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Stepping Stone Chapter 1 (Note! SS-Stepping Stone)

Setting Out On The Curriculum Path. (SS, pg.2)

In this first chapter, we will explore a number of preliminary questions:

Can curriculum be neutral?

Who makes curriculum decision
What roles does ones worldview play in making curriculum decisions?
What does it mean to teach for commitment? What are the implications for teaching in Christian
schools? In public schools?
How do we define curriculum?
Is a biblical grounded curriculum platform possible and desirable? What are its key elements?
What are the overall aims of the curriculum?

A curriculum must include a diversity of value positions without promoting any one. Is it possible to do
what it says; how do you react to this point?

Is A Neutral Curriculum Possible? (SS, pg.3)

Two dispute reasons given by those who advocate neutrality in teaching:

1. You must avoid indoctrination-

2. Students must draw their own conclusion from their own explorations and constructions.

Teaching involves initiation into the distinct patterns of thought and behavior. It cannot but cannot
encourage commitment of some kind, even if it is to the idea that all world views are equally acceptable.
Teachers live and nurture a way of life that is why it is so important their commitment be clear and
defensible

Making Curriculum Decisions.

Teachers do not choose curriculum alone. Government publish curriculum that are thought of as a formal
or prescribed curriculum. Authors use guide, as well as what both educators and parents to write books.
Teachers make the most vital curriculum decisions. They do not neglect the formal and intended curricula
but they decide which topic to emphasize, determine unit theme and related values or they set suitable
learning outcomes either explicitly or implicitly.

Curriculum Players at Different Level. (SS, pg.4)

o Government department of education- the formal or prescribed curriculum

o Textbook publishers- the inherent or default curriculum when teachers allow texts to determine
their curriculum
o Professional association- the professionally recommended curriculum
o School systems and schools- the intended curriculum
o Teachers- the implemented curriculum
o Students- the experienced or attained curriculum
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To plan a formal or intended curriculum, groups of educators usually involve in the process of
deliberation and may involve disciplines, and curriculum disciplines, teachers, or parents. They
seldom follow some specific steps in as set of orders:

1. Pose and define the curriculum situation or problem

2. Judge the best course of action in terms of their beliefs, weighing all the available evidences
3. Apply theories, practical experience, and judgement to make recommendations

Though these steps were given but teachers who are reflective, practioners, use their best judgement to do
what is best for their students. They consider, choose, adapt-and reject- parts of guides, textbooks, and
other resources.

The underlying Basis for Making Curriculum Decisions. (SS, pg.6)

Planning groups need to ask several key questions throughout a curriculum development process:

What are the overall aims of schooling?

How can schooling help humanity work towards a more just and compassionate society
What ought to be done in the curriculum? What is the right thing to do?
How can the curriculum lead students to discover meaning? How ca it connects with their daily
experiences? How can it link believing, thinking and doing? How can it make them both more
discerning and more committed to a principled way of life?

The Teacher as Guide. (SS, pg.8)

A). Christian teachers are more than facilitators. They are guides they develop their teaching skills
reflectively within a well-defined philosophical and religious framework. They then use this skill to guide
young students into the knowledge and discernment that lead to service for God and fellow human beings.
Teaching required guide just like Jesus is our great shepherd who use his staff to nudge them in the right
direction. The intent is the sheep go in right direction where they will have food and safe from danger to
fulfill the intended role.

B). Teaching for commitment in Christian schools- it is not desirable but essential that schools
deliberately initiate children into a stable, secure, and coherent tradition. This makes students with a
stable with initiation base are more likely to achieve personal identity and appropriate autonomy when
reaching adolescence, thus teachers must respect the freedom of students to affirm or deny the Christian
heritage and must avoid unwarranted indoctrination.

