Tyler,+Ch.+1

So, you are taking a course on curriculum, and you probably assume we will begin the class with, if nothing else, a definition from which to work. Not quite. There are many definitions of curriculum. In his book,//Curriculum: Perspective, Paradigm, and Possibility// (1997, Prentice Hall), Bill Schubert shares a number of definitions of curriculum. Below is a file that summarizes the definitions in Bill's book:
 * What is currriculum? **

 [|Curriculum Defined.doc] Did you see a definition that fits your current images of curriculum? You will be able to navigate through a number of the definitions as you think about curriculum work - we will think about it in terms of a model or a package to some degree as we talk about principles of design and evaluation. However, for the most part when I talk about curriculum I am referring to the shared lived experience among those involved. For the most part, I believe this focuses on what happens in the classroom, but I also believe we cannot see the classroom in isolation of the social and historical context. That said, often we will use "curriculum as experience" as the frame of reference when we talk about curriculum.

This past year a colleague, Dan Marshall, and I were asked to define curriculum for the upcoming Sage Curriculum Encyclopedia. It took us about nine months to try to find 2500 words to define the word. Here's a draft: [|Curriculum definition 022409.doc]

Hopefully in this class you will be challenged to explore an enlarged vision of curriculum. Here is an introductory Power Point to get you thinking about curriculum in larger ways:



=More Thoughts about Curriculum=

Dare the school build a new social order?
The starting point for any discussion about curriculum needs to address purpose. Purpose drives decision making when we try to determine the kinds of experiences we want students to have and what we hope they achieve according to those experiences.
 * Curriculum and Purpose **

As you will see in Tyler's book (particularly in chapter one which you should have read by this point), he notes that four questions drive curriculum work. The first question is as follows:


 * What purposes do we hope to attain? **

and the second question -


 * What experiences should we plan to attain these purposes? **

As Tyler noted more than fifty years ago, curriculum begins with purpose, and it is animated by experiences. I think we often forget this - particularly when the language surrounding curriculum is limted to such things as standards and benchmarks. We focus on the target instead of the process it takes to develop one's skills and capacities to hit the target.

Here are some links for additional information about Ralph Tyler and his //Basic Principles of Curriculum and Instruction//:

[] [] [] [] [] **Keep in mind that Tyler wrote this over 60 years ago. Yes, there are some politically incorrect references, and yes, some of the examples are dated. Nevertheless, you can consider more modern equivalents for his suggestions. For example, as he describes sources of data around page 21 when looking at the community as a source for objectives, I imagine you can think of very relevant sources of community data today.**

Purpose should drive a school's curriculum. Sometimes this is not as evident in public schools where the purpose is not as distinct or explicit. For Thursday's activity, review each of the following web sites:
 * Your Preparation Exercise: **

The Waldorf School of Atlanta [|**www.waldorfatlanta.org**] Paideia School [|**www.paideiaschool.org**] Rabun Gap Nacoochee School [|**www.rabungap.org**] First Montessori School [|**www.firstmontessori.org**] The Walker School [|**www.thewalkerschool.org**] Weber School [|**www.weberschool.org**] Atlanta International School [|**www.aischool.org**] Harmony School, Indiana [|**www.harmonyschool.org**] Key School, Indiana [|**www.616.ips.k12.in.us/default.aspx**] Sudbury Valley School, Massachusetts <span style="font-size: 13pt; font-family: Arial; color: rgb(0, 24, 232);">[|**www.sudval.org**] <span style="font-size: 13pt; font-family: Arial,Helvetica,sans-serif;"> <span style="font-size: 13pt; font-family: Arial,Helvetica,sans-serif; color: rgb(37, 44, 228);"> <span style="font-size: 13pt; font-family: Arial,Helvetica,sans-serif;">

You are free to add additional sites as long as they provide a clear purpose and evidence of their curriculum.

Based on your review and your reading of Tyler's first chapter, focus on at least three of them and respond to the following questions by midnight Thursday. and then add one discussion response by midnight Friday that draws insights from the work of others. As noted on the home page, you do not have to engage in a discussion per se - but you are welcomed to do so.

1. What is the school's mission/purpose? 2. How does the content of the curriculum reflect that purpose? 3. How does the organization of the curriculum reflect that purpose? 4. To what degree do you feel the schools used the "sources" of purpose outlined by Tyler? Did any seem more significant than others? 5. What is your overall opinion of the school, it's purpose, and its curriculum?


 * Where do your beliefs fit into all of this? **