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arts > The Teacher and The School Curriculum > Flashcards

The Teacher and The School Curriculum 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

A

Werret Charters

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7
Q

(person) objectives and activities should match

A

Werret Charters

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8
Q

(person) Purposeful activities that are child centered

A

William Kilpatrick

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9
Q

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

A

William Kilpatrick

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10
Q

he introduced project method

A

William Kilpatrick

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11
Q

(person) Curriculum develops social relationships and small group instruction

A

William Kilpatrick

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12
Q

(person) develop the whole child

A

Harold Rugg

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13
Q

(person) curriculum should produced outcomes

A

Harold Rugg

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14
Q

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

A

Harold Rugg

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15
Q

(person) curriculum is organized around social functions

A

Hollis Caswell

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16
Q

(person) curriculum is a set of experiences

A

Hollis Caswell

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17
Q

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

A

Ralph Tyler

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18
Q

(person) curriculum aims to educate generalist and not specialist

A

Ralph Tyler

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19
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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20
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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21
Q

(person) helped lay foundation for diverse student population

A

Hilda Taba

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22
Q

(person) described how curriculum change is a cooperative endeavor

A

Peter Oliva

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23
Q

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

A

Peter Oliva

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24
Q

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

A

Peter Oliva

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25
Q

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

A

Sociological Foundations

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26
Q

source of change

A

society

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27
Q

agents of change

A

school and knowledge

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28
Q

he considered two fundamental elements: school and civil society

A

John Dewey

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29
Q

he wrote the book FUTURE SHOCK

A

Alvin Toffler

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30
Q

he believed that knowledge should prepare student for the future

A

Alvin Toffler

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31
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

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32
Q

he is Against academic slavery or spoon feeding

A

Paolo Freire

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33
Q

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

A

Paolo Freire

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34
Q

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

A

Paolo Freire

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35
Q

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

A

John Goodlad

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36
Q

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

A

John Goodlad

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37
Q

(person) constant need for school improvement

A

John Goodlad

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38
Q

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

A

John Goodlad

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39
Q

he broaden the conception of curriculum to enrich the practice

A

William Pinar

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40
Q

(person) curriculum involves multiple disciplines

A

William Pinar

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41
Q

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

A

William Pinar

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42
Q

he created the 10 axioms for curriculum designers

A

Peter Oliva

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43
Q

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

A

axioms

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44
Q

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

A

curriculum change is inevitable, necessary, and desirable

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45
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

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46
Q

curriculum development changes can co-exist and overlap

A

new curriculum can co-exist with old curriculum

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47
Q

it is best that teachers design and own the changes

A

curriculum change depends on people who will implement the change

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48
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

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49
Q

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

A

curriculum development is a decision making process

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50
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

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51
Q

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

A

curriculum development is a comprehensive process

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52
Q

a curriculum design should always be SMART

A

curriculum development is a systematic process

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53
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

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54
Q

set of courses

A

traditional

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55
Q

mission and vision/proper goals

A

traditional

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56
Q

aims or philosophy of education

A

traditional

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56
Q

system of dealing with people and the process

A

traditional

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57
Q

planned learning experiences

A

traditional

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58
Q

list of subjects or courses

A

traditional

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59
Q

ordinary

A

traditional

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60
Q

limited

A

traditional

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61
Q

sum total of learning experiences inside and outside of the school

A

progressive

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62
Q

entire range of experiences, undirected and directed

A

progressive

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63
Q

set of learning experiences

A

progressive

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64
Q

enriched

A

progressive

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65
Q

broad

A

progressive

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66
Q

most ideal curriculum

A

recommended curriculum

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67
Q

these are recommendations in the form of memoranda

A

recommended curriculum

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68
Q

what is UNESCO

A

International Body

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69
Q

What is PAFTE

A

Professional Organization

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70
Q

includes documents based on the recommended curriculum

A

written curriculum

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71
Q

what type of curriculum are the following

Lesson Plan, Curriculum Guide, K-12 Curriculum

A

written curriculum

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72
Q

put life to the written curriculum

A

taught curriculum

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73
Q

what are the skills of a teacher

A

teaching, guiding, facilitating

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74
Q

these are support materials

A

supported curriculum

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75
Q

examples of supported curriculum

A

print and non-print materials

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76
Q

curriculum that is evaluated after it has been taught

A

assessed curriculum

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77
Q

these are measured by tools in assessment

A

learned curriculum

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78
Q

unwritten curriculum - peer influenced, school environment, media, parental pressures, societal change

