The document summarizes key aspects of curriculum in higher education, including educational theories, curriculum frameworks, and the functions of curriculum. It discusses three major learning theories - behaviorism, cognitivism, and constructivism. It also outlines four theories that influence curriculum development - social meliorism theory, John Dewey's theory, social efficiency theory. Additionally, it defines curriculum and identifies its main elements and characteristics. These include aims/goals, content, learning experiences, and evaluation. Finally, it discusses the roles and complementary functions of curriculum.
The document summarizes key aspects of curriculum in higher education, including educational theories, curriculum frameworks, and the functions of curriculum. It discusses three major learning theories - behaviorism, cognitivism, and constructivism. It also outlines four theories that influence curriculum development - social meliorism theory, John Dewey's theory, social efficiency theory. Additionally, it defines curriculum and identifies its main elements and characteristics. These include aims/goals, content, learning experiences, and evaluation. Finally, it discusses the roles and complementary functions of curriculum.
The document summarizes key aspects of curriculum in higher education, including educational theories, curriculum frameworks, and the functions of curriculum. It discusses three major learning theories - behaviorism, cognitivism, and constructivism. It also outlines four theories that influence curriculum development - social meliorism theory, John Dewey's theory, social efficiency theory. Additionally, it defines curriculum and identifies its main elements and characteristics. These include aims/goals, content, learning experiences, and evaluation. Finally, it discusses the roles and complementary functions of curriculum.
The document summarizes key aspects of curriculum in higher education, including educational theories, curriculum frameworks, and the functions of curriculum. It discusses three major learning theories - behaviorism, cognitivism, and constructivism. It also outlines four theories that influence curriculum development - social meliorism theory, John Dewey's theory, social efficiency theory. Additionally, it defines curriculum and identifies its main elements and characteristics. These include aims/goals, content, learning experiences, and evaluation. Finally, it discusses the roles and complementary functions of curriculum.
Local and International EMRiparip Curriculum in Higher Education: Local and International Lesson 1. Educational Theories Lesson 2. The Curriculum Framework Lesson 3. Complementary Functions of Curriculum Lesson 1. Educational Theories How does an individual learn something new when the topic is brand new to that person? Plato ■Educational Philosophies ■Educational Learning Theories ■Curriculum Studies Educational (Learning) Theories ■ a set of principles that explain how best a student can acquire, retain, and recall new information (Stevens-Fulbrook, 2019) ■ describes how students receive, process, and retain knowledge during learning ■ The following factors affect learning: – cognitive, emotional, and environmental factors – prior experience ■ All of these play a part in how understanding, or a world view, is acquired or changed and knowledge and skills retained (Illeris, 2004; Ormrod, 2012) Despite many educational theories have emerged, there are three labels that they all fall under.
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Behaviorism ■ knowledge is independent and on the exterior of the learner ■ the learner is a blank slate that should be provided with the information to be learnt ■ learning is achieved when the provided stimulus changes behavior ■ Pavlov experiment Behaviorism involves repeated actions, verbal reinforcement and incentives to take part. It is great for establishing rules, especially for behavior management. Cognitivism ■ It focuses on the idea that students process information they receive rather than just responding to a stimulus. ■ There is still a behavior change evident, but this is in response to thinking and processing information. ■ Learning occurs when the student reorganizes information, either by finding new explanations or adapting old ones. ■ This is viewed as a change in knowledge and is stored in the memory rather than just being viewed as a change in behavior. Examples of how teachers can include cognitivism in their classroom include linking concepts together, linking concepts to real-world examples, discussions and problem-solving. Constructivism ■ We construct learning new ideas based on our own prior knowledge and experiences. ■ Students need to have a prior base of knowledge for constructivist approaches to be effective. ■ Learning is unique to the individual learner. ■ Students adapt their models of understanding either by reflecting on prior theories or resolving misconceptions. ■ Students need to have a prior base of knowledge for constructivist approaches to be effective. ■ Bruner’s spiral curriculum (1960) Bruner’s spiral curriculum (1960) “We begin with the hypothesis that any subject can be taught in some intellectually honest form to any child at any stage of development”. Examples of constructivism in the classroom include problem-based learning, research and creative projects and group collaborations. Image from https://teacherofsci.com/learning-theories-in-education/#Learning_Theories_Summary Theories that influence curriculum development
• Social Meliorism Theory
