The Teacher and the School Curriculum reviewer PDF

The Teacher and the School Curriculum education should be grounded on liberal arts. Lesson 1 - Discipline is the sole Historical Context...

The Teacher and the School Curriculum education should be grounded on liberal arts. Lesson 1 - Discipline is the sole Historical Context source of curriculum. In 1939, when the article was written, Thus, in our educational curriculum was seen as a tradition of system, curriculum is organized knowledge taught in schools. divided into chunks of Two centuries later, the concept of knowledge called subject curriculum has broadened to include areas in basic education, several modes of thoughts and such as English, Science, experiences. Mathematics, Social Studies, and others. In The Importance of Curriculum college, discipline may Curriculum is at the heart of the include humanities, teaching profession. sciences, languages, and No formal, non-formal, or informal many more. (Joseph education exists without a curriculum. Schwab) Curriculum in the Philippine Educational 2. Progressive Point of View: System - Total learning experiences of the In the Philippine educational system, individual. different schools are established in - All experiences children have under the different educational levels which guidance of the teacher (Caswell and have corresponding recommended Campbell). curricula. - A sequence of potential experiences set o Basic Education up in the schools for the purpose of o Technical Vocational Education disciplining children and youth in group o Higher Education ways of thinking and acting (Caswell & Smith as shared by Smith, Stanley, and Shores). Definitions of Curriculum: - The experiences in the classroom which are planned and enacted by the teacher, 1. Traditional Point of View: and also learned by the students. - A body of subjects prepared by teachers for student learning. Curriculum Development - “Permanent studies” where Process – selecting, organizing, the rules of grammar, executing, and evaluating learning reading, rhetoric and logic experiences. for basic education are Based on: emphasized (Robert o Need, abilities, and interest of Hutchins).Basic education learners. should emphasize the three o Nature of society. R’s (reading, writing, and arithmetic) and college Nature of Curriculum 2. Written Curriculum: Curriculum is what is taught in - Comprises official documents, syllabi, school: A set of subjects, a content, a and course studies created by curriculum program of studies, a sequence of experts. courses, a set of performance objectives, - Designed for implementation across anything that goes within a school schools and districts, often pilot-tested. directed/ under the supervision of a 3. Taught Curriculum: teacher. - Encompasses planned classroom Curriculum is the total learning activities aimed at achieving written experiences of the learner under the curriculum objectives. guidance and supervision of a teacher. - Taught curriculum varies according to the learning styles of students and Lesson 2 teaching styles of teachers. Types of Curriculum Operating in School 4. Supported Curriculum: - Refers to material resources that aid in 1. Recommended Curriculum: curriculum implementation (e.g., - Suggested by national agencies or textbooks, technology, laboratory professional organizations. equipment). - Enhances teaching effectiveness and National Agencies: student engagement. Examples include: - Department of Education (DepEd) 5. Assessed Curriculum: - Commission on Higher Education - Involves evaluation processes to (CHED) measure student progress and - Department of Science and Technology curriculum effectiveness. (DOST) - Utilizes various assessment tools, like paper-and-pencil tests, authentic These agencies play a crucial role in establishing instruments like portfolio. guidelines for school curricula. 6. Learned Curriculum: Professional Organizations: - Represents the actual learning outcomes achieved by students. Organizations such as: - Measured through test results and - Philippine Association for Teacher observable changes in behavior Education (PAFTE) (cognitive, affective, psychomotor). - Biology Teacher Association (BIOTA) 7. Hidden Curriculum: They may recommend specific curricula tailored - This is the intended curriculum which is to particular subjects or educational levels. not deliberately planned but may modify behavior or influence learning outcomes. - There are lots of hidden curricula that transpire in schools. Includes peer  interactions, school culture, teacher He evaluates the curriculum: Asks key attitudes, and many other factors make questions: Were learning outcomes up the hidden curriculum. achieved? Should practices be modified? Should the curriculum be Lesson 3 modified, terminated, or continued? Role of the Teacher as a Curricularist Lesson 4 1. Facilitating Definition of Curriculum Development 2. Planning Curriculum development is the process 3. Evaluating of selecting, organizing, executing, 4. Initiating and evaluating learning experiences 5. Innovating based on the needs, abilities, and 6. Recommending interests of learners, and on the nature of 7. Implementing the society or community. 