Educ 202A PDF

MODULE 1: INTRODUCTION TO THE TEACHER AND Hutchins believes that college education must SCHOOL CURRICULUM be grounded on liberal education while basic education s...

MODULE 1: INTRODUCTION TO THE TEACHER AND Hutchins believes that college education must SCHOOL CURRICULUM be grounded on liberal education while basic education should emphasize the rules of grammar, reading, A. Concepts, Nature and Purpose of Curriculum rhetoric, logic and mathematics. For him, curriculum is viewed as permanent studies which explain why some One of the most often repeated definitions of a subjects are repeated from elementary to college, such curriculum is that curriculum is the total learning as grammar, reading, and mathematics. experience. This description implies that the crux of a curriculum is the different planned and unplanned ARTHUR BESTOR activities which have been lived, acted upon or done by Bestor is an essentialist who believes that the the learners with the guidance of the teacher. Teaching mission of the school is to train the intellectual capacity as a Process of Curriculum Good teaching is difficult to of learners. Hence, subjects to be offered are grammar, agree upon. While it remains to be difficult to agree on literature, writing, mathematics, science, history and what good teaching is, effective teaching can be foreign language. demonstrated. Effective teaching is one that will bring about the intended learning outcomes. JOSEPH SCHWAB Schwab views that discipline is the sole source B. Curriculum from Different Points of View: of curriculum, and so, the curriculum is divided into chunks of knowledge which are called subject areas like TRADITIONAL POINT OF VIEW English, mathematics, social studies, science, humanities, languages, and others. As a leading In the early years of the 20th century, the traditional curriculum theorist, Schwab used the term discipline as concepts held of the “curriculum is that it is a body of the ruling doctrine for curriculum development. subjects or subject matter prepared by the teachers for Therefore, curriculum is viewed as a field of study and it the students to learn”. It was synonymous to the “course should only consist of knowledge that comes from the of study” and “syllabus” Robert M. Hutchins views disciplines; for example, linguistics, economics, curriculum as “permanent studies” where the rule of chemistry, among others. grammar, reading, rhetoric and logic and mathematics for basic education are emphasized. Basic Education PROGRESSIVE POINT OF VIEW should emphasize the 3 Rs and college education should be grounded on liberal education. On the other On the other hand, to a progressivist, a listing of school, hand, Arthur Bestor as an essentialist, believe that the subjects, syllabi, course of study, and list of courses or mission of the school should be intellectual training, specific discipline do not make a curriculum. These can hence curriculum should focus on the fundamental only be called curriculum if the written materials are intellectual disciplines of grammar, literature and writing. actualized by the learner. Broadly speaking, curriculum It should also include mathematics, science, history and is defined as the total learning experiences of the foreign language. individual. This definition is anchored on John Dewey’s definition of experience and education. He believed that If the word curriculum is defined as a written document reflective thinking is a means that unifies curricular or a plan of action to accomplish goals; a body of elements. Thought is not derived from action but tested subjects or a subject matter prepared by teachers in by application. Caswell and Campbell viewed curriculum order for the students to learn; a course of study; as “all experiences children have under the guidance of syllabus, lesson plan, or a field of study – then these teachers”. This definition is shared by Smith, Stanley definitions come from the traditional point of view (Bilbao and Shores when they defined “curriculum as a et al., 2008) sequence of potential experiences set up in the schools for the purpose of disciplining children and youth in The Advocates of Curriculum group ways of thinking and acting” Marsh and Willis on the other hand view curriculum as all the “experiences in The following theorists are the advocates of the the classroom which are planned and enacted by the curriculum concept. Their perspectives helped shape teacher, and also learned by the students. current understanding of how curriculum is used in meeting educational goals. The progressivists disagree with the way curriculum is defined by the traditionalists. For them, if the lesson ROBERT M. HUTCHINS plans or syllabi are not actualized or learned by the students, it is not considered as a curriculum. So, recommend a curriculum to be implemented in the curriculum is defined as the total learning experiences of elementary or secondary education. individuals which means that students be given all the 2. Written Curriculum – is a type of curriculum found in opportunities to apply what they learn. the school system wherein the school and the classroom teacher specify what is to be taught. The Advocates of Curriculum 3. Taught Curriculum – is a type of curriculum which is JOHN DEWEY composed of the different planned activities put into John Dewey is a famous proponent of action in the classroom. This curriculum varies according progressivism. He argues that reflective thinking is to the learning styles of students and the teaching styles important. It is a tool to unify all the curricular elements, of teachers. such as aims, goals, and objectives; subject 4. Supported Curriculum – is a type of curriculum matter/content; learning experiences; and evaluation supported by available resources provided by a teacher. approaches. For him, it is important to test the 5. Assessed Curriculum – refers to a tested or evaluated knowledge or thought through application, or the curriculum. A series of evaluation done by the teacher to learning by doing, which became influential in education. determine the extent of teaching or to tell if the students His famous philosophy is pragmatism. are progressing. 