This document discusses the constructivist theory in teaching social studies. It defines constructivism as an educational philosophy where learners actively construct their own knowledge through experiences. The key tenets of constructivism are outlined, including that knowledge is constructed rather than absorbed, cognition adapts to make behavior viable, and knowing has biological and social roots. Different types of constructivism like cognitive, radical, and social constructivism are also described. Constructivist pedagogy emphasizes authentic learning, social negotiation, making content meaningful, using prior knowledge, formative assessment, and self-regulation. Teachers take the role of facilitators providing multiple perspectives to allow varied representations. Constructivism aligns well with social studies by developing holistic 21
CONTEMPORARY INDIA AND EDUCATION - UNIT 2 (B.Ed. 1 YEAR - 1 SEMESTER)Dhanalakshmi733993
This document discusses the role of education in understanding and promoting social diversity in India. It defines social diversity as differences among people in religion, language, culture, and background that create a pluralistic society. Education can help students understand that social diversity is natural and beneficial for societal progress by teaching about different regions, religions, languages, and social groups in a neutral, unbiased way. The document advocates using teaching methods that promote appreciation of diversity, such as celebrating all religious festivals and incorporating lessons about various social groups. It also argues that an interdisciplinary approach across subjects like social science, biology, and language can help explain how social diversity strengthens environmental sustainability, social harmony, and national development. Overall, the document emphasizes that education
This document discusses social reconstructionism in education. Some key points:
- Social reconstructionism aims to reconstruct social experiences and culture through education to create a better, more democratic society. It focuses on preparing students for social change.
- Teachers play an active role in reforming society by developing students' critical thinking skills and initiating social change. The goal is to develop students into "social engineers."
- When applied in American and Philippine education, social reconstructionism faced challenges like standardized curricula, English-only instruction, and disconnects between classroom learning and students' communities.
- In the Philippines, community school programs that integrated school and community functions were more effective at social and educational development. However,
Teachinng Social Studies in Elementary 2_TOPIC-4.pdfAnnelyJaneDarbe
This document outlines the goals, themes, and responsibilities in social studies education based on the Philippine curriculum. The goals are to enable students to understand basic concepts, develop inquiry and communication skills, and apply knowledge to the real world. There are 7 themes that recur throughout grades, including people and the environment, time and change, culture and identity, citizenship, power and governance, production and economics, and global connections. Key stakeholders like students, parents, teachers, and principals all have responsibilities to support learning. The curriculum is divided into two key stages with standards addressing competencies to be achieved at each level.
Capstone Powerpoint Pruitt and OBryan.pptx (6)Amanda Pruitt
The document discusses a summer study abroad program in Costa Rica run by Meredith College. It provides an overview of relevant learning theories and objectives of developing students' intercultural competence and global perspectives. To assess learning outcomes, the program utilizes pre- and post-program interviews and assessments of students' intercultural development. The review suggests additional assessment methods, such as interviews with host families, mentoring programs, and follow-up interviews after graduation, to further evaluate students' integration of their international experience.
Conservative and Progressive functions of Education report.pptxAllyzaFaeDavid1
1. Education serves both conservative and progressive functions in society. The conservative function aims to preserve cultural values and traditions by transmitting them across generations. The progressive function focuses on preparing students for active participation in a democratic society by emphasizing critical thinking, problem solving, and learning by doing.
2. Progressive education pioneers like John Dewey believed learning should be experiential through hands-on projects rather than passive reception of knowledge. Key aspects include integrated curricula, collaborative work, and understanding concepts rather than rote learning.
3. The goal of progressive education is for students to learn by doing through hands-on projects and real-life problem solving, both individually and collaboratively, in order to fully understand
The document provides an introduction to the BEcome Ensino Médio teaching program. It outlines the program's goals of developing students' English communication skills and cultural awareness to prepare them for a globalized society. The document describes BEcome's integrated syllabus approach which combines themes, tasks, competencies, and texts. It also discusses the theories of Vygotsky, Bakhtin, and Bloom that influenced the pedagogical design.
