Unit 1. Curriculum Concepts, Nature, and Purposes (PDF)

UNIT I. NATURE OF THE CURRICULUM B. Major Conceptions (types, components, and purpose) Presented by: Labrador, Maricor G. Date: September 3, 2024 1. OBJECTIVES At the end of the lesson, students should be able to: K- Identify the types of curriculum. S- Understand the key components of curricu...

UNIT I. NATURE OF THE CURRICULUM B. Major Conceptions (types, components, and purpose) Presented by: Labrador, Maricor G. Date: September 3, 2024 1. OBJECTIVES At the end of the lesson, students should be able to: K- Identify the types of curriculum. S- Understand the key components of curriculum. A- Define the concepts of curriculum II. LESSON PROPER Curriculum: Concepts, Nature and Purpose What is curriculum? What are the major concepts, types, components, and purpose? Introduction The idea of a curriculum is as fluid as societal transformations. Curriculum is seen in its narrowest sense as only a list of subjects that need to be taught in schools. Broadly speaking, it encompasses people's entire educational journeys, both within and outside of institutions. WHAT IS CURRICULUM? The Latin word "currere," which meaning "race course" or "runway" on which one runs to accomplish an objective, is where the word curriculum originates. In formal education, a curriculum is the set of courses, and their content, offered at a school or university. Curriculum From Different Points of View 1. Traditional Points of Views of Curriculum The conventional wisdom of the early 20th century stated that the curriculum was "a body of subjects or subject matter prepared by the teachers for the students to learn." It was equivalent to the terms "syllabus" and "course of study". Curriculum From Different Points of View Robert M. Hutchins He views curriculum as "permanent studies" where the rule of grammar, reading, rhetoric and logic and mathematics for basic education are emphasized. Curriculum From Different Points of View Arthur Bestor An essentialist believes that the mission of the school should be intellectual training, hence curriculum should focus on the fundamental intellectual disciplines of grammar, literature and writing. It should include mathematics, science, history and foreign language Curriculum From Different Points of View Joseph Schwab He said that, "discipline is the sole source of curriculum". Thus in our education system, curriculum is divided into chunks of knowledge we call subject areas in basic education such as English, Mathematics, Science, Social Studies and others. Curriculum From Different Points of View John Dewey He believed that reflective thinking is a means curricular that unifies elements. Thought is not derived from action but tested by application. Curriculum From Different Points of View Caswell and Campbell Viewed curriculum as "all experiences children have under the guidance of teachers". Curriculum From Different Points of View Smith, Stanley and Shores -"Curriculum as a sequence of potential experiences set up in the schools for the purpose of disciplining children and youth in group ways of thinking and acting". Curriculum From Differents Points of View Marsh and Willis - They viewed curriculum as all the "experiences in the classroom which are planned and enacted by the teacher, and also learned by the students. Points of View on Curriculum Development It is evident from the different definitions and ideas that are put out that curriculum development is a dynamic process. Systematic changes are implied by the term "development." Any improvement, alteration, or modification of the current state is considered a change for the better. TYPES OF CURRICULUM OPERATING IN SCHOOLS. Allan Glattorn(2000) describes seven types of curriculum Operating in the Schools: Recommended Curriculum Written Curriculum Taught Curriculum Supported Curriculum Assessed Curriculum Learned Curriculum Recommended Curriculum National agency may recommended a curriculum to be implemented in the elementary or secondary education. Proposed by scholars and professional organizations. Examples: DepED, DOST, CHED Written Curriculum Includes documents, course of study, or syllabi handed down to the schools, district, division, departments, or colleges for implementation. Example: Basic Education Curriculum (BEC), Lesson plan Taught Curriculum These are varied activities that are implemented in order to arrive at the objectives or purposes of the written Curriculum. Taught Curriculum varies according to the learning styles of students and the teaching styles of teachers. Example: Activities implemented by the teacher in the classroom to attain the instructional Objectives, teaching pedagogies employed by the teachers.  