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Ed 210 > Teacher As A Curricularist - Curriculum Mapping > Flashcards

Teacher As A Curricularist - Curriculum Mapping Flashcards

1
Q

The teacher as a curricularist…..
Knows the curriculum

A

Learning begins with knowing

The teacher as a learner starts with knowing about the curriculum, the subject matter or the content

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2
Q

The teacher as a curricularist……
Writes the curriculum

A

A classroom teacher takes record of knowledge concept, subject matter or content. These needs to be written or preserved

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3
Q

The teacher as a curricularist……
Plans the curriculum

A

A good curriculum has to be planned.

It is the role of teacher to make a yearly, monthly or daily plan of the curriculum

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4
Q

The teacher as a curricularist……
Initiates the curriculum

A

In these case where the curriculum is recommended to the school from DEPED, CHED, TESDA, UNESCO, UNICEF, or other educational agencies for improvement of quality education, the teacher is obliged to implement it.

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5
Q

The teacher as a curricularist……
Innovates the curriculum

A

Creativity and innovation are hallmarks of an excellent teacher.

A curriculum is always dynamic, hence it keeps on changing.

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6
Q

The teacher as a curricularist……
Implements the curriculum

A

The curriculum that remains recommended or written will never serve it’s purpose. Somebody has to implement it (gina teach na nya sa students )

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7
Q

The teacher as a curricularist……
Evaluates the curriculum

A

Answer questions like “how can one determine if the desired learning outcomes have been achieved?” Questions that needs the help of curriculum evaluator which is the teacher.

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8
Q

Definition/s of curriculum
(5 most short def. Check the handouts for more def.)

A

Taba and Tyler - curriculum is a plan for achieving goals

Eisner - describes curriculum as a program that a school offers to its students

Oliva- a plan or program for all experiences out of class or school directed by school personnels

Pratt - it is an organized set of formal education and /or training intentions.

Doll- formal or informal process of gaining knowledge a d understanding, developing skills and altering attitudes, appreciations and values in a school

Saylor, Alexander and Lewis - it is a plan for providing sets of learning opportunities for persons to be educated

Wiles and Bondi - a developmental process that determines a philosophy assess learning ability, consider posible methods of instruction, implements strategies, selects assessment devices and undergoes continuous adjustments.

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9
Q

Principle of curriculum

A

Child- centeredness

Activity- centeredness

Environmental- centeredness

Understanding Human Relationships

Community- centeredness

Interconnectedness

Interest

Learner Diversity

Utility

Increase difficulty/complexity

Forward looking

Resources Availability

Flexibility

Teacher Participation

Leisure and Well-being

Conservation

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10
Q

Child- centeredness

A

The curriculum should be child centered.

What is to be given children in the form of learning experiences at a particular age and grade

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11
Q

Activity- centeredness

A

Children a quite active by nature.

Children always takes interest, pay attention and are benefited by those learning experiences that involve activities, learning by doing and living on their part

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12
Q

Environment- centeredness

A

The subject stands mainly for acquainting the students with their physical and social environment, the people, social institution, physical surroundings and their mutual interactions.

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13
Q

Understanding Human Relationships

A

Development of necessary understanding, skills and attitude among the students for the proper maintenance of human relationships is one of the prominent aim of teaching social science in our schools

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14
Q

Community- centeredness

A

Curriculum of social science my help the students in drawing closer to the community and contribute appropriately and its progress.

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15
Q

Interconnectedness

A

Curriculum provide appropriate opportunities to the students to acquire the appropriate desired knowledge and experiences in a correlated and intergrated manner for being utilized properly in their life

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16
Q

Interest

A

It is the mother of both attention and motivation the well known key factor in the success of any teaching learning process

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17
Q

Learner Diversity

A

It is natural for the students of social sciences to differ from one another in respect of their possession of general and specific abilities, capacities, interest, attitude, aptitudes learning potential and many other characteristics

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18
Q

Utility

A

Acc. to this principle only those topics, subject material and learning experiences should be found to possess any utility to the students should be in the curriculum

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19
Q

Increasing Difficulty/ Complexity

A

The study of the students in a particular school does not end with the study of their subject in a particular grade or school stage

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20
Q

Forward looking

A

The principle of forward looking of their topics contents and learning experiences that may prove helpful to students in learning their future life in a proper way

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21
Q

Resources Availability

A

The implementation of curriculum carries no less significance than its contribution or development.

