Major foundations of Curriculum Development
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Foundation of curriculum
The document discusses the foundations that influence curriculum development, including philosophical, psychological, sociological, economic, and historical foundations. It focuses on the sociological foundation, noting that societal structures, culture transmission, social problems, and economic issues need to be considered in curriculum making. Schools exist within the social context of society rather than apart from it, and the society influences the type of curriculum through its economic and political systems over time, shifting curriculums from basic skills and apprenticeships in agrarian societies to a factory model with compartments and direct teaching in industrial societies.
Major foundations of curriculum
This document discusses the major foundations of curriculum, including philosophical, historical, psychological, and social foundations. Under the philosophical foundations, it describes four main educational philosophies: perennialism, essentialism, progressivism, and reconstructionism. It provides the aims, roles of education, and curriculum trends for each philosophy. The historical foundations section briefly introduces several influential curriculum theorists from 1876 to 1965 and notes their views on curriculum. The document aims to provide an overview of the key foundations that influence the development of curriculum.
Foundation of curriculum
The foundations of curriculum are the influences that shape what curriculum developers include in educational programs. There are five main foundations: philosophical, which deals with beliefs about reality, truth, and ethics; psychological, concerning child development, learning, and teaching; sociological, focused on social relationships and culture; economic, oriented towards job skills; and historical, examining the role of curriculum in national progress and cultural traditions.
Major Foundations of Curriculum
This document discusses the major foundations of curriculum: philosophical, psychological, historical, and social. It provides examples of influential curriculum theorists like Franklin Bobbitt, Werret Charters, Harold Rugg, and William Kilpatrick who helped establish the historical foundations. The psychological foundations are based on behaviorist, cognitive, and humanistic learning theories. Finally, the social foundations recognize that schools exist within a social context and curriculum aims to understand globalization and changes in society.
Philosophical Foundations of Curriculum
During the late 19th century, rural schools struggled as families migrated to cities for work and tax bases declined. The new curriculum emerging in American classrooms at this time largely left out rural schools. Philosophies of education provide a framework for curriculum by clarifying goals, content, and emphasis areas like textbooks, homework, and core subjects. Major philosophies discussed are idealism, realism, pragmatism, and existentialism which differ in their views of reality, knowledge, and values. Educational philosophies like perennialism, progressivism, essentialism, and reconstructionism also vary based on their philosophical roots and aims for curriculum.
10 axioms of curriculum change
The document outlines 10 axioms of curriculum change:
1. Change is inevitable as societies and institutions must adapt to changing conditions.
2. The curriculum reflects and is a product of its time, influenced by social, philosophical, psychological and knowledge-based factors of the period.
3. Curriculum changes can exist concurrently as new changes are adopted while older changes still remain.
4. Curriculum change results from changes in people as their desires, beliefs and skills evolve.
5. Significant curriculum changes are most effective when brought about through cooperative group efforts rather than individually.
Philosophical foundation of educ.
Philosophy provides a framework for curriculum planning, implementation, and evaluation by helping answer questions about the purpose of schools, important subjects, how students should learn, and appropriate materials and methods. A curriculum developer's philosophy reflects their life experiences, beliefs, background, and education. For example, John Dewey viewed education as a way of life and laboratory for testing philosophy. Philosophies like idealism, realism, and existentialism provide different perspectives on the role of the teacher, student, and school community.
Curriculum models and types
This document discusses different models and types of curriculum. It describes curriculum models as approaches, methods, and procedures for teaching and learning tailored to specific student groups. Curriculum can be subject-centered or student-centered, traditional or innovative, topic-based or competency-based. Four broad categories of curriculum design are presented: traditional, student-centered, critical, and structural. Specific models like Tyler, Taba, and Saylor/Alexander are outlined. Eleven different types of curriculum are also defined, including overt, societal, hidden, null, phantom, concomitant, rhetorical, curriculum-in-use, received, internal, and electronic curriculum.
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Foundation of curriculum
The document discusses the foundations that influence curriculum development, including philosophical, psychological, sociological, economic, and historical foundations. It focuses on the sociological foundation, noting that societal structures, culture transmission, social problems, and economic issues need to be considered in curriculum making. Schools exist within the social context of society rather than apart from it, and the society influences the type of curriculum through its economic and political systems over time, shifting curriculums from basic skills and apprenticeships in agrarian societies to a factory model with compartments and direct teaching in industrial societies.
