EDUC 10 - MIDTERMS.pdf

curriculum. The skill of the teacher to facilitate learning based on the written curriculum with the aid EDUC 10 of instructional materials and facilities...

curriculum. The skill of the teacher to facilitate learning based on the written curriculum with the aid EDUC 10 of instructional materials and facilities will be In our current Philippine educational system, different schools necessary. The taught curriculum will depend largely are established in different educational levels which have on the teaching style of the teacher and the learning corresponding recommended curricula. The educational levels style of the learners. are: 4. Supported Curriculum. 1. Basic Education. - This is described as support materials that the - This level includes Kindergarten, Grade 1 to Grade 6 teacher needs to make learning and teaching for elementary; and for secondary, Grade 7 to Grade meaningful. These include print materials like books, 10, for the Junior High School and Grade 11 and 12 charts, posters, worksheets, or non-print materials like and for the Senior High School. Each of the levels has Power Point presentation, movies, slides, models, its specific recommended curriculum. The new basic realias, mock-ups and other electronic. illustrations. education levels are provided in the K to 12 Enhanced Supported curriculum also includes facilities where Curriculum of 2013 of the Department of Education. learning occurs outside or inside the four-walled 2. Technical Vocational Education. building. These include the playground, science - This is post-secondary technical vocational laboratory, audio-visual rooms, zoo, museum, market educational and training taken care of Technical or the plaza. These are the places where authentic Education and Skills Development Authority (TESDA). learning through direct experiences occur. For the TechVoc track in SHS of DepEd, DepEd and 5. Assessed Curriculum. TESDA work in close coordination. - Taught and supported curricula have to be evaluated 3. Higher Education. to find out if the teacher has succeeded or not in - This includes the Baccalaureate or Bachelor Degrees facilitating learning. In the process of teaching and at and the Graduate Degrees (Master's and Doctorate) the end of every lesson or teaching episode, an which are under the regulation of the Commission on assessment is made. It can either be assessment for Higher Education (CHED) learning, assessment as learning or assessment of learning. If the process is to find the progress of In whatever levels of schooling and in various types of learning learning, then the assessed curriculum is for learning, vironment, several curricula exist. Let us find out how Allan but if it is to find out how much has been learned or Glatthorn (2000) as mentioned in Bilbao, et al (2008) classified mastered, then it is assessment of learning. Either these: way, such curriculum is the assessed curriculum. 6. Learned Curriculum. TYPES OF CURRICULA SIMULTANEOUSLY OPERATING IN - How do we know if the student has learned? We THE SCHOOLS always believe that if a student changed behavior, he/she has learned. For example, from a non-reader 1. Recommended Curriculum. to a reader or from not knowing to knowing or from - Almost all currricula found in our schools are being disobedient to being obedient. The positive recommended. For Basic Education, these are outcome of teaching is an indicator of learning. These recommended by the Department of Education are measured by tools in assessment, which can (DepEd), for Higher Education, by the Commission on indicate the cognitive, affective and psychomotor Higher Education (CHED) and for vocational outcomes. Learned curriculum will also demonstrate education by TESDA. These three government higher order and critical thinking and lifelong skills. agencies oversee and regulate Philippine education. 7. Hidden/Implicit Curriculum. The recommendations come in the form of - This curriculum is not deliberately planned, but has a memoranda or policies, standards and guidelines. great impact on the behavior of the learner. Peer Other professional organizations or international influence, school environment, media, parental bodies like UNESCO also recommend curricula in pressures, societal changes, cultural practices, schools. natural calamities, are some factors that create the 2. Written Curriculum. hidden curriculum. Teachers should be sensitive and - This includes documents based on the recommended aware of this hidden curriculum. Teachers must have curriculum. They come in the form of course of study, good foresight to include these in the written syllabi, modules, books or instructional guides among curriculum, in order to bring to the surface what are others. A packet of this written curriculum is the hidden. teacher's lesson plan. The most recent written curriculum is the K to 12 for Philippine Basic 8. Societal curriculum (or social curricula) Education. - As defined by Cortes (1981). Cortes defines this 3. Taught Curriculum. curriculum as:…[the] massive, ongoing, informal - From what has been written or planned, the curriculum of family, peer groups, neighborhoods, curriculum has to be implemented or taught. The churches, organizations, occupations, mass media, teacher and the learners will put life to the written  and other socializing forces that “educate” all of us context of religious expression, lessons on values, throughout our lives. ethics or morals, molded behaviors, or social - This type of curricula can now be expanded to include experiences based on the family’s preferences.) the powerful effects of social media (YouTube; Facebook; Twitter; Pinterest, etc) and how it actively 