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Curriculum Development Lesson 1: Concepts, Nature and Purposes of Curriculum Purita B. Bilbao

EDUC 15 Curriculum Development Lesson 1: Concepts, Nature and Purposes of Curriculum Purita B. Bilbao

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Curriculum Development Lesson 1: Concepts, Nature and Purposes of Curriculum Purita B. Bilbao
Curriculum Development Lesson 1: Concepts, Nature and Purposes of Curriculum Purita B. Bilbao
Curriculum Development Lesson 1: Concepts, Nature and Purposes of Curriculum Purita B. Bilbao
1. Traditional Point of View
Robert M. Hutchins views curriculum as “permanent studies”,
where the rules of grammar, reading, rhetoric and logic and
mathematics for basic education are emphasized
-Basic Education should emphasize the 3Rs and college
education should be grounded on liberal education.
1. Traditional Point of View
1. Traditional Point of View
Arthur Bestor, an essentialist, believes that the mission of the
school should be intellectual training;
-curriculum should focus on the fundamental intellectual
discipline of grammar, literature and writing. It should also
include mathematics, science, history and foreign language.
Ad

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Curriculum Development Lesson 1: Concepts, Nature and Purposes of Curriculum Purita B. Bilbao

  • 5. Robert M. Hutchins views curriculum as “permanent studies”, where the rules of grammar, reading, rhetoric and logic and mathematics for basic education are emphasized -Basic Education should emphasize the 3Rs and college education should be grounded on liberal education. 1. Traditional Point of View
  • 6. 1. Traditional Point of View Arthur Bestor, an essentialist, believes that the mission of the school should be intellectual training; -curriculum should focus on the fundamental intellectual discipline of grammar, literature and writing. It should also include mathematics, science, history and foreign language.
  • 7. 1. Traditional Point of View Joseph Schwab’s view of curriculum is that discipline is the sole source of curriculum. He said that curriculum should consist only of knowledge which comes from discipline which is the sole source.
  • 8. 1. Traditional Point of View In our education system, curriculum is divided into chunks of knowledge we call subject areas in the basic education such as English, Mathematics, Science, Social Studies and others. In college, discipline may include humanities, sciences, languages and many more.
  • 9. 1. Traditional Point of View Most of the traditional ideas view curriculum as written documents or a plan of action in accomplishing goals.
  • 10. 1. Progressive Points of View Curriculum is defined as the total learning experiences of the individual. This definition is anchored on John Dewey’s definition of experience and education. He believed that reflective thinking is a means that unifies curricular. Thought is not derived from action but tested by application.
  • 12. 2. Progressive Points of View - Caswell and Campbell viewed curriculum as “all experiences children have under the guidance of teachers”. - Marsh and Willis view curriculum as all the “experiences in the classroom which are planned and entered by the teacher, and also learned by the students.” - Smith, Stanley and Shores defined curriculum as a “ sequence of potential experiences set up in schools for the purpose of disciplining children and youth in group ways of thinking and acting.”
  • 14. Two models of Curriculum Development Ralph Tyler Hilda Taba
  • 15. 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 or not? Ralph Tyler’s Model: Four Basic Principles / Tyler’s Rationale He posited four fundamental questions / principles in examining any curriculum in schools.
  • 16. Hilda Taba : Linear Model / Grassroots Approach She improved Tyler’s Rationale by making a linear model. She believed that teachers who teach or implement the curriculum should participate in developing it. She presented seven major steps to her model where teachers could have major input. 1. Diagnosis of learner’s needs and expectations of the larger society 2. Formulation of learning objectives 3. Selection of learning content 4. Organization of learning content 5. Selection of learning experiences 6. Organization of learning activities 7. Determination of what to evaluate and the means of doing it.
  • 19. -most of the curricula are recommended - Proposed by scholars and professional organizations The curriculum may come from a national agency or any professional organization who has stake in education 1. Recommended Curriculum
  • 20. 2. Written Curriculum Includes documents, course of study or syllabi for implementation. Most written curricula are made by curriculum experts with participation of teachers. An example of this is the Basic Education Curriculum (BEC) and the written lesson plan of each classroom teacher made up of objectives and planned activities of the teacher.
  • 21. The different planned activities which are put into action in the classroom compose the taught curriculum. These are varied activities that are implemented in order to arrive at the objectives or purposes of the written curriculum. It varied according to the learning styles of the students and the teaching styles of the teacher. 3. Taught Curriculum
  • 22. In order to have a successful teaching, other than the teacher, there must be materials which should support of help in the implementation of a written curriculum. Support curriculum includes material resources such as textbooks, computers, audio-visual materials, laboratory equipment, playgrounds, zoos and other facilities. Support curriculum should enable each learner to achieve real and lifelong learning. 4. Supported Curriculum
  • 23. This refers to a tested or evaluated curriculum. Series of evaluations are being done by the teachers at the duration and end of he teaching episodes to determine the extent of teaching or to tell if the students are progressing. Assessment tools like pencil-and-paper tests, authentic instruments like portfolio are being utilized. 5. Assessed Curriculum
  • 24. This refers to the learning outcomes achieved by the students. Learning outcomes are indicated by the results of the tests and changes in behavior which can be either cognitive, affective or psychomotor. 6. Learned Curriculum
  • 25. This is the unintended curriculum which is not deliberately planned but ay modify behavior or influence learning outcomes. Peer influence, school environment, physical condition, teacher-learner interaction, mood of the teacher and many other factors make up the hidden curriculum, 7. Hidden Curriculum
