foundations of curriculum
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1. The document outlines four foundations of curriculum development: social forces, the treatment of knowledge, human growth and development, and learning as a process. 2. Social forces like communication and transportation impact people's lifestyles and needs, requiring curriculum to adapt. 3. The rapid growth of knowledge through research requires reconstructing curriculum and development to acquire and apply new information. 4. Curriculum must be appropriately leveled to support people's normal growth and development, being neither too easy nor too hard.
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Introduction to philosophical foundation of curriculum
Vocational education is the most important one for current creating job opportunity for long term employment and unemployment outcomes alleviating unemployment rate by.
Curriculum, history and elements of curriculum
The document defines curriculum in several ways and discusses its history and key elements. It provides definitions from various perspectives, such as curriculum being all planned learning, the totality of a student's experiences, or a set of subjects. The history of curriculum development in the US is reviewed from colonial times through the 20th century. Basic elements of curriculum are outlined as having components like subject matter, instructional plans, goals and objectives.
Curriculum Development
The document discusses different types of curriculum:
1. Recommended curriculum refers to proposals from experts on what should be taught.
2. Written curriculum appears in official documents outlining standards and guidelines for schools.
3. Taught curriculum is what teachers actually deliver in classrooms based on student needs.
4. Supported curriculum includes resources like textbooks that help implement the curriculum.
5. Assessed curriculum evaluates student progress through tests.
6. Learned curriculum is what students actually learn based on assessment results.
7. Hidden curriculum includes unintended influences on students from the school environment.
Philippine Curriculum and Instruction
The document discusses the historical foundations and major concepts of curriculum, including its definitions, purposes, nature and development from different viewpoints. It also examines the philosophical, psychological and social foundations that influence curriculum design. Furthermore, the document outlines the typical components of curriculum, such as objectives, content, learning experiences and evaluation approaches.
Curriculum foundations and components
curriculum is the most important part of any education system . In this presentation I explained about the foundations and the components of curriculum
Sources of Curriculum Design
This document discusses the various sources that inform curriculum design, including science, society, moral doctrine, knowledge, and learners. It outlines how each of these sources can influence curriculum development from different philosophical, social, and political viewpoints. The document also notes that there is no simple answer for curriculum design given the diversity of educational thinkers and approaches. It concludes by encouraging readers to consider all potential sources and conceptual frameworks when developing curriculum.
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The document discusses the major foundations of curriculum including the philosophical, historical, and psychological foundations. It explores different educational philosophies like perennialism, essentialism, progressivism, and reconstructionism that have influenced curriculum development. Furthermore, it examines the contributions of important historical figures and how psychological perspectives of behaviorism, cognitivism, constructivism, and humanism have shaped curriculum based on theories of how people learn.
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The document discusses the philosophical foundations of curriculum. It explores how philosophy influences curriculum workers and how different philosophical orientations like idealism, realism, pragmatism, and existentialism differ in their views of knowledge and values. The document also examines whether schools can promote both equality and excellence, and considers which philosophical orientation may most influence the future of curriculum and which appears most contrary to mainstream education.
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Introduction to philosophical foundation of curriculum
Vocational education is the most important one for current creating job opportunity for long term employment and unemployment outcomes alleviating unemployment rate by.
Curriculum, history and elements of curriculum
The document defines curriculum in several ways and discusses its history and key elements. It provides definitions from various perspectives, such as curriculum being all planned learning, the totality of a student's experiences, or a set of subjects. The history of curriculum development in the US is reviewed from colonial times through the 20th century. Basic elements of curriculum are outlined as having components like subject matter, instructional plans, goals and objectives.
Curriculum Development
The document discusses different types of curriculum:
1. Recommended curriculum refers to proposals from experts on what should be taught.
2. Written curriculum appears in official documents outlining standards and guidelines for schools.
3. Taught curriculum is what teachers actually deliver in classrooms based on student needs.
4. Supported curriculum includes resources like textbooks that help implement the curriculum.
5. Assessed curriculum evaluates student progress through tests.
6. Learned curriculum is what students actually learn based on assessment results.
7. Hidden curriculum includes unintended influences on students from the school environment.
Philippine Curriculum and Instruction
The document discusses the historical foundations and major concepts of curriculum, including its definitions, purposes, nature and development from different viewpoints. It also examines the philosophical, psychological and social foundations that influence curriculum design. Furthermore, the document outlines the typical components of curriculum, such as objectives, content, learning experiences and evaluation approaches.
Curriculum foundations and components
curriculum is the most important part of any education system . In this presentation I explained about the foundations and the components of curriculum
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This document discusses the various sources that inform curriculum design, including science, society, moral doctrine, knowledge, and learners. It outlines how each of these sources can influence curriculum development from different philosophical, social, and political viewpoints. The document also notes that there is no simple answer for curriculum design given the diversity of educational thinkers and approaches. It concludes by encouraging readers to consider all potential sources and conceptual frameworks when developing curriculum.
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The document discusses the major foundations of curriculum including the philosophical, historical, and psychological foundations. It explores different educational philosophies like perennialism, essentialism, progressivism, and reconstructionism that have influenced curriculum development. Furthermore, it examines the contributions of important historical figures and how psychological perspectives of behaviorism, cognitivism, constructivism, and humanism have shaped curriculum based on theories of how people learn.
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The document discusses the philosophical foundations of curriculum. It explores how philosophy influences curriculum workers and how different philosophical orientations like idealism, realism, pragmatism, and existentialism differ in their views of knowledge and values. The document also examines whether schools can promote both equality and excellence, and considers which philosophical orientation may most influence the future of curriculum and which appears most contrary to mainstream education.
