Foundations of Curriculum PDF

Foundations of Curriculum  Learning Outcome At the end of the session, the pre-service teachers can express a clear understanding of the foundations of the curriculum through a panel discussion. FOUNDATIONS OF CURRICULUM Philosophical Historical Psychological Cognitive Humanistic...

Foundations of Curriculum  Learning Outcome At the end of the session, the pre-service teachers can express a clear understanding of the foundations of the curriculum through a panel discussion. FOUNDATIONS OF CURRICULUM Philosophical Historical Psychological Cognitive Humanistic Social  Philosophical Foundations of Curriculum Philosophy is the starting point in any curriculum decision-making and is the basis for all subsequent decisions regarding curriculum. Philosophy becomes the criteria for determining the aims, selection, organization, and implementation of the curriculum in the classroom. Philosophy helps us answer general questions such as: ‘What are schools for?’ ‘What subjects are of value?’, ‘How should students learn the content?’ It also helps us to answer more precise tasks, such as deciding what textbooks to use, how to use them, what homework to assign and how much of it, and how to test and use the results. Philosophical Foundation Perennialism Essentialism Progressivism Reconstructionism  Perennialism Proponents/Philosophers: Plato, Aristotle, & Thomas Aquinas Aim: educate the rational person; cultivate intellect Role: Teachers assist students to think with reason Focus: Classical subjects, literary analysis Curriculum is enduring Trends: use of Great Books Liberal Arts Perennialism seeks to establish a course of study that is general, not specialized; liberal, not vocational; humanistic, not technical. Only in this way can it fulfill the meaning of the words "paideia" and "humanities," which signify  Essentialism Proponent/Philosopher: William Bagley Aim: to promote intellectual growth of learners to become competent Role: Teachers are sole authorities in the subject area Focus: Essential skills of the 3 Rs; essential knowledge Trends: Back to basics; excellence in education ; cultural literacy  Essentialism Essentialism was grounded in a conservative philosophy that argues that schools should not try to radically reshape society. Rather, they should transmit traditional moral values and intellectual knowledge that students need to become model citizens. Essentialists believe that teachers should instill traditional virtues such as respect for authority, fidelity to duty, consideration for others and practicality. Essentialism placed importance on science and understanding the world through scientific experimentation. To convey important knowledge about the world, essentialist educators emphasized instruction in natural science rather than non-scientific disciplines such as philosophy or comparative religion.  Progressivism Proponent/theorist: John Dewey Aim: Promote democratic social living Role: teachers leads for growth and development of lifelong learners Focus: interdisciplinary subjects: Learner-centered, Outcomes-based Trends: Equal opportunities for all Contextualized curriculum, humanistic education  Progressivism Learners should learn to work with others because learning in isolation separates the mind from action. According to him certain abilities and skills can only be learned in a group. Social and intellectual interaction dissolves the artificial barriers of race and class by encouraging communication between various social groups (Dewey, 1920). He described education as a process of growth and experimentation in which thought and reason are applied to the solution of problems. Children should learn as if they were scientists using the scientific method proposed by Dewey (1920): To be aware of the problem (eg. plants need sunlight to grow) Define the problem (eg. can plants grow without sunlight) Propose hypotheses to solve it Test the hypotheses Evaluate the best solution to the problem  Reconstructionism Proponent/Theorist: Theodore Brameld Aim: to improve and reconstruct society Education for change Role: Teacher acts as agent of change and reforms Focus: present and future educational landscape Trends: School and curricular reform , Global education, Collaboration and Convergence. Standards and Competencies Reconstructionism Reconstructionist educators focus on a curriculum that highlights social reform as the aim of education. For social reconstructionist and critical theorists, curriculum focuses on student experience and taking social action on real problems, such as violence, hunger, international terrorism, inflation, and inequality  Historical Foundation of Curriculum Development Some great contributions of persons throughout human history Curriculum Development started when Franklin Bobbit (1876-1956) wrote the book “The Curriculum.”  Franklin Bobbit (1876- 1956) Curriculum is a Science. Prepares learners for adult life. Emphasize on students’ needs. Objectives and activities are grouped together when tasks are clarified.  