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- 1. ED 9: THETEACHER AND THE SCHOOL CURRICULUM MODULE 1: UNDERSTANDING CURRICULUM
- 2. OBJECTIVES: At the endof this chapter, you should be able to: > define curriculum; > analyze the different types of curriculum; > discuss curriculum foundations; and > discuss different conceptions. 2
- 3. Create a SimpleCurriculum As a group, choose a subject (e.g., Math, Science, English ) and write down: What to learn (goals). Topics to cover. Activities to do. How to check learning (quiz, project). 3
- 4. DEFINITIONS: This lesson presentsa selection of definitions as proposed by various authors: 1. Curriculum as a list of subjects: permanent or traditional list of subjects offered in the school curriculum. 2. Curriculum as learning experiences: Curricular and Co-curricular activities in school. 3. Curriculum as intended learning 4
- 5. DEFINITIONS: 4. Curriculum asplanned learning experiences. It is a structured guide that outlines the goals, content, teaching methods, and assessments designed to facilitate student learning. 5. Curriculum as a discipline. It means figuring out the best way to plan lessons and activities so students can learn well. It helps teachers decide what to teach and how to make learning better. 5
- 6. DEFINITIONS: 6. Curriculum ascontent or subject matter. It refers to the specific topics, lessons, and knowledge that are taught in a course or program. 6
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- 8. 1. IDEAL ORRECOMMENDED CURRICULUM > This refers to what scholars propose as the most appropriate curriculum for the learners. > Curriculum standards recommended by professional organizations are example of ideal or recommended curriculum. 8
- 9. 2. INTENDED, OFFICIALOR WRITTEN CURRICULUM > This refers to the official curriculum embodied in approved state curriculum guides. > Examples: > Kindergarten curriculum standards > The K-12 Curriculum > TESDA Modules and Competencies 9
- 10. 3. IMPLEMENTED CURRICULUM >This type of curriculum refers to the actual implementation of the curriculum or what teachers in the school teach. > For example, in a Grade 3 math class, students learn addition and subtraction by following teacher instructions, completing practice exercises, and participating in activities like "Math Bingo" to reinforce the concepts. 10
- 11. 4. ACHIEVED CURRICULUMOR LEARNED CURRICULUM > This refers to the result of the curriculum or what students actually learned in school (Print 1993). > For example, after a Grade 3 math unit on addition and subtraction, students can successfully solve two-digit addition and subtraction problems independently and demonstrate their understanding through a quiz, showing they've achieved 11
- 12. 5. TESTED CURRICULUM >This is a set of learning that is assessed in teacher-made classroom tests, curriculum-referenced tests and in standardized tests. 12
- 13. 6. 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 be good members of the society. > Example: All students must complete health education to learn about nutrition, fitness, and well-being. 13
- 14. 7. SUPPORTED CURRICULUM >This refers to how the curriculum is influenced by the resources, like teachers, textbooks, and technology, that are available to help teach it. > For example, if a school has limited access to computers, it might not be able to offer as many digital learning opportunities, affecting how the curriculum is taught. 14
- 15. 8. NULL ORCENSORED CURRICULUM > This refers to topics that should not be taught to students. > Example: Teaching harmful or misleading information, like false medical claims, should be avoided. 15
- 16. 9. HIDDEN CURRICULUM >This refers to the skills, knowledge, and attitudes students gain through interactions at school. > Example: Students learn teamwork and communication skills by working on group projects. 16
- 17. CURRICULUM FOUNDATIONS According toPrint (1993), Psychology can provide information in five important areas: 1. Educational Objectives: Goals 2. Student Characteristics: Traits 3. Learning Processes: Activities 4. Teaching Methods: Approaches 5. Evaluation Procedures: Assessment 17
- 18. CURRICULUM CONCEPTIONS McNeil (2006),Eisener (1985) and Print (1993) identified six curriculum conceptions: 1. ACADEMIC RATIONALIST CONCEPTION: considered as the oldest among the curriculum conceptions. It has been a key part of education for a long time, focusing more on content than on teaching 18
- 19. CURRICULUM CONCEPTIONS 2. COGNITIVEPROCESSES CONCEPTION > Seeks to develop a collection of cognitive skills that are applicable to a wide range of intellectual problems. > Example: In a reading class, students are taught how to identify the main idea, make inferences, and summarize. These skills can be used not just in reading, but also in understanding other subjects like science or history. 19
- 20. CURRICULUM CONCEPTIONS 3. HUMANISTICCONCEPTION > the main goal of teaching is to help students grow and develop all their abilities, focusing on their personal and academic potential. 20