Foundations of curriculum development
This document discusses the major foundations of curriculum development: philosophical, historical, psychological, and social. It outlines four educational philosophies that influence curriculum - perennialism, essentialism, progressivism, and reconstructionism. Historically, it mentions several curriculum theorists who contributed to the field from the late 19th to mid 20th century. Psychologically, it covers three groups of learning theories - behaviorism, cognitivism, and humanism. Socially, it states that schools exist within a social context and curriculum considers the relationship between education and society.
Foundations of a curriculum
This document outlines different philosophies of curriculum:
- Perennialism focuses on classical subjects and cultivating critical thinking.
- Essentialism promotes core skills and subjects.
- Progressivism emphasizes learner-centered and interdisciplinary approaches.
- Reconstructionism aims to improve society through educational reform.
It also summarizes the contributions and theories of major curriculum theorists and psychologists like Bobbitt, Tyler, Dewey, Piaget, Vygotsky, and Gardner on how people learn.
Major Foundations of Curriculum
This document discusses the major foundations of curriculum: philosophical, psychological, historical, and social. It provides examples of influential curriculum theorists like Franklin Bobbitt, Werret Charters, Harold Rugg, and William Kilpatrick who helped establish the historical foundations. The psychological foundations are based on behaviorist, cognitive, and humanistic learning theories. Finally, the social foundations recognize that schools exist within a social context and curriculum aims to understand globalization and changes in society.
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introduction to curriculum and foundations of curriculum updated.
The document discusses various foundations and concepts of curriculum. The traditional concept viewed curriculum as a static course of study focused on memorization, while the modern concept sees it as a dynamic set of planned learning activities. An Islamic concept defines curriculum as a body of knowledge to prepare individuals for worship and worldly affairs, based on the Quran. Curriculum needs to be developed based on philosophical, psychological, sociological, and historical foundations to achieve educational goals and meet the needs of both students and society.
Understanding curriculum
This document discusses curriculum and its influences. It defines curriculum as the means and materials students interact with to achieve educational outcomes. It discusses how curriculum has evolved from the trivium and quadrivium in medieval Europe. There are four types of curriculum: explicit, implicit, null, and extra. The document also discusses determining what students should know and different perspectives on curriculum, including cognitive and affective perspectives.
Concept, nature and purposes of curriculum
The document discusses different perspectives on curriculum development. It describes curriculum as both a listing of subjects taught in school as well as the total learning experiences of individuals. Traditional views saw curriculum as subjects prepared by teachers, while progressive views defined it more broadly as all experiences guided by teachers. Curriculum is influenced by thoughts from different eras and encompasses both academic content and intended learning outcomes.
Curriculum
The document defines curriculum as the set of courses and content offered at a school or university. It discusses John Bobbitt's 1918 conception of curriculum as the course of deeds and experiences through which children become adults. It also discusses curriculum as a social engineering tool designed by experts. The document then provides examples of core curricula, distribution requirements, and sample curricula in various subject areas.
PHILOSOPHICAL FOUNDATIONS OF CURRICULUM
This document outlines several philosophical foundations of curriculum: Naturalism aims to realize students' natural goodness through nature-aligned teaching. Idealism develops the mind through intellectual/moral focus. Realism prepares students for life's actual duties. Pragmatism develops students holistically through experience. Perennialism cultivates intellect. Essentialism promotes individual intellectual growth in subject areas. Progressivism promotes democratic living through active, social learning. Reconstructivism uses education to improve and change society.
Curriculum development
This document discusses the nature, concepts, and purposes of curriculum. It outlines the key components of curriculum development, including aims, goals and objectives, subject matter, learning experiences, and evaluation approaches. It also differentiates between primary, secondary, and tertiary levels of education. The main purposes of curriculum are to provide knowledge and develop skills, attitudes, and values needed for personal development and contributing to a changing society. A school's mission spells out how it intends to carry out its vision and produce the type of students it aims to educate. The document also covers cognitive and affective domains of learning objectives.
Foundations of curriculum
The document discusses the four foundations of curriculum: economic, psychological, philosophical, and sociological. It provides details on each foundation and how they influence curriculum development. The economic foundation focuses on job skills and market needs. The psychological foundation examines learning theories like behaviorism and cognitivism. The philosophical foundation explores perspectives like perennialism and essentialism that influence subject selection. The sociological foundation addresses how curriculum must reflect and preserve a society's culture while understanding global changes.
Life Oriented Curriculum And Interdisciplinary Curriculum
This document discusses life-oriented curriculum and inter-disciplinary curriculum. It defines life-oriented curriculum as incorporating many aspects of life and preparing learners for life's possibilities. Key topics in life-oriented curriculum include careers, physical education, democracy, social responsibility, self-development, and study skills. Inter-disciplinary curriculum presents content from multiple disciplines to examine a central theme or problem. It explores connections between disciplines and accommodates student diversity. The document advocates for updating educational curriculum to introduce innovative, life-oriented and inter-disciplinary approaches to deal with increasing knowledge and help students organize information.
Curriculum development.rpc
The document discusses the process of curriculum development. It begins with defining key terms like curriculum and curriculum development. It then outlines the basic steps in the curriculum development process - analysis, design, implementation, and evaluation. Several factors that influence curriculum development in the Philippines are also highlighted, including the country's history and changes in educational focus over different periods. The curriculum development process in Trinidad and Tobago is similarly described as involving design, development, implementation, monitoring, evaluation and review of curricula.
Curriculum development
The document discusses different views of curriculum. Traditionally, curriculum was viewed as a list of subjects to be taught in school. However, it can also refer more broadly to all learning experiences, both in and out of school. The document outlines perspectives from several influential educators, including Robert Hutchins who saw curriculum as focusing on core subjects like grammar, rhetoric and mathematics. It also discusses progressive views of curriculum, for example from John Dewey, who believed curriculum should incorporate reflective thinking and real-world application of ideas. Overall, the document presents both traditional and progressive views of what curriculum encompasses.
