Views about Curriculum
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The document discusses different views on curriculum from the early 20th century to the progressive era. It outlines perspectives from Robert Hutchins, Arthur Bestor, and Joseph Schwab during the traditional era, who emphasized subjects like grammar, reading, rhetoric, logic, and math. John Dewey represented the progressive view, believing reflective thinking unified curriculum elements. Other progressives like Caswell & Campbell, and Smith, Stanley & Shores defined curriculum as all the planned experiences and learning that occurs for children/youth, both in and out of the classroom. Marsh & Willis also characterized curriculum as all the planned and enacted classroom experiences learned by students.
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Sociological foundations of curriculum development
The document discusses the sociological foundations of curriculum development. It defines sociology as the study of relationships between humans and their environment. It states that schools exist within society and are shaped by social contexts. It defines curriculum as the planned sequence of what students learn, how they acquire learning, and how their learning is assessed. It explains that curriculum development must balance developing individuals and improving society. It argues that a curriculum should reflect the cultural and social needs of its particular society, as well as moral and artistic development. It concludes that education takes place within society, is a social process, and must develop democratic skills and values.
Curriculum In The Philippines
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DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow
concepts, nature, and purposes of curriculum
This document discusses different perspectives on the concept, nature, and purpose of curriculum. It outlines traditional and progressive views of curriculum, including definitions that see curriculum as a body of subjects or the total learning experiences of an individual. The document also discusses models of curriculum development, such as Ralph Tyler's four basic principles and Hilda Taba's grassroots approach. Finally, it examines the philosophical, historical, psychological, and social foundations that influence curriculum.
The School Curriculum
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.
Curriculum organization and design
The document discusses different approaches to curriculum organization and design. It describes subject-centered, activity/experience-based, and core curriculum designs. Subject-centered design organizes curriculum into distinct subjects. Activity/experience-based design determines curriculum based on learner needs and interests, emphasizing learning by doing. Core curriculum identifies common learnings all students should acquire. The document also discusses principles, models, importance, and steps of curriculum design to effectively organize educational experiences and content.
Historical Foundations of Curriculum in the Philippines
This document provides a historical overview of the development of education in the Philippines from pre-Spanish times to the present. It describes the main educational developments that occurred during each major period of Philippine history, including pre-Spanish, Spanish colonial, American colonial, Japanese occupation, and post-WWII eras. Key events and reforms are outlined, along with the educational philosophies, curriculum, and institutions that emerged during each period. The implementation of the recent K-12 basic education program is also summarized.
Revised basic education curriculum (rbec)
The government has not revised the curriculum for public elementary and high schools in over 13 and 20 years respectively, much longer than the recommended revision period of 10 years. Education officials argue a revised basic education curriculum (RBEC) is needed to better prepare students for an ever-changing world. The RBEC emphasizes competency-based learning and mastery of core subjects like Filipino, English, science, and math. It also integrates values and life skills training across subjects and adds a new "laboratory of life" area focusing on practical skills, cultural values, and civic engagement. After 7 years of implementation, the RBEC continues with modifications like a focus on student performance-based grading.
Foundations of curriculum
The document discusses different types of curriculum:
1. Recommended curriculum refers to curricula proposed by scholars and organizations.
2. Written curriculum includes documents and syllabi created by curriculum experts and teachers for implementation.
3. Taught curriculum is what is actually taught in classrooms which may differ from the written curriculum. Additional factors like available resources are considered.
Recommended
Sociological foundations of curriculum development
The document discusses the sociological foundations of curriculum development. It defines sociology as the study of relationships between humans and their environment. It states that schools exist within society and are shaped by social contexts. It defines curriculum as the planned sequence of what students learn, how they acquire learning, and how their learning is assessed. It explains that curriculum development must balance developing individuals and improving society. It argues that a curriculum should reflect the cultural and social needs of its particular society, as well as moral and artistic development. It concludes that education takes place within society, is a social process, and must develop democratic skills and values.
