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Essay / Research Paper Abstract
A 4 page discussion of the varying definitions of the term curriculum. The author suggests the term “differentiated curriculum” be used to describe a flexible child-centered curriculum that can be easily modified according to need. Bibliography lists 7 sources.
Page Count:
4 pages (~225 words per page)
File: AM2_PPedCurrDefine.rtf
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Unformatted sample text from the term paper:
can vary considerably in its definition. Curriculum is often defined in the professional literature from 1. a state standards perspective, 2. a national standards perspective, 3. from a chronological
perspective, 4. from a grade-level learning requirement perspective, and 5. from a classroom methodology perspective. In definitions elicited from teachers/trainers, in comparison, curriculum is frequently defined as 1.
teaching units, 2. as the textbooks and other classroom material that is being utilized, 3. or it may even be defined from a commercial perspective (i.e. what
particular company has commercially produced the learning material that is being utilized) (Gifted Child Today, 2005). Two other definitions typically heard among teacher and trainers are 1. teacher delivered
and 2. classroom activities. Obviously, considerable confusion can arise when the word "curriculum" is utilized either in discussions between educators or in the professional literature. Marshal (2005)
recommends that the term be more concisely defined so that this confusion can be minimized. When defining "curriculum" it is helpful, as
teachers and instructors often do, to first group it into two broad categories. These are the "direct instructional" and the "personalized contextual categories". While the direct instructional curriculum
relies heavily on teacher instruction, the personalized contextual curriculum places the emphasis on child-centered activities (Naiser, Wright, and Caprano, 2004). Personalized contextual curricula focuses on a childs activities in
the classroom rather than on teacher instruction (Voltz, 2003). While the above suggested categorizations for defining curriculum are very broad there
are also more refined definitions that can be used to clarify the instructional material utilized in a particular educational venture. The brand-name approach to curriculum is perhaps the most
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