Major foundations of curriculum
This document discusses the major foundations of curriculum, including philosophical, historical, psychological, and social foundations. Under the philosophical foundations, it describes four main educational philosophies: perennialism, essentialism, progressivism, and reconstructionism. It provides the aims, roles of education, and curriculum trends for each philosophy. The historical foundations section briefly introduces several influential curriculum theorists from 1876 to 1965 and notes their views on curriculum. The document aims to provide an overview of the key foundations that influence the development of curriculum.
Foundation of curriculum
The foundations of curriculum are the influences that shape what curriculum developers include in educational programs. There are five main foundations: philosophical, which deals with beliefs about reality, truth, and ethics; psychological, concerning child development, learning, and teaching; sociological, focused on social relationships and culture; economic, oriented towards job skills; and historical, examining the role of curriculum in national progress and cultural traditions.
Major Foundations of Curriculum
This document discusses the major foundations of curriculum: philosophical, psychological, historical, and social. It provides examples of influential curriculum theorists like Franklin Bobbitt, Werret Charters, Harold Rugg, and William Kilpatrick who helped establish the historical foundations. The psychological foundations are based on behaviorist, cognitive, and humanistic learning theories. Finally, the social foundations recognize that schools exist within a social context and curriculum aims to understand globalization and changes in society.
Philosophical Foundations of Curriculum
During the late 19th century, rural schools struggled as families migrated to cities for work and tax bases declined. The new curriculum emerging in American classrooms at this time largely left out rural schools. Philosophies of education provide a framework for curriculum by clarifying goals, content, and emphasis areas like textbooks, homework, and core subjects. Major philosophies discussed are idealism, realism, pragmatism, and existentialism which differ in their views of reality, knowledge, and values. Educational philosophies like perennialism, progressivism, essentialism, and reconstructionism also vary based on their philosophical roots and aims for curriculum.
10 axioms of curriculum change
The document outlines 10 axioms of curriculum change:
1. Change is inevitable as societies and institutions must adapt to changing conditions.
2. The curriculum reflects and is a product of its time, influenced by social, philosophical, psychological and knowledge-based factors of the period.
3. Curriculum changes can exist concurrently as new changes are adopted while older changes still remain.
4. Curriculum change results from changes in people as their desires, beliefs and skills evolve.
5. Significant curriculum changes are most effective when brought about through cooperative group efforts rather than individually.
Philosophical foundation of educ.
Philosophy provides a framework for curriculum planning, implementation, and evaluation by helping answer questions about the purpose of schools, important subjects, how students should learn, and appropriate materials and methods. A curriculum developer's philosophy reflects their life experiences, beliefs, background, and education. For example, John Dewey viewed education as a way of life and laboratory for testing philosophy. Philosophies like idealism, realism, and existentialism provide different perspectives on the role of the teacher, student, and school community.
Curriculum models and types
This document discusses different models and types of curriculum. It describes curriculum models as approaches, methods, and procedures for teaching and learning tailored to specific student groups. Curriculum can be subject-centered or student-centered, traditional or innovative, topic-based or competency-based. Four broad categories of curriculum design are presented: traditional, student-centered, critical, and structural. Specific models like Tyler, Taba, and Saylor/Alexander are outlined. Eleven different types of curriculum are also defined, including overt, societal, hidden, null, phantom, concomitant, rhetorical, curriculum-in-use, received, internal, and electronic curriculum.
Curriculum design and models
The document discusses several curriculum models including subject-centered, learner-centered, and problem-centered models. It describes key aspects of each model, such as the subject-centered model focusing on content divided into subjects. The learner-centered model emphasizes the needs and interests of students, while the problem-centered model organizes curriculum around solving real-world problems. It also covers curriculum development models like Tyler's model and Taba's inductive model.
Psychological foundation of curriculum
This document discusses behavioral and cognitive approaches to psychology and their implications for education. It describes key theorists in each approach, including Thorndike, Pavlov, Skinner, Bandura, and Gagne for behaviorism, and Montessori, Piaget, and Vygotsky for cognitivism. Behaviorism focuses on observable stimulus-response relationships and conditioning techniques, while cognitivism emphasizes internal mental processes like memory, perception, and stages of cognitive development. Both approaches aim to understand learning and inform curriculum design but differ in their views of the learner and role of environment.
