TEACHER AND SCHOOL CURR DAY2 Flashcards
These are chronological development of curriculum
HISTORICAL FOUNDATIONS
He started the curriculum development movement
FRANKLIN BOBBIT
He Emphasizes students’ needs
Franklin Bobbit
(Person) prepares learners for adult life
Franklin Bobbitt
(person) objectives and activities should group together
Franklin Bobbit
like Bobbit, he emphasizes students’ needs
(person) objectives and activities should match
Werret Charters
(person) Purposeful activities that are child centered
William Kilpatrick
(person) the purpose of the curriculum is child development and growth
William Kilpatrick
he introduced project method
William Kilpatrick
(person) Curriculum develops social relationships and small group instruction
William Kilpatrick
(person) develop the whole child
(person) curriculum should produced outcomes
Harold Rugg
(person) emphasized social studies and suggested that teachers plan curriculum in advance
Harold Rugg
(person) curriculum is organized around social functions
Hollis Caswell
(person) curriculum is a set of experiences
Hollis Caswell
(person) curriculum is a science of and extension of schools’ philosophy
Ralph Tyler
(person) curriculum aims to educate generalist and not specialist
Ralph Tyler
(person) Curriculum is always related to instruction. Subject matter is organized in terms of knowledge, skills, and values
Ralph Tyler
(person) contributed to the theoretical and pedagogical foundations of concepts development and critical thinking in social studies curriculum
Hilda Taba
(person) helped lay foundation for diverse student population
Hilda Taba
(person) described how curriculum change is a cooperative endeavor
Peter Oliva
(person) Teachers and curriculum specialist constitute the professional core of planners
Peter Oliva
(person) according to him, significant improvement is achieved through group activity
Peter Oliva
Issues from society including groups and institutions in the culture and their contribution to education
Sociological Foundations
source of change
society
agents of change
school and knowledge
he considered two fundamental elements: school and civil society
John Dewey
he wrote the book FUTURE SHOCK
Alvin Toffler
he believed that knowledge should prepare student for the future
Alvin Toffler
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)
Alvin Toffler
he is Against academic slavery or spoon feeding
Paolo Freire
(person) education as a means of shaping the person and society through critical reflections and conscientization
Paolo Freire
(person) emphasis on questioning, problem posing, and critical thinking
Paolo Freire
(person) curriculum is organized around the needs of the society and the students
John Goodlad
(person) reduce student conformity in classroom. give the students autonomy
John Goodlad
(person) constant need for school improvement
John Goodlad
(person) involvement of students in planning, curriculum content and instructional activities
John Goodlad
he broaden the conception of curriculum to enrich the practice
William Pinar
(person) curriculum involves multiple disciplines
William Pinar
(person) curriculum should be studied from a historical, racial, gendered, phenomenological, postmodern, theological, and international perspectives
William Pinar
he created the 10 axioms for curriculum designers
Peter Oliva
these are principles that practitioners as curriculum designers can use as guidelines or a frame of reference
axioms
societal development & knowledge revolution come so fast and require new curriculum designs
curriculum change is inevitable, necessary, and desirable
curriculum is timeless which means it responds to changes that comes from current social forces, educational reforms, etc.
curriculum is a product of its time
curriculum development changes can co-exist and overlap
new curriculum can co-exist with old curriculum
it is best that teachers design and own the changes
curriculum change depends on people who will implement the change
group decisions in some aspects of curriculum development are suggested. consultation with stakeholders, when possible will add a sense of ownership
curriculum development is a cooperative group activity
a curriculum developer must decide what content to teach and what methods to use
curriculum development is a decision making process
as the needs of the learners change, as society changes, and as new knowledge and technology appear, the curriculum must change
curriculum development is an ongoing process
a curriculum design must be based on careful planning, intended outcomes clearly established
curriculum development is a comprehensive process
a curriculum design should always be SMART
curriculum development is a systematic process
an existing design is a good point for any teacher who plans to enhance and enrich a curriculum
curriculum development starts from where the curriculum is
