basic concepts about the curriculum Flashcards
MO1: Define curriculum. MO2: Differentiate the types of curricula. MO3: Identify the different elements of the curriculum. MO4: Enumerate the responsibilities, roles and challenges of teachers as curricularists.
“The word ‘curriculum’ itself is used in many different contexts – by principals in schools, by teachers, by curriculum writers in education systems, and increasingly by politicians. It can mean different things in each of these contexts.” Who said this?
Lovat and Smith (2003)
What is the etymology of the word “curriculum”?
from Latin “currere” meaning “to run” or a “race course”
What does “currere” mean?
“to run” or a “race course”
It is also considered as the courses offered by an educational institution and/or a set of courses constituting an area of specialization.
curriculum
It is used to describe the lessons and content taught in school and encompasses the assignments that students are given, a course’s learning objectives, and various units of the course.
curriculum
It refers to the knowledge and skills that students are expected to learn as they progress through school, such skills include communication skills, digital and social citizenship, and projects.
curriculum
Although this reference is already old, it provided a lot of insights on how different people look at the term as the years passed by.
Longstreet and Shane (1993), in their book “Curriculum for a new millennium”
“… is a storehouse of organized race experience, conserved (until) needed in the constructive solution of new and untried problems.” Who proposed this?
William C. Bagley (1907)
“… education consists primarily in transmission through communication … as societies become more complex in structure and resources, the need for formal or intentional teaching and learning increases.” Who proposed this?
John Dewey (1916)
“… experiences in which pupils are expected to engage in school; and the general … sequence in which these experiences are to come.” Who proposed this?
Frederick G. Bonser (1920)
“… that series of things which children and youth must do and
experience by way of developing abilities to do the things well that make up the affairs of adult life; and to be in all respects what adults should be.” Who proposed this?
Franklin Bobbitt (1924)
“… all of the experiences children have under the guidance of
teachers.” Who proposed this?
Hollis L. Caswell & Doak S. Campbell (1935)
“… should include grammar, reading, rhetoric and logic, and mathematics, and in addition at the secondary level, introduce the great books of the Western world.” Who proposed this?
Robert M. Hutchins (1936)
“… real curriculum development is individual. It is also multiple in the sense that there are teachers and separate children … There will be a curriculum for each child.” Who proposed this?
Pickens E. Harris (1937)
“… the content of instruction without reference to instructional ways or means.” Who proposed this?
Henry C. Morrison (1940)
“… those experiences of the child which the school in any way
utilizes or attempts to influence.” Who proposed this?
Dorris Lee & Murray Lee (1940)
“… is a design made by all of those who are most intimately
concerned with the activities of the life of the children while they are in school … must be as flexible as life and living. It cannot be made beforehand and given to pupils and teachers to install. It represents those learnings each child selects, accepts, and incorporates into himself to act with, in, and upon in subsequent experiences.” Who proposed this?
L. Thomas Hopkins (1941)
“… the total experience with which the school deals in educating young people.”
H. H. Giles, S. P. McCutchen & A. N.
Zechiel (1942)
“… stream of guided activities that constitutes the life of young people and their elders.”
Harold Rugg (1947)
“… learning takes place through the experiences the learner has … “learning experience” is not the same as the content with which a course deals … all of the learning of students which is planned by and directed by the school to attain its educational goals.” Who proposed this?
Ralph Tyler (1949)
“… all learning experiences under the direction of the school.” Who proposed this?
Edward A. Krug (1950)
“… a sequence of potential experiences … set up in school for the purpose of disciplining children and youth in group ways of thinking and acting.” Who proposed this?
B. Othaniel Smith, W. O. Stanley, & J. Harlan Shores (1950)
“… those learning experiences that are fundamental for all learners because they derive from (1) our common, individual drives and needs, and (2) our civic and social needs as participating members of a democratic society.” Who proposed this?
