Module 1 & 2 Lesson 2 PDF

ED 210 / THE TEACHER AND THE SCHOOL CURRICULUM 1ST SEM: A.Y. 2024-2025 THE SABER-TOOTH CURRICULUM the bears. Attempts to change the education A man by the name of New-Fist-Hammer- sy...

ED 210 / THE TEACHER AND THE SCHOOL CURRICULUM 1ST SEM: A.Y. 2024-2025 THE SABER-TOOTH CURRICULUM the bears. Attempts to change the education A man by the name of New-Fist-Hammer- system to include these new techniques Maker knew how to do things his community however encountered "stern opposition.” needed to have done, and he had the energy These are also activities we need to know. and the will to go ahead and do them. By virtue Why can't the schools teach them? But most of of these characteristics, he was an educated the tribe, particularly the wise old men who man. New-Fist was also a thinker. controlled the school, smiled indulgently at this Then as now, there were few lengths to which suggestion. “That wouldn't be education – it men would not go to avoid the labor and pain would be mere training.” We don't teach fish- of thought. New-Fist got to the point where he grabbing to catch fish, we teach it to develop became strongly dissatisfied with the a generalized agility which can never be accustomed ways of his tribe. He began to duplicated by mere training, and so on. catch glimpses of ways in which life might be "If you had any education yourself, you made better for himself, his family and his group. would know that the essence of true education By virtue of this development, he became a is timelessness. It is something that endures dangerous man. through changing conditions like a solid rock New-Fist thought about how he could standing squarely and firmly in the middle of a harness the children's play to better the life of raging torrent." the community. He considered what adults do The story was written in 1939. Curriculum then, for survival and introduced these activities to was seen as a tradition of organized knowledge children in a deliberate and formal way. These taught in schools of the 19th century. included catching fish with bare hands, clubbing little wooly horses, and chasing away Two centuries later, the concept of a saber-toothed-tigers with fire. These then curriculum has broadened to include several became the curriculum and the community modes of thoughts or experiences. began to prosper with plenty of food, hides for attire and protection from threat. No formal, non-formal or informal education exists without a curriculum. Classrooms will be "It is supposed that all would have gone well empty with no curriculum. Teachers will have forever with this good educational system, if nothing to do, if there is no curriculum. conditions of life in that community remained Curriculum is at the heart of the teaching forever the same." But conditions changed. profession. Every teacher is guided by some sort of curriculum in the classroom and in schools. The glacier began to melt and the community could no longer see the fish to EDUCATIONAL LEVELS catch with their bare hands, and only the most In our current Philippine educational system, agile and clever fish remained who hid from the different schools are established in different people. The wooly horses were ambitious and educational levels which have corresponding decided to leave the region. The tigers got recommended curricula. The educational pneumonia and most died. The few remaining levels are: tigers left. In their place, fierce bears arrived who would not be chased by fire. The 1. Basic Education community was in trouble. This level includes Kindergarten, Grade 1 to Grade 6 for elementary, and for secondary, One day, in desperation, someone made a Grade 7 to Grade 10 (Junior High School) and net from willow twigs and found a new way to Grade 11 and 12 (Senior High School). catch fish-and the supply was even more plentiful than before. The community also Each of the levels has its specific devised a system of traps on the path to snare recommended curriculum. The new basic education levels are provided in the K to 12 1 ED 210 / THE TEACHER AND THE SCHOOL CURRICULUM 1ST SEM: A.Y. 2024-2025 Enhanced Curriculum of 2013 of the Department of Education. 3. Taught Curriculum The taught curriculum will depend largely on 2. Technical Vocational Education the teaching style of the teacher and the This is post-secondary technical vocational learning style of the learners. The teacher and education and training. For the TechVoc track the learners will put life to the written curriculum. in SHS of DepEd, DepEd and TESDA work in close The skill of the teacher to facilitate learning coordination. based on the written curriculum with the aid of instructional materials and facilities will be 3. Higher Education necessary. It has to be implemented or taught. This includes the Baccalaureate or Bachelor Degrees and the Graduate Degrees (Masterate 4. Supported Curriculum and Doctorate) which are under the regulation It is described as support materials that the of the Commission on Higher Education (CHED). teacher needs to make learning and teaching meaningful. Supported curriculum also includes facilities where learning occurs outside or inside TYPES OF CURRICULA IN SCHOOLS the four- walled building. These are the places where authentic learning through direct Curriculum, or course of study, is the content experiences occurs. and plan for instruction. It is made up of the instructional resources, methods, and 5. Assessed Curriculum assessments needed to help students develop Taught