GROUP Group 1 1
Intawon, Michelle D.
Concept
Curriculum Nature
Purpose
GROUP 1
Intawon, Michelle D.
Curriculum?
•
•
A planned and guided set of learning (Daniel Tanner, Tanner, 198 1980) 0) experiences. (Daniel A written document that systematically describes goals planned, objectives, content, learning ing activities, evaluation (Pratt, t, 198 1980) 0) proc pr oced edur ures es and and so fort forth. h. (Prat
GROUP 1
Intawon, Michelle D.
Curriculum?
•
•
A planned and guided set of learning (Daniel Tanner, Tanner, 198 1980) 0) experiences. (Daniel A written document that systematically describes goals planned, objectives, content, learning ing activities, evaluation (Pratt, t, 198 1980) 0) proc pr oced edur ures es and and so fort forth. h. (Prat
Concepts, Nature and Purposes
By: Purita Purita B. Bilbao Bilbao
The The conc concep eptt of curr curric icul ulum um is some someti time mess
characterized as fragmentary, elusive and confusing. However, numerous definitions indicate dynamism that connotes diverse inte interp rpre reta tati tion onss of what what curr curric icul ulum um is all all about.
Types of Curriculum In Schools
By: Purita Purita B. Bilbao Bilbao
Recommen Recommended ded Curriculu Curriculum m – recommended by the DepEd, CHED,
and TESDA. Recommendations come in the form of memoranda. Written Written Curricul Curriculum um – – includes documents based on the curriculum. curriculum. It
comes in a form of course of study, syllabi, modules, books, etc. The most recent written curriculum is the Taug Taught ht Curr Curric icul ulum um – It will depend on the teaching style of the
teacher and learning style of the learners. Suppo Supporte rted d Curric Curricul ulum um – – materials that the teacher needs to make
learning and teaching meaningful.
Types of Curriculum In Schools
By: Purita B. Bilbao
Assessed Curriculum – taught and supported curricula have to be
evaluated to find out if the teacher has succeeded or not. Learned Curriculum – positive outcome of teaching is an indicator
of learning. It demonstrates higher order and critical thinking and lifelong skills. Hidden/Implicit Curriculum – not deliberately planned but has a
great impact on the behavior of the learner. Peer influence, school environment, media, parental pressures, are some factors that create the hidden curriculum.
Diverse Points of View Traditional
“Permanent Studies”
Robert Hutchins
Focus on the grammar, literature and writing.
Arthur Bestor
Discipline as a ruling doctrine
Joseph Schwab
Consist entirely of knowledge
Phillip Phenix
Progressive John Dewey Holin Caswell & Kenn Campbell Othaniel Smith, William Stanley & Harlan Shore
Colin Marsh & George Willis
Reflective thinking unifies curricular elements that is tested by application. All experiences children have under the guidance of teachers. Sequence of potential experiences All experiences which are planned and enacted by the teachers & learned by the students.
Curricularists
Purposes: For the learners’ continuous and wilful growth in personal social
competence. To attain so far as possible certain educational and other schooling
ends or objectives. To reform society make up a curriculum. To achieve broad goals and related specific objectives. A tool that aims to bring about behavior changes in learners as a
result of planned activities and includes all learning experiences received by learners with the guidance of the teacher/school.
ELEMENTS /COMPONENTS OF CURRICULUM
The nature of the elements and the manner in which they are organized may comprise which we call a curriculum design.
Component 1:
Curriculum
Aims, Goals and Objectives
Aims of Elementary Education Provide
knowledge and develop skills, attitudes, values essential to personal development and necessary for living in and contributing to a developing and changing society.
Provide
learning experiences which increase the child’s awareness of and responsiveness to the changes in the society;
Promote
and intensify knowledge, identification with and love for the nation and the people to which he belongs; and
Promote
work experiences which develop orientation to the world of work and prepare the learner to honest and gainful work.
Aims of Secondary Education
Continue to promote the objectives of elementary education and
Discover and enhance the different aptitudes and interests of students in order to equip them with skills for productive endeavor and or to prepare them for tertiary schooling.
Aims of Tertiary Education
Provide general education programs which will promote national identity, cultural consciousness, moral integrity and spiritual vigor;
Train
the nation’s manpower in the skills required for national development;
Develop
the professions that will provide leadership for the nation; and
Advance
knowledge through research and apply new knowledge for improving the quality of human life and respond effectively to changing society.
School Vision and Mission Example of school’s vision:
A model performing high school where students are equipped with knowledge, skills and strength of character to realize their potential to the fullest.
Example of school’s mission:
To produce globally competitive lifelong learners.
