use of an amalgamation of knowledge
and skills from many disciplines.
Theoreticians and Practitioners It has
theoreticians and practitioners.

Oliva/Gordon Developing the Curriculum, 8e. 1-17

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 CURRICULUM SPECIALISTS

Curriculum specialists make contributions by:

Creatively transforming theory and knowledge into

practice.
Examining and reexamining theory and knowledge
from their field and related fields.
Stimulating research on curricular problems.
Providing leadership to the teachers.

Oliva/Gordon Developing the Curriculum, 8e. 1-18

2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
 A FINAL THOUGHT:

Teachers, curriculum specialists, and

instructional supervisors share leadership
responsibilities in efforts to develop the
curriculum.

Oliva/Gordon Developing the Curriculum, 8e. 1-19

2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved