Elements of curriculum

 Elements of Curriculum

The curriculum is more than just a list of subjects; it’s a planned and guided learning experience. Its elements are the fundamental components that, when strategically put together, define what students will learn, how they will learn it, and how their learning will be measured.

2.1. Introduction to Elements of Curriculum

The elements of a curriculum are the building blocks or essential components that must be considered and planned for when designing any educational program. These elements ensure a coherent and purposeful learning experience. Ralph Tyler, in his foundational work Basic Principles of Curriculum and Instruction (1949), provided the classic framework, often called the Tyler Rationale, by posing four fundamental questions that directly correspond to the main curriculum elements:

1. What educational purposes should the school seek to attain? (This defines the Objectives.)
2. What educational experiences can be provided that are likely to attain these purposes? (This relates to the Content and Teaching-Learning Strategies.)
3. How can these educational experiences be effectively organized? (This relates to the structure of Content and Strategies.)
4. How can we determine whether these purposes are being attained? (This defines the Evaluation.)

These four elements—objectives, content, strategies, and evaluation—form the core of curriculum design.

2.2. Elements of Curriculum

The four traditional and most widely accepted elements of a curriculum are:

1. Objectives (Aims/Goals)

• Definition: These are specific statements describing what the learner should be able to know, do, or value after completing a unit, course, or program. They provide the direction for all other curriculum activities.
• Characteristics: Objectives must be SMART (Specific, Measurable, Achievable, Relevant, Time-bound). They typically focus on the student’s expected performance, not the teacher’s activity.
• Levels: Objectives range from broad Aims (long-term, societal goals) to Goals (mid-level, program-level statements) to very specific Instructional Objectives (short-term, classroom-level outcomes).

2. Content (Subject Matter/Learning Experiences)

• Definition: This is the subject matter, the body of knowledge, skills, concepts, and attitudes that are to be taught and learned. It is the vehicle through which the objectives are achieved.
• Selection Criteria: Content should be valid (accurate and current), significant (important for the learner), learnable (appropriate to the learners’ cognitive level), and utility (useful in real life).
• Organization: Content must be logically organized, often using principles like:
  • Scope: The breadth and depth of the content.
  • Sequence: The order in which the content is presented (e.g., simple to complex, chronological, spiral approach).

3. Teaching-Learning Strategies (Methods/Activities)

• Definition: These are the methods, techniques, activities, and resources used by the teacher and the students to facilitate the acquisition of the planned content and the achievement of the objectives.
• Examples: Strategies include lectures, discussions, group work, problem-based learning, laboratory experiments, project work, simulations, and the use of technology.
• Rationale: The selection of strategies must be appropriate for the objectives (e.g., a high-level objective requiring critical thinking needs discussion, not just a lecture) and the content (e.g., teaching history vs. teaching coding).

4. Evaluation (Assessment)

• Definition: This is the process of determining the extent to which the curriculum objectives have been achieved by the learners. It is a systematic process of gathering and interpreting evidence.
• Purpose:
  • Feedback: Provides information to students, teachers, and administrators.
  • Diagnosis: Identifies student strengths and weaknesses.
  • Curriculum Improvement: Determines the effectiveness of the content and strategies.
• Types:
  • Formative Evaluation: Conducted during the learning process (e.g., quizzes, observations) to provide immediate feedback and adjust instruction.
  • Summative Evaluation: Conducted at the end of a unit or course (e.g., final exams) to determine mastery.

2.3. Interrelation Among Elements of Curriculum

The elements of curriculum do not exist in isolation; they are highly interrelated and form a continuous, dynamic cycle.

• Objectives Guide Content and Strategies: The Objectives are the starting point, acting as the compass. They dictate what knowledge and skills are important (Content) and how that knowledge and those skills should be developed (Strategies). For example, if the objective is “Students will be able to critique a source (a high-level skill),” the content will need to include models of critiques, and the strategy must involve debate or analytical writing, not just memorization.
• Content is Shaped by Objectives and Strategies: The Content provides the substance. It must be selected and organized to directly support the achievement of the stated Objectives. The way content is structured also influences the possible Teaching Strategies.
• Strategies Link Content to Objectives: Teaching-Learning Strategies are the operational link. They are the methods used to transform the Content from static information into a dynamic learning experience that helps students reach the Objectives.
• Evaluation Measures All Elements: Evaluation is the element that closes the loop. It is used to judge not only whether the student has met the Objectives (mastered the Content) but also whether the chosen Strategies were effective. A weakness in student performance can indicate a need to revise the Objectives, rethink the Content scope/sequence, or change the Strategies.
• The Continuous Cycle: The results of the Evaluation feed back into a refinement of the Objectives, thereby initiating the cycle anew. This process ensures the curriculum remains relevant and effective.

2.4. New Taxonomy of Objectives (in brief)

The most prominent “New Taxonomy” is the Revised Bloom’s Taxonomy (2001), developed by Lorin Anderson (a former student of Bloom) and David Krathwohl. It maintains the hierarchical structure of the original Bloom’s Taxonomy of Educational Objectives but makes two significant changes:

1. Change in Terminology and Structure

The original six categories (Nouns) were changed to Verbs to better reflect active cognitive processes. The two highest levels were also swapped.

2. Introduction of a Two-Dimensional Framework

The Revised Taxonomy separates the cognitive process dimension (the six levels above) from a Knowledge Dimension. This results in a two-dimensional framework for classifying objectives. The Knowledge Dimension consists of four types:

• Factual Knowledge: Basic elements students must know (e.g., vocabulary, dates).
• Conceptual Knowledge: Interrelationships among basic elements (e.g., classification, theories).
• Procedural Knowledge: How to do something (e.g., methods, skills, algorithms).
• Metacognitive Knowledge: Knowledge about cognition in general, as well as awareness of and knowledge about one’s own cognition (e.g., self-reflection, planning).

This new framework is considered more powerful for writing precise objectives, as it requires the curriculum designer to specify what the student will know (Knowledge Dimension) and what the student will be able to do with it (Cognitive Process Dimension).

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