6. Learned Curriculum – is a type of curriculum wherein HOLLIS CASWELL AND DOAK CAMPBELL learning outcomes are achieved by the students. These Hollis Caswell and Doak Campbell define are indicated by the results of the tests and changes in curriculum as “all experiences children have under the behavior which can either be cognitive, affective or guidance of the teachers.” In this regard, curriculum psychomotor. should contain all the experiences needed by the 7. Hidden Curriculum – are unintended curriculum which children to learn, and a teacher should only act as a is not deliberately planned out but may modify behavior guide or facilitator. or influence learning outcomes. B. OTHANEL SMITH, WILLIAM O. STANLEY, AND J. D. Four Major Foundations of Curriculum HARLAN SHORES Smith, Stanley and Shores share the same view 1. Philosophical Foundation of Curriculum that the curriculum, as the way Caswell & Campbell view Philosophy provides educators, teachers and it, as “a sequence of potential experiences set up in the curriculum makers with framework for planning, schools for the purpose of disciplining the children and implementing and evaluating curriculum in schools the youth while doing group activities.” The philosophy of curriculum planner, implementor or evaluator reflects his or her life experiences, common COLIN J. MARSH AND GEORGE WILLIS beliefs, social and economic background and education. Colin J. Marsh and George Willis define “Education as a way of life” by John Dewey (1916) curriculum as the “experiences in the classroom which are planned and enacted by the teacher, and also Four Educational Philosophies: learned by the students”. In this definition, the a. Perennialism experiences are done in the classrooms. Aim to Educate – To educate the rational person; to cultivate the intellect In a nutshell, progressivism comes from the Role of Education – Teachers help students think with word progress, which means making changes, reforms, reason. or improvements toward better conditions. In the way Focus in the Curriculum – Classical subjects, literary curriculum is defined and implemented from the analysis and curriculum is constant progressivists’ perspective, the people mentioned above Curriculum Trends – Use of great books and return to have contributed much in educational reforms. They all liberal arts. believe that teachers must provide sets of experiences that are planned and facilitated by the teachers in order b. Essentialism for the students to actualize what they have learned Aim of Education – To promote the intellectual growth within or outside the classrooms. of the individual and educate a competent person. Role of Education – The teacher is the sole authority in C. Types of Curricula in Schools his or her subject area or field of specialization. 1. Recommended Curriculum – is a type of curriculum mostly used by schools. A national agency may  Focus in the Curriculum – Essential skills of the 3R’s that reason, department chairpersons or course and essential subjects of English, Science, History, Math coordinators scrutinize the alignment or matching of and Foreign Language. objectives and subject matter prepared by the faculty Curriculum Trends – Excellence in Education, back to members. basics and cultural literacy. WILLIAM KILPATRICK (1871-1965) For him, the c. Progressivism purpose of curriculum is child development, growth, and Aim of Education – To promote democratic and social social relationship. He also introduced the use of small living. group interaction, and the project method in which the Role of Education – Knowledge leads to growth and teacher and students plan together. Thus, it is called as development of lifelong learners actively learn by doing. the child-centered curriculum. Focus in the Curriculum – Subjects are interdisciplinary, integrative and interactive. Curriculum is HAROLD RUGG (1886-1960) He introduced the concept focused on student’s interest, human problems and of the development of the whole child, the inclusion of affairs social studies, and the importance of curriculum planning Curriculum Trends – School reforms, relevant and in advance. contextualized curriculum, humanistic education. HOLLIS CASWELL (1901-1989) He believes that d. Reconstructivism subject matter is developed around the interest of the Aim of Education – To improve and reconstruct society learners and their social functions. So, the curriculum is education for change. a set of experiences. Learners must experience what Role of Education – Teachers act as agents of change they learn. and reform in various educational projects including research. RALPH TYLER (1902-1994) And as to the hallmark of Focus in the Curriculum – focus on the present and curriculum development as a science, Ralph Tyler future trends and issues of national and international believes that curriculum should revolve around the interests. students’ needs and interests. The purpose of curriculum Curriculum Trends – Equality of educational is to educate the generalists and not the specialists, and opportunities in education, access to global education. the process must involve problem solving. Likewise, subject matter is planned in terms of imparting 2. Historical Foundation of Curriculum knowledge, skills and values among students. The history of one’s country can affect its educational 3. Psychological Foundation of Curriculum system and the kind of curriculum it has. Influential Curriculum is influenced by psychology. Psychology people in the educational system play major roles in provides information about the teaching and learning shaping the curriculum we know today. Here are the 6 process. It also seeks answers as to how a curriculum famous curriculum theorists and their contributions to be organized in order to achieve students’ learning at the education which can still be observed by the present optimum level, and as to what amount of information generation of learners: they can absorb in learning the various contents of the curriculum. FRANKLIN BOBBIT (1876-1956) Bobbit believes that the learning objectives, together The following are some psychological theories in with the activities, should be grouped and sequenced learning that influenced curriculum development: after clarifying the instructional activities and tasks. He also views curriculum as a science that emphasizes the 1. BEHAVIOURIST PSYCHOLOGY needs of the students. This viewpoint explains why Education in the 20th century was dominated by lessons are planned and organized depending on the behaviorism. The mastery of the subject matter is given needs of the students and these needs must be more emphasis. So, learning is organized in a addressed by the teachers to prepare them for adult life. step-by-step process. The use of drills and repetition are common. For this reason, many educational WERRET CHARTERS (1875-1952) Aside from psychologists viewed it mechanical and routine. Though emphasizing the students’ needs, he believes that the many are skeptical about this theory, we can’t deny the objectives, along with the corresponding activities, fact the influences it had in our educational system. should be aligned with the subject matter or content. For  Edward Thorndike – Connectionism There is a mutual and encompassing relationship Ralph Tyler & Hilda Taba – Well-known Curricularists between society and curriculum because the school Ivan Pavlov – Classical Conditioning exists within the societal context. Though schools are B.F. Skinner – Operant Conditioning formal institutions that educate the people, there are Albert Bandura – Modeling and Observation Theory other units of society that educate or influence the way Robert Gagne (1987) five learning outcomes which people think, such as families and friends as well as includes: communities. 1) Intellectual skills or knowing how 2) Information or knowing what Since the society is dynamic, there are many 3) Cognitive strategies or learning skills developments which are difficult to cope with and to 4) Motor skills adjust to. But the schools are made to address and 5) Attitudes understand the changes not only in one’s country but in the world as well. 2. COGNITIVE PSYCHOLOGY Cognitive theorists focus on how individuals process Therefore, schools must be relevant by making its information, monitor and manage their thinking. The curriculum more innovative and interdisciplinary. A basic questions that cognitive psychologists zero in on curriculum that can address the diversities of global are: learners, the explosion of knowledge through the How do learners process and store information? internet, and the educational reforms and policies How do they retrieve data and generate conclusions? recommended or mandated by the United Nations. How much information can they absorb? However, it is also imperative that a country must have Advocates of Cognitive Psychology maintained a curriculum that reflects and preserves its Jean Piaget –Cognitive Development Stages culture and aspirations for national identity. No matter Lev Vygotsky – Social Constructivism how far people go, it is the country’s responsibility to Howard Gardner – Multiple Intelligence ensure that the school serves its purpose of educating Felder and Silverman – Learning Styles the citizenry. Daniel Goleman – Emotional Intelligence Module 2: Curriculum Development in the With their beliefs, they promote the development of Philippines problem-solving and thinking skills and popularize the use of reflective thinking, creative thinking, intuitive Content Discussion: thinking, discovery learning, among others. Definition of Curriculum Development Curriculum development is defined as planned, a 3. HUMANISTIC PSYCHOLOGY purposeful, progressive, systematic process to create Humanism is taken from the theory of Gestalt, Abraham positive improvements in the educational system. Every Maslow’s theory and Carl Rogers’ theory. This group of time there are changes or developments happening psychologists is concerned with the development of around the world, the school curricula are affected. human potential. There is a need to update them to address the society’s needs. In this theory, curriculum is after the process, not the product; focuses on personal needs, not on the subject The fundamental purpose of curriculum development is matter; and clarifying psychological meanings and to ensure that students receive integrated, coherent environmental situations. In short, curriculum views learning experiences that contribute towards their founded on humanism posits that learners are human personal, academic and professional learning and beings who are affected by their biology, culture, and development. environment. They are neither machines nor animals. PRE-SPANISH CURRICULUM (BEFORE 1521) A more advanced, more comprehensive curriculum that promotes human potential must be crafted along this The Barangay played a major role as to how the Early line. Teachers don’t only educate the minds, but the Filipinos were educated. What the barangay already hearts as well. practiced and believed in were passed down from generation to generation. The curriculum was then 4. SOCIOLOGY AND CURRICULUM unsystematic, unplanned and spontaneous.  