Philosophical Foundations of Curriculum
During the late 19th century, rural schools struggled as families migrated to cities for work and tax bases declined. The new curriculum emerging in American classrooms at this time largely left out rural schools. Philosophies of education provide a framework for curriculum by clarifying goals, content, and emphasis areas like textbooks, homework, and core subjects. Major philosophies discussed are idealism, realism, pragmatism, and existentialism which differ in their views of reality, knowledge, and values. Educational philosophies like perennialism, progressivism, essentialism, and reconstructionism also vary based on their philosophical roots and aims for curriculum.
Module 2
The document provides an overview of Module 2 of a curriculum development course. The module aims to help students understand the philosophical and theological dimensions of curriculum development.
It covers topics such as the philosophical approaches of essentialism and progressivism; other approaches like reconstructionism and existentialism; and the Trinitarian scheme for organizing a curriculum around truth, goodness, and beauty.
The document also discusses the theological foundations of curriculum development including being God-centered, Christ-centered, and community-centered. Examples of how theological considerations can be incorporated into subjects and activities are requested in an activity question.
Foundation of Curriculum (8603)
I am from Multan Pakistan. I am uploading my Sessions recieved from my Teacher for all of my fellow learners. Unit # 3
Hidden Curriculum
The hidden curriculum refers to the unofficial messages communicated in schools through their organization, culture, and routines. It includes norms, values, and expectations that are implicitly rather than explicitly taught. The hidden curriculum can both support and undermine schools' stated goals and official curricula by conveying different attitudes than the formal lessons.
Principles of Curriculum Design
This Powerpoint Presentation was used for our Field Study 4 Report. This is made by an Education student for academic purposes only.
understanding disciplines and subjects
This document discusses principles for selecting curriculum content based on the experiences of children. It outlines several guidelines for selecting content, including priorities, balance, completeness and comprehensiveness. Content should be selected based on philosophical, psychological, sociological and cultural considerations. An inquiry-based learning approach is recommended where teachers shift to environmental inquiries to create a purposeful, fun and productive classroom culture that is responsive to students. The curriculum aims to nurture children's growth by encouraging creativity, challenging activities, thinking, reasoning, questioning and experimentation. It also focuses on meeting children's needs such as communication, self-awareness, creativity, understanding their environment and considering life's meaning. A child-centered approach starts from children's interests and allows
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This document discusses the major foundations of curriculum, including philosophical, historical, psychological, and social foundations. Under the philosophical foundations, it describes four main educational philosophies: perennialism, essentialism, progressivism, and reconstructionism. It provides the aims, roles of education, and curriculum trends for each philosophy. The historical foundations section briefly introduces several influential curriculum theorists from 1876 to 1965 and notes their views on curriculum. The document aims to provide an overview of the key foundations that influence the development of curriculum.
Field Study 4 Exploring the Curriculum
The document discusses the components that make up a school curriculum. It includes a school's vision, mission, and goals, which are important in designing the curriculum. The curriculum components guide how the school will be run and help achieve its aims. Methods and strategies employed by the school community to realize these goals include orienting students to the vision and mission and adopting teaching approaches that engage and develop lifelong learners. The curriculum also considers the needs of diverse learners through its components and approaches.
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Foundations of curriculum development
This document discusses the major foundations of curriculum development: philosophical, historical, psychological, and social. It outlines four educational philosophies that influence curriculum - perennialism, essentialism, progressivism, and reconstructionism. Historically, it mentions several curriculum theorists who contributed to the field from the late 19th to mid 20th century. Psychologically, it covers three groups of learning theories - behaviorism, cognitivism, and humanism. Socially, it states that schools exist within a social context and curriculum considers the relationship between education and society.
Foundations of a curriculum
This document outlines different philosophies of curriculum:
- Perennialism focuses on classical subjects and cultivating critical thinking.
- Essentialism promotes core skills and subjects.
- Progressivism emphasizes learner-centered and interdisciplinary approaches.
- Reconstructionism aims to improve society through educational reform.
It also summarizes the contributions and theories of major curriculum theorists and psychologists like Bobbitt, Tyler, Dewey, Piaget, Vygotsky, and Gardner on how people learn.
Major Foundations of Curriculum
This document discusses the major foundations of curriculum: philosophical, psychological, historical, and social. It provides examples of influential curriculum theorists like Franklin Bobbitt, Werret Charters, Harold Rugg, and William Kilpatrick who helped establish the historical foundations. The psychological foundations are based on behaviorist, cognitive, and humanistic learning theories. Finally, the social foundations recognize that schools exist within a social context and curriculum aims to understand globalization and changes in society.
Philosophical Foundations of the Curriculum by Mariver C. Mangulabnan
This document discusses the major foundations of curriculum and instructional design. It begins by defining curriculum and development. It then covers four major philosophies that influence curriculum design: perennialism, essentialism, progressivism, and reconstructionism. Each philosophy is explained in terms of its aims, emphases and teaching methods. The document also discusses four learning theories that provide a basis for understanding how students learn: behaviorism, cognitivism, humanism, and constructivism. Constructivism is explained in the most detail. The presentation ends with a quote from Confucius about the importance of active, experiential learning.
introduction to curriculum and foundations of curriculum updated.
The document discusses various foundations and concepts of curriculum. The traditional concept viewed curriculum as a static course of study focused on memorization, while the modern concept sees it as a dynamic set of planned learning activities. An Islamic concept defines curriculum as a body of knowledge to prepare individuals for worship and worldly affairs, based on the Quran. Curriculum needs to be developed based on philosophical, psychological, sociological, and historical foundations to achieve educational goals and meet the needs of both students and society.
