PPT Definition Of The Nature Of Curriculum

PRAYER Kindly arranged this word: MULUCURIRC Objectives At the end of the lesson, the students should be able to: K: Can define the nature of curriculum S: Perform their teaching experiences through any other discipline A: Show willingness and cooperation in class and grou...

PRAYER Kindly arranged this word: MULUCURIRC Objectives At the end of the lesson, the students should be able to: K: Can define the nature of curriculum S: Perform their teaching experiences through any other discipline A: Show willingness and cooperation in class and group activities Definition of the Nature of Curriculum  Nature of the curriculum Definition The concept of curriculum is as dynamic as changes that occur in society. In its narrow sense, curriculum is viewed merely as a listing of subject to be taught in school. In a broader sense, it refers to the total learning experiences of individuals not only in schools but in society as well. I. Some definitions of curriculum  Curriculum is planned and guided set of learning experiences and intended outcomes, formulated through systematic reconstruction of knowledge and expresses under the auspices of the school, for the learners continuous and willful growth in personal social competence.’’ (Daniel Tanner, 1980).  It is written documents that systemically describes goals, planned, objectives, content, learning activities, evaluation procedures and so forth.’’ (Pratt, 1980).  The contents of the subject, concept and task to be acquired, planned activities, the desired learning outcomes and experiences, product of culture and an agenda to reform society make up a curriculum.’’ (Schubert, 1987).  A curriculum includes “all of the experiences that individual learners have in a program of education whose purpose is to achieve broad goals and related specific subjects, which is planned in terms of framework of theory and research or past and present practices.’’ (Hass, 1987).  It is a programme of activities (by teachers and pupils) designed so that pupils will attain so far as possible certain educational and other schooling ends or objectives.’’ (Grundy, 1987). II. Points of view of other curricularists  Curriculum from traditional point of view In the early years of 20th century, the traditional concepts held of the “curriculum is that it is a body of subject or subject matter prepared by the teachers for the students to learn.’’ It was synonymous to the “course of study’’ and “syllabus’’ A.Robert M. Hutchins views curriculum as “permanent studies’’ where the rule of grammar, reading, rhetoric and logic and math for basic education are emphasized the 3 Rs and college education should be grounded on liberal education. B. Arthur Bestor is an essentialist, believe that the mission of the school should be intellectual training, hence curriculum focus on the fundamental intellectual disciplines of grammar, literature and writing. It should also include math, science, history and foreign language. C.Joseph Schwab thinks the sole source of curriculum is a discipline thus the subject area such as English, Math, Science, Social Studies and others. In college, discipline may include humanities, sciences, languages and many more. He coined the word discipline as a ruling doctrine for curriculum development. D. Phillip Phenix asserts that curriculum should consist entirely of knowledge which comes from various disciplines.  Curriculum from progressive points of view  On the other hand, to a progressivist, a listing of school, subjects, syllabi, course of study, and list of courses or specific discipline do not make a curriculum. These can only be called curriculum if the written materials are actualized by learner. Broadly speaking, curriculum is defined as the total learning experiences of the individuals. A.John Dewey believes that the education is experiencing. He believed that reflective thinking is a means unifies curricular elements. Thought is not derived from action but tested by application. B. Holin Caswell and Ken Campbell viewed curriculum as “all experiences children have under the guidance of teachers ’’ C. Othaniel Smith, William Stanley and Harian Shore defined “curriculum as a sequence of potential experiences set in the school for the purpose of disciplining children and youth in group ways of thinking and acting’’. D. Colin Marsh and George Willis view curriculum as all the “experiences in the classroom which are planed and enacted by the teacher, and also learned by the students. Instruction: One of your members act as a teacher or facilitator to guide for experiencing and enhancing the learners’ skills in their specific discipline. Criteria 25 23 21 Cooperation All members 1-2 members 3-or more participate did not members did participate not participate Performance All the 1-2 members 3- or more members did not members did perform well perform well not perform well Total Assignment Please do advance study about major conceptions.