EDUCATIONAL METHODS: “the inhabitants were a civilized people, possessing their Dictation, memorization (Banking-Concept), theater system of writing, laws and moral standards in a presentation well-organized system of government. They did not have CURRICULUM ORGANIZATION: an organized system of education as we have now… Subject organization MEDIUM OF INSTRUCTION Spanish -Fr. Pedro Chirino, a Spanish Priest & Historian; EDUCATORS: Relacion de las Islas Filipinas Spanish missionaries TYPES OF SCHOOL: AIMS OF EDUCATION: Parochial or convent schools Survival, conformity, enculturation EDUCATIONAL LEVEL: TYPES OF EDUCATION: Basic (The 3 Grade Level: Entrada, Ascenso, Informal education, practical training, theoretical Termino) training. Tertiary EDUCATIONAL METHODS: Secondary Show and Tell, observation, trial and error, imitation, CURRICULUM: suggestion CHRISTIAN Doctrine, Values, History, Reading & CURRICULUM: Writing in Spanish, Mathematics, Agriculture, Etiquette, More vocational than technical, Code of Singing, World Geography, Spanish History Kalantiao&Maragatas Solidarity of the family modesty of women & valor of AMERICAN-DEVISED CURRICULUM (1898 – 1935) men, belief in Bathala, obedience & respect for the After the Filipinos rebelled against Spain, America began elders to take the reins. The Philippines slowly underwent an MEDIUM OF INSTRUCTION American Acculturation and this was the largely because Alibata/ Baybayin EDUCATORS: of the education the Americans provided. The People from the Barangay, Babaylan, tribal tutors, Thomasites played a major role as to how the Filipinos parents were educated. Contrary to the Spanish Missionaries, the Americans did not make religious instruction SPANISH-DEVISED CURRICULUM (1521 - 1869) compulsory. The Philippine Curriculum then evolved into When Spain began to colonize the Philippines, the a more organized, systematic and academe and skill Spanish Missionaries played a major role as to how the focused dynamism. Filipinos were educated and controlled. Religion was the tool Spain wielded to make the Philippines its colony. AIMS OF EDUCATION: The Philippine Curriculum then was a lot more structured Teach democracy, separation of church and state, compared to what the Filipinos had before the Spaniards westernization came. But the emphasis of the Spanish-taught TYPES OF EDUCATION: curriculum was more on religion rather than the basic Formal education, democratic education literate skills, science and arts. EDUCATIONAL METHODS: Socialized recitation, participation, debate, games/ “the curriculum for boys and girls was aimed to teach play them to serve and love God, discover what is good and CURRICULUM ORGANIZATION: proper for one’s self and enable the individual to get Separate-Subject organization along with his or her neighbors.” MEDIUM OF INSTRUCTION English -Fr. Modesto de Castro, Author of Urbana and Felisa EDUCATORS: (1877) Thomasites, soldiers TYPES OF SCHOOL: AIMS OF EDUCATION: Public schools Promote Christianity, promotion of Spanish language, EDUCATIONAL LEVEL: imposition of Spanish culture Elementary (Primary, Intermediate) TYPES OF EDUCATION: Secondary Formal education, religious education, Catechism, Tertiary doctrine, vocational courses CURRICULUM:  GMRC, Hygiene and Sanitation, Geography, English Philippine Society most especially in the Philippine Grammar Composition, Reading &Spelling, Science, curriculum. Mathematics, Intensive Teaching of Geography AIMS OF EDUCATION: Eradicate reliance on Western nations, love of labor, Consist of 4 Primary years and 3 Intermediate years. military training Body and mental training were given to each student. As TYPES OF EDUCATION: each student progresses, the subjects taught become Formal education, vocational training more complicated and advanced. EDUCATIONAL METHODS: Stressed dignity of manual labor, emphasis on Teacher’s Training Curriculum was established in vocational education, lectures with emphasis on Normal Schools (Cebu Normal University, Siliman Japanese culture and sovereignty University, Philippine Normal University, Far Eastern MEDIUM OF INSTRUCTION University), so that Filipino teachers could teach the Nihonggo Filipino children and slowly replace the Thomasites. EDUCATORS: Japanese imperial tutors CURRICULUM DURING THE COMMONWEALTH (1935 TYPES OF SCHOOL: – 1946) Public schools The Philippines was then beginning to prepare for its EDUCATIONAL LEVEL: independence from America (Tydings Mcduffie Act) and Elementary (Primary, Intermediate) the expansion and reformation of the Philippine Secondary Curriculum began in this period. Filipino teachers were Tertiary empowered to improve the curriculum and as a result, CURRICULUM: content-rich and culture specific courses were added. Filipino and Tagalog, Philippine History, Character Patriotism was then also considered as an important Education to Filipino with emphasis on love for work and factor in the