Understanding curriculum
This document discusses curriculum and its influences. It defines curriculum as the means and materials students interact with to achieve educational outcomes. It discusses how curriculum has evolved from the trivium and quadrivium in medieval Europe. There are four types of curriculum: explicit, implicit, null, and extra. The document also discusses determining what students should know and different perspectives on curriculum, including cognitive and affective perspectives.
Concept, nature and purposes of curriculum
The document discusses different perspectives on curriculum development. It describes curriculum as both a listing of subjects taught in school as well as the total learning experiences of individuals. Traditional views saw curriculum as subjects prepared by teachers, while progressive views defined it more broadly as all experiences guided by teachers. Curriculum is influenced by thoughts from different eras and encompasses both academic content and intended learning outcomes.
Curriculum
The document defines curriculum as the set of courses and content offered at a school or university. It discusses John Bobbitt's 1918 conception of curriculum as the course of deeds and experiences through which children become adults. It also discusses curriculum as a social engineering tool designed by experts. The document then provides examples of core curricula, distribution requirements, and sample curricula in various subject areas.
PHILOSOPHICAL FOUNDATIONS OF CURRICULUM
This document outlines several philosophical foundations of curriculum: Naturalism aims to realize students' natural goodness through nature-aligned teaching. Idealism develops the mind through intellectual/moral focus. Realism prepares students for life's actual duties. Pragmatism develops students holistically through experience. Perennialism cultivates intellect. Essentialism promotes individual intellectual growth in subject areas. Progressivism promotes democratic living through active, social learning. Reconstructivism uses education to improve and change society.
Curriculum development
This document discusses the nature, concepts, and purposes of curriculum. It outlines the key components of curriculum development, including aims, goals and objectives, subject matter, learning experiences, and evaluation approaches. It also differentiates between primary, secondary, and tertiary levels of education. The main purposes of curriculum are to provide knowledge and develop skills, attitudes, and values needed for personal development and contributing to a changing society. A school's mission spells out how it intends to carry out its vision and produce the type of students it aims to educate. The document also covers cognitive and affective domains of learning objectives.
Foundations of curriculum
The document discusses the four foundations of curriculum: economic, psychological, philosophical, and sociological. It provides details on each foundation and how they influence curriculum development. The economic foundation focuses on job skills and market needs. The psychological foundation examines learning theories like behaviorism and cognitivism. The philosophical foundation explores perspectives like perennialism and essentialism that influence subject selection. The sociological foundation addresses how curriculum must reflect and preserve a society's culture while understanding global changes.
Life Oriented Curriculum And Interdisciplinary Curriculum
This document discusses life-oriented curriculum and inter-disciplinary curriculum. It defines life-oriented curriculum as incorporating many aspects of life and preparing learners for life's possibilities. Key topics in life-oriented curriculum include careers, physical education, democracy, social responsibility, self-development, and study skills. Inter-disciplinary curriculum presents content from multiple disciplines to examine a central theme or problem. It explores connections between disciplines and accommodates student diversity. The document advocates for updating educational curriculum to introduce innovative, life-oriented and inter-disciplinary approaches to deal with increasing knowledge and help students organize information.
Curriculum development.rpc
The document discusses the process of curriculum development. It begins with defining key terms like curriculum and curriculum development. It then outlines the basic steps in the curriculum development process - analysis, design, implementation, and evaluation. Several factors that influence curriculum development in the Philippines are also highlighted, including the country's history and changes in educational focus over different periods. The curriculum development process in Trinidad and Tobago is similarly described as involving design, development, implementation, monitoring, evaluation and review of curricula.
Curriculum development
The document discusses different views of curriculum. Traditionally, curriculum was viewed as a list of subjects to be taught in school. However, it can also refer more broadly to all learning experiences, both in and out of school. The document outlines perspectives from several influential educators, including Robert Hutchins who saw curriculum as focusing on core subjects like grammar, rhetoric and mathematics. It also discusses progressive views of curriculum, for example from John Dewey, who believed curriculum should incorporate reflective thinking and real-world application of ideas. Overall, the document presents both traditional and progressive views of what curriculum encompasses.
Philosophical Foundations of Curriculum
During the late 19th century, rural schools struggled as families migrated to cities for work and tax bases declined. The new curriculum emerging in American classrooms at this time largely left out rural schools. Philosophies of education provide a framework for curriculum by clarifying goals, content, and emphasis areas like textbooks, homework, and core subjects. Major philosophies discussed are idealism, realism, pragmatism, and existentialism which differ in their views of reality, knowledge, and values. Educational philosophies like perennialism, progressivism, essentialism, and reconstructionism also vary based on their philosophical roots and aims for curriculum.
Module 2
The document provides an overview of Module 2 of a curriculum development course. The module aims to help students understand the philosophical and theological dimensions of curriculum development.
It covers topics such as the philosophical approaches of essentialism and progressivism; other approaches like reconstructionism and existentialism; and the Trinitarian scheme for organizing a curriculum around truth, goodness, and beauty.
The document also discusses the theological foundations of curriculum development including being God-centered, Christ-centered, and community-centered. Examples of how theological considerations can be incorporated into subjects and activities are requested in an activity question.
Foundation of Curriculum (8603)
I am from Multan Pakistan. I am uploading my Sessions recieved from my Teacher for all of my fellow learners. Unit # 3
Hidden Curriculum
The hidden curriculum refers to the unofficial messages communicated in schools through their organization, culture, and routines. It includes norms, values, and expectations that are implicitly rather than explicitly taught. The hidden curriculum can both support and undermine schools' stated goals and official curricula by conveying different attitudes than the formal lessons.