8. Knowing 9. Writing Curriculum Development Process: A dynamic process involving different people and What does a teacher do as a curricularist? procedures. Development connotes change which is He knows the curriculum: Mastery of systematic. the subject matter. A change for the better means alteration, He writes the curriculum: writes modification or improvement of existing books, modules, laboratory manuals, condition. instructional guides, reference materials To produce positive changes, in paper or on electronic media. development should be purposeful, He plans the curriculum: Develops planned and progressive. yearly, monthly, and daily plans. It follows a linear, logical step-by-step He initiates the curriculum: fashion with the following phases: - may encounter constraints and o Curriculum Planning: difficulties in doing things first or Considers school vision, leading but a teacher will never hesitate mission, goals, philosophy, and to try something novel and relevant educational beliefs. Translates - teacher needs an open-mindedness and these into desired learning the full belief that the new curriculum outcomes. will enhance learning o Curriculum Designing: is the He innovates the curriculum: Keeps way curriculum is the curriculum dynamic and changing, conceptualized to include the emphasizing creativity and innovation. selection and organization of He implements the curriculum: Gives content, of learning experiences life to the curriculum, recognizing that or activities and the selection of success depends on implementation. assessment procedures and tools  to measure achieved learning down by higher authorities. Teachers outcomes. should create teaching-learning units for o Curriculum Implementing: their students in their schools rather Puts the plan into action based initially in creating a general curriculum on the curriculum design. The design. teacher facilitates learning, using the curriculum as a guide. 7 major steps to the linear model o Curriculum Evaluating: 1. Diagnosis of the learners’ needs and - Determines the extent to which expectations of the large society desired outcomes have been 2. Formulation of the learning objectives achieved. Identifies factors that 3. Selection of the learning content hindered or supported 4. Organization of the learning content implementation and pinpoints 5. Determination of what to evaluate areas for improvement. 6. Determination of the means of doing - It may be formative (finding evaluation out the progress of learning) 7. Evaluation to find out the attainment or summative ( identifying the of the learning objectives level of mastery of the students. 3. Galen Saylor and William Alexander Curriculum Model: Saylor and Curriculum Development Process Models Alexander (1974) view curriculum as “a plan for providing sets of learning 1. Ralph Tyler Model: Emphasizes the opportunities to achieve broad planning phase. Asks key questions: educational goals and related specific a. What education purposes should objectives for an identifiable population schools seek to attain? served by a single school center. ” (Purposes of the school) b. What educational experiences The model consist of 4 steps: can be provided that are likely 1. Specifying the major education goals and to attain these purposes? specific objectives (Educational experiences related 2. Designing a curriculum after appropriate to the purposes) learning opportunities are determined and how c. How can these educational each opportunity is provided experiences be effectively 3. A designed curriculum is implemented organized? (Organization of the whereby teachers prepare instructional plans experiences) where instructional objectives are specified and How can we determine whether appropriate teaching methods and strategies are these purposes are being utilized to achieve the desired learning outcomes attained or not? (Evaluation of among students. the experiences) 4. A comprehensive evaluation using a variety of techniques is recommended 2. Hilda Taba: Grassroots Approach: Believes the curriculum should be designed by teachers rather than handed Curriculum Design Models interact with teachers and the 1. Subject-Centered Design Models: environment. Focuses on: a. Traditional areas in traditional b. Experience-centered design - disciplines. - Where learners' experiences are the b. Interdisciplinary topics. starting point c. Processes like problem-solving. - The school environment is left open d. Teaching students to be critical and free consumers of information. - Learners are made to choose from - Can also be organized around a various activities that the teacher subject center by focusing on provides. processes, strategies, or life skills. - The learners are empowered to shape - In the Philippines, curricula are their own learning from the different often divided into subjects or opportunities given by the teacher. courses. Most of the schools using this kind of structure aim for