- 21. CURRICULUM CONCEPTIONS 4. SOCIALRECONSTRUCTIONIST CONCEPTION > Views the school or schooling as an agency for social change. society.Example: In a social studies class, students might discuss issues like inequality and human rights, and work on projects that promote awareness and solutions to social problems, encouraging them to become active participants in 21
- 22. CURRICULUM CONCEPTIONS 5. TECHNOLOGICALCONCEPTION > is about using organized methods and tools to plan and improve teaching and learning in a practical way. way.Example: In a classroom, a teacher might use educational software and online resources to help students practice math skills, track their progress, and provide immediate feedback, making the learning process 22
- 23. CURRICULUM CONCEPTIONS 6. ECLECTICCONCEPTION > It is where curriculum workers find themselves aligning their ideas with two or more curriculum conceptions. approach.Example: A teacher may use both the humanistic approach, focusing on students' personal growth, and the technological approach, incorporating online tools and methods to improve learning. This allows the teacher to address both the 23
- 24. Elements of acurriculum 1. CURRICULUM INTENT > Print (1993) uses the term to describe the course or approach that curriculum developers choose to follow based on their experiences and involvement in the curriculum process. Example: If a curriculum developer has experience in project- based learning, they may design a curriculum that focuses on hands- on, real-world projects to help 24
- 25. Elements of acurriculum 1. CURRICULUM INTENT a. AIMS: include what is hoped to be achieved by the entire curriculum. b. GOALS: general statements of what concepts, skills and values should be learned in the curriculum. 25
- 26. Elements of acurriculum 1. CURRICULUM INTENT c. OBJECTIVES: includes what specific skills, concepts and values should be learned by the students. 26
- 27. Elements of acurriculum 2. LEARNING EXPERIENCES > include all instructional strategies that are useful for the implementation of the curriculum. Example: In a science class, learning experiences may include hands-on experiments, group discussions, and watching videos, all aimed at helping students 27
- 28. Elements of acurriculum 3. EVALUATION > includes the different ways and tools used for evaluating whether or not the curriculum intents were realized. achieved. Example: In a history class, evaluation might include quizzes, essays, and group projects to see if students have understood the historical concepts 28
- 29. Hilda and Taba(1962) observed that all curricula no matter what design they have are composed of certain elements: > A curriculum defines what students should learn. > Sets clear goals, and arranges the topics in a certain order. > It also suggests how teaching and learning should happen to meet these goals. 29
- 30. Do you haveany question? 30 THANK YOU ☺
Editor's Notes
- #2 By the end of this chapter, you should be able to:Explain what curriculum is;Identify the different types of curriculum;Understand the foundations of curriculum;Understand various ideas about curriculum
- #4 Here are the definitions explained in simpler terms with examples:Curriculum as a list of subjects:This is like a traditional list of subjects offered in school.Example: In high school, you have subjects like Math, English, Science, and History. This list is the school’s curriculum.Curriculum as learning experiences:This refers to the activities or experiences students go through to learn, both inside and outside of the classroom.Example: School clubs, sports events, field trips, and classroom activities like group discussions. These are all parts of the learning experience.Curriculum as intended learning outcomes:This is about the goals or skills students are expected to learn after completing the course or program.Example: After studying English, students should be able to write an essay or read a novel. These goals are the intended learning outcomes.
- #5 Curriculum as planned learning experiences: A structured plan that details the goals, content, teaching methods, and assessments to help students learn.Curriculum as a discipline: It focuses on finding the best ways to plan lessons and activities for effective student learning. It guides teachers on what to teach and how to improve the learning process.
- #6 Curriculum as content or subject matter: It refers to the specific topics, lessons, and knowledge that are taught in a course or program.
- #8 Ideal or Recommended Curriculum: This refers to the curriculum that experts suggest is best for students. An example of this is the curriculum standards recommended by professional organizations.
- #9 Intended, Official, or Written Curriculum: This refers to the official curriculum found in approved state curriculum guides.Examples:Kindergarten curriculum standardsThe K-12 CurriculumTESDA Modules and Competencies
- #10 Implemented Curriculum: This refers to the actual teaching of the curriculum, or what teachers actually teach in the classroom.For example, in a Grade 3 math class, students learn addition and subtraction by following the teacher's instructions, completing practice exercises, and doing activities like "Math Bingo" to help reinforce the concepts.