and supported curricula have to be critical skills and knowledge. evaluated to find out if the teacher has succeeded or not in facilitating learning. In the 1. Recommended Curriculum process of teaching and the end of every lesson Almost all of the curricula found in our schools or teaching episode, an assessment is made. It are recommended. can either be assessment for learning, For basic education, these are assessment as learning or assessment of recommended by the Department of learning. In either way, such a curriculum is the Education (DepEd), for higher education by the assessed curriculum. Commission on Higher Education (CHED), and vocational-technical education by Technical 6. Learned Curriculum Education, and Skills Development Authority We always believe that if a student changes (TESDA). These three government agencies behavior, he or she has learned. There are 3 oversee and regulate Philippine education. domains of learning (cognitive, affective, and The recommendations come in the form of psychomotor), and these should be measured memoranda or policy, standards and by tools in assessment that can indicate guidelines. Other professional organizations or outcomes. It will demonstrate a leader's higher- international bodies like UNESCO also order thinking, critical thinking, and lifelong skills. recommend curricula in schools. 2. Written Curriculum 7. Hidden/Implicit Curriculum Written curriculum comes in the form of It is not deliberately planned but has a great courses of study, syllabi, modules, books, impact on the behavior of the learner. There are instructional guides among others. A packet of factors that can trigger and create it, such as this written curriculum is the teacher's lesson peer influence, school environment, media, plan. This includes documents based on the parental pressures, societal changes, cultural recommended curriculum. The most recent practices, and natural calamities. written curriculum is the K to 12 for Philippine Teachers should be sensitive and aware of Basic Education. this hidden curriculum. Teachers must have 2 ED 210 / THE TEACHER AND THE SCHOOL CURRICULUM 1ST SEM: A.Y. 2024-2025 good foresight to include these in the written curriculum in order to bring to the surface what is hidden. In every teacher’s classroom, not all of these curricula may be present at one time. Many of them are deliberately planned, while some are implied, and a teacher may or may not be able to predict its influence on learning. All of these have significant part on the life of the teacher as a facilitator of learning and direct implication to the life of the learners. 3 ED 210 / THE TEACHER AND THE SCHOOL CURRICULUM 1ST SEM: A.Y. 2024-2025 The Teacher as the Curricularist In cases where the curriculum is A curricularist is a professional who is a recommended to the schools by DepEd, CHED, curriculum specialist. TESDA, UNESCO, UNICEF, or other educational A person who is involved in curriculum agencies for the improvement of quality knowing, writing, planning, implementing, education, the teacher is obliged to implement evaluating, innovating, and initiating may be it. designated as a curricularist. A teacher’s role is A teacher must be open-minded and fully broader and inclusive of other functions and so convinced that a new curriculum will improve a teacher is a curricularist. learning in order to implement it. There will be many limitations and challenges when leading or doing things first, but a transformative teacher THE TEACHER AS A CURRICULARIST… will never be afraid to try something new and 1. knows the curriculum pertinent. (Initiator) Learning begins with knowing. The teacher as a learner starts with knowing about the 5. innovates the curriculum curriculum, the subject matter, or the content. Creativity and innovation are hallmarks of an As a teacher, one has to master what is excellent teacher. included in the curriculum. Acquiring academic A curriculum is always dynamic and, hence, knowledge involves learning both formal keeps on changing. You cannot find a single (disciplines, logic) and informal (experience- eternal curriculum that would fit all students and based, vicarious, and unintended) knowledge. teachers equally in terms of content, methods, It is the mastery of the subject matter. (Knower) approaches to teaching, time allotments, methods of evaluation, student types, or 2. writes the curriculum teacher abilities. Therefore, a good teacher A classroom teacher takes a record of innovates the curriculum and develops into a knowledge concepts, subject matter, or curriculum innovator. (Innovator) content. These need to be written or preserved. As a curriculum writer or reviewer, the 6. implements the curriculum teacher produces books, modules, laboratory The curriculum that remains recommended manuals, instructional guides, and reference or written will never serve its purpose. Somebody materials for paper or electronic media. (Writer) has to implement it. It is in this role that the teacher becomes the curriculum implementor. 