c. Humanistic design (Abraham Maslow excellence in the subject matter and Carl Rogers), content. - The development of self is the ultimate objective of learning. It stresses Examples of Subject-centered curriculum: the whole person and the integration of thinking, feeling and doing. It considers Subject Design: The drawback of this design is the cognitive, affective and that sometimes learning is so psychomotor domains to be compartmentalized. It stresses so much the interconnected and must be content that it forgets about students’ natural addressing in the curriculum. It tendencies, interests and experiences. stresses the development of positive self-concept and interpersonal skills. Discipline Design: Discipline refers to specific knowledge and through a method which the Advantages schools use to study a specific content of their - It gives power to the learners; they fields are identified as the experts in knowing what they need to know. 2. Learner-Centered Design Model: - The constructivist element of this Focuses on: approach honors the social and cultural context of the learner. a. Child-centered design (John Dewey, - Rousseau, Pestalozzi, and Froebel). Disadvantages: - Anchored on the needs and interests - Often relies on the teacher’s ability of the child. to create or select materials - The learner is not considered as a appropriate to learner’s expressed passive individual but as one who needs. engages with his/her environment. - Teachers may also find it difficult to One learns by doing. Learners strike an acceptable balance among  the competing needs and interests of Modular Approach: Leads to students. complete units of instruction. 3. Problem-Centered Design Model: Criteria for Selecting Content: - Organizes subject matter around a o Significance: Contributes to the problem real or hypothetical, that need overall purpose of the to be solved. curriculum. - Inherently engaging because students o Validity: Authenticity of the have a real purpose to their inquiry------ subject matter. solving the problem o Utility: Usefulness to the learner. Types of problems: o Learnability: Complexity 1. Life situations involving real within the learner's range of problems of practice experience. 2. Problems that revolve around life at a o Feasibility: Learnable within given school time, resources, and teacher 3. Problems selected from local issues expertise. 4. Philosophical or moral problems o Interest: Meaningful and valuable to learners. Lesson 5 Guide for Selecting Content: Three Ways of Approaching a o Commonly used in daily life. Curriculum o Appropriate to learner maturity 1. As a Content /Body of Knowledge to and abilities. be Transmitted o Valuable for future careers. 2. As a Process/ What actually happens o Related to other subjects. in the classroom when the curriculum is o Important for transferring practiced. learning. 3. As a Product /Learning Outcomes Desired of Learners Basic Principles of Curriculum Content: 1. Content: the body of knowledge to be o Balance: Fairly distributed in transmitted to the students depth and breadth. o Articulation: Smooth Four Ways of Presenting Content: connections across disciplines. 1. Topical Approach: Knowledge and o Sequence: Logical arrangement experiences are included. of content. 2. Concept Approach: With fewer o Integration: Relatedness or topics in clusters around major and Interconnectedness to other sub-concepts and their interaction, contents. relatedness emphasized. o Continuity: Enduring and 3. Thematic Approach: as perennial. combination of concepts that develop conceptual structures 2. Curriculum As a PROCESS: the practice Lesson 6 of teaching Major Foundations of Curriculum The classroom is only part of the The most commonly accepted Foundations of learning environment where the teacher Curriculum places action using the content to achieve an outcome. 1. Philosophical The process of teaching and learning 2. Psychological becomes central concern if teachers to 3. Socio-Historical emphasize critical thinking, meaning making and hands-on doing and many 4. Legal others. Process provides curriculum on how to teach the content. It connotes Philosophical Foundation: instruction, implementation, teaching. Guides questions and prescribes a way of life. Guiding Principles: Every teacher, school head, educational - Teaching methods are means to an end. planner, curriculum writer, or even - No single best process. policy maker is expected to have a solid - Stimulates learners' desire to develop philosophical belief. cognitive, affective, and psychomotor Helps answer: domains. o What are schools for? - Considers learning and teaching styles. o How should students learn? - Results in learning outcomes. o What materials and methods - Flexibility in the use of methods. should be used? - Learning and teaching are important processes. Four Major Educational Philosophies: 1. Perennialism: 3. Curriculum as a Product: student - Means everlasting or constant equipped with KSA to function effectively - Believe that some ideas have lasted over and efficiently. centuries which are still relevant today. - Proponents: Robert Hutchins and Mortimer The real purpose of education is to Adler - Humans are rational bring about significant changes in the 2. Essentialism: students’ pattern of behavior. - Advocates instilling in students with the Central to this approach is the “essentials” or “basics” of academic knowledge formulation of behavioral objectives and character development development stated as ILO or desired outcomes - Essentialists believe that teachers should instill traditional virtues such as respect for authority, fidelity to duty, consideration for others and practicality. 