EDUC 318 - The Teacher and the School Curriculum PDF

EDUC 318 – THE TEACHER AND THE actually learned in school (ex. assessing SCHOOL CURRICULUM whether the students have attained the curriculum obje...

EDUC 318 – THE TEACHER AND THE actually learned in school (ex. assessing SCHOOL CURRICULUM whether the students have attained the curriculum objectives or not) Tested Curriculum – set of learning CHAPTER 1: UNDERSTANDING assessed in teacher-made classroom CURRICULUM tests, curriculum-referenced tests, and in standardized tests 1.1. Definitions of Curriculum Entitlement Curriculum – what people or Curriculum as a list of subjects – society believed that the learners should Curriculum as the permanent or the expect to learn in the educational system traditional subjects offered in the school for them to be good members of the curriculum like math, language, science, society arts Supported Curriculum – reflected on and Curriculum as learning experiences – shaped by the resources allocated to Includes students’ curricular and co- support or deliver the official curriculum curricular activities and their learning Null or Censored Curriculum – various experiences; includes the hidden curriculum contents or topics that must curriculum and the school culture not be taught to the students Curriculum as intended learning Hidden Curriculum – various skills, outcomes – Includes a list of learning knowledge, and attitudes that students competencies or standards students learn in school as a result of their should learn interaction with other people in school; Curriculum as planned learning not formally taught experiences – Includes documents, specifying contents, objectives, or 1.3. Curriculum Foundations general ideas of what students should Psychology – studies of learners and know in schools or in a specific discipline learning theory Curriculum as a discipline – Has its o Print (1993): psychology own principles, theories, and practices provides info in 5 important Curriculum as content or subject matter – areas As a series of topics under each subject ▪ Educational objectives area ▪ Student characteristics ▪ Learning processes 1.2. Different Types of Curriculum ▪ Teaching Methods Idea or Recommended Curriculum – the ▪ Evaluation Procedures most appropriate for the learners (ex. Sociology and Anthropology – studies of curriculum standards recommended by life professional organizations) o Sowell (1996): Important in Intended, Official, or Written Curriculum – selecting curriculum content; official curriculum prescribed by the provide clear understanding of government or state (ex. K-12 the context in which the Curriculum, CHED Curriculum for curriculum is developed General Education) o Help curriculum workers Implemented Curriculum – actual understand social and implementation of the curriculum or what educational issues that affect the teachers in the school teach (ex. curriculum and education in teachers modify curriculum based on general students’ needs and new ideas in Philosophy – studies nature and value of disciplines to teach) knowledge Achieved or Learned Curriculum – result o Help curriculum workers of the curriculum of what students understand the nature of  knowledge and what subjects or expectations; what is hoped to topics are worthwhile; important be achieved by the curriculum in making decisions about the o Goals – are statements more curriculum’s content specific than aims; general o Provide curriculum workers a statements of what concepts, framework/base for organizing skills, and values should be schools and classrooms learned in the curriculum o Provide educators with a o Objectives – specific learning framework for broad issues and outcomes; used in making tasks (ex. goals of education, decisions or planning about content and its organization, instruction teaching and learning Content – topics based on curriculum processes) intents; include values, concepts, skills students need to learn 1.4. Curriculum Conceptions Learning Experiences – include all Academic Rationalist Conception – instructional strategies that are useful for oldest conception; stresses importance the implementation of the curriculum (ex. of disciplines or subject areas as the activities, approaches in teaching) focus of the curriculum Evaluation – different ways and tools Cognitive Processes Conception – seeks used for evaluating whether the to develop a repertoire of cognitive skills curriculum intents were realized or not applicable to various intellectual and evaluating the academic problems using subject matters as tools performance Humanistic Conception – stresses that curriculum or education is an instrument CHAPTER 2: CURRICULUM PLANNING for developing the full potential of 2.1. Curriculum Sources and Influences individuals; focus on developing unique identities, needs, and interests of Major Curriculum Sources (Tyler, 1949) individuals 1. Society Social Reconstructionist Conception – Educators need to understand the views school as an agency for social cultural, socio-economic, and political change; curriculum responds to different conditions of people social issues Understanding the context is important in Technological Conception – focus on the developing a relevant and responsive development of means to achieve curriculum curriculum goals; views schooling as a Changes in the society needed to be complex system that can be analyzed considered (ex. Science and technology into its constituent components advancement, the need of 