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The Teacher And The School Curriculum > Midterm > Flashcards

Midterm Flashcards

1
Q

Learning by doing

A

John dewey

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2
Q

What foundations that answer the questions like what are schools for what subjects are important how should students learn what methods should be used

A

Philosophical foundations

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3
Q

It is philosophy that aims the educate the rational person cultivate intellect

A

Perennialism

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4
Q

Philosophies that aims to promote intellectual growth of learners to become competent it also focus and essential skills of 3Rs

A

Essentialism

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5
Q

Philosophies that aims to promote intellectual growth of learners to become competent it also focus and essential skills of 3Rs

A

Essentialism

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6
Q

Philosophies that aims to promote democratic social living and the role of the teacher is to lead for growth and development of lifelong learners the focus is interdisciplinary subjects learner centered outcomes based

A

Progressivism

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7
Q

Philosophies that aims to promote democratic social living and the role of the teacher is to lead for growth and development of lifelong learners the focus is interdisciplinary subjects learner centered outcomes based

A

Progressivism

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8
Q

Philosophies that aims to improve and reconstruct society education for change the role of the teacher acts as agent of change and reforms

A

Reconstructionism

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9
Q

Philosophies that aims to improve and reconstruct society education for change the role of the teacher acts as agent of change and reforms

A

Reconstructionism

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10
Q

This is the foundation that will show you the chronological development a long timeline

A

Historical foundations

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11
Q

This is the foundation that will show you the chronological development a long timeline

A

Historical foundations

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12
Q

Who wrote the book “ the curriculum”

A

Franklin bobbit

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13
Q

He started the curriculum development movement

Father of curriculum

A

Franklin bobbit

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14
Q

He started the curriculum development movement

Father of curriculum

A

Franklin bobbit

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15
Q

Like bobbit he posited the curriculum is science and emphasize students needs.
Objectives and activities should match subject matter or content relates to objectives

A

Werret charters

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16
Q

Like bobbit he posited the curriculum is science and emphasize students needs.
Objectives and activities should match subject matter or content relates to objectives

A

Werret charters

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17
Q

Curricula are purposeful activities which are child centered the purpose of the curriculum is a child development and growth he introduced this project method where teacher incidents planned activities.

Curriculum develop social relationships and small group instruction

A

William kilpatrick

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18
Q

Curriculum should develop the whole child.
Statement of objectives and related learning activities should produce outcomes
Suggested that Teacher should plan curriculum and advance

A

Harold rugg

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19
Q

Curriculum is organized around social functions of teams organized knowledge and learners interest.

Curriculum instruction and learning are interrelated

Curriculum is a set of experiences

A

Hollis caswell

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20
Q

Curriculum is a science and extension of school philosophy it is based on students needs and interest.

A

Ralph tyler

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21
Q

He contributed to the theoretical and pedagogical foundations of concept development and critical thinking and social studies curriculum

He also helped play the foundation for diverse students population

A

Hilda taba

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22
Q

Cooperative endeavor

Significant improvement is achieved through group activity

A

Peter oliva

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23
Q

It is the foundation that provides a basis to understand the teaching and learning process
Behaviorism association theories cognitive information processing theories and humanistic theories

