Curriculum dev homework 2

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Curriculum Development and Instruction in Special Education
Analuz A. Fuentebella MAED MA SPED DR. AIDA S. DAMIAN

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Type Document Heading Here
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1. What can you say about the history
of curriculum development?
Ever sincethe termcurriculumwasadded to
educators' vocabularies, it has seemed to
convey many things to many people. To
some, curriculum has denoted a specific
course, while to others it has meant the
entire educational environment. Whereas
perceptions of the termmay vary,it mustbe
recognized that curriculum encompasses
morethan a simple definition. Curriculum is
a key element in the educational process;its
scope is extremely broad, and it touches
virtually everyone who is involved with
teaching and learning.
This volume focuses on curriculum within
the context of career and technical
education. In no other area has greater
emphasis been placed upon the
development of curricula that are relevant
in terms of student and community needs
and substantive outcomes. The career and
technical and technical curriculum focuses
not only on the educational process butalso
on the tangible results of that process. This
is only one of many reasons why the career
and technical and technical curriculum is
distinctive in relation to other curricular
areas and why career and technical
education curriculum planners must have a
sound understanding of the curriculum
development process.
HISTORICAL PERSPECTIVES
Several factors have appeared to
cause the differences that currently
exist between the career and
technical and technical curriculum
and curricula in other areas. Perhaps
the foremost of these is historical
influence. History has an important
message to convey about
antecedents of the contemporary
career and technical and technical
curriculum and provides a most
meaningful perspective to the
curriculum developer. Curriculum as
we know it today has evolved over
the years from a narrow set of
disjointed offerings to a
comprehensive array of relevant
student learning experiences.

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2. Comparethe fourPhilosophies
of education based on the aim of
education and curriculumtrends.
How does a strong belief or
philosophy curriculum?
EducationalPhilosophies Definitions and
Comparison Chart Within the
epistemologicalframe that focuses on the
natureofknowledge and how we come to
know, there are four major educational
philosophies,eachrelatedtooneor more of
the general or world philosophies just
discussed.Theseeducationalphilosophical
approachesarecurrentlyusedin classrooms
the world over. They are Perennialism,
Essentialism, Progressivism, and
Reconstructionism. These educational
philosophies focus heavily on WHAT we
should teach, the curriculum aspect.
Essentialism
Essentialists believe that thereis a
common core of knowledge that needs
to be transmitted to students in a
systematic, disciplined way. The
emphasis in this conservative
perspective is on intellectual and moral
standardsthatschools shouldteach. The
core of the curriculum is essential
knowledgeandskills andacademic rigor.
Although this educational philosophy is
similar in some ways to Perennialism,
Essentialists accept the idea that this
core curriculum may change. Schooling
should be practical, preparing students
to become valuable members of society.
Perennialism
ForPerennialists, the aim of education is
to ensure that students acquire
understandings about the great ideas of
Western civilization. These ideas have
thepotential for solving problems in any
era. The focus is to teach ideas that are
everlasting, to seek enduring truths
which are constant, not changing, as the
natural and human worlds at their most
essential level, do not change. Teaching
these unchanging principles is critical.
Humans are rational beings, and their
minds need to be developed. Thus,
cultivation of the intellect is the highest
priority in a worthwhile education. The
demanding curriculum focuses on
attaining cultural literacy, stressing
students' growth in enduring disciplines.

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Progressivism
Progressivists believe that
education should focus on the whole
child, rather than on the content or
the teacher. This educational
philosophy stresses that students
should test ideas by active
experimentation.Learning is rooted
in the questionsof learners that arise
through experiencing the world. It is
active, not passive. The learner is a
problem solver and thinker who
makes meaning through his or her
individual experience in the physical
and cultural context. Effective
teachersprovide experiencesso that
students can learn by doing.
Curriculum content is derived from
student interestsand questions. The
scientific method is used by
progressivist educators so that
students can study matter and
events systematically and first hand.
The emphasisison process-howone
comes to know. The Progressive
education philosophy was
establishedinAmericafromthemid-
1920s through the mid-1950s. John
Dewey was its foremost proponent.
One ofhistenets wasthat the school
should improve the way of life of our
citizens through experiencing
freedom and democracy in schools.
Shared decision making,planning of
teachers with students, student-
selected topicsare all aspects.
Reconstructionism/Critical
Theory
Social reconstructionism is a
philosophy that emphasizes the
addressingofsocialquestionsanda
quest to create a better society and
worldwide democracy.
Reconstructionist educators focus
on a curriculum that highlights
social reform as the aim of
education. Theodore Brameld
(1904-1987) was the founder of
social reconstructionism, in
reaction against the realitiesof
World War II. He recognized the
potential for either human
annihilation through technology
and human cruelty or the capacity
to create a beneficent society using
technology and human
compassion.George Counts (1889-
1974) recognized that education
was the meansof
preparing people for creating this
new social order.