Roland B. Faunce & Nelson L. Bossing (1951)
“… The economic, political, and spiritual health of a democratic state … requires of every man and woman a variety of complex skills which rest upon sound knowledge of science, history, economic, philosophy, and other fundamental disciplines … have become in the jargon of educationists’ subject matter fields. But a discipline is by no means the same as a subject matter field. The one is a way of thinking, the other a mere aggregation of facts.” Who proposed this?
Authur E. Bestor (1953)
“… All of the activities that are provided for students by the school constitutes its curriculum.” Who proposed this?
Harold Alberty (1953)
“… the design of a social group for the educational experiences of their children in school.” Who proposed this?
George Beauchamp (1956)
“… should consist entirely of knowledge which comes from the disciplines (while) education should be conceived as guided recapitulation of the processes of inquiry which gave rise to the fruitful bodies of organized knowledge comprising the established disciplines.” Who proposed this?
Philip H. Phenix (1962)
“… is a plan for learning; therefore, what is known about the learning process and the development of the individual has bearing on the shaping of a curriculum.” Who proposed this?
Hilda Taba (1962)
“… consists of all those learnings intended for a student or group of students.”
John I. Goodlad (1963)
“… modes of teaching are not, strictly speaking, a part of the curriculum (which) consists primarily of certain kinds of content organized into categories of instruction.” Who proposed this?
Harry S. Broudy, B. Othanel Smith & Joe R. Burnett (1964)
“… all learning opportunities provided by the school … a plan for providing sets of learning opportunities to achieve broad educational goals and related specific objectives for an identifiable population served by a single school center.”
J. Galen Saylor & William M. Alexander (1966 & 1974)
“… in the narrow sense consisted of the subjects studied … in the period 1898 to 1944.”
The Plowden Report (British) (1967)
“… a structured series of intended learning outcomes.”
Mauritz Johnson, Jr. (1967)
“… all planned learning outcomes for which the school is responsible.”
W. J. Popham & Eva L. Baker (1970)
“… the planned and guided learning experiences and intended learning outcomes, formulated through the systematic reconstruction of knowledge and experiences under the auspices of the school, for the learner’s continuous and willful growth in personal-social competence.”
Daniel Tanner & Laurel Tanner (1975)
“… substance of the school program. It is the content pupils are expected to learn.”
Donald E. Orlosky & B. Othanel Smith (1978)
“… the plan or program for all experiences which the learner encounters under the direction of the school.”
Peter F. Oliva (1982)
Another table presented in this module is found in the book of whom?
Glatthorn et al. (2012)
“Curriculum is a continuous reconstruction, moving from the child’s present experience out into that represented by the organized bodies of truth that we call studies . . . the various studies . . . are themselves experience— they are that of the race.” (pp. 11–12)
John Dewey (1902)
“Curriculum is the entire range of experiences, both directed and undirected, concerned in unfolding the abilities of the individual.” (p. 43)
Franklin Bobbitt (1918)
“[The curriculum is] a succession of experiences and enterprises having a maximum lifelikeness for the learner . . . giving the learner that development most helpful in meeting and controlling life situations.” (p. 8)
Harold O. Rugg (1927)
“The curriculum is composed of all the experiences children have under the guidance of teachers. . . . Thus, curriculum considered as a field of study represents no strictly limited body of content, but rather a process or procedure.” (pp. 66, 70)
Hollis Caswell in Caswell & Campbell (1935)
“All the experiences children have under the guidance of teachers.”
Hollis Caswell & Doak Campbell (1935)
“Those learnings each child selects, accepts, and incorporates into himself to act with, on, and upon, in subsequent experiences.”
Thomas Hopkins (1941)
“[The curriculum is] all the learning experiences planned and directed by the school to attain its educational goals.” (p. 79)
Ralph Tyler (1957)
“All experiences of the child for which the school accepts responsibility.”
W. B. Ragan (1960)
“Curriculum is a sequence of content units arranged in such a way that the learning of each unit may be accomplished as a single act, provided the capabilities described by specified prior units (in the sequence) have already been mastered by the learner.” (p. 23)
Robert Gagne (1967)
[Curriculum is] all planned learning outcomes for which the school is responsible. . . . Curriculum refers to the desired consequences of instruction. (p. 48)
James Popham & Eva Baker (1970)
“The set of actual experiences and perceptions of the experiences that each individual learner has of his or her program of education.”