Supported Curriculum Refers to resources that support or help in the implementation of the curriculum. Support curriculum should enable each learners to achieve real and lifelong learning. Examples: Computers, textbook, video visual laboratory equipments. Assessed Curriculum This refers to a tested or evaluated curriculum. At the duration and end of the teaching episodes, a series of evaluations are being done by the teachers to determine the progressing. Example: Pencil, Paper, Portfolio Learned Curriculum This refers to the learning outcomes achieved by the students. Learning outcomes are indicated by the results of the tests and changes in behavior which can either be cognitive, affective, or psychomotor  Hidden Curriculum The underlying ideals, beliefs, attitudes, and behaviors that are frequently unknowingly passed down through classroom encounters are referred to as the "hidden curriculum." These are the "unwritten rules" of education. Elements/Components of the Curriculum For most curricula, the major components or elements are: 1 aims, goals and objectives 2. subject matter/content 3. learning experiences 4. evaluation approaches  Components of the Curriculum Component Component 1-Curriculum Aims, Goals and Objectives A formal institution called a school has a formal curriculum integrated within it. Schools are well- established establishments that are either managed by the public or private sectors. The Philippine educational system is divided in three educational levels: primary, secondary and tertiary levels. Aims of Elementary Education The Education Act of 1982's objectives for elementary education include fostering job experiences, nationalism, learning experiences, and KSV. Aims of Secondary Education The goals of secondary education support those of elementary education and foster students' diverse interests and attitudes in order to provide them with the skills they need to succeed in postsecondary education. Aims of Tertiary Education General education programs are one of the goals of tertiary education. personnel and abilities. leadership and knowledge application. Components of the Curriculum Component Curriculum Aims, Goals and Objectives All schools shall aim to: 1. inculcate patriotism and nationalism 2. foster love of humanity 3. promote respect for human rights 4. appreciate the role of national heroes in the historical development of the country. Components of the Curriculum 5. teach the rights and duties of citizenship 6. strengthen ethical and spiritual values 7. develop moral character and personal discipline 8. encourage critical and creative thinking 9. broaden scientific and technological knowledge and promote vocational efficiency. Components of the Curriculum The school vision A clear concept of what the institution would like to become in the future. Guiding post around which all educational efforts including curricula should be directed. The school mission The mission targets to produce the kind of persons the students will become after having been Components of the Curriculum The objectives in a curriculum are made clear and targeted for each learner's achievement. We refer to these as educational objectives. Robert Mager and Benjamin Bloom provided two definitions of educational objectives: 1. Explicit formulations of the ways in which students are expected to be changed by the educative process, and 2. Intent communicated by statement describing a proposed change in learners. Components of the Curriculum Bloom and his associates classified three big domains of objectives. These are: 1. Cognitive 2. Affective 3. Psychomotor Components of the Curriculum Cognitive Domain - (Bloom et. Al. 1956) domain of thought process Knowledge Comprehension Application Analysis Synthesis Evaluation Components of the Curriculum Affective domain- (Krathwohl, 1964) domain of valuing, attitude and appreciation Receiving Responding Valuing Organization Characterization by a value or value complex Components of the Curriculum Psychomotor Domain - (Simpson, 1972) - domain of the use of psychomotor attributes: Perception Set Guided response Mechanism Complex overt responses Adaptation Origination Component 2- Curriculum Content or Subject Matter Some criteria which can be used in the selection of subject matter content or knowledge for the curriculum. 1. Self-sufficiency 2. Significance 3. Validity 4. Interest 5.Utility 6. Learnability 7. Feasibility Conclusion In conclusion, the nature of the curriculum is a dynamic and evolving concept. By engaging in critical reflection, ongoing dialogue, and intentional curriculum design, we can create learning environments that are enriching, empowering, and responsive to the needs of all learners. REFERENCES: "Curriculum Concepts, Nature and Purposes | PDF Curriculum" | Education Theory | https://www.scribd.com/doc/103027979/Curriculum- Concepts-Nature-and-Purposes https://counseling.education.wm.edu/blog/8-types- of-curriculum " Conception of Curriculum - Kathryn Featherstone" https://kathrynfeatherstone.ca/2022/02/10/conceptio n-of-curriculum/ THANK YOU