Psychological foundations of Curriculum
Psychological perspectives have influenced curriculum development. Behaviorism views learning as habit formation through conditioning stimuli and responses. Ivan Pavlov showed conditioning through association. Edward Thorndike proposed laws of effect, exercise, and readiness. B.F. Skinner's operant conditioning uses reinforcement and punishment. Cognitivism sees learning as cognitive construction. Jean Piaget's stages of development described cognitive growth. Constructivism views learning as constructing new understanding. Humanism considers the learner as a whole person with emotions that impact learning. Abraham Maslow's hierarchy of needs and Carl Rogers' learner-centered approach also influenced curriculum.
Psychological foundations of curriculum
The document discusses several psychological perspectives that influence curriculum development, including behaviorism, cognitivism, constructivism, and humanism. It provides overview of major theorists like Pavlov, Thorndike, Piaget, and Rogers, and explains their core concepts such as stimulus-response theory, information processing, knowledge construction, and the importance of emotions and learner-centered approach. A curriculum developer should have knowledge of learning psychology to understand how students learn and design effective instruction based on cognitive and affective factors.
philosophical foundations of education
This document summarizes and compares four major philosophical foundations of education: idealism, realism, pragmatism, and existentialism. For each philosophy, it outlines the key thinkers, salient features, goals of education, the role of the teacher, methods of instruction, and curriculum. The philosophies differ in their views of truth, values, the nature of human beings, the purpose of knowledge, and the role of freedom in education. Idealism sees truth as revealed by a supreme force, realism views it as discovered through science, pragmatism sees it as practical and based on action, and existentialism believes truth is based on individual choice.
Approaches to curriculum
1. True - Activities are chosen based on the developmental growth of learners which is a characteristic of human relations-centered curriculum.
2. False - The focus is not on test scores but on solving common problems as manifested by individuals in the group.
3. True - The teacher considers the practicalities of group life which includes circumstances affecting learners.
4. False - The curriculum recognizes that all can learn and succeed, not just the "best".
5. False - The school environment fostered is not one of competition but of solving problems together.
Sociological foundation of curriculum
Sociology is the study of human behavior in groups, social structure, and forms of human interaction. Sociology examines how society influences education through various aspects like changes in societal structures, the transmission of culture, social problems, and economic issues. Schools exist within the social context of society and emerge from within society. The aims of education include developing social skills and qualities, a socially efficient individual, vocational skills, use of leisure time, transmitting cultural heritage, and developing a constructive outlook. The curriculum is based on the conditions, problems, and needs of society and aims to transmit cultural values and prepare students for the global world. Teaching methods develop social adjustment, problem-solving, and constructive thinking using socialized techniques and
Philosophical and psychological foundations of curriculum
The document discusses the philosophical foundations of curriculum. It explains that philosophy influences educational decisions and curriculum development. It outlines four major philosophical positions that have influenced curriculum - idealism, realism, pragmatism, and existentialism. Idealism emphasizes moral and spiritual reality, while realism focuses on imparting knowledge about the real world. Pragmatism considers social and perceptual change, and existentialism stresses individual experiences. A prudent eclectic approach is needed for curriculum that serves students and society.
Curriculum Change
This document discusses the concept of curriculum change and the factors that drive it. It provides information on:
- The constant nature of change and how it leads to improvement through technological advancement and increasing knowledge.
- Key drivers of curriculum change including community needs, technology, political influences, and complexity from various stakeholder demands.
- Features of successful change including it being an ongoing process that requires support from individuals.
- Types of curriculum changes and strategies for implementing changes.
- The need to develop curriculum change through cooperative goal-setting and problem-solving approaches while maintaining open communication.
Models of curriculum
The document discusses several models of curriculum, including:
- The Tyler Model, which focuses on educational purposes, experiences, organization, and evaluation.
- The Taba Model, which is a grass-roots approach involving 7 steps like diagnosis of needs and selection of learning experiences.
- The Saylor and Alexander Model, which involves 4 steps of specifying goals and objectives, designing the curriculum, implementation, and evaluation.
- Models for students with special needs, including developmental, functional, and ecological approaches.
- The subject/teacher centered design which is based on teaching predefined subjects and has the objective of transferring cultural heritage. However, it ignores student interests.
