This is a controversial view  but multicultural education argues  that traditional curriculum does not adequately represent the history of the non dominant group. Manipulation: Objective at this level requires the student to perform the selected action from written or verbal directions without the aid of a visual model or direct observation as in the imitation level.
It is not a concept that stands on its own.
Curriculum theories and approaches
The student is expected to solve some unfamiliar problem in a unique way or to combine parts to form unique or novel solution. All three elements were involved in this conception of curriculum theory and practice. Cognitive domain: Bloom and his associates developed a taxonomy for classifying educational objectives in cognitive domain in various level as follows: i. Issues in Curriculum engineering The major issue in curriculum engineering has to do with who will be involved in curriculum planning Some propose that teachers should be the dominant group involved Some suggest specialists in the subject or discipline areas should do the job There are also confusion between involvement in planning and enrolment in implementation of the curriculum once it is planned The involvement of ordinary citizens is both proposed and opposed Curriculum theory implications regarding the emergent curriculum issues and problems Many of the emergent issues and problems warrant the following generalization: 1. The definition must answer the following basic questions: 1. The Hidden or Covert Curriculum: This is used to refer to the structure and nature of school, which refers the kinds and learning's of children derive from the very nature and organizational design of the public school as well as the behaviors and attitudes of teachers and administrators. The following are components of the taxonomy of objectives in the psychomotor domain: i. Step 1: Diagnosis of need Step 2: Formulation of objectives Step 3: Selection of content Step 4: Organization of content Step 5: Selection of learning experiences Step 6: Organization of learning experiences Step 7: Determination of what to evaluate and of the ways and means of doing it. How might we recognize this? Thus, it is no surprise that when curriculum theory and practice are introduced into what are essentially informal forms of working such as youth work and community work, their main impact is to formalize significant aspects of the work.
For example, how can this information be got over? In contrast, Stenhouse defines curriculum as the attempt to describe what happens in classrooms rather than what actually occurs. The student is expected to demonstrate a preference or display a high degree of certainty and conviction.
How can we determine whether these purposes are being attained? Third, if curriculum theory and practice is inextricably linked to milieu then it becomes clear why there have been problems about introducing it into non-schooling contexts like youth work; and it is to this area which we will now turn.
They relate to educational aims and philosophy 2. It should make clear its accepted values and sources for decisions 3.
based on 86 review