SCHOOLING VOLUME 2, NUMBER 1, 2011 1 Key Components of a Curriculum Plan: Objectives, Content, and Learning Experiences Fred C. Lunenburg Sam Houston State University (Complete)

SCHOOLING
VOLUME 2, NUMBER 1, 2011
1
Key Components of a Curriculum Plan:
Objectives, Content, and Learning Experiences
Fred C. Lunenburg
Sam Houston State University
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ABSTRACT
There are a number of fundamental questions that help determine the development and
implementation of a plan for instruction. Regardless of definition or approach, curriculum
can be organized into three major components: objectives, content or subject matter, and
learning experiences. Think of objectives as a road map (“where” are we going), content
as the “what” of curriculum, and learning experiences as the “how.” The interrelationship
of each of these components is examined using Tyler’s classic curriculum model.
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Curriculum developers must always be concerned about what should be included
in  the curriculum  and how to present and arrange  what is selected. In other words, they
must first deal with content  or subject matter and then  learning experiences.  These tasks
are  preceded  by  formulating  behavioral  objectives,  which  act  as  a  road  map  for  the
curriculum  development  and  implementation  process.  Regardless  of  the  curriculum
approach  or  development  model  used,  curriculum  leaders  cannot  ignore  these  three
components.
Committees  charged  with  curriculum  planning  have  options  in  selection  of
content  and  experiences—to  be  determined  in  part  by  the  philosophical  and
psychological  views  of  the  committee  members,  the  school,  and  the  school  district.
Unquestionably, there  is  much content and a  variety of learning experiences to include.
Committee  members  must  decide  not  only  what  content  and  learning  experiences  to
include, but also, and more importantly, the relationship of objectives and content as well
as the relationship of objectives to learning experiences.
Relationship of Objectives and Content
Objectives are usually stated in terms of expected outcomes. For example, a high
school science teacher might develop a chronological list of topics to be covered in a high
school biological science course: functions of human  organisms, use of plant and animal
resources,  evolution  and  development,  and  the  like  (Williams, 2011). This type of list 
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shows what the science teacher intends to teach but not what the expected outcomes of
instruction will be. The content outline is useful for the teacher in planning and guiding
instruction, but it is insufficient for the statement of behavioral objectives. To be useful in
teaching, behavioral objectives must be linked to content.
The  real  contribution  of  stating  objectives  for  learning  is  to  think  of  how  each
objective can be achieved by students through the content or subject matter they learn.
Ralph  Tyler  (1949)  in  his  now  classic  text,  Basic  Principles  of  Curriculum  and
Instruction, has devised a two-dimensional chart for specifying varied types of objectives
according to the subject-matter content and the behavioral aspects of the objectives (see
Table 1).
Table 1
Two-Dimensional Chart for Stating Objectives for a High School Course in Biological Science
Behavioral Aspects of the Objectives
Content Aspects of the
Objectives
1.Understanding
of
important
facts and
principles
2.Familiarity
with
dependable
sources of
information
3. Ability
to
interpret
4. Ability
to apply
principles
5. Ability
to study
and
report
results of
a study
6. Broad
and
mature
interests
7. Social
attitudes
A.  Functions of human
organisms
1.  Nutrition  X  X  X  X  X  X  X
2.  Digestion  X    X  X  X  X
3.  Circulation  X    X  X  X  X
4.  Respiration  X    X  X  X  X
5.  Reproduction  X  X  X  X  X  X  X
B.  Use of plant and
animal resources
1.  Energy
relationships
X    X  X  X  X  X
2.  Environmental
factors
conditioning plant
and animal growth X X X X X X X
3.  Heredity and
genetics
X  X  X  X  X  X  X
4.  Land utilization  X  X  X  X  X  X  X
C.  Evolution and
development
X  X  X  X  X  X  X
As  shown  in  Table  1,  seven  types  of  behavior  are  aimed  at  in  the  biological
science course. The first type of behavior is to develop understanding of important facts
and  principles;  the  second  type  is  to  develop  familiarity  with  dependable  sources  of
information;  the  third  type  of  behavior  is  to  develop  the  ability  to  interpret  data;  the
fourth type is to develop ability to apply principles that are taught in biological science to
concrete biological problems in life; the fifth type of behavior is to develop the ability to
study  and  report  the  results  of  an  investigation;  the  sixth  type  is  to  develop  broad  and
mature interests as they relate to biological science, and the seventh type of behavior is to
develop social attitudes.