12. Rhetorical curriculum helps create new perspectives, and can help shape - It comes from those professionals involved in concept both individual and public opinion. formation and content changes; from those educational initiatives resulting from decisions based 9. Null Curriculum on national and state reports, public speeches, from - That which we do not teach, thus giving students the texts critiquing outdated educational practices. The message that these elements are not important in rhetorical curriculum may also come from the their educational experiences or in our society. Eisner publicized works offering updates in pedagogical offers some major points as he concludes his knowledge. discussion of the null curriculum. The major point I have been trying to make thus far is that schools have 13. The electronic curriculum consequences not only by virtue of what they do - Those lessons learned through searching the Internet teach, but also by virtue of what they neglect to teach. for information, or through using e-forms of What students cannot consider, what they don’t communication. (Wilson, 2004) This type of processes they are unable to use, have curriculum may be either formal or informal, and consequences for the kinds of lives they lead. inherent lessons may be overt or covert, good or bad, - From Eisner’s perspective the null curriculum is correct or incorrect depending on ones’ views. simply that which is not taught in schools. Somehow, Students who use the Internet on a regular basis, somewhere, some people are empowered to make both for recreational purposes (as in blogs, wikis, conscious decisions as to what is to be included and chatrooms, through instant messenger, on-line what is to be excluded from the overt (written) conversations, or through personal e-mails and sites curriculum. Since it is physically impossible to teach like Twitter, Facebook, or Youtube) and for personal everything in schools, many topics and subject areas online research and information gathering are must be intentionally excluded from the written bombarded with all types of media and messages. curriculum. Much of this information may be factually correct, - Null curriculum refers to what is not taught but informative, or even entertaining or inspirational. But actually should be taught in school according to the there is also a great deal of other e-information that needs of society. For example, environmental may be very incorrect, dated, passé, biased, education, gender or sex education, life education, perverse, or even manipulative. career planning education, local culture and history education courses are still empty in some schools. 14. The internal Curriculum - Processes, content, knowledge combined with the 10. Phantom curriculum experiences and realities of the learner to create new - Media and its uses have become important issues in knowledge. While educators should be aware of this schools. Exposure to different types of media often curriculum, they have little control over the internal provides illustrative contexts for class discussions, curriculum since it is unique to each student. relevant examples, and common icons and metaphors that make learning and content more THE TEACHER AS A CURRICULARIST… meaningful to the real lives and interests of today's 1. knows the curriculum. Learning begins with students. In an Information Age media has become a knowing. The teacher as a learner starts with knowing very strong type of curricula over which teachers and about the curriculum, the subject matter or the parents have little or no control. This type of learning contem. As a teacher. one has to master what are has a name and definition. It is called the phantom included in the curriculum. It is acquiring academic curricula. It can be defined as - "The messages knowledge both formal (disciplines, logic) or informal prevalent in and through exposure to any type of (derived from experiences, vicarious, and media. These components and messages play a unintended). It is the mastery of the subject matter. major part in enculturation and socializing (KNOWER) students into the predominant meta-culture, or in 2. writes the curriculum. A classroom teacher takes acculturating students into narrower or record. of knowledge concepts, subject matter or generational subcultures." content. These need to be written or preserved. The teacher writes books, modules, laboratory manuals, 11. Concomitant Curriculum instructional guides, and reference materials in paper - What is taught, or emphasized at home, or those or electronic media as a curriculum writer or reviewer. experiences that are part of a family’s experiences, or (WRITER) related experiences sanctioned by the family. (This 3. plans the curriculum. A good curriculum has to be type of curriculum may be received at church, in the planned. It is the role of the teacher to make a yearly,  monthly or caily plan of the curriculum. This will serve the learners' continuous and willful growth n personal as a guide in the implementation of the curriculum. social competence." (Daniel Tanner, 1980) The teacher takes into consideration several factors in 2. It is a written document that systematically describes planning a curriculum. 1ST These factors include the goals. planned, objectives, content, learning activities, learners, the support material, time, subject matter or evaluation procedures and so forth. (Pratt. 