Educational Philosophy in relation to curriculumjoeri Neri
This document summarizes four educational philosophies - perennialism, essentialism, progressivism, and reconstructivism - and how they influence curriculum development. It describes the key aspects of each philosophy, including their aims of education, the role of teachers, curriculum focus, and trends. Additionally, it discusses how theories from philosophers like Piaget, Vygotsky, and influences from Reggio Emilia shape the curriculum at a child development center to be developmentally appropriate, child-centered, and focused on active learning through exploration and social interaction. Philosophy guides the overall goals and approaches to education, while curriculum implements these philosophically-driven ideas into specific learning experiences.
The characteristics of multicultural educationHanif Zakaria
Multicultural education has several key characteristics and dimensions:
First, it recognizes diversity in national, international, and sub-cultural groups. It aims to understand and appreciate different cultures.
Second, it has four interrelated dimensions - integrating diverse cultures into curriculum, understanding knowledge from different cultural perspectives, using equitable teaching methods, and reducing prejudice.
Third, when implemented well through a strategic school culture, multicultural education respects diversity and human dignity while addressing social issues in the community.
CONTEMPORARY INDIA AND EDUCATION - UNIT 2 (B.Ed. 1 YEAR - 1 SEMESTER)Dhanalakshmi733993
This document discusses the role of education in understanding and promoting social diversity in India. It defines social diversity as differences among people in religion, language, culture, and background that create a pluralistic society. Education can help students understand that social diversity is natural and beneficial for societal progress by teaching about different regions, religions, languages, and social groups in a neutral, unbiased way. The document advocates using teaching methods that promote appreciation of diversity, such as celebrating all religious festivals and incorporating lessons about various social groups. It also argues that an interdisciplinary approach across subjects like social science, biology, and language can help explain how social diversity strengthens environmental sustainability, social harmony, and national development. Overall, the document emphasizes that education
This document discusses social reconstructionism in education. Some key points:
- Social reconstructionism aims to reconstruct social experiences and culture through education to create a better, more democratic society. It focuses on preparing students for social change.
- Teachers play an active role in reforming society by developing students' critical thinking skills and initiating social change. The goal is to develop students into "social engineers."
- When applied in American and Philippine education, social reconstructionism faced challenges like standardized curricula, English-only instruction, and disconnects between classroom learning and students' communities.
- In the Philippines, community school programs that integrated school and community functions were more effective at social and educational development. However,
Teachinng Social Studies in Elementary 2_TOPIC-4.pdfAnnelyJaneDarbe
This document outlines the goals, themes, and responsibilities in social studies education based on the Philippine curriculum. The goals are to enable students to understand basic concepts, develop inquiry and communication skills, and apply knowledge to the real world. There are 7 themes that recur throughout grades, including people and the environment, time and change, culture and identity, citizenship, power and governance, production and economics, and global connections. Key stakeholders like students, parents, teachers, and principals all have responsibilities to support learning. The curriculum is divided into two key stages with standards addressing competencies to be achieved at each level.
Capstone Powerpoint Pruitt and OBryan.pptx (6)Amanda Pruitt
The document discusses a summer study abroad program in Costa Rica run by Meredith College. It provides an overview of relevant learning theories and objectives of developing students' intercultural competence and global perspectives. To assess learning outcomes, the program utilizes pre- and post-program interviews and assessments of students' intercultural development. The review suggests additional assessment methods, such as interviews with host families, mentoring programs, and follow-up interviews after graduation, to further evaluate students' integration of their international experience.
Conservative and Progressive functions of Education report.pptxAllyzaFaeDavid1
1. Education serves both conservative and progressive functions in society. The conservative function aims to preserve cultural values and traditions by transmitting them across generations. The progressive function focuses on preparing students for active participation in a democratic society by emphasizing critical thinking, problem solving, and learning by doing.
2. Progressive education pioneers like John Dewey believed learning should be experiential through hands-on projects rather than passive reception of knowledge. Key aspects include integrated curricula, collaborative work, and understanding concepts rather than rote learning.