Curriculum In The Philippines
MST Course Design and Dev't
(class report(s)/discussion(s))
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow
concepts, nature, and purposes of curriculum
This document discusses different perspectives on the concept, nature, and purpose of curriculum. It outlines traditional and progressive views of curriculum, including definitions that see curriculum as a body of subjects or the total learning experiences of an individual. The document also discusses models of curriculum development, such as Ralph Tyler's four basic principles and Hilda Taba's grassroots approach. Finally, it examines the philosophical, historical, psychological, and social foundations that influence curriculum.
The School Curriculum
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.
Curriculum organization and design
The document discusses different approaches to curriculum organization and design. It describes subject-centered, activity/experience-based, and core curriculum designs. Subject-centered design organizes curriculum into distinct subjects. Activity/experience-based design determines curriculum based on learner needs and interests, emphasizing learning by doing. Core curriculum identifies common learnings all students should acquire. The document also discusses principles, models, importance, and steps of curriculum design to effectively organize educational experiences and content.
Historical Foundations of Curriculum in the Philippines
This document provides a historical overview of the development of education in the Philippines from pre-Spanish times to the present. It describes the main educational developments that occurred during each major period of Philippine history, including pre-Spanish, Spanish colonial, American colonial, Japanese occupation, and post-WWII eras. Key events and reforms are outlined, along with the educational philosophies, curriculum, and institutions that emerged during each period. The implementation of the recent K-12 basic education program is also summarized.
Revised basic education curriculum (rbec)
The government has not revised the curriculum for public elementary and high schools in over 13 and 20 years respectively, much longer than the recommended revision period of 10 years. Education officials argue a revised basic education curriculum (RBEC) is needed to better prepare students for an ever-changing world. The RBEC emphasizes competency-based learning and mastery of core subjects like Filipino, English, science, and math. It also integrates values and life skills training across subjects and adds a new "laboratory of life" area focusing on practical skills, cultural values, and civic engagement. After 7 years of implementation, the RBEC continues with modifications like a focus on student performance-based grading.
Foundations of curriculum
The document discusses different types of curriculum:
1. Recommended curriculum refers to curricula proposed by scholars and organizations.
2. Written curriculum includes documents and syllabi created by curriculum experts and teachers for implementation.
3. Taught curriculum is what is actually taught in classrooms which may differ from the written curriculum. Additional factors like available resources are considered.
Historical foundation of education
This document provides an overview of primitive education, Egyptian education, Greek education (Spartan and Athenian), and Roman education. It discusses the aims, types, content, agencies, organization, methods, financing, and contributions of each system. The document is a lecture or lesson plan on the historical foundations of education covering educational practices from earliest times through the Roman era. It analyzes how education systems evolved over time in relation to the cultures and societies that developed them.
Curriculum organization
The document discusses different types of curriculum designs including subject-centered, activity/experience-based, and core curriculum designs. It provides details on the key aspects of each design such as their organization, advantages, disadvantages, and limitations. Subject-centered designs focus on organizing curriculum around specific subjects. Activity/experience-based designs are based on students' needs, interests, and learning through experiences. Core curriculum designs focus on a set of common and essential learnings for all students.
Philosophical and Sociological Foundations of Philippine Education System_PhD...
The document provides an overview of the development of the Philippine education system from pre-colonial times through the present day K-12 program. It describes how the system was influenced by Spanish, American, and Japanese colonial rule, establishing formal schools and standardized curricula. The post-colonial system developed a trifocal structure overseen by different government agencies. The new K-12 program aims to strengthen early education, make the curriculum more relevant, and build proficiency in mother tongues and English/Filipino to better prepare students for tertiary education and compete globally.
OVERVIEW OF ANCIENT EDUCATION
Primitive education aimed to teach children the skills and cultural values needed to become productive members of their tribe. It occurred through participation in daily life and observation of adults. Education was classified into pre-puberty, focused on practical skills, and post-puberty initiation, which imparted cultural knowledge.
Ancient Chinese education was based on Confucian classics and emphasized memorization. Boys were educated at home and in schools, focusing on reading, writing, and arithmetic, while girls' education was limited to the home. Formal education culminated in competitive state examinations to earn degrees required for government positions. The examination system was abolished in 1905 to modernize education.
