Unit I - Nature of the Curriculum.pptx

Curriculum

Meaning, Definition and Nature

Dictionary meaning of the word curriculum stands for ‘chariot for racing’.
Derived from the Latin word ‘currere’.
The Chariot takes us from what we are to what we shall be.
According to Secondary Education Commission (1952-53) “Curriculum does not mean only the academic subjects traditionally taught in the school, but it includes the totality of the experiences that learner receives through the manifold activities that go in the school, in the classroom, library, laboratory, workshop, playground and in the numerous informal contacts between the teacher and the learners”.
According to Cunningham “Curriculum is the tool in the hands of the artist (the teacher) to mould his material (the students) according to his ideals (aims and objectives) in his studio (the school)”.
According to Krug “Curriculum is subject matter content which is taught to a person in order to educate him”.
According to Kerr “Curriculum comprises all the course offered to the learner which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside the school”.
According to Crow and Crow “Curriculum includes all the learners’ experience which the child gets under the guidance of a teacher, in or outside school, that are included in the programme which has been devised to help him develop mentally, physically, emotionally, socially, spiritually and morally”.
According to Saylor and Alexander “Curriculum is the Environment in which the education takes place”.
According to Saylor, Alexander and Lewis “Curriculum is planned opportunities for learning for persons to be educated”.
According to Smith “Curriculum deals with the learning outcomes which are to be achieved through instruction or experience”.

Nature

Curriculum is a means to achieve some end.
Curriculum is a series of experiences.
Curriculum is a process of living.
Curriculum is a dynamic process.
Curriculum helps in the development of a balanced personality
Curriculum and the society are interrelated and inter-dependent.

1. NATURE OF THE CURRICULUM

2. I. Objectives Define the concepts of curriculum Understand the idea of curriculum from different point of views Identify the types of curriculum

3. I. Objectives Demonstrate the components of curriculum Discuss the purpose of curriculum Analyze the nature of curriculum

4. II. Lesson Proper Curriculum: Concepts, Nature and Purposes What is curriculum? What are the major concepts; types, components and purpose? How does curriculum perceived by other people?

5. Introduction The concept of curriculum is as dynamic as the changes that occur in society. In its narrow sense, curriculum is viewed merely as a listing of subject to be taught in school. In a broader sense, it refers to the total learning experiences of individuals not only in schools but in society as well.

6. What is CURRICULUM ? The term curriculum has been derived from a Latin word ‘Currere’ which means a ‘race course’ or a runway on which one runs to reach a goal.

7. What is CURRIRULUM ? In formal education, a curriculum is the set of courses, and their content, offered at a school or university.

8. Curriculum From Different Points of View 1.Traditional Points of View of Curriculum In the early years of 20th century, the traditional concepts held of the “curriculum is that it is a body of subjects or subject matter prepared by the teachers for the students to learn”. It was synonymous to the “course of study” and “syllabus”.

9. Robert M. Hutchins   He views curriculum as “permanent studies” where the rule of grammar, reading, rhetoric and logic and mathematics for basic education are emphasized. Curriculum From Different Points of View

10. Arthur Bestor An essentialist, believe that the mission of the school should be intellectual training, hence curriculum should focus on the fundamental intellectual disciplines of grammar, literature and writing.   Curriculum From Different Points of View

11. Joseph Schwab He said that, “discipline is the sole source of curriculum”. Thus in our education system, curriculum is divided into chunks of knowledge we call subject areas in basic education such as English, Mathematics, Science, Social Studies and others.  Curriculum From Different Points of View

12. 2. Progressive Points of View of Curriculum To a progressivist, a listing of school, subjects, syllabi, course of study, and list of courses or specific discipline do not make a curriculum. These can only be called curriculum if the written materials are actualized by the learner. Curriculum From Different Points of View

13. John Dewey He believed that reflective thinking is a means that unifies curricular elements. Thought is not derived from action but tested by application. Curriculum From Different Points of View

14. Caswell and Campbell  Viewed curriculum as “all experiences children have under the guidance of teachers”. Curriculum From Different Points of View

15. Smith, Stanley and Shores “Curriculum as a sequence of potential experiences set up in the schools for the purpose of disciplining children and youth in group ways of thinking and acting”. Curriculum From Different Points of View

16. Marsh and Willis They viewed curriculum as all the “experiences in the classroom which are planned and enacted by the teacher, and also learned by the students. Curriculum From Different Points of View

17. Points of View on Curriculum Development   From the various definitions and concepts presented, it is clear that curriculum is a dynamic process. Development connotes changes which are systematic. A change for the better means any alteration, modification or improvement of existing condition.

