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M1. lesson 1. concepts, nature & purposes of curriculum

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CTP-HS5 CURRICULUM PLANNING & DEVELOPMENT Prof. Gail S. Montero 2 nd Semester, AY 2012-2013
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Page 1: M1. lesson 1.  concepts, nature & purposes of curriculum

CTP-HS5 CURRICULUM PLANNING & DEVELOPMENTProf. Gail S. Montero

2nd Semester, AY 2012-2013

Page 2: M1. lesson 1.  concepts, nature & purposes of curriculum

COURSE CONTENT

MODULE 1: CURRICULUM CONCEPTS, NATURE &

PURPOSES Lesson 1: Concepts, Nature & Purposes of CurriculumLesson 2: Components of Curriculum & Curricular ApproachesLesson 3: Concepts, Nature & Purposes of Curriculum

Add-in: The 8 M’s of Teaching & Learning p. 84, CDS by Jesus C. Palma

Page 3: M1. lesson 1.  concepts, nature & purposes of curriculum

MODULE 1: CURRICULUM: Concepts, Nature and PurposesPROF ED 4: CURRICULUM PLANNING & DEVELOPMENT

Prof. Gail S. MonteroUniversity of Makati

Page 4: M1. lesson 1.  concepts, nature & purposes of curriculum

If you are to capture scenarios, experiences, situations, faces, places and eventually come up with a PICTURE GALLERY which you want to attract people…what would you include?

Page 5: M1. lesson 1.  concepts, nature & purposes of curriculum

Lesson 1: Concepts, Nature & Purposes of Curriculum Take-Off

CONCEPT OF CURRICULUM

in its narrow sense: a listing of subjects to be taught in school

in a broader sense: it refers to the total learning experiences of individuals; not only in schools but in society as well.

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Lesson 1: Concepts, Nature & Purposes of Curriculum Focus

CURRICULUM FROM DIFFERENT POINTS OF VIEW

1. Traditional Points of View of Curriculum20th Century: “Curriculum is a body of subjects/subject matter prepared by the teachers for the students to learn”; was synonymous to “course of study” & “syllabus”

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Lesson 1: Concepts, Nature & Purposes of Curriculum Focus CURRICULUM FROM DIFFERENT POINTS OF VIEW

1. Traditional Points of View of Curriculum Robert M. Hutchins:

permanent studies/emphasis of the 3Rs Arthur Bestor:

intellectual training should be the mission of the school

Joseph Schwab:Discipline is the sole source of curriculum

Page 8: M1. lesson 1.  concepts, nature & purposes of curriculum

Lesson 1: Concepts, Nature & Purposes of Curriculum Focus CURRICULUM FROM DIFFERENT POINTS OF VIEW

1. Traditional Points of View of Curriculum

PhenixCurriculum should consist entirely of knowledge which comes from various disciplines.

Note: most of the TRADITIONAL ideas view curriculum as WRITTEN DOCUMENTS/PLAN of ACTION in accomplishing goals.

Page 9: M1. lesson 1.  concepts, nature & purposes of curriculum

Lesson 1: Concepts, Nature & Purposes of Curriculum Focus CURRICULUM FROM DIFFERENT POINTS OF VIEW

2. Progressive Points of View of Curriculum John Dewey

Reflective thinking is a means that unifies curricular element; thought is not derived from action but tested by application.

Caswell & Campbell“All experiences children have under the guidance of teachers.”

Page 10: M1. lesson 1.  concepts, nature & purposes of curriculum

Lesson 1: Concepts, Nature & Purposes of Curriculum Focus CURRICULUM FROM DIFFERENT POINTS OF VIEW

2. Progressive Points of View of Curriculum Smith, Stanley & Shores

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

Marsh & WillisAll the experiences in the classroom which are planned and enacted by the teacher, and also learned by the students.

Page 11: M1. lesson 1.  concepts, nature & purposes of curriculum

Lesson 1: Concepts, Nature & Purposes of Curriculum Focus CURRICULUM FROM DIFFERENT POINTS OF VIEW

2. Progressive Points of View of CurriculumNote:

To PROGRESSIVIST, a listing of school subjects, syllabi, course of study & list of courses or specific discipline DO NOT MAKE A CURRICULUM. It can only be called CURRICULUM if the written materials are actualized by the learner – THE TOTAL LEARNING EXPERIENCES of the individual.