Werret Charters (1875- 1952) Objectives and activities should match. Subject matter/content should relate to objectives Curriculum is a science & emphasizes students’ need.  William Kilpatrick (1875- 1952) 1. The purpose of the curriculum is child development & growth. (Child- centered) 2. Both teachers & students should plan the activities. 3. The curriculum develops social relationships & small group instruction. Harold Rugg (1886-1960) The curriculum should:  develop the whole child  produce outcomes  emphasize social studies & the teacher plans the curriculum in advance Hollis Caswell (1901-1989)  Organized around social functions of themes, organized knowledge & learners’ interest.  Curriculum, instruction & learning are interrelated  Curriculum is a set of experiences. Subject matter is developed around social functions & learners’ interest.  Ralph Tyler (1902-1994) o Curriculum is a science & an extension of school philosophy based on students’ needs & interests. o Curriculum is always related to instruction. The subject matter is organized in terms of knowledge, skills, and values. o The process emphasizes problem-solving. It aims to  Hilda Taba (1902-1967) Contributed to the theoretical & pedagogical foundations of concepts development & critical thinking in social studies curriculum. Helped lay the foundation for diverse student population  Peter Oliva (1992-2012)  Described how curriculum change is a cooperative endeavor  Teachers and curriculum specialist constitute the professional core of planners.  Significant improvement through group activity  Psychological Foundations of Curriculum Learning Theories: 1.Behaviorism or Association Theories 2.Cognitive- information Processing Theories 3.Humanistic Theories  Behaviorism or Association Theories Ivan Pavlov (1849-1936) The Father of Classical Conditioning Theory, Stimulus-response theory (S-R Theory) The key to learning early in life is to train them in what you want them to become. S-R Theory is the foundation of learning practice called indoctrination.  Behaviorism or Association Theories Edward Thorndike (1874-1949) He defined learning as habit formation. He championed connectionism theory. He proposed 3 Laws of Learning: - Law of Readiness - Law of Exercise - Law of Effect Specific stimulus has specific a response  Robert Gagne (1916- 2002) He proposed hierarchical learning theory. Learning follows a hierarchy. Behavior is based on prerequisite conditions. He introduced tasking in the formation of objectives.  Robert Gagne (1916- 2002) Gagne, an American educational psychologist, proposed this theory in the 1960s. The theory is often presented as a hierarchy, with each level building on the previous one. The key components of Gagne's hierarchical learning theory include: - 9 events of instructions; - 5 categories of learning outcomes; - 3 Conditions of learning  9 Events of Instruction: 1. Gain Attention- Capture the learners' interest to stimulate curiosity. 2. Inform Learners of the Objective- Clearly state the learning goals to provide a sense of direction. 3. Stimulate Recall of Prior Learning- Activate relevant existing knowledge to build connections. 4. Present the Stimulus- Introduce new information or concepts to be learned. 5. Provide Learning Guidance- Offer support and guidance during the learning process.  1. Nine Events of Instruction: 6. Elicit Performance- Encourage learners to apply their knowledge actively. 7. Provide Feedback- Offer feedback on performance to reinforce correct understanding. 8. Assess Performance- Evaluate the learners' understanding and mastery of the material. 9. Enhance Retention and Transfer- Promote the application of new knowledge in different contexts.  Five Categories of Learning Outcomes 1. Signal Learning- Acquiring the ability to respond to a specific stimulus. 2. Stimulus-Response Learning- Making connections between stimuli and responses. 3. Chaining- Sequencing a series of stimuli and responses to perform a task. 4. Verbal Association- Connecting verbal or written symbols with concepts. 5. Discrimination Learning- Differentiating between similar stimuli based on specific criteria.  Three Conditions of Learning 1. Psychomotor Domain- Pertaining to physical skills and activities. 2. Cognitive Domain- Focused on intellectual skills and understanding. 3. Affective Domain- Relating to attitudes, values, and emotional aspects of learning.  