The Teacher and The School Curriculum
The Teacher and The School Curriculum
The Teacher and The School Curriculum
Lesson 1:
Concepts, Nature and Purposes of Curriculum
Purita B. Bilbao
There are many definitions of curriculum.
Because of this, the concept of curriculum is
sometimes characterizedCURRICULUM
as fragmentary,
elusive and confusing. However, numerous
definitions indicates dynamism thatFROMconnotes
diverse interpretations ofDIFFERENT POINTS
what curriculum is all
about. The definitions are influenced
OF VIEWby
modes of thoughts, pedagogies, political as
well as cultural experiences.
Curriculum from Different Points of View
1.
Traditional
Points of View 2.
of Curriculum Progressive
Points of View
of Curriculum
Curriculum from Different Points of View
2.
Progressive
Points of View
of Curriculum
Curriculum from Different Points of View
PRESCRIPTIVE
- provides with what DESCRIPTIVE
“ought” to happen, - goes beyond the
and they more often prescriptive terms as
than not take the form they force thought
of a plan, an intended about the curriculum
program, or some kind “not merely in terms of
of expert opinion how things ought to be
about what needs to but how things are in
take place in the real classroom settings.
course of study
Curriculum is a dynamic process.
Development connotes changes which are
systematic. A change for the better means
any alteration, modification or improvement
Points of View
on positive
of existing condition. To produce
Curriculum Development
changes, development should be purposeful,
planned and progressive. This is how
curriculum evolves.
Points of View on Curriculum Development
Ralph Tyler
Hilda Taba
Points of View on Curriculum Development
1.Purposes
of the
Ralph Tyler’s Model:
school
Four Basic Principles / Tyler’s
Rationale
He posited four fundamental questions / principles in
examining any curriculum in schools.
2. Educational
experiences related 1. What educational purposes should
to the purposes the school seek to attain?
Hilda Taba :
Linear Model / Grassroots Approach
1. Diagnosis of learner’s needs and
She improved Tyler’s expectations of the larger society
Rationale by making a linear 2. Formulation of learning
model. objectives
1. 2. 3. 4.
Recommended Written Taught Supported
Curriculum Curriculum Curriculum Curriculum
5. 6. 7. 8.
Assessed Learned Hidden Concomitant
Curriculum Curriculum Curriculum Curriculum
9.
10.
Phantom
Null
Curriculum
Types of Curriculum Operating in Schools
6.
Learned
Curriculum Learning outcomes are indicated by
the results of the tests and changes in
behavior which can be either cognitive,
affective or psychomotor.
Types of Curriculum Operating in Schools
7.
Hidden
Curriculum
Peer influence, school environment, physical
condition, teacher-learner interaction,
mood of the teacher and many other
factors make up the hidden curriculum,
Types of Curriculum Operating Schools
8.
Concomitant
Curriculum This type of curriculum may be received at
church, in the context of religious
expression, lessons on values, ethics or
morals, molded behaviors, or social
experiences based on a family's
preferences.
Types of Curriculum Operating in Schools
9.
The messages prevalent in and through
Phantom
Curriculum
exposure to media
Types of Curriculum Operating in Schools
It is continuously evolving.
It is democratically conceived.
• SYLLABUS
• Content of the school subjects
offered in the school such as for
English, Mathematics, Science, etc.
• SCHEME OF WORK
• Breakdown of contents of what
students are expected to learn in a
given period.
TERMS ASOCIATED WITH CURRICULUM
• COURSE OF STUDY
• An educational programme leading to the
award of a certificate at the end of the
programme for a particular set of learners.
