This document provides an overview of key concepts related to curriculum, including:
1. It defines curriculum as the lessons taught in a school or course, as well as the academic content.
2. It discusses different types of curriculum, such as the ideal curriculum, intended curriculum, implemented curriculum, and achieved curriculum.
3. It identifies three foundations that influence curriculum development: studies of learners and learning theory (psychology), studies of life (sociology and anthropology), and studies of knowledge (philosophy).
4. It outlines six different curriculum conceptions, including the academic rationalist conception, cognitive processes conception, and humanistic conception.
This document provides an overview of key concepts and issues related to curriculum studies. It defines curriculum and differentiates between types of curriculum such as planned/intended, enacted, and hidden curriculum. It also discusses forces that influence curriculum construction such as political, economic, and social forces. The document then examines concerns from different stakeholders in the Malaysian context and provides examples of special interest groups that influence curriculum decisions.
This document provides an overview of key concepts and issues related to curriculum studies. It defines curriculum and differentiates between types of curriculum such as planned/intended, enacted, and hidden curriculum. It also discusses forces that influence curriculum construction such as political, economic, and social forces. The document then examines concerns from different stakeholders in the Malaysian context and provides examples of special interest groups that influence curriculum decisions.
The document discusses various concepts related to curriculum development. It defines curriculum as a plan for learners' education, a field of study, and a series of planned educational events. The origins and development of curriculum are traced from the 1890s with the Harvard report and Herbartian movement emphasizing subject selection and organization. Curriculum is described as a program of studies, content, planned experiences, and structured learning outcomes. Aspects include foundations, design, construction, development, implementation, engineering, and improvement. The document provides an overall picture of curriculum as well as terminology and processes related to curriculum concepts.
Curriculumconceptsnatureandpurposes powerpoint report of antonio corulloAntonio Corullo
The document discusses the concepts, nature, and purposes of curriculum from different perspectives. It defines curriculum narrowly as a listing of subjects taught in school but also more broadly as the total learning experiences of individuals in and out of school. It explores traditional and progressive views of curriculum and different models of curriculum development. The major foundations of curriculum development discussed are philosophical, historical, psychological, and social.
1. The document discusses the definitions and key differences between a curriculum and a syllabus. A curriculum is broader than a syllabus and includes goals, topics, teaching methods, and evaluation, while a syllabus only lists the content to be covered.
2. The document outlines several curriculum ideologies including academic rationalism, social and economic efficiency, learner-centeredness, social reconstructionism, and cultural pluralism. These ideologies influence the role and purpose of language in the curriculum.
3. The development of a curriculum involves determining needs, objectives, content, organization, learning experiences, and evaluation according to models by Taba and Garcia. A curriculum can be viewed as the transmission of knowledge, the achievement of goals
This document defines curriculum and discusses its different types and conceptions. It states that curriculum refers to planned learning experiences and has five elements: curriculum intent, content, learning experiences, and evaluation. The document outlines nine types of curriculum including ideal, intended, implemented, achieved, and hidden curriculum. It also discusses three foundations of curriculum: studies of learners and learning theories, studies of life, and studies of knowledge. Finally, it presents several conceptions of curriculum such as the academic rationalist, cognitive processes, and social reconstructionist conceptions.
There are many different definitions and types of curriculum. Curriculum can refer to the explicit written goals and objectives, the content that is taught, or the implicit lessons learned from the structure and culture of the school. Some key types of curriculum include the overt written curriculum, the hidden curriculum learned from routines and norms of the school, and the null curriculum which refers to important topics that are intentionally not taught. Curriculums can also be defined by their source or audience such as the societal curriculum learned from outside influences, or the internal curriculum uniquely constructed by each student. In total, the document outlines 11 different types of curriculum.
This document provides an overview of key concepts and issues related to curriculum studies. It defines curriculum and differentiates between types of curriculum such as planned/intended, enacted, and hidden curriculum. It also discusses forces that influence curriculum construction such as political, economic, and social forces. The document then examines concerns from different stakeholders in the Malaysian context and provides examples of special interest groups that influence curriculum decisions.
This document provides an overview of key concepts and issues related to curriculum studies. It defines curriculum and differentiates between types of curriculum such as planned/intended, enacted, and hidden curriculum. It also discusses forces that influence curriculum construction such as political, economic, and social forces. The document then examines concerns from different stakeholders in the Malaysian context and provides examples of special interest groups that influence curriculum decisions.
The document discusses various concepts related to curriculum development. It defines curriculum as a plan for learners' education, a field of study, and a series of planned educational events. The origins and development of curriculum are traced from the 1890s with the Harvard report and Herbartian movement emphasizing subject selection and organization. Curriculum is described as a program of studies, content, planned experiences, and structured learning outcomes. Aspects include foundations, design, construction, development, implementation, engineering, and improvement. The document provides an overall picture of curriculum as well as terminology and processes related to curriculum concepts.