Curriculum Implementation
The document discusses stakeholders in curriculum implementation. It identifies learners, teachers, administrators, parents, and the community as key stakeholders. Learners are at the center of curriculum planning and implementation. Teachers play a dual role as curriculum developers and implementers. Administrators and curriculum managers are responsible for leadership, evaluation, and oversight of the curriculum. Parents support the curriculum through their involvement and financing their children's education. The community provides resources to support curriculum implementation. Technology also plays an important role in delivering curriculum by improving instruction and enabling new forms of learning.
Philosophical foundations of curriculum project week 3 final
The document discusses the philosophical foundations of curriculum. It explores how philosophy influences curriculum workers and how different philosophical orientations like idealism, realism, pragmatism, and existentialism differ in their views of knowledge and values. The document also examines whether schools can promote both equality and excellence, and considers which philosophical orientation may most influence the future of curriculum and which appears most contrary to mainstream education.
Curriculum Essentials
This document discusses curriculum in schools. It defines curriculum as the lessons and academic content taught in a school. It outlines the different levels of education (elementary, high school, technical/vocational, higher) and the types of curricula (recommended, written, taught, supported, assessed, learned, hidden). It emphasizes that the teacher plays a key role as a curricularist - knowing the curriculum, writing it, planning it, initiating new curriculum, innovating it, implementing it, and evaluating it. The teacher's influence on students and the curriculum extends far beyond the classroom.
Curriculum Concepts, Nature and Purposes
The document discusses various perspectives on curriculum from traditional and progressive views. It outlines Robert Hutchins, Arthur Bestor, and Joseph Schwab's traditional essentialist perspectives that curriculum should emphasize fundamental disciplines like grammar, literature, mathematics and focus on intellectual training. Progressive views defined curriculum as total learning experiences or experiences planned by teachers. It also describes Ralph Tyler and Hilda Taba's curriculum models and lists the 10 types of curriculum. Finally, it discusses philosophical, psychological and social influences on perspectives of curriculum thinkers like Franklin Bobbitt, Werret Charters, Harold Rugg, William Kilpatrick, Hollis Caswell and Ralph Tyler.
roman educational system
The Roman educational system developed in two periods and was heavily influenced by Greek culture. Early Roman education involved apprenticeship training led by parents to teach civic and religious duties. As Rome conquered Greece, Greek ideas spread their influence, including the introduction of Greek schools and literature being taught in Latin. The educational system became more formalized with elementary schools teaching basics, grammar schools focusing on language and rhetoric, and rhetorical schools preparing students for public service. Roman emperors supported education through investments and policies.
Human environmental factors affecting motivation
Teachers, classmates, and parents make up the key human environmental factors that can influence a student's motivation. Effective teachers display caring, fairness, positive social interactions, enthusiasm for teaching and learning, positive attitudes, and reflective practices. Classmates can either boost motivation through a sense of belonging, or hurt it through bullying. Supportive parents follow their child's progress, help with schoolwork, communicate with teachers, and foster social connections.
Curriculum development in the philippines
The document discusses the development of curriculum in the Philippines under different periods of history. During colonial rule, the curriculum served colonial goals and objectives. After independence, reforms were made including introducing the vernacular as the medium of instruction in primary schools and emphasizing a community school concept. Curriculum continued to be revised to meet the needs of the times and include more Philippine-oriented materials, vocational education, and use of new instructional technologies.
PHILOSOPHICAL FOUNDATIONS OF CURRICULUM
This document outlines several philosophical foundations of curriculum: Naturalism aims to realize students' natural goodness through nature-aligned teaching. Idealism develops the mind through intellectual/moral focus. Realism prepares students for life's actual duties. Pragmatism develops students holistically through experience. Perennialism cultivates intellect. Essentialism promotes individual intellectual growth in subject areas. Progressivism promotes democratic living through active, social learning. Reconstructivism uses education to improve and change society.
Curriculum development
The information content of this slide was taken from the book of Bilbao, Purita,. et.al, (2008) Curriculum Development,. LORIMAR Publishing Company. And I am very thankful to have further knowledge because of her book.
Philippine Curriculum and Instruction
The document discusses the historical foundations and major concepts of curriculum, including its definitions, purposes, nature and development from different viewpoints. It also examines the philosophical, psychological and social foundations that influence curriculum design. Furthermore, the document outlines the typical components of curriculum, such as objectives, content, learning experiences and evaluation approaches.