FRED C. LUNENBURG
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However,  the  listing  of  behavioral  aspects  is  not  a  sufficient  formulation  of
objectives to be most useful in teaching. Hence, Table  1 also includes a statement of the
content  aspects  of  the  objectives.  Note  that  the  course  is  viewed  as  developing  these
seven  behaviors  in  relation  to  the  nutrition  of  human  organisms,  digestion,  circulation,
respiration, and reproduction. Moreover, note that the course deals with the use of plant
and animal resources including energy relationships, environmental factors conditioning
plant and animal growth, heredity and genetics, and land utilization. Finally, note that the
behavioral objectives relate to evolution and development.
The formulation of the content aspects of the objectives have served still further
to  clarify  the  job  to  be  done  by  the  biological  science  course.  Furthermore,  the  table
indicates the relationship of the two aspects of the objectives: behavioral and content. The
intersections of the behavioral columns and the content rows are marked with X’s when it
is implied that the behavioral aspect applies to a particular area of content.
Relationship of Objectives to Learning Experiences
In his classic text on curriculum, Tyler defined the term  learning experiences  as
follows:
The term “learning experience” is not the same as the content with which a course
deals  nor the activities performed by the teacher. The term “learning experience”
refers  to  the  interaction  between  the  learner  and  the  external  conditions  in  the
environment to which he/she  can react.  Learning takes place through the  active
behavior of the student. (p. 63)
Tyler argues that the teacher’s problem is to select learning experiences that will
foster  active  involvement  in  the  learning  process  in  order  to  accomplish  the  expected
learning  outcomes.  Tyler  outlined  five  general  principles  in  selecting  learning
experiences:
1.  The  learning  experience  must  give  students  the  opportunity  to  practice  the  desired
behavior.  If  the  objective  is  to  develop  problem-solving  skills,  the  students  should
have ample opportunity to solve problems.
2.  The learning experience must give the students satisfaction. Students need satisfying
experiences  to  develop  and  maintain  interest  in  learning;  unsatisfying  experiences
hinder their learning.
3.  The learning experience must “fit” the students’ needs and abilities. This infers that
the teacher must begin where the student is ability-wise and that prior knowledge is
the starting point for new knowledge.
4.  Multiple learning experiences can achieve the same objective. There are many ways
of learning the same thing. A wide range of experiences is more effective for learning
than a limited range.
5.  The  learning  experience  should  accomplish  several  learning  outcomes.  While
students  are acquiring knowledge of one subject or concept, they are able to integrate 
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that knowledge in several related fields and  satisfy more than one objective (Tyler,
1949).
Returning to the objectives of  the biological science course, I  will now  illustrate
several  learning  experiences  that  will  help  the  high  school  science  teacher  achieve  the
first behavioral objective.
Objective Number 1:  After studying the functions of human organisms, students
will be able to understand the important facts and principles of nutrition.
Learning Experiences:
1.  Students study nutrition by classifying foods into four basic food groups.
2.  Students discuss the properties and nutritional values inherent in each grouping.
3.  Students view a film on nutrition.
4.  Students read research reports on the relation between nutrition and health.
5.  Students  write  an  essay  relating  the  effects  of  poor  nutrition  and  the  incidence  of
various common diseases.
6.  Students chart relationships between principles of nutrition and good health.
7.  Students evaluate the many causes of health problems in America (Kaschman, 2011;
Lieberman, 2011; Ovens, 2011).
Conclusion
There  are  a  number  of  fundamental  questions  that  help  determine  the
development  and  implementation  of  a  plan  for  instruction.  Regardless  of  definition  or
approach, curriculum can be organized into three major components: objectives, content
or subject matter, and learning experiences. Think of objectives as a road map (“where”
are  we  going),  content  as  the  “what”  of  curriculum,  and  learning  experiences  as  the
“how.” The interrelationship of each of these components was examined using Tyler’s
classic curriculum model.
References
Kaschman, T. (2011). Theories of learning and studies of instructional practice. New
York, NY: Springer.
Lieberman, A. (2011). High quality teaching and learning. New York, NY: Taylor &
Francis.
Ovens, P. (2011). Developing inquiry for learning. New York, NY: Routledge.
Tyler, R. W. (1949). Basic principles of curriculum and instruction. Chicago, IL:
University of Chicago Press.
Williams, J. D. (2011). How science works: Teaching and learning in the science
classroom. New York, NY: Continuum International Publishing Group.