Field Study 4 Exploring the Curriculum
The document discusses the components that make up a school curriculum. It includes a school's vision, mission, and goals, which are important in designing the curriculum. The curriculum components guide how the school will be run and help achieve its aims. Methods and strategies employed by the school community to realize these goals include orienting students to the vision and mission and adopting teaching approaches that engage and develop lifelong learners. The curriculum also considers the needs of diverse learners through its components and approaches.
Curriculum development: Processes and models
The document discusses three models of curriculum development:
1. Ralph Tyler's model emphasizes the planning phase and considers the school's purposes, educational experiences, organization of experiences, and evaluation.
2. Hilda Taba's model takes a grassroots approach, beginning with learner needs and moving through formulation of objectives, selection of content, organization, experiences, and evaluation.
3. Galen Saylor and William Alexander's model involves specifying goals and objectives, designing curriculum, implementing instructional plans, and conducting evaluation to determine if goals were met.
All three models utilize the basic steps of planning, designing, implementing, and evaluating the curriculum.
Curriculum development
The document discusses different approaches to curriculum development in the Philippine context. It provides an overview of the history of curriculum development in the Philippines under different ruling powers from pre-Spanish times to the present Philippine Republic. It also outlines key factors to consider in curriculum development such as cultural values, knowledge of learners, teaching/learning theories, and content selection. Different theories and approaches to curriculum development are examined, including technical-scientific, behavioral, and humanistic approaches.
Curriculum Development Lesson 1: Concepts, Nature and Purposes of Curriculum ...
The document discusses various perspectives on curriculum from traditional and progressive views. It also covers theorists like Tyler, Taba, and their models of curriculum development. Additionally, it examines different types of curricula like recommended, written, taught, and learned curricula. The document also explores the philosophical, psychological, and social foundations of curriculum and how they influence curriculum development.
Psychological Foundations of Curriculum
This document summarizes several psychological perspectives on curriculum foundations:
- Behaviorism focuses on conditioning and reinforcement, with curriculum organized for success and mastery through structured learning and reinforcement of desired behaviors. Thinkers discussed include Thorndike, Pavlov, Watson, and Skinner.
- Cognitive psychology examines information processing and development, with curriculum connecting to stages of intelligence and development. Thinkers include Montessori, Piaget, Vygotsky, Bruner, Gardner, Guilford, and Ennis.
- Phenomenology and humanism consider the whole child, with curriculum tailored to individual needs, attitudes, and self-awareness. Thinkers referenced are Maslow and Rogers.
Web based and traditional curriculum
This document discusses and compares web-based curriculum and traditional curriculum. It defines curriculum as what is taught to students. It describes different types of traditional curriculums such as subject-centered, board field, and conservative core curriculums. Modern curriculums discussed include child-centered, activity-centered, community-centered, progressive, and problem-oriented curriculums. The document then outlines the development process for a traditional curriculum and some benefits and criticisms of web-based curriculum, such as its emphasis on design and creativity versus criticisms that it lacks personal relationships.
Gagné's Instructional Model
The Gagné Instructional Model outlines 9 steps to effective instructional design: 1) gaining attention, 2) informing learners of objectives, 3) stimulating recall of prior knowledge, 4) presenting the material, 5) providing guidance for learning, 6) eliciting performance, 7) providing feedback, 8) assessing performance, and 9) enhancing retention and transfer. The model correlates these instructional events with cognitive learning processes and considers different levels of learning.
Crafting the curriculum
This document discusses curriculum crafting and development. It covers various topics related to curriculum including elements, school purpose, organization, approaches, models, dimensions, and development systems. The learning objectives are to present and critique curriculum models, explain the role of curriculum and school, discuss curriculum design principles and approaches, and discuss curriculum development systems. The document provides details on these topics through definitions, descriptions, and examples.