  • 26. Things that are taught at home; those experiences that are part of a family's experiences, or related experiences sanctioned by the family. This type of curriculum may be received at church, in the context of religious expression, lessons on values, ethics or morals, molded behaviors, or social experiences based on a family's preferences. 8. Concomitant Curriculum
  • 27. 9. Phantom Curriculum The messages prevalent in and through exposure to media
  • 28. 10. Null is what is not taught. Not teaching some particular idea or sets of ideas may be due to mandates from higher authorities, to a teacher’s lack of knowledge, or to deeply ingrained assumptions and biases.
  • 32. Philosophy provides educators, teachers and curriculum makers with framework for planning, implementing and evaluating curriculum in schools. It helps in answering what school are for, what subjects are important, how students should learn and what materials and methods should be used. In decision making, philosophy provides the starting point and will be used for the succeeding decision making. The philosophy of a curriculum planner, implementer or evaluator reflects his or her life experiences, common beliefs, social and economic background and education.
  • 33. School Purposes Suggestions from Subject Specialists Studies of Contemporary Life Use of Psychology of Learning Use of Philosophy Studies of Learners Tyler’s View of Philosophy in Relation to School Purposes
  • 35. Four Educational Philosophies Aim of Education •To educate the rational person; •To cultivate the intellect Role of Education •Teachers help students think with reason Focus in the Curriculum •Classical subjects, literary analysis and curriculum is constant Curriculum Trends •Use of great books and return to liberal arts
  • 36. Four Educational Philosophies Aim of Education • To promote the intellectual growth of the individual and educate a competent person Role of Education • The teacher is the sole authority in his or her subject area or field of specialization. Focus in the Curriculum • Essential skills of the 3 R’s and essential subjects of English, Science, History, Math and Foreign Language. Curriculum Trends • Excellence in education, back to basics and cultural literacy
  • 37. Four Educational Philosophies Aim of Education •To promote democratic and social living Role of Education •Knowledge leads to growth and development of lifelong learners who actively learn by doing Focus in the Curriculum •Subjects are interdisciplinary, integrative and interactive. Curriculum is focused on students’ interests, human problems and affairs Curriculum Trends •School reforms, relevant and contextualizes curriculum, humanistic education
  • 38. Four Educational Philosophies Aim of Education • To improve and reconstruct the society • Education for change Role of Education • Teachers act as agents of change and reform in various educational projects including research Focus in the Curriculum • Focus on present and future trends and issues of national and international interests. Curriculum Trends • Equality of educational opportunities in education; access to global education
  • 40. •Franklin Bobbit (1876-1956) - presented curriculum as a science that emphasizes on students' need. Curriculum prepares for adult life. •Werret Charters (1875-1952) - considered curriculum also as a science which is based on students' need and the teachers plan the activities.
  • 41. •Harold Rugg (1886-1960) - Curriculum should develop the whole child. He emphasized social studies in the curriculum and the teacher plans the lesson in advance. •William Kilpatrick (1871-1965) – viewed curriculum as purposeful activities which are child-centered. The purpose of curriculum is child development and growth.
  • 42. •Hollis Caswell (1901-1989) - sees curriculum as organized around social functions of themes, organized knowledge and earner's interests. •Ralph Tyler (1902-1994) - believes that curriculum is a science and an extension of school's philosophy.
  • 46. •Edward Thorndike (which influenced Tyler and Taba, the well known curricularists)Connectionism • Ivan Pavlov Classical Conditioning • B.F. Skinner Operant Conditioning • Albert BanduraModeling and Observation theory • Robert Gagne Hierarchical Learning - consider that learning should be organized in order that students can experience success in the process of mastering the subject matter. The method is introduced in a step by step manner with proper sequencing of task which is viewed by other educational psychologist as simplistic and mechanical.
  • 47. •Jean Piaget Cognitive Development Stages • Lev VygotskySocial Constructivism • Howard GardnerMultiple Intelligences • Felder and SilvermanLearning Styles • Daniel Goleman Emotional Intelligences - To the cognitive theorists, learning constitutes a logical method for organizing and interpreting learning. - Learning is rooted in the tradition of subject matter and is similar to the cognitive development theory. - Teachers use a lot of problem and thinking skills in teaching and learning. These are exemplified by practices like reflective thinking, creative thinking, intuitive thinking, discovery learning and many more.
  • 48. •Where learning can be explained in terms of wholeness of the problem and where environment is changing and the learning is continuously recognizing his/her perception Gestalt Theory • Theory of human needs for self- actualizing person Abraham Maslow • Non-directive lives Carl Roger Humanist psychologist are concerned with how learners can develop their human potential; the process not the products; personal needs not the subject matter; psychological meaning and environmental situations.
  • 49. In Summary, psychology has great influence in the curriculum. Learners are not machines and the mind is not a computer. Humans are biological beings affected by their biology and cultures. The psychological foundations will help curriculum makers in nurturing a more advanced, more comprehensive and complete human learning.
  • 51. Schools exist within the social context . Societal culture affects and shapes schools and their curricula. In considering the social foundations of curriculum, we must recognize that schools are only one of the many institutions that educates society. 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.
  • 52. Society as ever dynamic is a source of a very fast changes which are difficult to cope with and to adjust to. Thus, schools are made to help to understand these changes. In order for schools to be relevant, schools curricula should address diversity, explosion of knowledge, school reforms and education for all. The relationship of curriculum and society is mutual and encompassing. Hence, to be relevant, the curricula should reflect and preserve the culture of society and its aspirations. At the same time, society should also imbibe the changes brought about by the formal institutions called schools.