3. Progressivism: - Believes that children should learn as if they 2. Ivan Pavlov were scientists using scientific method - Classical Conditioning - Related to present community life as it focuses - ex. Bell and salivation of the dog Bell on the experiences, interests, and abilities of and emergency Numbers (math) and students feeling of difficulty - Means that hands-on experiences like fieldtrips and internships are effective in skill acquisition 3. Burrhus Frederic Skinner - Student-based, the teacher facilitates the - Operant Conditioning learning process - stimulus-response 4. Reconstructionism: -reinforcement - Reconstructionist argue that students must be - Positive Reinforcement taught how to bring about change. Negative Reinforcement - Claim that people must become active Positive Punishment participants in changing their own status through Negative Punishment social action to bring about social justice - Promotes rewarding experiences that 4. Albert Bandura contribute to personal growth, integrity, and - Modeling and observation theory autonomy among learners. - people learn by observing how others behave, including the rewards and Psychological Foundations: punishment they receive. o Provides a basis for teaching and learning. Influence and Impact of Behaviorism o Involves the learning process on Curriculum Development that every individual goes 1. The behaviorism-based curriculum through. 2. Connections should be built on students’ positive experiences Major Schools in Psychology: 3. Negative feelings can be identified and modified to positive result A. Behaviorist Psychology: Focuses 4. Curriculum should be organized to on conditioning behavior through master the subject matter reinforcement and rewards. 5. Highly prescriptive and diagnostic 6. Structured curricular methods 7. Major Theorists: Critics claim it to be too mechanical 1. Edward Thorndike over reliance on classical conditioning. - Connectionism: learning as a connection or association of an B. Cognitive Psychology: Focuses on increasing number of habits students’ developmental stages, multiple - stimulus-response forms of intelligence, problem solving, critical thinking, and creativity - Laws: a. Law of Exercise b. Law of Readiness c. Law of Effect Major Theorist: 2. Lev Vygotsky 1. Jean Piaget - Theory on Sociocultural Development - intelligence changes as a child grows - Theory on Zone of Proximal Development - cognitive development is not just significant learning occurs in this zone acquiring knowledge - it occurs through the interaction of innate capacities and environmental events as children pass through a series of stages 3. Howard Gardner - Multiple Intelligences - different types of intelligence may exist 4. Felder and Silverman - Learning styles 2. Carl Rogers - client-centered therapy - teacher may not tell directly what to do but create an atmosphere of opportunities for the learners Socio-Historical Foundation There were historical events that contribute in shaping the curricular practices we have today Rediscovering Philippines’ own past may C. Humanistic Psychology: Focuses on the enlighten us onto how our our history influenced learner's needs, attitudes, and feelings, our curriculum emphasizing the development of self. Historical events: Major Theorist: 1. Precolonial Period 1. Abraham Maslow - No formal schools. - proposed the “Hierarchy of Needs” - Education focused on preparing children to be - when lower needs are satisfied, individuals will good husbands and wives and productive be more motivated to achieve higher level members of the community. - Parents served as teachers. - Tribal tutors (Babaylan) - Some communities utilized a writing system known as baybayin. - Alibata – composed of 17 symbols representing the letters of the alphabets - Stories, songs, poetry, dances, and medicinal practices were passed down through generations. - Teaching methods were oral, practical, and of the Literary University of the hands-on. Philippines. 