Study Notes: The Teacher and the School Curriculum PDF

Study Notes: The Teacher and the School Curriculum I. Understanding the Curriculum a. Definitions of Curriculum Curriculum refers to the structured set of learning experiences and intended outcomes that guide educational processes. It encompasses the content taught, the methods of teaching, and th...

Study Notes: The Teacher and the School Curriculum I. Understanding the Curriculum a. Definitions of Curriculum Curriculum refers to the structured set of learning experiences and intended outcomes that guide educational processes. It encompasses the content taught, the methods of teaching, and the assessment of student learning. b. Different Types of Curriculum 1. Ideal or Recommended Curriculum: Most appropriate for learners as proposed by scholars. 2. Intended, Official, or Written Curriculum: Official curriculum embodied in approved state curriculum guides e.g. TESDA, CHED, DepEd. 3. Implemented Curriculum: Actual implementation of the curriculum or what the teachers in the school teach. 4. Null Curriculum: Content that is not taught or omitted from the curriculum. 5. Hidden Curriculum: Refers to various skills, knowledge, and attitudes that students learn in school as a result of their interaction with others. c. Curriculum Foundations Philosophical Foundations: Underpinning beliefs about education (e.g., essentialism, progressivism). Historical Foundations: Evolution of educational practices over time. Sociological Foundations: The impact of society and culture on education. Psychological Foundations: Understanding how students learn and develop. d. Curriculum Conceptions Traditional: Emphasizes content knowledge and teacher-led instruction. Progressive: Focuses on student-centered learning and real-world applications. Critical: Encourages questioning societal norms and fostering social justice. e. Elements of Curriculum Goals and Objectives or Curriculum Intent: Desired outcomes of education.  Content: Knowledge and skills to be taught. Learning Experiences: Activities and methods used to deliver content. Evaluation: Evaluation of student learning and curriculum effectiveness. II. Curriculum Planning a. Curriculum Sources and Influences a.1. Society as Source of Curriculum Reflects societal values, needs, and expectations. a.2. Learners as Source of Curriculum Takes into account the interests, backgrounds, and learning styles of students. a.3. Discipline or Subject Matter as Source of Curriculum Influences what content is deemed essential for academic disciplines. b. Curriculum Influences b.1. Students Their needs and feedback shape curriculum relevance. b.2. School's Vision, Mission, and Core Values Guides the overall direction and priorities of the curriculum. b.3. Admission and Retention Policies Affect the demographic and academic profile of students. b.4. School Administrators and Board of Trustees Their leadership and governance impact curriculum decisions. b.5. Accrediting Agencies Set standards that curricula must meet for institutional credibility. b.6. Government Policies and Agencies Legislation and regulations shape educational frameworks. b.7. Market Demands Economic and job market trends influence curriculum relevance. b.8. Alumni Their experiences and feedback can inform curriculum improvements.  b.9. Media and Information and Communications Technologies Technology integration and media influence learning modalities. b.10. The Church and Church-Related Agencies May provide ethical or moral frameworks influencing curriculum. b.11. School Facilities and Other Resources Availability of resources affects curriculum implementation. b.12. Student Services Support services can enhance student learning experiences. III. Curriculum Design a. Definition of Curriculum Design The process of planning and structuring the curriculum to meet educational goals and objectives. b. Different Curriculum Designs 1. Subject-Centered Design: Focuses on specific subjects. 2. Learner-Centered Design: Prioritizes the needs and interests of students. 3. Problem-Centered Design: Engages students in real-world problem-solving. c. Things to Consider in Designing Curriculum Alignment with Standards: Ensuring curriculum meets educational standards. Diversity and Inclusion: Addressing the needs of diverse learners. Assessment Strategies: Incorporating effective evaluation methods. Resource Availability: Considering the materials and facilities available. d. The Sequencing Curriculum Content Vertical Alignment: Ensuring content builds progressively from one grade to the next. Horizontal Alignment: Coordinating content across subjects at the same grade level. Pacing: Determining the appropriate speed for content delivery to maximize learning. Simple to Complex: Traditionally applied to disciplines like Math, Language, Science or Music.  Prerequisite Learning: Followed in subjects and courses that largely consist of laws and principles. Chronology: Designed in such a way that sequencing of content according to chronology of events. Whole-to-Part Learning: This is a deductive approach to design contents. Increasing Abstraction: Content can be sequenced according to the idea or principle that a student can learn most effectively. Reference: PAWILEN, G. (2019). The Teacher and the School Curriculum (pp. 1–38). Rex Bookstore, Inc.