#22 sources of curriculum design (CANIESO).pptx

About sources of curriculum design

1. SOURCES OF CURRICULUM DESIGN PREPARED BY: LELLAINE G. CANIESO

2. Sources of Curriculum design: Society as a source Science as a source Romantic (RADICAL) Design Humanistic Design Moral Doctrine as a source

3. Why Science as a source? The science curriculum aims to help children to develop basic scientific ideas and understanding about the biological and physical aspects of the world, and the processes through which they develop this knowledge and understanding. Children creates new knowledge and learn about scientific concepts.

4. SCIENCE AS A SOURCE depend on the scientific method value the observable and quantifiable elements prioritized problem solving and thinking strategies emphasizes LEARNING HOW TO LEARN

5. founded on cognitive psychology value science and organization of knowledge curriculum should prioritize the teaching of thinking strategies CLICK HERE TO RETURN

6. SOCIETY AS A SOURCE school is a vehicle for the development of society ideas should come from the exploration of the social situation consider the present and future characteristics of society

7. should not disregard social multiplicity (foreigners & immigrants) , ethnic groups, and social classes must be managed within social, economic, and political contexts realize need for collaboration among individuals and groups CLICK HERE TO RETURN

8. MORAL DOCTRINE AS A SOURCE look into the past for guidance in present work on the content stress lasting truths advanced by the great thinkers of the past emphasis is on the content and labels some subjects as more influential than others

9. BIBLE/ OTHER RELIGIOUS DOCUMENTS reference, common in schools during Spanish period lesser influence in public schools today because of church and state separation private and parochial schools still support this

10. being in touch with spirit allows one to see the essences of reality and to generate new ways of viewing knowledge, new relationships among people, and new ways of perceiving one’s existence

11. SPIRITUAL INDIVIDUALS develop empathy, insight & compassion consider and promote welfare of others welcome differing viewpoints ask questions about the nature of the world, the purpose of life, and what it means to be human and knowledgeable CLICK HERE TO RETURN

12. ROMANTIC (RADICAL) DESIGN Pestalozzi-”individuals can find their true selves by looking to their own future”( Hunkins and Ornstein, 2013) Radicals believe today’s schools are organized to further social classes and the haves and have-nots.

13. Is not just learning knowledge but experience it. Engagement. The teacher’s role is to function as awareness makers. Radicalists view society as flawed and schools are a product of that. View current curriculum as oppressive.

14. HUMANISTIC DESIGN Based in Humanistic Design Psychology(study of the whole person) Role of the educator is to provide a conducive environment that fosters genuineness, empathy and a mutual respect for self and others. Classrooms are collaborative, multidisciplinary and flexible.

15. The curriculum design should allow students to formulate a perceived individual and social good, and encourage them to participate in a community. Critics of humanistic design say it doesn’t consider learner consequences. Also it overemphasizes the individual and therefore ignores societal needs. CLICK HERE TO RETURN