3. The goal of progressive education is for students to learn by doing through hands-on projects and real-life problem solving, both individually and collaboratively, in order to fully understand
The document provides an introduction to the BEcome Ensino Médio teaching program. It outlines the program's goals of developing students' English communication skills and cultural awareness to prepare them for a globalized society. The document describes BEcome's integrated syllabus approach which combines themes, tasks, competencies, and texts. It also discusses the theories of Vygotsky, Bakhtin, and Bloom that influenced the pedagogical design.
Educational Philosophy in relation to curriculumjoeri Neri
This document summarizes four educational philosophies - perennialism, essentialism, progressivism, and reconstructivism - and how they influence curriculum development. It describes the key aspects of each philosophy, including their aims of education, the role of teachers, curriculum focus, and trends. Additionally, it discusses how theories from philosophers like Piaget, Vygotsky, and influences from Reggio Emilia shape the curriculum at a child development center to be developmentally appropriate, child-centered, and focused on active learning through exploration and social interaction. Philosophy guides the overall goals and approaches to education, while curriculum implements these philosophically-driven ideas into specific learning experiences.
The characteristics of multicultural educationHanif Zakaria
Multicultural education has several key characteristics and dimensions:
First, it recognizes diversity in national, international, and sub-cultural groups. It aims to understand and appreciate different cultures.
Second, it has four interrelated dimensions - integrating diverse cultures into curriculum, understanding knowledge from different cultural perspectives, using equitable teaching methods, and reducing prejudice.
Third, when implemented well through a strategic school culture, multicultural education respects diversity and human dignity while addressing social issues in the community.
UNDERLYING ELEMENTS INVOLVED IN DESIGNING A CURRICULUMFlorie May Gonzaga
Refers to the structure of arrangement of the components or elements of a curriculum.
The arrangement and emphasis of the elements reflect the theoretical orientation of the curriculum developer. Technical-scientific approaches put a lot of emphasis on well formulated objectives as bases for the selection and organization of content and evaluation of learning that is taking place.
This document summarizes research on quality education for adolescents. It finds that high-quality education is holistic and addresses students' academic, physical, emotional, and social development. It involves a deep and broad curriculum as well as support for students' intrapersonal skills like self-awareness and interpersonal skills like collaboration. The period of adolescence provides unique opportunities to develop these skills through high school programs that foster intellectual growth, provide academic and extracurricular supports, and address the challenges of adolescent development. The document reviews what is known about adolescent development and organizing schools to provide high-quality education for all students.
The document summarizes the Kerala Curriculum Framework (KCF) which aims to strengthen primary and secondary education in Kerala. The three pillars of KCF are critical pedagogy, issue-based curriculum, and social constructivism. KCF emphasizes developing scientific temperament, nurturing interests and abilities, and imbibing a humanistic outlook. It promotes analyzing social issues to find logical solutions and connecting learning to daily life. KCF prepares students for a changing society by cultivating critical thinking and decision making skills through an issue-based approach to science education.
Psychology for Language Teachers: A Social Constructivist Approach (Cambridge Language Teaching Library)_ Marion Williams
Chapter 4_ What can teachers do to promote learning?
Introduction
Feuerstein’s theory of mediation
Conclusion
The learning process starts as an inter-mental activity, by the more skilled individual sharing through talk, and ends as an intra-mental activity, with the shared knowledge taken in by the unskilled individual. According to Vygotsky, learning includes two stages: shared understanding in a social context through symbolic mediation (mainly in the form of dialogue) and internalization of the shared knowledge by an individual. The learning process is described as “new concepts continue to be acquired through social/interactional means” (Mitchell & Myles, 2004).
developmental social individual factors of learner centered principleJocel Vallejo
This research paper examines developmental, social, and individual factors that influence learner-centered psychological principles. It discusses several theories of learner development, including those proposed by Piaget, Vygotsky, Erikson, and Kohlberg. These theories explore how cognitive, social, and emotional development affect learning. The paper also analyzes how individual differences like cultural background and learning styles require teachers to understand diversity and plan lessons accordingly. Overall, the research emphasizes that understanding learner development helps teachers facilitate effective learning through appropriate strategies and activities.