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22
Q

Flexibility

A

The curriculum should show sings of flexibility a d dynamism.

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23
Q

Teacher Participation

A

The teacher are the persons who actually have to implement and carry out the spirit of the curriculum

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24
Q

Leisure and well being

A

The curriculum should prepare the child not only for academics but for the use of leisure time

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25
Q

Conservation

A

The present, past and future needs of the community should be taken into consideration

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26
Q

Different ways of understanding curriculum

A

Curriculum as an experience

Curriculum as an objective

Curriculum as a process

Curriculum as product

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27
Q

Curriculum as an experience

A
  • experiences set up by the school for the purpose of disciplining the students, and youth in group ways of thinking and acting
  • series of things that children and young must do an experience
  • life and program of the school
  • composed of all the experiences
  • refers to how the child respond to, engage with, or learns from the events, people, materials and social or emotional environmental ot the classroom
  • either child- centered or teacher centered
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28
Q

Importance of experience- centered curriculum

A

• experience- centered curriculum is framed according to the psychological bases of education
• the child gets direct shift experiences when the information presented is live
• it creates a social environment
It develops social qualities like cooperation, sympathy, belongingness, love and others
• the teaching - learning situation is enrolled
• the education is providing according to the needs and necessities of the child
• the child in direct contact in life situation
• experiences are generated out of curiosity
• it develops group loyalty
• it helps to solve social problems of life

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29
Q

Curriculum as an objective

A

Objectives are statements that describe the end- point or desired outcomes of the curriculum, a unit, a lesson plan or learning activity.
- specify and describe curriculum outcome in a more specific terms than goals or aim do

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30
Q

(Several criteria for ensuring the appreciateness of objective)

Curriculum objective:

A

• creative and flexible approaches to learning and teaching
• offering an innovative curriculum developed with the aspirations and interests of the student at the center
• making effective is of ICT and news technologies to motivate and inspire students
• nurturing close partnerships with local and international organizations, giving students a wide range of opportunities to experience the world work
• providing opportunities for the students to extend their learning outside of the formal curriculum

Objectives are no different than goals, because they serve for main purposes:
1. To describe the purpose of an activity (or intervention
2. To establish the desired result
3. To identify the methodology to be used to get there
4. To determine how success will be measured

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31
Q

Curriculum as a product

A
  • Curriculum as a product is viewed through objectives (goals, plans, outcomes).
  • Common since the late 1970s with the rise of vocationalism and competency-based education.
  • Dominant writers: Franklin Bobbitt and Ralph W. Tyler.
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32
Q

Dominant writers (curriculum as a product)

A

Bobbitt’s Curriculum Theory:
- Focuses on practical, specific activities preparing students for life.
- Emphasizes systematic education based on activities aligned with life’s objectives.

Scientific Management Influence:
- F.W. Taylor’s influence: division of labor, time and motion study, managerial control.
- Bobbitt’s focus on rationality, simplicity, and job/task analysis mirrors scientific management principles.

Tyler’s Contribution:
- Tyler emphasized four curriculum questions:
1. What educational purposes should the school seek to attain?
2. What educational experiences can achieve these purposes?
3. How can these experiences be effectively organized?
4. How do we know whether purposes are being achieved?

  • Education objectives should bring about behavioral changes in students, not just completing activities.
33
Q

Curriculum as a proccess

A
  • Curriculum process refers to the collective decisions made during curriculum development and evaluation.
  • Involves input from students, teachers, school staff, and the community.
  • Curriculum is rarely developed from scratch; most are revisions of existing curricula.
  • Curriculum development includes recreating or modifying what is taught to students.

Curriculum Designs:
- Based on the needs of society, culture, and students.
- Focuses on cognitive achievement, cultural heritage, and preparing learners for the future.
- Developers create a “views of education” statement showing relationships between teachers, students, and content.
- The curriculum is also aligned with the community’s needs.

Curriculum Use:
- Refers to how curriculum projects are implemented in schools.
- Involves technical and non-technical processes.
- Includes testing in classrooms before full implementation.
- The complexity of curriculum development and use involves professional development and communication among all stakeholders.

34
Q

Curriculum Use (curriculum as a proccess)

A

Curriculum Use:
- Refers to how curriculum projects are implemented in schools.
- Involves technical and non-technical processes.
- Includes testing in classrooms before full implementation.
- The complexity of curriculum development and use involves professional development and communication among all stakeholders.

