PART 1: THE TEACHER AND THE CURRICULUM

Question 1

The 4 fundamental concept in curriculum

Answer 1

Curriculum as a cumulative tradition of organized knowledge.

Curriculum as an experience.

Curriculum as an instructional plan.

Curriculum as an instructional outcome.

Question 2

This level of curriculum is the farthest from the learners since, this is where the public stakeholders (politician, special interest groups. administrators, professional specialists) participate in identifying the goals, the topics to be studied, time to be spent in teaching/learning and materials to aid instruction.

Answer 2

SOCIETAL LEVEL OF CURRICULUM

Question 3

This level of curriculum is refer the curriculum derived from the societal level, with modification by local educations or lay people: often organized according to subjects and includes topics and themes to be studied; may also include standards, philosophies, lesson plans, and teaching guides

Answer 3

Institutional level of curriculum

Question 4

This level of curriculum refers to how teachers use the curriculum developed in the societal level and modified in the institutional level or what authorities have determined; involves the teachers instructional strategies, styles and materials used.

Answer 4

Instructional level of curriculum

Question 5

Source of design in the curriculum

Answer 5

a) Science- The scientific method provides meaning for the curriculum
design

b) Society- school should draw its ideas for the curriculum from the analysis of the social situation.

c) Eternal and Divine Sources- Designers should simply draw on the past for guidance as to what is appropriate content.

d) Knowledge- “What knowledge is of most worth?”” )

Learner- Curriculum should be derived from what we know about
the learners, how he or she learns, forms attitudes, generates interests and develops values

Question 6

Dimensions of curriculum design
(BASIC)

Answer 6

BASICS - equitable distribution of content, time, experiences and other
elements of design

ARTICULATION- interrelatedness of various aspects of the curriculum (vertical and horizontal)

SCOPE- the breaths and depths of the curriculum

INTEGRATIONS- refers to the linking of all types of knowledge and experiences contained within the curriculum plan.

Continuity- vertical repetition and recurring of the content Sequence- provide continuous and cumulative learning

Question 7

Principles for sequence

Answer 7

Simple to complex - simpler concepts are presented before more complex ones. Many math curriculums use this sequencing approach.

Prerequisite Learning - sequencing in which certain knowledge must come before more advance knowledge.

Whole to part- an overview of the subject before going into specific details.

Chronological - the order they concepts happened historically. Naturally, history is a subject that often uses a sequencing that is chronological.

Question 8

Selection of objectives

Answer 8

-Should describe behavior

-Stated analytic and specifically

-Development rather than terminal

-SMART

-Considered the 3 objective domains

Question 9

Selection of content
Criteria for selecting content

Answer 9

a) Validity- if it is authentic

b) Significance/relevance-consider realities, pursues needs of the time with social

c) Balance of breadths and depths- coverage

d) Learnability- adjustable to learner’s ability

c) Appropriateness- parallel with learner need and interest

f) Utility useful on the performance of life activities

Question 10

Selection of learning experiences
Criteria for selecting experiences

Answer 10

a) APPROPRIATENESS- should be appropriate and suitable to the content, activities and level of development of the learners

b) VARIETY- should include minds on, hands on, and authentic learning experiences

c) OPTIMAL VALUE- should encourage the learners to continue learning on their own

d) FEASIBILITY- in terms of human physical and financial resources

Question 11

Implementation is an interaction between those who have created the programme and those who are charged to deliver it.

Answer 11

Curriculum implementation

Question 12

The process of delineating, obtaining and providing useful information for judging decision alternatives.
Involves value judgment about the curriculum

Answer 12

Curriculum evaluation

Question 13

Types of curriculum evaluation

Answer 13

According to approach
Humanistic - supporters strive to analyze and observe qualitative data. This method also includes “creative problem solving” and focuses on social life.

Scientific - to “prioritize knowledge” and make an educational system efficient as possible.

According to scope
Evaluation of learning - assessing the effectiveness of educational programs, courses, or training initiatives.

Program - the systematic collection of information about the activities, characteristics, and outcomes of programs to make judgments.

According to Timing
Formative- generally less formal, quick, and low stakes. They are meant to capture a snapshot of what students know

Summative- evaluate student learning, knowledge, proficiency, or success at the conclusion of an instructional period, like a unit, course, or program.

Question 14

Enriching, modifying certain aspects without changing fundamental conceptions/elements/ structure

Answer 14

Curriculum Improvement

Question 15

Level for operation for improvement

Answer 15

1) Substitution- substituting a new book for the current series

2) Alternation- adding to instructional time

3) Variations- transferring a successful program.

4) Restructuring- organizing teams for teacher and specialists

5) Value orientation change- shifting from routine instruction to computer assited instruction

Question 16

Refers to the basic alteration in the structure and design of learning experiences based on conceptions which may be at the school, district or national level.
To make different by shifting to new goals and means

Answer 16

Curriculum Change

Question 17

a unifying element of the learning process. It forms the basis for the methods, materials and activities for learning and subsequently serves as basis for many curriculum decisions.

Answer 17

Psychology

Question 18

Psychology foundation ( Behaviorism)

Answer 18

Edward Thorndike
-the law of effect, behavior that is followed by a positive consequence is more likely to be repeated, while behavior that is followed by a negative consequence is less likely to be repeated. The idea that learning is a gradual process that occurs through trial and error.

Ivan Pavlov
the father of the Classical Conditioning Theory, the S-R Theory.
centers around the concept of associative learning. He sought to explore how organisms, including humans, acquire new behaviors and responses through repeated associations between stimuli.

Burrhus Frederick Skinner