• John Dewey’s Theory • Social Efficiency Theory Social Meliorism Theory (Herbert Kliebard) ■ wants the curriculum to bring about social improvement and change ■ reform movement in American education ■ believe that education is a tool to reform society and create change of the better ■ This socialization of goal was based on the power of the individual’s intelligence, and the ability to improve on intelligence through education. ■ the education of students is to bring about general political and economic changes, but more often it means the advocacy of courses to solve problems Herbert Kliebard posits…
“what knowledge is of most worth”
Social Meliorism Theory (Herbert Kliebard) ■ An individual's future was not predetermined by gender, race, socio- economic status, heredity or any other factors. ■ "The corruption and vice in the cities, the inequalities of race and gender, and the abuse of privilege and power could all be addressed by a curriculum that focused directly on those very issues, thereby raising a new generation equipped to deal effectively with those abuses". ■ Some critics view this group has goals that are difficult to measure and are a product that has slow results. ■ Kliebard discusses four curriculum groups that he calls humanist (or mental disciplinarians), social efficiency, developmentalist (or child study), and social meliorists. John Dewey’s Theory
■ Curriculum should ultimately produce students who would be able
to deal effectively with the modern world. ■ Therefore, curriculum should not be presented as finished abstractions, but should include the child’s preconceptions and should incorporate how the child views his or her own world. ■ Dewey uses four instincts, or impulses, to describe how to characterize children’s behavior. ■ The four instincts according to Dewey are social, constructive, expressive, and artistic. John Dewey’s Theory ■ Curriculum should build an orderly sense of the world where the child lives. ■ Dewey hoped to use occupations to connect miniature versions of fundamental activities of life classroom activities. ■ The way Dewey hoped to accomplish this goal was to combine subject areas and materials. ■ By doing this, Dewey made connections between subjects and the child's life. ■ Dewey is credited for the development of the progressive schools some of which are still in existence today. Social Efficiency major proponents Herbert Gintis, Samuel Bowles, and John Ogbu posit… Social Efficiency Theory doesn’t focus on learning philosophies but provides answers to the question, “What are the real results of our education system?” Social Efficiency Theory ■ Aimed at designing a curriculum that would optimize the "social utility" of each individual in a society. ■ By using education as an efficiency tool, society could be controlled. ■ Students would be scientifically evaluated (such as IQ tests), and educated towards their predicted role in society. ■ This involved the introduction of vocational and junior high schools to address the curriculum designed around specific life activities that correlate with each student's societal future. Goals of Social Efficiency Theory 1. Education should be egalitarian. It should act as a force to overcome the inequalities which arise in society. 2. Education should be developmental. It should allow students to grow cognitively, physically, emotionally, and critically. 3. Education should be the “social continuity of life.” It should promote the integration of students as fully functioning members of society. Lesson 2. The Curriculum Framework Curriculum as defined by Ornstein and Hunkins ■ A plan of achieving goals ■ Dealing with learner’s experiences ■ System for dealing with people ■ A field of study with its own foundations, knowledge domains, research, theory, principles, and specialists ■ Can be defined in terms of subject matter and content Therefore, curriculum has the following characteristics: ■ It includes all the experiences of children for which the school is responsible. ■ It has content. ■ It is a system for dealing with people. ■ It is planned. ■ It is a series of courses to be taken by the students. Elements/Components of Curriculum ■ Aims, goals, objectives (ILO/DLO) ■ Content or subject matter ■ Learning experience (Teaching and Learning Method) ■ Evaluation (Assessment Evaluation) 1. Aims, goals, objectives (ILO/DLO) ■ Reasons for undertaking the lesson ■ Serve as a guide for the teacher and the learner ■ Expressed in action words (Bloom’s Taxonomy of Objectives) ■ Statement should be SMART (Specific, Measurable, Attainable, Result-Oriented, Time- bound) 2. Content or subject matter ■ Content of the lesson ■ Relevant to the outcomes of the curriculum ■ Purposive and clearly focused ■ Up-to date ■ Appropriate to the level of lesson ■ Progressive, leading students toward building on previous lessons ■ References included 3. Learning experience (Teaching and Learning Method) ■ Activities where the learners derive experiences ■ Teaching strategies (lectures, laboratories, fieldwork, etc.) ■ Allows cooperation, competition, individualism, or independent learning 4. Evaluation (Assessment Evaluation) ■ Generally, it is a feedback. ■ Formative / summative assessments ■ Three forms of assessment evaluation: – Self-assessment – Peer assessment – Teacher assessment Principles/Characteristics of Curriculum Development The curriculum… is continuously evolving. is based on the needs of the people. is democratically conceived. is a result of a long term effort. Principles/Characteristics of Curriculum Development The curriculum… is a complex of details. provides for the logical sequence of subject matter. complements and cooperates with other programs of the community. has educational quality. has administrative flexibility. Roles of Curriculum
■ It is the very heart of school system.