Philippine Curriculum. dignity of labor, Agriculture, Medicine, Fisheries, Engineering, Nihongo AIMS OF EDUCATION: Develop moral character, civic conscience, vocational CURRICULUM DURING THE LIBERATION PERIOD efficiency, preparation for incoming Independen (1944 – 1946) TYPES OF EDUCATION: Formal education, Vocational education After the war, the Philippines started to recuperate and EDUCATIONAL METHODS: began modernizing, likewise, the Philippines Curriculum Memorization, recitation, socialized recitation started to gain some traction. More Filipino educators CURRICULUM ORGANIZATION: began to experiment on the different types of curriculum Separate-Subject organization and researches were then conducted to find out which MEDIUM OF INSTRUCTION type of curriculum would best suit the Filipino learners. Filipino But despite these efforts, the Philippine Curriculum EDUCATORS: gained only little expansion. Filipino teachers TYPES OF SCHOOL: AIMS OF EDUCATION: Public school, private school Citizenship, morality, democracy, industry, family EDUCATIONAL LEVEL: responsibility, helping the community, cultural heritage Elementary (Primary, Intermediate) for youth, understanding of other nations Secondary TYPES OF EDUCATION: Tertiary Formal education, Vocational education CURRICULUM: EDUCATIONAL METHODS: Farming, Trade, Business, Domestic Science, Memorization, recitation, socialized recitation Teacher’s Collegiate Education MEDIUM OF INSTRUCTION Filipino/Vernacular JAPANESE-DEVISED CURRICULUM (1941 – 1944) TYPES OF SCHOOL: The growth of the Philippine Curriculum was stunted Public school, private school because of the Japanese invasion. The Japanese tried EDUCATIONAL LEVEL: to erase every influence of the Americans in the Elementary (Primary, Intermediate) Secondary  Tertiary Love of country, duties of citizenship, develop moral NEW DECLARATIONS: character, self-discipline, vocational efficiency Academic freedom, religious instruction in the public TYPES OF EDUCATION: schools is optional, creation of scholarships in the arts, Formal education, Vocational training sciences and letters was for specially gifted citizens and MEDIUM OF INSTRUCTION those that are unable to afford the cost of college Filipino/Vernacular education, compulsory flag ceremony, restoration of Other Foreign languages Grade VII EDUCATIONAL LEVELS: CURRICULUM: Elementary (Primary, Intermediate) Moral Character, Vocational Efficiency, Productivity, Secondary Complete and Adequate system of Public education, Undergraduate Studies subjects change with the changing time and needs of Graduate Studies Decree of 1972 human beings Presidential Decree 6-A CURRICULUM DURING THE PHILIPPINE REPUBLIC (1946 – PRESENT) EDUCATIONAL DEVELOPMENT DECREE OF 1972 Research then became more prevalent and it greatly Achieve and maintain social and economic helped in facilitating the expansion and improvement of development progress to assure maximum participation the Philippine Curriculum. The largely traditional of all the people curriculum of the Philippines then became more colored Provide for a broad and general education with the Progressivist’s methodology and mindset. Attain in his potential as human being Filipino resources, culture and approaches were now Enhance the range and quality of individual melded into the education system. Acquire the essential educational foundation Train the nation’s manpower in the middle level skills AIMS OF EDUCATION: Develop high level professions for leadership of nation Appreciate of Philippine culture, preservation of Respond effectively to changing needs cultural heritage, character education, usage of Filipino books and literature, citizen’s increased self-awareness, K-12 (PRESENT) bilingualism, greater skill specialization As the Philippines continue to witness the result of all the TYPES OF EDUCATION: underpinnings, research and happenings, internationally Formal education, Vocational education and locally, a more developed and globally competitive MEDIUM OF INSTRUCTION curriculum would naturally make itself known. The Filipino/Vernacular implementation of the K-12 system is a product of the Other Foreign languages need to compete with the international standards. It was TYPES OF SCHOOL: approved and implemented in the year 2013. Public school, Private school, Trade school EDUCATIONAL LEVELS: Enhanced Basic Education Act of 2013 (K-12) Elementary (Primary, Intermediate) Secondary Pro’s of K to 12 Tertiary At par with international 12-year basic education Pursue protective employment, entrepreneurship and CURRICULUM IN THE NEW SOCIETY (1971 – higher educational studies PRESENT) Graduates are expected to be equipped with 21st century skills The late President Ferdinand E. Marcos issued the Educational Development Decree of 1972 which greatly Con’s of K to 12 aided the development of the Philippine Curriculum. It Sees as a burden for average Filipino family ensured the constant responsiveness of the schools to It does not address the basic problems of education the needs of the new society and heavily articulated the (classrooms, chairs, books, etc.) need to teach nationalism, patriotism, moral values and relevant academic courses. Bases of K to 12 Implementations Mastery of basic competencies is insufficient due to congested curriculum AIMS OF EDUCATION:  Philippines is the only remaining country in Asia with ▶ Development and necessary for living in and a 10 year basic education program contributing to a developing and changing society; ▶ Provide learning experiences which increase the Senior High School Tracks child’s awareness