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The Teacher and The School Curriculum

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1
Definitions of Curriculum
Traditional and Progressive
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Traditional Definition of Curriculum
- Oridnary
- Limited
- How a non-educator view curriculum
- inside the classroom
- set of courses
- list of subjects
- lesson plan, prospectus, CG
- Teacher centered
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Progressive Definition of Curriculum
- enriched
- broad
- inside and outside the classroom
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a set of courses constituting an area of specialization
TC
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an identification of proper goals
TC
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can be considered as a system of dealinh with people and the process
TC
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is a means of attaining the aims or philosophy of education
TC
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Planned Learning Experiences
TC
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List of subjects and courses
TC
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sum total of all the learning experiences inside and outside the school
PC
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Inside the Classroom
TC
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Entire range of experiences, undirected and directed, concerned with the unfolding of the individual's abilities
PC
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Set of Learning and experiences for students planned by the school to attain the aims of education
PC
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Sum of total of the learning experiences
PC
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Types of Curricula with actions
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Differentiate the types of Curricula
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The teacher is a curriculum ___________
specialist
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they are the primary movers of Curriculum
Teachers
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core of the curriculum
students
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Teachers are open minded, adaptable, knows how to adjust
initiator
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Teachers think outside the box. They develop unique, new, and original strategy of teaching
innovator
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Teachers give life to the curriculum. It is where the teaching, guiding, facilitating skills of the teacher are expected at the highest level.
Implementer
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Determines if the desired learning outcomes have been achieved
Evaluator
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As a teacher, one has to master what are included in the curriculum
Knower
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A classroom teacher takes record of knowledge, conceptsz subject matter or content. They publish researches
Writer
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A teacher's role is to make yearly, monthly or daily plan of the curriculum
Planner
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Factors to Consider in Planning a Curriculum
(COLTS)
Learner
Support Materials
Time
Content
Outcomes
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Views of Curriculum
Traditional & Progressive Views
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differentiate the 2 views of TC and PC by providing the names of the people
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Permanent Studies
Robert Huchkins
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3Rs
Reading Writing Arithmetic
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College education according to Hutchins
Humanities and the arts ,(Liberal education)
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He believed that going to school makes a person smart and intellectual. School provides intellectual training
Arthur Bestor
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Subjects that should be taken in all level of education according to Arthur Bestor
Math, Science, History, and Foreign Language
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He thinks that the sole source of Curriculum is discipline.
Joseph Schwab
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Ruling Doctrine for Curriculum Dev
Discipline
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Curriculum should consist entirely of knowledge which comes form various disciplines.
Philip Phenix
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Learning by Doing
John Dewey
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all learning should be under guidance
Hollis Caswell and Kenn Campbell
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Logical Sequencing
Othaniel Smith
William Stanley
Harlan Shore
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No random Learning
Collin Marsh and George Willis
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3 ways of approaching curriculum
Knowledge/content
process
product/outcome
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Principles of Curriculum Content and differentiate
Balance - equity
Articulation - vertical and horizontal
Sequence - pre-requisite, content
Integration - inter, intra, and trans
Continuity - Approaches. strategy not content, unlike sequence
Scope - boundaries
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4 phases of Curriculum Dev
PDIE
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Top Down
Tyler
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Students adjusts for schools
Ralph Tyler
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Grassroots Approach
Hilda Taba
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Father of Behavioral Objectives
Ralph Tyler
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4 Basic Principles if Tylers model
1. Purpose of the School
2. Educ Experiences related to the Purpose
3. Organization of the Experiences
4. Evaluation of the Experiences
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7 steps of Grassroots App.
1. Diagnosis of Learner's needs
2. LOs
3. Selection of Learning Content
4. Organization of LC
5. Selection of Learning Experiences
6. Organization of LE
6. What to eval and how to do it
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developed a model the same with PDIE
Gaylen Saylor and Willaim Alexander
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Foundations of Curriculum
Philosophical
Historical
Psychological
Sociological
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These are the chronological development of Curriculum along a timelins
Historical Foundations
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He started the curriculum development
Franklin Bobbit
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He said that curriculum is a science that emphasizes students' needs
Franklin Bobbit
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He said that curriculum prepares students for adult life
Franklin Bobbit
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According to him, Objectives and Activities should GROUP together when tasks are clarified
Franklin Bobbit
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He agreed with bobbit
Werret Charters
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he said that objectives and activities should match.
Werret Charters
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He said that Curricula are purposeful activities which are child centered
William Killpatrick