The document discusses several theories of psychology that are relevant to curriculum development, including:
1. Behaviorism, which views learning as the formation of habits through reinforcement or punishment. Theorists mentioned include Thorndike, Pavlov, Skinner, and Bandura.
2. Cognitive psychology, which sees learning as involving mental processes like problem-solving, critical thinking, and developing stages of understanding.
3. Humanism, which focuses on the learner's needs, attitudes, and feelings, as discussed by theorists like Maslow and Rogers.
Understanding learning theories informs curriculum developers about how to structure content, activities, and assessments to optimize the learning process.
The document discusses curriculum and the hidden curriculum. It provides definitions of curriculum from various sources that describe curriculum as comprising all planned learning experiences in and outside of school. It outlines principles of curriculum construction such as being child-centered, community-centered, balanced, needed-based, useful, creative, and contemporary. It notes major defects in current curriculums such as being exam-oriented, theory-focused, and not developing the whole personality. It defines hidden curriculum as unintended lessons learned from social environments and norms conveyed in school. It concludes that the current curriculum needs reorganization to align with curriculum principles and that hidden curriculums will always be present in schools to some degree.
The document discusses curriculum and the hidden curriculum. It provides definitions of curriculum from various sources that describe it as comprising all planned learning within and outside of school. It outlines principles of curriculum construction including being child-centered, community-centered, balanced, needs-based, useful, creative, and flexible. It notes major defects in current curriculums like being exam-oriented and lacking practical elements. It defines hidden curriculum as unintended lessons learned from social environments and structures within schools. These can reinforce social inequalities by educating students according to their class or status. The conclusion states that the current curriculum needs reorganization to align with principles and address its rigidness across age groups, while the hidden curriculum will always be present in
The document discusses curriculum development and syllabus design in the postmodern era. It provides definitions of curriculum and syllabus, describing a curriculum as the totality of content to be taught while a syllabus refers to the content of an individual subject. The document also discusses postmodernism and its implications for education, noting that postmodern schooling should reconnect fragmented aspects of reality and embrace eclectic approaches. It advocates for 21st century curricula and syllabi that are open to critique, involve critical reflection, and dynamically interact between students, teachers, knowledge and contexts.
Chapter 1 principles and theories in curriculum developmentJesullyna Manuel
The document discusses key concepts in curriculum development including:
1. The need for a curriculum framework to avoid confusion and maximize effectiveness.
2. The role of curriculum in the teaching-learning process, including both prescriptive and comprehensive definitions.
3. Factors to consider in curriculum development like cultural values, knowledge of learners and their needs, teaching-learning theories, and bodies of knowledge.
4. Models of curriculum development including phases of design, implementation, and evaluation as well as areas of decision making.
Multiculturalism is a theory about the foundations of culture rather than just including cultural ideas. It is a comprehensive response to cultural and ethnic diversity with educational, linguistic, economic, and social components and institutional mechanisms. Multiculturalism emphasizes the unique characteristics of different cultures, especially how they relate to one another within a nation. It is a model promoted by UNESCO for democratic policy responses to cultural diversity.
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.
A curriculum is the instructional and the educative programme by following which the pupils achieve their goals, ideals and aspirations of life. It is curriculum through which the general aims of a school education receive concrete expression
The document defines curriculum as the instructional and educative program that pupils follow to achieve their life goals and aspirations. It is through the curriculum that the general aims of school education are realized in a concrete way. Traditionally, the curriculum was subject-centered, but now it is more child-centered and focused on life skills. The curriculum includes all activities used by the school to achieve educational aims, including both academic and extra-curricular programs. It should be tailored to meet the needs of a diverse student population and integrate cognitive, affective, and psychomotor domains of learning.
STAGE OF CURRICULUM DEVELOPMENT AND EVALUATION IN UPDATING THE ENTIRE CURRICULUMMina Badiei
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.