of and responsiveness to the change Academic Track in the society; o HUMSS – Humanities and Social Sciences ▶ Promote for the intensify knowledge, identification with o STEM – Science, Technology, Engineering and love for the nation and the people to which he and Math belongs; and o ABM – Accounting Business and Management ▶ Promote work experiences which develop orientation o GAS – General Academic Strand to the world of work and prepare the learner to engage in TVL Track – Technical-Vocational-Livelihood Track honest and gainful work. o Agri-Fishery Arts Strand o Home Economic Strand AIMS OF SECONDARY EDUCATION o Industrial Arts Strand o ICT Strand In high school or secondary level, educational curricula Arts and Design Track aims to: Sports Track ▶ Continue to promote the objective of elementary education, and Module 3: Components of Curriculum and ▶ Discover and enhance the different aptitudes and Curriculum Approaches interests of students in order to equip them with skill, for productive endeavor and or to prepare them for tertiary Elements/Components of Curriculum schooling. AIMS AND OBJECTIVES AIMS OF TERTIARY EDUCATION A formal curriculum is embedded in a formal institution called school. Schools are established institutions Tertiary education refers to college and university which are either run by the government or by the private formal education based on the curricula of the different sector. courses. The different courses should aim to: The Philippine educational systems are divided into ▶ Provide general educational program which will three educational levels: primary, secondary and promote national identity, cultural consciousness, moral tertiary education based on the Philippine Constitution integrity and spirit vigor, of 1987. ▶ Train the nation’s manpower is the skill required for national development; All school aims to: ▶ Develop the professions that will provide leadership for the nation; and 1. Inculcate patriotism and nationalism. ▶ Advanced knowledge through research and applying 2. Foster the love of humanity. new knowledge for improving the quality of human life 3. Promote respect for human rights. and responding effectively to changing society. 4. Appreciate the role of national heroes in the historical development of the country. Based from the mandate of the constitution, each school 5. Teach the rights and duties of citizenship. therefore should be guided by its vision, mission and 6. Strengthen ethical and spiritual values. goals and its curricula should also revolve around these. 7. Develop moral character and personal discipline. The school’s vision is a clear concept of what 8. Encourage critical and creative thinking. constitution would like to become in the future. It 9. Broaden scientific and technological knowledge and provides the focal point or unifying element according to promote vocational efficiency which the school staff, faculty, and students perform individually or collectively. AIMS OF ELEMENTARY EDUCATION (EDUCATIONAL ACT OF 1982) Example: The Bulacan State University is a progressive, knowledge generating institution, globally recognized for In the elementary school, through their curricula should excellent instruction, pioneering research and aim to: responsive community engagement. The school’s mission statement, spell on how it Affective Domains – (Krathwohl, 1964 – domain of intends to carry out its vision. The mission targets to valuing attitude, and appreciation) produce the kind of person the students will become after having been educated over a certain period of time. 1. Receiving - students’ willingness to pay attention to particular event, stimuli or classroom activities. Example: The Bulacan State University exist to produce 2. Responding- active participation on the part of the highly competent, ethical and service-oriented students. professionals that contribute to the sustainable 3. Valuing - concerned with the worth or a value student socio-economic development of the nation. attaches to the particular phenomena, object or behavior. The school’s vision and mission are further translated 4. Organization - concerned with bringing together into goals which are broad statements or intents to be different values and building a value system. accomplished. Data for the sources of school goals may 5. Characterization by a value or value complex- include the learners, the society and the fund of developing a lifestyle from a value system. knowledge. Psychomotor Domains – (Simpson, 1972)- domain of Example: Build a strong foundation of skills and the use of psychomotor attributes. concepts In a curriculum, these goals are made simple and 1. Perception – use of sense organs to guide motor specific for the attainment of each learner. These are activities. called educational objectives. Benjamin Bloom and 2. Set – refers to the readiness to take a particular type Robert Mager defined educational objectives in two of action. ways: 3. Guided response – concerned with the early stages in learning complex, skill, imitation and trial and error 1. Explicit formulations of the ways in which students are some of the ways of doing. are expected to be changed by the educative 4. Mechanism – responses have become habitual. process; and Performance skills are with ease and confidence. 5. Complex over responses- skillful performance and 2. Intent communicated by statement describing a with complex movement patterns. proposed change in learners. 