Educ 3109: The Teacher & the School Curriculum PDF

BRYAN PAUL L. ESPINOSA, M.Ed. Central Philippine University Educ 3109: The Teacher & the School Curriculum What are the approaches to school curriculum? Identify whether or not the following is a traditional view of curriculum. Curriculum refers to permanent studies wher...

BRYAN PAUL L. ESPINOSA, M.Ed. Central Philippine University Educ 3109: The Teacher & the School Curriculum What are the approaches to school curriculum? Identify whether or not the following is a traditional view of curriculum. Curriculum refers to permanent studies where the 3Rs (Read, TRADITIONAL Write, aRithmetic) are emphasized. TRADITIONAL Curriculum is a plan of action in accomplishing goals. PROGRESSIVIST Curriculum is the total learning experiences of the learner TRADITIONAL Curriculum focuses on intellectual disciplines; intellectual training is the school’s mission. TRADITIONAL Curriculum consist entirely of knowledge from many disciplines PROGRESSIVIST definitions of CURRICULUM Curriculum is the total learning experiences of the learner Curriculum is experiencing and has elements that are unified by reflective thinking and tested by application. Curriculum is all the experiences children have under the guidance of teachers. Curriculum is a sequence of potential experiences to help the youth think and act with discipline. Curriculum are all planned and enacted experiences in the classroom. EXPERIENCE Question: What recurring word is found in all definitions?  5-Minute Paper Pick a topic in your subject and write an activity that you would use in introducing the topic. When you are done, on your message chain, submit it to my email : [email protected]  THREE WAYS TO APPROACH CURRICULUM CONTENT PRODUCT PROCESS LEARNING OUTCOMES WHAT HAPPENS IN THE BODY OF KNOWLEDGE DESIRED OF LEARNERS CLASSROOM  topic outline CURRICULUM AS CONTENT subject matter BODY OF KNOWLEDGE concepts in the syllabi or books FOUR ways of PRESENTING the CONTENT in the curriculum content is based on knowledge with TOPICAL APPROACH experience to supplement it fewer fewer topics topics inin clusters clusters around around major major and and sub-concepts sub-concepts and and CONCEPT APPROACH their their interaction, interaction, with with relatedness relatedness emphasized emphasized combination of concepts that develop THEMATIC APPROACH conceptual structures MODULAR APPROACH leads to complete units of instruction TOPICAL APPROACH: WORLD WAR I ❖ A topic is a comprehensive collection of KEY EVENTS materials of a specific topic of the particular PRIOR TO subject. WW2 ❖ In this approach, selected topics of study suitable for the age ability and interest of WORLD children are included in the curriculum. Each WAR II topic is discussed completely and linked together by the teacher. ❖ This gives mastery over the topic. MAJOR AFTER EVENTS of WW2 MATH TOPICAL APPROACH: A WAY OF PRESENTING THE CONTENT IN THE CURRICULUM (1 OF 4) CONCEPTUAL APPROACH ❖ The emphasis is using the content as a means of leading the students to discover the laws and principles or generalization (big ideas) that govern a particular subject/ discipline (stresses cognitive learning) FACTS ❖ involves more data collection usually through research while the discovery approach actively involves students to undertake CONCEPTS experimental and investigative work GENERALIZATIONS ROLES OF TEACHER IN CONCEPTUAL APPROACH ❖ Never tell the students the principles or rule which the students are PRINCIPLES supposed to state at the end of the lesson. Teacher should help the students gather sufficient data to enable them to form the expected generalization. ❖ Should categorize all knowledge pertinent to his area: from facts to concepts, from concepts to generalizations , from generalizations to principles , and all of these should be organized around conceptual schemes which are the pervasive ideas embodying the whole discipline. CONCEPTUAL APPROACH: A WAY OF PRESENTING THE CONTENT IN THE CURRICULUM (2 OF 4)  FACTS concrete, observable inductive: specific to general With the help of a microscope, the student sees that inter-relatedness the ipil-ipil leaves have cells. CONCEPTS supported by various facts The students also checked leaves of other plants and found the same thing. Thus, the concept “all plants have cells” is formed. GENERALIZATIONS supported by various concepts Apart from plants, early on, the teacher also introduced samples of cells from animals. This led to the generalization that all living things have cells. PRINCIPLES CELL THEORY CONCEPTUAL APPROACH: A WAY OF PRESENTING THE CONTENT IN THE CURRICULUM (2 OF 4)  THEMATIC APPROACH ❖ In this approach, there is a running general theme throughout the work. This theme might be