A

hidden/implicit curriculum

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79
Q

implementation of new curriculum requires open-mindedness

A

initiator

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80
Q

creativity and innovations are hallmark of a teacher

A

innovator

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81
Q

an _______ gives life to the curriculum plan

A

implementer

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82
Q

determines if the desired learning outcomes have been achieved

A

eveluator

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83
Q

master what are included in the curriculum

A

knower

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84
Q

a life-long learner/ attends seminars

A

knower

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85
Q

records knowledge, concepts, subject matter or content

A

writer

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85
Q

published a book or thesis

A

writer

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86
Q

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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87
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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88
Q

Individuals in Traditional View of Curriculum

A

Robert Hutchins
Arthur Bestor
Joseph Schwab
Philip Phenix

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89
Q

Individuals in Progressive View of Curriculum

A

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

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90
Q

a perennialist who view curriculum as permanent studies

A

Robert Hutchins

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91
Q

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

A

Robert Hutchins

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92
Q

what should be emphasized in basic education according to Hutchins

A

3Rs

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93
Q

what should be emphasized in college according to Hutchins

A

liberal education

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94
Q

an essentialist believes that schools’ missions should be intellectual training

A

Arthur Bestor

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95
Q

he thinks that the sole source of curriculum is discipline

A

Joseph Schwab

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96
Q

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

A

Joseph Schwab

97
Q

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

A

Philip Phenix

98
Q

three ways of approaching a curriculum

A

knowledge
process
product

99
Q

knowledge to be transmitted

A

curriculum as content or body of knowledge

100
Q

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

A

differentiating content

101
Q

what actually happens in the classroom when the curriculum is practiced

A

curriculum as process

102
Q

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

A

differentiating process

103
Q

learning outcomes desired of learners

A

curriculum as a product

104
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

105
Q

Principles of Curriculum Content (BASICS)

A

BALANCE
ARTICULATION
SEQUENCE
INTEGRATION
CONTINUITY
SCOPE

106
Q

equitable assignments of content, time, experiences and other elements

A

balance

107
Q

curriculum is arranged vertically or horizontally

A

articulation

108
Q

to arrange the learning outcomes of a specific subject grade-wise

A

vertical alignment

109
Q

to arrange the learning outcomes across subjects per grade

A

horizontal alignment

110
Q

the logical arrangement of content

A

sequence

111
Q

curriculum is integrated and interconnected

A

integration

112
Q

vertical repetition and recurring approaches of content

A

continuity

113
Q

coverage or boundaries

A

scope

114
Q

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

A

curriculum development

115
Q

four phase of curriculum development

A

Planning
Designing
Implementing
Evaluating

116
Q

initial step in curriculum development

A

planning

117
Q

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

A

planning

118
Q

what is the end product of planning

A

written document

119
Q

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

A

designing

120
Q

end product of designing

A

written document

121
Q

in curriculum development: crucial part

A

implementing

122
Q

in curriculum development: it continues after planning/designing

A

implementing

123
Q

in curriculum development: putting into action the plan

A

implementing

124
Q

in curriculum development: follows implementation

A

evaluation/evaluating

125
Q

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

A

evaluating

126
Q

father of behavioral objectives

A

Ralph Tyler

127
Q

grand father of curriculum design

A

Ralph Tyler

128
Q

names of Ralph Tyler model

A

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

129
Q

this model emphasized the Planning Phase

A

Ralph Tyler Model

130
Q

what are the 4 basic principles of Tyler’s model

A

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

131
Q

who prioritized the school

A

Ralph Tyler

132
Q

approach of ralph tyler

A

top down approach

133
Q

approach of hilda taba

A

bottom-up approach

134
Q

name of hilda taba’s model

A

grassroots approach

135
Q

who prioritized the learners

A

hilda taba

136
Q

according to hilda taba, who have the prime role

A

teachers

137
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
138
Q

name of Saylor and Alexander model

A

Curriculum Model

139
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

140
Q

Saylor and Alexander curriculum model

A

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

141
Q

what do you call the miniscule curriculum

A

lesson plan

142
Q

means the organization of curriculum components

A

curriculum design

143
Q

major components of the curriculum

A
  1. behavioral components
  2. content/subject matter
  3. teaching and learning methods
  4. assessment/evaluation
144
Q

in the major components of curriculum: the objectives should be smart

A

behavioral components

145
Q

in the major components of curriculum: subject matter should be relevant to _______

A

outcomes of the curriculum

146
Q

in the major components of curriculum: these are activities where the learners derive experiences

A

teaching and learning methods

147
Q

in teaching and learning methods: allow students to work together

A

cooperative learning

148
Q

in teaching and learning methods: allow learners to develop personal responsibility

