Unit 1. Introduction of curriculum (1).pptx
- 2. fragmentary, elusive and confusing modes of thoughts, pedagogies, political as well as cultural experiences
- 3. 1 . Traditional Point of View
- 4. Robert M. Hutchins - Basic Education should emphasize the 3Rs and college education should be grounded on liberal education. Arthur Bestor - Curriculum should focus on the fundamental intellectual discipline of grammar, literature and writing. Joseph Schwab - Curriculum should consist only of knowledge which comes from discipline which is the sole source.
- 5. 2 . Progressive Pointsof View Curriculum is defined as the total learning experiences of the individual. This definition is attached on John Dewey’s definition of experience and education. He believed that reflective thinking is a means that unifies curricular. Thought is not derived from action but tested by application.
- 6. Caswell and Campbell - Curriculum includes “all experiences children have under the guidance of teachers”. Marsh and Willis - Curriculum includes all the “experiences in the classroom which are planned and entered by the teacher, and also learned by the students.” Smith, Stanley and Shores - Curriculum is the “ sequence of potential experiences set up in schools for the purpose of disciplining children and youth in group ways of thinking and acting.”
- 7. Summary
- 10. Philosophy provides educators, teachers and curriculum makers with framework for planning, implementing and evaluating curriculum in schools. The philosophy of a curriculum planner, implementer or evaluator reflects his or her life experiences, common beliefs, social and economic background and education. It helps in answering what school are for, what subjects are important, how students should learn and what materials and methods should be used. In decision making, philosophy provides the starting point and will be used for the succeeding decision making.
- 11. School Purpose s Suggestion s from Subject Specialists Studies of Contemp o -rary Life Use of Psycholog y of Learning Use of Philo- soph y Studies of Learner s
- 13. Four Educational Philosophies Aim of Education • To educate the balanced person; • To promote the understanding Role of Education • Teachers help students think with reason Focus in the Curriculum • Classical subjects, literary analysis and curriculum is constant Curriculum Trends • Use of great books and return to liberal arts
- 14. Four Educational Philosophies Aim of Education • To promote the intellectual growth of the individual and educate a competent person Role of Education • The teacher is the sole authority in his or her subject area or field of specialization. Focus in the Curriculum • Essential skills of the 3 R’s and essential subjects of English, Science, History, Math and Foreign Language. Curriculum Trends • Excellence in education, back to basics and cultural literacy
- 15. Four Educational Philosophies Aim of Education • To promote democratic and social living Role of Education • Knowledge leads to growth and development of lifelong learners who actively learn by doing Focus in the Curriculu m • Subjects are interdisciplinary, integrative and interactive. Curriculum is focused on students’ interests, human problems and affairs Curriculu m Trends • School reforms, relevant and contextualizes curriculum, humanistic education
- 16. Four Educational Philosophies Aim of Education • To improve and reconstruct the society • Education for change Role of Education • Teachers act as agents of change and reform in various educational projects including research Focus in the Curriculum • Focus on present and future trends and issues of national and international interests. Curriculum Trends • Equality of educational opportunities in education; access to global education
- 17. What kind of philosophical approach should curriculum specialists adopt while planning curriculum? Philosophy provides the basis of curriculum planning. Curriculum specialists should adopt an eclectic approach and base the curriculum on a philosophy, which is feasible and serves the interest of students and society.
- 20. Learning should be organized in order that students can experience success in the process of mastering the subject matter. The method is introduced in a step by step manner with proper sequencing of task which is viewed by other educational psychologist as simplistic and mechanical.
- 21. - To the cognitive theorists, learning constitutes a logical method for organizing and interpreting learning. - Learning is rooted in the tradition of subject matter and is similar to the cognitive development theory. - Teachers use a lot of problem and thinking skills in teaching and learning. These are exemplified by practices like reflective thinking, creative thinking, intuitive thinking, discovery learning and many more.
- 22. Humanist psychologist are concerned with how learners can develop their human potential; the process not the products; personal needs not the subject matter; psychological meaning and environmental situations.
- 23. With which philosophy does humanist psychology overlap? It is based on EXISTENTIALIST
- 24. The psychological foundations will help curriculum makers in nurturing a mor e a _ _ _ _ _ _ d , mor e c _ _ _ _ _ _ _ _ _ _ _ e an d c _ _ _ _ _ _ e human learning. advanced comprehensive complete
- 26. •Franklin Bobbit (1876-1956) - that emphasizes curriculum as a on presented science students' need. Curriculum prepares for adult life. •Werret Charters (1875- 1952) - considered curriculum also as a science which is based on students' need and the teachers plan the activities.
- 27. •Harold Rugg (1886-1960) - Curriculum should develop the whole child. He emphasized social studies in the curriculum and the teacher plans the lesson in advance. •William Kilpatrick (1871-1965) – viewed curriculum as purposeful activities which are child-centered. The purpose of curriculum is child development and growth.