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He said that the purpose of the curriculum is child development and growth
William Killpatrick
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Hi proposed the project method
William Killpatrick
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what is in the project method acc. to Killpatrick
students and teachers collaborate in Planning the activities
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He said the small classrooms are better
William Killpatrick
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He said that curriculum has the goal of developing the whole child
Harold Rugg
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what does whole child mean?
socially aware learners
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What is important for the students to be, according to Rugg
to be socially aware, or to have social awareness
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in order for the child to be socially aware, what subject is essential
Social studies
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According to him, curriculum should be organized around social functions. The students need to know their social roles
Hollis Caswell
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He proposed that curriculum, instruction, and learning should be interrelated. extra curricular activities would help students learn their functions in the society
Hollis Caswell
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He said that curriculum is a science and an extension of school's philosophy
Ralph Tyler
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He emphasized problem solving. Curriculum aims to educate generalists and not specialists
Ralph Tyler
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Tod Down approach
Rlaph Tyler
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Contributed to the theoretical and pedagogical foundations of concepts development and critical thinking in social studies curriculum
Hilda Taba
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Helped lay the foundation for diverse student population
Hilda Taba
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Emphasized how teachers' role are important and how theu should know their student's needs
Hilda Taba
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Bottom Up
Hilda Taba
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Grassroot Approach
Hilda Taba
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acc. to him Curriculum change is a collaborative endeavour
Peter Oliva
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Stakeholders are involved in the process
Peter Oliva
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Source of change
society
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agent/s of change
school and knowledge
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describe how society, school and knowledge are related
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who said that school and society have mutual relationship
John Dewey
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2 fundamental elements to be major topics needing attention and reconstruction tk encourage experimental intelligence and plurality
schools and society
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Future Shock
Alvin toffler
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homeschooling
alvin toffler
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acc. to him, education is a means of shapinh the person and society Through critical reflections and conscientization
Paolo Freire
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Teachers should use questioning and problem posing approach to raise students consciousness
Paolo Friere
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what technique should a teacher use, according to Paolo Friere
Dialogue
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He said that there is a need to reduce student conformity in classroom
John Goodlad
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acc. to him students should be involved in decision making
John Goodlad
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acc. to him curriculum involves multiple disciplines
William Pinar
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curriculum should be studied:
historical
racial
gendered
phenomenological
postmodern
theological
and international perspectives
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They are principles that practitioners as curriculum designers can use as guidelines or a frame of ref
10 Axioms of Peter Oliva
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10 axioms of Peter Oliva
1. curriculum change is inevitable
2. Curriculum is a product of time
3. Old and New Curriculum can co exist
4. Change depends on who will implement the change
5. Curriculum change is a cooperative act.
6. Curriculum Dev is a decision making process made from various alternatives
7. Curriculum dev is an ongoing process
8. curriculum dev is a comprehensive process not a piecemeal
9. CD is more effective if it follows a systematic process
10. CD starts from where the curriculum is, NO BACK TO ZERO.
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Knowledge Revolution= _______
Tech Changes
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_________ climate affects curriculum
political climate
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aside from teachers who should contribute in supportinh the. curriculum
stakeholders
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When should curriculum be changed?
whenever needed.
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To avoid having jnstant curriculum, what should we have
a lot of alternatives
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a curriculum should always be _______ to follow a systematic process
SMART
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means the organization of Curriculum components
Curriculum Design
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Curriculum design that is topic based
Lesson plan
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Curriculum design of the whole course/subject
syllabus
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curriculum design per quarter
Unit Plan
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Curriculum Design for prospectus
course design
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Major Components of the Curriculum
1. Behavioral Components/ Objectives (plan)
2. Content/Subject Matter (design)
3. Teaching and Learning Methods (implement)
4. Assessment/Evaluation
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The objectives should be SMART
Specific
Measurable
Attainable
Result-Oriented
Time-bound
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When deciding for the subject matter, it should be_______.
relevant to the outcomes of the curriculum
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learning activities that allow students to work together
Cooperative Learning Activities
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Allow learners to develop personal responsibility. More appropriate for fast learners
Independent Learning Activities
113
Students will test their competencies against another in a healthy manner, allow learning to perform to their maximum.
Competitive Activities
114
Best for Homogeneous Smart students
Independent Learning Act.
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least best for Homogeneous Smart Students
Cooperative Learning Act.
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Best for Hetero
Cooperative Learning Act.
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lest best for Hetero
Individual Learning Act.
118
Enumerate the Common Teacher & Learning Methods
1. Direct Instruction or Barak Rosenshine Model