This document discusses curriculum and its various aspects. It begins by defining curriculum and providing different meanings of the term. It then discusses curriculum determinants such as philosophical, sociological, psychological, scientific, political, and environmental factors. Different curriculum models like behavioral objectives model, process model, and cultural analysis model are explained. The document also covers curriculum components, types such as traditional and activity-based curriculum, and characteristics of curriculum determined by different foundations of education.
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.
The document discusses different types of curriculum:
1. Recommended curriculum refers to curricula proposed by scholars and organizations.
2. Written curriculum includes documents and syllabi created by curriculum experts and teachers for implementation.
3. Taught curriculum is what is actually taught in classrooms which may differ from the written curriculum. Additional factors like available resources are considered.
UNDERLYING ELEMENTS INVOLVED IN DESIGNING A CURRICULUMFlorie May Gonzaga
Refers to the structure of arrangement of the components or elements of a curriculum.
The arrangement and emphasis of the elements reflect the theoretical orientation of the curriculum developer. Technical-scientific approaches put a lot of emphasis on well formulated objectives as bases for the selection and organization of content and evaluation of learning that is taking place.
This document summarizes research on quality education for adolescents. It finds that high-quality education is holistic and addresses students' academic, physical, emotional, and social development. It involves a deep and broad curriculum as well as support for students' intrapersonal skills like self-awareness and interpersonal skills like collaboration. The period of adolescence provides unique opportunities to develop these skills through high school programs that foster intellectual growth, provide academic and extracurricular supports, and address the challenges of adolescent development. The document reviews what is known about adolescent development and organizing schools to provide high-quality education for all students.
The document summarizes the Kerala Curriculum Framework (KCF) which aims to strengthen primary and secondary education in Kerala. The three pillars of KCF are critical pedagogy, issue-based curriculum, and social constructivism. KCF emphasizes developing scientific temperament, nurturing interests and abilities, and imbibing a humanistic outlook. It promotes analyzing social issues to find logical solutions and connecting learning to daily life. KCF prepares students for a changing society by cultivating critical thinking and decision making skills through an issue-based approach to science education.
Psychology for Language Teachers: A Social Constructivist Approach (Cambridge Language Teaching Library)_ Marion Williams
Chapter 4_ What can teachers do to promote learning?
Introduction
Feuerstein’s theory of mediation
Conclusion
The learning process starts as an inter-mental activity, by the more skilled individual sharing through talk, and ends as an intra-mental activity, with the shared knowledge taken in by the unskilled individual. According to Vygotsky, learning includes two stages: shared understanding in a social context through symbolic mediation (mainly in the form of dialogue) and internalization of the shared knowledge by an individual. The learning process is described as “new concepts continue to be acquired through social/interactional means” (Mitchell & Myles, 2004).
developmental social individual factors of learner centered principleJocel Vallejo
This research paper examines developmental, social, and individual factors that influence learner-centered psychological principles. It discusses several theories of learner development, including those proposed by Piaget, Vygotsky, Erikson, and Kohlberg. These theories explore how cognitive, social, and emotional development affect learning. The paper also analyzes how individual differences like cultural background and learning styles require teachers to understand diversity and plan lessons accordingly. Overall, the research emphasizes that understanding learner development helps teachers facilitate effective learning through appropriate strategies and activities.
The document discusses several theories of psychology that are relevant to curriculum development, including:
1. Behaviorism, which views learning as the formation of habits through reinforcement or punishment. Theorists mentioned include Thorndike, Pavlov, Skinner, and Bandura.
2. Cognitive psychology, which sees learning as involving mental processes like problem-solving, critical thinking, and developing stages of understanding.
3. Humanism, which focuses on the learner's needs, attitudes, and feelings, as discussed by theorists like Maslow and Rogers.
Understanding learning theories informs curriculum developers about how to structure content, activities, and assessments to optimize the learning process.
The document discusses curriculum and the hidden curriculum. It provides definitions of curriculum from various sources that describe curriculum as comprising all planned learning experiences in and outside of school. It outlines principles of curriculum construction such as being child-centered, community-centered, balanced, needed-based, useful, creative, and contemporary. It notes major defects in current curriculums such as being exam-oriented, theory-focused, and not developing the whole personality. It defines hidden curriculum as unintended lessons learned from social environments and norms conveyed in school. It concludes that the current curriculum needs reorganization to align with curriculum principles and that hidden curriculums will always be present in schools to some degree.
