Structured Curriculum |
Developmental Curriculum |
Coverage |
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It is comprehensive |
It is in-depth with a possiblitity of gaps |
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It is planned |
It is timely |
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It is predictable |
It is relatively unpredictable |
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Deliberate effort is required for integration within the field |
The content flows |
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It may or may not account for student prior knowledge and/or immediate interest |
Student prior knowledge and/or immediate interests are considered relevant |
Content |
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Boundaries are set |
Boundaries are open |
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Theory is logically developed |
Theory is piecemeal |
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Student understanding and retention are primarily cognitively-based |
Student understanding and retention are experientially and cognitively-based |
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It is course related |
It is problem and issues related |
Educator |
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Can limit teaching to what he/she knows |
May require outside expertise |
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Can a directive leader |
Is concerned with enabling leadership |
Process |
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It is teacher dominated and relies on cooperation |
It is collegial and relies heavily on student initiative |
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A contract is predetermined |
A contract is negotiated |
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There is variable student participation |
There is strong student participation |
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Conformity is frequently the norm |
Risk taking is positively reinforced |
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Motivation is most likely extrinsic |
Motivation is more likely intrinsic |
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Teaching/Learning are primarily deductive |
Teaching/Learning are primarily inductive |