21st century Eclectic Conception – curriculum workers skills and new forms of knowledge to find themselves aligning their ideas with develop a world-class workforce) other curriculum conceptions; each Learners need to develop cultural curriculum conception should be understanding and socio-cultural considered and is influential in curriculum consciousness (society becomes design multilingual, social issues affecting 1.5. Elements of a Curriculum everyday lives) Curriculum Intent – direction that Balance between idealistic (develop curriculum developers wish to take as a envisioned society) and result of participating in the curriculum. It practical/economic (respond to societal includes the following: needs) goals of education o Aims – broad statements of social and educational  1. Learners 3. Internal Influences – Faculty, Align the curriculum to students’ needs Students, Discipline, and when planning syllabus, unit plans, and Program Mission lesson plans The Curriculum Influences in Curriculum Students from different socio-economic Development: School Level (Pawilen, status and educational backgrounds 2011) should be considered when developing a 1. Students curriculum Most influential in designing the 2. Discipline/Subject Matter implemented curriculum Each subject may have different design, Have various needs, abilities, skills, and content emphasized; preferences which are important to be similarities may be possible points for considered course planning integration Have different socio-economic Understand the nature of subject matter backgrounds to be considered as it can by close analysis of the contents affect their attitude and performance prescribed by DepEd (especially in K-12 toward learning curriculum) College students: academic Curriculum framework, goals, backgrounds are influential to be descriptions, standards, and considered in curriculum planning as it competencies in different subjects should affect their academic skills and learning be used as guide on what should be habits taught and how to teach the subjects 1. School’s Vision, Mission, and CHED guidelines: course title, course Core Values credit, and course description should be Fundamental bases in developing the indicated for offered courses of four elements of curriculum (curriculum universities and colleges; General intent, subject matter or content, learning Education program should be integrated experiences, and evaluation) in all courses Included in lesson plans, course syllabus Technical Education Skills Development Reflected in planned, implemented, and (TESDA) prescribes different contents of hidden curriculum the modules offered per subject for Teachers needed to align their type of vocational or technical courses; teaching to these materials, time required for training are Reflections of what the institution can specified contribute to the society and development of individuals 2.2. Curriculum Influences Students and alumni should possess the Major Curriculum Influences (Stark and schools’ core values Lattuca, 1997) – affect the whole 2. Admission and Retention academic plan (curriculum’s purposes, Policies activities, ways of measuring success); Set standards of what kind of students provide sources of data and information are admitted and what things students for curriculum development need to until they graduate 1. External Influences – Important part of the intended and Society/Government, Discipline implemented curriculum Associations, Give order and provide smooth Marketplace/Alumni curriculum implementation; develop 2. Organizational Influences – hidden curriculum Program Relationships, 3. Faculty Members Resources, Governance Have different educational background, experiences, expertise, views, interests, teaching styles, and philosophies that all  influence how they plan, develop, and professional courses, course credits, and implement the curriculum. course descriptions Basic Education: Second parents to CHED prescribes faculty qualifications, students; models of high ethical life; facilities, and other requirements for intellectuals in subject areas implementing courses College: experts in their fields; has 7. Market Demands (General) academic freedom to modify and plan Needs of the society their syllabi based on their expertise and Curriculum should prepare students in researches; influence hidden curriculum terms of knowledge, values, and skills to Key implementers of the curriculum; meet society’s needs and demands curriculum’s success highly depends on 21st century graduates: have 21st century them skills, technologically literate, develop 4. School Administrators and Board various literacies, good citizens of Trustees 8. Alumni Providing curriculum leadership to External Influences of the Curriculum schools Financial support to programs for Set and approve rules; administer the students and faculty, facilities, and school planning, implementation, and evaluation activities of the curriculum Comments/Evaluation feedback useful Part of the entire team of curriculum for improving the curriculum workers in an institution Living testimony of the curriculum or Their academic background and quality of education offered by a previous experiences influence the particular school curriculum development 9. Media and Information and 5. Accrediting Agencies Communications Technologies Set the necessary standards for (ICT) curriculum, instruction, faculty, and External Curriculum Influences facilities; influence how curriculum