Types of curriculum
This document discusses different types of curriculum, including formal curriculum (written textbooks and lesson plans), informal curriculum (implicit lessons learned), null curriculum (what is not taught), actual curriculum (both written and unlearned lessons), subject curriculum (traditional organization by subjects), child curriculum (focusing on student experiences), core curriculum (compulsory common lessons), broad field curriculum (combining subjects), correlated curriculum (teaching subjects correlated to each other), task curriculum (project-based learning), intended curriculum (documented plans), extra-mural curriculum (non-official lessons), objective curriculum (focusing on objectives, experiences and behaviors), rhetorical curriculum (ideas from officials), phantom curriculum (lessons from media), concomitant curriculum
Curriculum development
This document discusses different views and approaches to curriculum. It addresses traditional and progressive points of view on curriculum. The traditional view sees curriculum as a set of subjects to be taught, while the progressive view defines curriculum as the total learning experiences of the individual, both in and out of school. The document also summarizes Ralph Tyler's model of curriculum development and Hilda Taba's grassroots approach. It outlines different types of curriculum operating in schools and lists major philosophical foundations of curriculum.
Cupid and Psyche
The document provides background on Lucius Apuleius, the author of the story of Cupid and Psyche. It then summarizes the plot of the story, which involves Psyche, the most beautiful maiden, marrying an unseen husband who is actually Cupid, the god of love. However, when Psyche distrusts Cupid and lights a lamp to see his face, he abandons her. Psyche must then complete a series of tasks for Venus to win back Cupid. After succeeding, Psyche and Cupid are married with Jupiter's blessing and Psyche gains immortality.
Visuals- Educational Technology 9
This document discusses different types of visual aids that can be used as educational tools. It defines visual aids as materials that aid learning through visual representation. Non-projected visuals like drawings, illustrations, charts, diagrams, graphs, posters, cartoons, pictures, photographs and flash cards are described. They allow abstract concepts to be presented concretely and stimulate creative expression. Each type of visual aid has advantages like being engaging, easy to use and inexpensive, though some have limitations like potential for misinterpretation.
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Curriculum design and models
The document discusses several curriculum models including subject-centered, learner-centered, and problem-centered models. It describes key aspects of each model, such as the subject-centered model focusing on content divided into subjects. The learner-centered model emphasizes the needs and interests of students, while the problem-centered model organizes curriculum around solving real-world problems. It also covers curriculum development models like Tyler's model and Taba's inductive model.
Psychological foundation of curriculum
This document discusses behavioral and cognitive approaches to psychology and their implications for education. It describes key theorists in each approach, including Thorndike, Pavlov, Skinner, Bandura, and Gagne for behaviorism, and Montessori, Piaget, and Vygotsky for cognitivism. Behaviorism focuses on observable stimulus-response relationships and conditioning techniques, while cognitivism emphasizes internal mental processes like memory, perception, and stages of cognitive development. Both approaches aim to understand learning and inform curriculum design but differ in their views of the learner and role of environment.
Psychological foundations of Curriculum
Psychological perspectives have influenced curriculum development. Behaviorism views learning as habit formation through conditioning stimuli and responses. Ivan Pavlov showed conditioning through association. Edward Thorndike proposed laws of effect, exercise, and readiness. B.F. Skinner's operant conditioning uses reinforcement and punishment. Cognitivism sees learning as cognitive construction. Jean Piaget's stages of development described cognitive growth. Constructivism views learning as constructing new understanding. Humanism considers the learner as a whole person with emotions that impact learning. Abraham Maslow's hierarchy of needs and Carl Rogers' learner-centered approach also influenced curriculum.
Psychological foundations of curriculum
The document discusses several psychological perspectives that influence curriculum development, including behaviorism, cognitivism, constructivism, and humanism. It provides overview of major theorists like Pavlov, Thorndike, Piaget, and Rogers, and explains their core concepts such as stimulus-response theory, information processing, knowledge construction, and the importance of emotions and learner-centered approach. A curriculum developer should have knowledge of learning psychology to understand how students learn and design effective instruction based on cognitive and affective factors.
philosophical foundations of education
This document summarizes and compares four major philosophical foundations of education: idealism, realism, pragmatism, and existentialism. For each philosophy, it outlines the key thinkers, salient features, goals of education, the role of the teacher, methods of instruction, and curriculum. The philosophies differ in their views of truth, values, the nature of human beings, the purpose of knowledge, and the role of freedom in education. Idealism sees truth as revealed by a supreme force, realism views it as discovered through science, pragmatism sees it as practical and based on action, and existentialism believes truth is based on individual choice.
Approaches to curriculum
1. True - Activities are chosen based on the developmental growth of learners which is a characteristic of human relations-centered curriculum.
