EDU 532 REVIEWER FROM SPACE LECTURE

Disclaimer: These notes were just “dinalian” and only highlights keywords based from the pretest questions. If dili paka
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TYPES OF CURRICULUM

1. Ideal/ Recommended

• from experts, professionals, accredited organizations

2. Written/ Intended

• Prescribed document

3. Implemented

• There’s an actual teaching interaction

4. Achieved/ Learned

• learner absorbs the topic/lessons.

• There is an acquisition of learning.

5. Tested/ Assessed

• There id an assessment or evaluation.

6. Entitlement

• learners are expeced to learn to be good members of the society.

( Insert here the use of Performance Task Scenario which follows the G.R.A.S.P.S.)

7. Supported

• Resources that support the curriculum (textbooks, software, etc.)

8. Null

• not taught

• omitted

9. Hidden

• Taught informally and usually unintentional

• These includes the values and behaviors that learners picks up during the learning process.

CURRICULUM CONCEPTIONS

Curriculum workers have different ideas about curriculum matters and curriculum developmentprocesses. They have
different points of view about curriculum concerns, goals of what a curriculumshould accomplish, and how a
curriculum should be designed or constructed. These explain the presence of various curriculum orientations or
conceptions. McNell (2006), Eisner (1985), and Print (1993) identified six curriculum.
 1. Academic Rationalist Conception considered as the oldest among the curriculum conceptions.It stresses the
importance of different bodies of knowledge, known as disciplines or subject areas, as the focus of the
curriculum.
2. Cognitive Processes Conception - seeks to develop a repertoire of cognitive skills that are applicable to a wide
range of intellectual problems. The subject matters are instruments or tools for developing these cognitive skills
that are lasting in the lives of individuals.
3. Humanistic Conception stresses the idea that curriculum or education is an instrument for developing
the full potential of individuals. It seeks to help individuals discover and develop their unique identities. It
stresses that curriculum should focus on the needs and interests of individuals
4. Social Reconstructionist Conception - views the school or schooling as an agency for social change. Hence, it
stresses that, curriculum should respond to the different needs, issues, problems, and demands of the
society.
5. Technological Conception is preoccupied with the development of means to achieve curriculum or educational
goals. It views schooling as a complex system that can be analyzed into its constituent
components.
6. Eclectic Conception is where curriculum workers find themselves aligning their ideas with two or more
curriculum conceptions. Hence, this curriculum conception reiterates the realities in curriculum
development that each of the curriculum conceptions is to be considered and is influential to a certain extent in
designing the curriculum.

CURRICULUM SOURCES AND INFLUENCES

1. SOCIETY AS A SOURCE

2. LEARNERS AS A SOURCE

3. DISCIPLINE or SUBJECT MATTER AS A SOURCE

1. Subject Centered

• subject design (elementary)

• Academic discipline (specialized)

• Integrated (merge 2 or more related studies)

-Interdisciplinary

-Multidisciplinary

2. Learner- centered (experience)

3. Problem- Centered

4. Core learning

CURRICULUM SEQUENCING

1. Simple-to-Complex

• Simple to complex learning is self explanatory. The curriculum is designed in such a way that simpler concepts are
presented before more complex ones. Many math curriculums use this sequencing approach.

2. Prerequisite learning

• Prerequisite learning is a form of sequencing in which certain knowledge must come before more advance knowledge.
It is similar to simple-to-complex learning

But the sequencing of the prerequisite knowledge does not matter as long as all of it is addressed before the more
complex knowledge. Many college majors have prerequisites that must be taken before other classes. Many times, the
order in which these classes are taken does not matter as long as all of them are taken before a more advanced class.

3. Whole-to-part Learning

• Whole-to-part learning provides students with an overview of the subject before going into specific details. This is a
deductive approach in contrast to the inductive approach of simple-to-complex learning. Sometimes foreign languages
are taught whole-to-part in that instead of starting with grammar, a teacher will dive right into sentences to get the
students using the language in a natural way.

4. Chronological Learning

•Chronological learning is when the curriculum is sequenced by the order they concepts happened historically. Naturally,
history is a subject that often uses a sequencing that is chronological

5. Whole-to-part

• Deductive

6. Increasing abstraction

CURRICULUM ORGANIZATION

1. Horizontal Organization
• Scope integration (Naay relationship sa discipline)

• Arrangement of curriculum

2. Vertical Organization

• Spiral Progression

CURRICULUM MODELS

1. Linear Model

• Rational Step by step

-Tyler Model

-Taba Model

2. Cyclical Model

• Continuous

2. Dynamic Model

• Various

3. UBD

• backward design

- Identify desired results

- Determine acceptable evidence

- Plan the learning experiences and instructions

Nicholls and Nicholls

-The Nicholls and Nicholls (1972) model of curriculum planning shows the relationship among the various elements of
the curriculum which are objectives, content, methods and evaluation. These elements are built into a continuous cycle
of activities which constitute a process of curriculum development.

Provus Discrepancy

-The discrepancy evaluation model, developed by Malcolm Provus (1971), is used in situations where there is an
understanding that a program does not exist in a vacuum, but instead within a complex organizational structure. The
model assumes that the aim is not to prove cause-and-effect relationships but to understand the evidence well enough
to make reasonable assumptions about cause and effect.