2. Spanish Era American Period: - Friars established parochial schools. - Education was used to pacify natives - Education was limited to Spanish students and and American then colonize the privileged Filipinos. archipelago. - Curriculum focused on Christian doctrines, - restored damaged school, houses, values, history, reading and writing in Spanish, build new ones and conduct classes mathematics, agriculture, and world geography. - American teachers instilled the spirit - Separate schools for boys and girls were of democracy, progress, and fair established. play in their students. - The Educational Decree of 1863 mandated - The Taft Commission Act No. 74 the establishment of free primary schools in each established the Philippine Public town. School System. - Teaching methods included catechetical - Thomasites: American teachers instruction, corporal punishment, and aside from the American soldiers memorization. - The Philippine Normal School (now Philippine Normal University) was established to train aspiring Filipino -Problems in education included: teachers. 1. Lack of government - University of the Philippines was supervision. created under the Act No. 1870 2. Overemphasis on religion. - Outstanding Filipino scholars were 3. Limited and irrelevant given opportunity to study in the curriculum. United Stated 4. Obsolete teaching methods. - Americans discarded the religious 5. Poor classroom facilities. bias - President Quezon issued Code 6. Inadequate instructional of Ethics materials. - Educational Act of 1940 7. Discrimination against Filipino students. 4. Japanese Occupation: 8. Absence of academic freedom. Basic Principles of Japanese Education: 3. Philippine Revolutionary Period: - Make people recognize that the - Free and compulsory primary education Philippines is part of the greater was established. East-Asia Co-Prosperity Sphere. - Secondary education was provided by - Stop depending on Western the government through the Burgos countries like the US and Great Institute of Malolos. Britain and foster a new Filipino - Tertiary education was also provided by culture. the government with the establishment  - Raise the morality of the people, - RA 10533, Enhance Basic Education Act of giving up overemphasis on 2013 - known as the K to 12 Curriculum materialism. - Diffuse the Japanese language. - PROs: - Promote vocational courses. 1. at par with international 12 year basic - Develop a love for work. education 2. pursue protective employment, entrepreneurship and higher educational studies Curriculum changes included: 3. graduates are expected to be equipped with ▪ A longer school 21st century skills calendar (no summer vacation). - CONs: ▪ Increased class sizes. 1. Seen as a burden for average Filipino family ▪ The deletion of anti- Asian opinions and 2. does not address the basic problems of American songs, education (classrooms, chairs, books) - Bases symbols, poems, and - mastery of basic competencies is insufficient pictures. due to congested curriculum ▪ The use of Nihongo (Japanese language). - Philippines is the only remaining country in - The Japanese occupation failed to asia with a 10 year basic ed program transform the values and attitudes of the Filipino people. Social Foundations of Education 5. Martial Law Period: - The Department of Education Schools exist within the social context became the Department of Schools are only one of the many institutions Education and Culture in 1972. that educate society - The Ministry of Education and Culture was established in 1978. Formal institutions that address more complex - The Department of Education, and interrelated societies and the world Culture, and Sports was established. There are many aspects of the society that - Bilingual education was required. need consideration in curriculum: From 1986 to the Present - transmission of culture - bilingual policy was reiterated in the 1987 - social problems Constitution - RA 7722: creation of Commission on Higher - economic issue Education (CHED) - RA 7796: creation of Technical Education and Skills Development Authority (TESDA) - Department of Education, Culture and Sports was renamed as Department of Education (DepEd) Sociological Basis is a lifelong process must be social in nature and develop democratic skills and Aims of Education: values in students - Develop social feelings and qualities. - Develop socially efficient individuals. Legal Foundations: - Transmission of social heritage. - The 1987 Constitution guarantees - education for social service, social the right to quality education and assigns the highest budgetary Curriculum priority to education. - based on the conditions, problems, and needs of society - agent of transmission of basic values of culture - prepare the child for global/world society - flexible and changeable for the effective realization of socially determined objectives - lead to the development of genuine “we feeling” Methods of Teaching - enable child to acquire skills and knowledge needed - develop a capacity for social adjustment - develop problem solving and constructive thinking - socialized techniques; project and group methods Role of Teachers - shape destiny of the nation in classrooms - expose the concept of freedom, dignity of the individual, and rights and duties, so as to transmit the same to the younger generation - expected to possess right attitude of social behavior - remain above casteism regionalism Education… takes place in society is essentially a social process has a social role to play in educating the child by social environment