Curriculumconceptsnatureandpurposes powerpoint report of antonio corulloAntonio Corullo
The document discusses the concepts, nature, and purposes of curriculum from different perspectives. It defines curriculum narrowly as a listing of subjects taught in school but also more broadly as the total learning experiences of individuals in and out of school. It explores traditional and progressive views of curriculum and different models of curriculum development. The major foundations of curriculum development discussed are philosophical, historical, psychological, and social.
1. The document discusses the definitions and key differences between a curriculum and a syllabus. A curriculum is broader than a syllabus and includes goals, topics, teaching methods, and evaluation, while a syllabus only lists the content to be covered.
2. The document outlines several curriculum ideologies including academic rationalism, social and economic efficiency, learner-centeredness, social reconstructionism, and cultural pluralism. These ideologies influence the role and purpose of language in the curriculum.
3. The development of a curriculum involves determining needs, objectives, content, organization, learning experiences, and evaluation according to models by Taba and Garcia. A curriculum can be viewed as the transmission of knowledge, the achievement of goals
This document defines curriculum and discusses its different types and conceptions. It states that curriculum refers to planned learning experiences and has five elements: curriculum intent, content, learning experiences, and evaluation. The document outlines nine types of curriculum including ideal, intended, implemented, achieved, and hidden curriculum. It also discusses three foundations of curriculum: studies of learners and learning theories, studies of life, and studies of knowledge. Finally, it presents several conceptions of curriculum such as the academic rationalist, cognitive processes, and social reconstructionist conceptions.
There are many different definitions and types of curriculum. Curriculum can refer to the explicit written goals and objectives, the content that is taught, or the implicit lessons learned from the structure and culture of the school. Some key types of curriculum include the overt written curriculum, the hidden curriculum learned from routines and norms of the school, and the null curriculum which refers to important topics that are intentionally not taught. Curriculums can also be defined by their source or audience such as the societal curriculum learned from outside influences, or the internal curriculum uniquely constructed by each student. In total, the document outlines 11 different types of curriculum.
MODUEL 2 THE TEACHER AS A KNOWER OF THE CURRICULUM.pptxJirehAlbay
The document provides definitions and perspectives on curriculum from different approaches. It defines curriculum as the total learning experiences of students under a teacher's guidance. It discusses three common approaches: 1) Curriculum as content, which focuses on subjects and knowledge transmission. 2) Curriculum as process, which emphasizes teaching methods and student experiences. 3) Curriculum as product, where the intended outcomes are the central focus. The document explores each approach in more detail and their implications for defining and developing curriculum.
This document discusses principles for selecting and organizing curriculum content. It outlines seven criteria for selecting content: self-sufficiency, significance, validity, interest, utility, learnability, and feasibility. It also discusses principles for organizing content, including scope, sequence, and integration. Scope refers to the breadth and depth of topics. Sequence involves organizing content to foster cumulative learning. Integration brings together concepts from different subjects to present a unified picture of knowledge.
1) The document discusses concepts related to curriculum including definitions, nature, purposes and types of curriculum.
2) It explores different perspectives on the nature of curriculum including traditional versus progressive views. It also examines models of curriculum development from theorists like Ralph Tyler and Hilda Taba.
3) The purposes of curriculum are outlined as well as different types including recommended, written, implemented, achieved, tested, entitlement, supported and hidden curriculum.
This document discusses definitions of curriculum and foundations of curriculum. It provides broad and specific definitions of curriculum from various scholars. Broad definitions see curriculum as all planned learning experiences, while specific definitions refer to outlines of courses of study or sets of subjects. The document also examines philosophical, psychological, sociological, scientific/technological, and historical foundations that influence curriculum development. Key educational philosophies discussed are perennialism, essentialism, progressivism, and reconstructionism. The document compares rationalist and empiricist views on the origins and nature of knowledge and their implications for curriculum.
This document defines curriculum and discusses its various types, including overt, societal, hidden, and null curriculums. It outlines the steps in curriculum development as identifying needs, setting goals and objectives, organizing committees, implementation, and evaluation. The impacts of curriculum on students and advantages like achieving goals and disadvantages like resistance to change are noted. Curriculum development in nursing aims to shape practice and includes all planned learning experiences.
1. The document discusses various definitions and types of curriculum, as well as the major foundations of curriculum. It provides traditional and progressive points of view on defining curriculum.
2. Major models and considerations for curriculum development are outlined, including Tyler's four basic principles and Taba's linear model. The document also discusses the different types of curriculum operating in schools.
3. The philosophical, historical, psychological, and social foundations of curriculum are examined. Key theorists and their perspectives are summarized.