Technology and the Internet enables programs are governed students and teachers to access Determine the quality of offered courses information needed for teaching and Some accrediting agencies in PH: learning Association of Christian Schools, Connects school to the global community Colleges, and Universities Accrediting Changes how courses are planned and Agency Incorporation (ACSCU-AAI) implemented, how content of the Philippine Accrediting Association of curriculum will be put together Schools, Colleges, and Universities Computers, LCD projectors, Internet (PAASCU) facilities for instructional purposes Accrediting Agency for Chartered 10. The Church and Church-related Colleges and Universities in the Agencies Philippines (AACCUP) In religious schools only 6. Government Policies and Religious schools: extension programs or Agencies mission programs of churches Most influential in curriculum planning Offer institutional requirements: Bible and development subjects, theology, and Christian Living DepEd Department Orders (DOs): guide subjects public, private schools operations & Offer retreats, chapel services, and other prescribe the official curriculum for basic religious activities to students education CHED Memorandum Orders: prescribes minimum general education and  11. School Facilities and Other 3.2. Different Curriculum Designs Resources Very important in curriculum Print (1988): Classification of Different implementation Curriculum Designs o Subject-centered Designs – Libraries, laboratories, ICT equipment, most popular; organizes counseling offices, canteen and other curriculum in terms of subjects facilities are very useful in providing o Subject Design – curriculum quality education organized in terms of subjects 12. Student Services and in a fragmented manner (ex. Campus Ministry – helps in spiritual Math, Science, English); nature nourishment of students in sectarian of the subject is highlighted; schools integrated in elementary level Guidance and Counseling Services – o Academic Disciplines Design – provides professional help to students curriculum organized in terms of with various personal and psychological disciplines (ex. Algebra, Physics, concerns Literature) with contents highly Health Services – responds to various specialized; integrated in high health-related concerns of students school or college level Financial Assistance and Scholarships – o Integrated Design – curriculum provide financial assistance to deserving organized in a way that merges students two or more related subjects Student Affairs Office – guides the o Interdisciplinary – merging of two students in organizing activities and related disciplines (ex. Science provides all forms of support for and Health) academic and personal development of o Multidisciplinary or broad fields – the students in the school integration of three or more CHAPTER 3: CURRICULUM DESIGN related disciplines (ex. Social Studies = civics, history, culture, 3.1. Definition of Curriculum Design economics) o Core – all subjects or disciplines Arrangement of the four elements of the are put together using a single curriculum (curriculum intent, subject theme; used in preschool (ex. matter or content, learning experiences, Self as part of Family and Family and evaluation) and Self as part of Community) Used interchangeably with curriculum o Learner-centered Designs – organization focus on the needs, nature, and Posner (1997): Classification of interests of learners in the Arranging Curriculum Elements or curriculum; goal is to develop the Contents potentials and abilities of o Macro level – arranging the learners; make the curriculum curriculum from philosophy to relevant and responsive to them subject matter (function of ▪ Activity/Experience curriculum design) Design – focuses on o Micro level – arranging the activities that are content of a specific subject meaningful and matter/discipline (function of interesting to the curriculum organization) learners for them to Curriculum design is the basis of develop various curriculum organization important skills like communication skills,  problem solving, and ▪ National Core critical thinking Curriculum Design – set ▪ Humanistic Design – of subjects or courses curriculum composed of required to be taught to topics and learning all students across the experiences that focus country as prescribed by on the learner’s holistic the government (ex. K- development; goal is to 12 Curriculum by develop a well-rounded DepEd, Gen. Ed. learner Curriculum by CHED) o Problem-centered Designs – focus on understanding and 3.3. Things to Consider in Designing finding solutions to individual and Curriculum social issues and problems; Horizontal Organization – scope and engage students in learning horizontal integration concerned with social issues arranging the curriculum components at ▪ Thematic Design – any point in time; focuses on establishing curriculum integrated relationships and integration among with themes of study subject areas which can be concepts, Vertical Organization – spiral progression activities, standards, or of curriculum contents; distributing skills; goal is to provide a curriculum contents across different holistic, meaningful, and grade levels; enables educators to focus life-relevant education to on developing students’ mastery of the learners content by examining prerequisite ▪ Problem Design – knowledge and skills exposing students to different real-life 3.4. Sequencing Curriculum Content problem-solving