A

independent learning/individualized

149
Q

in teaching and learning methods: this strategy is more appropriate for fast learners

A

independent/individualized

150
Q

in teaching and learning methods: students will test their competencies against another in a healthy manner

A

competitive activities

151
Q

what are the common teaching and learning methods

A

direct instruction
guided instruction
mastery learning
systematic instruction

152
Q

what is the instruction of Barak Rosenshine

A

direct instruction

153
Q

what is the method of Barak Rosenshine

A

traditional method

154
Q

proponent of direct instruction

A

Barak Rosenshine

155
Q

what is the first step in direct instruction of Barak Rosenshine

A

state the objective

156
Q

2nd step in direct instruction of Barak Rosenshine

A

review

157
Q

last step in direct instruction of Barak Rosenshine

A

review and test

158
Q

how many percent is the success rateduring practice session in direct instruction

A

80% or more

159
Q

what is the instruction of Madeline Hunter

A

Guided instruction

160
Q

who is the proponent of guided instruction

A

Madeline Hunter

161
Q

what are the steps of guided instruction

A
  1. review
  2. anticipatory set
  3. state the objectives
  4. modeling
  5. guided practice
  6. independent practice
162
Q

who are the proponent of mastery learning

A

Block and Anderson

163
Q

what is the method of Block and Anderson

A

Mastery Learning

164
Q

in mastery learning by Block and Anderson, what are the two groups that should be formed

A

mastery and non-mastery group

165
Q

in mastery learning by Block and Anderson, mastery group will be given ________

A

enrichment activity

166
Q

in mastery learning by Block and Anderson, non-mastery group will be given ________

A

corrective drill

167
Q

in mastery learning by Block and Anderson, who will take the post test

A

non-mastery group

168
Q

in mastery learning by Block and Anderson, what will the teacher should do if not successful?

A

reteach

169
Q

in mastery learning by Block and Anderson, pre-test result should be

A

80%

170
Q

in mastery learning by Block and Anderson, post-test results should be

A

at least 75%

171
Q

who are the proponents of systematic instruction

A

Thomas Good and Jere Brophy
(Tom & Jere)

172
Q

what is the method of Thomas Good and Jere Brophy

A

systematic instruction

173
Q

what is first step in systematic instruction

A

review

174
Q

what is second step in systematic instruction

A

development

175
Q

what is the last step in systematic instruction

A

special review

176
Q

a method that assigns homework regularly and provide review problems

A

systematic instruction

177
Q

what are the criteria in selecting teaching learning method

A
  1. adequacy
  2. suitability
  3. efficiency
  4. economy
178
Q

criteria in selecting teaching learning method: refers to the actual learning space or classrooms (space, light, ventilation, technology)

A

adequacy

179
Q

criteria in selecting teaching learning method: this relates to planned activities. considers the chronological and developmental ages of learners

A

suitability

180
Q

criteria in selecting teaching learning method: refers to the operational and instructional effectiveness

A

efficiency

181
Q

criteria in selecting teaching learning method: this refers to cost effectiveness

A

economy

182
Q

learning occurs most effectively when students receive ______

A

feedback

183
Q

DO stating that teachers of all public elementary and secondary schools will NOT be required to prepare detailed lesson plans

A

DepEd Order No. 70 s. 2012

184
Q

teachers with less than ____ years teaching experience shall be require to prepare daily lesson plans

A

2

185
Q

best feature of subject-centered curriculum design model

A

interdisciplinary

186
Q

in subject centered: this is for basic education

A

subject design

187
Q

in subject centered: this is for college

A

discipline design

188
Q

it stresses so much to the content that it forgets students’ natural tendencies, interest, experiences

A

subject design

189
Q

the drawback of this design is that learning is sometimes compartmentalized

A

subject design

190
Q

refers to the specific knowledge and method which scholars use to study a specific content of their fields. moving towards career path

A

discipline design

191
Q

comes from a core, correlated curriculum design that links separate subject design in order to reduce fragmentation

A

correlation design

192
Q

it is made to prevent compartmentalization of subject and integrate the content that are related to each other

A

Broadfield

193
Q

what are sub-concepts of learner centered

A

child-centered design
experience-centered design
humanistic design

194
Q

anchored on the needs and interest of a child

A

child-centered design

195
Q

experiences of the learners become the starting point of the curriculum

A

experience-centered design

196
Q

the development of self is the ultimate objective of learning

A

humanistic design

197
Q

what are included in problem-centered

A

life-situational design
core problem design

198
Q

the design draws on social problems, needs, interest, and abilities of the learners