The document discusses curriculum and the hidden curriculum. It provides definitions of curriculum from various sources that describe it as comprising all planned learning within and outside of school. It outlines principles of curriculum construction including being child-centered, community-centered, balanced, needs-based, useful, creative, and flexible. It notes major defects in current curriculums like being exam-oriented and lacking practical elements. It defines hidden curriculum as unintended lessons learned from social environments and structures within schools. These can reinforce social inequalities by educating students according to their class or status. The conclusion states that the current curriculum needs reorganization to align with principles and address its rigidness across age groups, while the hidden curriculum will always be present in
The document discusses curriculum development and syllabus design in the postmodern era. It provides definitions of curriculum and syllabus, describing a curriculum as the totality of content to be taught while a syllabus refers to the content of an individual subject. The document also discusses postmodernism and its implications for education, noting that postmodern schooling should reconnect fragmented aspects of reality and embrace eclectic approaches. It advocates for 21st century curricula and syllabi that are open to critique, involve critical reflection, and dynamically interact between students, teachers, knowledge and contexts.
Chapter 1 principles and theories in curriculum developmentJesullyna Manuel
The document discusses key concepts in curriculum development including:
1. The need for a curriculum framework to avoid confusion and maximize effectiveness.
2. The role of curriculum in the teaching-learning process, including both prescriptive and comprehensive definitions.
3. Factors to consider in curriculum development like cultural values, knowledge of learners and their needs, teaching-learning theories, and bodies of knowledge.
4. Models of curriculum development including phases of design, implementation, and evaluation as well as areas of decision making.
Multiculturalism is a theory about the foundations of culture rather than just including cultural ideas. It is a comprehensive response to cultural and ethnic diversity with educational, linguistic, economic, and social components and institutional mechanisms. Multiculturalism emphasizes the unique characteristics of different cultures, especially how they relate to one another within a nation. It is a model promoted by UNESCO for democratic policy responses to cultural diversity.
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.
A curriculum is the instructional and the educative programme by following which the pupils achieve their goals, ideals and aspirations of life. It is curriculum through which the general aims of a school education receive concrete expression
The document defines curriculum as the instructional and educative program that pupils follow to achieve their life goals and aspirations. It is through the curriculum that the general aims of school education are realized in a concrete way. Traditionally, the curriculum was subject-centered, but now it is more child-centered and focused on life skills. The curriculum includes all activities used by the school to achieve educational aims, including both academic and extra-curricular programs. It should be tailored to meet the needs of a diverse student population and integrate cognitive, affective, and psychomotor domains of learning.
STAGE OF CURRICULUM DEVELOPMENT AND EVALUATION IN UPDATING THE ENTIRE CURRICULUMMina Badiei
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.
This document discusses curriculum and its various aspects. It begins by defining curriculum and providing different meanings of the term. It then discusses curriculum determinants such as philosophical, sociological, psychological, scientific, political, and environmental factors. Different curriculum models like behavioral objectives model, process model, and cultural analysis model are explained. The document also covers curriculum components, types such as traditional and activity-based curriculum, and characteristics of curriculum determined by different foundations of education.
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.
The document discusses different types of curriculum:
1. Recommended curriculum refers to curricula proposed by scholars and organizations.
2. Written curriculum includes documents and syllabi created by curriculum experts and teachers for implementation.
3. Taught curriculum is what is actually taught in classrooms which may differ from the written curriculum. Additional factors like available resources are considered.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
3. These themes recur in several grade levels in which the
degree of examination is dependent on the content and
skill focus.
The Elementary Social Studies Curriculum in the
Philippine Basic Education is divided into two key stages:
KEY STAGE 1 (AP 1 to 3)
KEY STAGE 2 (AP 4 to 6)
Each key stage has a corresponding standard addressing
vital competencies needed to be achieved.
