Nature and Importance of Curriculum

Nature and Importance of Curriculum

• Etymologically, "curriculum" comes from the Latin "currere," meaning "to run" or "race course," signifying a course of study.

• The word 'curriculum' is used differently by principals, teachers, curriculum writers, and politicians, holding various meanings in each context.

• Curriculum can be defined as lessons and content taught encompassing assignments, learning objectives and units.

• Skills expected to be learned include communication, digital skills, social citizenship, and project management.

• Curriculum represents desired goals or values activated through development leading to successful experiences.

• Knowledge and skills students learn, including standards and objectives, lessons, assignments, books, and assessments are all part of the curriculum.

• It's 'the totality of all that is planned for children and young people throughout their education.'

• Curriculum involves interrelated plans and experiences a student completes under guidance.

• Schools plan activities in advance, also implement unplanned activities.

• The phrase "under the guidance of the school" includes anyone associated with the school with curriculum planning input.

• Curriculum can be viewed as objectives, courses of study, plans, or documents with content, goals, teaching methods, and assessment.

• Curriculum encompasses experiences, the learning environment, hidden culture.

• The formal and informal aspects for learners to gain knowledge, understanding, skills, values are all part of the curriculum.

Definitional and Descriptive Statements of Curriculum (1907-1982)

• 1907: Curriculum is a storehouse of organized race experience to solve new problems.

• 1916: Education is transmission through communication, formal intentional teaching grows as societies become complex.

• 1920: Curriculum involves experiences pupils are expected to have and their sequence.

• 1924: It is the series of actions and experiences children must undertake to develop abilities for adult life.

• 1935: Encompasses the experiences children have under teachers' guidance

• 1936: The secondary level curriculum should include grammar, reading, rhetoric, logic, and mathematics, alongside great books of the Western world.

• 1937: Curriculum development is individual and dependent on teachers/students, so each child has own curriculum.

• 1940: (Henry C. Morrison) Curriculum is the content of instruction.

• 1940: (Dorris Lee & Murray Lee) Curriculum includes experiences the school utilizes or attempts to utilize for the child.

• 1941: (L. Thomas Hopkins) Curriculum is a flexible design made by those concerned with students' activities, allowing their learnings to incorporate them in subsequent experiences.

• 1942: The curriculum is the total experience with which the school deals in educating young people.

• 1947: Involves guided activities constituting the life of young people and elders.

• 1949: Ralph Tyler defines curriculum as all of the learning of students planned and directed by the school to attain its educational goals.

• 1950: Consists of all learning experiences under the school's direction.

• 1950: A sequence of experiences in school for disciplining children and youth in group thinking/acting.

• 1951: Involves learning experiences that are fundamental for all learners.

• 1953: (Arthur E. Bestor) States that a democratic state depends upon complex skills in science, history, economics, philosophy, and other disciplines noting that a discipline is a way of thinking, not just facts.

• 1953: (Harold Alberty) The curriculum is all activities provided for students by the school.

• 1956: G Beauchamp describes it as the design of a social group for their childrens' experiences.

• 1962: It is knowledge from the disciplines, with education as recapitulation of inquiry processes.

• 1962: It is a plan for learning.

• 1963: (John I. Goodlad) Learning intended for a student or group of students makes up a curriculum.

• 1964: It involves certain kinds of content organized into instruction categories.

• 1966/74: Involves learning opportunities by the school, providing sets for educational goals for a population served by a school.

• 1967: (The Plowden Report) Subjects studied is the curriculum.

• 1967: It is a structured series of intended learning outcomes.

• 1970: (W. J. Popham) Involves all planned learning outcomes the school is responsible for.

• 1975: The planned and guided learning experiences formulated for learning.

• 1978: The substance of the school program is the content pupils learn.

• 1982: Involves all experiences a learner encounters under the school's direction.