3. plans the curriculum An implementer gives life to the curriculum A good curriculum has to be planned. It is the plan. role of the teacher to make a yearly, monthly, With the help of support materials, the or daily plan of the curriculum. This will serve as teacher is at the height of connection with the a guide in the implementation of the students. The teacher's ability to instruct, direct, curriculum. and facilitate is expected to be at its highest The teacher takes a number of factors into level during this time. account when planning a curriculum – the This is where the science and art of teaching learners, the supporting materials, the time, the will be observed. All of the elements of the subject matter or content, the desired curriculum will be used in this situation. The outcomes, and the learners' context are just a success of a recommended, well-written, and few of these influencing factors. The teacher planned curriculum depends on the grows into a curriculum planner in this way. implementation. (Implementor) (Planner) 7. evaluates the curriculum 4. initiates the curriculum A crucial stage of curriculum development is curriculum evaluation. A faculty can figure out 4 ED 210 / THE TEACHER AND THE SCHOOL CURRICULUM 1ST SEM: A.Y. 2024-2025 whether a curriculum is effective and whether students are actually learning by evaluating it. When evaluating the value and efficacy of any newly implemented curriculum, the teacher is a huge asset. In order to enhance the process of developing a curriculum, a good teacher must be skilled at identifying the curriculum's weaknesses and strengths as well as issues that arise during implementation. This shows that the teacher is a curriculum evaluator. (Evaluator) Doing this multifaceted work qualifies a teacher to be a curricularist. To be a teacher is to be a curricularist. But as a curricularist, a teacher will be knowing, writing, implementing, innovating, initiating, and evaluating the curriculum in the school and classrooms just like the role models and advocates in curriculum and curriculum development who have shown the way. 5 ED 210 / THE TEACHER AND THE SCHOOL CURRICULUM 1ST SEM: A.Y. 2024-2025 The School Curriculum - Definition, Nature, of the school should be and Scope intellectual training CURRICULUM (fundamental A curriculum is a planned and guided set of intellectual disciplines) learning experiences and intended outcomes, JOSEPH ▪ coined “discipline” as a formulated through the systematic SCHWAB ruling doctrine for reconstruction of knowledge and experiences curriculum development PHILLIP PHENIX ▪ curriculum should consist under the auspices of the school, for the entirely of knowledge learners’ continuous and willful growth in coming from various personal social competence (Daniel Tanner, disciplines 1980). A written document that systematically PROGRESSIVE POVs describes goal planned, objectives, content, Proponent Views learning activities, evaluation procedures and JOHN DEWEY ▪ education is so forth (Pratt, 1980). experiencing It includes “all of the experiences that ▪ reflective thinking individual learners have in a program of means unifying education whose purpose is to achieve broad curricular elements that goals and related specific objectives, which is are tested by planned in terms of a framework of theory and application research or past and present professional HOLIN CASWELL ▪ viewed curriculum as all practice” (Hass, 1987). & KENN experience children Whether curriculum is taken in its narrow view CAMPBELL have under guidance of as a listing subject to be taught in schools or teachers OTHANIEL SMITH, ▪ curriculum as a broadly as all learning experiences that WILLIAM sequence of potential individuals undergo while in school, we cannot STANLEY & experiences, set up in deny the fact that curriculum should be HARLAN SHORE schools for the purpose understood by teachers and other stakeholders of disciplining children for curriculum affects all teachers, students, and youth in group ways parents, politicians, businessmen, professionals, of thinking and acting. government officials or even common people. COLIN MARCH & ▪ viewed curriculum as all Like many concepts in education, there GEORGE WILLIS the experiences in the seems to be no common definition of classroom which are curriculum. Because of this concept of planned and enacted curriculum, it is sometimes characterized as by the teacher and also fragmentary, elusive and confusing. learned by the students TRADITIONAL POVs In short, curriculum is the total learning Proponent Views experiences of the learner, under the guidance ROBERT M. ▪ curriculum is a of the teacher. HUTCHINS permanent study ▪ the 3R’s (reading, writing, ‘rithmetic) should be emphasized in basic education, while in college, liberal education should be focused ARTHUR BESTOR ▪ an essentialist who believes that the mission 6 ED 210 / THE TEACHER AND THE SCHOOL CURRICULUM 1ST SEM: A.Y. 2024-2025 Approaches about School Curriculum in its original form may not continue to be valid CONTENT OR BODY OF KNOWLEDGE in the current times. If curriculum is equated as content, then the focus will be the body of knowledge to be 3. Utility transmitted to students using appropriate Usefulness of the content in the curriculum is teaching methods. relative to the learners who are going to use There can be a likelihood that teaching will these. Utility can be relative to time. It may have be limited to the acquisition of facts, concepts been useful in the past, but may not be useful and principles of the subject matter, however, now or in the future. the content or subject matter can also be taken as a means to an end. 4. Learnability All curricula have content regardless of their The complexity of the content should be design or models. And in most educational within the range of the experiences of the settings, curriculum is anchored on a body of learners. This is based on the psychological knowledge or discipline. principles of learning. Appropriate organization of content standards Four Ways of Presenting the Content in the and sequencing of contents are two basic Curriculum principles that would influence learnability. 