5. Grade Level Standard for Grade 1 (Pamantayan sa Bawat Baitang)
KEY STAGE 1 STANDARD
Learning content Includes:
• Understanding Myself
• The Story of Myself
• Valuing Oneself
• Knowing the Member of My Family
• The Story of My Life
• Responsibilities in My Family
• Valuing My Family
• Knowing My School
• Valuing My School
• Me and My Home
• Me and School
• Valuing the Environment
6. KEY STAGE 1 STANDARD
Grade Level Standard for Grade 2 (Pamantayan sa Bawat
Baitang)
Learning content Includes;
• Knowing My Community
• The Story of My Community
• The Culture of My Community
• The Livelihood in My Community
• Leadership and Services in My
Community
• My Responsibilities in My Community
7. KEY STAGE 1 STANDARD
Grade Level Standard for Grade 3 (Pamantayang sa Bawat Baitang)
Learning Content Includes:
• The Location of My Province
• Geographical Basis and
Instruments
• The Stories of My Region
• Valuing the Heroes, Historical Places,
and Symbols of My Region
• The Rich Culture of My Province
• Valuing the Cultural Identity of MY
Region
• The Economics of the Provinces in MY
Region
9. KEY STAGE 2 STANDARD
• Knowing the Philippines
• The Philippine Location
• The Philippine Geographical
Features
• The Philippine Natural Resources
and Its Industires
• Philippine Cultural Indentities
• The Philippine National Government
• The Government and Its Social Services
• Rights and Responsibilities of Filipino
Citizens
The grade level standard could be achieved using this content.
Grade Level Standard (Pamantayan sa bawat Baitang)
10. KEY STAGE 2 STANDARD
Grade Level Standard (Pamantayan sa Bawat Baitang)
11. • Emergence of Philippine Civilization
• Ancient Philippine Culture and Society
• Spanish Colonization
• Policies and Impacts of Spanish
Colonization
• The Transformation of Philippine
Society
• TheDevelopment of Filipino
Nationalism
Its Content examines the following.
12. KEY STAGE 2 STANDARD
Grade Level Standard (Pamantayan sa Bawat Baitang)
13. • Propaganda and Independence Movement
• The Emergence and struggles of the Philippine
Republic
• The Filipino-American War
• American Colonization
• American Policies and their Impact
• The Commonwealth Period
• The Japanese Occupation
• The Philippine Independence
• The Philippine After World War II
• The Third Republic
• The Declaration of Martial Law
• EDSA People Power
• The Fifth Republic
The following content -focus ensure development of
the said standard:
17. INTRODUCTION
Generation Z or post-millennial comprise a significant
number of Filipino learners. The said generation was
born and grew up with technology thus, they are called
digital natives. This context poses a challenge to
educators around the world more specifically on their
effectiveness and efficiency in engaging learners to
acquire the necessary knowledge, skills and attitude of
Social Studies Curriculum.
18. INTRODUCTION
This bring us to the discussion of constructivism as an
essential educational philosophy and its role in the
effective delivery of any decipline or learning area in
this case, the Social Studies program.
19. THINK
Constructivism has become the parlance of educators,
teachers, education policy makers. And curriculum
specialist for the last three decades. Much has been
said about this educational philosophy, including the
impact of its implemention on the lives of both teachers
and the learners .
20. THINK
It presented multiple challenges in developing learning
standards . Constructivism is a theory of learning that
has roots in both philophy and psychology. The
essential core of constructivism is that learners actively
construct their own knowledge and meaning for their
experiences Fonsot, 1996;Steffe and Gale, 1995
21. The Basic Tenets of Constructivism
• Knowledge is not passively accumulated, but rather, is the
result of active cognizing by the individual
• Cognition is an adaptive process that functions to make and
individual behavior more viable given particular equipment.