Principles of Curriculum Design
This Powerpoint Presentation was used for our Field Study 4 Report. This is made by an Education student for academic purposes only.
understanding disciplines and subjects
This document discusses principles for selecting curriculum content based on the experiences of children. It outlines several guidelines for selecting content, including priorities, balance, completeness and comprehensiveness. Content should be selected based on philosophical, psychological, sociological and cultural considerations. An inquiry-based learning approach is recommended where teachers shift to environmental inquiries to create a purposeful, fun and productive classroom culture that is responsive to students. The curriculum aims to nurture children's growth by encouraging creativity, challenging activities, thinking, reasoning, questioning and experimentation. It also focuses on meeting children's needs such as communication, self-awareness, creativity, understanding their environment and considering life's meaning. A child-centered approach starts from children's interests and allows
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Philosophical Foundations of the Curriculum by Mariver C. Mangulabnan
Philosophical Foundations of the Curriculum by Mariver C. Mangulabnan
introduction to curriculum and foundations of curriculum updated.
introduction to curriculum and foundations of curriculum updated.
Life Oriented Curriculum And Interdisciplinary Curriculum
Life Oriented Curriculum And Interdisciplinary Curriculum
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Major foundations of curriculum
This document discusses the major foundations of curriculum, including philosophical, historical, psychological, and social foundations. Under the philosophical foundations, it describes four main educational philosophies: perennialism, essentialism, progressivism, and reconstructionism. It provides the aims, roles of education, and curriculum trends for each philosophy. The historical foundations section briefly introduces several influential curriculum theorists from 1876 to 1965 and notes their views on curriculum. The document aims to provide an overview of the key foundations that influence the development of curriculum.
Field Study 4 Exploring the Curriculum
The document discusses the components that make up a school curriculum. It includes a school's vision, mission, and goals, which are important in designing the curriculum. The curriculum components guide how the school will be run and help achieve its aims. Methods and strategies employed by the school community to realize these goals include orienting students to the vision and mission and adopting teaching approaches that engage and develop lifelong learners. The curriculum also considers the needs of diverse learners through its components and approaches.
Module 2 CRAFTING THE CURRICULUM
This document discusses different models for curriculum design, including subject-centered, learner-centered, and problem-centered designs. Subject-centered design focuses on academic content and disciplines. Learner-centered design places the student at the center and includes child-centered, experience-centered, and humanistic designs. Problem-centered design uses social problems, student needs and interests as the basis and can include life-situation design and core design curriculums. The document provides examples and explanations of each design model.
10 axioms of curriculum change
The document outlines 10 axioms of curriculum change:
1. Change is inevitable as societies and institutions must adapt to changing conditions.
2. The curriculum reflects and is a product of its time, influenced by social, philosophical, psychological and knowledge-based factors of the period.
3. Curriculum changes can exist concurrently as new changes are adopted while older changes still remain.
4. Curriculum change results from changes in people as their desires, beliefs and skills evolve.
5. Significant curriculum changes are most effective when brought about through cooperative group efforts rather than individually.
Approaches About School Curriculum
The document describes three approaches to curriculum - as content, process, and product. It explains each approach through examples and reflects on how they interrelate. Specifically, it outlines how curriculum can be viewed as the topics taught, the methods used to deliver instruction, and the learning outcomes achieved by students.
Philosophical foundation of educ.
Philosophy provides a framework for curriculum planning, implementation, and evaluation by helping answer questions about the purpose of schools, important subjects, how students should learn, and appropriate materials and methods. A curriculum developer's philosophy reflects their life experiences, beliefs, background, and education. For example, John Dewey viewed education as a way of life and laboratory for testing philosophy. Philosophies like idealism, realism, and existentialism provide different perspectives on the role of the teacher, student, and school community.
Curriculum development: Processes and models
The document discusses three models of curriculum development:
1. Ralph Tyler's model emphasizes the planning phase and considers the school's purposes, educational experiences, organization of experiences, and evaluation.
2. Hilda Taba's model takes a grassroots approach, beginning with learner needs and moving through formulation of objectives, selection of content, organization, experiences, and evaluation.
3. Galen Saylor and William Alexander's model involves specifying goals and objectives, designing curriculum, implementing instructional plans, and conducting evaluation to determine if goals were met.
All three models utilize the basic steps of planning, designing, implementing, and evaluating the curriculum.
Curriculum Development Overview / FOUNDATIONS
Provides examples of philosophical, psychological, social and historical foundations - these foundations influence the development, implementation and evaluation of curriculum;
FS 4 Questionnaire
This document contains a questionnaire from a student named Angelito T. Pera enrolled in Field Study 4 at the Surigao del Sur State University. The questionnaire asks the recipient to provide information about their profile, educational background, employment history, and views on various aspects of curriculum. It explores curriculum models and foundations, the K-12 program, curriculum evaluation, and the roles of stakeholders in curriculum development. The student is seeking the recipient's expertise and opinions to help complete 12 learning episodes for their field study on exploring the curriculum.
Crafting the Curriculum
This document discusses different models and approaches for curriculum design. It outlines subject-centered, learner-centered, and problem-centered design models. Within subject-centered design, it describes subject, discipline, correlation, and broad field/interdisciplinary approaches. For learner-centered design, it discusses child-centered, experience-centered, and humanistic designs. It also covers dimensions of curriculum design like scope, sequence, continuity, integration, and articulation. Principles for organizing content and sequencing learning are provided. The document provides guidelines for curriculum design committees to consider.
Field Study 4 Episode 8
The document discusses a student's field study report on curricular innovations in the Philippines. It includes a matrix analyzing innovations like the Third Elementary Education Program (TEEP) and Secondary Education Improvement and Development Program (SEDIP). The greatest innovation is identified as the K-12 curriculum, which decongests the curriculum and uses progressive teaching methods. In conclusions, the student acknowledges changing needs but challenges of innovating. They pledge commitment to implement curricular innovations for learner and societal betterment.