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Lesson 1: Concepts, Nature & Purposes of Curriculum Focus

POINTS OF VIEW ON CURRICULUM DEVELOPMENT

Development connotes CHANGES which are

SYSTEMATIC. a CHANGE FOR THE BETTER means any

alteration, modification, or improvement of existing condition.

To produce POSITIVE CHANGES, development should be purposeful, planned & progressive.

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Lesson 1: Concepts, Nature & Purposes of Curriculum Focus POINTS OF VIEW ON CURRICULUM DEVELOPMENT

Models of Curriculum Development

=RALPH TYLER MODEL=4 Basic Principles: Tyler’s Rationale Posited Four Fundamental Principles in

examining any curriculum in schools:1. What EDUCATIONAL PURPOSES should the

school seek to attain?2. What EDUCATIONAL EXPERIENCES can be

provided that are likely to attain these purposes?

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Lesson 1: Concepts, Nature & Purposes of Curriculum Focus POINTS OF VIEW ON CURRICULUM DEVELOPMENT

4 Basic Principles: Tyler’s Rationale3. How can these educational experiences be

EFFECTIVELY ORGANIZED?4. How can we determine whether these

purposes are being attained or not?TYLER’S Model show that in curriculum development, the following considerations should be made: (1) Purposes of the School; (2) Educational Experiences related to the Purpose; (3) Organization of the experiences and (4) Evaluation of the experiences.

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Lesson 1: Concepts, Nature & Purposes of Curriculum Focus POINTS OF VIEW ON CURRICULUM DEVELOPMENT

Models of Curriculum Development

=HILDA TABA LINEAR MODEL=The 7 Major Steps:GRASSROOTS APPROACH Believed that TEACHERS WHO

TEACH/IMPLEMENT the curriculum SHOULD PARTICIPATE IN DEVELOPING it.1. Diagnosis of learners’ needs & expectation of

the larger society2. Formulation of learning objectives

Page 16: M1. lesson 1.  concepts, nature & purposes of curriculum

Lesson 1: Concepts, Nature & Purposes of Curriculum Focus POINTS OF VIEW ON CURRICULUM DEVELOPMENT

The 7 Major Steps:GRASSROOTS APPROACH3. Selection of learning content4. Organization of learning content5. Selection of learning experiences6. Organization of learning activities7. Determination of what to evaluate and the

means of doing it.

THREE INTERACTING PROCESSES in curriculum development: PLANNING, IMPLEMENTING &

EVALUATING

Page 17: M1. lesson 1.  concepts, nature & purposes of curriculum

Lesson 1: Concepts, Nature & Purposes of Curriculum Focus

TYPES OF CURRICULUM OPERATING IN SCHOOLS [Allan Glatthorn, 2000]

1. Recommended Curriculum proposed by scholars and professional

organizations who has stake in Education [DepEd, CHED, DOST]

2. Written Curriculum includes documents, course of study or

syllabi handed down to the schools, districts, division, departments or colleges for implementation

Page 18: M1. lesson 1.  concepts, nature & purposes of curriculum

Lesson 1: Concepts, Nature & Purposes of Curriculum Focus TYPES OF CURRICULUM OPERATING IN SCHOOLS

Pilot-tested or tried out in samples schools or population [Basic Education Curriculum]

3. Taught Curriculum composed of the different planned

activities which are put into action inside & outside the classroom in order to arrive at the objectives/purposes of the written curriculum

Varies according to the learning styles of students & the teaching styles of teachers

Page 19: M1. lesson 1.  concepts, nature & purposes of curriculum

Lesson 1: Concepts, Nature & Purposes of Curriculum Focus TYPES OF CURRICULUM OPERATING IN SCHOOLS

4. Supported Curriculum includes material resources [such as

textbooks, computers, audio-visual materials, laboratory equipments, playgrounds, zoos & other facilities] other than the teacher, in order to have a successful teaching to enable each learner to achieve lifelong learning

5. Assessed Curriculum refers to the series of evaluations done

by the teachers to determine the extent of teaching & students’ progress

Page 20: M1. lesson 1.  concepts, nature & purposes of curriculum

Lesson 1: Concepts, Nature & Purposes of Curriculum Focus TYPES OF CURRICULUM OPERATING IN SCHOOLS

6. Learned Curriculum refers to the learning outcomes achieved

by the students and indicated by the results of the tests & changes in behavior which can either be cognitive, affective or psychomotor