1980) content, the desired outcomes, the context of the 3. The contents of 2 subject, concepts and tasks to be leamers among others. By doing this, the teacher acquired. planned activities, the desired learning becomes a curriculum planner. (PLANNER) outcomes and experiences, product of culture and an 4. initiates the curriculum. In cases where the agenda to reform society make up a curriculum. curriculum is recommended to the schools from (Schubert, 1987) DepEd. CHED, TESDA, UNESCO, UNICEF or other 4. A curriculum includes "all of the experiences that educational agencies for improvement of quality individual leamers have in a program of education education, the teacher is obliged to implement it. whose purpose is to achieve broad goals and related Implementation of a new curriculum requires the open specific objectives, which is planned in terms of a mindedness of the teacher, and the full belief that C:/ framework of theory and research or past and present the curriculum will enhance learning. There will be professional practice." (Hass, 1987) many constraints and difficulties in doing things first or 5. It is a programme of activities (by teachers and pupils) leading, Me however, a transformative teacher will designed so that pupils will attain so far as possible never hesitate to try something novel and relevant. certain educational and other schooling ends or (INITIATOR) objectives. (Grundy, 1987) 5. innovates the curriculum. Creativity and innovation 6. It is a plan that consists of learning opportunities for a are THE S hallmarks of an excellent teacher. A specific time frame and place, a tool that aims to bring curriculum is always dynamic, hence it keeps on about behavior changes in students as a result of changing. From the content, strategies, ways of planned activities and includes Faceboux all learning doing, blocks of time, ways of evaluating, kinds of experiences received by students with the guidance students and skills of teachers, one cannot find a of the school. (Goodland and Su, 1992) single eternal curriculum that would perpetually fit. A 7. It provides answers to three questions: 1. What good teacher, therefore, innovates the curriculum and knowledge, skills and values are most worthwhile? 2. thus becomes a curriculum innovator (INNOVATOR) Why are they most worthwhile? 3. How should the 6. Implements the curriculum. The curriculum that young acquire them? (Cronbeth, 1992) remains recommended or written will never serve its purpose. Somebody has to implement it. As CURRICULUM FROM TRADITIONAL POINTS OF VIEW mentioned previously, at the heart of schooling is the Robert M. Hutchins views curriculum as "permanent curriculum It is this role where the teacher becomes studies" where rules of grammar, reading, rhetoric, the curriculum implementor. An implementor gives life logic and mathematics for basic education are to the curriculum plan. The teacher is at the height of emphasized. The 3Rs. (Reading, Writing, 'rithmetic) an engagement with the learners, with support should be emphasized in basic education while liberal materials in order to achieve the desired outcome. It education should be the emphasis in college. is where teaching, guiding, facilitating skills of the Arthur Bestor as an essentialist believes that the teacher are expected to the highest level. It is here mission of the school should be intellectual training, where teaching as a science and as an art will be hence curriculum should focus on the fundamental observed. It is here, where all the elements of the intellectual disciplines of grammar, literature and curriculum will come into play. The success of a writing. It should include mathematics, science, recommended, well written and planned curriculum history and foreign language. depends on the implementation. (IMPLEMENTOR) Joseph Schwab thinks that the sole source of 7. evaluates the curriculum. How can one determine if curriculum is a discipline, thus the subject areas such the desired learning outcomes have been achieved? as Science, Mathematics, Social Studies, English and Is the curriculum working? Does it bring the desired many more. In college, academic disciplines are results" What do outcomes reveal? Are the learners labelled as humanities, sciences, languages, achieving? Arc there some practices that should be mathematics among others. He coined the word modified? Should the curriculum be modified, discipline as a ruling doctrine for curriculum terminated or continued? These are some few development. questions that need the help of a curriculum Phillip Phenix asserts that curriculum should consist evaluator. That person is the teacher. (EVALUATOR) entirely of knowledge which comes from various disciplines. SOME DEFINITIONS OF CURRICULUM 1. Curriculum is a planned and guided set of learning CURRICULUM FROM PROGRESSIVE POINTS OF VIEW experiences and intended outcomes, formulated John Dewey believes that education is experiencing. through the systematic. reconstruction of knowledge Reflective thinking is a means that unifies curricular and experiences under the auspices of the school, for elements that are tested by application.  Holin Caswell and Kenn Campbell viewed To design programs of study by grade levels. curriculum as all experiences children have under the To help in the evaluation and selection of textbooks. guidance of teachers. To assist teachers in the implementation of the Othaniel Smith, William Stanley and Harlan Shore curriculum. likewise defined curriculum as a sequence of potential To develop standards for curriculum and instructional experiences, set up in schools for the purpose of evaluation. disciplining children and youth in group ways of Through this approach, educators are able to plan thinking and acting. and focus the curriculum on specific programs, Colin Marsh and George Willis also viewed schedules, space, resources, equipment, and curriculum as all the experiences in the classroom personnel. which are planned and enacted by the teacher and also learned by the students. 