2. Guided Instruction or Madeline Hunter Model

3. Mastery Learning or JH Block and Lorin Anderson Model

4. Systematic Instruction or Thomas Good and Jere Brophy
119
Traditional Method of Teaching. Begins with Stating the objectives. Teacher Centered
Direct Instruction
120
Success rate of Barak Rosenshine Model
80% students passed during practice session
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Instruction that begins with review. Teachers + students, collaboration.
Guided Instruction
122
Succes rate of Madeline Hunter Model
Performance based on independent practice(students can do the task alone)
123
Begins with stating of the objectives. Discussion would follow. Pre-test will then be given administered to the students.
Mastery Learning
124
2 groups formed in Block and Anderson's Model
Mastery & Non-Mastery Group
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Activities to be taken by Mastery and Non-Mastery Groups, respectively
Enrichment Act., Corrective Drill
126
Will Mastery Learning work for big class?
No
127
How do you group the students into the mastery and Non-Mastery groups?
by administering a pre-test. the students who have 80% score and above, will belong to the mastery class. The rest will belong to the non-mastery class.
128
Success Rate of Mastery Learning
75% of the non-mastery class passed the post test
129
It begins with review, and proceeds with lecture, then homework. And will repeat the same routine the next day
Systematic Instruction
130
The success rate of Thomas Good and Jere Brophy's Model
Provide Weekly Reviews
131
Criteria in Selecting Teaching Learing Method
1. Adequacy
2. Suitability
3. Efficiency
4. Economy
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actual learning space or classrooms (facilities)
Adequacy
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Relates to planned act. It considere chronological and dev. age of learners. It should be suitable to the learner's grade level
Suitability
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refers to operational and instructional effectiveness
Efficiency
135
refers to the cost effectiveness of the teaching learning method
Economy
136
DO that will not require teachers with 2 years or more to make DLP
DO No. 70 S. 2012
137
Curriculum Design Models
Subject Centered
Learner Centered
Problem Centered
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4 designs of Subject Centered Model
Subject Design
Discipline Design
Correlation Design
Broadfield Design
139
it stresses so much to the conteny that it forgets students' natural tendencies, interests and experiences. Learning is sometimes compartmentalized. It follows a time frame.

example:______
Subject Design, syllabus
140
refers to specific knowledge and method which scholars use to study a specific content of their fields.

ex.________
Discipline design, Prospectus
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makes the Subject Centered model the best because this design is interdisciplinary. Subjects are related to one another but each subject maintain its identity.
Correlation Design
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It is an interdisciplinary design. It is made to prevent compartmentalization of subjects and intgrate yhe contents that are related to each other.
Broadfield design
143
Is anchored on the needs and interests kf ghe child. Do they need this? Need mahibaw an sa student
Child Centered
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experiences of the learners become the starting point of the curriculum. Can the students relate to this?
Experience-centered
145
Development of the self is yhe ultimate objective of learning, holistic, Per Dev
Humanistic Design
146
2 designs for Problem-centered
Life-Situation
Core Problem
147
direct impact on students. immediate problems of society
Life-Situation
148
centers on general education and the problems are based on common human activities. don't have direct impact on students but are existing social issues
Core problem design
149
it is a modelfor Designing, refining, upgrading, and reviewing, the curriculum resulting in a framework that provides form, focus and function.

address the gaps or repitions in the curriculum

connects all initiatives

ensures alignment of the desired learning outcomes, learning activities
curriculum mapping
150
mapping the curricular program or syllabus against established standards

identify gaps

written and tested c. linked to both the taught and the written curricula.

achieves internationally comparable curriculum
Curriculum Quality Audit
151
CMO __, s. _______ (BSED 6)
75, 2017, fil, eng, math, sci, socstud, val
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Father of social psychology
Force Field Theory
Kurt Lewin
153
explains the curriculum implementation as a change process
Force Field Theory hu Kurt Lewin
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Categories of Curriculum Change
Substitution
alteration
restructuring
perturbation
Value Orientation
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Replace the present with a new one
substitution
156
introduce minor changes or modification of the current one
Alteration
157
Major modification in the curriculum
Restructuring
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changes happen within a fairly short time
Perturbation
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shift due to change in VGMOs
Value Orientation
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Stakeholders and their roles
1.Teachers
2. learners
3. school Leaders/Administrators - mangers, check and balance
parents
4. Community - resources andearning environment, curriculum should be localized
5. Other Stakeholders - government units
161
2 ways of looking at Curriculum Evaluation
Curriculum Program Evaluation (Macro)
Curriculum Program Component Eval
(Micro)
162
Curriculum Program Component Evaluation parts a-c
a. Achieved learning outcomes
b. curriculum process
c. IMs
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Process of Eval and reasons
Needs Assessment ( strengths and weaknessess)

monitoring (predict, will it work or happen)

terminal assessment (guides if the results allign with the standards)

Decision Making (revise, retain, reject. policy recommendations)
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