THE TEACHER AND THE SCHOOL CURRICULUM 1

Angel Borres · 94問 · 9ヶ月前

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THIS ARE THE TWO DEFINITIONS OF CURRICULUM

TRADITIONAL, PROGRESSIVE

IT IS A SET OF COURSES CONSTITUTING AN AREA OF SPECIALIZATION.

TRADITIONAL

IT IS AN IDENTIFICATION OF PROPER GOALS OR THE LEARNING OBJEVTIVES. MISSION, VISSION, AND GOALS OF THE SCHOOL

TRADITIONAL

CAN BE CONSIDERED AS A SYSTEM OF DEALING WITH PEOPLE AND THE PROCESS. THE COLLABORATION AND INTERACTION INSIDE THE SCHOOL

TRADITIONAL

IT IS A MEANS OF ATTAINING THE AIMS OR THE PHILOSOPHY OF THE SCHOOL

TRADITIONAL

PLANNED LEARNING EXPERIENCES

TRADITIONAL

LIST OF SUBJECTS OR COURSES

TRADITIONAL

ORDINARY

TRADITIONAL

LIMITED

TRADITIONAL

SUM TOTAL OF ALL THE LEARNING EXPERIENCES INSIDE AND OUTSIDE THE SCHOOL

PROGRESSIVE

ENTIRE RANGE OF EXPERIENCES, UNDIRECTED AND DIRECTED, CONCERNED WITH THE UNFOLDING OF THE INDIVIDUAL’S ABILITIES

PROGRESSIVE

SET OF LEARNING AND EXPERIENCES FOR STUDENTS PLANNED BY THE SCHOOL TO ATTAIN THE AIMS OF EDUCATION

PROGRESSIVE

SUM TOTAL OF ALL THE LEARNING EXPERIENCES

PROGRESSIVE

ENRICHED

PROGRESSIVE

BROAD

PROGRESSIVE

INCLUDES EVERYTHING INSIDE AND OUTSIDE THE SCHOOL

PROGRESSIVE

THE TYPES OF CURRICULUM

RECOMMENDED, WRITTEN, TAUGHT/ IMPLEMENTED, SUPPORTED, ASSESSED, LEARNED, HIDDEN/ IMPLICIT

THESE ARE RECOMMENDATIONS IN THE FORM OF MEMORANDA OR POLICY, STANDARDS, AND GUIDELINES THAT CAME FORM GOVERNMENT AGENCIES SUCH AS TESDA, CHED, UNESCO, DEPED, PAFTE, AND ETC.

RECOMMENDED

INCLUDES DOCUMENTS BASED ON THE RECOMMENDED CURRICULUM. EXAMPLE LESSON PLAN AND CURRICULUM GUIDES IN THEIR IMPLEMENTATION OF CURRICULUM

WRITTEN

THE TEACHER AND THE LEARNERS WILL PUT LIFE TO THE WRITTEN CURRICULUM, SKILLS OF THE TEACHER, INSTRUCTIONAL MATERIALS AND FACILITIES ARE NECESSARY.

TAUGHT/ IMPLEMENTED

These are support materials that the teacher needs like print materials and non print materials (learning materials). These are all the materials that helps the teaching and learning process.

SUPPORTED

Is the curriculum that id evaluated after it has been taught. Evaluate the extent of teaching

ASSESSED

These are measured by tools in assessment, which can indicate the cognitive, affective and psychomotor outcomes. Students learned knowledge, values, and skills

LEARNED

This is an indicator that the child should have if he/she is learning.

CHANGE IN BEHAVIOR

THIS IS THE UNWRITTEN CURRICULUM- PEER INFLUENCE, SCHOOL ENVIRONMENT, MEDIA, PARENTAL PRESSURES, SOCIETAL CHANGES, ETC.