The document discusses the key concepts of curriculum. It defines curriculum as: a list of subjects, learning experiences, intended learning outcomes, planned learning experiences, and a discipline or content area. It also outlines the different types of curriculum including the ideal, intended, implemented, achieved, tested, entitlement, supported, null, and hidden curriculum. Additionally, it explains that curriculum has foundations in the studies of psychology, sociology/anthropology, and philosophy. Psychology can inform educational objectives, student characteristics, learning processes, teaching methods, and evaluation. Sociology/anthropology aids understanding of social/cultural issues. Philosophy provides a framework for selecting worthwhile knowledge and energizing schools.
This document discusses the concepts, nature, and purposes of curriculum. It defines curriculum broadly as the total learning experiences of individuals, not just what is taught in schools. It outlines different perspectives on curriculum, including traditional views that see it as a list of subjects versus progressive views that consider all planned experiences. Two models of curriculum development are described: Ralph Tyler's rationale focusing on purposes, experiences, organization, and evaluation, and Hilda Taba's linear 7-step grassroots approach. The document also discusses the types of curriculum operating in schools and the philosophical, historical, psychological, and social foundations of curriculum.
This document discusses the formulation of curriculum and outlines key considerations in developing curriculum, including philosophical, psychological, social, and economic factors. It provides definitions of curriculum and discusses how the Malaysian curriculum is influenced by the country's National Philosophy of Education and National Science Education Philosophy. It also examines how theories of learning and child development (psychological factors) influence curriculum development. Additionally, it explores how social needs around national identity and culture must be considered. Finally, it addresses how the curriculum must align with the needs of the workforce and economy.
Curriculum models provide frameworks to guide education. Three prominent models are Tyler's objective model, Taba's objective model, and Stenhouse's process model. Tyler's model focuses on predetermined learning outcomes. Taba's seven-component model also emphasizes predefined objectives. Objective models are systematic but risk ignoring emergent learning. Stenhouse's model stresses the dynamic interaction between teachers, students, and knowledge, seeing the curriculum as an active process rather than fixed content. It views teachers as bringing their own influences to class.
CURRICULUM DEVELOPMENT for thursday class (1).pptxmahaliacaraan
This document discusses the concepts, nature, and purposes of curriculum. It defines curriculum broadly as the entire educational environment, noting it is dynamic and encompasses more than simple definitions. The document then reviews the traditional and progressive views of curriculum, highlighting key theorists. It also examines the major foundations of curriculum, including philosophical, historical, psychological, and social foundations. It analyzes aspects of curriculum such as aims and objectives, subject matter, learning experiences, and evaluation approaches.
The document defines different types of curriculum and their foundations. It discusses 7 types of curriculum operating in schools: recommended, written, taught, supported, assessed, learned, and hidden. It also outlines 4 major foundations of curriculum: philosophical, historical, psychological, and social. Finally, it provides details on defining objectives, selecting content, and considering aims, goals and purposes in curriculum development.
The document discusses different definitions and perspectives on curriculum. It provides 7 definitions of curriculum from various scholars that view it broadly as all learning experiences in school or narrowly as a list of subjects. It outlines perspectives from traditionalists like Hutchins, Bestor, and Schwab who see curriculum focused on core academic disciplines, as well as progressives like Dewey, Caswell, and Smith who view it as all experiences planned by teachers and learned by students. Overall, the document conveys that curriculum encompasses all that is taught and learned in school under teacher guidance.
What is Special Education 1iStockphotoThinkstockPre-.docxhelzerpatrina
What is Special Education? 1
iStockphoto/Thinkstock
Pre-Test
1. You can use the terms disability and handicap interchangeably. T/F
2. The history of special education began in Europe. T/F
3. The first American legislation that protected students with disabilities was passed in the 1950s. T/F
4. All students with disabilities should be educated in special education classrooms. T/F
5. Special education law is constantly reinterpreted. T/F
Answers can be found at the end of the chapter.
6Curriculum and
Assessment
Socialstock/Socialstock/Superstock
Learning Objectives
After reading this chapter, you should be able to
• Describe the various forms a curriculum can assume in the classroom.
• Identify and describe forces that shape curriculum development.
• Analyze key aspects of both formative and summative assessments, including validity, reliability, and
transparency.
• Define, compare, and contrast traditional quantitative measures with assessment for learning and
alternative/authentic assessment.
Section 6.1Defining Curriculum
The aim of education should be to teach us rather how to think, than what
to think—rather how to improve our minds, so as to enable us to think for
ourselves, than to load the memory with the thoughts of other men.
—John Dewey
Teachers make important decisions about what students should learn on a daily basis. How-
ever, they do not do so in a vacuum. In this chapter, you will examine the meaning of curricu-
lum, the process of curriculum development, and the forces that shape it. You will discover
that deciding what students should learn is not an easy task. It is further complicated by the
influence and expectations of several groups in addition to teachers. Expectations range from
standards set by state legislatures to national programs to recommendations espoused by
professional organizations. In the midst of all these influences, the teacher is expected to be a
pivotal player in making curricular decisions.