fairly abstract 'war and peace,' 'power', 'capital' etc. ❖ It might have a story factual content. Here, the idea is a series of linked topics and students will study each of the topics in turn so that their actual presentation takes the form of a significant lead lesson and follow up work united to the needs of the pupils and the nature of the material. ❖ Each unit of work lasts for a certain number of weeks, after which a new unit, based on the next topic is introduced. THEME: MOLDING OF THE XENOCENTRIC MENTALITY OF FILIPINOS 48 years of benevolent Philippines as a third 333 years of religious- The power of Social assimilation of world country in the driven Spanish Rule Media American culture 21st Century THEMATIC APPROACH: A WAY OF PRESENTING THE CONTENT IN THE CURRICULUM (3 OF 4) MODULAR APPROACH ❖ an emerging trend educational thinking that shifts traditional method of instruction to an outcome-based learning paradigm. ❖ Modularization is based on the principle of dividing the curriculum into small discrete modules or units that are independent, nonsequential, and typically short in duration. MODULE 1: MODULE 2: MODULE 3: MODULE 4: Philosophical Historical Psychological Social Foundations of Foundations of Foundations of Foundations of Education Education Education Education MODULAR APPROACH: A WAY OF PRESENTING THE CONTENT IN THE CURRICULUM (4 OF 4)  CURRICULUM AS CONTENT BODY OF KNOWLEDGE FOUR ways of PRESENTING the CONTENT in the curriculum focuses on mastery of wide topic by TOPICAL APPROACH discussing related concepts is INDUCTVE fewer in nature; topics in clusters aroundfocuses major andon discovering sub-concepts and CONCEPT APPROACH their interaction, principles through with relatedness research andemphasized experiment focuses on developing a theme by THEMATIC APPROACH presenting linked events/topics uses discrete modules that are independent, MODULAR APPROACH nonsequential, and typically short in duration.  THREE WAYS TO APPROACH CURRICULUM CONTENT PRODUCT PROCESS LEARNING OUTCOMES WHAT HAPPENS IN THE BODY OF KNOWLEDGE DESIRED OF LEARNERS CLASSROOM 4 WAYS OF PRESENTING CONTENT How do we identify what content to CRITERIA IN THE teach? SELECTION OF CONTENT  CRITERIA Selection of Content SIGNIFICANCE Which criterion answers the following question/s? VALIDITY Can the subject be learned UTILITY within the time allowed, resources available, expertise of LEARNABILITY the teacher? based on practical and FEASIBILITY realistic expectations INTEREST  CRITERIA Selection of Content relevant to the learners’ SIGNIFICANCE needs (CAP) and realities Which criterion answers the following question/s? VALIDITY Can the content develop UTILITY learners’ CAP skills (cognitive, affective, psychomotor)? Does it LEARNABILITY address learners’ social realities? based on practical and FEASIBILITY realistic expectations INTEREST  CRITERIA Selection of Content relevant to the learners’ SIGNIFICANCE needs (CAP) and realities Which criterion answers the following question/s? VALIDITY usefulness of the content to Is the content useful to the UTILITY the lives of the learners learners in the present and future? LEARNABILITY based on practical and FEASIBILITY realistic expectations INTEREST  CRITERIA Selection of Content relevant to the learners’ SIGNIFICANCE needs (CAP) and realities Which criterion answers the content should be authentic following question/s? VALIDITY or is still true usefulness of the content to UTILITY the lives of the learners Is the content updated or obsolete? LEARNABILITY based on practical and FEASIBILITY realistic expectations INTEREST  CRITERIA Selection of Content relevant to the learners’ SIGNIFICANCE needs (CAP) and realities Which criterion answers the content should be authentic following question/s? VALIDITY or is still true usefulness of the content to UTILITY the lives of the learners Is the content too difficult for the learners? content should be within LEARNABILITY learners’ range of experience based on practical and FEASIBILITY realistic expectations INTEREST  CRITERIA Selection of Content relevant to the learners’ SIGNIFICANCE needs (CAP) and realities Which criterion answers the content should be authentic following question/s? VALIDITY or is still true usefulness of the content to UTILITY the lives of the learners Will the content arouse the curiosity of the learners? content should be within LEARNABILITY learners’ range of experience based on practical and FEASIBILITY realistic expectations content rouses learner’s INTEREST curiosity  CRITERIA Selection of Content relevant to the learners’ GENERAL GUIDELINES SIGNIFICANCE needs (CAP) and realities 1. Commonly used in the daily content should be authentic life VALIDITY 2. Appropriate to the learners’ or is