Historical Foundation of Modern Times Education
It was believed that Historical foundation of Modern Times Education started between 1300 to 1700 years. Everything in this presentation was a gathered information from different references that helps me accomplished my report.
Curriculum Design
This document discusses curriculum design and its key dimensions. It begins by defining curriculum design and identifying its main components as objectives, content, learning experiences, and evaluation. It then discusses key design dimensions such as scope, sequence, continuity, integration, articulation, and balance. Finally, it outlines three basic curriculum designs: subject-centered designs, learner-centered designs, and problem-centered designs.
Republic Act 8980
R.A. 8980 establishes a national early childhood care and development (ECCD) system to promote the holistic development of children ages 0-6. It defines ECCD as a range of health, nutrition, education and social services. The law aims to improve child survival, development, and transition to primary school through integrated interventions. It also seeks to enhance caregiver capabilities and establish quality standards for ECCD programs.
Legal foundation of education
This document discusses the legal foundations of education in the Philippines. It outlines key pieces of legislation that provide the framework, including the 1987 Constitution, the Educational Act of 1982 (Batas Pambansa Bilang 232), and the Educational Act of 1994 (Public Act No. 7722). It also summarizes some of the rights and responsibilities of students, teachers, and other stakeholders as defined by these laws. Additionally, it examines common administrative penalties for student offenses as well as the requirements for imposing disciplinary sanctions, such as having clear rules and observing due process.
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
Historical foundation of philippine education
Hello teachers! Sorry for the inconvenience that I brought to you.
I've made up my mind, I finally decided to make it downloadable so that it would be easier for you to access.
Hope this will help you somehow.
Thank you and God bless! :)
Curriculum development
The document discusses different views of curriculum. Traditionally, curriculum was viewed as a list of subjects to be taught in school. However, it can also refer more broadly to all learning experiences, both in and out of school. The document outlines perspectives from several influential educators, including Robert Hutchins who saw curriculum as focusing on core subjects like grammar, rhetoric and mathematics. It also discusses progressive views of curriculum, for example from John Dewey, who believed curriculum should incorporate reflective thinking and real-world application of ideas. Overall, the document presents both traditional and progressive views of what curriculum encompasses.
Concept, nature and purposes of curriculum
The document discusses different perspectives on curriculum development. It describes curriculum as both a listing of subjects taught in school as well as the total learning experiences of individuals. Traditional views saw curriculum as subjects prepared by teachers, while progressive views defined it more broadly as all experiences guided by teachers. Curriculum is influenced by thoughts from different eras and encompasses both academic content and intended learning outcomes.
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Historical foundation of education
This document provides an overview of primitive education, Egyptian education, Greek education (Spartan and Athenian), and Roman education. It discusses the aims, types, content, agencies, organization, methods, financing, and contributions of each system. The document is a lecture or lesson plan on the historical foundations of education covering educational practices from earliest times through the Roman era. It analyzes how education systems evolved over time in relation to the cultures and societies that developed them.
Curriculum organization
The document discusses different types of curriculum designs including subject-centered, activity/experience-based, and core curriculum designs. It provides details on the key aspects of each design such as their organization, advantages, disadvantages, and limitations. Subject-centered designs focus on organizing curriculum around specific subjects. Activity/experience-based designs are based on students' needs, interests, and learning through experiences. Core curriculum designs focus on a set of common and essential learnings for all students.
Philosophical and Sociological Foundations of Philippine Education System_PhD...
The document provides an overview of the development of the Philippine education system from pre-colonial times through the present day K-12 program. It describes how the system was influenced by Spanish, American, and Japanese colonial rule, establishing formal schools and standardized curricula. The post-colonial system developed a trifocal structure overseen by different government agencies. The new K-12 program aims to strengthen early education, make the curriculum more relevant, and build proficiency in mother tongues and English/Filipino to better prepare students for tertiary education and compete globally.
OVERVIEW OF ANCIENT EDUCATION
Primitive education aimed to teach children the skills and cultural values needed to become productive members of their tribe. It occurred through participation in daily life and observation of adults. Education was classified into pre-puberty, focused on practical skills, and post-puberty initiation, which imparted cultural knowledge.