HIDDEN/ IMPLICIT

This are the roles of a curricularist

INITIATOR, INNOVATOR, IMPLEMENTOR, KNOWER, WRITER, PLANNER

Implementation of a new curriculum requires the open kindness/ risk taker of the teacher and the full belief that the curriculum will enhance learning

INITIATOR

Creativity and innovations are hallmarks of an excellent teacher. Think of unique and out of the box activities.

INNOVATOR

An implementor gives life to the curriculum plan. It is where the teaching, guiding, facilitating skills of the teacher are expected at the highest level.

IMPLEMENTOR

Determines if the desired learning outcomes have been achieved

EVALUATOR

As a teacher, one has to master what are included in the curriculum. Once a teacher always/forever a learner

KNOWER

A classroom teacher takes record of knowledge, concepts, subject matter or content

WRITER

A teacher’s role is to make yearly, monthly or daily plan of the curriculum which serves as a guide in the implementation of the curriculum

PLANNER

These are views of curriculum

TRADITIONAL, PROGRESSIVE

THEY ARE TRADITIONALIST

ROBERT HUTCHINS, ARTHUR BESTOR, JOSEPH SCHWAB, PHILIP PHENIX

HE IS A PERENIALIST

ROBERT HUTCHINS

Views the curriculum as permanent studies where rules of grammar, reading, rhetoric logic, and math are emphasized

ROBERT HUTCHINS

He said that the 3Rs should be emphasized in basic education.

ROBERT HUTCHINS

Liberal education should be emphasized in college

ROBERT HUTCHINS

He is a essentialist

ARTHUR BESTOR

Believes that the mission of the school should be intellectual training which includes math, science, history, and foreign language

ARTHUR BESTOR

He thinks that the sole source of curriculum is discipline.

JOSEPH SCHWAB

He coined the word discipline as a ruling doctrine for curriculum development

JOSEPH SCHWAB

Curriculum should consist entirely of knowledge which comes from various disciplines

PHILIP PHENIX

Learning by doing

JOHN DEWEY

Experiential learning

JOHN DEWEY

Believes that education is experiencing. Reflective thinking is a means to unify curricular elements that are tested by application

JOHN DEWEY

Viewed the curriculum as all experiences children have under the guidance of teachers. Teachers are guides in the side/facilitator.

HOLLIS CASWELL AND KENN CAMPBELL

Defined curriculum as a sequence of potential experiences, set up in schools for the purpose of disciplining children and youth in group ways of thinking and acting.

SMITH, STANLEY, AND SHORE

Viewed the curriculum as all the experiences in the classroom which are planned and enacted by the teacher and also learned by the students.

MARSH AND WILLIS

Three ways of approaching a curriculum

KNOWLEDGE, PROCESS, PRODUCT/OUTCOME

Curriculum approach that question what is to be taught?

CURRICULUM AS A CONTENT OR BODY OF KNOWLEDGE

In curriculum as a body of knowledge, what is to be taught?

SUBJECTS, LESSONS, TOPICS

Defines the essential principles that all students must understand and adjust the complexity of information as needed or based to the cognitive development of the students

CURRICULUM AS A CONTENT OR BODY OF KNOWLEDGE

It is the knowledge to be transmitted

CURRICULUM AS A CONTENT OR BODY OF KNOWLEDGE

Curriculum approach that question how to teach/learn the content?

CURRICULUM AS A PROCESS

How to teach/ learn the content?

TEACHING AND LEARNING STRATEGIES

It is what actually happens in the classroom when the curriculum is practiced

CURRICULUM AS A PROCESS

Refers to activities that students engage in order to understand and master the topic

CURRICULUM AS A PROCESS

Curriculum approach that question what the students desired to achieved?

CURRICULUM AS A PRODUCT/OUTCOME

What the students desired to achieved?

THE LEARNING OUTCOMES

Can take the form of exams, activities, projects, written works, etc., and it allows teachers to construct lessons that are relevant and customized to any learner by modifying the depth, amount or independence of the product.

CURRICULUM AS A PRODUCT/OUTCOME

The principles of curriculum content.