6. Adaptions – skill will develop the ability to modify ease is very easy. Benjamin Blooms and his association classified three 7. Origination – refers to creating new movement big domains of the objectives; These are cognitive, patterns to fit the situation. Creativity is evident. affective and psychomotor domains Cognitive domains (Blooms et al 1956) – domain of thought process. CURRICULUM CONTENT OR SUBJECT MATTER (ESAnApliCK) According to some curriculum specialists, content or 1. Knowledge – recall, remembering of prior learned subject matter is a compendium of facts, concept materials in terms of facts and concept. generalization, principles and theories. 2. Comprehension- ability to grasp the meaning of material. It includes the lowest form of The fund of human knowledge represents the repository understanding. if accumulated discoveries and inventions of man down 3. Application – the ability to use learned material in the centuries, due to man’s exploration of his world. new and concrete situation. This is the subject center of curriculum. 4. Analysis – ability to break down material into component parts so that its organizational structure On the other hand, those who view knowledge as maybe understood. learner centered, relates knowledge to the individuals 5. Synthesis – ability to put parts together to form of a personal and social world and how he or she defines new whole. reality. 6. Evaluation – ability to pass judgment on something based on the given criteria. “Knowledge is a model we construct to give 4. INTEREST – For a learner-centered curriculum, this meaning and structure to regularities in experience” is the key criterion. A learner will value the content if according to Gerome Bruner. it is meaningful to him or her. Student’s interests should be considered and adjusted taking into Subjects Areas in Basic or General Education consideration maturity, prior experiences, educational and social value of their interest among Each subject area has its own body of subject matter of others. learning content. 5. UTILITY – Usefulness of the content or subject Here are just examples: matter maybe relative to the learner who is going to use it. Usefulness maybe either be for the present 1. COMMUNICATION ARTS - includes skills in listening, or future. speaking, reading and writing as well as the effective use of language in daily living. 6. LEARNABILITY – Subject matter in the curriculum should be within the range of the experiences of the 2. MATHEMATICS – includes numeric and learners. This is clearly suggested by the computational skills and measurement. psychological foundations of the curriculum. 3. SCIENCE – includes all branches of natural sciences, 7. FEASIBILITY – Can the subject matter be learned exploration and discovery dealing with natural within the time allowed, resources available, phenomena and the use of scientific method. expertise of the teacher, and the nature of the learners? Content selection should be considered 4. SOCIAL STUDIES – include basic elements like within the context of existing reality in schools, in Geography, History, Anthropology and Economics. society and government. 5. MUSIC – includes basic music theory, practice in There are other considerations that maybe used in singing and playing musical instruments. the selection of the learning content. It would be of great help if curriculum makers can use them. 6. PHYSICAL EDUCATION – includes health, physical fitness, individual and team sports spectatorship. a) Frequently and commonly used to daily life; 7. VOCATIONAL EDUCATION – includes psychomotor b) Suited in the maturity levels and abilities of students; and manipulative skills in basic crafts and trades. c) Valuable in meeting the needs and the competencies SOME CRITERIA WHICH CAN BE UTILIZED IN THE of a future career; SELECTION OF SUBJECT MATTER OR CONTENT d) Related with other subject areas; and FOR THE CURRICULUM e) Important in the transfer of learning 1. SELF-SUFFICIENCY – according to Scheffler In organizing or putting together the different (1970) the prime guiding principle for content learning contents, Palma 1992, suggested the selection is helping the learners to attain maximum following principles: self-sufficiency in learning but in the most economical manner. a) BALANCE – Curriculum content should be fairly 2. SIGNIFICANCE – when content or subject matter distributed in depth and breadth of the particular will contribute to basic ideas, concepts, principles, learning area or discipline. This will ensure that the and generalization to achieve the overall aim of the level area will not be over crowded or less crowded. curriculum. b) ARTICULATION – When each level of subject matter is smoothly connected to the next, glaring gaps and 3. VALIDITY – the authenticity of the subject matter wasteful overlaps in the subject matter will be selected is its validity. With information explosion, avoided. Teamwork among the teachers will enhance oftentimes, knowledge selected for school content articulation of contents in the curriculum. may become obsolete. Thus, subject matter should c) SEQUENCE – is the logical arrangement of the be checked or verified at regular intervals. subject matter. It refers to the deepening and broadening of content as it is taken up in higher levels. d) INTEGRATION – the horizontal connections are Curriculum approach is a way of dealing with needed in the subject areas that are similar so that curriculum, ways of doing, creating, designing and learning will be related to one another. thinking about it. There are four curriculum approaches e) CONTINUITY – Learning requires a continuing that will be presented in this topic. Curriculum application of the