Curriculum: Concepts, Nature, and Purposes PDF

CURRICULUM: CONCEPTS, NATURE , AND PURPOSES REPORTER: AMPORIAS, REYNER B. LESSON OBJECTIVES: define curriculum from different perspectives; describe the nature and scope of curriculum; describe the foundations of curriculum development; explain how each founda...

CURRICULUM: CONCEPTS, NATURE , AND PURPOSES REPORTER: AMPORIAS, REYNER B. LESSON OBJECTIVES: define curriculum from different perspectives; describe the nature and scope of curriculum; describe the foundations of curriculum development; explain how each foundation influences the curriculum development. CURRICULUM FROM DIFFERENT POINTS OF VIEW 1. Traditional Points of View of Curriculum 2. Progressive Points of View of Curriculum WHAT IS CURRICULUM? The prescriptive definition of curriculum are those that give a provision of what “ought” to happen, and they take a form of a plan, an intended program or some kind of expect opinion about what needs to take place in the course of study. 1. TRADITIONAL POINTS OF VIEW OF CURRICULUM In the early years of the 20th century, the traditional concepts held of the curriculum is that it is a body of subjects or subject matter prepared by the teachers for the students to learn. “It was synonymous to the “course of study” and “syllabus”. 1. TRADITIONAL POINTS OF VIEW OF CURRICULUM Robert M. Hutchkins views curriculum as “permanent studies” where the rules of grammar, reading, rhetoric and logic and mathematics for basic education are emphasized. Basic education should emphasize the 3 Rs and college education should be grounded on liberal education. 1. TRADITIONAL POINTS OF VIEW OF CURRICULUM Arthur Bestor as an essentialist believes that the mission of the school should be intellectual training; hence curriculum should focus on the fundamental intellectual disciplines of grammar, literature and writing. It should also include mathematics, science, history and foreign language. 1. TRADITIONAL POINTS OF VIEW OF CURRICULUM This definition leads us to the view of Joseph Schwab that discipline is the sole source of curriculum. Thus in our education system, curriculum is divided into chunks of knowledge we call subject areas in basic education such as English, Mathematics, Science, Social Studies and others. In college, discipline may include humanities, sciences, languages and many more. To Phoenix, curriculum should consist entirely of knowledge which comes from various disciplines. 1. TRADITIONAL POINTS OF VIEW OF CURRICULUM Joseph Schwab, a leading curriculum theorist coined the term discipline as a ruling doctrine for curriculum development. Curriculum should consist only of knowledge which comes from disciplines which is the sole source. 2. PROGRESSIVE POINTS OF VIEW OF CURRICULUM a listing of school subjects, syllabi, course of study, and list of courses or specific discipline do not make a curriculum. These can only be called curriculum if the written materials are actualized by the learner. 2. PROGRESSIVE POINTS OF VIEW OF CURRICULUM Caswell and Campbell viewed curriculum as “all experiences children have under the guidance of teachers.” This definition is shared by Smith, Stanley and Shores when they defined “curriculum as a sequence of potential experiences set up in the schools for the purpose of disciplining children and youth in group ways of thinking and acting.” 2. PROGRESSIVE POINTS OF VIEW OF CURRICULUM Marsh and Willis on the other hand view curriculum as all the “experiences in the classroom which are planned and enacted by the teacher, and also learned by the students. POINTS OF VIEW ON CURRICULUM DEVELOPMENT From the various definitions and concepts presented, it is clear that curriculum is a dynamic process. Development connotes changes which are systematic. A change for the better means any alteration, modification or improvement of existing condition. To produce positive changes, development should be purposeful, planned and progressive.  TWO MODELS OF CURRICULUM DEVELOPMENT AND CONCEPTS OF RALPH TYLER AND HILDA TABA In summary, Tyler’s Model shows that in curriculum development, Ralph Tyler Model: Four Basic Principles the following considerations should be made: 1. What educational purposes should the school seek to attain? 2. What educational experiences can be provided that are likely to attain these purposes? 3. How can these educational experiences be effectively organized? 4. How can we determine whether these purposes are being attained or not?  TWO MODELS OF CURRICULUM DEVELOPMENT AND CONCEPTS OF RALPH TYLER AND HILDA TABA On the other hand, Hilda Taba improved on Tyler’s Rationale by making a linear model These steps are as follows: 1. Diagnosis of learners needs and expectations of the larger society 2. Formulation of learning objectives 3. Selection of learning content 4. Organization of learning content 5. Selection of learning experiences 6. Organization of learning activities 7. Determination of what to evaluate and the means of doing it TYPES OF CURRICULUM OPERATING IN SCHOOLS 1. RECOMMENDED CURRICULUM 2. WRITTEN CURRICULUM 3. TAUGHT CURRICULUM 4. SUPPORTED CURRICULUM 5. ASSESSED CURRICULUM 6. LEARNED CURRICULUM 7. HIDDEN CURRICULUM RECOMMENDED CURRICULUM Most of the school curricula are recommended. The curriculum may come from a national agency like the Department of Education, Commission on Higher Education (CHED), Department of Science and Technology (DOST) or any professional organization who has stake in education. For example the Philippine Association for Teacher Education (PAFTE) or the Biology Teacher Association (BIOTA) may recommend a curriculum to be implemented in the elementary or secondary education. WRITTEN CURRICULUM this includes documents, course of study or syllabi handed down to the schools, district, division, departments or colleges for implementation. Most of the written curricula are made by curriculum experts with participation of teachers. These were pilot- tested or tried out in sample schools or population. Example of this is the basic education curriculum (BEC). Another example is the written lesson plan of each classroom teacher made up of objectives and planned activities of the teachers. TAUGHT CURRICULUM 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. These are used by the learners with the guidance of teachers. SUPPORTED CURRICULUM In order to have a successful teaching, other than the teacher, there must be materials which should support or help in the implementation of a written curriculum. These refer to the support curriculum that includes materials resources such as textbook, computer, audio- visual materials, laboratory equipment, playgrounds, zoos and other facilities. Support curriculum should enable each learner to achieve real and lifelong learning. ASSESSED CURRICULUM this refers to a tested or evaluated curriculum. At the duration and end of teaching episodes, series of evaluations are being done by the teachers to determine the extent of teaching or to tell if the students are progressing. This refers to the assessed curriculum. Assessment tools like pencil-and-paper test authentic instruments like portfolio are being utilized. LEARNED CURRICULUM this refers to the learning outcomes achieve by the student. Learning outcomes are indicated by the results of the test and changes in behavior which can either be cognitive, affective or psychomotor. HIDDEN CURRICULUM this is the unintended curriculum which is not deliberately planned but mat modify behavior or influence learning outcomes. There are lots of hidden curricula that transpire in the schools. Peer influence, school environment, physical education, teacher- learner interaction, mood of the teachers and many other factors make up the hidden curriculum. THANK YOU!