M1. lesson 1. concepts, nature & purposes of curriculum

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Transcript of M1. lesson 1. concepts, nature & purposes of curriculum

  • CTP-HS5 CURRICULUM PLANNING & DEVELOPMENT Prof. Gail S. Montero 2nd Semester, AY 2012-2013
  • COURSE CONTENT MODULE 1: CURRICULUM CONCEPTS, NATURE & PURPOSES Lesson 1: Concepts, Nature & Purposes of Curriculum Lesson 2: Components of Curriculum & Curricular Approaches Lesson 3: Concepts, Nature & Purposes of Curriculum Add-in: The 8 Ms of Teaching & Learning p.
  • MODULE 1: CURRICULUM: Concepts, Nature and Purposes PROF ED 4: CURRICULUM PLANNING & DEVELOPMENT Prof. Gail S. Montero University of Makati
  • If you are to capture scenarios, experiences, situations, faces, places and eventually come up with a PICTURE GALLERY which you want to attract peoplewhat would you include?
  • Lesson 1: Concepts, Nature & Purposes of Curriculum Take-Off CONCEPT OF CURRICULUM in its narrow sense: a listing of subjects 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.
  • Lesson 1: Concepts, Nature & Purposes of Curriculum Focus CURRICULUM FROM DIFFERENT POINTS OF VIEW 1. Traditional Points of View of Curriculum 20th Century: Curriculum is a body of subjects/subject matter prepared by the teachers for the students to learn; was synonymous to course of study & syllabus
  • Lesson 1: Concepts, Nature & Purposes of Curriculum Focus CURRICULUM FROM DIFFERENT POINTS OF VIEW 1. Traditional Points of View of Curriculum Robert M. Hutchins: permanent studies/emphasis of the 3Rs Arthur Bestor: intellectual training should be the mission of the school Joseph Schwab: Discipline is the sole source of curriculum
  • Lesson 1: Concepts, Nature & Purposes of Curriculum Focus CURRICULUM FROM DIFFERENT POINTS OF VIEW 1. Traditional Points of View of Curriculum Phenix Curriculum should consist entirely of knowledge which comes from various disciplines. Note: most of the TRADITIONAL ideas view curriculum as WRITTEN DOCUMENTS/PLAN of ACTION in accomplishing goals.
  • Lesson 1: Concepts, Nature & Purposes of Curriculum Focus CURRICULUM FROM DIFFERENT POINTS OF VIEW 2. Progressive Points of View of Curriculum John Dewey Reflective thinking is a means that unifies curricular element; thought is not derived from action but tested by application. Caswell & Campbell All experiences children have under the guidance of teachers.
  • Lesson 1: Concepts, Nature & Purposes of Curriculum Focus CURRICULUM FROM DIFFERENT POINTS OF VIEW 2. Progressive Points of View of Curriculum Smith, Stanley & Shores 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 Marsh & Willis All the experiences in the classroom which are planned and enacted by the teacher, and also learned by the students.
  • Lesson 1: Concepts, Nature & Purposes of Curriculum Focus CURRICULUM FROM DIFFERENT POINTS OF VIEW 2. Progressive Points of View of Curriculum Note: To PROGRESSIVIST, a listing of school subjects, syllabi, course of study & list of courses or specific discipline DO NOT MAKE A CURRICULUM. It can only be called CURRICULUM if the written materials are actualized by the learner THE TOTAL LEARNING EXPERIENCES of the individual.
  • Lesson 1: Concepts, Nature & Purposes of Curriculum Focus POINTS OF VIEW ON CURRICULUM DEVELOPMENT Development connotes CHANGES which are SYSTEMATIC. a CHANGE FOR THE BETTER means any alteration, modification, or improvement of existing condition. To produce POSITIVE CHANGES, development should be purposeful, planned & progressive.
  • Lesson 1: Concepts, Nature & Purposes of Curriculum Focus POINTS OF VIEW ON CURRICULUM DEVELOPMENT Models of Curriculum Development =RALPH TYLER MODEL= 4 Basic Principles: Tylers Rationale Posited Four Fundamental Principles in examining any curriculum in schools: 1. What EDUCATIONAL PURPOSES should the school seek to attain? 2. What EDUCATIONAL EXPERIENCES can be provided that are likely to attain these purposes?