Wheelers

- Contextual

- College Faculty
CIPP (Stufflebeam)

- Judging

Tyler

- Focuses on the objectives

Stakes Congruency

- Focuses on the outcomes

Eisner

- Quality over quantity

Educational Agencies

DepEd

CHED

TESDA -Techvoc
EDU 536 REVIEWER FROM SPACE LECTURE
Disclaimer: These notes were just “dinalian” and only highlights keywords based from the pretest questions. If dili paka
satisfied, please feel free to research more about it. Thanks!!

Philosophical thoughts

1. John Locke

•empiricist educator

•Learners interacting with one another.

• learners are active agent

2. Spencer

•Utilitarian

•Survive in a complex society

•specialized education over general education

•advocates SEL atmosphere and whole child approach

3. John Dewey

•Experience, learning by doing

4. George Counts

•Building a new social order

Schools and society should be agents for change

•Problem solving

5. Theodore Brameld

•social reconstruction

•build a new society

•international for global citizen

•resolve inconsistencies

6. Paulo Freire

•Critical pedagogy vs. banking method

“teacher as bank clerks”

•Learners are not empty receptacles to be filled

A social reconstructionist teaching is building of an interdependent world that is international in scope.

✔️Spencer’s educational thought is utilitarian because he emphasized vocational and professional education based on
scientific and practical use.

John Dewey’s practice is into problem solving

Education is a function of society because citizens are taught what society needs and society shapes the curriculum to
✔️
be taught.

Education needs to be relevant to the needs and goals of the society.

Americans taught the Filipino about citizenship.

HISTORICAL FOUNDATION

1. Pre colonial

-informal

-unstructref

-decentralizef

-tribal tutors

2. Spanish

- formal

- organized

- authoritarian

- religion oriented (instruction)

3. American

- Democratic ideals and way of life

- Free and compulsory elementary education (public school)

4. Japanese

- promotion of vocation education

- Diffusion of Japanese language

- love for labor

5. Post colonial

- full realization of democratic idelas

- civil service
 Spartan education is military training.
✔️

Socialization is about learning the roles, statuses and values necessary for participation in society.
✔️

Conflict Theory is from Karl Marx

•Structural Functional

-Herbert Spencer

-Structures that create the society and remain stable.

-change is necessary when unstable.

•Conflict theory

- Karl Marx

- Paves the way to change, establishment of a new society.

- embrace change

•Symbolic interactionist theory

-George Mead

-individual who act based on meaning which is based on individuals experiences.

Functionalist Theory is about teaching students to socialize or else they will turn out to be delinquent citizens.
✔️

Conflict theory is about it is okay to have clashes within the society.

✔️According to the functionalist theory what happens when one institution fails to do its part, other solutions take over
the function.

for an ideal interaction in the community what must be observed, symbols to both giver and the receiver.
✔️

To address the lack of analysis for Filipinos, make them (students) solve problems.
✔️

When does the Filipinos faith and religiosity become a weakness, when he does nothing to help himself and wait for
✔️
god to save them.

An example of Filipino weakness penchant for diploma is porma over substance or essence.
✔️

What does teacher encourage when she looks at students questions in class as indicator of an inattentiveness is
✔️
passivity.

A form of violence that occurs when someone uses threats and causes fear in an individual to gain control is called
✔️
psychological violence.
 School and community partnership is two way, both school and community benefit.
✔️

Brigada Eskwela is an activity in May that helps the school ensure to be ready for school re-opening for a new school
✔️
year.

✔️School and community partnership is all about elders in the community that can be a source of information or
research for local history.

It takes a village to educate a child means an institutionalized school community partnership.

Adopt a school program includes all public schools in all levels.

An example of showing no signs of ethnocentrism is she doesn’t belittle other people’s culture.
✔️

as a teacher you are a facilitator of learning so you make teaching learning interactive and exciting.
✔️

Essence of servant leadership is about leading is to serving

LEADERSHIP STYLES

1. Autocratic

- dictatorial

- Learners do not participate in decision making

2. Consultative

- participative

- Involves members of the organization3

4. Democratic

Most participative

Decision are arrived by consensus

5. Laissez Faire

Leader does not interfere with the members of the organization who are left to decide for themselves.

Give opportunity, too trusting.

6. Servant

Leader sees himself as a servant first.

7. Transformational

Concerned with introducing and sustaining innovations.

8. Situational

Followers leading the organization in a way that fits the situation- the readiness of the followers.
 Situational leadership is about leadership style to the followers level of readiness and willingness.
✔️

Interested in improving the present status is transformational leadership.

a leader does it if it wants an innovation to affect substantially and positively school culture is sustain the innovation.
✔️

Essence of SBM is about school empowerment

SBM

School based management

Empowerment of schools to direct their own affairs for high performance

Involve school head

Address the problems and concerns

Improving school performance is the GOAL

For SBM to succeed, effective school support system is needed.

School Culture is encompasses the things are done while the process of education is being performed.
✔️

- Has significant effect on student performance.

Contributes to positive school culture are through growth mindset.

Part of a school culture is about structure, practices, and school climate.

School head respects academic time so she does not just call on teachers during class hours, this is a manifestation of a
✔️
positive school culture, protection of what us important.

School head do as an instructional leader is to kids in curriculum implementation and improvement.