2. False - The focus is not on test scores but on solving common problems as manifested by individuals in the group.
3. True - The teacher considers the practicalities of group life which includes circumstances affecting learners.
4. False - The curriculum recognizes that all can learn and succeed, not just the "best".
5. False - The school environment fostered is not one of competition but of solving problems together.
Sociological foundation of curriculum
Sociology is the study of human behavior in groups, social structure, and forms of human interaction. Sociology examines how society influences education through various aspects like changes in societal structures, the transmission of culture, social problems, and economic issues. Schools exist within the social context of society and emerge from within society. The aims of education include developing social skills and qualities, a socially efficient individual, vocational skills, use of leisure time, transmitting cultural heritage, and developing a constructive outlook. The curriculum is based on the conditions, problems, and needs of society and aims to transmit cultural values and prepare students for the global world. Teaching methods develop social adjustment, problem-solving, and constructive thinking using socialized techniques and
Philosophical and psychological foundations of curriculum
The document discusses the philosophical foundations of curriculum. It explains that philosophy influences educational decisions and curriculum development. It outlines four major philosophical positions that have influenced curriculum - idealism, realism, pragmatism, and existentialism. Idealism emphasizes moral and spiritual reality, while realism focuses on imparting knowledge about the real world. Pragmatism considers social and perceptual change, and existentialism stresses individual experiences. A prudent eclectic approach is needed for curriculum that serves students and society.
Curriculum Change
This document discusses the concept of curriculum change and the factors that drive it. It provides information on:
- The constant nature of change and how it leads to improvement through technological advancement and increasing knowledge.
- Key drivers of curriculum change including community needs, technology, political influences, and complexity from various stakeholder demands.
- Features of successful change including it being an ongoing process that requires support from individuals.
- Types of curriculum changes and strategies for implementing changes.
- The need to develop curriculum change through cooperative goal-setting and problem-solving approaches while maintaining open communication.
Models of curriculum
The document discusses several models of curriculum, including:
- The Tyler Model, which focuses on educational purposes, experiences, organization, and evaluation.
- The Taba Model, which is a grass-roots approach involving 7 steps like diagnosis of needs and selection of learning experiences.
- The Saylor and Alexander Model, which involves 4 steps of specifying goals and objectives, designing the curriculum, implementation, and evaluation.
- Models for students with special needs, including developmental, functional, and ecological approaches.
- The subject/teacher centered design which is based on teaching predefined subjects and has the objective of transferring cultural heritage. However, it ignores student interests.
Field Study 4 Exploring the Curriculum
The document discusses the components that make up a school curriculum. It includes a school's vision, mission, and goals, which are important in designing the curriculum. The curriculum components guide how the school will be run and help achieve its aims. Methods and strategies employed by the school community to realize these goals include orienting students to the vision and mission and adopting teaching approaches that engage and develop lifelong learners. The curriculum also considers the needs of diverse learners through its components and approaches.
Curriculum development: Processes and models
The document discusses three models of curriculum development:
1. Ralph Tyler's model emphasizes the planning phase and considers the school's purposes, educational experiences, organization of experiences, and evaluation.
2. Hilda Taba's model takes a grassroots approach, beginning with learner needs and moving through formulation of objectives, selection of content, organization, experiences, and evaluation.
3. Galen Saylor and William Alexander's model involves specifying goals and objectives, designing curriculum, implementing instructional plans, and conducting evaluation to determine if goals were met.
All three models utilize the basic steps of planning, designing, implementing, and evaluating the curriculum.
Curriculum development
The document discusses different approaches to curriculum development in the Philippine context. It provides an overview of the history of curriculum development in the Philippines under different ruling powers from pre-Spanish times to the present Philippine Republic. It also outlines key factors to consider in curriculum development such as cultural values, knowledge of learners, teaching/learning theories, and content selection. Different theories and approaches to curriculum development are examined, including technical-scientific, behavioral, and humanistic approaches.
Curriculum Development Lesson 1: Concepts, Nature and Purposes of Curriculum ...
The document discusses various perspectives on curriculum from traditional and progressive views. It also covers theorists like Tyler, Taba, and their models of curriculum development. Additionally, it examines different types of curricula like recommended, written, taught, and learned curricula. The document also explores the philosophical, psychological, and social foundations of curriculum and how they influence curriculum development.
