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LET REVIEW > TEACHER & SCHOOL CURR DAY 1 > Flashcards

TEACHER & SCHOOL CURR DAY 1 Flashcards

1
Q

DEFINITIONS:
set of courses

A

traditional

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2
Q

DEFINITIONS: mission and vision/proper goals

A

traditional

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3
Q

DEFINITIONS: aims or philosophy of education

A

traditional

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4
Q

DEFINITIONS: system of dealing with people and the process

A

traditional

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5
Q

DEFINITIONS: planned learning experiences

A

traditional

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6
Q

DEFINITIONS: list of subjects or courses

A

traditional

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7
Q

DEFINITIONS: ordinary

A

traditional

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8
Q

DEFINITIONS: limited

A

traditional

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9
Q

DEFINITIONS: sum total of learning experiences inside and outside of the school

A

progressive

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10
Q

DEFINITIONS: entire range of experiences, undirected and directed

A

progressive

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11
Q

DEFINITIONS: set of learning experiences

A

progressive

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12
Q

DEFINITIONS: enriched

A

progressive

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13
Q

DEFINITIONS: broad

A

progressive

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14
Q

most ideal curriculum

A

recommended curriculum

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15
Q

these are recommendations in the form of memoranda

A

recommended curriculum

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16
Q

what is UNESCO

A

International Body

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17
Q

What is PAFTE

A

Professional Organization

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18
Q

type of curricula: includes documents based on the recommended curriculum

A

written curriculum

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19
Q

what type of curriculum are the following

Lesson Plan, Curriculum Guide, K-12 Curriculum

A

written curriculum

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20
Q

type of curricula: put life to the written curriculum

A

taught curriculum

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21
Q

what are the skills of a teacher

A

teaching, guiding, facilitating

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22
Q

type of curricula: these are support materials

A

supported curriculum

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23
Q

examples of supported curriculum

A

print and non-print materials

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24
Q

type of curricula: curriculum that is evaluated after it has been taught

A

assessed curriculum

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25
Q

type of curricula: these are measured by tools in assessment

A

learned curriculum

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26
Q

type of curricula: unwritten curriculum - peer influenced, school environment, media, parental pressures, societal change

A

hidden/implicit curriculum

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27
Q

role of curricularist: implementation of new curriculum requires open-mindedness

A

initiator

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28
Q

role of curricularist: creativity and innovations are hallmark of a teacher

A

innovator

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29
Q

role of curricularist: an _______ gives life to the curriculum plan

A

implementer

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30
Q

role of curricularist: determines if the desired learning outcomes have been achieved

A

evaluator

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31
Q

role of curricularist: master what are included in the curriculum

A

knower

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32
Q

role of curricularist: a life-long learner/ attends seminars

A

knower

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33
Q

role of curricularist: records knowledge, concepts, subject matter or content

A

writer

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34
Q

role of curricularist: published a book or thesis

A

writer

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35
Q

role of curricularist: make yearly, monthly or daily plan of the curriculum which serves as a guide in the implementation of the curriculum

A

planner

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36
Q

what are the factors to consider in planning a curriculum

A

the learner
support materials
time
subject matter or content
desired outcomes

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37
Q

Individuals in Traditional View of Curriculum

A

Robert Hutchins
Arthur Bestor
Joseph Schwab
Philip Phenix

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38
Q

Individuals in Progressive View of Curriculum

A

John Dewey
Caswell and Campbell
Smith, Stanley, & Shore
Marsh and Willis

39
Q

a perennialist who view curriculum as permanent studies

A

Robert Hutchins

40
Q

he said the 3Rs should be emphasized in basic education while liberal education should be emphasized in college

A

Robert Hutchins

41
Q

what should be emphasized in basic education according to Hutchins

A

3Rs

42
Q

what should be emphasized in college according to Hutchins

A

liberal education

43
Q

an essentialist believes that schools’ missions should be intellectual training

A

Arthur Bestor

44
Q

he thinks that the sole source of curriculum is discipline

A

Joseph Schwab

45
Q

he coined the word discipline as a ruling doctrine for curriculum development

A

Joseph Schwab

46
Q

he said that curriculum should consist entirely of knowledge which comes from various disciplines

A

Philip Phenix

47
Q

progressive view: he believes that education is experiencing. Reflective thinking is a means to unify curricular elements that are tested by application

A

John Dewey

48
Q

progressive view: viewed curriculum as all experiences children have under the GUIDANCE OF teachers