Ancient Chinese education was based on Confucian classics and emphasized memorization. Boys were educated at home and in schools, focusing on reading, writing, and arithmetic, while girls' education was limited to the home. Formal education culminated in competitive state examinations to earn degrees required for government positions. The examination system was abolished in 1905 to modernize education.
Curriculum Implementation
The document discusses stakeholders in curriculum implementation. It identifies learners, teachers, administrators, parents, and the community as key stakeholders. Learners are at the center of curriculum planning and implementation. Teachers play a dual role as curriculum developers and implementers. Administrators and curriculum managers are responsible for leadership, evaluation, and oversight of the curriculum. Parents support the curriculum through their involvement and financing their children's education. The community provides resources to support curriculum implementation. Technology also plays an important role in delivering curriculum by improving instruction and enabling new forms of learning.
Philosophical foundations of curriculum project week 3 final
The document discusses the philosophical foundations of curriculum. It explores how philosophy influences curriculum workers and how different philosophical orientations like idealism, realism, pragmatism, and existentialism differ in their views of knowledge and values. The document also examines whether schools can promote both equality and excellence, and considers which philosophical orientation may most influence the future of curriculum and which appears most contrary to mainstream education.
Curriculum Essentials
This document discusses curriculum in schools. It defines curriculum as the lessons and academic content taught in a school. It outlines the different levels of education (elementary, high school, technical/vocational, higher) and the types of curricula (recommended, written, taught, supported, assessed, learned, hidden). It emphasizes that the teacher plays a key role as a curricularist - knowing the curriculum, writing it, planning it, initiating new curriculum, innovating it, implementing it, and evaluating it. The teacher's influence on students and the curriculum extends far beyond the classroom.
Curriculum Concepts, Nature and Purposes
The document discusses various perspectives on curriculum from traditional and progressive views. It outlines Robert Hutchins, Arthur Bestor, and Joseph Schwab's traditional essentialist perspectives that curriculum should emphasize fundamental disciplines like grammar, literature, mathematics and focus on intellectual training. Progressive views defined curriculum as total learning experiences or experiences planned by teachers. It also describes Ralph Tyler and Hilda Taba's curriculum models and lists the 10 types of curriculum. Finally, it discusses philosophical, psychological and social influences on perspectives of curriculum thinkers like Franklin Bobbitt, Werret Charters, Harold Rugg, William Kilpatrick, Hollis Caswell and Ralph Tyler.
roman educational system
The Roman educational system developed in two periods and was heavily influenced by Greek culture. Early Roman education involved apprenticeship training led by parents to teach civic and religious duties. As Rome conquered Greece, Greek ideas spread their influence, including the introduction of Greek schools and literature being taught in Latin. The educational system became more formalized with elementary schools teaching basics, grammar schools focusing on language and rhetoric, and rhetorical schools preparing students for public service. Roman emperors supported education through investments and policies.
Human environmental factors affecting motivation
Teachers, classmates, and parents make up the key human environmental factors that can influence a student's motivation. Effective teachers display caring, fairness, positive social interactions, enthusiasm for teaching and learning, positive attitudes, and reflective practices. Classmates can either boost motivation through a sense of belonging, or hurt it through bullying. Supportive parents follow their child's progress, help with schoolwork, communicate with teachers, and foster social connections.
Curriculum development in the philippines
The document discusses the development of curriculum in the Philippines under different periods of history. During colonial rule, the curriculum served colonial goals and objectives. After independence, reforms were made including introducing the vernacular as the medium of instruction in primary schools and emphasizing a community school concept. Curriculum continued to be revised to meet the needs of the times and include more Philippine-oriented materials, vocational education, and use of new instructional technologies.
PHILOSOPHICAL FOUNDATIONS OF CURRICULUM
This document outlines several philosophical foundations of curriculum: Naturalism aims to realize students' natural goodness through nature-aligned teaching. Idealism develops the mind through intellectual/moral focus. Realism prepares students for life's actual duties. Pragmatism develops students holistically through experience. Perennialism cultivates intellect. Essentialism promotes individual intellectual growth in subject areas. Progressivism promotes democratic living through active, social learning. Reconstructivism uses education to improve and change society.