  • Lesson 1: Concepts, Nature & Purposes of Curriculum Focus POINTS OF VIEW ON CURRICULUM DEVELOPMENT 4 Basic Principles: Tylers Rationale 3. How can these educational experiences be EFFECTIVELY ORGANIZED? 4. How can we determine whether these purposes are being attained or not? TYLERS Model show that in curriculum development, the following considerations should be made: (1) Purposes of the School; (2) Educational Experiences related to the Purpose; (3) Organization of the experiences and (4) Evaluation of the experiences.
  • Lesson 1: Concepts, Nature & Purposes of Curriculum Focus POINTS OF VIEW ON CURRICULUM DEVELOPMENT Models of Curriculum Development =HILDA TABA LINEAR MODEL= The 7 Major Steps:GRASSROOTS APPROACH Believed that TEACHERS WHO TEACH/IMPLEMENT the curriculum SHOULD PARTICIPATE IN DEVELOPING it. 1. Diagnosis of learners needs & expectation of the larger society 2. Formulation of learning objectives
  • Lesson 1: Concepts, Nature & Purposes of Curriculum Focus POINTS OF VIEW ON CURRICULUM DEVELOPMENT The 7 Major Steps:GRASSROOTS APPROACH 3. Selection of learning content 4. Organization of learning content 5. Selection of learning experiences 6. Organization of learning activities 7. Determination of what to evaluate and the means of doing it. THREE INTERACTING PROCESSES in curriculum development: PLANNING, IMPLEMENTING & EVALUATING
  • Lesson 1: Concepts, Nature & Purposes of Curriculum Focus TYPES OF CURRICULUM OPERATING IN SCHOOLS [Allan Glatthorn, 2000] 1. Recommended Curriculum proposed by scholars and professional organizations who has stake in Education [DepEd, CHED, DOST] 2. Written Curriculum includes documents, course of study or syllabi handed down to the schools, districts, division, departments or colleges for implementation
  • Lesson 1: Concepts, Nature & Purposes of Curriculum Focus TYPES OF CURRICULUM OPERATING IN SCHOOLS Pilot-tested or tried out in samples schools or population [Basic Education Curriculum] 3. Taught Curriculum composed of the different planned activities which are put into action inside & outside the classroom in order to arrive at the objectives/purposes of the written curriculum Varies according to the learning styles of students & the teaching styles of teachers
  • Lesson 1: Concepts, Nature & Purposes of Curriculum Focus TYPES OF CURRICULUM OPERATING IN SCHOOLS 4. Supported Curriculum includes material resources [such as textbooks, computers, audio-visual materials, laboratory equipments, playgrounds, zoos & other facilities] other than the teacher, in order to have a successful teaching to enable each learner to achieve lifelong learning 5. Assessed Curriculum refers to the series of evaluations done by the teachers to determine the extent of teaching & students progress
  • Lesson 1: Concepts, Nature & Purposes of Curriculum Focus TYPES OF CURRICULUM OPERATING IN SCHOOLS 6. Learned Curriculum refers to the learning outcomes achieved by the students and indicated by the results of the tests & changes in behavior which can either be cognitive, affective or psychomotor 7. Hidden Curriculum the unintended curriculum which is not deliberately planned but may modify behavior or influence learning outcomes [factors such as: peer influence, teachers mood, school environment
  • Lesson 1: Concepts, Nature & Purposes of Curriculum Focus MAJOR FOUNDATIONS OF CURRICULUM [COMMONLY ACCEPTED FOUNDATIONS: (1) Philosophical, (2) Historical, (3) Psychological & (4) Social ] 1. Philosophical Foundations of Curriculum provides educators, teachers, curriculum makers with FRAMEWORK for planning, implementing & evaluating curriculum PHILOSOPHY in decision-making provides the STARTING POINT: what the school is for, how students should learn, what methods to use,
  • Lesson 1: Concepts, Nature & Purposes of Curriculum Focus MAJOR FOUNDATIONS OF CURRICULUM 1. Philosophical Foundations of Curriculum PHILOSOPHIES: PERENNIALISM ESSENTIALISM PROGRESSIVIS M RECONSTRUC- TIONISM Aim of Education Educate the rational person cultivate the intellect promote intellectual growth educate a competent person promote democratic & social living improve & reconstruct society Education for change Role of Education Teachers help students think w/ reason teacher is the sole authority in her subject area knowledge leads to growth & development of life-long learning teachers act as agents of change & reform in various e