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LET REVIEW > TEACHER AND SCHOOL CURR DAY2 > Flashcards

TEACHER AND SCHOOL CURR DAY2 Flashcards

1
Q

These are chronological development of curriculum

A

HISTORICAL FOUNDATIONS

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2
Q

He started the curriculum development movement

A

FRANKLIN BOBBIT

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3
Q

He Emphasizes students’ needs

A

Franklin Bobbit

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4
Q

(Person) prepares learners for adult life

A

Franklin Bobbitt

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5
Q

(person) objectives and activities should group together

A

Franklin Bobbit

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6
Q

like Bobbit, he emphasizes students’ needs

(person) objectives and activities should match

A

Werret Charters

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7
Q

(person) Purposeful activities that are child centered

A

William Kilpatrick

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8
Q

(person) the purpose of the curriculum is child development and growth

A

William Kilpatrick

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9
Q

he introduced project method

A

William Kilpatrick

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10
Q

(person) Curriculum develops social relationships and small group instruction

A

William Kilpatrick

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11
Q

(person) develop the whole child

(person) curriculum should produced outcomes

A

Harold Rugg

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12
Q

(person) emphasized social studies and suggested that teachers plan curriculum in advance

A

Harold Rugg

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13
Q

(person) curriculum is organized around social functions

A

Hollis Caswell

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14
Q

(person) curriculum is a set of experiences

A

Hollis Caswell

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15
Q

(person) curriculum is a science of and extension of schools’ philosophy

A

Ralph Tyler

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16
Q

(person) curriculum aims to educate generalist and not specialist

A

Ralph Tyler

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17
Q

(person) Curriculum is always related to instruction. Subject matter is organized in terms of knowledge, skills, and values

A

Ralph Tyler

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18
Q

(person) contributed to the theoretical and pedagogical foundations of concepts development and critical thinking in social studies curriculum

A

Hilda Taba

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19
Q

(person) helped lay foundation for diverse student population

A

Hilda Taba

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20
Q

(person) described how curriculum change is a cooperative endeavor

A

Peter Oliva

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21
Q

(person) Teachers and curriculum specialist constitute the professional core of planners

A

Peter Oliva

22
Q

(person) according to him, significant improvement is achieved through group activity

A

Peter Oliva

23
Q

Issues from society including groups and institutions in the culture and their contribution to education

A

Sociological Foundations

24
Q

source of change

A

society

25
Q

agents of change

A

school and knowledge

26
Q

he considered two fundamental elements: school and civil society

A

John Dewey

27
Q

he wrote the book FUTURE SHOCK

A

Alvin Toffler

28
Q

he believed that knowledge should prepare student for the future

A

Alvin Toffler

29
Q

he suggested that in the future, parents might have the resources to teach prescribed curriculum from home as a result of technology, not in spite of it (HOME SCHOOLING)

A

Alvin Toffler

30
Q

he is Against academic slavery or spoon feeding

A

Paolo Freire

31
Q

(person) education as a means of shaping the person and society through critical reflections and conscientization

A

Paolo Freire

32
Q

(person) emphasis on questioning, problem posing, and critical thinking

A

Paolo Freire

33
Q

(person) curriculum is organized around the needs of the society and the students

A

John Goodlad

34
Q

(person) reduce student conformity in classroom. give the students autonomy

A

John Goodlad

35
Q

(person) constant need for school improvement

A

John Goodlad

36
Q

(person) involvement of students in planning, curriculum content and instructional activities

A

John Goodlad

37
Q

he broaden the conception of curriculum to enrich the practice

A

William Pinar

38
Q

(person) curriculum involves multiple disciplines

A

William Pinar

39
Q

(person) curriculum should be studied from a historical, racial, gendered, phenomenological, postmodern, theological, and international perspectives

A

William Pinar

40
Q

he created the 10 axioms for curriculum designers

A

Peter Oliva

41
Q

these are principles that practitioners as curriculum designers can use as guidelines or a frame of reference

A

axioms

42
Q

societal development & knowledge revolution come so fast and require new curriculum designs

A

curriculum change is inevitable, necessary, and desirable

43
Q

curriculum is timeless which means it responds to changes that comes from current social forces, educational reforms, etc.

A

curriculum is a product of its time

44
Q

curriculum development changes can co-exist and overlap

A

new curriculum can co-exist with old curriculum

45
Q

it is best that teachers design and own the changes

A

curriculum change depends on people who will implement the change

46
Q

group decisions in some aspects of curriculum development are suggested. consultation with stakeholders, when possible will add a sense of ownership

A

curriculum development is a cooperative group activity

47
Q

a curriculum developer must decide what content to teach and what methods to use

A

curriculum development is a decision making process

48
Q

as the needs of the learners change, as society changes, and as new knowledge and technology appear, the curriculum must change

A

curriculum development is an ongoing process

49
Q

a curriculum design must be based on careful planning, intended outcomes clearly established

A

curriculum development is a comprehensive process

50
Q

a curriculum design should always be SMART

A

curriculum development is a systematic process

51
Q

an existing design is a good point for any teacher who plans to enhance and enrich a curriculum

A

curriculum development starts from where the curriculum is

LET REVIEW (33 decks)

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