Curriculum development
The information content of this slide was taken from the book of Bilbao, Purita,. et.al, (2008) Curriculum Development,. LORIMAR Publishing Company. And I am very thankful to have further knowledge because of her book.
Philippine Curriculum and Instruction
The document discusses the historical foundations and major concepts of curriculum, including its definitions, purposes, nature and development from different viewpoints. It also examines the philosophical, psychological and social foundations that influence curriculum design. Furthermore, the document outlines the typical components of curriculum, such as objectives, content, learning experiences and evaluation approaches.
Historical Foundation of Modern Times Education
It was believed that Historical foundation of Modern Times Education started between 1300 to 1700 years. Everything in this presentation was a gathered information from different references that helps me accomplished my report.
Curriculum Design
This document discusses curriculum design and its key dimensions. It begins by defining curriculum design and identifying its main components as objectives, content, learning experiences, and evaluation. It then discusses key design dimensions such as scope, sequence, continuity, integration, articulation, and balance. Finally, it outlines three basic curriculum designs: subject-centered designs, learner-centered designs, and problem-centered designs.
Republic Act 8980
R.A. 8980 establishes a national early childhood care and development (ECCD) system to promote the holistic development of children ages 0-6. It defines ECCD as a range of health, nutrition, education and social services. The law aims to improve child survival, development, and transition to primary school through integrated interventions. It also seeks to enhance caregiver capabilities and establish quality standards for ECCD programs.
Legal foundation of education
This document discusses the legal foundations of education in the Philippines. It outlines key pieces of legislation that provide the framework, including the 1987 Constitution, the Educational Act of 1982 (Batas Pambansa Bilang 232), and the Educational Act of 1994 (Public Act No. 7722). It also summarizes some of the rights and responsibilities of students, teachers, and other stakeholders as defined by these laws. Additionally, it examines common administrative penalties for student offenses as well as the requirements for imposing disciplinary sanctions, such as having clear rules and observing due process.
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
Historical foundation of philippine education
Hello teachers! Sorry for the inconvenience that I brought to you.
I've made up my mind, I finally decided to make it downloadable so that it would be easier for you to access.
Hope this will help you somehow.
Thank you and God bless! :)
What's hot (20)
Philosophical and Sociological Foundations of Philippine Education System_PhD...
Philosophical and Sociological Foundations of Philippine Education System_PhD...
Philosophical foundations of curriculum project week 3 final
Philosophical foundations of curriculum project week 3 final
Similar to Views about Curriculum
Curriculum development
The document discusses different views of curriculum. Traditionally, curriculum was viewed as a list of subjects to be taught in school. However, it can also refer more broadly to all learning experiences, both in and out of school. The document outlines perspectives from several influential educators, including Robert Hutchins who saw curriculum as focusing on core subjects like grammar, rhetoric and mathematics. It also discusses progressive views of curriculum, for example from John Dewey, who believed curriculum should incorporate reflective thinking and real-world application of ideas. Overall, the document presents both traditional and progressive views of what curriculum encompasses.
Concept, nature and purposes of curriculum
The document discusses different perspectives on curriculum development. It describes curriculum as both a listing of subjects taught in school as well as the total learning experiences of individuals. Traditional views saw curriculum as subjects prepared by teachers, while progressive views defined it more broadly as all experiences guided by teachers. Curriculum is influenced by thoughts from different eras and encompasses both academic content and intended learning outcomes.
Curriculum Development
The document discusses different definitions and perspectives on curriculum. It begins by defining curriculum as the planned interaction between students and instructional content, materials, resources, and processes for evaluating educational objectives. It then provides definitions from various sources that describe curriculum as the total learning experience in school, the content and sequencing of courses, and the program provided by a classroom or school. The document also discusses the etymology of the word curriculum and different traditional and progressive points of view on how curriculum should be defined and designed.
Concepts, nature and purposes of curriculum
The document discusses different concepts and perspectives of curriculum. It defines curriculum from both traditional and progressive views as either a body of subjects prepared by teachers or the total learning experiences of individuals. It also outlines models of curriculum development, different types of curriculum, philosophical foundations in educational philosophies, historical foundations from theorists, and psychological foundations from behaviorism, cognitivism and humanism. Finally, it notes that curriculum is shaped by societal culture and helps students understand social changes.
