Review on curriculum development

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Review on curriculum development

  1. 1. REVIEW ON CURRICULUM: * Concepts, Nature and Purposes * Curriculum Development in the Philippines
  2. 2. CONCEPTS, NATURE & PURPOSES OF CURRICULUM (PURITA P. BILBAO, ED.D.)  What is curriculum?  What is its purpose?  What is its nature?
  3. 3. WHAT IS CURRICULUM? Narrow Sense  a listing of subjects to be taught in school Broader Sense  the total learning experiences of individuals not only in schools but in society as well
  4. 4. CURRICULUM FROM DIFFERENT POINTS OF VIEW Traditional it is a body of subjects or subject matter prepared by teachers for the student to learn  “permanent studies” Robert M. Hutchins  “course of study”  “syllabus”  Progressive   all experiences children have under the guidance of teachers (Caswell & Campbell) curriculum as a sequence of potential experiences up in the schools for the purpose of disciplining children and youth in group ways of thinking and acting (Smith, Stanley & Shores)
  5. 5. CURRICULUM FROM DIFFERENT POINTS OF VIEW Traditional  written or a plan of action in accomplishing goals Progressive written materials are actualized by the learner  experiences in the classroom which are planned and enacted by the teacher, and also learned by the students (Marsh & Willis) 
  6. 6. TYPES OF CURRICULUM OPERATING IN SCHOOLS (ALLAN GLATTHORN, 2000) 1) Recommended  2) Written  3) appears in school, district, division or country documents Taught  4) proposed by scholars and professional organizations what teachers implement or deliver in the classrooms and schools Supported  resources-textbooks, computers, AV materials which support and help in the implementation of curriculum
  7. 7. 5) Assessed  6) Learned  7) that which is tested evaluated what the students actually learn and what is measured Hidden  the unintended curriculum
  8. 8. POINTS OF VIEW ON CURRICULUM DEVELOPMENT Ralph Tyler Model: Four Basic Principles What educational purposes should the school seek to attain?  Purposes of the school  What educational experiences can be provided that are likely to attain these purposes?  Educational experiences related to the purposes  How can these educational experiences be effectively organized?  Organization of the experiences  How can we determine whether these purposes are being attained or not?  Evaluation of the experiences 
  9. 9. POINTS OF VIEW ON CURRICULUM DEVELOPMENT Hilda Taba’s Grassroots Approach 1) 2) 3) 4) 5) 6) 7) Diagnosis of learners needs and expectations of the larger society Formulation of learning objectives Selection of learning content Organization learning content Selection of learning experiences Organization of learning activities Determination of what to evaluate and the means of doing it
  10. 10. HISTORICAL FOUNDATIONS OF CURRICULUM
  11. 11.  Franklin Bobbit (1876-1956)   Werret Charters (1875-1952)   he presented curriculum as a science than emphasizes on students’ need curriculum is a science; subject matter and the activities are planned by the teacher William Kilpatrick (1871-1965)  curricula are purposeful activities which are childcentered
  12. 12.  Harold Rugg (1886-1960)   Hollis Caswell (1901-1989)   he emphasized social studies and the teacher plans the curriculum in advance sees curriculum as organized around social functions of themes, organized knowledge and learners’ interest Ralph Tyler (1902-1994)  believes that curriculum is a science and an extension of school’s philosophy
  13. 13. Thank you for listening! @SnDLzLnnt

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