18. Ralph Tyler Model: Four Basic Principles What educational purposes should the school seek to attain? What educational experiences can be provided that are likely to attain these purposes?

19. Ralph Tyler Model: Four Basic Principles 3. How can these educational experiences be effectively organized ?  4. How can we determine whether these  purposes are being attained or not ?

20. In summary, Tyler’s Model show that in curriculum development, the following consideration should be made:  Purposes of the school  Educational experiences related to the purposes  Organization of the experiences and  Evaluation of the experiences Ralph Tyler Model: Four Basic Principles

21. Hilda Taba Hilda Taba improved on Tyler’s Rationale by making a linear model. She believed that teachers who teach or implement the curriculum should participate in developing it. Her advocacy was commonly called the grassroots approach . She presented seven major steps to her model where teachers could have a major input.

22. Hilda Taba These steps are as follows:  Diagnosis of learners needs and expectations of the larger society  Formulation of learning objectives  Selection of learning content 

23. Organization of learning content  Selection of learning experiences  Organization of learning activities  Determinations of what to evaluate and the and the means of doing it. Hilda Taba

24. CURRICULUM : Types, Components and Purposes

25. Types of curriculum operating in schools Allan Glatthorn (2000) describes seven types of curriculum operating in the schools. Recommended C urriculum - proposed by scholars and professional organizations. For example, in the Philippines, the curriculum being implemented by the Department of Education (DepEd) or the Commission on Higher Education (CHEd) is an example of a recommended curriculum. Written C urriculum – it is what's formally put down in writing and documented for teaching. Examples of this type of curriculum are: a. The Kindergarten Curriculum Standards b. The K-12 Curriculum c. CHED Curriculum for General Education (Memorandum Order No. 20 Series of 2013) d. TESDA Modules and Competencies

26. Types of curriculum operating in schools Taught C urriculum   - what teachers implement or deliver in the classrooms and schools. So, when teachers give a lecture, initiate group work, or ask students to do a laboratory experiment with the their guidance, the taught curriculum is demonstrated. This curriculum contains different teaching a nd learning styles to address the students’ needs and interests. Supported C urriculum   - curriculum supported by available resources. Such resources include both human (teachers) as well as physical (such as textbooks, workbooks, audio visual aids, teacher guides, grounds, buildings, library books and laboratory equipment ).

27. Types of curriculum operating in schools ​ Assessed Curriculum -  When students take a quiz or the mid-term and final exams, these evaluations are the so-called assessed curriculum. Teachers may use the pencil and paper tests and authentic assessments like portfolio and performance-based assessments to know if the students are progressing or not. Learned C urriculum   -  This type of curriculum indicates what the students have learned. The capability that students should demonstrate at the end of the lesson can be measured through learning outcomes. A learning outcome can be manifested by what students can perform or do either in their cognitive, affective, or psychomotor domains . The test results can determine the learning outcome, and the students can achieve it through learning objectives.

28. Hidden C urriculum - the unwritten, unofficial, and often unintended lessons, values, and perspectives that students learn in school. It also refers to the unplanned or unintended curriculum but plays a vital role in learning. It consists of norms, values, and procedures. See the three-minute video below for more details. Types of curriculum operating in schools ​

29. Elements/components of the curriculum. For most curricula, the major components or elements are: Aims, goals and objectives Subject matter/content  Learning experiences  Evaluation approaches

30. Elements/components of the curriculum When translated into questions, each component can be addressed by the following: 1. What is to be done?  2. What subject matter is to be included?  3. What instructional strategies, resources and activities will be employed? 4. What method and instruments will be used to assess the results of the curriculum?

