EDUC 90 Flashcards
1
Q
w
A
what of teaching
2
Q
h
A
heart of teaching
3
Q
a
A
articulated
4
Q
t
A
transmission of organized knowledge
5
Q
s
A
sum total of learning experiences
6
Q
i
A
intended learning
7
Q
l
A
list of subjects (to be taught)
8
Q
e
A
evolving (dynamic)
9
Q
from what word does the course derived?
A
latin
10
Q
from the latin word curriculum “course” derived from ____
A
currere
11
Q
currere means?
A
to run or move quickly
12
Q
in educational usage, the “course of the race” stands for?
A
course of study
13
Q
two types of curriculum
A
traditional and progressive
14
Q
curriculum was a body of subject or subject matter
A
traditional
15
Q
curriculum as planned
A
traditional
16
Q
teacher-centered
A
traditional
17
Q
curriculum is regarded to as the sum total learning experiences of students inside and outside the classroom
A
progressive
18
Q
curriculum as planned and lived
A
progressive
19
Q
learner-centered
A
progressive
20
Q
guide on the side
A
progressive
21
Q
in broader sense, curriculum refers to the?
A
sum total of all learning experiences of students that occur in the educational process outside and inside the campus
22
Q
types of curriculum
A
-recommended curriculum
-written curriculum
-taught curriculum
-supported curriculum
-learned curriculum
-assessed curriculum
-hidden curriculum
23
Q
came from a national educational agency
A
recommended curriculum
24
Q
revised policies and standard for undergraduate teacher education curriculum
A
CHED memorandum no. 30 s. 2004
25
more specific and comprehensive curriculum
written curriculum
26
the actual implementation of the curriculum
taught curriculum
27
materials, resources, facilities to support or deliver the official curriculum
supported curriculum
28
what the students learned from the taught curriculum
learned curriculum
29
series of evaluation to know if the students are progressing
assessed curriculum
30
can be learn outside the campus because it is not formally taught
hidden curriculum
31
elements of the curriculum
-intent
-content
-learning experiences
-evaluation
32
what is to be done?
intent
33
broad statements of social or educational expectations
aims
34
general statements of educational expectations
goals
35
specific learning outcomes
objectives
36
based on the curriculum intent
content
37
what subject matter is to be included
content
38
what are the instructional strategies, resources, and activities will be employed
learning experiences
39
what methods and instruments will be used to assess the results of the curriculum
evaluation
40
major foundations
-historical
-philosophical
-psychological
-social
41
pre-spanish period aim:
survival and conformity
42
pre-spanish period contents:
Informal, religion-oriented
43
pre-spanish period teachers:
Babaylan and Katalonan
44
pre-spanish period language
vernacular
45
spanish period aim
To propagate Christianity- was a compulsory subject at all
level
46
spanish period contents
Religious education
47
spanish period teachers
priests and friars
48
spanish period language
Spanish and vernacular
49
Education is suppressed, exclusive (for the elite), and
inadequate.
spanish
50
american aim
To teach democracy as a way of life - PUBLIC EDUCATION
51
american teachers
Thomasites (American soldiers)
52
separation of church and state in
education
Educational Act of 1901
53
Outstanding Filipino scholars were sent to the United States
to be trained as teachers
PENSIONADOS
54
philippine commonwealth aim
nationalism
55
phil. commonwealth contents
Character education and citizenship training
56
reduction of elementary
courses from seven to six years
Educational Act of 1940
57
reduction of elementary
courses from seven to six years
phil. commonwealth
58
japanese period aim
love for labor
59
japanese period contents
vocational and technical education
60
japanese period language
Nihonggo and vernacular
61
japanese period is also known as the
blackout of the philippine education
62
third republic aim
patriotism, full realization of democracy
63
third republic contents
social orientation as manifested by the
conservation of the Filipino heritage
64
restoration of Grade 7
third republic
65
Compulsory Flag Ceremony in all
educational institutions
RA 1265
66
Rizal Law
RA 1425
67
New Society aim
professionalization of teachers
68
69
Professionalization of Teachers
Presidential Decree 1006
70
new presidential decree 1006
RA 7836
71
The Department of Education became the
Department of Education and Culture in 1972
new society
72
Ministry of Education, Culture, and Sports
(Education Act of 1982)
new society
73
Bilingual Education Scheme in 1974
new society
74
fourth republic aim
high-quality education and human rights
75
Commission on Higher Education (CHED) was
created (RA 7722)
fourth repub
76
Technical Education Skills Development Authority
was created (RA 7796)
fourth repub
77
Institute governing basic education was renamed
in 2001 as the Department of Education
fourth repub
78
PHILOSOPHICAL FOUNDATION
perennialism
reconstructivisim
essentialism
progressivism
79
perennialism aim
To educate the rational person; to
cultivate the intellect.
80
perennialism role of education
Teachers help students think with reason
based on the Socratic methods of oral exposition or
recitation and explicit or deliberate teaching of traditional
values.
81
perennialism focus in the curriculum
Classical subjects, literary analysis
82
perennialism curriculum trends
use of great books and return liberal arts
83
reconstructivism aim
To improve and reconstruct society, since
education is for change
84
85
reconstructivism curriculum
Present and Future trends and
issues of national and international interest.
86
essentialism aim
To promote the intellectual growth of the
individual and educate a competent person
87
ESSENTIALISM CURRICULUM TRENDS
Excellence in Education, back to basics,
and cultural literacy
88
progressivism aim
To promote democratic and social living
89
progressivism curriculum
School reforms, relevant and
contextualized curriculum, and humanistic education
90
learning should be organized so students
can experience success in the process of mastering the
subject matter. The method is introduced in a step-by-step
manner with proper sequencing of tasks, which is viewed by
other educational psychologists as simplistic and mechanical.
BEHAVIORIST
91
behaviorist psychology
Connectionism by Edward Thorndike
Classical Conditioning by Ivan Pavlov
Operant Conditioning by B.F. Skinner
Modeling and Observation Theory by Albert Bandura
Hierarchical Learning and Five Learning Outcomes by
Robert Gagne
91
cognitive psychology
Cognitive Development Theory by Jean Piaget
Social Constructivism Theory by Lev Vygotsky
Multiple Intelligences Theory by Howard Gardner
Learning Styles Theory by Felder and Silverman
Emotional Intelligence by Daniel Goleman
92
learning constitutes a logical method for
organizing and interpreting learning. Teachers use a lot of
problem-solving and thinking skills in teaching and learning,
intuitive thinking, and discovery learning.
cognitive psychology
93
the curriculum is
concerned with the process, not the products; personal needs,
not subject matter, psychological meanings, and
environmental situations.
humanistic psychology
94
humanistic psychology
Gestalt Theory
Hierarchy of Needs by Abraham Maslow
Non-Directive Counseling by Carl Rogers
95
Society ever dynamic, is a source of very fast
changes which are difficult to cope with and to adjust
to. Thus, schools are made to help understand these
changes.
society
