Intro to curriculum development
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Transcript of Intro to curriculum development
Curriculum
the planned educational experiences offered by a school which can take place anywhere at any time in the multiple context of the school, e.g. public schools as caring communities (Todd, 1965)
Curriculum
is a set of learning content and experiences that are selected, organized and implemented by the school in pursuit of its institutional purpose
Curriculum
refers to the sum total of the organized learning stated as educational ends, school subjects, activities performed inside the classroom and in the immediate school surrounding, and/or topics decided upon and provided within the educational institution for the attainment of all the learners under the effective leadership of the school officials and specifically, the teachers
(Sanchez, 1996)
Curriculum
any document or plan in a school or school system that defines the work of teachers, at least to the extent of identifying the content to be taught to the children and the methods to be used in the process (English, 1992)
Conceptions of Curriculum
As accumulation of organized knowledge
As instructional plan
As interaction process
As cognitive process
As praxis
As boundary between formal and informal education
As a means for self-actualization
As technological tool
As a key towards social relevance
As accumulation of organized knowledge
curriculum comprises of the learning experience, goals and objectives formulated through the systematic reconstruction of knowledge and experiences, under school authorities for the learner’s willful and continuous growth in personal and social competence, the cumulative tradition of organized knowledge.
As instructional plan
curriculum is a plan for learning. Plans are needed to serve as guide in the curriculum so the benefactors (the students) and the educators would not get lost in the way.
As interaction process
Curriculum is a vital, moving, complex interaction of people and things in a setting.
As cognitive process
Curriculum intends to sharpen students’ intellectual process and develop cognitive skills for studying virtually anything (Eisner and Valance).
As praxis
The school curriculum represents a special environment that has been systematized, edited and simplified for a special purpose. (habitual or established practice; custom)
As boundary between formal and informal education
The recognition that what pupils learn is not limited to the formal course of study but is affected, directly or indirectly, by the total school environment which is embedded by the curriculum
As a means for self-actualization
Curriculum provides personally satisfying experiences for individual learners.
As technological tool
Curriculum makes learning systematic and efficient thru programmed learning, computer-assisted instruction, etc.
As a key towards social relevance
Curriculum prepares people for living in an unstable, changing world.
Components of Curriculum
A. Courses of study : This includes the subject mater/syllabus that is taught within the school, and also includes the co-curricular activities.
Components of Curriculum
B. Social context : While interacting within the family, community and outside, one learns many things which are not possible within the classroom. The social context or situations include one's thinking and contribute to one's learning. This is more important for children who grow up through the process of socialization
Components of Curriculum
C. Learning experiences : Every time one
interacts with the social environment, one learns from each encounter.
Activity-based teaching-learning leads to generation of more experiences; so also problem-based learning, especially if problems are related to real-life situations. In case of experiential learning, the present learning is based on previous experiences, and also leads/contributes to the repository of experiences within the individual child
Components of CurriculumD. Learning outcomes : This is the most
important aspect of the curriculum, i.e. specification of what is to be achieved
Learning outcomes are expressed in terms of achievements (and changes in the child due to education) in knowledge, comprehension, skills, attitude, values, etc.
Learning outcomes may be specified in broad terms which can be achieved after certain period of time (say, primary, elementary, secondary, etc.), or year-wise for each grade, or for each subject area per semester, etc.
Types of Curriculum
Subject-centered curriculum
breaks the school’s program into discrete subjects or disciplines
determines in advance what all children will learn in various subjects and grades (classes)
focuses on the acquisition of the subject matter and eventual mastery of the subject area by the learner
Types of Curriculum
Subject-centered curriculum
corresponds mostly to the textbook written for the specific subject
emphasizes that a student who does not meet the passing mark for a subject is failed & is required to repeat it
has existed at all levels of schooling
Types of Curriculum
Subject-centered curriculum
focuses on certain processes, strategies, or life-skills
is teacher-friendly because the teachers’ training was based on this method i.e. specialization
Subject Centered Curriculum
1) Single subject - based on one of the academic disciplines or organized subject matter areas
Subject Centered Curriculum
2) Correlated subjects –
multidisciplinary approach
is a plan by which learning experiences in two or more areas are related , but the subject identities are kept
Subject Centered Curriculum
3) Broad-fields –
fused or integrated
curriculum; expands the fused subjects approach by cutting across an entire domain of knowledge to provide an integrated view of subject matter (Sowell, 1996).
Subject Centered Curriculum
4) Spiral Curriculum
Topics are treated with corresponding degree of complexity across levels; provides for widening horizontal organization of scope, integration and deepening of knowledge (vertical sequence, continuation)
Types of Curriculum
Learner-centered curriculum
is organized around needs, interests, abilities and aspirations of students
students help select and organize the purposes of learning
subject areas become the means by which students pursue problems or topics from their interests
allows students to be active and acquire skills and procedures that will be applicable to the outside work
Learner Centered Curriculum
Child-centered – It is anchored on the needs and interests of the child. The learner is very much engaged with his/her environment; therefore, learns by doing.
Learner-Centered Curriculum
Experience-centered Experiences of the learner become the starting point of the curriculum. The learners are empowered to shape their own learning from the different opportunities given by the teacher
Learner-Centered Curriculum
Activity-based
a curriculum that utilizes activities. Students are not subjects to rote memorization or paper and pencil learning.
Learner-Centered Curriculum
Social Processes and Life Functions
It focused heavily on society & is structured around the various aspects of problems and processes of community life. Cooperative planning occurs more frequently. The curriculum is more flexible. Skills taught are skills students can apply to everyday living.
Levels of Curriculum
Societal Institutional
•farthest removed from learners
•is designed by the public, including politicians, representatives of special interest groups, administrators at different levels, and professional specialists.
•serve schools and are derived largely from societal curricula
•with modifications by local educators and laypersons