TEACHER & SCHOOL CURR DAY 1 Flashcards
DEFINITIONS:
set of courses
traditional
DEFINITIONS: mission and vision/proper goals
traditional
DEFINITIONS: aims or philosophy of education
traditional
DEFINITIONS: system of dealing with people and the process
traditional
DEFINITIONS: planned learning experiences
traditional
DEFINITIONS: list of subjects or courses
traditional
DEFINITIONS: ordinary
traditional
DEFINITIONS: limited
traditional
DEFINITIONS: sum total of learning experiences inside and outside of the school
progressive
DEFINITIONS: entire range of experiences, undirected and directed
progressive
DEFINITIONS: set of learning experiences
progressive
DEFINITIONS: enriched
progressive
DEFINITIONS: broad
progressive
most ideal curriculum
recommended curriculum
these are recommendations in the form of memoranda
recommended curriculum
what is UNESCO
International Body
What is PAFTE
Professional Organization
type of curricula: includes documents based on the recommended curriculum
written curriculum
what type of curriculum are the following
Lesson Plan, Curriculum Guide, K-12 Curriculum
written curriculum
type of curricula: put life to the written curriculum
taught curriculum
what are the skills of a teacher
teaching, guiding, facilitating
type of curricula: these are support materials
supported curriculum
examples of supported curriculum
print and non-print materials
type of curricula: curriculum that is evaluated after it has been taught
assessed curriculum
type of curricula: these are measured by tools in assessment
learned curriculum
type of curricula: unwritten curriculum - peer influenced, school environment, media, parental pressures, societal change
hidden/implicit curriculum
role of curricularist: implementation of new curriculum requires open-mindedness
initiator
role of curricularist: creativity and innovations are hallmark of a teacher
innovator
role of curricularist: an _______ gives life to the curriculum plan
implementer
role of curricularist: determines if the desired learning outcomes have been achieved
evaluator
role of curricularist: master what are included in the curriculum
knower
role of curricularist: a life-long learner/ attends seminars
knower
role of curricularist: records knowledge, concepts, subject matter or content
writer
role of curricularist: published a book or thesis
writer
role of curricularist: make yearly, monthly or daily plan of the curriculum which serves as a guide in the implementation of the curriculum
planner
what are the factors to consider in planning a curriculum
the learner
support materials
time
subject matter or content
desired outcomes
Individuals in Traditional View of Curriculum
Robert Hutchins
Arthur Bestor
Joseph Schwab
Philip Phenix
Individuals in Progressive View of Curriculum
John Dewey
Caswell and Campbell
Smith, Stanley, & Shore
Marsh and Willis
a perennialist who view curriculum as permanent studies
Robert Hutchins
he said the 3Rs should be emphasized in basic education while liberal education should be emphasized in college
Robert Hutchins
what should be emphasized in basic education according to Hutchins
3Rs
what should be emphasized in college according to Hutchins
liberal education
an essentialist believes that schools’ missions should be intellectual training
Arthur Bestor
he thinks that the sole source of curriculum is discipline
Joseph Schwab
he coined the word discipline as a ruling doctrine for curriculum development
Joseph Schwab
he said that curriculum should consist entirely of knowledge which comes from various disciplines
Philip Phenix
progressive view: he believes that education is experiencing. Reflective thinking is a means to unify curricular elements that are tested by application
John Dewey
progressive view: viewed curriculum as all experiences children have under the GUIDANCE OF teachers
caswell and campbell
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
Smith, Stanley, Shore
progressive view: viewed curriculum as all experiences in the classroom which are PLANNED and ENACTED by the TEACHER and also learned by the students
Marsh and Willis
three ways of approaching a curriculum
knowledge
process
product
knowledge to be transmitted
curriculum as content or body of knowledge
defines the essential principles that all students must understand and adjust the complexity of information as needed
differentiating content
what actually happens in the classroom when the curriculum is practiced
curriculum as process
refers to activities that students engage in order to understand and master the topic
differentiating process
learning outcomes desired of learners
curriculum as a product
it allows teachers to construct lessons that are relevant and customized to any learner by modifying the depth, amount or independence of the product
differentiating product
Principles of Curriculum Content (BASICS)
BALANCE
ARTICULATION
SEQUENCE
INTEGRATION
CONTINUITY
SCOPE
principles of curriculum content: equitable assignments of content, time, experiences and other elements
balance
principles of curriculum content: curriculum is arranged vertically or horizontally
articulation
principles of curriculum content: to arrange the learning outcomes of a specific subject grade-wise
vertical alignment
principles of curriculum content: to arrange the learning outcomes across subjects per grade
horizontal alignment
principles of curriculum content: the logical arrangement of content
sequence
principles of curriculum content: curriculum is integrated and interconnected
integration
principles of curriculum content: vertical repetition and recurring approaches of content
continuity
principles of curriculum: coverage or boundaries
scope
it is a dynamic process involving many different people and procedures. it respond to change
curriculum development
four phases of curriculum development
Planning
Designing
Implementing
Evaluating
initial step in curriculum development
planning
in curriculum development: vision, mission, goals (philosophies of the school), learning outcomes (objectives)
planning
what is the end product of planning
written document
in curriculum development: selection, organization of content, activities, assessments, and resources
designing
end product of designing
written document
in curriculum development: crucial part
implementing
in curriculum development: it continues after planning/designing
implementing
in curriculum development: putting into action the plan
implementing
in curriculum development: follows implementation
evaluation/evaluating
in curriculum development: determines the extent to which the learning outcomes have been achieved
evaluating
father of behavioral objectives
Ralph Tyler
grand father of curriculum design
Ralph Tyler
names of Ralph Tyler model
Ralph Tyler Model
Tyler’s Rationale
Linear Model
4 Basic Principles
this model emphasized the Planning Phase
Ralph Tyler Model
what are the 4 basic principles of Tyler’s mode
-purpose of the school
-educational experiences related to the purpose
-organization of the experiences
-evaluation of the experiences
who prioritized the school
Ralph Tyler
approach of ralph tyler
top down approach
approach of hilda taba
bottom-up approach
name of hilda taba’s model
grassroots approach
who prioritized the learners
hilda taba
according to hilda taba, who have the prime role
teachers
7 major steps in curriculum of hilda taba
- diagnosis of the learners’ needs
- formulation of learning objectives
- selection of learning content
4.organization of learning content - selection of learning experiences
- organization of learning experiences
- determination of what to evaluate and the means of doing it
name of Saylor and Alexander mode
Curriculum Model
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
Saylor and alexander
Saylor and Alexander curriculum model
-goals, objectives, domain
-curriculum designing
-curriculum implementation
-evaluation