situations; exposing Sequence (Print, 1993): the order in them to practical which contents are presented to the situations or issues that learners are important to them Print (1993): Design Principles to and their community Sequence Curriculum Contents o Core Learning Design – focus on o Simple to Complex: traditionally learning a set of common applied to disciplines like Math, subjects, disciplines, skills, or Science, and Language; topic knowledge necessary for arranged in a progressive-spiral learners to master; provide a sequence uniform type of education based o Prerequisite Learning: followed on educational philosophy or in subjects that largely consist of theory; provide transformative laws and principles (ex. and relevant education to all Geometry, Physics); to learn types of learners laws and principles, students ▪ Core Design – a set of need basic prerequisite common subjects, knowledge disciplines, or subjects o Chronology – sequencing required for students to contents according to study before they chronology of events (ex. graduate or move to a History) different level o Whole-to-Part Learning – deductive approach (general to  specific); learning the big picture ▪ Diagnosis of needs of ideas to understand specific (highlighted by Taba as concepts and skills key to success) o Increasing Abstraction – ▪ Formulation of sequence contents according to objectives concepts or skills that is related ▪ Selection of content or relevant to students’ personal ▪ Organization of content experiences ▪ Selection of learning experiences CHAPTER 4: CURRICULUM DEVELOPMENT ▪ Organization of learning 4.1. Different Curriculum Development experiences Models ▪ Determination of what to evaluate and ways and Linear Models of Curriculum means of doing it Development o Ralph Tyler’s Rational Linear o Allan Glatthorn’s Standards- Model based Curriculum Development ▪ Intended for any discipline to basic education to higher education ▪ 3 phases: Develop standards, develop benchmarks, develop final products ▪ Rational and descriptive: developing standards Logical and systematic should be the priority Sequential Pattern: Objectives to ▪ Use multiple sources; Content - Learning Experiences – value teachers’ inputs in Evaluation developing standards To develop a curriculum, the following ▪ Does not include should be determined: situational analysis or Educational purposes to attain needs analysis (no step Educational experiences to attain the for understanding the objectives context in which the How to organize educational experiences curriculum is developed) How to determine the purposes were attained Curriculum Sources: Society, Students, and Subject Matter Objectives according to Philosophy and Psychology of Education Hilda Taba’s Grassroots Rational Model Sequential and Logical (same as Tyler) but more information input in every phase of curriculum development Steps: Wiggins and McTighe’s Understanding by Robert Diamond’s Systematic Design Model Design Model (UBD) ▪ Used to design Basic education curriculum in SY 2010-2011 before K-12 ▪ Also called backward design: emphasizes on starting with goals and objectives in curriculum design; engage students in in-depth higher understanding of important ideas and exploring assessment designs Prescriptive and Rational 3 Stages First Phase: Project Selection and Design Stage 1: knowing students’ prior knowledge and Curriculum Sources and Influences used skills to determine objectives Relies heavily on data; team approach what is worthy, necessary to learn necessary examine current curriculum goals, standards, expectations Second Phase: Production, Implementation, and Evaluation for Each Unit Stage 2 ▪ Design for curriculum production and Designing assessment evidence for implementation validating if the desired learning has ▪ Design for evaluation of instructional been achieved materials Use of authentic assessment ▪ Assumes the product (curriculum) is final and good as planned; no option for Stage 3 review of actions and decisions in Phase Planning learning experiences I but only in Phase II (only in the level of Teachers deciding on types of activities instruction or the implemented and materials needed curriculum) ▪ Difficult to implement in PH: lack of Prescriptive and rational research culture Popular in PH: focus on enduring understanding or central ideas as the central goal of the Murray Print’s Model for Curriculum curriculum Development Recognize students’ and teachers’ role in curriculum development Fixed at accepting what standards are prescribed by the government  ▪ Situational analysis is valuable: enables curriculum workers to understand the Sequential and Logical; Prescriptive and Rational context in which the curriculum is 3 Phases: developed and gather data from curriculum sources and influences Organization: identifying curriculum workers’ ▪ Contributing disciplines important nature, curriculum conceptions, and forces or (philosophy, psychology, and sociology) foundations of their thinking in selecting curriculum goals and objectives, contents, learning Development: developing of the curriculum; experiences, and evaluation cyclical: from situational analysis to four elements ▪ Can be used in any educational setting of curriculum then back to itself (school-based or on a national level) Application: implementation, monitoring and ▪ Weakness: Curriculum workers in PH are feedback, providing feedback to the presage used to a linear model; situational (predicting) group analysis