■ It provides teachers, students, administrators and community stakeholders with a measurable plan and structure for delivering a quality education. ■ It identifies the learning outcomes, standards and core competencies that students must demonstrate before advancing to the next level. ■ It acts as a road map for teachers and students to follow on the path to academic success. Lesson 3. Complementary Functions of Curriculum New General Education ■ It is that part of the curriculum that is designed to provide for a common universe of discourse, understanding, and competence for the purpose of developing thinking, socially responsible citizens of a free society. ■ It provides a foundation for advancement into a major field of specialization New General Education ■ Defined as the part of the student's whole education which looks first of all to his life as a responsible human being and citizen (Report of Harvard Commission, 1945) ■ General education is a curricular function that represents various pedagogical priorities. ■ As the facet of the curriculum that deals with the knowledge that all citizens must share in common, general education necessitates an outlook on knowledge and teaching that is principally different from the knowledge and teaching employed in specialized or college preparatory settings. Specialized Education
■ It is that aspect of the curriculum designed for
the major field or professional program of studies. Exploratory Education
■ This function provides knowledge beyond
those general specialized education. ■ This comes in the form of electives, cognates, minor, or allied subjects. Exploratory Education ■ In the elementary level, exploratory function is met through a range of activities and projects extending from within the common core of studies. ■ In high school or college, the exploratory experience may impel the students towards a scientific career or away from such career. Exploratory Education ■ Exploration of students' "specialized interests, aptitudes, and abilities as a basis for decisions regarding educational opportunities" and vocational decisions was long ago identified as one of the essential functions of the junior high school (Gruhn & Douglass, 1947). ■ In 1995, the National Middle School Association (NMSA) reaffirmed the importance of exploration, calling for a "curriculum that is challenging, integrative, and exploratory" (1995). Enrichment Education
■ This part of curriculum is intended to
supplement and deepen one’s educative experience beyond those connected with general education, specialized education, and exploratory education. Enrichment Education ■ At the elementary level, the enrichment function is typically provided not through course options, but through activities growing out of the common learning. ■ In the secondary school, students who have completed the core courses in English language arts. Enrichment Education
■ Enrichment programs are after school
activities designed to give students the opportunity to try new things and explore and develop interests outside of the classroom (Charlotte Brearley) Enrichment Education ■ Enrichment describes activities which colleges provide in order to extend students’ education beyond their main course of study. ■ The commitment to providing opportunities for broadening students’ educational experience is widespread throughout the further education sector. ■ Successful enrichment programs enhance students’ life at college and increase motivation, achievements and retention. Such programs are one way in which colleges respond to the demands of employers’ organizations and higher education providers for people who are flexible, responsive and resourceful. Specialized–Interest Education
■ This function of the curriculum in the
secondary and college is typically met through free electives. References ■ Reyes, E. & Dizon, E. (2015). Curriculum Development. Adriana Printing Co. ■ Bilbao, P., Dayagbil, F. & Corpuz, B. (2015). Curriculum Development for Teachers Lorimar Publishing. ■ Stevens-Fulbrook, P. (2019). 15 Learning Theories in Education (A Complete Summary). Retrieved from https://teacherofsci.com/learning-theories-in- education/#Learning_Theories_Summary ■ Enrichment of the Curriculum (1996). Retrieved from https://core.ac.uk/download/pdf/9316585.pdf References ■ The Five Educational Learning Theories. Retrieved from https://www.educationdegree.com/articles/educational-learning-theories/ ■ Education Theory. Retrieved from https://www.k12academics.com/education- theory/curriculum-theory ■ Theories of Education. Retrieved from http://www.nhteapartycoalition.org/tea/wp- content/uploads/2013/07/Education-Theories.pdf ■ Glenn, S. (2018). Importance of Curriculum to Teaching. Retrieved from https://classroom.synonym.com/importance-curriculum-teaching- 6189570.html ■ Charmaine de Rueda. Functions of the Curriculum. References ■ Brazee, E. (2000). Exploratory Curriculum in the Middle School. ERIC Digest. Retrieved from https://www.ericdigests.org/2001-3/middle.htm