3. Humanistic Approach - It is rooted in progressive philosophy and follows the CURRICULUM is what is taught in school, a set of subjects, a child-centered movements. ( The Way/ process of content, a program of studies, a set of materials, a sequence of learning of a child) courses, set of performance objectives, everything that goes - It considers the formal or planned curriculum and the within the school. is what is taught inside and outside of school informal or hidden curriculum. directed by the teacher, everything planned by school, a series - It considers the whole child and believes that in the of experiences undergone by leamers in school or what curriculum the total development of the individual is individual learner experiences as a result of school. In short, the prime consideration. curriculum is the total learning experiences of the earner under - Grounded in utilizing instructional strategies such as the guidance of the teacher. cooperative learning, independent learning, small-group learning, and social activities instead of competitive, teacher-dominated, large group learning. APPROACHES OF CURRICULUM Schools that adopt this approach emphasize active An approach is a set of beliefs and values about student participation in the context of learning. curriculum and curriculum work, other synonyms for approach : image, orientation, perspective, or a belief ; so , any curriculum 4. Holistic Approach developer should have : - comprehensive (under sad sa humanistic) - An understanding of curriculum and its process - Students should be taught intellectually - A value system - Each student is unique, have different interest, - A critical consciousness of the basic assumptions learning styles about the world, society, and morality. - Apply their learnings ( community, society) - Emotional, physical, spiritual 1. Behavioral Approach - Inside, outside, environment - It is based on the Behavioural Principle, goals and - So that the teacher can aligned objectives are specified, content and activities are - Differentiated activities (they develop, hands- on) also arranged with learning objectives. - Learning outcomes are evaluated in terms of the 5. Reconceptualist Approach goals and objectives set at the beginning. - Highlights that change is a focal point. - Its main aim is to achieve efficiency. - Considered an extension of the humanistic approach, - CHANGE IN BEHAVIOR (there is learning) indicates targets learning through political, economic, social, the measure of accomplishment. There are goals- moral, and artistic endeavors. setting goals are important and it should be aligned in - Schools using this approach envision the curriculum daily lives. Lesson that you have learned as a means to help schools become an extension of the community and society, greatly benefiting the 2. Managerial Approach student’s sense of self and social power in and out of - It became dominant in the 1950s and 1960s the classroom. - General Leader: He/She sets the policies and - Associated with this sixth approach are the priorities, establishes the direction of change and developmental theories of Pinar and past theorists innovation, and plans and organizing curriculum and such as George Counts, Harold Rugg, and Harold instruction. Benjamin. - Curriculum Leader: He/She looks at the curriculum - Experiences - Letting students share their changes and innovations as they administer the experiences that connect to the lesson. resources and restructure the school infrastructure. - Role of Curriculum Leader: 6. Language Experience Approach To help in the development of the School’s - The Language Experience Approach is a teaching educational goals. tactic that uses experience to improve students' To plan a curriculum with students, parents, teachers, communication skills. This approach capitalizes on and other stakeholders. students' attention and interest in their own  experiences to develop their skills. It mainly targets chosen based on research findings reading and writing skills. accreditation standards, and views of different stakeholders. CURRICULUM DEVELOPMENT PROCESS MODELS 2. Curriculum Designing. Designing curriculum follow after appropriate learning 1. Ralph Tyler Model: Four Basic Principles opportunities are determined and how each - Also known as Tyler's Rationale, the curriculum opportunity is provided. Will the curriculum development model emphasizes the planning phase. be designed along the lines of academic This is presented in his book Basic Principles of disciplines, or according to students needs Curriculum and Instruction He posited four and interests or along themes? These are fundamental principles which are illustrated as some of the questions that need to be answers to the following questions: answered at this stage of the development 1. What education purposes should schools process. seek to attain? 