Christian Schoolteachers They Need To Remember Three Points As They Formulate Their Classroom
Curriculum:

They confidently imitate their students into their cultural and Christian heritage. Using a
supposedly neutral curriculum to which they add a course in religious studies and occasional
value discussion is not sufficient.
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They encourage their students to grow in normal rational responsibility. That is, they help them to
think critically and discerningly, and to recognize that such thinking always takes place within the
bound of faith commitments. Allowing for genuine and honest response is particularly important.
They teach with commitment since they want to teach for commitment. Their commitment affects
how they make decisions in the classroom, how they structure learning, how they asses learning
and how they plan their curriculum.

Teaching For Commitment In Public Schools

As a Christian teacher, you may not use the public-school classroom as a forum for evangelism.
Accepting a position in a public school means that you agree to teach a curriculum that is suitable for all
children. You must be careful that your curriculum presents a diversity of views on crucial and
controversial issues.

Public school teachers need to remember:

Your beliefs implicitly color your teaching. It is, therefore, only fair that students, especially
adolescents, are aware of your personal views.
Your students need models in life that will show that beliefs are important and have consequences.
Many questions students ask can be discussed honestly only if teachers relate the issues to what they
believe.

If you teach or plan to teach in a Christian school, discuss how you can teach for commitment while
allowing students to express and hold other points of view. If you teach or plan to teach in a public
school, discuss whether you can allow your worldview to influence your planned curriculum while
ensuring that your curriculum is suitable for students of all backgrounds.

What Is Curriculum? (SS, pg.13)

In medieval times, curriculum meant the length of time needed to complete a program
of learning. Gradually, its meaning shifted to the content that was to be taught. This shift was due to
Protestant church reformers who wanted to bolster the knowledge of the common person. However, these
are possible definitions for curriculum.
Curriculum is what is taught, particularly the subject matter contained in a school's course of
study.
Curriculum is an organized set of documented, formal educational plans intended to attain
preconceived goals.
Curriculum is a dynamic, ever-changing series of planned learning experiences. The curriculum
is a path that sets out a general direction, but teachers and students modify the path as they go
along and may even decide to explore side trails--or sometimes stop in their tracks
Curriculum is everything learners experience in school

Aims Of Curriculum
Curriculum aims are general goals that provide a framework for action. Christiai1
schools want their aims to. reflect a biblical worldview. They want them to be clear and attainable, influencing
curriculum and lesson planning. They want them to be accepted and used. The aims or general goals for a
Christian curriculum have been articulated in many different ways. Here is one of them:
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1. To unfold the basis, framework, and implications of a Christian vision of life

2. To learn about God's world and how humans have responded to God's mandate to take care of the
earth
3. To develop and apply the concepts, abilities, and creative gifts that enable students to contribute
positively to God's Kingdom and have a transformational impact on culture
4. To discern and confront idols of our time such as materialism, hedonism, technicism, relativism,
and other "isms" in which faith is placed in something other than God
5. 5. To become committed to Christ and to a Christian way of life, able and willing to serve God
and neighbor.
Curriculum planning for Christian schools needs to be based on clear aims and intents that relate to a
biblical worldview. A key question is, How do we tackle this topic in faithfulness to Scripture?

Justifying Curriculum Choices. (SS, pg.15)

If we do not justify curriculum decisions and choices explicitly, we allow others to make such decisions
for us. We may, for instance, let a government curriculum outline or a textbook determine what we teach
and how we teach it. Sometimes using such material may be legitimate. To justify the curriculum, often
ask the questions below:

Guide Questions To Making And Developing Curriculum. (SS, pg.16-17)

1. Does the curriculum enhance understandings needed for exercising responsive discipleship?
a) Does it contribute to an understanding of some aspect of a Christian worldview?
b) especially the importance of biblical shalom?
c) Does it help students to consider biblically based values and encourage them to form
dispositions and commitments based on such values?
d) Does it help familiarize students with our Christian as well as our cultural heritage?
2. I s the curriculum relevant for students?
a) Does it connect with and expand students' previous backgrounds, experiences, and knowledge?
b) Does it address meaningful and significant current issues in the world and encourage response in
personal ways?
c) Does it foster students seeing and investigating interrelations with different subject disciplines
where this contributes to understanding issues and their applications?
3. Does the curriculum meet students' pedagogical needs?
a) Is it imaginative enough to maintain student interest?
b) Does it provide for active response suitable for the learners' stage of development?
c) Does it support diverse learning activities appropriate for diverse learning styles and other
individual differences?
d) Does it encourage the development of different modes of knowing?