Field Study 4 Episode 3
This document summarizes a student's field study exploring the roles of teachers as curricularists. The student conducted interviews with teachers at different education levels to learn about their roles as planners, writers, knowers, innovators, evaluators, and implementors of curriculum. The student also researched literature on the role of early childhood teachers as guides who foster children's intellectual and social development. The field study portfolio included evidence of interviews, reflections on the student's own role as a future curricularist, and a rubric evaluating the student's work.
Curriculum approaches
Curriculum Approaches
(1) Behavioral-Rational Approach
(2) Systems-Managerial Approach
Source:
Bago, A. (2008)
Curriculum content.ppt
The document discusses curriculum content and its elements. It defines curriculum as all learning planned by the school, whether individual or group activities inside or outside the school. Content is defined as information to be learned and can come in various forms like audio, text, or video. The document outlines criteria for selecting content, including significance, relevance to learners' lives, variety, suitability, validity, interest, utility, and feasibility. It emphasizes organizing content through sequencing, continuity, and integration to improve learning.
Philosophical and psychological foundations of curriculum
The document discusses the philosophical foundations of curriculum. It explains that philosophy influences educational decisions and curriculum development. It outlines four major philosophical positions that have influenced curriculum - idealism, realism, pragmatism, and existentialism. Idealism emphasizes moral and spiritual reality, while realism focuses on imparting knowledge about the real world. Pragmatism considers social and perceptual change, and existentialism stresses individual experiences. A prudent eclectic approach is needed for curriculum that serves students and society.
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The document describes the organization and curriculum of the Diosdado P. Macapagal Elementary School. It outlines the school's administration structure, including the principal, teachers for different grades and subjects, and support staff. It also discusses the school's mission and vision. The curriculum covers traditional vs progressive approaches, components like the written, taught and assessed curriculum, and factors to consider like learning theories, students' needs and instructional materials. It presents innovations like the K-12 program, mother tongue-based instruction and team teaching.
Fs 4 episode 3
To be considered a curricularist, a teacher must fulfill several roles: knower, writer, planner, initiator, innovator, implementer, and evaluator. As a knower, the teacher must master the curriculum content. As a writer, the teacher documents lessons. As a planner, the teacher designs curriculum plans considering factors like learners and outcomes. As an initiator and innovator, the teacher introduces new ideas and is creative. As an implementer, the teacher brings the curriculum plan to life through teaching. And as an evaluator, the teacher determines if learning outcomes were achieved.
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This document discusses different models and types of curriculum. It describes curriculum models as approaches, methods, and procedures for teaching and learning tailored to specific student groups. Curriculum can be subject-centered or student-centered, traditional or innovative, topic-based or competency-based. Four broad categories of curriculum design are presented: traditional, student-centered, critical, and structural. Specific models like Tyler, Taba, and Saylor/Alexander are outlined. Eleven different types of curriculum are also defined, including overt, societal, hidden, null, phantom, concomitant, rhetorical, curriculum-in-use, received, internal, and electronic curriculum.
Implications For Teaching And Learning Of The Changes
1. The document discusses reforms to the UK's 14-19 curriculum to better prepare students for further education and skilled employment by offering more pathways and raising the minimum school leaving age.
2. The reforms aim to introduce four learning pathways including strengthened GCSEs and A-Levels, diplomas combining theory and practical skills, apprenticeships, and additional support for students below level 2.
3. The benefits cited include giving students more choices tailored to their preferences and abilities, as well as life skills to succeed in a changing world. However, teachers worry about increased workload and standards for alternative qualifications, while some students prefer leaving education at 16.
Curriculum engagement
The document discusses curriculum from two perspectives: as a product and as a process. When viewed as a product, curriculum involves steps like determining needs, setting objectives, selecting content and experiences, and evaluation. As a process, curriculum is continuous, dynamic development guided by values and open to scrutiny. It emphasizes teaching as an ongoing process rather than fixed outcomes. The document provides guidance for a curriculum project, advising the selection of a focus area, development of goals and objectives, description of content and learning experiences, and assessment process without reinventing existing models in the given domain.
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1. The document discusses conceptual changes in Muslim education in India from 1947 to 2047. It analyzes factors like quality of teachers, education curriculum, and social responsibility over time.
2. It finds that both madrasa and school/college teachers' knowledge levels are below competence, and professionalism has replaced dedication. Curriculums neglect ancestral knowledge and focus only on exam passing. Social acceptance of teachers has declined due to selfishness.
3. Projections show Muslim women's literacy will still be half of national average by 2047, indicating poverty and curriculum misalignment are key barriers. Overall, education is diverging from its role in developing well-rounded citizens and instead focuses on narrow job skills.
STAGE OF CURRICULUM DEVELOPMENT AND EVALUATION IN UPDATING THE ENTIRE CURRICULUM
The document outlines the stages of curriculum development and evaluation involved in updating an entire curriculum. It discusses 1) establishing general aims from educational policies, 2) the tasks of curriculum developers in determining subject balance and time allocation, 3) defining major educational objectives, 4) important concepts like critical changes in society and minimum learning requirements, and 5) constraints like political, socio-cultural and psychological factors. It emphasizes evaluating objectives, content scope and sequence, teaching strategies, and instructional materials using expert reviews and trials to ensure the curriculum achieves its aims.
What is social studies ppt
Social studies is the study of how people live and organize themselves in societies, embracing subjects like geography, history, and economics. It is taught to help develop good citizenship skills and understanding of the modern world, enabling people to effectively contribute to and understand their own and other cultures. Social studies is taught through methods like lectures, discussions, excursions, role-plays and current events, and is evaluated through tools like teacher observation, assignments, tests, projects and notebooks.
ISLAMIC INTEGRATED CURRICULUM
ASCEND presents workshops and trainings on 'How to integrate Islam into your regular school curriculum'.
Give children a holistic and purposeful education.