Definitional and Descriptive Statements of Curriculum (Glatthorn et al., 2012)

• 1902: A continues reconstruction, moving from present learning out into the bodies of truth as studies.
• 1918: Includes experiences concerned with unfolding an individual's abilities.
• 1927: The curriculum is a succession of experiences that gives learners support with real-life situations.
• 1935: (Hollis Caswell) The curriculum is of all experiences children have with the guidance of teachers.
• 1935: (Hollis Caswell & Doak Campbell)All curriculum involves the experiences children have under guidance.
• 1941: Thomas Hopkins: Encompasses learnings the child selects and incorporates in subsequent experiences.
• 1957: Ralph Tyler: It's all learning experiences the school plans for goals.
• 1960: WB Ragan: It is all experiences of the child for school.
• 1967: A course is a sequence of content units where each unit is learned as its own project, but there must be earlier units learned.
• 1970: Planned learning outcomes for which the school is accountable make up curriculmn.
• 1987: Includes the perceptions of each individuals educational experience.
• 1995: (Daniel Tanner & Laurel Tanner) The curriculum is the reconstruction of knowledge allowing growth
• 1997: The curriculum is a plan for what students will be taught, and courses offered at school.
• 2006: It is all school experiences relating to improvement and critical thinking.
• 2009: The emphasis is on what students can do with knowledge, rather than units of knowledge.
• 2010: It is the interaction of pupils through learning and content.

Two Viewpoints about the Curriculum

• Traditional views: curriculum is a field of study concerned with broad issues and mostly found where knowledge is used as a means to accomplish goals.
• Progressive views: Curriculum is total individual learning related to achieving outcomes.

Categorization of the Definitions of Curriculum

• Prescriptive definitions: Curriculum provides the order of what "ought" to happen in the form of a plan.
• Descriptive definitions: Curriculum goes beyond the "ought to be," and encompasses things that are already in real classrooms to understand it.

Curriculum Conceptions or Orientations

• Academic rationalist: Stresses the importance of knowledge/disciplines/subject areas.
• Cognitive processes: Seeks to develop skills applicable to problems, using matters as tools.
• Humanistic: It instruments the full potential of individuals to help them discover unique identities.
• Social reconstructionist: The school is an agency for social change responding to demands of society.
• Technological: Concerned with means to achieve curriculum goals, viewing schooling as an analyzable system.
• Eclectic: Integrating different curriculum conceptions.

Types of Curriculum

• Recommended curriculum:

• Prescribed by government agencies like DepEd, CHED, and UNESCO.

• Curriculum standards are often proposed by orgs and researchers.

• Written curriculum:

• Based on the recommended curriculum.

• It is in the form of course guides, syllabi, modules, and books.

• Taught curriculum:

• Implemented by the teacher and student learning style.

• It is aided through instructional materials and facilities.

• Supported curriculum:

• Materials and facilities make learning meaningful.

• Support tools, apparatuses, audio-visual materials, rooms, and a library

• Are shaped by the allotted resources to support curriculum.

• Learned curriculum: Cognitive, affective, psychomotor outcomes, thinking skills as well as goals acheived.

• Assessed curriculum:

• Assessments measure learning progression/how much has been learned through types assessments.

• Hidden curriculum:

• Is Not deliberately planned but impacts behavior

• Exists as skills/knowledge a student learns as a result of staff/student connections.

• Includes learning in learning domains acquired with the planned curriculum from conditions or past experiences.

Additional Forms of Curriculum

• Concomitant: Leaned from home, church, and other entities.
• Phantom: From mass media.
• Tacit: Unwritten policies.
• Latent: Within the student.
• Para: Leaned from museums, gallieries, etc.
• Societal: Leaned from society.
• Entitlement: Society expectations.
• Null/Censored curriculum: What shouldn't be taught.

Approaching the Curriculum

• Content: Limited to teaching facts, concepts, and principles selected on significance, validity, utility, learnability, feasibility, and interest.
• Process: Includes strategies and learning activities, using PCK Intersection, TCPK techniques with knowledge application.
• Product: Considers the intended outcomes and what students learn in KSA domains.

Kelly's Curriculum Considerations

• When curriculum is a content = education is transmission. -When curriculum is a product = education is instrumental.
• When curriculum is a process = education is development.

Curriculum Approaches (Behavioral et al.)

• Behavioral: Contains goals, and objectives. It is intended to get students more involved, with a focus on behavior.
• Managerial: Emphasizes administration, focusing on aspects. Principles are leaders helping set for schools. They are also intended for helping develop schools goals, create plans with other stakeholders and more.
• Systems: Total learning is examined by how they relate to an organizational chart. Its to involve clients/stakeholders as part of the system.
• Humanistic: rooted in progressive philosophy, focusing on the whole child, considering students as the center of the curriculum.
• Reconceptualist: Focuses on idealogical and moral issues relating to education to focus on politics and understanding the world.