3. Curriculum Implementation. A designed 2. What educational experiences can be curriculum is now ready for implementation. provided that are likely to attain these Teachers then prepare instructional plans purposes? where instructional objectives are specified 3. How can these educational experiences be and appropriate teaching methods and effectively organized? strategies are utilized to achieve the desired 4. How can we determine whether these learning outcomes among students. purposes are being attained or not? 4. Evaluation. The last step of the curriculum - Tyler's model shows that in curriculum development, model is evaluation. a comprehensive the following considerations should be made: evaluation using a variety of evaluation 1. Purposes of the school techniques is recommended. it should 2. Educational experiences related to the involve the total educational programme of purposes the school and the curriculum plan, the 3. Organization of experiences effectiveness of instruction and the 4. Evaluation of the experience achievement of students. Through the evaluation process, curriculum planner and 2. Hilda Taba Model: Grassroots Approach developers can determine whether or not - Hilda Taba improved on Tyler's model. She believed and the objectives of instruction have been that teachers should participate in developing a met. curriculum. As a grassroots approach Taba begins - All the models utilized the processes of (1) from the bottom, rather than from the top as what curriculum planning. (2)curricular designing. Tyler proposed. She presented seven major steps to (3) curriculum implementing, and (4) her linear model whish are the following: curriculum evaluating. 1. Diagnosis of learners' needs and expectations of the larger society BASIC Principles of Curriculum Content 2. Formulation of learning objectives In 1952, Palma proposed the principle of BASIC as a 3. Selection of learning contents guide in addressing CONTENT in the curriculum. B.A.S.I.C. 4. Organization of learning experiences refers to Balance, Articulation, Sequence, Integration and 5. Selection of learning experiences Continuity. In organizing content or putting together subject 6. Determination of what to evaluate and the matter, these principles are useful as a guide. means of doing it. BALANCE. Content should be fairly distributed in 3. Galen Saylor and William Alexander Curriculum Model depth and breadth. This will guarantee that significant - Galen Saylor and William Alexander (1974) viewed contents should be covered to avoid too much or too curriculum development as consisting of four steps. little of the contents needed within the time allocation. Curriculum is "a plan for providing sets of learning ARTICULATION. As the content complexity opportunities to achieve broad educational goals and progresses with the educational levels, vertically or related specific objectives for an identifiable horizontally, across the same discipline smooth population served by a single school center." connections or bridging should be provided. This will 1. Goals, Objectives and Domains. assure no gaps or overlaps in the content. Curriculum planners begin by specifying the Seamlessness in the content is desired and can be major educational goals and specific assured if there is articulation in the curriculum. Thus, objectives they wish to accomplish. Each there is a need of team among writers and major goal represents a curriculum domain: implementers of curriculum. personal development, human relations, SEQUENCE. The logical arrangement of the content continued learning skills and specialization. refers to sequence or order. These can be done The goals and domains are identified and vertically for deepening the content or horizontally for  broadening the same content. In both ways, the D. Reconstructionism pattern usually is from easy to complex, what is Aim: To prove and reconstruct society. Education for known to the unknown, what is current to something change in the future. Role: Teacher act as agent of changing and reforms INTEGRATION. Content in the curriculum does not Focus: Present and future educational landscape stand alone or in isolation. It has some ways of Trends: School and curricular reform, Global relatedness or connectedness to other contents. education, Collaboration and Convergence, Contents should be infused in other disciplines Standards and Competencies whenever possible. This will provide a wholistic or unified view of curriculum instead of segmentation. Contents which can be integrated to other disciplines acquire higher premium than when isolated. CONTINUITY. Content when viewed as a curriculum should continuously flow as it was before, to where it is now, and where it will be in the future. It should perennial. It endures time. Content may not be in the same form and substance as seen in the past since changes and developments in curriculum occur. Constant repetition, reinforcement and enhancement of content are all elements of continuity. SCOPE. When considering curriculum design, educators need to address the breadth and depth of its content. Some refer to this as the horizontal organization of the curriculum. Scope means not only the depth and range of content provided to students, but also all the varieties and types of educational experiences that are created to engage students in their learning. The challenge of determining scope goes back to the basic question posed by Herbert Spencer, “What knowledge is of the most worth?”. PHILOSOPHICAL FOUNDATIONS There are many philosophies in education but we will illustrate only those presented by Ornstein and Hunkins in 2004. A. Perennialism Aim: To educate the rational person; cultivate intellect Role: Teachers assist students to think with reason (critical thinking HOTS) Focus: Classical subjects, literary analysis. Curriculum is enduring Trends: Use of great books (Bible, Koran, Classics) and Liberal Arts B. Essentialism Aim: To promote intellectual growth of learners to become competent Role: Teachers are sole authorities in the subject area Focus: Essential skills of the 3Rs; essential subject Trends: Back to basics, Excellence in education, cultural literacy C. Progressivism Aim: Promote democratic social living Role: Teacher leads for growth and development of lifelong learner Focus: Interdisciplinary subjects. Learner-centred. Outcomes-based Trends: Equal opportunities for all, Contextualized curriculum, Humanistic education