CURRICULUM DEVELOPMENT Flashcards
It connotes growth and development and is described by engaging students in problem solving activities that is a reflection of the personal and social experiences that can help them in solving their own real-life problem.
Progressivism
It is where there is an environment that stimulates or invites participation, involvement and the democratic process
Progressivism
It is defined as the philosophy of subjectivity of self-hood whose fundamental doctrine proclaims man’s freedom in the accomplishment of his destiny.
Existentialism
It covers the underlying factors that constitute reality or society and where students are encouraged to become involved in the problems whether political, social, or economical that confronts the society and is able to arrive at solutions in order to reconstruct society.
Reconstructivism
It maintains that education involves confronting the problems and questions that have challenged people over the centuries.
Perennialism
It is concerned with the fundamental of education skill and knowledge without which a person can’t be either individually or socially efficient.
Essentialism
It is a teacher who focuses on the things that work and what works is not only for himself but also for the entire community.
Pragmatist
emphasis in education should be on how to become economically self-reliant
Reconstructivism
Fundamental Moral Principle
Do Good and Avoid Evil
It is a philosophy that is summarized by “eat, drink, and be merry for tomorrow you will die”/ Carpe Diem
Epicurianism
He is an idealist that believes that the truth is universal and changeless.
Plato
A theory of philosophy that defines views about learner, the teachers and the school
Philosophy of Education
He believes that curriculum for basic education should emphasize 3Rs and college education should be grounded on liberal education
Robert Hutchins
believes that discipline is the sole source of curriculum
Joseph Schwab
believes that teachers help students think with reason based on Socratic Methods of oral exposition or recitation, explicit or deliberate teaching of tradition values
Perennialism
The Aim of Education of ___ is to educate the rational person and to cultivate the intellect.
Perennialism
It is the physical foundation related to the statement “The teacher is the sole authority in his/her subject area or field of specialization”.
Essentialism
The Aim of Education in ___ is to promote the intellectual growth of the individual and educate a competent person.
Essentialism
is where subjects are interdisciplinary, integrative, and interactive
Progressivism
The Aim of Education in ___ is to promote democratic and social living.
Progressivism
is where teachers acts as agents of change and reform in various educational projects including research
Reconstructionism
The Aim of Education in ____ is to improve and reconstruct society, since education is for change.
Reconstructionism
considers the curriculum as something rigid composed of various subject areas, bookcentered and memorization method is used to master facts and skills
Essentialist
is value-centered and includes ideals that are essential to one’s culture and should never be forgotten
Essentialism
is the preservation of one’s freedom and the concentration should be on moral, intellectual, and aesthetic development of the learner.
Idealism
believes that education must be useful to the society and that the meaning of ideas lies in its consequences
Pragmatism
emphasizes self-activity and believes that education must be flexible.
Progressivism
believes that education should enable man to make choices in life
Existentialism
aims to develop inherent powers of the learner and espouses a critical reexamination and reconstruction of the current problems and situations to modify them
Reconstructionism
is education based on natural phenomena and social institutions, and should be based on the actualities of life
Realism
They view the curriculum as a body of subject or subject matter prepared by the teacher for the students to learn
Traditionalists
believes that curriculum is a science and an extension of school’s philosophy
Ralph Tyler
views curriculum as it is based on students’ needs and interest, it is always related to instruction, subject matter is organized in terms of knowledge, skills and values, the process emphasizes problem soving and curriculum aims to educate generalist and not specialists.
Ralph Tyler
Learning should be organized so that students can experience success in the process of mastering the subject matter
Behaviorist Psychology
They believe that learning constitutes a logical method for organizing and interpreting learning
Cognitive Theorists
They believe that curriculum is concerned with the process, not the products; personal needs not subject matter, psychological meanings and environmental situations
Humanistic Psychologists
Society as ever dynamic, is a source of very fast changes which are difficult to cope with.
Social Foundations of Curriculum
is where the school subjects constitute the bases for organizing school experiences of the learners and various subjects are offered based on their logical relationship so as to meet the multifarious needs of the child
Subject Curriculum
articulates and establishes relationships between two or more subjects on the basis of a topic or a theme to help students gain a better understanding of the topic.
Correlated Curriculum
combines several specific areas into larger fields
Broad-fields Curriculum
places emphasis on the immediate interests and needs of the child and not on the anticipated needs
Experience Curriculum
also called social function or Area of Living Curriculum, where the learning experiences are organized on the basis of major functions of social aspects of living intended to enable the learner to study the problems that demand personal and social action.
Core Curriculum
is a balance between the direct teachings of the subject skills and unified learning experiences based on problems, which are life centered.
Unified Program
It is called the grassroots approach, which means that teachers who teach or implement the curriculum should participate in developing it.
Hilda Taba’s model of curriculum development
the considerations that should be made are purpose of the school, education experiences related to the purpose, organization of the experiences and evaluation of the experiences/outcomes
Ralph Tyler’s Model of Curriculum Development
is the process where a teacher would gather information about what his students know and can do
Curriculum Assessment
is the process of obtaining information for judging the worth of an educational program, product, procedure designed to attain specified objectives
Curriculum Evaluation
includes decisions about the needs of the learners, the achievable goals and objectives to meet the needs, the selection of the content to be taught, the motivation to carry out the goals, the strategies most fit to measure learning outcomes
Curriculum Planning
is a mode of instructional delivery used by teachers when teaching a subject focusing on a theme
Thematic Teaching
is where the subject specialist teaches his or her subject and activities will draw on processes and skills important to each discipline.
Generic Competency Model
is the integration of content learning with language teaching
Content-based instruction
anchored on three points that are INTERRELATED ACADEMIC GOALS, which are acquiring knowledge, understanding content, and transferring or applying knowledge as it is understood.
UbD
where understanding is reached through the formulation of a big idea, which would lead the students to an Understanding or to answer an essential question beyond the lessons taught
Teaching for Understanding
exemplifies the concept of teaching for understanding, wherein curricula is based on a desired result rather than the traditional method of constructing the curricula, focusing on facts and hoping than an understanding will follow.
Backward Design Concept
is an approach to education in which decisions about the curriculum are drive by the exit learning outcomes that the students should display at the end of the course.
Outcome-Based Education
They defined educational objectives as an explicit formulation of the ways in which students are expected to change by the educative process, and intent communicated by statement describing a proposed change in learners.
Benjamin Bloom and Robert Mager
