More Related Content
Similar to Curr development; Concepts, nature and purpose (20)
Curr development; Concepts, nature and purpose
- 2. Curriculum from Different Points of View Thedefinitionsareinfluenced by modesof thoughts, pedagogies, political aswell ascultural experiences. 1. Traditional Points of View of Curriculum 20th Century – “curriculum is that it is a body of subjects or subject matter prepared by the teacher for the students to learn.” Robert M. Hutchins – “permanent studies” where the rule of grammar, reading, rhetoric and logic and mathematics for basic education are emphasized. Arthur Bestor – curriculum should focus on the fundamental intellectual disciplines of grammar, literature and writing; also include mathematics, science, history and foreign language.
- 3. Joseph Schwab – discipline is the sole source of curriculum; coined the term discipline as a ruling doctrine for curriculum development. Curriculum can be viewed as a field of study. It is taken as scholarly and theoretical. 2. Progressive Points of View of Curriculum John Dewey - is defined as the total learning experiences of the individual. Caswell and Campbell – “all experiences children have under the guidance of the teachers”. Smith, Stanley and Shores – “curriculum as a sequence of potential experiences set up in a schools for the purpose of disciplining children in group ways of thinking and acting.
- 4. Marsh and Willis – “experiences in the classroom which are planned and enacted by a teacher, and also learned by the students.” Points of View on Curriculum Development To produce positive changes, development should be purposeful, planned and progressive. This is how curriculum evolves. Ralph Tyler Model: Four Basic Principles (also known as Tyler’s Rationale) show that in curriculum development, the following considerations should be made: (1) Purpose of the school, (2) Educational experiences related to the purpose, (3) Organization of the experiences, and (4) Evaluation of the experiences.
- 5. Hilda Taba’s Linear Model: Grassroots Approach These steps are as follows: 1.Diagnosis of learners needs and expectations of the larger society 2.Formulations of learning objectives 3.Selections of learning content 4.Organization of learning content 5.Selection of learning experiences 6.Organizations of learning activities 7.Determination of what to evaluate and the means of doing it
- 6. Types of Curriculum Operating in Schools (Allan Glatthorn 2000) Recommended Curriculum – proposed by scholars and professionals organizations. Written Curriculum – appears in schools, district, division or country documents Taught Curriculum – what teachers implement or deliver in classrooms and schools Supported Curriculum – resources-textbooks, computers, audio-visual materials which support and help in implementation of the curriculum Assessed Curriculum – which is tested and evaluated Learned Curriculum – what the students actually learned and what is measured Hidden Curriculum – the unintended curriculum
- 7. Major Foundations of Curriculum Philosophical Foundations of Curriculum Philosophy provides educators, teachers and curriculum makers with framework for planning, implementing and evaluating curriculum in schools.
- 8. School Purposes Studies of Contempor ary Life Use of Psychology of Learning Use of Philosophy Studies of Learners Suggestions from Subject Specialists Tyler’s View of Philosophy in Relation to School Purposes
- 9. Educational Philosophy Aim of Education Role of Education Focus in the Curriculum Curriculum Trends Perennialism to educate the rational person; to cultivate the intellect teachers help students think with reason. Based on the Socratic methods of oral exposition or recitation Explicit or deliberate teaching of traditional values. classical subjects, literary analysis and curriculum in constant use of great books and return to liberal arts Essentialism to promote the intellectual growth of the individual and educate a competent person the teacher is the sole authority in his or her subject area or field of specialization essential skills of the 3 R’s and essential subjects of English, Science, History, Math and Foreign Language excellence in education, back to basics and cultural literacy
- 10. Progressivism to promote democratic and social living knowledge leads to growth and development of lifelong learners who actively learn by doing subjects are interdisciplinary, integrative and interactive. Curriculum is focused on student’s interest, human problems and affairs school reforms, relevant and contextualize d curriculum, humanistic education Reconstruc- tionism to improve and reconstruct society Education for change teachers act as agent of change and reform in various educational projects including research focus on present and future trends and issues of national and international interests equality of educational opportunities in education, access to global education
- 11. Historical Foundations of Curriculum Several curriculum theorists and how they view curriculum from a historical perspective. Franklin Bobbit (1876-1959) – presented curriculum as a science that emphasizes on students’ need. To Bobbit, objectives with corresponding activities should be grouped and sequenced. Werret Charters (1875-1952) – the listing of objectives and matching these with corresponding activities ensures that the content or subject matter is related to objectives. William Kilpatrick (1871-1965) – curricula are purposeful activities which are child-centered. The purpose of the curriculum is child development and growth. Harold Rugg (1886-1990) – curriculum should develop the whole child.
- 13. Psychological Foundations of Education Some questions which can be addressed by psychological foundations of education: How should curriculum be organized to enhance learning? What is the optimum level of students’ participation in learning the various contents of the curriculum? Three groups of learning theories: Behaviorist Psychology • dominated the 20th century psychology • Robert Gagne’s hierarchical learning or sets of behavior and five learning outcomes became classic examples: - intellectual skills or “knowing how” to categorize and use symbols, forming concepts and problem-solving - information or “knowing what” knowledge
- 14. - cognitive strategies or learning skills -motor skills - attitudes, feelings and emotions learned through experiences Cognitive Psychology • psychologists focus their attention on how individuals process information and how they monitor and manage thinking • learning constitutes a logical method for organizing and interpreting learning Humanistic Psychology • concerned with how learners can develop their human potential • curriculum is concerned with the process not the products; personal needs not subject matter; psychological meaning and environmental situations.
- 15. * The psychology foundations will help curriculum makers in nurturing a more advanced, more comprehensive and complete human learning. Social Foundations of Education Societal culture affects and shapes schools and their curricula. The home, the family, community likewise educate the people in the society. But schools are formal institutions that address more complex and interrelated societies and the world. In order for schools to be relevant, school curricula should address diversity, explosion of knowledge, school reforms and education for all.
- 16. PREPARED BY : ERiKA R. ViLLALON