The Teacher And The School Curriculum PDF

THE TEACHER AND THE SCHOOL CURRICULUM Objectives: 1. Discuss the definition, principles and concepts governing the development of curriculum 2. Analyze curricula that shaped the Philippine education I. Understanding Curriculum as a Concept 1. What is Curriculum? All experiences childre...

THE TEACHER AND THE SCHOOL CURRICULUM Objectives: 1. Discuss the definition, principles and concepts governing the development of curriculum 2. Analyze curricula that shaped the Philippine education I. Understanding Curriculum as a Concept 1. What is Curriculum? All experiences children have under the guidance of teacher (Caswell and Campbell). Are experiences of children to help them achieve self-realization through active participation within the school Shepherd & Ragan). I. Understanding Curriculum as a Concept 1. What is Curriculum? A plan of learning that includes strategies for achieving desired goals or ends (Tyler,Taba), plan providing set of learning opportunities for persons to be educated (G.Saylor), plan for learning whereby objectives determine what learning is important (Wiles and J. Bondi). I. Understanding Curriculum as a Concept 1. What is Curriculum? A structure set of intended learning outcomes that come in the form of knowledge, skills and values, a total learning experiences of the individual (Dewey) I. Understanding Curriculum as a Concept 1. What is Curriculum? A process of acquiring particular knowledge, skills and values which a teacher transmits to students to prepare them for the adult world (Scott and Gough) An organized set of formal education and/or training I. Understanding Curriculum as a Concept 1. What is Curriculum? A field of study comprising its own foundation and domains of knowledge, as well as its own research theory, and principles and its own specialists to interpret this knowledge (Mc Neill, Schubert 1. What is Curriculum? Curriculum as a list of subjects. This definition suggests that curriculum is the "permanent" or the traditional subjects offered in the school curriculum such as Mathematics, Language, Science, Music, Arts, and others.  1. What is Curriculum? Curriculum as learning experiences. This definition includes students' curricular and co-curricular activities and the learning experiences they encounter inside or outside the school. This definition includes the hidden curriculum, or those things learned by the students as a result of their experiences in the school with their peers, schoolmates, teachers, school staff, or the values they learned from a school program. In short, it includes the school culture.  1. What is Curriculum? Curriculum as a discipline. Curriculum as a discipline has its own principles, theories, and practices. Curriculum as content or subject matter. This definition views curriculum as a series of topics under each subject area.  1. What is Curriculum? Curriculum as intended learning outcomes. This definition includes a list of learning competencies or standards that students should learn in school. Curriculum as planned learning experiences. This includes documents specifying contents, objectives, or general ideas of what students should know in schools or in a specific discipline. Different Types of Curriculum Ideal or Recommended Curriculum. This refers to what scholars propose as the most appropriate curriculum for the learners. For example, different professional organizations or various programs of study in different universities may propose curriculum innovations or alternative curriculum content as a result of their researches.  Different Types of Curriculum Intended, Offcial, or Written Curriculum. This refers to the official curriculum embodied in approved state curriculum guides (Glatthorn, Boschee, and Whitehead, 2006). It is the curriculum prescribed by the government. In the Philippine context, these are the prescribed courses from different government agencies: the Department of Education (DepEd), the Commission on Higher Education (CHED), and the Technical Education and Skills Development Authority (TESDA). Examples of this type of curriculum are: The Kindergarten Curriculum Standards The K-12 Curriculum CHED Curriculum for General Education (Memorandum Order No. 20 Series of 2013) TESDA Modules and Competencies Different Types of Curriculum Implemented Curriculum. This type of curriculum refers to the actual implementation of the curriculum or what teachers in the school teach. In many cases, teachers modify and improve their curriculum based on the needs of the students or whenever there are new ideas in various disciplines that are important to teach to the students. Academic freedom among faculty members in college may also influence how professors plan and implement their courses. Different Types of Curriculum Achieved Curriculum or Learned Curriculum. This refers to the result of the curriculum or what students actually learned in school (Print, 1993). The achieved curriculum reveals whether the students learned and whether the schools are successful in attaining their curriculum goals and objectives. Different Types of Curriculum Tested Curriculum. This is a set of learning that is assessed in teacher- made classroom tests, curriculum- referenced tests, and in standardized tests. (Glatthorn, Boschee, and Whitehead, 2006) Entitlement Curriculum. It refers to what the people or the general society believed the learners should expect to learn in the educational system for them to become good members of the society. Different Types of Curriculum Supported