• Example: BSE in Social Studies
• LESSON NOTE
• Guide for teachers to assist them in the
orderly presentation of a lesson to the
learners in order to facilitate learning
Major Foundations of
Curriculum
Philosophical Historical
Major
Foundations
of
Curriculum
Psychological Social
Philosophical Historical
Major
Foundations
of
Curriculum
Psychological Social
PHILOSOPHICAL FOUNDATIONS of CURRICULUM
Ph
ilo Studies of
Learners
so
Studies of
pi School Contemporary
c Life
Purposes
al
Use of
Use of
Psychology
Philosophy
of Learning
Tyler’s View of Philosophy
in Relation to School
Purposes
Four Educational Philosophies
Perennialism Essentialism
Ph
ilo
so
pi
c
al
Reconstructio-
Progressivism nism
Four Educational Philosophies
a. Perennialism
• To educate the rational person;
Aim of
Education • To cultivate the intellect
Ph
ilo
so Role of
• Teachers help students think with reason
Education
pi
c
al
• Classical subjects, literary analysis and
Focus in the
Curriculum
curriculum is constant
Curriculum
• Use of great books and return to liberal arts
Trends
Four Educational Philosophies
b. Essentialism
• To promote the intellectual growth of the individual
Aim of and educate a competent person
Education
Ph
ilo • The teacher is the sole authority in his or her subject
so Role of area or field of specialization.
Education
pi
c
al
• Essential skills of the 3 R’s and essential subjects of
Focus in the English, Science, History, Math and Foreign Language.
Curriculum
c. Progressivism
Ph
ilo • Knowledge leads to growth and development of lifelong
so Role of learners who actively learn by doing
Education
pi
c
al • Subjects are interdisciplinary, integrative and interactive.
Curriculum is focused on students’ interests, human problems
Focus in the
Curriculum and affairs
d. Reconstructionism
Ph
ilo • Teachers act as agents of change and reform in
so Role of
Education
various educational projects including research
pi
c
al
• Focus on present and future trends and issues of
Focus in the
Curriculum
national and international interests.
Major
Foundations
of
Curriculum
Psychological Social
Curriculum Theorists
•Franklin Bobbit (1876-1956) -
presented curriculum as a
science that emphasizes on
students' need. Curriculum
Hi prepares for adult life.
st
or
ic
al
•Werret Charters (1875-1952) -
considered curriculum also as
a science which is based on
students' need and the
teachers plan the activities.
Curriculum Theorists
•William Kilpatrick (1871-1965)
– viewed curriculum as
purposeful activities which are
child-centered. The purpose of
Hi curriculum is child development
st and growth.
or
ic
al
•Harold Rugg (1886-1960) -
Curriculum should develop the
whole child. He emphasized
social studies in the curriculum
and the teacher plans the lesson
in advance.
Curriculum Theorists
Major
Foundations
of
Curriculum
Psychological Social
Psychological Foundations of
Curriculum
Ps
y Classical
• Ivan Pavlov
c Conditioning
h
ol Operant
• B.F. Skinner
o Conditioning
gi
c Modeling and • Albert Bandura
al Observation theory
Hierarchical
• Robert Gagne
Learning
2. Cognitive Psychology
-Cognitive
To the cognitive
• Jean
theorists,
Piaget
learning
Development Stages
constitutes a logical method for organizing
Ps and interpreting learning.
y
c -Social
LearningConstructivism • Lev Vygotsky
is rooted in the tradition of subject
h matter and is similar to the cognitive
ol
o
development
Multiple Intelligences theory.
• Howard Gardner
gi - Teachers use a lot of problem and thinking
c skills in teaching and learning. These are
al Learning Styles • Felder and Silverman
exemplified by practices like reflective
thinking,
Emotional
creative thinking, intuitive thinking,
• Daniel Goleman
discovery learning
Intelligences and many more.
2. Cognitive Psychology
Cognitive
Development Stages • Jean Piaget
Ps
y Social Constructivism • Lev Vygotsky
c
h
ol
Multiple Intelligences • Howard Gardner
o
gi
c
al Learning Styles • Felder and Silverman
Emotional
• Daniel Goleman
Intelligences
3. Humanistic Psychology
Major
Foundations
of
Curriculum
Psychological Social
Social Foundations of
Education