.

35
Q

Curriculum Designs (curriculum as a proccess)

A
  • Based on the needs of society, culture, and students.
  • Focuses on cognitive achievement, cultural heritage, and preparing learners for the future.
  • Developers create a “views of education” statement showing relationships between teachers, students, and content.
  • The curriculum is also aligned with the community’s needs.
36
Q

Curriculum Designs (curriculum as a proccess)

A
  • Based on the needs of society, culture, and students.
  • Focuses on cognitive achievement, cultural heritage, and preparing learners for the future.
  • Developers create a “views of education” statement showing relationships between teachers, students, and content.
  • The curriculum is also aligned with the community’s needs.
37
Q

Curriculum development process

A

Curriculum development is a dynamic process involving many different people and procedures.

‘Development’ - changes which is systematic
Phases:
1. Curriculum Planning - considers the school vision, mission and goals

  1. Curriculum Designing - the way curriculum is conceptualize
  2. Curriculum Implementing - putting into action the plan
  3. Curriculum Evaluating - deters the extent to which the desired outcomes have been achieved
38
Q

Curriculum Development Process Model
1. Ralph Tyler Model: Four Basic Principles

A
  • A.K.A Tyler’s Rationale
  • emphasizes the planning phase
  • presented in his book Basic Principles of Curriculum and Instructions
  • four fundamental principles
    1. What education purposes should schools seek to attain?
    2. What educational experiences can be provided that ere likely to attain these purpose?
    3. How can these educational experiences be effectively organized?
    4. How can we determine whether these purposes ere being attained or not?

⬆️ These considerations should be made:
1. Purposes of the school
2. Educational experiences related to the purpose
3. Organizations of the experiences
4. Evaluation of the experience

39
Q

Curriculum Development Process Model
2. Hilda Taba Model: Grassroots Approach

A
  • believed that “teachers should participate in developing a curriculum”
  • six major steps to her linear model which are the ff:
    1. Diagnosis of Learners’ needs and expectations of the larger society
    2. Formulation of learning objectives
    3. Selection of learning content
    4. Organization of learning contents
    5. Selection of learning experiences
    6. Determination of what to evaluate and the means of doing it.
40
Q

Curriculum Development Process Model
3. Galen Saylor and William Alexander Curriculum Model

A

(1974)
- curriculum curriculum is “a plan for providing sets of learning opportunities to achieve broad educational goals and related specific objectives for an identifiable population served by a single school center”

  • viewed that curriculum development as consisting of four steps
  1. Goals, objectives and domains - curriculum planners begin by specifying the major educational goals and specific objectives they wish to accomplish
  2. Curriculum designing - follows after appropriate learning opportunities are determined and how each opportunity is provided
  3. Curriculum implementation - where teachers prepare instructional plans where instructional objectives are specified and appropriate teaching methods and strategies are utilized
  4. Evaluation - involve total educational program of the school and the curriculum plan the effectiveness of instruction and the achievement of students
41
Q

Types of curricula operating in the school

A

Recommended - by DEPED CHED UNISCO TESDA

Written - Document base s mga recommended like syllabus, module, book

Taught - ang pag implement ka na learn

Support - mga material in teaching like hand out

Assessed - evaluations if the teacher has succeeded or not in facilitating learning

Learned - “ if the student change behavior it means nag learn sya’

Hidden/Implicit - curriculum is not deliberately plan but has great impact on the behavior of the learner.

42
Q

B A S I C S: Fundamental principles for Curriculum Content

A

Balance - fairly distributed

Articulation - the complexity

Sequence - order

Integration - the relatedness or connectedness

Continuity - ongoing/ from past until now

Scope - depth of the curriculum content

43
Q

Philosophical foundation
1. Perennialism

A

Plato, Aristotle or Thomas Aquinas

Aim: to educate the rational person; cultivate intellect

Role: teacher assist students to think with reason (HOTS)