still true maturity levels and abilities usefulness of the content to 3. Valuable in meeting needs UTILITY the lives of the learners and competencies content should be within 4. Related to other LEARNABILITY learners’ range of experience subjects/disciplines based on practical and (integration) FEASIBILITY realistic expectations 5. Important in the transfer of learning to other disciplines content rouses learner’s INTEREST curiosity  CRITERIA Selection of Content Which criterion was not relevant to the learners’ SIGNIFICANCE considered? needs (CAP) and realities content should be authentic VALIDITY or is still true Teacher Jessa decided to teach usefulness of the content to Grade 1 students the rules of UTILITY the lives of the learners volleyball. No matter how much content should be within she tried, the students just LEARNABILITY learners’ range of experience couldn’t understand the rules. based on practical and LEARNABILITY FEASIBILITY realistic expectations content rouses learner’s INTEREST curiosity  CRITERIA Selection of Content Which criterion was not relevant to the learners’ SIGNIFICANCE considered? needs (CAP) and realities content should be authentic VALIDITY or is still true usefulness of the content to Teacher Mary Joy’s topic was the UTILITY the lives of the learners planets of the solar system. She content should be within insisted that Pluto is still a planet. LEARNABILITY learners’ range of experience VALIDITY based on practical and FEASIBILITY realistic expectations content rouses learner’s INTEREST curiosity  CRITERIA Selection of Content Which criterion was not relevant to the learners’ SIGNIFICANCE considered? needs (CAP) and realities content should be authentic VALIDITY or is still true Teacher Andrew included in his usefulness of the content to requirements the submission of UTILITY the lives of the learners a video essay, but most of his content should be within students don’t even have a LEARNABILITY learners’ range of experience cellphone. based on practical and FEASIBILITY FEASIBILITY realistic expectations content rouses learner’s INTEREST curiosity  CRITERIA Selection of Content Which criterion was not relevant to the learners’ SIGNIFICANCE considered? needs (CAP) and realities content should be authentic VALIDITY or is still true usefulness of the content to To teach your Grade 10 students UTILITY the lives of the learners about musicality, you used ABCD content should be within as an example. LEARNABILITY learners’ range of experience INTEREST based on practical and FEASIBILITY realistic expectations content rouses learner’s INTEREST curiosity  CRITERIA Selection of Content Which criterion was not relevant to the learners’ SIGNIFICANCE considered? needs (CAP) and realities content should be authentic VALIDITY or is still true With ALS students who are usefulness of the content to mostly farmers, Ms. Stephen UTILITY the lives of the learners kept on talking about fishermen content should be within in his examples. LEARNABILITY learners’ range of experience based on practical and SIGNIFICANCE FEASIBILITY realistic expectations content rouses learner’s INTEREST curiosity ONE more CRITERION… SELF-SUFFICIENCY This criterion means that students should be given a chance to experiment, observe, and do field study. This system allows them to learn independently. central guiding principle of subject matter or content selection (Scheffler, 1970) as cited by Bilbao et al. (2008) Although the economy of learning implies less teaching effort and less use of educational resources, students gain more results. They can cope up with the learning outcomes effectively.  SEVEN CRITERIA Selection of Content SIGNIFICANCE VALIDITY UTILITY LEARNABILITY FEASIBILITY INTEREST SELF-SUFFICIENCY  THREE WAYS TO APPROACH CURRICULUM CONTENT PRODUCT PROCESS LEARNING OUTCOMES WHAT HAPPENS IN THE BODY OF KNOWLEDGE DESIRED OF LEARNERS CLASSROOM 4 WAYS OF PRESENTING CONTENT What principles should we follow CRITERIA IN THE in treating the SELECTION OF CONTENT content? FUNDAMENTAL PRINCIPLES FOR CURRICULUM CONTENT  Now that you have finally selected your content, what should you do next? Palma (1952) Hunkins & Ornstein (2018) B A S I C S Balance Articulation Sequence Integration Continuity Scope FUNDAMENTAL PRINCIPLES FOR CURRICULUM CONTENT  Now that you have finally selected your content, what should you do next? Palma (1952) Hunkins & Ornstein (2018) B A S I C S Balance Articulation Sequence Integration Continuity Scope Content should be fairly distributed in depth and breadth. FUNDAMENTAL PRINCIPLES FOR CURRICULUM CONTENT  Now that you have finally selected your content, what should you do next? Palma (1952) Hunkins & Ornstein (2018) B A S I C S Balance Articulation Sequence Integration