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3. what are the implications of
ever-changing curriculum to
teachers?
The primary implication
of a changing curriculum for
teachers is that they must
learn the new curriculum. It
also means in many cases
that they will need to gain
knowledge in the new parts
of the curriculum. Thatmeans
they will need to attend
professional development
sessions or return to school.
Often this comes on the
teacher's dime. Depending on
how the curriculum is
changed teachers may have
to change the way they teach.
Most of the time a change in
curriculum is a good thing.
Most often the curriculum is
changed to address the
changing needs and abilities
of the students.
4. Discuss the contributions
of edward l. Thorndlike,
ivan pavlov and robert
gagne to the present views
on curriculum.
Edward Thorndike is one of
the great learning theorists
of all time. He believed that
instruction should pursue
specified, socially useful
goals. In 1928 his classic
study, adult learning, he
posited that the ability to
learn did not decline until
age 35, and then it declined
only1 percent per year, thus
going against the grain of
the time that “you can't
teachanolddognewtricks.”
However, it was later shown
that the speed of learning,
not the power to learn,
declined with age.
Thorndike also formulated
the law of effect, which
states that behaviors that
are followed by pleasant
consequences will be more
likely to be repeated in the
future.

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Ivan Pavlov
(1849-1936) was a Russian
scientist interested in
studying how digestion
works in mammals. He
observed and recorded
information about dogs and
their digestive process. As
part of his work, he began to
study what triggers dogs to
salivate. It should have been
an easy study: mammals
produce saliva to help them
break down food, so the
dogs should have simply
began drooling when
presented with food.
But what Pavlov discovered
when he observed the dogs
was that drooling had a
much more far-reaching
effect than he ever thought:
it paved the way for a new
theory about behavior and a
new way to study humans.
Robert Gagné
was a student of and received
doctoral training in
experimental psychology and
later used his training and skills
to adapt some conception of the
learning process into his own
instructional theory. He was
drafted into the military and
used this opportunity to do
some research with the Air Force
(1949-1958) that provided him
with some ways to apply
learning theory to the real
world.
Robert Gagné earned his
undergraduate degree from Yale
in psychology. After graduation,
he went on to receive his Master
of Science and Ph.D. at Brown
University in psychology. During
his graduate studies,
Gagné became fascinated with
the "conditioned operant
response" theory. College for
Women. Unfortunately, his time
at the college was short due to
being drafted into the military
(Morgan, 1992).

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5. Discuss the contributions of Jean Piaget, Lev Vygotsky, Howard Gardner,
Felder and silverman and daniel Goleman to curriculum development.
Jean Piaget was a Swiss
psychologist and genetic
epistemologist. He is most
famously known for his
theory of cognitive
development that looked at
how children develop
intellectually throughout the
course of childhood. Prior to
Piaget's theory, children
were often thought of simply
as mini-adults. Instead,
Piaget suggested that the
way children think is
fundamentally different from
the way that adults think.
Piaget was interested not
only in the nature of thought
but in how it develops and
understanding how genetics
impact this process.
Jean Piaget
Lev Vygotsky was a seminal
Russian psychologist who is
best known for his
sociocultural theory. He
believed that social
interaction plays a critical
role in children's learning.
Through such social
interactions, children go
through a continuous
process of learning.
Vygotsky noted, however,
that culture profoundly
influences this process.
Imitation, guided learning,
and collaborative learning
all play a critical part in his
theory. Vygotsky conceived
the more knowledgeable
other as a person who has
greater knowledge and
skills than the learner.
Lev Vygotsky

