Tyler,+Ch.+3;+Dewey,+Child+and+Curriculum


 * Curriculum Organization**

Hopefully from reading chapter three of Tyler you see that this is much to consider when organizing curriculum. Merely identifying purposes and determining experiences, while important, are often rendered ineffective if not properly organized. As Tyler notes, the organization of the curriculum needs to support a cumulative effect of the overall curriculum, “efficiency of instruction” or that we accomplish what we’d hoped to accomplish. Finally, the organization needs to ensure actual learning is taking place. To this end, you see that Tyler addresses both vertical and horizontal organization.

He then addresses three criteria for effective organization: continuity, sequence, and integration. When evaluating any curriculum, it is important to analyze the degree to which each of these criteria are honored in its design and implementation. He also discusses elements that can serve as organizing threads (e.g. concepts, skills, values) as well as organizing principles or the means by which the threads shall be woven together. Often the threads emerge out of the disciplines themselves – larger ideals rooted in the disciplinary thinking. Therefore, it is essential that curriculum workers, like the teachers in Dewey’s school, know a great deal about their disciplines. Otherwise, organizing threads may be too superficial or lack sufficient depth to serve in the organizational capacity for which they need to serve.

In addition to providing these key things to think about regarding curriculum organization, Tyler reminds us that this sort of work happens at many levels within the educational organization: nationally, at the state-level, at the district-level, within the school, the grade level, and the classroom. These elements, principles, criteria, etc. apply at all of those levels. **So, how do you create space for meaningful curriculum work at the various levels? If you are a supervisor at the state or district level or if you are a building administrator, how do you create and support a means through which those below you can engage in meaningful planning and organizing of curriculum? **

If this wasn’t a tall enough order, you then read Dewey’s //The Child and the Curriculum//, you see that in the midst of all of this is a very real tension that was quite present in the debates of the turn of the century and is still present today: the tension between the discipline and the student (student interests, needs, etc.). Much of what Dewey wrote about was the literal debate going on between the humanists and the child study movement supporters. Nevertheless, what he says as a disruption to both serves us well today. **How do you create and organize a curriculum that takes where a student is and uses it as a basis for growth that is guided by larger aims and ideals. How do you do this while simultaneously honoring the disciplinary foundations from which that growth should occur?**

The information above provides food for thought. With that in mind, think about the curriculum you are currently experiencing as a master's, specialist, or doctoral student. Consider its content, organization, etc. Evaluate it according to Tyler’s points about curriculum organization and respond to the degree to which the curriculum of your current program honors the arguments made by Dewey in //The Child and the Curriculum//. Even though you are not children, the same concerns apply about your own growth and development as you earn your degree.
 * Discussion Question**