- 28. •Hollis Caswell (1901-1989) - sees curriculum as organized around social functions of themes, organized knowledge and learner's interests. •Ralph Tyler (1902-1994) - believes that curriculum is a science and an extension of school's philosophy.
- 29. Why is history considered as the foundation of the modern curriculum? The civil rights movement and technology change the face of the 20th century classroom. In the 1990s, the computers invade the classroom around the world and now it the most important part of the
- 32. Schools exist within the social context . Societal culture affects and shapes schools and their curricula. In considering the social foundations of curriculum, we must recognize that schools are only one of the many institutions that educates society. The home, the family, community, likewise , educate the people in the society. But schools are formal institutions that address more complex and interrelated societies and the world.
- 33. Society as ever dynamic is a source of a very fast changes which are difficult to cope with and to adjust to. Thus, schools are made to help to understand these changes. In order for schools to be relevant, schools curricula should address diversity, explosion of knowledge, school reforms and education for all. The relationship of curriculum and society is mutual and encompassing. Hence, to be relevant, the curricula should reflect and preserve the culture of society and its aspirations. At the same time, society should also imbibe the changes
- 34. Considering the changes in contemporary society which factors should be kept in mind while framing a curriculum? Considering the changing contemporary society, we can consider: Structure of Family Cultural Diversity Growth of Technology
- 37. Curriculum 1. Recommende d Curriculum 2. Written Curriculum 3. Taught Curriculum 4. Supported Curriculum 5. 6. 7. 8. Assessed Learned Hidden Concomitant Curriculum Curriculum Curriculum Curriculum 9. Phantom 10. Null
- 38. -most of the curricula are recommended - Proposed by scholars and professional organizations The curriculum may come from a national agency or any professional organization who has stake in education 1. Recommende d Curriculum
- 39. 2. Written Curriculum Includes documents, course of study or syllabi for implementation. Most written curricula are made by curriculum experts with participation of teachers. An example of this is the Basic Education Curriculum (BEC) and the written lesson plan of each classroom teacher made up of objectives and planned activities of the teacher.
- 40. The different planned activities which are put into action in the classroom compose the taught curriculum. These are varied activities that are implemented in order to arrive at the objectives or purposes of the written curriculum. It varies according to the learning styles of the students and the teaching styles of the teacher. 3. Taught Curriculum
- 41. In order to have a successful teaching, other than the teacher, there must be materials which should support of help in the implementation of a written curriculum. Support curriculum includes material resources such as textbooks, computers, audio-visual materials, laboratory equipment, playgrounds, zoos and other facilities. Support curriculum should enable each learner to achieve real and lifelong learning. 4. Supported Curriculum
- 42. This refers to a tested or evaluated curriculum. Series of evaluations are being done by the teachers at the duration and end of he teaching episodes to determine the extent of teaching or to tell if the students are progressing. Assessment tools like pencil-and-paper tests, authentic instruments like portfolio are being utilized. 5. Assessed Curriculum
- 43. This refers to the learning outcomes achieved by the students. Learning outcomes are indicated by the results of the tests and changes in behavior which can be either cognitive, affective or psychomotor. 6. Learned Curriculum
- 44. This is the unintended curriculum which is not deliberately planned but ay modify behavior or influence learning outcomes. Peer influence, school environment, physical condition, teacher-learner interaction, mood of the teacher and many other factors make up the hidden curriculum, 7. Hidden Curriculum
- 45. Things that are taught at home; those experiences that are part of a family's experiences, or related experiences sanctioned by the family. This type of curriculum may be received at church, in the context of religious expression, lessons on values, ethics or morals, molded behaviors, or social experiences based on a family's preferences. 8. Concomitant Curriculum
- 46. 9. Phantom Curriculum The messages prevalent in and through exposure to media
- 47. 10. Null is what is not taught. Not teaching some particular idea or sets of ideas may be due to mandates from higher authorities, to a teacher’s lack of knowledge, or to deeply ingrained assumptions and biases.
- 48. Identify what you consider to be changes in the kinds of human needs students demonstrate in school today from those recalled from your own experience as a student. In what ways do you see the present day needs as similar or different from those of your own youth. In what ways do you see there is need for schools to change or expand their roles in helping students to meet their present day needs? Explain the importance of basic human needs in the planning and development of curriculum Answer these questions:
Editor's Notes
- #3: hat is the difference between traditional and progressive curriculum? In the progressive approach however, learning is something that students themselves must experience through the guidance of their teachers and the environment. ... Traditional schools focus on the teacher and what they teach while progressive schools focus on the students and how they can learn
- #5: Intellectual Discipline is the practice of obtaining specific information to achieve a very specific purpose
- #6: Dewey (1933) suggests that reflective thinking is an active, persistent, and careful consideration of a belief or supposed form of knowledge, of the grounds that support that knowledge, and the further conclusions to which that knowledge leads.