Curriculum. This refers to the curriculum that is reflected on and shaped by the resources allocated to support or deliver the official curriculum. (Glatthorn, Boschee, and Whitehead, 2006) Null or Censored Curriculum. This refers to various curriculum contents or topics that must not be taught to the students. (Tanner & Tanner, 2007) Different Types of Curriculum Hidden Curriculum. This refers to various skills, knowledge, and attitudes that students learn in school as a result of their interaction with other students, staff, and faculty members. Although the hidden curriculum is not actually taught in formal classroom learning, it is also true that the hidden curriculum can be a product of the students' schooling. The hidden curriculum is very powerful in developing the school culture (Print, 1993). Different Types of Curriculum Implemented Curriculum. This type of curriculum refers to the actual implementation of the curriculum or what teachers in the school teach. In many cases, teachers modify and improve their curriculum based on the needs of the students or whenever there are new ideas in various disciplines that are important to teach to the students. Academic freedom among faculty members in college may also influence how professors plan and implement their courses.  2. Major Types of Curriculum Subject- Learner- Problem- Centered Centered Centered *Focus on *Emphasis on *Emphasizes master of all-around problem-solving subject matter, growth of processes and the amount learners skills on to be covered human and of which social relations follows a set more than of standards content and and well- acquisition organized context  2. Major Types of Curriculum Subject-Centered Learner-Centered Problem-Centered *Origins traced back *Based on the needs to olden of society and times when the culture, rooted in seven liberal the study of life, arts comprised the social problems, curriculum and activities of social life *Focuses on the *Learning learner’s sequences in a step- interest and the *Emphasis on by-step pattern, integration of activities of emphasis on well- content from many social life organized subject subject fields by lecture method 2. Major Types of Curriculum Subject-Centered Learner-Centered Problem-Centered *Focus on master of subject matter, the *Subject matter *Emphasis on amount selection activities of to be covered of based on learner’s social life which needs or follows a set of interest as needed standards for a task and well- organized context *Cooperative control *Promotes social by action and learners, parents, reconstruction and teachers theories whose major goal is the improvement of the society through a direct involvement of  Subject- Learner- Problem- Centered Centered Centered *Emphasis on *Integrates *Origins traced all-around different subject back to olden growth of matter and their times when the learners relevance to seven liberal students and arts comprised society the curriculum *Focuses on the *Learning learner’s sequences in a interest and the step- integration by-step pattern, of content emphasis on from many well-organized subject fields 2. Major Types of Curriculum Subject-Centered Learner-Centered Problem-Centered *Content strongly *Subject matter relevant to *Textbook the selection learners but has primary based on learner’s weak instructional tool, needs or scope and teacher interest as needed sequence of with full control for a task subjects *Cooperative control *Emphasis on by teaching facts learners, parents, and knowledge for and teachers future use, focus on “what” rather *Emphasis on than “why” meaningful question immediate use of learning  Subject-Centered Learner-Centered Problem-Centered *With well-defined, *Promotes integration pre- of defined scope & subject but with sequence scope and sequence not well- defined *Emphasis on conformity to *Emphasis on patterns set by the understanding curriculum, and on and improving improving teaching through of active, dynamic subject matter and process on uniformity of exposures *Parts flow together as *Parts separated and whole, with distinct continuous fusion and merging *Structures developed *Lacks consideration as a for the result of on-going 3. Designs and Patterns of Subject-Centered Curriculum This model focuses on the content of the curriculum. The subject centered design corresponds mostly to the textbook, written for the specific subject. Separate Subject design: the subjects are independent in content and time; based on one of the academic discipline or organized subject matter areas. 3. Designs and Patterns of Subject- Centered Curriculum Discipline design- Discipline refers to specific knowledge learned through a method which the scholars use to study a specific content of their fields. Correlated design- this comes from core, correlated curriculum that links separate subject designs in order to reduce fragmentation. Broad field design- broad field or interdisciplinary design 4. Designs and Patterns of Learner- Centered Curriculum Child-centered design-curriculum is anchored on the needs and interests of the child Experience/Activity-experiences of the learner become starting point of the curriculum Humanistic design-the development of self is the ultimate objective of learning 5. Designs and Patterns of Problem- Centered Curriculum Life-situations design-the contents are organized in ways that allow students to view problem areas clearly Process-oriented-focuses on personal attributes and skills of individual learner in ever widening circles of self, others, and society  II. Foundations