Reviewing the Main Points

l. A neutral curriculum is not achievable. Curricula inevitably promote certain values, even if it is the
value that values are relative and can be personally determined. Christian teachers plan units and courses
that are informed by a biblical worldview. They teach for commitment but allow different points of view
to be explored and expressed.
2. There are several levels of curriculum. Government agencies develop the formal or prescribed
curriculum. Publishers make textbooks available that often form an inherent curriculum. School systems
and schools develop grade level and subject outlines (the intended curriculum). Teachers develop specific
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plans (the implemented curriculum). These specific learning activities, as adapted, result in the students'
experienced or attained curriculum.
3. Curriculum decisions are difficult to make unless planners share a common vision about the purpose
and meaning of life, and about the nature and role of education. Basic beliefs always inform key
curriculum decisions.
4. Teachers are guides who unfold content while helping students develop normal rationality and
autonomy. In a Christian school, teachers explore tl1e significance of the Christian tradition and heritage,
and encourage students to consider and commit themselves to a Christian worldview. The worldview of
Christian teachers in public schools will also influence their curriculum-as is true for members of other
religious groups, agnostics, and atheists. However, while teaching how worldviews shape society as well
as tl1e importance of students' choosing and implementing a worldview and a coherent and defensible set
of values, public school teachers may not promote their own worldview over any others.
5. Curriculum can be defined in different ways: as content, as a set of specific educational plans, as a
changing series of planned learning experiences, or as everything that learners experience in school.
Definitions reflect certain worldview perspectives.
6. The curriculum of a Christian school aims to prepare students for responsible and responsive
discipleship. To do so, teachers unfold a Christian vision of life as it applies to all aspects of life in our
culture. They also encourage students to develop and use their gifts to have a transformational impact on
individuals and on society. It is important to justify curriculum decisions and choices on tl1e basis of an
adopted set of overall curricula aims.

Personal Reflection
In the first chapter of this book, it has given me an impression that will leave an impression on what is expect
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Chapter 2. (Note! SS-Stepping Stone)

World View (SS, pg.25)

A world view is a set of basic beliefs and assumptions about life and reality. It answers what a person
believes about the nature and purpose of life in our world. It provides meaning, and it guides and directs
the thought and action of its adherents.

Four Curriculum Orientation.

Traditionalists ask, What content do students need most? What have thinkers found out about our
world that we want students to know?
Process/mastery supporters ask, How can we achieve our objectives efficiently? How do we
specify and assess learning outcomes?
Experientialists ask, How can we best help students construct knowledge and meaning from their
experiences?
Proponents of a Christian curriculum orientation ask, How do we foster students' positive
response and responsibility toward God, their fellow creatures, society, and themselves?
At the elementary level, the curriculum favored by essentialists and perennializes may not differ much,
since perennialists look at those years as ones in which students learn the basic tools. At the secondary
level, however, there would be some significant differences (SS, pg.28)

The Process Mastery Orientation

a. The curriculum uses efficient means to reach predetermined, detailed, and measurable ends. Its
proponents use the results of empirical research about the effects of certain methods on learning
outcomes.
b. The key to efficient learning is carefully structured inquiry based on observations and guided
thought
c. Knowledge is viewed as an objective, impersonal, value-free commodity to be grasped.

Biblical Value Affecting Curriculum Planners. (SS, pg.36)

Traditionalists foster faith in absolute truths, hard work, respect for authority, and the power and
ultimate authority of reason.
Process/mastery proponents teach students the value of efficiency and that humans can master
their world as long as they provide the right environment and procedures.
Experientialists promote human worth, autonomy, and the capacity to create not only knowledge
and meaning, but also a world of love and justice.