Cognitive-Information Processing Theory What have you learned about the theories of: 1. Jean Piaget 2. Lev Vygotsky 3. Howard Gardner 4. Daniel Goleman  1.JEAN PIAGET Theories of JP: - Cognitive Development has stages from birth to maturity: Sensorimotor stage ( 0 – 2) Preoperational stage (2-7) Concrete operations stage (7-11) Formal operations (11- onwards) Basic Cognitive Concepts: Schema (Prior knowledge) Assimilation (incorporation of new experience) Accommodation (Learning modification and adaptation) Equilibrium (balance between previous and later learning)  2. LEV VYGOTSKY Theories of LV - Cultural transmission and development: *Children could, as a result of their interaction with society, actually perform specific cognitive actions before arriving at the development stage * Learning precedes development * Socio-cultural development theory Key Learning: Pedagogy creates learning processes that lead to development The child is an active agent in his or her educational process  3. HOWARD GARDNER Garner’s Multiple intelligences - Humans have several different ways of processing information, and these ways are relatively independent of one another. - There are eight intelligences: Linguistic, logico-mathematical, musical, spatial, bodily/kinesthetic, interpersonal, intrapersonal, naturalistic  4. DANIEL GOLEMAN Emotion contains the power to affect action. He called this EMOTIONAL QUOTIENT * Emotional intelligence refers to recognizing, understanding, managing, and using emotions effectively in ourselves and others. Goleman popularized the concept in his 1995 book, "Emotional Intelligence: Why It Can Matter More Than IQ."  4. DANIEL GOLEMAN The five components of emotional intelligence, as proposed by Goleman, are: 1. Self-awareness- Recognizing and understanding your own emotions.- 2. Self-regulation- Managing and controlling your own emotions effectively. 3. Motivation- Being driven to achieve goals and optimistic, even in the face of setbacks. 4. Empathy- Understanding and sharing the feelings of others. 5. Social skills- Building and maintaining positive relationships with others.  Humanistic Psychological Foundation of CD GESTALT Theory Abraham Maslow’s Self- Actualization Theory & Hierarchy of Needs Carl Roger’s Nondirective and Therapeutic Learning  GESTALT Theory Gestalt Theory Learning is explained in terms of the wholeness of the problem Human beings do not respond to isolated stimuli but to an organization or pattern of stimuli Keys to Learning: - Learning is complex and abstract - Learners analyze the problem and discriminate between essential and non-essential data, and perceive relationships -Learners will perceive something in relation to the whole. What/how they perceive is related to their previous experience Abraham Maslow’s Self-Actualization Theory & Hierarchy of Needs He advanced the self-actualization theory and classic theory of human needs. A child whose basic needs are not met will not be interested in acquiring knowledge of the world. He puts importance on human emotions based on love and trust. Key to Learning: -Produce a healthy and happy learner who can accomplish, grow, and actualize his or her human self.  Carl Roger’s Nondirective and Therapeutic Learning He established counseling procedures and methods for facilitating learning. Children’s highly individualistic perceptions influence their learning and behavior in class. Key to Learning: -Curriculum is concerned with process, not product, personal needs, not subject matter, psychological meaning, not cognitive scores  Social Foundations of Curriculum Society as a Source of change Schools as an Agent of change Knowledge as an agent of change What does each of these mean?  Emile Durkheim Influence of society and social context on education Things that surround individuals can change and develop their behavior. Considered two fundamental elements which are schools and civil society  Alvin Toffler Wrote the book Future Shock Believed that knowledge should prepare students for the future Suggested that in the future, parents might have the resources to teach prescribed curriculum from home as a result of technology, not despite it (Home Schooling) Foresaw schools and students worked creatively. Collaboratively and independently of their age.  Paolo Freire Education as a means of shaping the person and society through critical reflections and “conscientization” Teachers use questioning and problem- solving approaches to raise students’ consciousness Emphasis on questioning problem posing and critical thinking Major Book: Pedagogy of the Oppressed (1968)  John Goodlad Curriculum organized around needs of society and the students Reduce student conformity in the classroom Constant need for school improvement Emphasis on active learning and critical thinking Involvement of students in planning curriculum content and instructional activities Need to align content with standards  William Pinar Broaden the conception of curriculum to enrich the practice Understand the nature of educational experience Curriculum involves multiple disciplines Curriculum should be studied from historical, racial, gendered, phenomenological, postmodern, theological & international perspectives  References 1. Bilbao, P. P., et. al. (2020) Curriculum Development for Teachers. Quezon City: Lorimar Publishing, Inc. 2. Bilbao, P. P., et. al. (2016) Curriculum Development for Teachers. Quezon City: Lorimar Publishing, Inc. 2. Bauzon, P.(2009). Foundations of Curriculum Development and Management (2nd Ed.).Mandaluyong City: National Bookstore. 3. Tanner, D. and Tanner, L. (1980). Curriculum Development. (2nd Ed.). New York: Macmillan Publishing Company, Inc.