Teachers also determine what their students know or have learned, and this chapter also
introduces the role of assessment in the classroom. We have all taken assessments. In fact, a
good portion of the time you spent in school likely involved preparing for an exam or waiting
for its results. School is typically about defined stages: pre-assessment, teaching, learning,
and then post-assessment or evaluation. Assessments are meant as a guide to planning for
additional teaching and learning. Thus, it is important that they provide information that will
help teachers improve instruction. And yet, if teachers lack understanding of assessment’s
purposes, they may focus solely on determining what students have or have not learned, with
no plans for future learning. If teachers are to prepare students for the changing world they
will inherit, they must help them become resourceful, creative, lifelong learners who own
their learning by taking responsibility for it. Assessment ca ...
The document defines curriculum from both traditional and progressive viewpoints. Traditionally, curriculum focuses on core academic subjects like grammar, literature, math, and emphasizes knowledge from established disciplines. Progressively, curriculum incorporates all planned learning experiences, emphasizes experiential learning, and aims to develop thinking and social skills. Overall, the document concludes that curriculum encompasses all that is taught in school through a set of subjects, materials, courses, and experiences planned by teachers to promote student growth.
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.
This document discusses curriculum development at Bulacan State University College of Education. It provides numerous definitions of curriculum, including that curriculum encompasses the intended, taught, and learned experiences of students. Principles for curriculum design include linking national goals to assessments and involving teachers. Curriculum should focus on skills and values, not just facts. Effective evaluation examines the intended, taught and learned curriculum. The document also discusses curriculum approaches, components, and designs.
The document provides an overview of curriculum development concepts. It defines curriculum and discusses different points of view on curriculum, including the traditional essentialist view and progressive view. It also outlines two models of curriculum development: Ralph Tyler's model and Hilda Taba's model. Additionally, it discusses foundations of curriculum including sociological, philosophical, historical, and psychological foundations. Major learning theories that provide foundations for curriculum are also summarized, including behaviorism, cognitivism, and humanistic psychology.
This document discusses curriculum integration and thematic teaching in basic education. It covers several key points:
1. It defines integrated curriculum and discusses its significance, including linking multiple disciplines around a central theme.
2. It outlines the learning components of Makabayan, the social science subject area in the Philippines, which lends itself well to integration.
3. It discusses thematic teaching and how it can be implemented through multidisciplinary or interdisciplinary thematic units organized around a common theme.
4. It provides guidance on developing thematic units, including choosing themes, writing instructional objectives, organizing content, and selecting teaching approaches and assessment strategies.
This document discusses curriculum integration and thematic teaching in basic education. It defines an integrated curriculum as combining multiple disciplines into a single course of study. Thematic teaching uses themes to organize learning across disciplines. Makabayan, the fifth learning area in the Philippine basic education curriculum, lends itself well to integration due to its interdisciplinary nature. The document outlines various approaches to integrated and thematic instruction, including content-based instruction, inquiry-based learning, and multidisciplinary and interdisciplinary thematic units.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
MODUEL 2 THE TEACHER AS A KNOWER OF THE CURRICULUM.pptxJirehAlbay
The document provides definitions and perspectives on curriculum from different approaches. It defines curriculum as the total learning experiences of students under a teacher's guidance. It discusses three common approaches: 1) Curriculum as content, which focuses on subjects and knowledge transmission. 2) Curriculum as process, which emphasizes teaching methods and student experiences. 3) Curriculum as product, where the intended outcomes are the central focus. The document explores each approach in more detail and their implications for defining and developing curriculum.
This document discusses principles for selecting and organizing curriculum content. It outlines seven criteria for selecting content: self-sufficiency, significance, validity, interest, utility, learnability, and feasibility. It also discusses principles for organizing content, including scope, sequence, and integration. Scope refers to the breadth and depth of topics. Sequence involves organizing content to foster cumulative learning. Integration brings together concepts from different subjects to present a unified picture of knowledge.
1) The document discusses concepts related to curriculum including definitions, nature, purposes and types of curriculum.
2) It explores different perspectives on the nature of curriculum including traditional versus progressive views. It also examines models of curriculum development from theorists like Ralph Tyler and Hilda Taba.
3) The purposes of curriculum are outlined as well as different types including recommended, written, implemented, achieved, tested, entitlement, supported and hidden curriculum.
This document discusses definitions of curriculum and foundations of curriculum. It provides broad and specific definitions of curriculum from various scholars. Broad definitions see curriculum as all planned learning experiences, while specific definitions refer to outlines of courses of study or sets of subjects. The document also examines philosophical, psychological, sociological, scientific/technological, and historical foundations that influence curriculum development. Key educational philosophies discussed are perennialism, essentialism, progressivism, and reconstructionism. The document compares rationalist and empiricist views on the origins and nature of knowledge and their implications for curriculum.