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The document discusses the importance of studying the history of education for teachers in training. It argues that learning about past educational systems, theories, and events helps teachers 1) understand how the past has shaped present education, 2) appreciate the role of education throughout history, and 3) critically examine education's role in transforming society. Understanding history prepares teachers to examine current trends, learn from mistakes, and develop new plans to benefit society. The teaching of history enables teachers to have knowledge of Nigeria's educational policies, philosophical ideas, contributions of other nations, and trends in Nigeria's development.
Issl 2015 Ntimi Mtawa, South Africa
The document introduces the concepts of human development and capability approach and discusses how they can be used to conceptualize service-learning in higher education. It defines key terms related to service-learning and the approaches. The document then analyzes how service-learning at the University of the Free State has potential to advance human development goals like participation, empowerment, diversity, and capabilities based on a review of program documents and student reflections. However, it also notes some areas where service-learning could risk constraining community agency. Overall, the document argues that viewing service-learning through a human development and capabilities lens could lead to a more holistic approach that emphasizes its impacts on students, staff, and community partners.
Issl 2015 Ntimi
The document introduces the concepts of human development and capability approach and discusses how they can be used to conceptualize service-learning in higher education. It defines key terms related to service-learning and the approaches. The document then analyzes how service-learning at the University of the Free State aligns with and could better promote the principles of human development, such as participation, empowerment, and enhancing people's capabilities. While service-learning currently advances some capabilities, the document suggests it could be improved by more fully involving community members in decision-making and ensuring activities align with what the community values. Framing service-learning through a human development lens could lead to more mutually beneficial partnerships between universities and communities.
"Issl 2015 presentation. mtawa"
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Obectives of Curriculum.pdf
A curriculum is a plan that is created to help students achieve their educational goals. This is the only means of bringing about behavioural changes in the personality of the children. The education system would lose its justification if curriculum was removed from the educational process. A good curriculum is always the voice of the country's aspirations and ideals. A good curriculum should have the following major goals:-
Read More: Scope of Curriculum
Fulfillment of national goals: The primary goal of education is to fulfil national aspirations. Curriculum, in my opinion, is the heart of the educational process. If it is excluded from the educational system, the nation will fail to achieve its goals. The curriculum reflects both national and individual goals. Curriculum is the only means of achieving individual and collective well-being. National goals are incorporated into the curriculum and acquired through the instructional process.
Behavior modification: Curriculum causes behavioural changes in individuals' personalities, making them capable of social adjustment. Individuals who are socially adjusted contribute to social stability. They play an important role in national development. Individuals who change their behaviour prove useful both individually and collectively. Curriculum is the only means by which students can participate in productive and socially acceptable activities.
Understanding the universe's mysteries: Students gain an understanding of the universe's mysteries through the curriculum. The curricular content is used to teach the next generation about the fundamental laws of the universe. This knowledge of the universe's facts paves the way for understanding the universe's mysteries. Every system of education produces the ability of discovering the facts of the universe in its students. A nation's understanding of the universe cannot compete with that of other nations around the world. The education goal of the universe's mysteries can only be met if these facts and mysteries are included in the curriculum developed for various levels of education.
Continuity in educational activities includes: One of the primary goals of curriculum is to achieve integration and continuity among educational activities. Curriculum is created in accordance with educational goals. These objectives can only be met if all educational activities are coordinated, balanced, and integrated. Curriculum integrates all educational activities, making the learning process more effective and long-lasting. The curriculum for the lower levels of education serves as a foundation for the development of the curriculum for the higher levels of education. The continuity of experiences, observations, and information is maintained if previous learning experiences are linked with newer ones.
John Pearce Leading And Learning For Interdependence 9 2 10
The document discusses two visions for leading and learning: functionality and moral purpose. Functionality focuses on skills, knowledge, and understanding, mainly learning what and how to do things. Moral purpose focuses on values, beliefs, philosophy, ethics, and religion, mainly learning why and how to live based on values. It argues that combining functionality and moral purpose can lead to fulfillment. It also discusses models of moral, emotional, and psychological development and how education can help progress individuals along these models from dependent to independent to interdependent states. The key questions are how to engage those who are vulnerable and isolated, and how to best promote interdependent learning and leading in the dependent and independent.
John pearce leading and learning for interdependence 9 2 10
The document discusses two visions for education - functionality and moral purpose. Functionality focuses on skills, knowledge, and understanding, while moral purpose emphasizes values, citizenship, philosophy, and ethics. It presents models showing how the two visions can complement each other to create fulfillment. The key is promoting interdependent learning that applies functional skills to moral purposes and takes action on beliefs. Teachers should choose intervention styles like delegating to build independence and empower thinking while pursuing functionality and moral purpose.
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The document discusses the evolution of concepts of curriculum from old to modern. The old concept viewed curriculum as a list of books provided to students in the classroom, while the modern concept interprets curriculum more broadly as all organized activities and experiences students undergo under school direction, both inside and outside the classroom. The document also examines the role of curriculum in national development and cultural change.
Embracing Our Mission.6.15.09
This strategic plan outlines 5 outcomes for Marylhurst University over 2009: 1) Clarifying the university's mission, 2) Educating the whole person, 3) Educating and serving underserved students, 4) Promoting interfaith dialogue, and 5) Engaging in social action and service. For each outcome, the plan proposes strategies and rationales for achieving the goals in keeping with the university's founding mission by the Sisters of the Holy Names of Jesus and Mary.
Education_Purpose of_2022_08.pdf
The document discusses the purpose of education from various perspectives over time. It begins by discussing ancient philosophers' views that education should develop good citizens trained in their duties. It then discusses modern views that education focuses on skills, employment, and money. However, education systems do not fully develop well-rounded individuals. The document concludes that while skills are important, the primary purpose of education should be developing students' character and ability to contribute to society.