1.Topical Approach where much of the contents is based on knowledge and 5. Feasibility experiences are included. Can the subject content be learned within the 2.Concept Approach with fewer topics in time allowed, resources available, expertise of clusters around major and sub-concepts and the teachers and the nature of the learners? their interaction, with relatedness Are there opportunities provided to learn these? emphasized. 3.Thematic Approach as a combination of 6. Interest concepts that develops conceptual Interest is one of the driving forces for students structures. to learn better. 4. Modular Approach that leads to complete units of instruction. Guide in Selection of the Content in the Curriculum Criteria in the Selection of Content 1. Content is commonly used in the daily life. 1. Significance 2. Content is appropriate to the maturity levels Content should contribute to ideas, and abilities of the learners. concepts, principles and generalization that 3. Content is valuable in meeting the needs should attain the overall purpose of the and competencies of the future career. curriculum. It is significant if content becomes 4. Content is related to other subject fields or the means of developing cognitive, affective or discipline for complementation and psychomotor skills of the learner. integration. As education is a way of preserving culture, 5. Content is important in the transfer of content will be significant when this will address learning in other disciplines. the cultural context of the learners. BASIC Principle of Curriculum Content 2. Validity Balance. Content should be fairly distributed The authenticity of the subject matter forms its in depth and breadth. This will guarantee that validity. Knowledge becomes obsolete with the significant content should be covered to avoid fast-changing times. Thus, there is a need for too much or too little of the content needed validity check and verification at a regular with in the time allocation. interval, because content which may be valid 7 ED 210 / THE TEACHER AND THE SCHOOL CURRICULUM 1ST SEM: A.Y. 2024-2025 Articulation. As the content complexity PROCESS progresses with the educational levels, Curriculum happens in the classroom as the vertically or horizontally across the same questions asked by the teacher and the discipline, smooth connections or bridging learning activities engaged in by the students. should be provided. This will assure no gaps or It is an active process with emphasis on the overlaps in the content. Seamlessness in the context in which the processes occur. content is desired and can be assured if there is articulation in the curriculum. Thus, there is a 1. Curriculum process in the form of need of team among writers and implementers teaching methods or strategies are of curriculum. means to achieve the end. 2. There is no single best process or method. Sequence. The logical arrangement of the Its effectiveness will depend on the content, refers to sequence of order. This can desired learning outcomes, the learners, be done vertically for deepening the content or support materials and the teacher. horizontally for broadening the same content. In 3. Curriculum process should stimulate the both ways, the patterns usually are from easy to learners' desire to develop the cognitive, complex, what is known to the unknown, what affective, psychomotor domains in each is current to something in the future. individual. 4. In the choice of methods, learning and Integration. Content in the curriculum does teaching styles should be considered. not stand alone or in isolation. It has some ways 5. Every method or process should result to in relatedness or connectedness to other learning outcomes which can be contents. Content should be infused in other described as cognitive, affective and disciplines whenever possible. This will provide a psychomotor. holistic or unified view of curriculum 6. Flexibility in the use of the process or instead of segmentation. Content which can methods should be considered. An be integrated to other disciplines acquire a effective process will always result to higher premium than when isolated. learning outcomes. 7. Both teaching and learning are the two Continuity. Content when viewed as a important processes in the curriculum should continuously flow as it was before, to where it is now and where it will be in PRODUCT the future. It should be perennial. It endures The product from the curriculum is a student time. Content may not be in the same form and equipped with the knowledge, skills and values substance as seen in the past since changes to function effectively and efficiently. and developments in curriculum occur. Curriculum product is expressed in form of Constant repetition, reinforcement, and outcomes which are referred to as the enhancement of content are all elements of achieved learning outcomes. continuity. Besides viewing curriculum as content that is to be transmitted, or process that gives action Scope. The scope refers to the areas of using the content, it has also been viewed as a development addressed by the curriculum. product. In other words, product is what the Scope includes both the breadth (across all of students desire to achieve as a learning domains) and depth (curriculum content outcome. addresses specific developmental goals within each sub-domain). 8