Glen Hass (1987)
“The reconstruction of knowledge and experience that enables the learner to grow in exercising intelligent control of subsequent knowledge and experience.”
Daniel Tanner & Laurel Tanner (1995)
“[Curriculum] refers to a written plan outlining what students will be taught (a course of study). Curriculum may refer to all the courses offered at a given school, or all the courses offered at a school in a particular area of study.”
J. L. McBrien & R. Brandt (1997)
“All student school experiences relating to the improvement of skills and strategies in thinking critically and creatively, solving problems, working collaboratively with others, communicating well, writing more effectively, reading more analytically, and conducting research to solve problems.”
D. F. Brown (2006)
“An emphasis on what students can do with knowledge, rather than what units of knowledge they have, is the essence of 21st-century skills.”
E. Silva (2009)
“Curriculum means the planned interaction of pupils with instructional content, materials, resources, and processes for evaluating the attainment of educational objectives.” (n.p.)
Indiana Department of Education
It is the plan made for guiding learning in the schools, usually represented in retrievable documents of several levels of generality, and the actualization of those plans in the classroom, as experienced by the learners and as recorded by an observer; those experiences take place in a learning environment that also influences what is learned (Glatthorn et al., 2012; Bradley et al., 2018).
curriculum
“It is the plan made for guiding learning in the schools, usually represented in retrievable documents of several levels of generality, and the actualization of those plans in the classroom, as experienced by the learners and as recorded by an observer; those experiences take place in a learning environment that also influences what is learned.”
Glatthorn et al. (2012); Bradley et al. (2018)
It represents a set of desired goals or values that are activated through a development process and culminate in successful learning experiences for students (Wiles & Bondi in Wiles, 2009).
curriculum
“The curriculum represents a set of desired goals or values that are activated through a development process and culminate in successful learning experiences for students.”
Wiles & Bondi in Wiles (2009)
“The curriculum is ‘the totality of all that is planned for children and young people throughout their education.’”
Scottish Government (2008) in Priestly (2019)
“Curriculum is an interrelated set of plans and experiences which a student completes under the guidance of the school.”
Marsh & Stafford
This phrase refers to the point that curricula which are implemented in schools are typically planned in advance but, almost inevitably, unplanned activities also occur.
interrelated set of plans and experiences
This phrase is included to emphasize the time element of every curriculum.
which a student completes under the guidance of the school
This phrase refers to all persons associated with the school who might have had some input into planning a curriculum and might normally include teachers, school councils and external specialists such as advisory teachers.
under the guidance of the school
In the article written by _____, the definitions given to curriculum can be illustrated in algebra equations as follows.
Shao-Wen Su (2012)
The equation for curriculum as a set of objectives
goals or objectives
The equation for curriculum as courses of study or content
content + goals
The equation for curriculum as plans
content + goals+ teaching methods
The equation for curriculum as documents
content + goals + methods + assessment
The equation for curriculum as experiences
content + goals + methods + assessment + extracurricular activities and learning environment + hidden curriculum + cultures
Doll (1996), presented this workable definition of curriculum which somehow encompassed all the other definitions given:
It is the formal and informal content and process by which learners gain knowledge and understanding, develop skills and alter attitudes, appreciations and values under the auspices of the school.
“It is the formal and informal content and process by which learners gain knowledge and understanding, develop skills and alter attitudes, appreciations and values under the auspices of the school.” Who proposed this?
Doll (1996)
“Curriculum is considered as a field of study, is highly academic and is concerned with broad historical, philosophical, psychological and social issues.” What view is this?
Traditional view
“Curriculum is mostly written documents such as syllabus, course of study, books and references where knowledge is found but are used as a means to accomplish intended goals.” What view is this?
Traditional view
This view considers the curriculum as the total learning experiences of the individual.
Progressive view
“Curriculum is related to the achievement of learning outcomes, school goals and objectives.” What view is this?