Five Criteria governing The Choice Of Curriculum. (SS, pg.38)

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1.Be significant for students' lives; students must recognize that it is meaningful
2. Explore questions of importance for our nation and culture
3 . Acquaint students with the strengths and weaknesses of their cultural heritage
4. Help students develop the skills necessary for functioning effectively in society, including the
ability to assess various viewpoints and interpretations
5 . Develop attitudes, values, dispositions, and commitments based on a careful consideration of the
worldviews affecting culture

Steps In Curriculum Planning. (SS, pg.39)

The Tyler Rationale
1. What educational purposes should the school seek to attain?
2. What educational experiences can be provided that are likely to attain these
purposes?
3. How can these educational experiences be effectively organized?
4. How can we determine whether these purposes are being attained?

Main Points (SS, pg.44)

ORIENTATION BAS I C QUESTIONS KNOWLEDGE AN D

BAS I C QUESTIONS LEARN I N G EM PHAS I S
KNOWLEDGE AN D
with curriculum
metaphor
TRADITIONAL What have thinkers found out Basic skills and reasoning ability;
Curriculum as conveyor Basic gaining knowledge in the subject
of information and ideas our world that we want disciplines
students to know? (transmission)
PROCESS/MASTERY How can we achieve our Investigating, mastering, and
How do we specify and, objectives efficiently? (control) applying data in small defined,
controlled and efficient process? manageable steps
EXPERIE NTIAL How can we best help Autonomous creation
Curriculum as a quest students construct knowledge negotiation of knowledge and
for personal meaning from and meaning Autonomous meaning
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their experiences? creation and knowledge

meaning from their
Personal Reflection experiences? (personal
meaning) in the learning orientation but still all ties to the biblical worl
Up until now I can confidently tell the differences
CHRISTIAN How do we foster students' Understanding and unfolding
Curriculum as reflective, positive responses toward God, God's revelation through
interpretation of Gods truth their fellow creatures, society, experience God's observation,
and themselves? (responsibility) conceptualization, and
truth application
Chapter 3 Christian world view as a basis for a Basis for Curriculum

World view questions for Curriculum planning. (SS, pg.49-50)

Four basic worldview questions with the related biblical concepts enclosed in brackets:
Who and where am I? What are the nature, task, and purpose of human
beings? What is the nature of the world and universe I live in? [creation]
What has gone wrong? Why do we personally, and as a society fall far short of perfection? Where do
pain and evil come from? [fall]
What is the remedy? Where do we find answers to the human plight? [redemption that enables us to
work toward restoration]
What does the future hold? Where do we find our hope? [fulfillment in a new heaven and a new earth]

The Creation Mandate. (SS, pg.50-51)

The heavens declare the glory of God; the skies proclaim the work of his hands. Day
after day, they pour forth speech; night after night they display knowledge .... The
precepts of the Lord are right, giving joy to the heart. (Psalm 19: 1-2, 8).
God thus calls humans to develop and unfold the earth's possibilities, to be his co-regents as they form
culture this does not separate the love and call of God in our lives.

The Great Commandment. (SS,pg.52)

"Love the Lord your God with all your heart and with all your soul and with all your mind." This is the
first and greatest commandment. And the second is like it: "Love your neighbor as yourself"
(Matthew 22:37-39). The Great Commandment means that teachers strive for a classroom that is a loving
community based on shared values, one where we bear with each other in love and use our unique gifts for
building up the whole community (Ephesians 4)

The Great Commission (Pg.55)

God first assigned humans the creation mandate. He then added the great the commanded after the fall
into sin. Christian teachers usually think of witnessing to the ends of the earth. Now Christians usually
think of the Great Commission in terms of witnessing to those who do not believe in Christ, and that is an
important aspect of it. He says that we must teach people ["to obey everything I have commanded you]
Thus, the Great Commission requires Christians to tell the story of salvation and at the same time act on
its demands.

