Chapter-1.pptx

PED 104 THE TEACHER AND THE SCHOOL CURRICULUM CHAPTER 1 A GUIDE TO CURRICULUM DEVELOPMENT PRACTICE UNDERSTANDING CURRICULUM Objectives: In this chapter, you should be able to:  define curriculum;  analyze the different types of curriculum;  discuss different curriculum fou...

PED 104 THE TEACHER AND THE SCHOOL CURRICULUM CHAPTER 1 A GUIDE TO CURRICULUM DEVELOPMENT PRACTICE UNDERSTANDING CURRICULUM Objectives: In this chapter, you should be able to:  define curriculum;  analyze the different types of curriculum;  discuss different curriculum foundations; and  discuss different curriculum conceptions.  UNDERSTANDING CURRICULUM Many books on curriculum present various images, characterizations, and definitions of the term curriculum. To analyze or discuss all of these definitions would be a massive endeavor since there are more than eleven hundred books written about curriculum. Presented in this book are just a few definitions provided by Saylor (1981), Beauchamp (1982), Schubert (1986), Eisner (1985), Pinar (1995), Posner (1995), Marsh (2004), Oliva (2005), Glatthorn (2006), and Reid (2006). DEFINITIONS OF CURRICULUM  Curriculum as a list of subjects  Curriculum as learning experiences  Curriculum as intended learning outcomes  Curriculum as planned learning experiences  Curriculum as a discipline  Curriculum as content or subject matter  DEFINITIONS OF CURRICULUM 1. Curriculum As A List Of Subjects - this definition suggest that curriculum is the “permanent” or the traditional subjects offered in the school curriculum such as Mathematics, Language, Science, Music, Arts, and others. 2. Curriculum As A Learning Experiences - it includes students’ curricular and co-curricular activities and the learning experiences they encounter inside or outside the school. This curriculum includes the hidden curriculum or those things learned by the students as a result of their experiences in the school.  DEFINITIONS OF CURRICULUM 3. Curriculum As Intended Learning Outcomes - it includes a list of learning competencies or standards that students should learn in school. 4. Curriculum As Planned Learning Experiences - includes documents specifying contents, objectives, or general ideas of what students should know in schools or in a specific discipline. 5. Curriculum As Discipline - has own principles, theories, and practices. 6. Curriculum As Content/Subject Matter - series of topics under subject area. DIFFERENT TYPES OF CURRICULUM Several Curriculum scholars (like Glatthorn, Boschee, and Whitehead, 2006, Print, 1993; Tanner and Tanner 2007) cited Nine Types of curriculum in their books depending on how curriculum is used in various institutions. 1. Ideal/Recommended Curriculum - refers to what scholars propose as the most appropriate curriculum for the learners. For example, different professional organizations or various programs of study in different universities may propose curriculum innovations or alternative curriculum content as a result of their researches. DIFFERENT TYPES OF CURRICULUM 2. Intended, Official/Written Curriculum - refers to the official curriculum embodied in approved state curriculum guides. It is the curriculum prescribed by the government. In the Philippine context, these are the prescribed courses from different government agencies: The Department of Education (DepEd), the Commission on Higher Education (CHED), and the Technical Education and Skills Development Authority (TESDA). DIFFERENT TYPES OF CURRICULUM 3. Implemented Curriculum - refers to the actual implementation of the curriculum or what teachers in the school teach. In many cases, teachers modify and improve their curriculum based on the needs of the students or whenever there are new ideas in various disciplines that are important to teach to the students. Academic freedom among faculty members in college may also influence how professors plan and implement their courses. DIFFERENT TYPES OF CURRICULUM 4. Achieved/Learned Curriculum - refers to the result of the curriculum or what students actually learned in school (Print, 1993). The achieved curriculum reveals whether the students learned and whether the schools are successful in attaining their curriculum goals and objectives. 5. Tested Curriculum - this is a set of learning that is assessed in teacher-made classroom test, curriculum-referenced test, and in standardized tests. (Glatthorn, Boschee, and Whitehead, 2006) DIFFERENT TYPES OF CURRICULUM 6. Entitlement Curriculum - refers to what the people or the general society believed the learners should expect to learn in the educational system for them to become good members of the society. 7. Supported Curriculum - that is reflected on and shaped by the resources allocated to support or deliver the official curriculum. (Glatthorn, Boschee, and Whitehead 2006) DIFFERENT TYPES OF CURRICULUM 8. Null/Censored Curriculum - refers to various curriculum contents or topics that must not be taught to the students. 9. Hidden Curriculum - refers to various skills, knowledge, and attitudes that students learn in school as a result of their interaction with other students, staff, and faculty members. Although the hidden curriculum is not actually taught in formal classroom learning, it is also true that the hidden curriculum can be a product of the students’ schooling. The hidden curriculum is very powerful in developing the school culture.  CURRICULUM FOUNDATIONS Curriculum scholars like Tyler, Taba, Eisner, Saylor, Alexander, and Lewis, Print, Sowell, And Tanner and Tanner generally identified the following as foundations of curriculum. 1. Studies of Learners and Learning Theory (Psychology) 2. Studies of Life (Sociology and Anthropology) 3. Studies of the Nature and Value of Knowledge (Philosophy) These curriculum sources or foundations influenced curriculum developers in framing different curriculum conceptions and in developing curriculum.  