EDU 532 COMPREHENSIVE HANDOUTS

TRADITIONAL PERSPECTIVES:

• Curriculum is defined as syllabus

• It discusses specific subject / subject centered that revolves around content

PROGRESSIVIST PERSPECTIVES:

• Total learning experience of the learner

• Child-centered
• Learning by doing

 Subject – it deals with the parts into which learning can be divided.
 Course – it is usually an individual subject. It has a fixed program of learning sessions completed
by the
 learners.
 Syllabus – it is a document that contains important information about specific subject or program.
 Content – it refers to a defined domain of knowledge and skill in an academic program.
 Instruction – it deals with a purposeful direction of the learning process. This is carried out by
the teacher.
 Instructional Strategies – these are set of learning techniques that encourage students to take
more of an active role in learning.
 Learning Outcomes - measurable skills, abilities, knowledge or values that students should be able
to
 demonstrate as a result of a completing a lesson or course.
 Instructional Plan – it is a process of the teacher using appropriate curricula for create learning
plans.

CURRICULUM:

• Dynamic and can be define in many ways

• Consists of roadmaps and guidelines
• Based on different perspectives
• Refers to all experiences that both teacher and school provides for students
• Planned for instruction
• Should provide experiences and develop interest
• Curriculum process has various methods and strategies
• Curriculum process starts with outcomes
• Results of long-term effort

Characteristic of a Good Curriculum

 Curriculum is continuously evolving

 Curriculum is a complex of details
 Curriculum is a result of a long-term effort

CURRICULUM DESIGNS:

• Main components are aim, goals, content and assessment

RECOMMENDED CURRICULUM:

• Proposed by experts
• From national agency and professional organization

WRITTEN CURRICULUM:

• Includes documents

TAUGHT CURRICULUM:
 • Planned activities of teachers to implement instruction
• Depends on teaching and learning style

LEARNED CURRICULUM:

• Refers to learning outcomes achieved by the students

• Outcome is indicated by the change of behavior
SUPPORTED CURRICULUM:

• Includes learning materials that bridges the gap of teaching and learning process

ASSESSED CURRICULUM:

• Pertains to tested and evaluated curriculum

• Progress of learners are monitored by teachers

HIDDEN CURRICULUM:

• Unintended and unplanned but modifies behavior and outcome

CONCOMITANT CURRICULUM:

• Taught and learned at home

PHANTOM CURRICULUM:

• Exposure through media

NULL/ABSENT CURRICULUM:

• Contents that must not be taught

SCIENCE AS A SOURCES:

• Involves problem solving and critical thinking

LEARNER AS A SOURCE:

• Aligns by the needs and nature of the students

• Puts emphasis on how our brain reacts

SOCIETY AS A SOURCE:

• Serves the broad interest of society

• Must focus on the role of society plays

EXTERNAL DIVINE/MORAL SOURCE:

• Reflected through values and personal moral choice

• Intended to perpetuate society
• Based on bibles

SUBJECT MATTER AS A SOURCE:

• Standard and goals are aligning with the content

SUBJECT-CENTERED DESIGN: focus on content is subject center

• Most popular and widely used

• Key believers are HENRY MORRISON and WILLIAM HARRIS

PROBLEM-CENTERED DESIGN: curriculum that focus on process-method/strategy

• Deals with rational processes in dealing reality

• Draws on social needs such as livelihood of the locality
• Key proponent is HOWARD BURROW

LEARNER-CENTERED DESIGN:

• Child as the center of educational process

 • Key proponents are ABRAHAM MASLOW and CARL ROGERS

CORRELATION DESIGN:

• Thematic approach
• One topic can be taught in different subjects at a time

CURRICULUM MAP:

• Method to align instructions to learning outcomes

• Visual timelines that provide outcome
• Provide general order, content and phase
• Enhance collaboration and communication
• Increase student achievement

DIARY
 Entire school year record
• record of what is actually taught PROJECTED:
• Created by teachers before term begins CONSENSUS:
• Personal map of a teacher for guidelines ESSENTIAL:

WILLIAM KILPATRICK:
• Activities are planned by both teacher and students

FRIEDRICH FROEBEL:

• Father of Kindergarten
• Garden where children could grow

HILDA TABA:

• Puts emphasis in teacher’s role in curriculum making

DANIEL STUFFLEBEAM:

• CIPP method

KURT LEWIN:

• Force Field Theory

• Driving forces is greater than Restraining force
• Driving force is an agent to initiate change