7. Hidden Curriculum the unintended curriculum which is not

deliberately planned but may modify behavior or influence learning outcomes [factors such as: peer influence, teacher’s mood, school environment

Page 21: M1. lesson 1.  concepts, nature & purposes of curriculum

Lesson 1: Concepts, Nature & Purposes of Curriculum Focus

MAJOR FOUNDATIONS OF CURRICULUM [COMMONLY ACCEPTED FOUNDATIONS: (1) Philosophical, (2) Historical, (3) Psychological & (4) Social ]

1. Philosophical Foundations of Curriculum provides educators, teachers, curriculum

makers with FRAMEWORK for planning, implementing & evaluating curriculum

PHILOSOPHY in decision-making provides the STARTING POINT: what the school is for, how students should learn, what methods to use, etc.

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Lesson 1: Concepts, Nature & Purposes of Curriculum Focus MAJOR FOUNDATIONS OF CURRICULUM1. Philosophical Foundations of CurriculumPHILOSOPHIES: PERENNIALISM ESSENTIALISM PROGRESSIVIS

MRECONSTRUC-

TIONISMAim of Education

• Educate the rational person• cultivate the intellect

• promote intellectual growth• educate a competent person

• promote democratic & social living

• improve & reconstruct society• Education for change

Role of Education

• Teachers help students think w/ reason

• teacher is the sole authority in her subject area

• knowledge leads to growth & development of life-long learning

• teachers act as agents of change & reform in various educational projects including research

Page 23: M1. lesson 1.  concepts, nature & purposes of curriculum

Lesson 1: Concepts, Nature & Purposes of Curriculum Focus MAJOR FOUNDATIONS OF CURRICULUM1. Philosophical Foundations of CurriculumPHILOSOPHIES: PERENNIALISM ESSENTIALISM PROGRESSIVIS

MRECONSTRUC-

TIONISMFocus in the Curriculum

• Classical subjects, literary analysis• curriculum is constant

• essentials skills of the 3 R’s, English, Science, Math, History

• subjects are interdisciplinary, integrative & interactive• Students’ interest, human problems & affairs

• present & future trends & issues of national and international interests

Curriculum Trends

• use of great books & return to liberal arts

• excellence in education & back to basics & cultural literacy

• school reforms, relevant & contextualized curriculum, humanistic education

• equality of educational opportunities • access to global education

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Lesson 1: Concepts, Nature & Purposes of Curriculum Focus MAJOR FOUNDATIONS OF CURRICULUM

2. Historical Foundations of Curriculum shows different changes in the purposes,

principles & content of the Curriculum different changes are influenced by

educational philosophy, psychology & pedagogical theories.

Implies that curriculum is ever changing, putting in knowledge & content from many fields of disciplines.

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Lesson 1: Concepts, Nature & Purposes of Curriculum Focus MAJOR FOUNDATIONS OF CURRICULUM2. Historical Foundations of Curriculum

FRANKLIN BOBBIT

WERRET CHARTERS

WILLIAM KILPATRICK

HAROLD RUGG

HOLLIS CASWELL

RALPH TYLER

• 1876-1956• curriculum is a science that emphasizes student’s needs & prepares students for adult life•Objectives w/ corres-ponding activities should be grouped & sequenced

• 1875-1952• curriculum is a science that gives emphasis on students’ needs.• listing of objectives w/ activities ensure that the subject matter is related to obj.• subj matter & activities are planned by the teacher

• 1871-1965• Curricula are purposeful activities w/c are child-centered for child dev’t. & growth.• Teacher & students plan the activities.• Curriculum develops social relationships & small grp instructions

• 1886-1960• Curriculum is child centered & should develop the whole child•w/ objectives & activities, curriculum should produce outcomes• Social studies & teacher plans in advance

• 1901-1989• Curriculum is a set of experiences, organized around social functions of themes, organized knowledge & learners’ interest

• 1902-1994• Curriculum is a science, an extension of school’s philosophy & based on students’ needs & interest.• Emphasize on problem-solving & aims to educate GENERA-LISTS.

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Lesson 1: Concepts, Nature & Purposes of Curriculum Focus MAJOR FOUNDATIONS OF CURRICULUM

3. Psychological Foundations of Curriculum Psychology provides a basis for the

teaching & learning process. Unifies elements of the learning process

& some of the questions which can be addressed by Psychological foundations of education such as: “How should curriculum be organized to enhance learning?”;

“What is the optimum level of students’ participation in learning the various contents of the curriculum?”