World Views, Values, and Schooling. (SS, pg.57)

Values are an integral part of all worldviews. Values are ideals or desirable guides for living that are
deemed to be important. They set direction in life, giving it meaning and purpose
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Threefold Commonly Held Value. (SS, pg.58)

First, we strive to foster values that help students become loving and principled persons, able to
contribute positively to society by following Jesus. But we need to recognize that this is not an easy task
Second, since values permeate all aspects of life and of schooling, we need to carefully define the
broad spectrum of values embedded in a Christian worldview
Third, we need to oppose the notion that values are to be pursued just for our own betterment or self-
interest. Rather, we seek and follow the values established by God as creation's Lawgiver. Without them,
His creation and creatures cannot function in the way He intended

Values And The Curriculum. (SS, pg.59)

The values embedded in the curriculum are rooted in particular worldviews. Therefore, school
communities need to consider which values their programs ought to foster. People often use the terms
values and morals interchangeably. Values, however, include but are broader than morals, as shown
below:

Biblically Based Values. (SS, pg59-60)

Spiritual: faith, devotion, piety, holiness
Moral: honesty, integrity, respect for truth, responsibility
Political/legal: respect for authority, lawfulness, justice, peace, balance of personal and communal
rights and responsibilities
Economic: responsible stewardship, compassion for the poor and disadvantaged
Social: respect for others, cooperation, trusting and unselfish relations, kindness, trustworthiness,
upholding marriage, and family as sacred covenants
language/communication: authenticity, meaningfulness, clarity
Analytic/logical: validity, discernment, respect for the life of the mind

Biblical Values And The Curriculum. (SS, pg.62)

My starting point in considering values is that the Bible as God's revelation is the ultimate
source of values for Christians. Of course, that does not take away our human responsibility to define and
explore the implications of those guidelines for our present-day society.

Spiritual Values. (SS, pg.63)

All of life is religious in nature. All that God has given us is to be consecrated to His service.
Secularization is the attempt to push religious faith out of the public domain.
Where successful, a nonreligious faith commitment replaces faith in the God of the Bible . Christian
schools acknowledge their dependence on God through devotions, praise, and prayer. Also, teachers
model the importance of godliness and piety in their own lives, praying regularly for and with
their students as needs arise.

Ethical Values. (SS, pg.64)

Many schools have been reluctant to deal directly with not only the spiritual but also the ethical
dimension of life. This is partly the result of society's belief that moral guidelines are nothing more than
individual expressions of taste, with no need for communal acceptance.

Main Points. (SS, pg.73)

A worldview is a comprehensive framework of convictions about life. All curricula are based on a
worldview perspective. Curricula must help students answer who they are as human beings in the world,
what has gone wrong, where they can find answers, and the source of their hope. A curriculum based on a
Christian worldview will take into account the biblical themes of creation, the Fall, redemption, and
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fulfillment. It will also embrace the implications of God's Creation Mandate, His Great Commandment,
and the Great Commission, as well as values for Kingdom living put forward by the Bible.
Whether intentionally or not, schools and teachers teach values through both the planned and the
implicit curriculum. Values fostered by educators reflect their worldview and their curriculum orientation.
Biblical values do not include moral values only, but also spiritual, political, economic, cultural, social,
psychological, communicative, analytic, aesthetic, biological, and physical ones. Christian teachers model
such values, use discipline to uphold them, give reasons for them, and introduce stories and cases that
lead students to consider how such values apply in particular circumstances. Teachers should ensure that
their teaching does not become manipulative indoctrination that prevents normal rational growth and
independence.

Personal Reflection
To this point, worldview held by different educators from various backgrounds; Christian or public lies visibly in

Chapter 7- Planning Classroom Units. (SS, pg.168-9)

A unit is a portion of the curriculum that focuses on a particular theme. The theme could center on a
topic and its concepts, or on an issue or problem that requires investigation to find a desirable solution.
An integral unit is a portion of a course or program that has a clear thematic focus and:
I. Has internal unity
2. Has external consistency
3. Includes pertinent and meaningful aspects of reality that are related to, and may even go
beyond, the main discipline focus of the unit.

It is an integral unit is internally unified.