Franklin Bobbit

 Objectives with corresponding activities should be grouped and sequence

Harold Rugg

 Curriculum should develop the whole child

Hollis Caswell

 Curriculum is a set of experience

Pre-Spanish Period

 Informal education

Spanish Period

 Subject based and acceptance of Catholicism

American Period

 Medium of instruction is English

Commonwealth

 Eliminated grade VII

 Japanese Period

 Love of labor

Liberation Period

 Restoration of Grade VII

 Abolishment of double single session

Present

 Implementation of K-12

Knower

 Kowing about the curriculum and subject matter

Writer

 Takes record of knowledge

Planner

 Yearly, monthly or daily plan for the curriculum

Initiator

 Open-mindedness of the teacher

Innovator

 Always dynamic hence keep on changing

Implementor

 Somebody has to implement

Instructional Material

 Devices that assist the facilitator in the teaching-learning process

Textbooks

 Systematically organized materials

Supplementary Materials

 Are instructional and learning resources which are selected to complement, enrich or extend
the curriculum

Driving Forces

 Driving or pushing you to do something

Restraining Forces

 Preventing you from doing something

Equilibrium

 The two forces (driving and restraining) are equal

The Teacher
 involved in curriculum planning and development.
The Learner
 They hold the key to what is actually transmitted and adopted from the official curriculum.
Developmental
 It should develop multiple perspective, increase integration and make learning autonomous
Participatory
 It should be participatory
Supportive
 Material support like supplies, equipment and conducive learning environment like classrooms
and laboratory should be made available
SUBSTITUTION: current curriculum is replaced by new one
ALTERATION: minor changes

RESTRUCTURING: major changes

PERTURBATION: disruptive changes

VALUE ORIENTATION: classify to respond to shift in the emphasis that teacher provides which are
not within the mission or vision

ORC MODEL:

• Emphasizes the clarification of doubts, apprehension and impact on the consumer

CONSUMER-ORIENTED EVALUATION:

• Consumers of educational product

LOC Model

 Requires data to determine the extent and nature of the resistance.

LINKAGE MODEL:

 Involves cycle of diagnosis, search and retrieval

RCA Model

 The need for change and how it might take place.

V: competency code of EN5F-Ib-1.6

• Share common understanding about the goal

• To serve as your guide in lesson planning
• To make the learning targets easier and achievable for students

Stakeholder

 Refers to one who is associated with the welfare and success of a school and its student

Parents

 Support and participate in parent-school organizations

Publisher

 Provide/develop instructional materials based on the prescribed curriculum

School Administrator

 Supervise curriculum implementation

Law Maker/ Government Officials

 Authorize school budget

 Issue guidelines in designing and implementing curriculum

Community-at-Large

 Recommend directions and changes in the curriculum

Needs Assessment

 Evaluation Informs the teachers, school administrators and curriculum specialist of what aspects
of curriculum need attention, innovation and improvement

Monitoring

 It informs the teachers, school administrators and curriculum specialist of what aspects of
curriculum need attention, innovation and improvement

Terminal assessment

 Curriculum evaluation identifies the strengths and weaknesses of an existing curriculum

Decision Making

 Provides the basis for curriculum policy decision

Taba Model

 Inductive approach

Daniel Stufflebeam

 Comprehensive framework for guiding evaluations of program

Robert Stake

 Concerns the primary stakeholders

Formative Evaluation

 Occurs during the course of curriculum development

Summative Evaluation

 The final effects of a curriculum are evaluated on the basis of its stated objectives

Diagnostic Evaluation

 Directed towards two purposes

Intrinsic Evaluation

 Refers to the assessment of the educational program or the curriculum itself

Standard

 Statement of what student should know and be able to do at the end of the process at each level

Content Standard

 Statement about what learner should know and be able to do with contents

Performance Standard

 Show us how the learners have achieved the standards targeted

Competencies

 The knowledge, skills and behaviors student must master in specific content

Unpacking

 A technique teachers can use to make sense or standards also called as deconstructing or
unwrapping

Primary/major components of curriculum design-aims goals content and assessment

Refer on learning outcomes achieve by students-learned curriculum

Teaching style of teacher-taught curriculum

How do we know if the curicuculum assessed it-tested curriculum

Careful planning management and evaluation-result of long term effort

Highlight psychological nature of the learner-attention to the maturity and learning problems of learner

What design refer rational process dealing with reality-problem centered design

Focus on subject and content-subject matter as a source of curriculum

the need and he nature of learner-learner as a source

characteristic of a curriculum leader-you don’t need to use your power to be able to control others/treat members equal
type of curriculum design- correlation design

general order and phase of curriculum-curriculum map