A

Psychological foundation of curriculum

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24
Q

He is the father of classical condition theory the S R theory

S- R theory called indoctrination

A

Ivan pavlov

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25
Connectionism theory Three laws of learning Specific stimulus has specific response
Edward thorndike
26
Connectionism theory Three laws of learning Specific stimulus has specific response
Edward thorndike
27
What are the three laws of learning
Law of readiness ,exercise, effect
28
What are the three laws of learning
Law of readiness ,exercise, effect
29
Hierarchical learning theory Behavior is based on prerequisite conditions He introduced tasking in the formulations of objectives
Robert gagne
30
Cognitive development
Jean piaget
31
Cognitive development
Jean piaget
32
Incorporation of new experience
Assimilation
33
Learning modification and adaptation
Accommodation
34
Balance between previous and later learning
Equilibration
35
Cultural transmission and development stage Socio-cultural development theory Learning precedes development
Lev vygotsky
36
It creates learning process that leads to development
Pedagogy
37
It creates learning process that leads to development
Pedagogy
38
Multiple intelligences Humans have several different ways of processing informations
Howard gardner
39
Emotion contains the power to affect action Emotional quotient
Daniel goleman
40
Emotion contains the power to affect action Emotional quotient
Daniel goleman
41
It is the theory that explained in terms of wholeness of the problem
Gestalt theory
42
Self actualization theory Classic theory of human needs A child was basic needs are not met will not be interested in acquiring knowledge of the world
Abraham maslow
43
Self actualization theory Classic theory of human needs A child was basic needs are not met will not be interested in acquiring knowledge of the world
Abraham maslow
44
Non-directive and therapeutic learning Establish counseling procedures and methods for facilitating learning
Carl rogers
45
What are the three schools and societies theory
Society as a source of change School as agents of change Knowledge as an agent of change
46
He influenced the society and social context in education Things that surround individuals can change develop their behavior
Emile durkheim
47
He influenced the society and social context in education Things that surround individuals can change develop their behavior
Emile durkheim
48
Wrote the book future shock Believe that knowledge should prefer students for the future Homeschooling
Alvin toffler
49
Wrote the book future shock Believe that knowledge should prefer students for the future Homeschooling
Alvin toffler
50
Conscientization Teacher use questionings and problem posing approach to raise students consciousness
Paulo Freire
51
Conscientization Teacher use questionings and problem posing approach to raise students consciousness
Paulo Freire
52
Curriculum are organized around needs of society and the students Reduce students conformity in classroom
John goodland
53
Curriculum are organized around needs of society and the students Reduce students conformity in classroom
John goodland
54
Broaden the conception of curriculum to enrich the practice Multiple disciplines
William pinar
55
1. What learning outcomes need to be achieved?
Intended Learning Outcomes
56
1. What learning outcomes need to be achieved?
Intended Learning Outcomes
57
What content should be included to achieve the learning outcomes?
Subject matter
58
What content should be included to achieve the learning outcomes?
Subject matter
59
What learning experiences and resources should be employed?
Teaching-Learning Methods
60
. How will the achieved learning outcomes be measured?
Assessment of Achieved Learning Outcomes)
61
. How will the achieved learning outcomes be measured?
Assessment of Achieved Learning Outcomes)
62
These are the activities where the learners derived experiences.
Teaching and Learning Methods
63
These are the activities where the learners derived experiences.
Teaching and Learning Methods
64
allow students to work together
● Cooperative learning activities
65
Learning activities that allow students to work together
● Cooperative learning activities
66
Activities that allow learners to develop personal responsibility.
Independent learning activities
67
Students will test their competencies against another in a healthy manner, allow learners to perform to their maximum.
Competitive activities
68
Students will test their competencies against another in a healthy manner, allow learners to perform to their maximum.
Competitive activities
69
● This refers to the actual learning space or classroom.
Adequacy
70
● This refers to the actual learning space or classroom.
Adequacy
71
This relates to planned activities. ● it should consider chronological and developmental ages of learners. Also to be considered will be the socio-cultural, economic and even religious background of the learners.
Suitability
72
This relates to planned activities. ● it should consider chronological and developmental ages of learners. Also to be considered will be the socio-cultural, economic and even religious background of the learners.
Suitability
73
● This refers to the operational and instructional effectiveness
Efficiency
74
● This refers to the operational and instructional effectiveness
Efficiency
75
● This refers to cost effectiveness. ● How much is needed to provide instructional materials?
Economy
76
● This refers to cost effectiveness. ● How much is needed to provide instructional materials?
Economy
77
Learning occurs most effectively when students receive feedback, i.e. when they receive information on what they have already (and have not) learned. The process by which this information is generated is
Assessment/Evaluation
78
Learning occurs most effectively when students receive feedback, i.e. when they receive information on what they have already (and have not) learned. The process by which this information is generated is
Assessment/Evaluation
79
❖ through which students learn to monitor and evaluate their own learning.
Self assessment
80
❖ through which students learn to monitor and evaluate their own learning.
Self assessment
81
❖ in which students provide feedback on each other’s learning.
Peer assessment
82
❖ in which students provide feedback on each other’s learning.
Peer assessment
83
in which the teacher prepares and administers tests and gives feedback on the student’s performance.
Teacher assessment
84
in which the teacher prepares and administers tests and gives feedback on the student’s performance.
Teacher assessment
85
● This curriculum design focuses on the content of the curriculum. ● It corresponds mostly to the textbook because textbooks are usually written based on the specific subject or course.
Subject-Centered Design
86
Design and Learner is the center of the educative process. This emphasis is very strong in the elementary level, however, more concern has been placed on the secondary and even the tertiary levels.
Learner-Centered Design
87
design draws on social problems, needs, interests, and abilities of the learners.
Problem-Centered Design
88
design draws on social problems, needs, interests, and abilities of the learners.
Problem-Centered Design
89
a model for designing, refining, upgrading, and reviewing the curriculum resulting in a framework that provides form, focus and function.
Curriculum mapping
90
a model for designing, refining, upgrading, and reviewing the curriculum resulting in a framework that provides form, focus and function.
Curriculum mapping
91
a visual timeline that outlines learning outcomes, content, skills, and assessments to be achieved within a school. I
curriculum map
92
Is a form of curriculum mapping. It is a process of mapping the curriculum program or syllabus against established standards.
Curriculum Quality Audit (CQA
93
Is a form of curriculum mapping. It is a process of mapping the curriculum program or syllabus against established standards.
Curriculum Quality Audit (CQA
94
means putting into practice the written curriculum that has been designed in syllabi, course of study, curricular guides, and subjects.
Curriculum implementation
95
means putting into practice the written curriculum that has been designed in syllabi, course of study, curricular guides, and subjects.
Curriculum implementation
96
the father of social psychology explains the process of change.
Kurt Lewin (1951),
97
the father of social psychology explains the process of change.
Kurt Lewin (1951),
98
● These are changes that are disrupted, but teachers have to adjust to them within a fairly short time.
Perturbation
99
What is Smart?
SMART: Specific, Measurable, Attainable, Result-oriented, and Time-bound.

The Teacher And The School Curriculum (2 decks)

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