BALANCE, ARTICULATION, SEQUENCE, INTEGRATION, CONTINUITY, SCOPE

It is the faire distribution based on the needs ( Hindi pantay pero Patas)

BALANCE

Equitable assignment of content, time, experiences, and other elements.

BALANCE

Curriculum is arranged vertically or horizontally to become seamless or have smooth transition

ARTICULATION

It is to arrange the learning outcomes of a specific subject grade-wise ( content in a lower level is connected to the next level.

VERTICAL ALIGNMENT

What the students will learn in one grade level prepares them for the next grade level. Revisiting the topic/ spiral progression

VERTICAL ALIGNMENT

To arrange the learning outcomes across subjects per grade.

HORIZONTAL ALIGNMENT

This happens at the same time like social studies in grade six related to science in grade six

HORIZONTAL ALIGNMENT

The logical arrangement of content

SEQUENCE

Curriculum is integrated and interconnected.

INTEGRATION

What are the types of integration

INTRADISCIPLINARY, INTERDISCIPLINARY, TRANSDICIPLINARY

A Type of integration where it is across subjects areas

INTERDISCIPLINARY

Inside the subject area

INTRADISCIPLINARY

Integration in the real life situations.

TRANSDICIPLINARY

Vertical repetition and recurring approaches of content

CONTINUITY

There is a limit, coverage, or boundaries.

SCOPE

It is the dynamic process involving many different people and procedures

CURRICULUM DEVELOPMENT

The phases of curriculum development

PLANNING, DESIGNING, IMPLEMENTING, EVALUATING

It is the initial step in the curriculum development

PLANNING

The purpose is vission, mission, goals (philosophies of the schools), learning outcomes (objectives)

PLANNING

The end product of this phase is a written document like lesson plans, unit plan, syllabus, course design, modules, books, instructional guides

PLANNING

The selection and organization of content, activities, assessments and resources.

DESIGNING

continues after planning

IMPLEMENTING

Putting the plan into action ( all learning activities that transpire in the classroom)

IMPLEMENTING

This follows implementation

EVALUATING

Determines the extent to which the learning outcomes have been achieved.

EVALUATING

Curriculum development process models

FOUR BASIC PRINCIPLES, GRASSROOTS APPROACH, CURRICULUM MODEL

Father of behavioral objectives

RALPH TYLER

Grandfather of curriculum design

RALPH TYLER

What are the names of Ralph Tyler’s curriculum development model

RALPH TYLER MODEL, TYLER’S RATIONALE, LINEAR MODEL, FOUR BASIC PRINCIPLES

THIS MODEL EMPHASIZES THE PLANNING PHASE

RALPH TYLER MODEL

The four basic principles

PURPOSE OF THE SCHOOL, EDUCATIONAL EXPERIENCES RELATED TO THE PURPOSE, ORGANIZATION OF THE EXPERIENCES, EVALUATION OF THE EXPERIENCES

Ralph Tyler

TOP-DOWN APPROACH, DEDUCTIVE METHOD

HILDA TABA

BOTTOM-UP APPROACH, INDUCTIVE METHOD

GRASSROOTS APPROACH

HILDA TABA

SAID THAT THE TEACHER HAS A PREMIUM ROLE, THE TEACHER DIAGNOSE THE LEARNER

HILDA TABA

The 7 major steps in curriculum development according to Hilda Taba.

DIAGNOSIS OF THE LEARNERS NEEDS, FORMULATION OF LEARNING OBJECTIVE, SELECTION OF LEARNING CONTENTS, ORGANIZATION OF LEARNING CONTENTS, SELECTION OF LEARNING EXPERIENCES, ORGANIZATION OF LEARNING EXPERIENCES, DETERMINATION OF WHAT TO EVALUATE AND THE MEANS OF DOING IT

100

Proponent of curriculum model

GAYLEN SAYLOR AND WILLIAM ALEXANDER

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