MSC884Dr Daniel Tan
Discussion on the sabre-tooth curriculum and Brazilian physics
Definitions and aspects of curriculum
Essential questions
Akker, J. van den (1998). The science curriculum: Between ideals and outcomes. In B. Fraser & K. Tobin (Eds.), International handbook of science education (pp. 421-447). Dordrecht: Kluwer Academic Publishers.
Feynman, R. (1997). Surely you're joking, Mr. Feynman! New York, London: W.W. Norton & Company
Peddiwell, J.A. (undated). The saber-tooth curriculum. Retrieved, January 12, 2011 from http://nerds.unl.edu/pages/preser/sec/articles/sabertooth.html
Ornstein, A. & Hunkins, F.P. (2009). Curriculum: Foundations, principles, and issues (5th ed.). Boston, MA: Pearson.
What are the learning points from the paper?
What parts of my curriculum are similar to the
sabre-tooth curriculum? Why?
What parts of my curriculum are similar to the
―fishnet-making and using, antelope-snare
construction and operation, and bear-catching
and killing‖ skills? Why?
What are the issues that Richard Feynman
raise?
Do the same issues apply to our science
education? Give examples.
Plan for learning
Curriculum is an organised set of formal education
and/or training intentions
Linear view of curriculum – involves a sequence of
steps
Purpose, design, implementation and evaluation
Behavioural slant
Providing experiences for learners
Helping students to achieve self-realization
through active participation within the school
Humanistic and elementary school perspective◦ Child‘s interests and needs
Subject matter or content
Science, Math, English etc
Can be in terms of grade levels eg. primary, lower
secondary, upper secondary
Emphasises content knowledge and process skills
of particular subject
Van den Akker (1998)
Ideal (societal or system or macro level)
Formal
Perceived (institutional or school or meso level)
Operational (classroom or micro level)
Experiential
Attained
Hidden
Null
Other aspects
Hidden
Null
Ideal curriculum
Original vision underlying the curriculum
Basic philosophy, rationale, mission
Socio-political considerations as values and
interests of many individuals, groups and
organisations are usually at stake in making
curricular decisions.
Vision
Thinking Schools, Learning Nation
Mission
Moulding the future of the nation
Key educational policies
Bilingualism
Thinking Schools, Learning Nation (TSLN)
IT Masterplans
Teach Less, Learn More (TLLM)
Framework for 21st century competencies
Singapore's education system aims to nurture
every child and help all students discover their
talents, realise their full potential, and develop a
passion for life-long learning. We want to nurture
in our young the willingness to think in new ways,
solve problems and create new opportunities for
the future.
Equally important, we want to help our young
acquire sound values and develop the strength of
character to deal with future challenges. National
Education aims to foster strong bonds among
students and develop in them a deep sense of
belonging and commitment to family, community
and country.
Thinking Schools, Learning Nation (TSLN)—
adopted in 1997 as our vision in education—
describes a nation of thinking and committed
citizens, and an education system capable of
meeting the challenges of the 21st century. Since
2003, we have also focused on nurturing a spirit of
Innovation and Enterprise (I&E) among our
students and staff. Teach Less, Learn More
(TLLM), a call made by PM Lee Hsien Loong in
his inaugural National Day Rally speech in 2004,
was a call for our schools and teachers to teach
better, improve the quality of interaction between
teachers and students, and equip students with
the knowledge, skills and values that prepare
them for life. Teaching will be focused on
developing understanding, critical thinking and the
ability to ask questions and seek solutions.
A nation's wealth in the 21st Century will depend
on the capacity of its people to learn. Their
imagination, their ability to seek out new
technologies and ideas, and to apply them in
everything they do will be the key source of
economic growth. Their collective capacity to
learn will determine the well-being of a nation in
a future of intense competition and shifting
competitive advantages.
Teach Less, Learn More
Teach better, improve the quality of interaction
between teachers and students
Equip students with the knowledge, skills and
values that prepare them for life.
Focused on developing understanding, critical
thinking and the ability to ask questions and seek
solutions.
Top-down support from ground-up initiatives
Teach Less, Learn More
More… Less…
For the Learner To Rush through the Syllabus
For Understanding To Dispense Information Only
For the Test of Life For a Life of Tests
Teach Less, Learn More
More… Less…
Engaged Learning Drill and Practice
Differentiated Teaching ‘One-size-fits-all’ Instruction
Guiding, Facilitating, Modelling
Telling
Formative and Qualitative Assessing
Summative and Quantitative Testing
Formal curriculum
Vision elaborated in a curriculum document
with either a prescribed/obligatory or
exemplary/voluntary status
How much of the ideal curriculum is in the
formal curriculum?
Perceived curriculum
The curriculum as interpreted by its users,
especially teachers
◦ Schemes of work
◦ Lessons plans
Is the congruence between the syllabus and
the SOWs and lesson plans?
If there are areas of divergence, what are
they?
Operational curriculum
The actual instructional process in the
classroom
Is the congruence between what is taught
and what is planned?
If there are areas of divergence, what are
they?
Experiential curriculum
The actual learning experiences of the students
Is what is taught learnt?
If there are areas of divergence, what are
they?
Attained curriculum
The resulting learning outcomes of the
students
Is what is learned attained?
If there are areas of divergence, what are
they?
Hidden curriculum
Socio-psychological interaction among
students and teachers, especially their
feelings, attitudes and behaviours◦ Too much emphasis on grades elevates correct
answers over understanding, facts over ideas, self
over helping others
◦ Winning is everything, beating the system
Hidden curriculum◦ Students are expected to adapt to the teacher‘s
authority and become good workers and model
students – good work habits
◦ Teachers and schools create ‗re-producers‘ and
not ‗thinkers‘
Null curriculum
Subject matter and experiences that are not taught eg.◦ Death
◦ Spirituality
◦ Law
◦ Human rights
Students may infer that what is omitted has little value
Give examples of the null curriculum in your school.
What knowledge is of most worth for the
science curriculum in Singapore?
How should the science curriculum and
materials be developed and implemented?
Ornstein, A. & Hunkins, F.P. (2009). Curriculum:
Foundations, principles, and issues (5th ed.).
Boston, MA: Pearson.
http://en.wikipedia.org/wiki/Philosophy_of_educa
tion
http://plato.stanford.edu/entries/education-
philosophy/
Ornstein, A. & Hunkins, F.P. (2009). Curriculum:
Foundations, principles, and issues (5th ed.).
Boston, MA: Pearson.
http://www.learning-theories.com/
http://en.wikipedia.org/wiki/Learning_theory_(ed
ucation)
http://tip.psychology.org/theories.html
http://www.infed.org/biblio/b-learn.htm