This document discusses different views and approaches to curriculum. It addresses traditional and progressive points of view on curriculum. The traditional view sees curriculum as a set of subjects to be taught, while the progressive view defines curriculum as the total learning experiences of the individual, both in and out of school. The document also summarizes Ralph Tyler's model of curriculum development and Hilda Taba's grassroots approach. It outlines different types of curriculum operating in schools and lists major philosophical foundations of curriculum.
This material is an introduction to the subject, The Teacher and the School Curriculum. Class rules and target goals for the subject have been included aside from the definition, concepts, determinants or factors encompassing curriculum.
The Teacher as the Knower of the CurriculumQueenie Santos
The Teacher as the Knower of the Curriculum
- Various definitions about curriculum
Note: The font used in this presentation might vary from yours. Lines may seemed to be disorganized.
This is a slide presentation intended for the course on The Teacher and the Curriculum, particularly on the topic of the Teacher as a Curricularist. This presentation explores the extended important role of the teacher as an important member of the curriculum development process.
This material is an introduction to the subject, The Teacher and the School Curriculum. Class rules and target goals for the subject have been included aside from the definition, concepts, determinants or factors encompassing curriculum.
The Teacher as the Knower of the CurriculumQueenie Santos
The Teacher as the Knower of the Curriculum
- Various definitions about curriculum
Note: The font used in this presentation might vary from yours. Lines may seemed to be disorganized.
This is a slide presentation intended for the course on The Teacher and the Curriculum, particularly on the topic of the Teacher as a Curricularist. This presentation explores the extended important role of the teacher as an important member of the curriculum development process.
Hello teachers! Sorry for the inconvenience that I brought to you.
I've made up my mind, I finally decided to make it downloadable so that it would be easier for you to access.
Hope this will help you somehow.
Thank you and God bless! :)
Hello teachers! Sorry for the inconvenience that I brought to you.
I've made up my mind, I finally decided to make it downloadable so that it would be easier for you to access.
Hope this will help you somehow.
Thank you and God bless! :)
Republic of the Philippines
Abra State Institute of Science and Technology
GRADUATE SCHOOL
Bangued Campus, Bangued Abra
CURRICULUM IMPROVEMENT
2nd semester SY; 2021-2022
Submitted by: Lolain B. Balao-as
Richard Bartolo
Submitted to: Ma. Rita Valera Flores
Professor
What is Curriculum Improvement?
It is the process of constantly improving instruction based on the need of students. It enhances teaching and learning.
LEVELS OF CURRICULUM IMPROVEMENT
1. Departmentalized
- This approach is the traditional model of separate and district disciplines taught in isolation from each other. Students travel to six or seven subjects a day, each not conceptually connected to others.
2. Reinforcement
- Skill instruction, concept or activities are rearranged and resequenced to reinforce a similar skill or concept across two or more disciplines
3. Complementary
- The level of curriculum integration on the original synthesized continuum was referred to as “complementary or shared units of the study”.
4. Webbed
- Connections and webs are made between curriculum contents and disciplines relative to a productive team, subject use them to sift out appropriate concept, topics and ideas
- Sometime called interdisciplinary units.
5. Integrated learning
- This level of curriculum integration on the original synthesized continuum was referred to as “integrated themes”
LEVEL DESCRIPTION EXAMPLE
Supra International -Common European Framework of Reference for Language usually “generic” in nature
- examination program; e.g. Third International Mathematics and science study of Programme for International student Assessment or Progress in International Reading Literacy study
Macro Provincial, national, regional -Intended core objective( specified in a curriculum framework and/or program of studies
- authorized learning and teaching resources
-attainment levels
-examination programs
Meso School jurisdiction, school -School program (locally developed courses)
-educational program with an emphasis on specialized school based activities( e.g, specific focus on arts, sports or academics)
- site specific learning and teaching materials developed and accessed.
Micro Classroom, teacher -instruction plan for module or course
-learning and teaching materials
Nano Student, individual -individualized learning plan
-individualized course of learning or learner pathways
APPROACHES TO CURRICULUM IMPROVEMENT
1. Behavioral Approach
- This is based on the blueprint where goals and objective are specified contents and activities are also rearranged to match with the learning objectives. The learning outcome are evaluated in terms of goals and objectives set at the beginning. This approach started with the idea of Frederick Taylor which aimed to achieve efficiency
2. Managerial Approach
- In this approach, the principal is the curriculum leader who is supposed to be the general manager. The general manager sets the policies and priorities established th
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Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2. •WHAT IS AN IDEAL LEARNER?
•WHAT IS AN IDEAL LEARNING
INSTITUTION?