Progressive view
Who categorized the definitions of curriculum into prescriptive or descriptive?
Glatthorn et al. (2012) and Reyes & Dizon (2015)
These definitions of curriculum provide what “ought” to happen, and they more often than not take the form of a plan, an intended program, or some kind of expert opinion about what needs to take place in the course of study.
Prescriptive
These descriptions of curriculum go beyond the prescriptive terms as they force thought about the curriculum “not merely in terms of how things ought to be … but how things are in real classrooms”.
Descriptive
Another term that could be used to define the descriptive curriculum is _____.
experience
_____ stresses the importance of different bodies of knowledge/ disciplines/subject areas as the focus of the curriculum.
Academic rationalist conception
_____ seeks to develop a repertoire of cognitive skills that are applicable to a wide range of intellectual problems. Here, subject matters are instruments/tools for developing these cognitive skills that are lasting in the lives of individuals.
Cognitive processes conception
_____ stresses the idea that curriculum or education is an instrument for developing the full potential of individuals, whereas curriculum seeks to help individuals discover and develop their unique identities. It stresses that curriculum should focus on the needs and interests of individuals.
Humanistic conception
_____ views the school or schooling as an agency for social change. The curriculum should respond to the different needs, issues, problems and demands of society.
Social reconstructionist conception
_____ is preoccupied with the development of means to achieve curriculum or educational goals. It views schooling as a complex system that can be analyzed into its constituent components.
Technological conception
_____ is where curriculum workers find themselves aligning their ideas with two or more curriculum conceptions.
Eclectic conception
The type of curriculum that is made and prescribed by government agencies like DepEd, CHED, TESDA, Ministry of Education and other agencies like UNESCO
Recommended Curriculum
- Developed as an alternative response to various curricular problem and issues.
- Contained curriculum standards proposed by professional organizations, scholars and/or researchers.
Recommended Curriculum
Documents based on the recommended curriculum and come in the form of curriculum guides, course of study, syllabi, modules, books, instructional guides, lesson plans, etc.
Written Curriculum (Also called as intended or official curriculum)
Written Curriculum is also called as _____.
intended or official curriculum
What is implemented by the teacher with the aid of instructional materials and facilities, dependent on the teacher’s teaching style and the student’s learning style
Taught Curriculum (Also called as implemented or operationalized/ operational curriculum)
Taught Curriculum is also called as _____.
implemented or operationalized/ operational curriculum
- Support materials and facilities that the teacher needs to make teaching and learning meaningful (equipment, tools, apparatuses, audio-visual materials, viewing rooms, library, laboratory, etc.)
- Shaped by the school resources that are allocated to support or deliver the curriculum
Supported Curriculum
- Cognitive, affective and psychomotor outcomes, as well as critical and higher order thinking and lifelong skills
- Revealed if the students learned and if the schools are successful in attaining their curriculum goals and objectives
Learned Curriculum (Also called as achieved curriculum)
Learned Curriculum is also called as _____.
achieved curriculum
- Assessment for learning (progress of learning), assessment of learning (how much has been learned or mastered), assessment as learning (self-assessment)
- May be done through teacher-made classroom tests, curriculum-referenced tests, standardized tests
Assessed Curriculum (Also called as tested curriculum)
Assessed Curriculum is also called as _____.
tested curriculum
- Originated by Philip Jackson in 1968 (Margolis, 2001)
- Not deliberately planned but has a great impact on the
behavior of the learner
Hidden Curriculum (Also called as implicit curriculum)
Hidden Curriculum is also called as _____.
implicit curriculum
- Refers to various skills, knowledge, and attitudes that
students learn in school as a result of their interaction
with other students, staff, and faculty members - Includes learnings in the cognitive, affective and
psychomotor domains that are acquired concurrently
with the planned curriculum but come about as a result
of conditions or experiences not deliberately planned or
set forth in advance (Aquino, 1998)
Hidden Curriculum
Curriculum from home, church, government, industry, etc.