31. Components of the curriculum Component 1- Curriculum Aims, Goals and Objectives All schools shall aim to:  1. inculcate patriotism and nationalism  2. foster love of humanity  3. promote respect for human rights  4. appreciate the role of national heroes in the historical development of the country 

32. Components of the curriculum 5. teach the rights and duties of citizenship 6. strengthen ethical and spiritual values  7. develop moral character and personal discipline  8. encourage critical and creative thinking  9. broaden scientific and technological knowledge and promote vocational efficiency.

33. Components of the curriculum T he school’s vision A clear concept of what the institution would like to become in the future. Guiding post around which all educational efforts including curricula should be directed. The school’s mission statement The mission targets to produce the kind of persons the students will become after having been educated over a certain period of time.

34. Components of the curriculum In a curriculum, goals are made simple and specific for the attainment of each learner. These are called educational objectives. Benjamin Bloom and Robert Mager defined educational objectives in two ways:  1. Explicit formulation of the ways in which students are expected to be changed by the educative process . 2. Intent communicated by statement describing a proposed change in learners.

35. Components of the curriculum Bloom and his associates classified three big domains of objectives. These are: 1. Cognitive  2. Affective  3. Psychomotor

36. Components of the curriculum Cognitive Domain – (Bloom et. Al. 1956) domain of thought process Knowledge Comprehension Application Analysis Synthesis Evaluation 

37. Components of the curriculum Affective domain – (Krathwohl, 1964) – domain of valuing, attitude and appreciation Receiving Responding Valuing Organization Characterization by a value or value complex

38. Components of the curriculum Psychomotor Domain – (Simpson, 1972) – domain of the use of psychomotor attributes Perception  Set Guided response Mechanism Complex overt responses Adaptation Origination

39. Components of the curriculum Component 2 – Curriculum Content or Subject Matter Some criteria which can be used in the selection of subject matter content or knowledge for the curriculum.  1. Self-sufficiency  4. Interest  2. Significance  5. Utility 3. Validity  6. Learnability 7. Feasibility

40. Components of the curriculum Component 3 – Curriculum Experiences Different instructional strategies provide the experiences. The instructional strategies and methods will put into action the goals and the use of contents in order to produce an outcome. This will include a multitude of teaching methods and educational activities which will enhance learning. Whatever methods the teacher utilizes to implement the curriculum, there will be some guide for the selection and use.

41. Components of the curriculum Component 4 – Curriculum Evaluation All curricula to be effective must have the element of evaluation (Worthen and Sanders, 1987). This refer to the formal determination of the quality, effectiveness or value of the program, process, product of the curriculum.  There are different evaluation methods that can be utilized like diagnostic, placement, formative or summative evaluation or the norm or criterion referenced evaluation.

42. Components of the curriculum Aims, Goals and Objectives Evaluation   Curriculum Experiences Content/Subje c t Matter

43. Purpose At a national level, the purpose of a curriculum is to set out an entitlement for all pupils to the knowledge and learning that our society determines is the most powerful and important for a well-rounded education. The purpose of the curriculum is encapsulated in the four capacities ‐ to enable each child or young person to be a successful learner, a confident individual, a responsible citizen and an effective contributor.

44. Purpose

45. III. Evaluation Create a 2-3 minutes video presentation discussing the curriculum in general. Take note of the following: What is curriculum and what is its importance? Compare and contrast. Traditional Points of View of Curriculum and Progressive Points of View of Curriculum. Identify the types of curriculum. Enumerate the components of curriculum. Purpose of curriculum. You will be graded through a rubrics attached.

46. Rubrics for Video Presentation

47. IV. References http://www.khayma.com/muhannad/Dr%20Amer%20lectures/curiculum%20lectures%20en/curriculum%20concepts%20nature%20and%20purposes.pdf https://www.academia.edu/33820685/Module_1_Curriculum_Concepts_Nature_and_Purposes_Lesson_1_Concepts_Nature_and_Purposes_of_Curriculum https://www.google.com/search?q=curriculum+concepts+nature+scribd&rlz=1C1GGRV_enPH799PH799&oq=curriculum+concepts+nature+scribd&aqs=chrome..69i57.11272j0j1&sourceid=chrome&ie=UTF-8 https://www.researchgate.net/publication/333338710_Models_and_concepts_of_curriculum_implementation_some_definitions_and_influence_of_implementation