Page 27: M1. lesson 1.  concepts, nature & purposes of curriculum

Lesson 1: Concepts, Nature & Purposes of Curriculum Focus MAJOR FOUNDATIONS OF CURRICULUM3. Psychological Foundations of Curriculum

BEHAVIORIST PSYCHOLOGYBehaviorism

/Association Theories

COGNITIVE PSYCHOLOGY

Cognitive-Information Processing Theories

HUMANISTIC PSYCHOLOGY

Humanistic Theories

• To Behaviorists: Edward Thorndike, Ralph Tyler, Hilda Taba, Ivan Pavlov, Skinner, Bandura, LEARNING should be organized in order that students can experience success in the process of mastering the subj. matter in a step by step manner with proper sequencing of tasks which is viewed as SIMPLISTIC & MECHANICAL

• to Cognitive Theorists: Jean Piaget, Lev Vygotsky, Howard Gardner, Felder & Silverman, Daniel Goleman, LEARNING constitutes the LOGICAL method for organizing & interpreting learning• Cognitivists focus their attention on HOW individuals process information & how they monitor & manage thinking.

• Humanists are concerned with how learners can develop their human potential. • Humanistic psychology is the third force learning theory which is built on Gestalt Psych where LEARNING CAN BE EXPLAINED in terms of wholeness of the problem and where the environment is changing & the learner is continuously reorganizing his/her perceptions.

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Lesson 1: Concepts, Nature & Purposes of Curriculum Focus MAJOR FOUNDATIONS OF CURRICULUM3. Psychological Foundations of Curriculum

BEHAVIORIST PSYCHOLOGYBehaviorism

/Association Theories

COGNITIVE PSYCHOLOGY

Cognitive-Information Processing Theories

HUMANISTIC PSYCHOLOGY

Humanistic Theories

• Robert Gagne’s Hierarchical sets of Behavior & Learning outcomes:

1. Intellectual skills/”knowing how” to categorize, use & form concepts

2. Information skills/”knowing what” , facts, dates, names

3. Learning skills4. Motor skills5. Attitudes, feelings &

emotions learned through experiences

• Learning is rooted in the tradition of subject matter and is similar to the Cognitive Development Theory of Jean Piaget• Teachers use a lot of problem & thinking skills in teaching & learning – exemplified by practices like reflective thinking, creating thinking, intuitive thinking, discovery learning, etc.

• based on Abraham Maslow’s theory of Human needs for self actualizing persons & Carl Roger’s Non-directive lives, curriculum is concerned with the PROCESS; not the products; PERSONAL NEEDS not subject matter; PSYCHOLOGICAL MEANING and ENVIRONMENTAL SITUATIONS.

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Lesson 1: Concepts, Nature & Purposes of Curriculum Focus MAJOR FOUNDATIONS OF CURRICULUM

4. Social Foundations of Curriculum Societal culture affects and shapes schools and

their curricula. In considering the SOCIAL FOUNDATION,

we must recognize that schools are only one of the many institutions that educate society.

In order for schools to be relevant, school curricula should address diversity, explosion of knowledge, school reforms, & education for all; as well as preserve the culture of society & its aspirations.

Page 30: M1. lesson 1.  concepts, nature & purposes of curriculum

Lesson 1: Concepts, Nature & Purposes of Curriculum Take-Action

1. Identifying the Curricula Operating in a Selected School [p.22] = 35 points

2. Curriculum from Two-Points of View: Traditional or Progressive [p.23] = 20 points

Page 31: M1. lesson 1.  concepts, nature & purposes of curriculum

Lesson 1: Concepts, Nature & Purposes of Curriculum Compare & ContrastRalph Tyler’s Hilda Taba’sDeductive Model

Administrator Approachadministration should design the curriculum and the teachers try to implement it

Tyler curriculum model is stating of the objectives.

Read more: http://wiki.answers.com/Q/What_is_the_difference_between_Ralph_Tyler_and_Hilda_Taba_theory_of_curriculum#ixzz1kTr3luy7

Inductive Model

Teacher's approachteachers are aware of the students needs hence they should be the ones to develop the curriculum

the first step in Taba curriculum model is diagnosis of needs


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