• Cognition organizes and makes sense of one experience, and
its not a process an accurate representation of reality; and
• Knowing has roots in both biological/neurological construction,
and social cultural and language base interaction Dewey,
1916/1980; Garrison, 1997, 1998, Gergen, 1995, Maturana and
Varela 1992
22. The Basic Tenets of Constructivism
In the modern period more specifically in the field of
psychology, the idea of cognitive constructivism was
first fashioned into a comprehensive theory by James
Mark Baldwin 1861-1934 and Jean Piaget 1896-1980.
They were able to map the procedures and operations
on the constructions of stable expiremental world
having access only sensation and to the operation of
the mind.
23. TYPES OF CONSTRUCTIVISM
It is essential to point out that constructivism is not
unitary theoretical position; The assumption behind this
continuum vary along a several dimension and have
resulted in the definition and support multiple types of
constructivism
24. COGNITIVE CONSTRUCTIVISM
This typically associated with information processing
and relief heavily on the component process of
cognition. It emphasizes that in order to acquire
knowledge, an individual has an active role in cognizing
any stimuli that formed part of his/her experiences.
Adaptive process is essensial in this kind of knowable
reality exist. This differiates cognitive constructivism
from radical and social constructivism.
25. RADICAL CONSTRUCTIVISM
Radical constructivism on the other hand believes that
the acquisition of knowledge is an adaptive process
that could attributed from the active cognition of an
individual translating expiremently based mind.
26. SOCIAL CONSTRUCTIVISM
Social Constructivism as a school of thought lies
between the transmission of the knowable reality of
cognitive constructivist and the construction of a
personal reality of the radical constructivist, Social
constructivism uplholds the social nature of knowledge
and that knowledge and that knowledge is the result of
social interaction and language usage. .
27. CONSTRUCTIVIST PEDAGOGY
Due to the breadth of constructivism theoretical
underpinings, pedagogies vary among practitioners.
Among these differences, however, there were
identified eight factors that essential in constructivist
pedagogy.
28. CONSTRUCTIVIST PEDAGOGY
1. Authentic and real-word environments are
necessary for learning to take place
It provides actual learning context. It provides the
activity upon which the mind operators. Also,
knowledge construction is enhanced when the
experience is authentic.
29. CONSTRUCTIVIST PEDAGOGY
2. Social Negotiation and mediation should be
taken into account in any form of learning.
Is vital element of learning provides socially relevant
skills and knowledge .
30. CONSTRUCTIVIST PEDAGOGY
3. Content and skills are made significant to the
learners.
Knowledge could enhanced ones adaptation and
functioning thus, it is necessary to the individuals
current condition and even goals.
31. CONSTRUCTIVIST PEDAGOGY
4. Learners prior knowledge is fundamental in the
acquisition of content and skills.
All learning begins within an individual schema or prior
knowledge.
32. CONSTRUCTIVIST PEDAGOGY
5. Formative assessment should be done to inform
future learning experiences.
Acquisition and understanding is an active and ongoing
process that is heavily impacted by the student prior
knowledge and experiences.
33. CONSTRUCTIVIST PEDAGOGY
6. Constructivism encourages learners to become
self regulated, self mediated and self aware
This cognitive exercise requires individual to
manipulate and organize experiences, regulate own
cognitive function, integrate new meaning from existing
one and from awareness of current knowledge
structures.
34. CONSTRUCTIVIST PEDAGOGY
7. Teachers should act as guides and facilitators of
learning.
The teachers role plays a major part in student
learning. In the cognitive constructivist perspective.
35. CONSTRUCTIVIST PEDAGOGY
8. Teacher must employ multiple perspective and
representation of content.
If learners are provided multiple perspective or lenses
in examining a particular phenomenon or event he/she
can have a raw materials necessary to create and
developed varied representation.
36. LINKING CONSTRUCTIVISM TO THE
SOCIAL STUDIES CURRICULUM
The nature of social studies as a learning program
complements the ideas of constructivism as a learning
philosophy . The ethic freedom, identities, and civic
competences works well with the constructivism is
expousing. Combining both ensures are development
of a holistic 21st century Filipino learner.
37. Challenge
Answer the following question. Substantiate your point
by providing relevant facts/data.
1. Enumerate and explain the basics tenets of
constructivism as an educational philosophy.