This document defines curriculum and discusses its various types, including overt, societal, hidden, and null curriculums. It outlines the steps in curriculum development as identifying needs, setting goals and objectives, organizing committees, implementation, and evaluation. The impacts of curriculum on students and advantages like achieving goals and disadvantages like resistance to change are noted. Curriculum development in nursing aims to shape practice and includes all planned learning experiences.
1. The document discusses various definitions and types of curriculum, as well as the major foundations of curriculum. It provides traditional and progressive points of view on defining curriculum.
2. Major models and considerations for curriculum development are outlined, including Tyler's four basic principles and Taba's linear model. The document also discusses the different types of curriculum operating in schools.
3. The philosophical, historical, psychological, and social foundations of curriculum are examined. Key theorists and their perspectives are summarized.
The document discusses the key concepts of curriculum. It defines curriculum as: a list of subjects, learning experiences, intended learning outcomes, planned learning experiences, and a discipline or content area. It also outlines the different types of curriculum including the ideal, intended, implemented, achieved, tested, entitlement, supported, null, and hidden curriculum. Additionally, it explains that curriculum has foundations in the studies of psychology, sociology/anthropology, and philosophy. Psychology can inform educational objectives, student characteristics, learning processes, teaching methods, and evaluation. Sociology/anthropology aids understanding of social/cultural issues. Philosophy provides a framework for selecting worthwhile knowledge and energizing schools.
This document discusses the concepts, nature, and purposes of curriculum. It defines curriculum broadly as the total learning experiences of individuals, not just what is taught in schools. It outlines different perspectives on curriculum, including traditional views that see it as a list of subjects versus progressive views that consider all planned experiences. Two models of curriculum development are described: Ralph Tyler's rationale focusing on purposes, experiences, organization, and evaluation, and Hilda Taba's linear 7-step grassroots approach. The document also discusses the types of curriculum operating in schools and the philosophical, historical, psychological, and social foundations of curriculum.
This document discusses the formulation of curriculum and outlines key considerations in developing curriculum, including philosophical, psychological, social, and economic factors. It provides definitions of curriculum and discusses how the Malaysian curriculum is influenced by the country's National Philosophy of Education and National Science Education Philosophy. It also examines how theories of learning and child development (psychological factors) influence curriculum development. Additionally, it explores how social needs around national identity and culture must be considered. Finally, it addresses how the curriculum must align with the needs of the workforce and economy.
Curriculum models provide frameworks to guide education. Three prominent models are Tyler's objective model, Taba's objective model, and Stenhouse's process model. Tyler's model focuses on predetermined learning outcomes. Taba's seven-component model also emphasizes predefined objectives. Objective models are systematic but risk ignoring emergent learning. Stenhouse's model stresses the dynamic interaction between teachers, students, and knowledge, seeing the curriculum as an active process rather than fixed content. It views teachers as bringing their own influences to class.
CURRICULUM DEVELOPMENT for thursday class (1).pptxmahaliacaraan
This document discusses the concepts, nature, and purposes of curriculum. It defines curriculum broadly as the entire educational environment, noting it is dynamic and encompasses more than simple definitions. The document then reviews the traditional and progressive views of curriculum, highlighting key theorists. It also examines the major foundations of curriculum, including philosophical, historical, psychological, and social foundations. It analyzes aspects of curriculum such as aims and objectives, subject matter, learning experiences, and evaluation approaches.
The document defines different types of curriculum and their foundations. It discusses 7 types of curriculum operating in schools: recommended, written, taught, supported, assessed, learned, and hidden. It also outlines 4 major foundations of curriculum: philosophical, historical, psychological, and social. Finally, it provides details on defining objectives, selecting content, and considering aims, goals and purposes in curriculum development.
The document discusses different definitions and perspectives on curriculum. It provides 7 definitions of curriculum from various scholars that view it broadly as all learning experiences in school or narrowly as a list of subjects. It outlines perspectives from traditionalists like Hutchins, Bestor, and Schwab who see curriculum focused on core academic disciplines, as well as progressives like Dewey, Caswell, and Smith who view it as all experiences planned by teachers and learned by students. Overall, the document conveys that curriculum encompasses all that is taught and learned in school under teacher guidance.
What is Special Education 1iStockphotoThinkstockPre-.docxhelzerpatrina
What is Special Education? 1
iStockphoto/Thinkstock
Pre-Test
1. You can use the terms disability and handicap interchangeably. T/F
2. The history of special education began in Europe. T/F
3. The first American legislation that protected students with disabilities was passed in the 1950s. T/F
4. All students with disabilities should be educated in special education classrooms. T/F
5. Special education law is constantly reinterpreted. T/F
Answers can be found at the end of the chapter.
6Curriculum and
Assessment
Socialstock/Socialstock/Superstock
Learning Objectives
After reading this chapter, you should be able to
• Describe the various forms a curriculum can assume in the classroom.
• Identify and describe forces that shape curriculum development.
• Analyze key aspects of both formative and summative assessments, including validity, reliability, and
transparency.