Foundation of Education
This document discusses the purpose of schooling through examining the philosophy, aims, goals and objectives of education. It explains that the philosophy of education determines the direction of education, and influences the aims, which state the general purpose. Goals provide more specific intended outcomes. Objectives specify learning outcomes at different levels. An example of pragmatism philosophy is provided, which views knowledge as constantly changing through problem solving. Understanding the philosophy, aims, goals and objectives helps explain the purpose of schooling.
SHCR II Module 2 study guide
This is the study guide for Module 2 of the 2015 School for Health and Care Radicals: Building alliances for change
A golden rule for change activists: You can’t be a radical on your own. This module gives you an understanding of the power of working together by exploring communities of practice and social movements. We identify techniques for connecting with our own and others values and emotions to create a call for action.
Agenda:
•Why we can’t be radicals on our own: building communities for change
–What is a community and how can you find power within communities?
•What can we learn from leaders of social movements?
–The power of one, the power of many
–Calls to action – what are they and how are they powerful?
–What are the characteristics of people or groups within effective social movements?
–How to create change at scale
–What is strategy in this context and how can we define resources?
•Effective framing: telling our stories
–What is framing?
–How to connect with people to take action – connecting with emotions through values
–Creating your narrative and the power of telling stories
•Bridging disconnected groups
–Strong vs. weak ties
•Building your own community
–Who are your communities?
–How to build new communities
Questions for reflection from this module:
•What learning and inspiration can you take from social movement leaders to help you in your role as an agent of change in health and care?
•How will you attract the attention of the people you want to call to action?
•Who are the people who are currently disconnected that you want to unite in order to achieve your goal for change? How can you build a sense of “us” with them?
Call to action from this module:
• Identify which communities you are currently part of and how you can utilise your existing communities for change.
• Reflect on who else you would like to be part of your community for change and take action to connect with them.
• Create your narrative or “call to action” to win other people to your cause.
Tutorial 1 The Vision Of Education
The document discusses the vision and philosophy of education according to Socrates and Confucius. It also discusses the current vision and goals of education in Singapore. Socrates and Confucius believed education should develop students holistically. The Singapore education system aims to develop critical thinking, lifelong learning and national identity. It seeks to produce students with desirable skills, values and attitudes. However, achieving these goals faces challenges from educators and employers that the document discusses.
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This document discusses the relationship between philosophy and education. It begins by defining philosophy as the study of fundamental problems regarding existence, knowledge, truth, values and language. Philosophy has three main branches - metaphysics, which studies existence; epistemology, which studies knowledge; and axiology, which studies values. The document then defines education and discusses how it has both narrow and broad meanings. It notes that education focuses on developing well-rounded, engaged citizens in the 21st century. Finally, the document explores the dependence of education and philosophy on each other and how studying educational philosophy provides value by establishing objectives and scope for education.
Paper 1
This document discusses the relationship between philosophy and education. It defines philosophy as the study of fundamental problems regarding existence, knowledge, truth, values, and more. Philosophy asks questions about the nature of reality, human existence, knowledge, and ethics. The key branches of philosophy discussed are metaphysics (study of existence), epistemology (study of knowledge), and axiology (study of values). Education is defined as the process of facilitating learning and acquisition of knowledge, skills, values, beliefs, and habits. The document explores how philosophy influences education through its perspectives on the nature of knowledge, learning, and values education aims to promote.
Philosophy of education
This document discusses the relationship between philosophy and education. It defines philosophy as the study of fundamental problems regarding existence, knowledge, truth, values, and more. Philosophy asks questions about the nature of reality, human existence, knowledge, and ethics. The key branches of philosophy discussed are metaphysics (study of existence), epistemology (study of knowledge), and axiology (study of values). Education is defined as the process of facilitating learning and acquisition of knowledge, skills, values, beliefs, and habits. The document explores how philosophy influences education through its perspectives on the nature of knowledge, learning, and values education aims to promote.
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This document discusses curriculum development and important aspects characterized by educator Harry Passow. It describes curriculum development as selecting, organizing, executing, and evaluating learning experiences based on learner needs, abilities, and interests. Passow saw the importance of participation in planning, testing, and evaluation from all stakeholders. He also advocated for experimenting with procedures and developing competent leadership to achieve goals. The major steps in curriculum construction include determining objectives based on social settings, analyzing and ordering objectives, and arranging materials in the proper instructional order for children.
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The document summarizes three Philippine elementary school curriculum programs: the Program for Decentralized Education Development (PRODED), the New Elementary School Curriculum (NESC), and the Third Education Project (TEEP). The PRODED was a four-year government program in the 1980s that aimed to improve quality and efficiency. The NESC, launched in 1983, focused on learning processes like reading, writing and arithmetic rather than subjects. It aimed to develop students' character and skills for economic and social contribution. The TEEP, begun in 1999, mandates elementary schools to improve learning achievement and prepare children for life and democratic participation.
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foundations of curriculum
- 2. Four Foundations of Curriculum Development: 1. Social Forces. 2. The treatment of knowledge. 3.Human growth and development. 4.Learning as a process.
- 4. Change the life style of a people. People with fast means of communication and transportation have different needs from those with very show means of communication and transportation.
- 5. And so the curriculum and curriculum development have to be adapted to the needs and life style of the people depending upon the kind of social force that is dominant in the place.
- 6. The treatment of knowledge
- 7. Because of intensive research, knowledge is fast growing and increasing. The questions are: 1. What shall we do with such knowledge? 2. How can we use it for our own advantage?
- 8. Hence, we have to reconstruct our curriculum and restructure our curriculum development to be able to acquire such knowledge and be able to use it.
- 10. If we make our curriculum offerings too easy, we might be delaying the growth and development of our people. If we make our curricular offerings too hard, they might be to hard for people. So we have to plan the curriculum and curriculum development so that the people will attain their normal growth and development.
- 11. Learning as a process