1. The concept of curriculum as practice relates best to the way Professor Kingsfield interprets the law curriculum at Harvard Law School. This is because he focuses more on the actual experiences of the students in his class and their interactions with the subject matter, rather than just following a set plan or blueprint.
2. The concept of curriculum as social construct is the most appealing to me. As a curriculum leader, I would need to play the role of understanding the beliefs and values of the society I am teaching in, and ensure that the curriculum reflects these values. I would also need to be adaptable and willing to revise and adapt the curriculum to meet the changing needs of the society.
3. In classrooms that I have been part of, I have seen a mix of all the different curriculum concepts. While there is a formal curriculum that is followed, there are also hidden curriculum elements such as extracurricular activities and informal learning experiences that contribute to the overall development of the students.
4. It is possible to strike a balance between the four ways of looking at the curriculum. By incorporating elements from each approach, teachers can create a holistic and comprehensive curriculum that meets the needs of their students and society as a whole.
5. Professor Kingsfield consciously teaches students values such as critical thinking, problem-solving, professionalism, and ethics apart from what they learn in the formal curriculum. These values are often ingrained in the way he conducts his classes and interacts with his students, contributing to their overall development as legal professionals.
In this activity, we focus on the curriculum and how it needs to be managed. We look at the role of the teacher in planning, managing and facilitating the curriculum.
2.THE CONCEPT OF CURRICULUM
2.1 Different conceptions of curriculum
There are different ways of looking at curriculum as a concept. Here are some of them:
• Curriculum as plan
• Curriculum as practice
• Curriculum as social construct (and process).
• The hidden curriculum
a. Curriculum as plan
In this case, curriculum is seen as a document or a blueprint for teaching. It can be referred to as a ‘syllabus’ as it often includes the content or subjects to be taught, how it should be presented (methodology) and how it should be assessed. It is also known as the official curriculum, the formal curriculum or the intended curriculum.
b. Curriculum as practice
Here the emphasis is shifted from what is intended to what actually happens. The focus here is on the experiences of both the teacher and the learner. The curriculum as practice may also be known as the experienced curriculum, the actual curriculum or the implemented curriculum.
c. Curriculum as social construct
The word construct means to build. So social construct means something that is built or made by society (by people). In other words, it does not exist naturally like the mountains and the sea. The key idea here is that a curriculum is constructed by certain people within a society, who have a particular ideology (set of beliefs and values). The curriculum states what knowledge, skills and values these people believe are important for the learners in that society to acquire. Moreover, teachers in their classrooms who will teach the curriculum according to their own beliefs and knowledge then interpret this curriculum, according to the resources they have available at their school. So in this sense, too, the curriculum is made or constructed by each individual teacher in his / her classroom.
This concept is underpinned by the understanding that implementing curriculum is the core business of the school and it is not fixed. It needs to be revised and adapted to suit the changing needs of the society it is meant for. Curriculum planning, implementing and evaluating are then a process rather than a single event.It is on this mandate that the manager/teacher should respond to the needs of the country by supporting and ensuring that this compulsory curriculum is implemented fully and making the values in the curriculum ‘live’ in his/her school.
d. The hidden curriculum
Curriculum can also be defined as everything planned by teachers that helps develop the learner. This can be an extra-mural sporting activity, a debate or even an educational tour. It can be defined as all the experiences that a learner has at school, both inside and outside the classroom. We often speak of the formal curriculum and informal or hidden curriculum; we also distinguish between co- and extra-curricular activities.
Activity
Time allocation: 30 minutes
Watch the short section of The Paper Chase and discuss the following aspects within your group. Prepare to report back to the class on your group discussion.
1. Which of the four curriculum approaches discussed (plan, practice, construct or hidden) relates best to the way Professor Kingsfield interprets the law curriculum at Harvard Law School? Explain.
2. Decide which of the concepts of the curriculum above is/are the most appealing to you. What facilitative roles are you expected to play as a curriculum leader in ensuring that these concept(s) should be applied?
3. Now compare these principles and values with what actually happens in classrooms that you have been part of/attended. Provide personal experiences.
4. Is it possible to strike a balance between the four ways of looking at the curriculum?
5. As a teacher in the school, what values and norms do Professor Kingsfield consciously teach students apart from what they learn in the formal curriculum?
1 answer