• Define, compare, and contrast traditional quantitative measures with assessment for learning and
alternative/authentic assessment.
Section 6.1Defining Curriculum
The aim of education should be to teach us rather how to think, than what
to think—rather how to improve our minds, so as to enable us to think for
ourselves, than to load the memory with the thoughts of other men.
—John Dewey
Teachers make important decisions about what students should learn on a daily basis. How-
ever, they do not do so in a vacuum. In this chapter, you will examine the meaning of curricu-
lum, the process of curriculum development, and the forces that shape it. You will discover
that deciding what students should learn is not an easy task. It is further complicated by the
influence and expectations of several groups in addition to teachers. Expectations range from
standards set by state legislatures to national programs to recommendations espoused by
professional organizations. In the midst of all these influences, the teacher is expected to be a
pivotal player in making curricular decisions.
Teachers also determine what their students know or have learned, and this chapter also
introduces the role of assessment in the classroom. We have all taken assessments. In fact, a
good portion of the time you spent in school likely involved preparing for an exam or waiting
for its results. School is typically about defined stages: pre-assessment, teaching, learning,
and then post-assessment or evaluation. Assessments are meant as a guide to planning for
additional teaching and learning. Thus, it is important that they provide information that will
help teachers improve instruction. And yet, if teachers lack understanding of assessment’s
purposes, they may focus solely on determining what students have or have not learned, with
no plans for future learning. If teachers are to prepare students for the changing world they
will inherit, they must help them become resourceful, creative, lifelong learners who own
their learning by taking responsibility for it. Assessment ca ...
The document defines curriculum from both traditional and progressive viewpoints. Traditionally, curriculum focuses on core academic subjects like grammar, literature, math, and emphasizes knowledge from established disciplines. Progressively, curriculum incorporates all planned learning experiences, emphasizes experiential learning, and aims to develop thinking and social skills. Overall, the document concludes that curriculum encompasses all that is taught in school through a set of subjects, materials, courses, and experiences planned by teachers to promote student growth.
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.
This document discusses curriculum development at Bulacan State University College of Education. It provides numerous definitions of curriculum, including that curriculum encompasses the intended, taught, and learned experiences of students. Principles for curriculum design include linking national goals to assessments and involving teachers. Curriculum should focus on skills and values, not just facts. Effective evaluation examines the intended, taught and learned curriculum. The document also discusses curriculum approaches, components, and designs.
The document provides an overview of curriculum development concepts. It defines curriculum and discusses different points of view on curriculum, including the traditional essentialist view and progressive view. It also outlines two models of curriculum development: Ralph Tyler's model and Hilda Taba's model. Additionally, it discusses foundations of curriculum including sociological, philosophical, historical, and psychological foundations. Major learning theories that provide foundations for curriculum are also summarized, including behaviorism, cognitivism, and humanistic psychology.
This document discusses curriculum integration and thematic teaching in basic education. It covers several key points:
1. It defines integrated curriculum and discusses its significance, including linking multiple disciplines around a central theme.
2. It outlines the learning components of Makabayan, the social science subject area in the Philippines, which lends itself well to integration.
3. It discusses thematic teaching and how it can be implemented through multidisciplinary or interdisciplinary thematic units organized around a common theme.
4. It provides guidance on developing thematic units, including choosing themes, writing instructional objectives, organizing content, and selecting teaching approaches and assessment strategies.
This document discusses curriculum integration and thematic teaching in basic education. It defines an integrated curriculum as combining multiple disciplines into a single course of study. Thematic teaching uses themes to organize learning across disciplines. Makabayan, the fifth learning area in the Philippine basic education curriculum, lends itself well to integration due to its interdisciplinary nature. The document outlines various approaches to integrated and thematic instruction, including content-based instruction, inquiry-based learning, and multidisciplinary and interdisciplinary thematic units.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
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Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
1. SCHOOL OF TEACHER EDUCATION
Instructional Module in
Teacher and The School Curriculum
Preliminaries
I. Lesson Number 1
II. Lesson Title Understanding Curriculum
III. Brief Introduction
of the Lesson
This chapter explores significant pieces of literature and theories
that will help curriculum workers, teachers, and students to understand basic
concepts like curriculum, types of curriculum, curriculum foundations,
and curriculum conceptions.
The curriculum refers to the lessons taught in a school or in a
particular course or program and the academic content. Curriculum in
dictionaries is often described as the courses offered by a school, but it is
seldom used in schools in such a general sense.
IV. Lesson Objectives At the end of this lesson, you are expected to:
1. Define curriculum
2. Analyze the different types of curriculum
3. Discuss different curriculum
4. Discuss different curriculum concepts
Lesson Proper
I. Getting Started
What comes into your mind whenyou hear the word curriculum?
Whatisthebenefitofa curriculumin
schoolandfortheteachers.
(Write your answer in the question here.)