CURRICULUM FOUNDATIONS Psychology as a discipline deals about understanding human behavior; hence, it is important in curriculum development. According to Print (1993), psychology can provide information in five important areas: 1. Educational Objectives 2. Student Characteristics 3. Learning Processes 4. Teaching Methods 5. Evaluation Procedures  CURRICULUM FOUNDATIONS Meanwhile, studies about the society and culture – sociology and anthropology, respectively – affect all curriculum processes. Sowell (1996)pointed out that knowledge about the society and its culture is important in selecting the content of the curriculum. It provides a clear understanding of the context in which the curriculum workers in understanding several social and educational issues that affect curriculum processes and education in general.  CURRICULUM FOUNDATIONS On the other hand, philosophy as a foundation helps curriculum workers in understanding the nature of knowledge and what subjects or topics are worthwhile. This is very important in making decisions about the contents of the curriculum. Ornstein and Hunkins (1993) mentioned that philosophy provides curriculum workers with a framework or base for organizing schools and classrooms. It also provides educators with a framework for broad issues and tasks, such as determining the goals of education, the content and its organization, and the teaching and learning processes.  CURRICULUM CONCEPTION Curriculum workers have different ideas about curriculum matters and curriculum development processes. They have different points of view about curriculum, concerns, goals and what a curriculum should accomplish, and how a curriculum should be designed or constructed. These explain the presence of various curriculum orientations and conceptions. McNell,(2000) and Eisner (1985) and Print (1993) identified Six Curriculum Conceptions.  CURRICULUM CONCEPTION 1. Academic Rationalist Conception - considered as the oldest among the curriculum conceptions. It stresses the importance of different bodies of knowledge, known as disciplines or subjects areas, as the focus of the curriculum. 2. Cognitive Processes Conception - seeks to develop a repertoire of cognitive skills that are capable to a wide range of intellectual problems. The subjects matters are instruments or tools for developing these cognitive skills that are lasting in the lives of individuals.  CURRICULUM CONCEPTION 3. Humanistic Conception - stresses the idea that curriculum or education is an instrument for developing the full potential of individuals. It seeks to help individual to discover and develop their unique identities. It stresses that curriculum should focus on the needs and interests of individuals. 4. Social Reconstructionist Conception - views school or schooling as an agency for social change. Hence, it stresses that curriculum should respond to the different needs, issues, problems, and demands of the society.  CURRICULUM CONCEPTION 5. Technological Conception - is preoccupied with the development of means to achieve curriculum or educational goals. It views schooling as a complex system that can be analyzed into its constituent components. 6. Eclectic Conception - is where curriculum workers find themselves aligning their ideas with two or more curriculum conceptions. Hence, this conception reiterates the realities in curriculum development that each of the curriculum conceptions is to be considered and influential to certain extent in designing. ELEMENTS IN CURRICULUM CURRICULUM CONTENT INTENT LEARNING EVALUATION EXPERIENCES  ELEMENTS OF CURRICULUM 1. Curriculum Intent - is the term used by Print (1993) to mean the direction that curriculum developers wish to take as a result of participating in the curriculum. It includes the aims, goals, and objectives found in any curriculum documents. Aims – are the broad statements of social or educational expectations. Aims include what is hoped to be achieved by the entire curriculum.  ELEMENTS OF CURRICULUM Goals – are statements more specific than aims. Goals are general statements of what concepts, skills, and values should be learned in the curriculum. Objectives – are specific learning outcomes. Objectives include what specific concepts, skills, and values should be learned by the students. Usually, objectives are used in making decisions or planning about instruction.  ELEMENTS OF CURRICULUM 2. Learning Experiences - include all instructional strategies that are useful for the implementation of the curriculum. These may appear in the form of activities, strategies, methods, or approaches that are useful in implementing the curriculum or in teaching the content. 3. Evaluation - includes the different ways and tools used for evaluating whether or not the curriculum intents were realized. Evaluation tools are also used to evaluate the performance of the learners after they have undergone the curriculum.  ELEMENTS OF CURRICULUM Hilda Taba (1962) observed that all curricula, no matter what design they have, are composed of certain elements. A curriculum usually contains a statement of aims and specific objectives. It either implies or manifest certain patterns of learning and teaching, whether because the objectives demand them or because the content organization requires them.  ELEMENTS OF CURRICULUM It indicates some selection and organization of content. It includes a program of evaluation of the outcomes. Understanding the different elements of curriculum will help curriculum workers especially the teachers in designing curriculum and in analyzing the different curriculum materials that are offered to schools and students.