Concomitant curriculum
Curriculum from television and other social/mass media
Phantom curriculum
Curriculum from unwritten school policies
Tacit curriculum
Curriculum within the individual student
Latent curriculum
Curriculum from outside learning resources like museums, galleries, malls, zoos, movie houses, etc.
Para-curriculum
Curriculum from the whole society
Societal curriculum
Curriculum from society expectations for the students
Entitlement curriculum
Curriculum from what should not be taught
Null/Censored curriculum
Bilbao et al. (2015) gave the following discussion on how to approach the curriculum:
- Curriculum as a CONTENT or body of knowledge
- Curriculum as a PROCESS
- Curriculum as a PRODUCT
What you will teach is limited to the teaching of facts, concepts and principles of the subject matter; Presented through topical, concept, thematic or modular approaches
Curriculum as a CONTENT or body of knowledge
The content is selected based on significance, validity, utility, learnability, feasibility, interest. The content can also be selected based on Palma’s BASIC principle (balance, articulation, sequence, integration, continuity).
Curriculum as a CONTENT or body of knowledge
Strategies used in teaching; Learning activities provided inside and outside the classroom; Interaction among the teacher, students and content
Curriculum as a PROCESS
Intersection of the content and process
Pedagogical Content Knowledge (PCK)
Combines the teacher’s three knowledge areas
Technological, Pedagogical and Content Knowledge (TPACK)
What to teach; mastery of the subject matter
Content knowledge
How to teach; understanding of teaching principles and skill in the use of techniques for their implementation
Pedagogical knowledge
Shows the teacher’s knowledge on how to select, use and integrate technological tools in the teaching-learning process
Technological knowledge
The outcomes include institutional learning outcomes, program learning outcomes, course learning outcomes; competencies; graduate attributes.
Curriculum as a PRODUCT
Students learn in terms of knowledge, skills, and attitudes (KSA) – cognitive, affective, and psychomotor domains of learning.
Curriculum as a PRODUCT
When curriculum is considered as a content, education is considered as _____.
transmission
When curriculum is considered a product, education is considered _____.
instrumental
When curriculum is considered a process, education is considered _____.
development
Bilbao et al. (2008) and Ornstein and Hunkins (1993) gave the following curriculum approaches:
- Behavioral Approach
- Managerial Approach
- Systems Approach
- Humanistic Approach
- Reconceptualist Approach
- Based on a blueprint containing goals and objectives, contents and activities, and evaluation tools
- Started with the idea of Frederick Taylor
- Aimed to achieve efficiency
- Learning outcomes = change in behavior
- The change in behavior indicates the measure of accomplishments.
Behavioral Approach
- Gives more emphasis on the supervisory and administrative aspects of curriculum, focusing mainly on the organizational and implementation aspects of the process
- The principals are the curriculum and instructional leaders.
- They are the general managers.
Managerial Approach
- Was influenced by the Systems Theory
- The parts of the total school are examined in terms of how they relate to each other.
- Can be seen through the school’s organizational chart
- The school involves its clients (students, parents, institutions of continuing education and students’ future employers) and stakeholders (people or organizations whose operation is directly or indirectly dependent on the quality of school) as part of the system
Systems Approach
- Is rooted in the progressive philosophy and child-centered movement
- Considers both the planned and the hidden curricula
- Considers the whole child as the center of the curriculum
- The development of the learner is the prime consideration in the curriculum.
Humanistic Approach
- Represents an approach to curriculum design without a model to guide the design (or to deal with technical matters), tending rather to focus on larger ideological and moral issues relating to education (not only curriculum) and economic and political institutions of society (not only of schools)
- Its basic premise is rooted in the principle that the more students understand themselves, the more they will understand their world. Thus, curriculum development is politically connected with the historical, economic and contemporary social frame of reference in a national and international context.
Reconceptualist Approach
Bilbao et al. (2015) gave these four elements of the curriculum:
- Aims/Goals/Objectives
- Curriculum Content/Subject Matter
- Curriculum/Learning Experiences
- Curriculum Evaluation