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The document defines curriculum in several ways and discusses its history and key elements. It provides definitions from various perspectives, such as curriculum being all planned learning, the totality of a student's experiences, or a set of subjects. The history of curriculum development in the US is reviewed from colonial times through the 20th century. Basic elements of curriculum are outlined as having components like subject matter, instructional plans, goals and objectives.
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This document discusses syllabus design for teaching literature courses. It begins by noting the differences between English literature and English teaching fields, and how they can inform each other. Specifically, it argues literature teaching can benefit from applying theories and methods from English teaching, like syllabus design.
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Curriculum Development
The document discusses different types of curriculum:
1. Recommended curriculum refers to proposals from experts on what should be taught.
2. Written curriculum appears in official documents outlining standards and guidelines for schools.
3. Taught curriculum is what teachers actually deliver in classrooms based on student needs.
4. Supported curriculum includes resources like textbooks that help implement the curriculum.
5. Assessed curriculum evaluates student progress through tests.
6. Learned curriculum is what students actually learn based on assessment results.
7. Hidden curriculum includes unintended influences on students from the school environment.
Curr development; Concepts, nature and purpose
The document discusses different perspectives on curriculum including traditional, progressive, and types of curriculum operating in schools. It also covers major foundations of curriculum such as philosophical, historical, psychological, and social foundations. Specifically, it provides examples of prominent curriculum theorists that viewed curriculum from historical perspectives like Bobbitt, Charters, and Kilpatrick. It also describes three groups of learning theories from a psychological perspective: behaviorist, cognitive, and humanistic psychology. Lastly, it notes that societal culture shapes schools and curricula, and curricula should address diversity, knowledge growth, reforms, and education for all to remain relevant.
Curriculum Development and Instruction
The document discusses various definitions and perspectives on curriculum. It begins by defining curriculum as the planned interaction of students with instructional content, materials, resources, and processes for evaluating educational objectives. It then discusses curriculum from both traditional and progressive viewpoints. Traditionally, curriculum referred to a body of subjects or disciplines, while progressivists viewed it as a student's total learning experiences. The document also covers the history and design of curriculum, as well as different approaches like core curriculums and distribution requirements.
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This document summarizes an analysis of the New Treetops 2 textbook for teaching English to primary school students. Key points from the analysis include:
- The textbook provides a generally balanced development of listening, speaking, reading, and writing skills, though there is a focus on listening activities.
- The grammatical, lexical, and communicative progression is suitable for the target age group of 7-8 year olds.
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The document discusses different models for curriculum design:
1. Horizontally organized curriculum moves between related subject areas, while vertically organized curriculum sequences topics from general to specific.
2. Subject-centered design focuses on individual subject content and is common in textbooks and schools that divide time between subjects like math, science, etc. This can compartmentalize learning.
3. Discipline design centers on how specific academic fields approach their content, preparing students for college-level study in disciplines like science, history, etc.
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This document discusses the key features and criteria for a good social science textbook. It states that a textbook should help achieve the objectives of teaching social science by facilitating understanding of human behavior and social phenomena. It should be child-centered, use clear and simple language, contain illustrations and examples, promote independent learning, and develop critical thinking skills. A good textbook also provides a common foundation of knowledge, ensures uniformity of standards, and helps teachers and students. It concludes by emphasizing the importance of textbooks being frequently updated, promoting international understanding, and catering to diverse learning needs.
Output No. 2 Nature of the CURRICULUM.pdf
The document provides an overview of definitions and perspectives on the concept of curriculum from various scholars. It discusses curriculum in its early Latin origins referring to "to run a course". Multiple definitions are presented that view curriculum as everything planned by the school including subjects, content, objectives, and extra-curricular activities. Traditional views see curriculum as disciplines and knowledge to be acquired while progressive views emphasize experiences and applying reflective thinking. Overall, the document aims to describe the diverse ways curriculum has been defined.
Curriculum As A Subject Matter
The document discusses different perspectives and models of curriculum. It begins by defining curriculum as a plan for learning that organizes teacher-student interactions and content. It then outlines traditional and progressive views of curriculum. Traditional views see curriculum as a body of subjects prepared by teachers, while progressives emphasize learner needs and experiences.