Continuity Scope Smooth connections or bridging between contents should be provided to avoid gaps or overlaps. Seamlessness is desired. FUNDAMENTAL PRINCIPLES FOR CURRICULUM CONTENT  Now that you have finally selected your content, what should you do next? Palma (1952) Hunkins & Ornstein (2018) B A S I C S Balance Articulation Sequence Integration Continuity Scope Content should be logically arranged. Vertically: for deepening of content Horizontally: for broadening content FUNDAMENTAL PRINCIPLES FOR CURRICULUM CONTENT  Now that you have finally selected your content, what should you do next? Palma (1952) Hunkins & Ornstein (2018) B A S I C S Balance Articulation Sequence Integration Continuity Scope Content should be related and connected to other contents for a unified view. FUNDAMENTAL PRINCIPLES FOR CURRICULUM CONTENT  Now that you have finally selected your content, what should you do next? Palma (1952) Hunkins & Ornstein (2018) B A S I C S Balance Articulation Sequence Integration Continuity Scope Content should flow continuously. Elements of continuity include repetition, reinforcement, and enhancement. FUNDAMENTAL PRINCIPLES FOR CURRICULUM CONTENT  Now that you have finally selected your content, what should you do next? Palma (1952) Hunkins & Ornstein (2018) B A S I C S Balance Articulation Sequence Integration Continuity Scope Content should have coverage that considers CAP domains. Note: more content is not always better. FUNDAMENTAL PRINCIPLES FOR CURRICULUM CONTENT  Now that you have finally selected your content, what should you do next? Palma (1952) Hunkins & Ornstein (2018) B A S I C S Balance Articulation Sequence Integration Continuity Scope Fairly Smooth Logically Connected to Flow Content distributed bridging arranged other contents continuously Coverage FUNDAMENTAL PRINCIPLES FOR CURRICULUM CONTENT GROUP WORK Define each word by expounding on the provided key words. Give one example to illustrate each of them.  THREE WAYS TO APPROACH CURRICULUM CONTENT PRODUCT PROCESS LEARNING OUTCOMES WHAT HAPPENS IN THE BODY OF KNOWLEDGE DESIRED OF LEARNERS CLASSROOM CURRICULUM AS A PRODUCT LEARNING OUTCOMES DESIRED OF LEARNERS KNOWLEDGE SKILLS Changes should be stated as VALUES intended learning outcomes. Product The real purpose of education is to bring is what the students desire to out significant changes achieve and is also known as in students’ pattern of intended learning outcomes. behavior.  THREE WAYS TO APPROACH CURRICULUM CONTENT PRODUCT PROCESS LEARNING OUTCOMES WHAT HAPPENS IN THE BODY OF KNOWLEDGE DESIRED OF LEARNERS CLASSROOM CURRICULUM AS A PROCESS WHAT HAPPENS IN THE CLASSROOM Curriculum is NOT a physical thing or a noun IT IS AN ACTION. interACTION Question and Answer Learning Activities Teacher, Students, Content with emphasis on critical thinking, hands-on and CONTEXT heads-on learning where the process occurs CURRICULUM AS A PROCESS WHAT HAPPENS IN THE CLASSROOM Pedagogical Content : provides materials on what to teach, Content the substance of the curriculum Knowledge = process : provides the curriculum on how to teach content : results to various learning experiences for the learners CURRICULUM AS A PROCESS WHAT HAPPENS IN THE CLASSROOM GUIDING PRINCIPLES when curriculum is approached as a process 1. Curriculum process is a means to achieve the end. Every method should result to CAP learning outcomes. 2. There is no best process as context is affected by desired learning outcomes, the learners, support materials and the teacher. 3. Curriculum should stimulate development of CAP domains. 4. Learning and teaching styles should be considered. 5. Flexibility should be considered. 6. Teaching and learning are important processes in the implementation of the curriculum.  THREE WAYS TO APPROACH CURRICULUM CONTENT BODY OF KNOWLEDGE PRODUCT LEARNING OUTCOMES DESIRED OF LEARNERS PROCESS WHAT HAPPENS IN THE CLASSROOM Bilbao, Purita, Dayagbil, Filomena, Corpuz, Brenda (2020). The Teacher and the School Curriculum. Manila: Lorimar Publishing, Inc. Nauriyal, Geeta (2020). The Role of Curriculum in Science Teaching. Retrieved from https://byjusexamprep.com/the-role-of-curriculum-in-science-teaching-i on Sep 1, 2022 https://www.slideshare.net/rayjason/conceptual- approach#:~:text=THE%20CONCEPTUAL%20APPROACH%20%2D%20choosing%20and,dete rmining%20content%20by%20isolated%20topics Image References: https://www.sutori.com/story/the-saber-tooth-curriculum--Dbmv9KFiebWUuh4iNQa9HzbQ https://depositphotos.com/vector-images/saber-toothed-tiger.html https://i0.wp.com/4.bp.blogspot.com/- cfmgvW0TEZk/VCxxszFz7eI/AAAAAAAAFC8/s4EXGwIPsgQ/s1600/Happy%2BKids%2BHabit%2B1.jpg?w=75 0 https://theculturetrip.com/wp- content/uploads/2018/11/ia_0138_filipinogestures_dorisliou_final_spot1.jpg