TOPIC 9: CURRICULUM AND INSTRUCTION

LECTURER’S NAME: MDM SYAMSHIDA BINTI SAMSUDIN

ED 248/1AFARAHAIDA BINTI IDRUS

SITI MASHASANAH BINTI MUNSIRSITI NURAZIRA BINTI ABDUL AZIZ

HISTORY AND PHILOSOPHY OF EDUCATION

TOPIC 9: CURRICULUM AND INSTRUCTION

LECTURER’S NAME: MDM SYAMSHIDA BINTI SAMSUDIN

ED 248/1A

FARAHAIDA BINTI IDRUSSITI MASHASANAH BINTI MUNSIR

SITI NURAZIRA BINTI ABDUL AZIZ

ARE YOU READY

??

What is Curriculum Organization?

The process of selecting curriculum elements from the subject, the current social life and the students' experience, then designing the selected curriculum elements appropriately so that they can

form the curriculum structure and type.

Highlight on the subject to be taught.

Subject material that leads to selected

achievement products / outcomes.

Subject as logical basis of

organizing

Interpreting information

Teacher trained as specialist to

the subject

Teaching material

organized by subjects

Pros

De-emphasizing

contemporary life experience

Failing to consider needs & interests of

students

Teacher is the authority

Dominates classroom discourse

Allowing little student input

Cons

Subject –Area

Approach

PerennialistApproach

Essentialist Approach

Back – to Basic

Approach

Core Approach

Subject –Area

Approach Grammar

Rhetoric

Dialectic

Arithmetic

Geometry Astronomy

Music

Secondary School

English

History

Science

Maths

Ex

pl

or

at

or

y Students may choose learning style, abilities, interests

Allow students to explore topic that stimulate their interest

Allow school to diversify its students

Dance, technology, creative writing, drama

Perennialist Essentialist

Cultivation of intellect

Perennialist

Remain valid until now. Deal

with fundamental that relevant

throughout time

Geography

English Foreign Language

History

Sciences Maths

Back to Basic

Emphasis on reading, writing and mathematics

Maintain minimum standard by implement Minimum Competency Test (MCT)

To demonstrate mastery of minimum skills needed to graduate from high school

Study of social personal issues/theme that cut cross subjects.

Students experience a common body of required

subjects.

De-emphasize elective

&

solid subjects is required

Core Approach

Student-CenteredCurricula

Based on students’ interests and needs.

Concerned on how the student develops their ability to gain

new knowledge.

Jean Rousseau

Rooted by philosophy of

Jean Rousseau.

Promoted self-expression

during childhood.

Importance of allowing the children to

shape their own life.

Built up creativity among

children.

Freedom to make a choice or

decision as a process of

growth.

Students would be motivated naturally

Learning session would

be fun and more

successful

Interests and needs

associated with

curriculum

Influence of Progressivism

John Dewey

John Dewey

• Introduce a curriculum that balanced subject matter with student interests & needs.

John Dewey

• Focused on needed to balance while designing a curriculum that would prepare children for modern, democratic world.

Activity-CenteredApproach

Relevant Curriculum

Humanistic Approach

Alternative / Free School

Values-CenteredCurricula

William Kilpatrick

ACTIVITY APPROACH

* Teacher could not participate the student interests & needs, which made any pre-planned curriculum possible.

* Design activities: Group games, dramatizations, story projects, field trips, social enterprise & interest centers.

* Student actively participate & involved problem solving.

* Highlight on strong bonding relationship among school communities and socialization.

CONSTRUCTIVISM (Constructivist Learning Theory)

Students actively (mentally & physically) interact with knowledge

and each other.

To create new environment & new knowledge to themselves.

TRADISIONAL SCHOOL

CURRICULUM

Failed to adapt to the social change. Emphasize skills and knowledge that not relevant

to modern democratic society

RELEVANT CURRICULUM

Revise existing courses &

construct new courses

Provide educational alternatives

(Electives / open classrooms)

Individualize instruction by using teaching method as

independent inquiry & special

projects

Extend curriculum beyond the school’s

wall

Highlight on affective outcomes

Identify attitudes & emotions

Cognitive outcomes

HUMANISTIC APPROACH

Humanistic approach

Meaningful relationship

between student & teacher

Student independence

Self-Direction

Greater acceptance

of self & others

Help students cope with

psychological needs

Develop positive

classroom environment

Foster positive

self-esteem

Facilitate understanding

among students

Make more effective learning possible

Roles of teacher

Alternative / Free Schools

Student freedom, noisy classroom, unstructured learning environment, students free to explore their interests.

Radical & anti-establishment.

Alt

erna

tive

/ Fr

ee S

choo

l

Stress on conformity –create to fit

with the students and identify their

needs.

Alt

erna

tive

/ Fr

ee S

choo

l

Focus on greater

collaboration among staff members & staff and students.

Alt

erna

tive

/ Fr

ee S

choo

l

Provide more flexible

approach in learning

Values – Centered Curriculum

Character Education

Stress on moral & ethical development.

Develop active community who act in ethical ways.

Encourage positive virtues.

Implementation of Positive Virtue in School

Posting names of

students who display good character on

board

Cultivate lesson about

who have showed

respect for others

Critic’s concern

Develop indoctrination

at school

Encourage students to perform for

rewards

Ineffective and divert time from academic mission

REFERENCES

Vocke, D. E. (2008). Curriculum and Instruction. In D. U.

Allan C. Ornstein, Foundations of Education (pg. 407-420).

Wadsworth: Cengage Learning.