A

problem-centered

199
Q

it uses the immediate problems of the society and the students’ existing concerns

A

life-situation design

200
Q

centers on general education and the problems are based on common human activities (common problems)

A

core problem design

201
Q

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

A

curriculum mapping

202
Q

it addresses the gaps or repetitions in the curriculum

A

curriculum mapping

203
Q

it connects all initiatives from instruction, pedagogies, assessment and professional development

A

curriculum mapping

204
Q

it is used in basic education

A

curriculum mapping

205
Q

a form of curriculum mapping used in college

A

curriculum quality audit

206
Q

it is a process of mapping the curricular program or syllabus against established standards

A

curriculum quality audit

207
Q

it requires written curriculum and the tested curriculum linked to both the taught and the written curricula

A

curriculum quality audit

208
Q

identify gaps under and overrepresentation of the curriculum based on the standards

A

curriculum quality audit

209
Q

what DepEd Oder is the Philippine Professional Standards for Teachers (PPST)

A

Department of Education Order No. 42 s. 2017

210
Q

standards use in CQA: Bachelor of Elementary Education

A

CMO 74 S. 2017

211
Q

standards use in CQA: Bachelor of Secondary Education with majors in English, Mathematics, Science, Filipino, Social Studies, Values Education

A

CMO 75 S. 2017

212
Q

standards use in CQA: Bachelor of Early Childhood Education

A

CMO 76 S. 2017

213
Q

standards use in CQA: Bachelor of Special Needs Education

A

CMO 77 S. 2017

214
Q

standards use in CQA: Bachelor of Technology and Livelihood Education

A

CMO 78 S. 2017

215
Q

standards use in CQA: Bachelor of Technical-Vocational Teacher Education

A

CMO 79 S. 2017

216
Q

standards use in CQA: Bachelor of Physical Education

A

CMO 80 S. 2017

217
Q

standards use in CQA: Bachelor of Science in Exercise and Sports Sciences (not for teaching degree)

A

CMO 81 S. 2017

218
Q

standards use in CQA: Bachelor of Culture of Arts Education

A

CMO 82 S. 2017

219
Q

standards use in CQA: Post-Baccalaureate Diploma in Alternative Learning System

A

CMO 83 S. 2017

220
Q

who is the father of social psychology

A

Kurt Lewin

221
Q

what is the model of Kurt Lewin

A

Force Field Theory

222
Q

according to Force Field Theory, Government Intervention, Society’s value, technological changes, knowledge explosion, and administrative support are ____________

A

driving force

223
Q

according to Force Field Theory, fear of the unknown, negative attitude to change, tradition values, limited resources, obsolete/outdated equipment are __________

A

restraining force

224
Q

categories of curriculum change

A

substitution
alteration
restructuring
perturbation
value orientation

225
Q

in categories of curriculum change: it replace the present with a new one (complete overhaul)

A

substitution

226
Q

in categories of curriculum change: introduce minor changes or modification on the current one

A

alteration

227
Q

in categories of curriculum change: introduce major modification of the current curriculum

A

restructuring

228
Q

in categories of curriculum change: changes happen within a fairly short time

A

perturbation

229
Q

in categories of curriculum change: respond to shift in emphasis within the vision/mission of the school

A

value orientation

230
Q

they are the prime movers of curriculum

A

teachers

231
Q

they are curricularists who plan, design, teach, implement, and evaluate, the curriculum

A

teachers

232
Q

they are the core/main beneficiary of the curriculum

A

learners

233
Q

they are the curriculum managers

A

principal

234
Q

they are the significant school partners

A

parents

235
Q

it serves as curriculum resource and learning environment

A

community

236
Q

these are government agencies (LGU’s, DepEd, TESDA, CHED, PRC, CSC) and non-government agencies

A

other stakeholders

237
Q

it focuses on the over-all aspect of the curriculum. it refers to big curriculum program

A

curriculum program evaluation

238
Q

it includes separate evaluation of (a) achieved learning outcomes, (b) curriculum process, (c) instructional materials

A

curriculum program component eveluation

239
Q

in process of evaluation: it identifies the strengths and weaknesses of an existing curriculum

A

needs assessment

240
Q

in process of evaluation: it will tell if the designed or implemented curriculum can produce or is producing the desired results

A

monitoring

241
Q

in process of evaluation: it guides whether the results have equaled or exceeded the standards

A

terminal assessment

242
Q

in process of evaluation: it provides information necessary for teachers, school managers, curriculum specialist for policy recommendations

A

decision making

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