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II. Discussion
Definitions of Curriculum
A clear understanding of what curriculum is, helps scholars and students in understanding the
curriculum as a dynamic field in education. Reid (2006) opined that people talk about, write about,
legislate for, teach courses on, and take credits in curriculum; hence, it is important to have a concrete
explanation of what curriculum is.
Many books on curriculum present variotis images, characterizations, and definitions of the
term curriculum.To analyze or discuss all of these definitions would be a massive endeavor since there are
more than eleven hundred books written about curriculum (Schubert, 1980). Presented in this book are just
2. a few definitions provided by Saylor (1981), Beauchamp (1982), Schubert (1986), Eisner (1985), Pinar
(1995), Posner (1995), Marsh (2004), Oliva (2005), Glatthorn (2006), and Reid (2006), among others.
Curriculum as a list of subjects. This definition suggests that curriculum is the "permanent"
or the traditional subjects offered in the school curriculum such as Mathematics, Language,
Science, Music, Arts, and others.
Curriculum as learning experiences. This definition includes students' curricular and co-
curricular activities and the learning experiences they encounter inside or outside the school. This
definition includes the hidden curriculum or those things learned by the students as a result of their
experiences in the school with their peers, schoolmates, teachers, school staff, or the values they
learned from a school program. In short, it includes the school culture.
Curriculumasintendedlearningoutcomes.This definition includes a list of learning competencies
or standards that students should learn in school.
Curriculum as planned learning experiences. This includes documents specifying contents,
objectives, or general ideas of what students should know in schools or in a specific
discipline.
Curriculum as a discipline. Curriculum as a discipline has its own principles, theories, and
practices.
Curriculum as content or subject matter. This definition views curriculum as a series of topics
under each subject area.
Different Types of Curriculum
Several curriculum scholars (see Glatthorn, Boschee, and Whitehead, 2006; Print,
1993; Tanner and Tanner, 2007) cited nine types of curriculum in their books depending on
how curriculum is used in various institutions.
Ideal or Recommended Curriculum. This refers to what scholars propose as the
most appropriate curriculum for the learners. For example, different
professional organizations or various programs of study in different
universities may propose curriculum innovations or alternative curriculum content
as a result of their researches.
Ideal or recommended curriculum may also develop as an alternative response
to various curricular problems and issues. Glatthorn, Boschee, and Whitehead (2006)
noted several influences that seem to play the key roles in shaping the recommended
curriculum. These influences are the professional associations, individuals, and
societal trends.
Intended, official, or Written Curriculum. This refers to the official
curriculum embodied in approved state curriculum guides (Glattho rn,
Boschee, and Whitehead, 2006). It is the curriculum prescribed by the
government. In the Philippine context, these are the prescribed courses from
different government agencies: the Department of Education (DepEd), the
Commission on Higher Education (CHED), and the Technical Education and Skills
Development Authority (TESDA). Examples of this type
of curriculum are:
The Kindergarten Curriculum Standards
The K-12 Curriculum
CHED Curriculum for General Education (Memorandum Order No. 20
Series of 2013)
— TESDA Modules and Competencies
Implemented Curriculum. This type of curriculum refers to the actual
implementation of the curriculum or what teachers in the school teach. In many
cases, teachers modify and improve their curriculum based on the needs of the
students or whenever there are new ideas in various disciplines that are important
to teach to the students. Academic freedom among faculty members in college may
also influence how professors plan and implement their courses.
3. Achieved Curriculum or Learned Curriculum. This refers to the result of the
curriculum or what students actually learned in school (Print, 1993). The achieved
curriculum reveals whether the students learned and whether the schools are
successful in attaining their curriculum goals and objectives.
Tested Curriculum. This is a set of learning that is assessed in teacher-made classroom
tests, curriculum-referenced tests, and in standardized tests. (Glatthorn,
Boschee, and Whitehead, 2006)
Entitlement Curriculum. It refers to what the people or the general society believed the
learners should expect to learn in the educational system for them to become good
members of the society.
Supported Curriculum. This refers to the curriculum that is reflected on and
shaped Liy the resources allocated to support or deliver the official curriculum.
(Glatthorn, Boschee, and Whitehead, 2006)
Null or Censored Curriculum. This refers to various curriculum contents or topics that
must not be taught to the students. (Tanner & Tanner, 2007)
Hidden Curriculum. This refers to various skills, knowledge, and attitudes that
students learn in school as a result of their interaction with other students, staff,
and faculty members. Although the hidden curriculum is not actually taught in
formal classroom learning, it is also true that the hidden curriculum can be a product
of the students' schooling. The hidden curriculum is very powerful in developing the
school culture (Print, 1993).
Curriculum Foundations
Curriculum development scholars like Tyler (1949), Taba (1962), Eisner (1985),
Saylor, Alexander, and Lewis (1981), Print (1993), Sowell (1996), and Tanner and Tanner
(2007) generally identified three categories of sources for curriculum foundations: (1)
studies of learners and learning theory (psychology); (2) studies of life (sociology and
anthropology); and (3) studies of the nature and value of knowledge (philosophy).