of Curriculum 1. Philosophical Foundations Philosoph ical Aim of Fundamental Curricular Systems Educati Ideas Implications on Metaphysic Study of what is Curriculum must s beyond the go beyond its natural (what is content, must real is true) consider what the learners can become Epistemolo Studies on the Curriculum should gy nature of revolve around the knowledge issues on teaching-learning process  II. Foundations of Curriculum Philoso 1.Philosophical Foundations phical Aim of Fundamental Curricular System Educatio Ideas Implications s n Logic Focus on Goal of all correct and curricula must be accurate the development thought of the ability of patterns students to think logically Axiology Focus on Development of values and a sense of right ethics and wrong  II. Foundations of Curriculum 1. Philosophical Foundations Philosop hical Aim of Fundamental Curricular Systems Education Ideas Implications Idealism Develop *Importance of Subject matter or (Plato) the mind and content focused, students’ Spirit believing that this is spiritually, *Truth and values essential to mental mentally are seen as and oral and absolute, development morally timeless, and universal *Reality is in the ideas independent of senses and experience Philoso phical Aim of Fundamental Curricular System Education Ideas Implications s Realism Give *Truth can be Curriculum is (Aristotl direction to tested or subject- e) individual’s proven centered, basic *Knowledge is organized from potentialiti derived from simple to es and sense complex, and talents experience stresses on mastery of facts and development of process and objective skills, critical analysis and importance  Philoso phical Aim of Fundamental Curricular System Education Ideas Implications s Pragmat For social The world is a *Provisions for ism efficiency, world of direct (Dewey, quest for change, man Experiences Roussea information can know *Activity/ u, W. and anything learner James) production within his Centered of new experience, *Basis: ideas belief in problems of needed in “learning by democratic changing doing” society society focus on problem solving inquiry Philoso phical Aim of Fundamental Curricular System Education Ideas Implications s Existenti Produce Reality is a Curriculum alism individuals matter of stresses (Sartre, who are individual activity Kierkega aware of existence. The recognition of rd) their meaning of individual freedom of life is what differences, choice each opportunities individual for making makes, focus choices, and on conscious awareness of awareness of consequence, choice self analysis through individualized Philoso phical Aim of Fundamental Curricular System Education Ideas Implications s Perenni Educate Human Subject- alism the beings are matter (Adler, rational rational and consists of Hutchi person, their perennial ns) cultivate existence basic the remain the education of intellect same rational men: throughout, history, includes language, knowledge math, logic, that has science, fine endured arts, cultural through the heritage Philos ophica Aim of Fundamen Curricular l Educatio tal Ideas Implication Syste n s ms Essen Promote There are Curriculum tialis intellect certain focused on m ual ideas that assimilatio (Bagle growth men n of y) of the should prescribed individu comprehe basic al and nd for subject educate social matter: the stability 3Rs, Philosop hical Aim of Fundamental Curricular Systems Education Ideas Implications Reconstr Improve Societal Curriculum uctionis and reform should include m reconstruct needed subjects that (Plato, society, towards deal with social Dewey, education experiencing and cultural Rugg, for change the good life crises to Augustin and social now and in prepare e) reform the future, students to schools are become the chief analyzer and means for ensure building new democratic social order principles are followed. 2.Sociological Foundations Society and culture relate to curriculum in the sense that they are part of the bases and sources of many curriculum matters and decisions. Whatever changes there are in them, education in general and curriculum in particular are affected. The school influences socially through its traditional but the most important purpose is the development among the learners of the following aspects such as citizenship, intellectualism, and 2. Sociological Foundations. The following forces or changes affect the school and the curriculum: n Cultural tradition-stakeholders are part of the community n Textbook –determine the curriculum because of its availability n Laws-affects curriculum in terms of funding, policies n Moral values-are reflected in the curriculum because of sociological basis n Research-examples are research on technology, multicultural concerns 3. Historical Foundations Period Characteristics Curricular Focus *Training done in the *Methods: suggestion, home observation, *Has no organized example and imitation system of *Posses a system of reading and education but has Writing laws and *Curriculum is not defined nor moral standards Written, prescribed *Focused on practical training for survival and to transmit social ideas, customs, and beliefs Spanish Focused on the *Subjects: 3Rs-reading writing learning of the and Christian doctrine and religion Spanish rule *Parochial schools: study of Doctrina Cristiana *Books: Cartilla, Pagina Dela Infancia *Vernacular as medium of instruction America Focused on Reading, writing, arithmetic, n establishing the public GMRC, civics, hygiene and  Period Characteristics Curricular Focus Commonwea Development