Focus: Classical subjects, literary analysis curriculum is enduring

44
Q

Philosophical foundation
2. Essentialism

A

William Bagley

Aim: to promote intellectual growth of learners to become competent

Role: teacher are sole authorities in the subject area

Focus: Essential skills of the 3Rs

45
Q

Philosophical foundation
3. Progressivism

A

John Dewey

Aim: promote democratic social living

Role: teacher leads for growth and development of lifelong learners

Focus: interdisciplinary subject. Learned centered. Outcome based

46
Q

Philosophical foundation
4. Reconstructionism

A

Theodore Brameld

Aim: to improve and reconstruct society education for change

Role: teacher acts as agent of change and reforms

Focus: personal and future education landscape

47
Q

Historical foundation
1. Franklin Bobbit

A
  • Started the curriculum development movement
  • curriculum as a science that emphasizes students needs
  • curriculum prepares learners for adult life
  • objectives and activities should group together when task are clarified
48
Q

Historical foundation
2. Werret Charters

A
  • also posited that curriculum is science and emphasizes students needs
  • objectives and activities should match. Subject matter or content relates to objectives
49
Q

Historical foundation
3. William Kilpartick

A
  • curricula are purposeful activities which are child centered
    (Teachers and students plan the activities)
  • curriculum develops social relationships and small group instruction
50
Q

Historical foundation
4. Harold Rugg

A
  • curriculum should develop the whole child (child centered)
  • curriculum should produce outcomes
  • he emphasized social studies and suggested that the teacher plans the curriculum in advance
51
Q

Historical foundation
5. Hollis Caswell

A
  • curriculum is organized around social functions of themes, organized knowledge and learner’s interest
  • curriculum, instruction and learning are interrelated
  • a set of experience. Subject matter is developed around social functions and learner’s interest
52
Q

Historical foundation
6. Ralph Tyler

A
  • curriculum is a science and an extension of school’s philosophy (based on students need and interest
  • subject matter is organized in terms of knowledge, skills and values
  • aims to educate generalist and not specialists
53
Q

Historical foundation
7. Hilda Taba

A
  • contributed to the theoretical and pedagogical foundation of concepts development and critical thinking in social studies curriculum
54
Q

Historical foundation
8. Peter Olivia

A

-describe curriculum change as a cooperative endeavor
-teacher and curriculum specialist constitute the professional core of planners
(Significant improvement achieved thorough group activities)

55
Q

Psychological Foundation of curriculum 1. Association and behaviorism

Ivan Pavlov

A
  • father of classical conditioning theory
    S-R theory is a foundation of learning practice called INDOCTRINATION
  • the key to learning is early years of life is to train them what you want them to become
56
Q

Psychological Foundation of curriculum 1. Association and behaviorism

Edward Thorndike

A
  • connectionism theory
  • 3 laws of learning (law of readiness, exercise and effect)
    -“specific stimulus has specific response”
57
Q

Psychological Foundation of curriculum 1. Association and behaviorism

Robert Gagne

A
  • Hierarchical learning theory
  • behavior is based on prerequisite condition
  • introduced tasking in the formulation of objectives
58
Q

Psychological Foundation of curriculum 2. Cognitive information processing theory

Jean Piaget

A
  • cognitive development has stages from birth to maturity
  • sensorimotor stage (0-2)
    preoperational stage (2-7)
    concrete operational stage (7-11)
    forlmal operation (11- onwards)

Keys to learning
- assimilation (incorporation of new experience)
- accommodation (modification and adaptation)
- equilibration (balance between previous and later learning)

59
Q

Psychological Foundation of curriculum 2. Cognitive Information Processing Theory

Lev Vygotsky

A
  • cultural transmission and development stage, children could, as a result of their interaction with society, actually perform a certain cognitive actions prior to arriving at developmental stage
  • learning precedes development
  • sociocultural development theory

Key to learning
- pedagogy creates learning processes that leads to development
- child is an active agent in his or her educational process

60
Q

Psychological Foundation of curriculum 2. Cognitive Information Processing Theory

Howard Gardner

A
  • multiple intelligences (8)
    Linguistic
    Logico-mathematical
    Musical
    Spatial
    Bodily/kinesthetic
    Interpersonal
    Intrapersonal
    Naturalist
61
Q

Psychological Foundation of curriculum 2. Cognitive Information Processing Theory

Daniel Goleman

A
  • emotional contains the power to affect action (emotion quotient)
62
Q

Psychological Foundation of curriculum 3. Humanistic Psychology

Gestalt theory

A

(the whole is more than its parts)
- learning is explained in the terms of “wholeness” of the problem
- human beings do not respond to isolated stimulus but to an organization or pattern stimulus