These curriculum sources or foundations influenced curriculum developers in framing
different curriculum conceptions and in developing curriculum.
Psychology as a discipline deals about understanding human behavior; hence,
it is important in curriculum development. According to Print (1993), psychology can
provide information in five important areas:
1 . E d u c a t i o n a l o b j e c t i v e s
2 . S t u d e n t c h a r a c t e r i s t i c s
3 . L e a r n i n g p r o c e s s e s
4 . T e a c h i n g m e t h o d s
5 . E v a l u a t i o n p r o c e d u r e s
Meanwhile, studies about the society and culture—sociology and anthropology,
respect ively—af f ect all curriculum processes. Sowell (1996) pointed out that
knowledge about the society and its culture is important in selecting the content of the
curriculum. It provides a clear understanding of the context in which the curriculum
is developed. Studies about the society and culture help curriculum workers in
understanding several social and educational issues that affect curriculum
processes and education in general.
Curriculum Conceptions
Curriculum workers have different ideas about curriculum matters and curriculum
development processes. They have different points of view about curriculum
concerns, goals of what a curriculum should accomplish, and how a curriculum
should be designed or constructed. These explain the presence of various curriculum
orientations or conceptions. McNeil (2006), Eisner (1985), and Print (1993) identified
six curriculum conceptions:
4. 1. Academic Rationalist Conception — considered as the oldest among the
curriculum conceptions. It stresses the importance of different bodies of
knowledge, known as disciplines or subject areas, as the focus of the curriculum.
2. Cognitive Processes Conception — seeks to develop a repertoire of cognitive skills that
are applicable to a wide range of intellectual problems. The subject matters are
instruments or tools for developing these cognitive skills that are lasting in the lives
of individuals.
3. Humanistic Conception — stresses the idea that curriculum or education is an instrument
for developing the full potential of individuals. It seeks to help individuals
discover and develop their unique identities. It stresses that curriculum should
focus on the needs and interests of individuals.
4. Social Reconstructionist Conception — views the school or schooling as an agency for
social change. Hence, it stresses that curriculum should respond to the different
needs, issues, problems, and demands of the society.
5. Technological Conception — is preoccupied with the development of means to achieve
curriculum or educational goals. It views schooling as a complex system that can be
analyzed into its constituent components.
6. Eclectic Conception — is where curriculum workers find themselves aligning their
ideas with two or more curriculum conceptions. Hence, this curriculum conception
reiterates the realities in curriculum development that each of the curriculum concept
is to be considered and is influential to a certain extent in designing the curriculum.
Elements of a Curriculum
In general, a curriculum has four important elements. These elements must be present in all
curriculum documents or before a document can be called curriculum. These four elements are
curriculum intent, content, learning experiences, and evaluation.
1. Curriculum Intent— is the term used by Print (1993) to mean the direction that curriculum
developers wish to.
take as a result of participating in the curriculum. It includes the aims, goals,
and objectives found in any curriculum documents.
o Aims — are the broad statements of social or educational expectations.
Aims include what is hoped to be achieved by the entire curriculum.
o Goals — are statements more specific than aims. Goals are general statements of
what concepts, skills, and values should be learned in the curriculum.
o Objectives—are specific learning outcomes. Objectives include what specific concepts, skills, and
values should be learned by the students. Usually, objectives are used in making decisions
or planning about instruction.
2. Learning Experiences include all instructional strategies that are useful for the
implementation of the curriculum. These may appear in the form of activities,
strategies,
methods, or approaches that are useful in implementing the curriculum or in teaching
the content.
3. Evaluation — includes the different ways and tools used for evaluating whether
or not the curriculum intents were realized. Evaluation tools are also used to
Curriculum Intent
Content
Learning Experiences
Evaluation
5. evaluate the performance of the learners after they have undergone the
curriculum.
Hilda Taba (1962) observed that all curricula, no matter what design they have,are composed of
certain elements:
A curriculum usually contains a statement of aims and specific objectives.
Itindicates some selection and organization of content.
It either implies or manifests certain patterns of learning and teaching,
whether because the objectives demand them or because the content organization requires them.
It includes a program of evaluation of the outcomes.
Understanding the different elements of curriculum will help curriculum workers especially the
teachers in designing curriculum and in analyzing the differentcurriculum materials that are offered to schools and
students.
III. Application
A. Discuss the roles of teachers and other curriculum workers in ensuring the success of the
implemented curriculum.
B. Select and give an example of one type of curriculum. Explain why it belongs to a certain
curriculum and how, as a potential educator, it will benefit you.
I. Assessment and Reflection
Assess the elements of K-12 Curriculum using the intent, content, learning experiences and
evaluation.
II. References
Pawilen (2019). The Teacher And the School Curriculum.