Domains
Cognitive – knowledge, comprehension, analysis, synthesis, evaluation
Affective – receiving, responding, valuing, organization, characterization
Psychomotor – perception, set, guided response, mechanism, complex overt response, adaptation, origination.
application,
Component 2
Curriculum Content or Subject Matter Subject-centered view of curriculum The fund of human knowledge represents the repository of accumulated discoveries and inventions of man down the centuries, due to man’s exploration of the world.
Learner-centered view of curriculum Relates
knowledge to the individual’s personal and social world and how he or she defines reality.
Gerome
Bruner: “Knowledge is a model we construct to give meaning and structure to regularities in experience.”
Criteria used in selection of subject matter for the curriculum:
Self-sufficiency – “less teaching effort and educational resources, less learner’s effort but more results and effective learning outcomes – most economical manner (Scheffler, 1970)
Significance – contribute to basic ideas to achieve overall aim of curriculum, develop learning skills.
Validity – meaningful to the learner based on maturity, prior experience, educational and social value.
Utility – usefulness of the content either for the present or the future.
Learnability – within the range of the experience of the learners
Feasibility – can be learned within the time allowed, resources available, expertise of the teacher, nature of learner
Principles to follow in organizing the learning contents (Palma 1992):
Balance – Content curriculum should be fairly distributed in depth and breadth of the particular learning or discipline. This will ensure that the level or area will not be overcrowded or less crowded.
Articulation – Each level of subject matter should be smoothly connected to the next, glaring gaps or wasteful overlaps in the subject matter will be avoided.
Sequence – This is the logical arrangement of the subject matter. It refers to the deepening and broadening of content as it is taken up in the higher level.
INTEGRATION - The horizontal connections are needed in subject areas that are similar so that learning will be related to one another.
CONTINUITY - Learning requires a continuing application of the new knowledge, skills, attitudes or values so that theses will be used in daily living. The constant repetition, review and reinforcement of learning.
Component 3 Curriculum Experience
Instructional strategies and methods will link to curriculum experiences, the core and heart of the curriculum. The instructional strategies and methods will put into action the goals and use of the content in order to produce an outcome.
Teaching strategies convert the written curriculum to instruction. Among these are time tested methods, inquiry approaches, constructivist and other emerging strategies that complement new theories in teaching and learning. Educational activities like field trips, conducting experiments, interacting with computer programs and other experiential learning will also form par of the repertoire of teaching.
Whatever methods the teacher utilizes to implement the curriculum, there will be some guide for the selection and use. Here are some of them:
Teaching methods are means to achieve the end
There is no single best teaching method
Teaching methods should stimulate the learner’s desire to develop the cognitive, affective, psychomotor, social and spiritual domain of the individual.
In the choice of teaching methods, learning styles of the students should be considered.
Every method should lead to the development of the learning outcome in three domains
Flexibility should be a consideration in the use of teaching methods
Component 4
Curriculum Evaluation
To be effective, all curricula must have an element of evaluation. Curriculum evaluation refer to the formal determination of the quality, effectiveness or value of the program, process and product of the curriculum. Several methods of evaluation came up. The most widely used is Stufflebeam’s CIPP Model. The process in CIPP model is continuous and very important to curriculum managers.
CIPP MODEL
CONTEXT
environment of curriculum
INPUT
ingredients of curriculum
PROCESS
ways and means of implementing
PRODUCT
accomplishment of goals
Regardless of the methods and materials evaluation will utilize, a suggested plan of action for the process of curriculum evaluation is introduced.
These are the steps:
Focus on one particular component of the curriculum. Will it be subject are, the grade level, the course, or the degree program? Specify objectives of evaluation.
Collect or gather the information. Information is made up of data needed regarding the object of evaluation.
Organize the information. This step will require coding, organizing, storing and retrieving data for interpretation.
Analyze information. An appropriate way of analyzing will be utilized.
Report the information. The report of evaluation should be reported to specific audiences. It can be done formally in conferences with stakeholders, or informally through round table discussion and conversations.
Recycle the information for continuous feedback, modifications and adjustments to be made.
Interrelationships of the Components of a Curriculum Aims / Objectives
Evaluation
Content/Subject Matter
Methods/Strategies
PRE - SPANISH CURRICULUM PRE – SPANISH CURRICULUM
Before the coming of the Spaniards, the Filipinos possessed a their own.
culture of
Testified from the Diary of Fr. Pedro Chirino “ the inhabitants were civilized people, possessing their system of writing,laws and moral standards in a well organized system of government. They
did not have an organized system of education
They have the code of Kalantiao and Maragtas.
No
direct teaching or no formal methods of Instruction
PRE – SPANISH CURRICULUM
Occupational skills are taught by fathers to the young boys like farming and fishing.
Informal
learning is facilitate by the family, play group and neighborhood.
Ideas
and facts were acquired through suggestions, observation, example and imitation.
Education
was oral, practical and hands-on.