Psychological Foundations of Curriculum
This document summarizes several psychological perspectives on curriculum foundations:
- Behaviorism focuses on conditioning and reinforcement, with curriculum organized for success and mastery through structured learning and reinforcement of desired behaviors. Thinkers discussed include Thorndike, Pavlov, Watson, and Skinner.
- Cognitive psychology examines information processing and development, with curriculum connecting to stages of intelligence and development. Thinkers include Montessori, Piaget, Vygotsky, Bruner, Gardner, Guilford, and Ennis.
- Phenomenology and humanism consider the whole child, with curriculum tailored to individual needs, attitudes, and self-awareness. Thinkers referenced are Maslow and Rogers.
Web based and traditional curriculum
This document discusses and compares web-based curriculum and traditional curriculum. It defines curriculum as what is taught to students. It describes different types of traditional curriculums such as subject-centered, board field, and conservative core curriculums. Modern curriculums discussed include child-centered, activity-centered, community-centered, progressive, and problem-oriented curriculums. The document then outlines the development process for a traditional curriculum and some benefits and criticisms of web-based curriculum, such as its emphasis on design and creativity versus criticisms that it lacks personal relationships.
Gagné's Instructional Model
The Gagné Instructional Model outlines 9 steps to effective instructional design: 1) gaining attention, 2) informing learners of objectives, 3) stimulating recall of prior knowledge, 4) presenting the material, 5) providing guidance for learning, 6) eliciting performance, 7) providing feedback, 8) assessing performance, and 9) enhancing retention and transfer. The model correlates these instructional events with cognitive learning processes and considers different levels of learning.
Crafting the curriculum
This document discusses curriculum crafting and development. It covers various topics related to curriculum including elements, school purpose, organization, approaches, models, dimensions, and development systems. The learning objectives are to present and critique curriculum models, explain the role of curriculum and school, discuss curriculum design principles and approaches, and discuss curriculum development systems. The document provides details on these topics through definitions, descriptions, and examples.
Types of curriculum
This document discusses different types of curriculum, including formal curriculum (written textbooks and lesson plans), informal curriculum (implicit lessons learned), null curriculum (what is not taught), actual curriculum (both written and unlearned lessons), subject curriculum (traditional organization by subjects), child curriculum (focusing on student experiences), core curriculum (compulsory common lessons), broad field curriculum (combining subjects), correlated curriculum (teaching subjects correlated to each other), task curriculum (project-based learning), intended curriculum (documented plans), extra-mural curriculum (non-official lessons), objective curriculum (focusing on objectives, experiences and behaviors), rhetorical curriculum (ideas from officials), phantom curriculum (lessons from media), concomitant curriculum
Curriculum development
This document discusses different views and approaches to curriculum. It addresses traditional and progressive points of view on curriculum. The traditional view sees curriculum as a set of subjects to be taught, while the progressive view defines curriculum as the total learning experiences of the individual, both in and out of school. The document also summarizes Ralph Tyler's model of curriculum development and Hilda Taba's grassroots approach. It outlines different types of curriculum operating in schools and lists major philosophical foundations of curriculum.
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Acetylene is the simplest alkyne, used as a fuel in welding and cutting metals. It is produced through the reaction of calcium carbide and water or passing hydrocarbons through an electric arc. Acetylene burns hotter than any other known gas mixture at around 6,000°F. Alcohols contain one or more hydroxyl groups attached to a carbon atom. Common alcohols include ethanol and methanol, which have various industrial and medical uses. Amino acids are important organic compounds composed of an amine and carboxylic acid functional group, as well as a side chain. They are the building blocks of proteins and play critical roles outside of proteins.
Giving Titles
This document discusses how to write an effective title for a journal article or manuscript. It provides guidelines for titles, including that they should be informative, accurate, clear, concise, and attention-commanding. Effective titles entice readers to read the article by identifying the main points and communicating what the work is about in as few words as possible without unnecessary details. While not all titles can meet all the criteria, authors should strive to balance informativeness with catchiness to attract readers. Examples of effective titles that use techniques like questions, imagery, or metaphor are provided.