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Howard Gardner is a
developmental psychologist
best-known for this theory
of multiple intelligences. He
believed that the
conventional concept of
intelligence was too narrow
and restrictive and that
measures of IQ often miss
out on other "intelligences"
that an individual may
possess. His 1983 book
Frames of Mind, outlined his
theory and his eight major
types of intelligence.
Gardner's theory had a
particular impact in the field
of education where it
inspired teachers and
educators to explore new
ways of teaching aimed at
these different intelligences.
Howard Gardner
The Felder-Silverman Model
denotes four areas of
personality that contribute
to learning. The model
creates four dimensions of
learning styles. These
dimensions can be viewed as
a continuum with one
learning preference on the
far left and the other on the
far right. They are active or
reflective, sensing or
intuitive, visual or verbal,
inductive-deductive, and
sequential or global. A
combination of these styles
makes up the individuals
learning preferences
Felder Silverman
Daniel Goldman was not the first to articulate the concept. However, in the
double role of psychologist and journalist, Goleman made the elements of
emotional intelligence accessible to broad segments of society. His best-
selling books — beginning with “Emotional Intelligence”(1995) — have
already changed how some businesses interact with clients and some
managers recruit employees. His impact has been even more profound on
education.

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6. Give the contributions of Abraham Maslow and Carl Rogers
to the present field of curriculum development.
Abraham Maslow
Abraham Maslow wasn't
satisfied with the way things
had always been done. He was
a psychologist, but he didn't
like the way other
psychologists viewed people.
In the first half of the 20th
century, most psychologists
believed one of two things
about humans. Behaviorists
believed that people's
behaviors were purely
determined by rewards and
punishments. They viewed
people as simply the product of
conditioning; that is, if they
got rewarded for doing
something, people would keep
doing it over and over. On the
other hand, psychoanalysts
believed that people were
slaves to their urges. They
believed that subconscious
desires drove our behaviors
and feelings.
Carl Ransom Rogers
(January 8, 1902 – February 4,
1987) was an influential American
psychologist, who, along with
Abraham Maslow, founded the
humanisticapproach to psychology.
He developed Nondirective
psychotherapy, also called "Client-
centered therapy" and later the
"Person-centered approach,"
reflecting his belief that his model
applied to interactions between all
people, not just therapist-client
relations. Rogers' work has had
many positive results and achieved
significant popularity. The strength
ofhis approach is the importance of
harmonious relationships based on
respect, congruence, and empathy
in promoting healthy psychological
development. He also made a
significant contribution to
education through his work on
experiential learning. However, his
rejection of any authority outside
one's own experience,including the
authority oftherapistoverclient, or
teacher over student, also rejects
the authority of God's purpose for
human beings, and denies any
chance of correcting the underlying
cause of corrupted human nature.

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7. A school has been using thesame old curriculumit has had forthe
past ten years. Do think this is a good practice? why? why not?
The pace at which science proceedssometimes seems alarmingly slow,
and impatience and hopesboth run high when discussionsturn to issues
of learning and education. In the field of learning, the past quarter
century has been a period of major research advances. Because of the
many new developments, the studies that resulted in this volume were
conducted to appraise the scientific knowledge base on human learning
and itsapplicationtoeducation.Weevaluated the best and mostcurrent
scientific data on learning, teaching, and learning environments. The
objective of the analysiswasto ascertain what is required for learnersto
reach deep understanding, to determine what leads to effective
teaching, and to evaluate the conditions that lead to supportive
environmentsfor teaching and learning.
A scientific understanding of learning includes understanding about
learning processes, learning environments, teaching, sociocultural
processes, and the many other factors that contribute to learning.
Research on all of these topics, both in the field and in laboratories,
provides the fundamental knowledge base for understanding and
implementingchangesin education.
This volume discusses research in six areas that are relevant to a deeper
understanding of students’ learning processes: the role of prior
knowledge in learning, plasticity and related issues of early experience
upon brain development, learning as an active process, learning for
understanding, adaptive expertise, and learning as a time-consuming
endeavor.It reviews research in five additional areasthat are relevant to
teaching and environments that support effective learning: the
importance of social and cultural contexts, transfer and the conditions
for wide application oflearning,subject matter uniqueness, assessment
to support learning,and the neweducational technologies.

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