•WHY IS THERE A NEED FOR MAN TO LEARN?
3. CURRICULUM: CONCEPTS, NATURE AND
PURPOSES
•THE CONCEPT OF CURRICULUM IS AS DYNAMIC AS THE CHANGES
THAT OCCUR IN OUR SOCIETY
•CURRICULUM IS VIEWED MERELY AS A LISTING OF SUBJECTS TO
BE TAUGHT IN SCHOOL.
•IT REFERS TO THE TOTAL LEARNING EXPERIENCES OF INDIVIDUALS
NOT ONLY IN SCHOOLS BUT IN SOCIETY AS WELL.
6. CURRICULUM FROM DIFFERENT POINTS OF
VIEW
•IT IS A BODY OF SUBJECTS OR SUBJECT MATTER PREPARED BY THE
TEACHERS FOR THE STUDENTS TO LEARN
•IT IS SYNONYMOUS TO “COURSE OF THE STUDY” OR “SYLLABUS”
7. CURRICULUM FROM DIFFERENT POINTS OF
VIEW
•ROBERT 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 3R’S.
8. CURRICULUM FROM DIFFERENT POINTS OF
VIEW
•ARTHUR BESTOR- BELIEVES THAT THE MISSION OF THE SCHOOLS SHOULD
BE INTELLECTUAL TRAINING, HENCE CURRICULUM SHOULD FOCUS ON THE
FUNDAMENTAL INTELLECTUAL DISCIPLINES OF GRAMMAR, LITERATURE AND
WRITING. IT SHOULD ALSO INCLUDE MATH, SCIENCE, HISTORY AND
FOREIGN LANGUAGE.
9. CURRICULUM FROM DIFFERENT POINTS OF
VIEW
•JOSEPH SCHWAB- CURRICULUM IS DIVIDED INTO CHUNKS OF
KNOWLEDGE- SUBJECT AREAS.
•MOST OF THE TRADITIONAL IDEAS VIEW CURRICULUM AS
WRITTEN DOCUMENTS OR A PLAN OF ACTION IN ACCOMPLISHING
GOALS.
11. PROGRESSIVE POINTS OF VIEW OF
CURRICULUM
•A LISTING OF SCHOOL SUBJECTS, SYLLABI, COURSE OF STUDY,
AND LIST OF COURSES OR SPECIFIC DISCIPLINE DO NOT MAKE A
CURRICULUM. THESE CAN ONLY BE CALLED CURRICULUM IF THE
WRITTEN MATERIALS ARE ACTUALIZED BY THE LEARNER.
12. PROGRESSIVE POINTS OF VIEW OF
CURRICULUM
•“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 ELEMENTS.
THOUGHT THAT IS NOT DERIVED FROM ACTION, BUT TESTED BY
APPLICATION.
13. PROGRESSIVE POINTS OF VIEW OF
CURRICULUM
•CASWELL AND CAMPBELL VIEWED CURRICULUM AS “ALL EXPERIENCES
CHILDREN HAVE UNDER THE GUIDANCE OF TEACHERS.”
•SMITH, STANLEY AND SHORES DEFINED CURRICULUM AS “A SEQUENCE OF
POTENTIAL EXPERIENCES SET UP IN THE SCHOOLS FOR THE PURPOSE OF
DISCIPLINING CHILDREN AND YOUTH IN GROUP WAYS OF THINKING AND
ACTING.”
14. POINTS OF VIEW ON CURRICULUM
DEVELOPMENT
RALPH TYLER MODEL: FOUR BASIC PRINCIPLES
•WHAT EDUCATIONAL PURPOSES SHOULD THE SCHOOL SEEK TO ATTAIN?
•WHAT EDUCATIONAL EXPERIENCES CAN BE PROVIDED THAT ARE LIKELY TO
ATTAIN THE PURPOSES?
•HOW CAN THESE EDUCATIONAL EXPERIENCES BE EFFECTIVELY ORGANIZED?
•HOW CAN WE DETERMINE WHETHER THESE PURPOSES ARE BEING
ATTAINED OR NOT?
15. HILDA TABA: GRASSROOTS APPROACH
•DIAGNOSIS OF LEARNERS NEEDS AND EXPECTATIONS OF THE LARGER SOCIETY
•FORMULATION OF LEARNING OBJECTIVES
•SELECTION OF LEARNING CONTENT
•ORGANIZATION OF LEARNING CONTENT
•SELECTION OF LEARNING EXPERIENCES
•ORGANIZATION OF LEARNING ACTIVITIES
•DETERMINATION OF WHAT TO EVALUATE AND THE MEANS OF DOING IT.