Curriculum Development Process

• Curriculum development improves conditions in education through planning

• These phases are purposeful and progressive

• The curriculum development is how instructors/institutions create plans for courses

• Guides created can be specific to outline depending in context and specific includes performance.

• Phases:

• Planning, school considers its and its philosophy to translate desired learning for learners.

• Conceptualizing, includes intended learning statement, the means, resources, and selection of tools to measure outcome.

• Implementation to achieve learning outcomes

• Evaluation is determining to what extent the learning happens.

• Product model focuses on outcomes as the goal.

• Focus is more rigid

• Process model focuses on learning over time

• Is more open ended and holistic compared to product.

Curriculum Development Models

• Tyler's Rationale emphasizes goals and educational
• Taba's Grassroots involves those who teach learning as a key indicator
• Saylor and Alexander's Curriculum consists of goals, curriculum designing and implementation and evaluation.
• Oliva's models use philosophy/ societal and student ideas in developing curriculmn.

Planning the Curriculum

• Sources of curriculum from Bradley, learners needs, the unique needs as their values in the subjects they go into.

• From Tyler are learners nature, the knowledge they attain and the relevancy.

• Factors include:

• Political, including gov funding and policies

• Social, including natures and traditions.

• Economic, including job help and status

• Technological, including innovation

• Enviromental, including status

• Child psychology including principles.

Philosophic Foundations

• Give importance to beliefs about education and the learning environment. The main focus is determining what should be taught, how and why.
• Perennialism cultivates critical thinking and what is long lasting
• Essentialism promotes intellectual growth and essential skills and ethics
• Progressivism promotes social living
• Existentialism gives importance to individual learning
• Behaviorism helps manage behaviors

Historical Foundations

• Emphasize the history and development of the curriculum
• Franklin Bobbit believed that needs prepares students for adult life.
• Werret Charters emphasized activities should matter to objectives.
• William Kilpatrick helped with child develop. centered on growth as well.
• Harold Rugg believed on the development of the objectives, including planning.
• Hollis Caswell said that to around social functions, believing is interrelate
• Ralph Tyler related instruction and knowledge to learners.

Psychological Foundations

• They provide to understand the teaching

• Ivan Pavlov believed that they become what they want to become

• B.F. Skinner emphasizes importance of reinforcement

• Edward Thorndike has major of rules

• Albert Bandura has the observing

• Robert Gagne has the signal and learning

• Jean Piaget behavior is based on pre.requisitive

• Lev Vygotsky develops social

• Howard Gardner has multiple intelligence

• Daniel Goleman impacts five areas: self-awareness, self-regulation, social.

Sociological Foundations

• Look at the connection between and schools the are a source of learning
• John Dewey calls to for reconstructions
• Alvin Toffler students need to prepare for modern practices.

Sociological Foundations

• Macros are national level scope.
• Micros is division scaled based

Crafting and Designing the Curriculum

• Curriculum design is the arrangement of elements.
• Key elements are aims objectives/matter and evaluation.
• Includes a vision/features
• Most to the things to ask in this is matter
• Key aspects are in society transport and media
• Factors are that the society and nature of the learners.
• Key axioms of that change is inevitable. Its also supposed to be a product and depends people.

Types of Curriculum

• Subject-centered = focus content by dividing by subject
• Learner Center = Focus on the student and their needs.
• Problem center = Focuses on understanding and helping with solve issues

Aims, Goals, and Objectives

• Should be guided by what vision and policies mirror desires.
• Also what knowledge do students attaint

Selecting the Content

• Content is the main plan in development.
• Significance helps in the skills.
• Validity is from true information.
• Uiltiy can uses their learn
• Basic Palma include, Balance is covered distributed
• Arcitulation must no gaps

Curriculum Organization & Sequencing Content

• Horizontal is relationships as well.
• Vertical is spiral so emphasizes continuity.

Selection of Learning and Evaluation

• Important is that there are methods
• Some things to ask is can it carried that and what that there is. Consider the multicutlrural students and activities.
• Check learning for what achieved/and where student go.

Curriculum Mapping

• It the process which design is done before. One point is a visual.

• it improves stakeholders and assurance -Also important pacing and learning

• Key considerations:

• what learn

• what to understand.

• Key steps in this including the steps in how its to build

• Make spread shit place goals what need and then the timeline

• What and how

• Aligned and the what do for input.