A

caswell and campbell

49
Q

progressive view: defined curriculum as a sequence of potential experiences, set up in schools for the purpose of disciplining children and youth in group ways of thinking and acting

A

Smith, Stanley, Shore

50
Q

progressive view: viewed curriculum as all experiences in the classroom which are PLANNED and ENACTED by the TEACHER and also learned by the students

A

Marsh and Willis

51
Q

three ways of approaching a curriculum

A

knowledge
process
product

52
Q

knowledge to be transmitted

A

curriculum as content or body of knowledge

53
Q

defines the essential principles that all students must understand and adjust the complexity of information as needed

A

differentiating content

54
Q

what actually happens in the classroom when the curriculum is practiced

A

curriculum as process

55
Q

refers to activities that students engage in order to understand and master the topic

A

differentiating process

56
Q

learning outcomes desired of learners

A

curriculum as a product

57
Q

it allows teachers to construct lessons that are relevant and customized to any learner by modifying the depth, amount or independence of the product

A

differentiating product

58
Q

Principles of Curriculum Content (BASICS)

A

BALANCE
ARTICULATION
SEQUENCE
INTEGRATION
CONTINUITY
SCOPE

59
Q

principles of curriculum content: equitable assignments of content, time, experiences and other elements

A

balance

60
Q

principles of curriculum content: curriculum is arranged vertically or horizontally

A

articulation

61
Q

principles of curriculum content: to arrange the learning outcomes of a specific subject grade-wise

A

vertical alignment

62
Q

principles of curriculum content: to arrange the learning outcomes across subjects per grade

A

horizontal alignment

63
Q

principles of curriculum content: the logical arrangement of content

A

sequence

64
Q

principles of curriculum content: curriculum is integrated and interconnected

A

integration

65
Q

principles of curriculum content: vertical repetition and recurring approaches of content

A

continuity

66
Q

principles of curriculum: coverage or boundaries

A

scope

67
Q

it is a dynamic process involving many different people and procedures. it respond to change

A

curriculum development

68
Q

four phases of curriculum development

A

Planning
Designing
Implementing
Evaluating

69
Q

initial step in curriculum development

A

planning

70
Q

in curriculum development: vision, mission, goals (philosophies of the school), learning outcomes (objectives)

A

planning

71
Q

what is the end product of planning

A

written document

72
Q

in curriculum development: selection, organization of content, activities, assessments, and resources

A

designing

73
Q

end product of designing

A

written document

74
Q

in curriculum development: crucial part

A

implementing

75
Q

in curriculum development: it continues after planning/designing

A

implementing

76
Q

in curriculum development: putting into action the plan

A

implementing

77
Q

in curriculum development: follows implementation

A

evaluation/evaluating

78
Q

in curriculum development: determines the extent to which the learning outcomes have been achieved

A

evaluating

79
Q

father of behavioral objectives

A

Ralph Tyler

80
Q

grand father of curriculum design

A

Ralph Tyler

81
Q

names of Ralph Tyler model

A

Ralph Tyler Model
Tyler’s Rationale
Linear Model
4 Basic Principles

82
Q

this model emphasized the Planning Phase

A

Ralph Tyler Model

83
Q

what are the 4 basic principles of Tyler’s mode

A

-purpose of the school
-educational experiences related to the purpose
-organization of the experiences
-evaluation of the experiences

84
Q

who prioritized the school

A

Ralph Tyler

85
Q

approach of ralph tyler

A

top down approach

86
Q

approach of hilda taba

A

bottom-up approach

87
Q

name of hilda taba’s model

A

grassroots approach

88
Q

who prioritized the learners

A

hilda taba

89
Q

according to hilda taba, who have the prime role

A

teachers

90
Q

7 major steps in curriculum of hilda taba

A
  1. diagnosis of the learners’ needs
  2. formulation of learning objectives
  3. selection of learning content
    4.organization of learning content
  4. selection of learning experiences
  5. organization of learning experiences
  6. determination of what to evaluate and the means of doing it
91
Q

name of Saylor and Alexander mode

A

Curriculum Model

92
Q

they describe curriculum as a plan for providing set of learning opportunities to achieved board educational goals and related specific objectives for an identifiable population served by a single school center

A

Saylor and alexander

93
Q

Saylor and Alexander curriculum model

A

-goals, objectives, domain
-curriculum designing
-curriculum implementation
-evaluation

LET REVIEW (33 decks)

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