Article iii section 2
This document summarizes the key provisions of Article III, Section 2 of the Philippine Bill of Rights regarding the right against unreasonable arrest, search and seizure. It outlines who and what is protected, the requirements for valid search warrants and arrest warrants, and exceptions when a warrant is not needed. It describes that the right protects people, homes, documents and possessions from unreasonable searches and seizures, and that warrants must be based on probable cause determined by a judge with testimony under oath. Warrants must particularly describe places, people and items. Arrests and searches without warrants are only lawful in specific circumstances, such as with consent, during a lawful arrest, or at borders.
I knew i loved you
The singer believes they have found their best friend and soulmate after seeing something in their eyes that gives them a sense of completion and shows them their future. They feel they knew they loved this person even before meeting them, as if they dreamed them into life, and are now complete having found what they were searching for to feel at home.
Catch my breath lyrics final
The song "Catch My Breath" by Kelly Clarkson describes struggling to find independence and freedom from constraints while pursuing one's dreams. The singer talks about overcoming obstacles, distractions, and naysayers in her life through hard work and determination to define her own path. She refuses to be told what is "supposed to be right" and instead lives life on her own terms.
SCIENCE DEVELOPMENTS DURING 18TH AND 19TH CENTURY
1. The document lists important scientific discoveries and developments from 1665 to 1898, including Hooke's discovery of cells in 1665, Van Leeuwenhoek's observation of bacteria in 1683, and Maxwell's unification of electricity and magnetism in 1864.
2. It then discusses the connection between science and technology in the 18th and 19th centuries, noting they found common ground in the 19th century.
3. The development of several sciences is summarized, including physics with discoveries about electricity, magnetism, and thermodynamics; chemistry with atomic theory and organic chemistry; and biology with Darwin's theory of evolution by natural selection.
DEFINITION AND IMPORTANCE OF PRINCIPLES OF TEACHING
Principles are fundamental truths or guiding rules that govern processes and conduct. They represent the origin, laws, objectives, and nature of things. Principles are generalized statements that systematize and interpret data. In education, principles guide the path and are compasses that direct the ship. Principles are important for making teaching and learning effective by proceeding from one situation to another and governing actions and techniques. Principles also explain educational processes by showing how things are done and results are achieved.
LEV VYGOTSKY SOCIO-CULTURAL THEORY OF DEVELOPMENT
Lev Vygotsky developed the socio-cultural theory of development which emphasizes that cognitive development is a result of social interactions and culture. He believed that thinking and learning occur on two levels: through interaction with others and independently. Vygotsky identified the zone of proximal development as the difference between what a child can do independently and with guidance, representing a learning opportunity. Scaffolding refers to the support provided to help a child accomplish a task within their zone of proximal development and then gradually removing assistance as the child masters the skill.
Literary Appreciation
The document discusses various literary devices and elements used in writing narratives. It covers idiomatic expressions, creative words from myths and other languages, qualities of good titles, sensing character traits through description and dialogue, and the basic elements of narratives and short stories such as setting, characters, plot, point of view, theme. It provides examples to illustrate techniques for revealing characters and their traits, engaging the reader with an appropriate title, and maintaining a sense of reality, movement and focus in a narrative.
Science during 18th and 19th century
This document discusses the development of science, technology, and industry from the 18th to 19th centuries. It describes three periods: the Latent Era from 1690-1760, the Revolutionary Era from 1760-1830, and the Capitalism Era from 1830-1895. During the Latent Era, the prestige of Isaac Newton slowed further scientific progress initially. The Revolutionary Era saw crucial advances in science alongside political revolutions, including the establishment of new educational institutions in France. The Capitalism Era marked a turning point where industry relied heavily on scientific knowledge and research laboratories.
Steam engine
The development of the steam engine was a decisive factor in the first industrial revolution in Britain. It allowed energy stored in steam to be converted into mechanical work. Several key inventions and innovators contributed to the development of the steam engine over centuries, culminating in James Watt's improved steam engine in 1763 which truly developed the steam engine with a separate condenser.
Development of Science in 18th to 19th century
The document summarizes key developments in science from the 18th to 19th centuries. It describes how the connections between science, technology, and industry grew during this period, leading science to become a major driving force of intellectual and material change. It then outlines major advances in physics, chemistry, biology, and geology during this era, including breakthroughs such as Darwin's theory of evolution, Maxwell's unification of electricity and magnetism, and discoveries of new elements and atomic theory. Finally, it lists important scientists from this period like Darwin, Faraday, Pasteur, and Röntgen alongside their contributions.
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