Keys to learning
- learning is complex and abstract

63
Q

Psychological Foundation of curriculum 3. Humanistic Psychology

Abraham Maslow

A
  • Self - actualization theory
  • classical theory of human needs
    (hierarchy of needs)

Key to learning
- produce a healthy and happy learners who can accomplish, grow and actualize his or her human self

64
Q

Psychological Foundation of curriculum 3. Humanistic Psychology

Carl Rogers

A
  • Nondirective and therapeutic learning
    • established counselling procedures and methods for facilitating learning
    • children’s perception, which are highly individualistic, influence their learning and behavior in class

Key to learning
- curriculum is concerned with process, not product; personal needs, not subject matter, psychological meaning not cognitive scores

65
Q

Social foundation of curriculum

School and society

A

Society as source of change
Schools as agents of change
Knowledge as an agent of change

66
Q

Social foundation of curriculum

Emile Durkheim

A
  • influence of society and social context in education
  • things that surround individuals can change, develop their behavior
    2 fundamental elements (school and civil society)
67
Q

Social foundation of curriculum

Alvin Toffler

A
  • wrote the book future shock
  • believe that knowledge should prepare students for the future
  • 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)
68
Q

Other theorists- Paolo Freire

A
  • education as means of shaping the person and society though critical reflection and “conscientization”
  • emphasis on questioning problem posing and critical thinking
  • pedagogy of the oppressed -book
69
Q

Other theorists- John Goodlad

A
  • curriculum organized around needs of society and the students
  • emphasis on active learning a d critical thinking
  • involvement of students in planning curriculum content and instructional activities
70
Q

Other theorists- William Pinar

A
  • broaden the conception of curriculum to enrich the practice
  • understand the nature of the educational experience
  • curriculum involves multiple disciple
71
Q

Peter Olivia’s 10 axioms for curriculum design

A
  1. Curriculum change is inevitable, necessary and desirable
  2. Curriculum is a product of its time
  3. Curriculum changes made earlier can exist concurrently with newer curriculum changes
  4. Curriculum change depends on people who will implement the change
  5. Curriculum development is a cooperative group activity
  6. Curriculum development is a decision-making process made from choices of alternatives.
  7. Curriculum development is an ongoing process
  8. Curriculum development is more effective if it is a comprehensive process rather than a ‘‘piecemeal”
  9. Curriculum development is more effective when it follows a systematic process
  10. Curriculum development starts from where the curriculum is.
72
Q

Elements or Components of a Curriculum Design

A
  1. Behavioral objectives or Intended Learning Outcomes
  2. Content/Subject Matter
  3. References
  4. Teaching and Learning Methods
  5. Assessment/Evaluation
73
Q

Applications of the fundamental components to other curriculum design

Major component of a course design or a syllabus

A
  1. Intended outcomes
  2. Content/Subject matter
  3. Methods/ Strategies
    Evaluation
74
Q

Types of curriculum design models

A
  1. Subject centered design
    focuses on the content of the curriculum
    - subject designed (most familiar design for teachers)
    - disciple design (specific knowledge learned)
    - correlation design
    - broad field design/interdisciplinary
  2. Learner- Centered Design
    - child-centered design
    - experience - centered design
    - humanistic design
  3. Problem - Centred Design
    social problems, needs interest and abilities of learners
    - life - situation design
    - core - problem design
75
Q

Curriculum Mapping

A

A model for designing, refining, upgrading and reviewing the curriculum resulting in a framework that provides form, focus and function

  • ongoing process or work in progress
76
Q

Benefits of curriculum mapping

A
  1. Curriculum mapping ensures alignment of the desired learning outcomes, learning activities and assessment of learning
  2. Curriculum mapping addresses the gaps or repetition in the curriculum
  3. Curriculum mapping verifies, clarifies and establishes alignment between what the students do in their course.
  4. The curriculum maps visually show important elements of the curriculum and how they contribute to student learning
  5. Curriculum mapping connects all initiatives from instruction pedagogies, assessment and professional developments.
77
Q

Curriculum map

A
  • visual timelines that outline desired learning outcomes to be achieved

(Horizontal alignment aka pacing guide)- all teachers, teaching the same subject in a grade level follows the same timeline and accomplishing the same learning outcomes

78
Q

PDIE

A

Planning
Designing
Implementing
Evaluating

79
Q

PPCGA Marshall methods

A

Planning and preparing
Presentation
Compare and contrast
Generalization
Assessment and application

Ed 210 (2 decks)

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