is tedious Cyclical and dynamic in its procedures; workers Wheeler’s Curriculum Development Model can examine their actions Curriculum presage recognizes role of curriculum workers in different curriculum activities and their curriculum conceptions and ideas Macro level of curriculum development but unclear where the philosophy will come into play No strong link between situational analysis and curriculum presage Cyclical Models of Curriculum Development Cyclical; elements of the curriculum are related (usually starts with situational analysis) and interdependent Audrey Nicholls and Howard Nicholls Model Rational but each phase is a logical development for Curriculum Development of the previous one (one cannot proceed without the previous phase) Stark et al. The Contextual Filters Model of Course Planning By Stark, Lowther, Bentley, Ryan, Martens, Genthon, Wren, and Shaw Three Areas Cyclical and continuous ▪ Content Influences: faculty background and disciplinary/educational beliefs Five logical and interdependent stages: ▪ Contextual Influences: influences outside of the instructors’ immediate control ▪ Situational Analysis ▪ Course Decisions or Form: processes ▪ Selection of Objectives followed when designing courses ▪ Selection and Organization of Content ▪ After course decisions, planners can ▪ Selection and Organization of Methods check with the content influences and ▪ Evaluation contextual influences ▪ Highly prescriptive and dynamic  ▪ Cyclical; applied mainly in higher Design – planning, decision-making, and actual education development of the curriculum ▪ Faculty members as main factor in curriculum development in higher Dynamic and Descriptive; reflects realities of how education curriculum workers plan and develop a curriculum ▪ Teacher-centered Recognizes role and influence of curriculum workers in any curriculum development tasks Not starts with objectives; may start at any point of the process; school-based Confusing for curriculum workers who are not aware of the necessary processes of curriculum development Tendency to be stuck in phase 2: analysis- paralysis syndrome after too much discussion Skilbeck’s Curriculum Development Dynamic Models of Curriculum Development (developing curriculum in various educational contexts) Walker’s Model of Curriculum Development Dynamic (start from any phase) Each phase is interrelated, follows a systematic sequence Includes situational analysis as base for making curricular decisions Based on belief that curriculum developers do not follow the prescriptive approach of the rationale- linear sequence of curriculum elements when they develop curricula 3 Phases Platform – bringing curriculum workers’ individual beliefs, knowledge, and values (own ideas) Deliberation – identifying which facts are needed for means and ends, generating alternatives, and considering consequences of alternatives  Considering curriculum influences (internal, external, organizational) for situational analysis In all phases: curriculum influences are considered (direct effect to situational analysis and development of standards, indirect effects to others) Curriculum sources directly affects situational analysis and development of curriculum standards Dynamic; always considers the changing nature, needs, and demands of its context Goes back to situational analysis after evaluation Elliot Eisner’s Artistic Approach to Curriculum Development Emphasize artistry of teaching Involve participants in selection of goals and objectives of the curriculum (artful process) Source of curriculum content: individual, society, and subject matter Provide wide variety of learning opportunities to students Educational imagination: transform goals and contents into high-quality learning Different strategies and methods to 4.2. Analysis of Different Curriculum engage students in meaningful learning Development Models School-based or national level Open-ended or dynamic; descriptive and Prescriptive, Rational/Objectives prescriptive o Tyler’s Model Effective in college level where academic o Taba’s Grassroots Model freedom is embraced o Understanding by Design Model Curriculum workers can always modify o Systematic Design Model and improve curriculum to address o Print’s Model problems and needs Prescriptive, Dynamic/Interaction o Contextual Filters Model Pawilen’s Model for Developing Curriculum o Nicholls & Nicholls Model o Pawilen’s Model Descriptive, Rational/Objectives Develop curriculum that is relevant and o Standards-based Model appropriate to the Philippine context o Wheeler’s Model Considering curriculum sources o Eisner’s Model (learners, society, discipline) as vital in Descriptive, Dynamic/Interaction situational analysis; provide data for o Walker’s Model developing goals and objectives  Linear Models (Standards-based, UBD, Systematic Design, and Print’s Model) o Direct, time-efficient approach o Simplified, easy-to-follow o Highly prescriptive and rational: Precisely states where to start o Usually start with situational analysis or selecting objectives Cyclical Models (Nicholls and Nicholls Model and Contextual Filters Model) o Interrelated procedures o Prescriptive but dynamic (start with situational analysis) o School-based Dynamic Models (Eisner, Walker, and Pawilen’s Model) o Less rigid in application o School-based o Reflect reality of how institutions and teachers develop curricula o Eisner’s Model: Prescriptive yet descriptive o Walker’s Model: dynamic and descriptive CREDITS TO: KUYA CLARK