of moral *Provided for 6 year elementary lth character, personal school, school entrance age at 7, discipline, civic compulsory attendance in grade consciousness, vocational I, efficiency as provided in introduction of double-single the 1935 Constitution session *Tagalog, and later on Filipino as another medium of instruction *Teaching of Filipino as a subject Japanese Focus on promoting the *Abolish English as a medium of East Asia co-prosperity instruction sphere educational *Diffuse elementary education objective with the promotion of vocational education *Fostering of new Filipino culture based on the awareness that Filipinos are Orientals New Society Focused on national *Bilingual Education policy development goals; *Development of moral character; manpower training; high self-discipline, scientific, level professions; self- technological, actualization and vocational efficiency; love of country; good citizenship Republic Promotion of equal Strengthen the teaching of educational opportunities values; return to the basics in the 4. Psychological Foundations The psychological basis of the curriculum pertains to the nature of the learner, the learning process, and the learning situation. The nature of the learner The learner need to be helped in acquiring learning as prescribed in the curriculum The learning process The learner goes through the learning process within the context of a learning situation. A teacher should have deep knowledge or repertoire of various teaching strategies and learning styles. Principles of learning in operant conditioning are principle of consequences, reinforcement, premack or grandama rule, and principle of extinction 4. Psychological Foundations The Learning Process: n Unfreezing-the individual is motivated and ready to consider changes n Problem diagnosis-determining and examining the forces supporting the need for change n Goal setting-desired changes are explicitly stated n New behavior-individual adapts and practices the new knowledge, behavior or skill n Refreezing-sustaining the knowledge, skills learned  Curriculum Conceptions Curriculum workers have different ideas about curriculum matters and curriculum development processes. They have different points of view about curriculum concerns, goals of what a curriculum should accomplish, and how a curriculum should be designed or constructed. These explain the presence of various curriculum orientations or conceptions. McNeil (2006), Eisner (1985), and Print (1993) identified six curriculum conceptions:  Curriculum Conceptions Academic Rationalist Conception - considered as the oldest among the curriculum conceptions. It stresses the importance of different bodies of knowledge, known as disciplines or subject areas, as the focus of the curriculum.  Curriculum Conceptions Cognitive Processes Conception - seeks to develop a repertoire of cognitive skills that are applicable to a wide range of intellectual problems. The subject matters are instruments or tools for developing these cognitive skills that are lasting in the lives of individuals  Curriculum Conceptions Humanistic Conception - stresses the idea that curriculum or education is an instrument for developing the full potential of individuals. It seeks to help individuals discover and develop their unique identities. It stresses that curriculum should focus on the needs and interests of individuals.  Curriculum Conceptions Social Reconstructionist Conception - views the school or schooling as an agency for social change. Hence, it stresses that curriculum should respond to the different needs, issues, problems, and demands of the society.  Curriculum Conceptions Technological Conception - is preoccupied with the development of means to achieve curriculum or educational goals. It views schooling as a complex system that can be analyzed into its constituent components.  Curriculum Conceptions Eclectic Conception - is where curriculum workers find themselves aligning their ideas with two or more curriculum conceptions. Hence, this curriculum conception reiterates the realities in curriculum development that each of the curriculum conceptions is to be considered and is influential to a certain extent in designing the curriculum.  Elements of a Curriculum Curriculum Intent- is the term used by Print (1993) to mean the direction that curriculum developers wish to take as a result of participating in the curriculum. It includes the aims, goals, and objectives found in any curriculum documents. Aims - are the broad statements of social or educational expectations. Aims include what is hoped to be achieved by the entire curriculum. Goals - are statements more specific than aims. Goals are general statements of what concepts, skills, and values should be learned in the curriculum. Objectives - are specific learning outcomes. Objectives include what specific concepts, skills, and values should be learned by the students. Usually, objectives are used in making decisions or planning about instruction.  Elements of a Curriculum Learning Experiences - include all instructional strategies that are useful for the implementation of the curriculum. These may appear in the form of activities, strategies, methods, or approaches that are useful in implementing the curriculum or in teaching the content.  Curriculum Conceptions Evaluation - includes the different ways and tools used for evaluating whether or not the curriculum intents were realized. Evaluation tools are also used to evaluate the performance of the learners after they have undergone the curriculum.