- #11 Achieved Curriculum or Learned Curriculum: This refers to the actual result of the curriculum, or what students have really learned in school (Print 1993).For example, after a Grade 3 math unit on addition and subtraction, students can solve two-digit addition and subtraction problems on their own and show their understanding through a quiz, proving they've reached the intended learning goals.
- #12 Tested Curriculum: This refers to the set of learning that is evaluated through teacher-made classroom tests, curriculum-referenced tests, and standardized tests.
- #13 Entitlement Curriculum: This refers to what society believes students should learn in the education system to become good members of society.Example: All students must complete health education to learn about nutrition, fitness, and well-being.
- #14 Supported Curriculum: This refers to how the curriculum is shaped by the resources available, such as teachers, textbooks, and technology, that help in teaching it.For example, if a school has limited access to computers, it may not be able to offer as many digital learning opportunities, which could affect how the curriculum is taught.
- #15 Null or Censored Curriculum: This refers to topics that are intentionally not taught to students.Example: Teaching harmful or misleading information, such as false medical claims, should be avoided.
- #16 Hidden Curriculum: This refers to the skills, knowledge, and attitudes that students learn through interactions at school, outside of formal lessons.Example: Students learn teamwork and communication skills by working on group projects.
- #17 According to Print (1993), psychology can provide useful information in five key areas:Educational Objectives: The goals of education.Student Characteristics: The traits of students.Learning Processes: The activities involved in learning.Teaching Methods: The approaches used in teaching.Evaluation Procedures: The methods of assessing student progress.
- #18 Curriculum ConceptionsMcNeil (2006), Eisener (1985), and Print (1993) identified six curriculum conceptions:Academic Rationalist Conception: This is the oldest curriculum conception. It has been a key part of education for a long time, emphasizing content over teaching methods or student interests.
- #19 Cognitive Processes Conception: This focuses on developing a set of cognitive skills that can be applied to various intellectual problems.
- #20 Humanistic Conception: The main goal of teaching is to help students grow and develop their abilities, focusing on both their personal and academic potential.Example: In a classroom, a teacher encourages students to explore their interests, build self-confidence, and work on projects that reflect their individual strengths, helping them become well-rounded individuals.
- #21 Social Reconstructionist Conception: This view sees schools as a place to promote social change and improve society.Example: In a social studies class, students might discuss issues like inequality and human rights, and work on projects that promote awareness and solutions to social problems, encouraging them to become active participants in changing society for the better
- #22 Technological Conception: This focuses on using organized methods and tools to plan and improve teaching and learning in a practical way.Example: In a classroom, a teacher might use educational software and online resources to help students practice math skills, track their progress, and provide immediate feedback, making the learning process more efficient and effective.
- #23 Eclectic Conception: This is when curriculum planners combine ideas from two or more curriculum conceptions to create a well-rounded approach.Example: A teacher may use both the humanistic approach, focusing on students' personal growth, and the technological approach, incorporating online tools and methods to improve learning. This allows the teacher to address both the emotional and academic needs of students.
- #24 Curriculum Intent: Print (1993) uses this term to describe the course or approach that curriculum developers choose to follow, based on their experiences and involvement in the curriculum process.Example: If a curriculum developer has experience in project-based learning, they may design a curriculum that focuses on hands-on, real-world projects to help students apply what they learn.
- #25 Curriculum Intent is about what the curriculum is trying to achieve and why it exists.a. Aims: These are the big ideas of what the whole curriculum hopes to accomplish. They describe the overall purpose of the learning program.b. Goals: These are more specific things that the curriculum wants students to learn. They describe what students should know, be able to do, or value after completing the curriculum.
- #26 Curriculum Intentc. Objectives: These are specific things that students should learn, such as skills, concepts, and values. Objectives give clear, detailed targets that show exactly what students need to achieve during their studies. They focus on what students will know or be able to do by the end of a lesson or course.
- #27 Learning Experiences: These include all the instructional strategies that help in carrying out the curriculum. Example: In a science class, learning experiences may include hands-on experiments, group discussions, and watching videos, all aimed at helping students understand scientific concepts.
- #28 Evaluation: This includes the various methods and tools used to assess whether the curriculum's goals have been achieved.Example: In a history class, evaluation might include quizzes, essays, and group projects to see if students have understood the historical concepts taught in the curriculum.
- #29 A curriculum defines what students need to learn. It sets clear goals and organizes the topics in a specific order. It also provides suggestions on how teaching and learning should take place to achieve these goals.