knowledge, skills, and attitudes or practitioners and implementers may use one or more values so that these will be used in daily living. The approaches in planning, implementing and evaluating constant repetition, review and reinforcement learning the curriculum. is referred to continuity. Curriculum Experience Behavioral approach - Anchored on the This section will not discuss in detail the different behaviorist principles, behavioral approach to instructional strategies that provide the experiences. curriculum is usually based on a blueprint. In the Instead it will link instructional strategies and methods to blueprint, goals and objectives are specified, curriculum experiences, the core or the heart of the contents and activities are also arranged to curriculum. The instructional strategies and methods will match with the learning objectives. The learning put into action the goals and use the content in order to outcomes are evaluated in terms of goals and produce an outcome. objectives set at the beginning. Behavioral approach which was started with the idea of Teaching strategies convert the written curriculum to Frederick Taylor is aimed to achieved efficiency. instruction, both the teacher and the learner take action In the factory for example, the worker will be to facilitate learning. The sections are based on planned paid according to his output produced with in a objectives, the subject matter to be taken and the specific period of time. In education, behavioral support materials to be used. These will include a approach begins with educational plans that multitude of teaching methods and educational activities start with the setting of goals or objectives. which will enhance learning. Among these are the time These are considered as important ingredients tested methods, inquiring approaches, constructivist and in curriculum implementation as evaluating the other emerging strategies that compliment new theories learning outcomes as a change of behavior. The in teaching and in learning. change in behavior indicates the measure of the accomplishments. Whatever methods the teacher utilizes to implement the curriculum, there will be some guide for the selection and use. Managerial approach - The managerial Here are some of them: approach became a dominant curriculum 1. Teaching methods are means to achieve the end. approach in the 1950's and 1960's. The principal They are used to translate the objectives into action. is the curriculum leader and at the same time 2. There is no single best teaching method. Its instructional leader who is supposed to be the effectiveness will depend on the learning objectives, general manager. The general manager sets the learners and skills of the teacher. the policies and priorities, establish the direction 3. Teaching methods should stimulate the learner’s of change and innovation, and planning and desire to develop cognitive, affective, psychomotor, organizing curriculum and instruction. School social and spiritual domain of individual. administrators are less concerned about the 4. In the choice of the teaching methods, learning content than about organization and styles of the students should be considered. implementation. They are less concerned about 5. Every method should lead to the development of subject matter, methods and materials than the learning outcomes in the three domains: improving curriculum. Curriculum manager cognitive, affective, and psychomotor. look at curriculum changes and innovations as they administer the resources and restructure Flexibility should be a consideration in the use of the schools. teaching methods. CURRICULUM APPROACHES System approach - The system approach to curriculum was influenced by system theory. In  the systems approach to curriculum, the parts of the total school district or school are examined in terms of how they relate to each other. The organizational chart of the school represents a systems approach. It shows the line-staff relationships of personnel and how decisions are made. To George Beauchamp, the system theory of education see the following to be of equal importance are (1) administration (2) counseling (3) curriculum (4) instruction and (5) evaluation. Humanistic approach - This approach is rooted in the progressive philosophy and child-centered movement. The humanistic approach considers the formal of planned curriculum and the informal or hidden curriculum. It considers the whole child and believes that in curriculum the total development of the individual is the prime consideration. The learner is at the center of the curriculum. WAYS OF APPROACHING A CURRICULUM 1. Curriculum as a content or body of knowledge to be transmitted – refers to the body of knowledge taught wherein students are expected to learn a given subject like English, Filipino, Mathematics, Science or Social Studies. Content knowledge generally refers to the facts, concepts, theories and principles that are taught and learned in specific academic courses, rather than to related skills such as reading, writing or researching that students also learn in schools. 2. Curriculum as product – is expressed in form of outcomes which are referred to as the achieved learning outcomes. 3. Curriculum as a process – refers to what actually happens in the classroom and what people do to prepare and evaluate. 4. Curriculum as a praxis – is an action which embodies certain qualities. These include a commitment to human well-being and the search for truth and respect for others. It is the action of people who are free and are able to act for themselves.