The document also describes three curriculum design models: subject-centered focuses on content divided into subjects; learner-centered considers student interests; and problem-centered integrates related content across subjects. Finally, it notes the Philippines uses a subject-centered structure in schools and discusses strengths and weaknesses of different approaches.
Curriculum in general
The document defines curriculum in several ways:
- As the content standards, objectives, and skills taught to students across subjects and grade levels.
- As everything taught in school, including subjects, sequences of courses, and performance objectives.
- More broadly, as all planned learning experiences under the guidance of the school, including both formal and informal lessons.
The history of defining curriculum is explored, from traditional views focusing on academic disciplines, to progressive views emphasizing student experiences. Different eras of curriculum development in America are also summarized, from colonial times to the 20th century reforms.
Introduction-to-Curriculum-Development.ppt
This document discusses the foundations of curriculum from philosophical, historical, psychological, and social perspectives. It provides definitions and viewpoints on curriculum from different scholars and eras. Some key points include:
- Curriculum has philosophical foundations in educational philosophies like perennialism, progressivism, essentialism, and reconstructionism.
- Historically, curriculum has evolved due to changes in purposes, principles and content influenced by educational trends.
- Psychologically, curriculum is informed by behavioral, cognitive, and humanistic theories of learning and child development.
- Socially, curriculum reflects and is shaped by the needs and culture of the society it serves.
CURRICULUM DEVELOPMENT for thursday class (1).pptx
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.
Curriculum development
The document discusses the concepts, nature, and purposes of curriculum development in professional education. It provides definitions of curriculum from various perspectives over time. Curriculum encompasses the total learning experience of individuals both in school and society. Major foundations of curriculum development include philosophical, historical, psychological, and social influences. Philosophies like perennialism, essentialism, progressivism, and reconstructivism provide frameworks for curriculum planning. Historical influences include theories from Franklin Bobbitt, Werett Characters, William Kilpatrick, Harold Rugg, Hollis Caswell, and Ralph Tyler. Psychological foundations draw from behaviorist theories like conditioning as well as cognitive theories involving stages of development, social constructivism, and multiple intelligences.
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Views about Curriculum
- 1. VIEWS Educ 37 Dana Sue U. Rojo 1st Sem, SY 2014-2015
- 2. TRADITIONAL Early 20th century CURRICULUM – a body of subjects or subject matter prepared by the teachers for the students to learn. = course of study or syllabus
- 3. Robert Hutchins “permanent studies” EMPHASIS: 1. Grammar, reading, rhetoric, logic and math (BASIC ED – 3Rs); 2. Liberal Education
- 4. Arthur Bestor - an essentialist Believes that the mission of schools should be cognitive (intellectual) training Focus: grammar, literature, writing, math, science, history and FL
- 5. Joseph Schwab Believes that “discipline is the sole source of curriculum”. Curriculum should consist only of knowledge which comes from disciplines. In Phil education, curriculum is divided into chunks of knowledge which we
- 6. For Basic Ed as SUBJECT AREAS (Eng, Science, Soc Studies, Math, etc.) For College, discipline includes HUMANITIES, SCIENCES, LANGUAGES, etc.
- 7. PROGRESSIVE Not a listing of subjects, nor a course of study, nor a list of courses BUT can only be called a CURRICULUM if the written materials are ACTUALIZED by the learner.
- 8. Curriculum The total learning experiences of the individual
- 9. JOHN DEWEY believes that reflective thinking is a means that unifies curricular elements. Thought is not derived from action but tested by application.
- 10. Caswell & Campbell Curriculum – all experiences children have under the guidance of teachers
- 11. Smith, Stanley & Shores Curriculum – as a sequence of potential experiences set up in the schools for the purpose of disciplining children and youth in group ways of thinking and acting.
- 12. Marsh & Willis Curriculum- all the experiences in the classroom which are planned and enacted by the teacher, and also learned by the students.
- 13. ACTIVITY 2 Persons Interviewed What is Curriculum To You? Elem Grade Teacher School Principal College Teacher Student Teacher Non-Educ College Student
Editor's Notes
- The views of curriculum vary.