The document defines curriculum as a planned set of learning experiences and outcomes designed to achieve educational goals and objectives. It can include the goals, objectives, content, activities, and evaluation procedures in a subject area. Curriculum is viewed both as the subjects and content that make up a course of study, as well as all of the experiences that learners have in an educational program. It provides a framework to answer questions about what knowledge is most important, why it is important, and how students should acquire it. The document discusses both traditional and progressive views on the nature and scope of the curriculum.
The document defines curriculum as a planned set of learning experiences and outcomes designed to achieve educational goals and objectives. It can include the goals, objectives, content, activities, and evaluation procedures in a subject area. Curriculum is viewed both as the subjects and content that make up a course of study, as well as all of the experiences that learners have in an educational program. It provides a framework to answer questions about what knowledge is most important, why it is important, and how students should acquire it. The document discusses both traditional and progressive views on the nature and scope of the curriculum.
The document defines curriculum as a planned set of learning experiences and outcomes designed to achieve educational goals and objectives. It can include the goals, objectives, content, activities, and evaluation procedures in a subject area. Curriculum is viewed both as the subjects and content that make up a course of study, as well as all of the experiences that learners have in an educational program. It provides a framework to answer questions about what knowledge is most important, why it is important, and how students should acquire it. The document discusses both traditional and progressive views on the nature and scope of the curriculum.
The document defines curriculum as a planned set of learning experiences and outcomes designed to achieve educational goals and objectives. It can include the goals, objectives, content, activities, and evaluation procedures in a subject area. Curriculum is viewed both as the subjects and content that make up a course of study, as well as all of the experiences that learners have in an educational program. It provides a framework to answer questions about what knowledge is most important, why it is important, and how students should acquire it. The document discusses both traditional and progressive views on the nature and scope of the curriculum.
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ED 319
THE TEACHER AND THE CURRICULUM Lesson 1: Nature of the Curriculum
• Define the major conceptions of curriculum
• Analyze the nature and scope of the
curriculum 1. Curriculum is a planned and guided set of learning experiences and intended outcomes, formulated through the systematic reconstruction of knowledge and experiences. • It is a written document that systematically describes goals, objectives, content, learning activities, evaluation procedures and so forth. • The contents of a subject, concept and tasks to be acquired, planned activities, the desired learning outcomes and experiences. • A curriculum includes “all of the experiences that individual learners have in program of education whose purpose is to achieve broad goals and related specific objectives. • It is a programme of activities (by teachers and pupils) designed so that pupils will attain so far as possible certain educational and other schooling ends or objectives. • It is plan that consists of learning opportunities for a specific time frame and place. • It provides answers to three questions:
1. What knowledge, skills and values are most
worthwhile?
2. Why are they most worthwhile?
3. How should the young acquire them? Traditional Points of View
• Robert M. Hutchins views curriculum as
“permanent studies” where rules of grammar, reading, rhetoric, logic and mathematics for basic education are emphasized. • Arthur Bestor as an essentialist believes that the mission of the school should be intellectual training, hence curriculum should focus on the fundamental intellectual disciplines of grammar and writing. • Joseph Schwab thinks that the sole source of curriculum, thus the subject areas such as Science, Mathematics, Social Studies , English and many more. • He coined the term the word discipline as a ruling doctrine for curriculum development. • Philip Phenix asserts that curriculum should consist entirely of knowledge which comes from various disciplines. Curriculum from Progressive Points of View
• John Dewey believes that education is
experiencing. Reflective thinking is a means that unifies curricular elements that are tested by application. • Holin Caswell and Kenn Campbell viewed curriculum as all experiences child have under the guidance of a teacher. • Smith, Stanley and Shore likewise defined curriculum as a sequence of potential experiences. • Colin Marsh and George Willis also viewed curriculum as all the experiences in the classroom which are planned and enacted by the teacher and also learned by the students. CURRICULUM
is what is taught in school, a set of subjects , a
content, a program of studies, a set of materials,
a sequence of courses, a set of performance
objectives, everything that goes within the
school. .. It is what is taught inside and outside of school
directed by the teacher, everything planned by school,
a series of experiences undergone by the learners in
school or what individual learner experiences as a
result of school. • Curriculum is the total learning