Nine Steps In Designing A Unit. (SS,pg.171)

I . Consider the suitability of a proposed topic.
2. Brainstorm ideas, possibly using a planning chart or web diagram.
3. Formulate your unit focus (e.g., a thematic statement, guiding questions, and intended learning
outcomes; or Egan's narrative structure with binary opposites or transcendent values).
4. Design, balance, and sequence learning activities. Include a motivational introductory activity and a
culminating summative one.
5. Review linkages with state or provincial standards and/or curriculum guides, adding or revising
learning activities accordingly.
6. Plan a schedule.
7. Select your resources.
8. Plan student assessment. Throughout the unit, consider what evidence will show that you have met
your intents.
9. Review the effectiveness of your unit

Determining The Significance And Relevance Of A Topic. (SS, pg.172)

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1. How can the topic advance understandings needed for responsible and responsive discipleship?
How can the topic introduce students to a Christian worldview, biblically based values, and our
Christian and cultural heritage?
2. How is the topic relevant for your students?
How can the topic expand previous knowledge and deal with significant issues?
Is the topic too general, without a dear focus? or too narrow, restricting substantive learning?
3. Can the topic meet students' learning needs?
Is it suitable for diverse backgrounds, learning styles, aptitudes, and developmental phases?
Can it engender interest and encourage personal, meaningful response?
Can it include skill development in different modes of knowing?
Are sufficient resources available? Topics can focus on themes with important concepts, problems, or
issues:
A unit on light may highlight wave theory as an important concept.

Thematic Statement. (SS, pg.180)

A thematic statement describes the overall approach that will frame your unit's teaching and learning. It
describes your overall goals. In particular, the statement includes:
The basic values, dispositions, and commitments that you want to foster
The enduring understandings, major concepts, and key skills that you want students to acquire

Intended Learning Outcomes (ILOs). (SS, pg.181)

Learning outcomes (the current term for what used to be called objectives) specify and extend your
thematic statement. They have not been without controversy in education. At one pole are
process/mastery proponents who list detailed learning outcomes or objectives not only for units but for
each lesson. They insist on precise, prespecified standards by which you measure whether students have
attained each outcome. They may reduce education to learning tidbits of information

Questions to Guide Your Thinking About Learning Activities. (SS, pg.188)

I. Does each learning activity contribute to your unit's thematic statement and ILOs? Does the set of
activities do justice to your overall theme?
2. Will the activities help meaningful learning to take place? (e.g., students have the prerequisite
knowledge and aptitudes; the level of difficulty is suitable; activities are adaptable for special needs)
3. Do the activities include a range of pedagogical strategies? Is there a suitable balance of the four phases
of learning? learning styles? the modes of knowing or multiple intelligences? Do the activities include
varied student products so that students can demonstrate their understanding in different ways? Is there
adequate involvement and response?
4. Do the activities encourage the learning of enduring understandings, worthwhile skills, important
values, and higher level thinking skills at a high but attainable level of achievement?
5. Are there motivational introductory activities based on students' experiences that set the stage for the
unit? Are there culminating activities that review and pull together the main themes?
6. Will the necessary resources be available.

Main Points. (SS, pg.198)

An integral unit has a dear thematic focus with internal unity, external consistency, and meaningful links
to related subject disciplines. Your personal curriculum orientation and aims find expression particularly
in the design of integral units.
You can plan (or adapt) effective units in various ways. One such way uses the following
steps (not always in sequential order):
1. Determine the significance and relevance of a topic.
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2. Brainstorm ideas, possibly using a planning chart.

3. Formulate a unit focus and intents. A thematic statement describes the overall approach and main thrust
of a unit. It includes the basic values, enduring understandings, key concepts, and main skills you want
students to acquire. Intended learning outcomes (ILOs) specify and extend the thematic statement.
4. Design and choose suitable learning activities.
5. Review and incorporate linkages with government-mandated standards and outcomes.
6. Plan a schedule.
7. Select your resources.
8. Plan student assessment.
9. Review the effectiveness of your unit.
To adapt a unit from other source (s), first determine your own focus and intents, and only then, use and
adjust ideas from the source(s) that are available.

Personal Reflection
I learn that within the Units there are integral unit which is more specific than the unit itself. It is teachers res