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Curriculum Development
Curriculum Development
Curriculum is a body of Curriculum is defined subjects or subject as the total learning matter prepared by the experiences of the teachers for the students individual( John Dewey to learn (course of study, syllabus) Robert Hutchins views curriculum as permanent studies
Marsh and Willis view curriculum as all the experiences in the classroom which are planned and enacted by the teacher, and also, learned by the students
1. RALPH TYLER MODEL/RATIONALE Four fundamental Principles 1. What educational purposes should the school seek to attain? 2. What educational experiences can be provided that are likely to attain these purposes? 3. How can these educational experiences be effectively organized? 4. How can we determine whether these purposes are being attained or not?
Considerations:
Purposes of the school Educational experiences related to the purposes Organization of the experiences
Hilda Tabas Linear model She believed that teachers who teach or implement the curriculum should participate in developing it. Her advocacy is commonly called grassroots approach.
Question: Explain how do these three processes influence the development of the curriculum?
Studies of learners
School purposes
Use of Philosophy
Question:
Question: How do philosophy, psychology, history and society influence the development of the curriculum?
Philosophy
It lays the foundation of the curriculum.. A curriculum planner or specialist, a curriculum implementer or a teacher, school administrators or curriculum evaluators whether school based or externally based anchors his/her decision making process on a sound philosophy.
History.
shows the different changes in the purposes, principles and content of the curriculum. This implies that curriculum is ever changing putting in knowledge and content from many fields of disciplines.
Psychology..
Learners are not machines and the mind is not a computer. Humans are biological beings affected by their biology and their cultures. The psychological foundations will help curriculum makers in nurturing a more advanced, more comprehensive and complete human learning.
Society.
The relationship of curriculum and society is mutual and encompassing. Hence, to be relevant, the curricula should reflect and preserve the culture of society and its aspirations. At the same time, society should also imbibe the changes brought about by formal institutions called schools.
Vision
It is a clear concept of what the institution would like to become in the future. It provides the focal point or unifying element according to which the school staff, faculty, students perform individually or collectively. It is a guiding post around which all educational efforts including curricula that should be directed. It should be ambitious
Mission Statement
It spells out how it intends to carry out its vision. It targets to produce the kind of persons the students will become after having been educated over a certain period of time.
Goals
These are translated vision and mission which are broad statements or intents to be accomplished. These are called educational objectives. Objectives direct the change in behavior which is the ultimate aim of learning. They provide the bases for the selection of learning content and experiences. They also set the criteria against which learning outcomes will be evaluated.
C. Curriculum Experiences
The core of the heart of the curriculum Instructional strategies, methods, educational activities like field viewing, conducting experiments, interacting with computer programs, field trips and other experiential learning.
D. Curriculum Evaluation
It may refer to the formal determination of the quality, effectiveness or value of the program, process, product of the curriculum
D. Curriculum Evaluation
Context- refers to the environment of the curriculum. Context evaluation refers to situation analysis Input- refers to the integration of the curriculum which include goals, instructional strategies, the learners, the teachers, the contents and all the materials needed Process- refers to the ways and means of how curriculum has been implemented. Product- indicates if the curriculum accomplishes its goal. It will determine to what extent the curriculum objectives have been achieved.
D. Curriculum Evaluation
PROCESS OF THE CURRICULUM EVALUATION 1. Focus on one particular component of the curriculum 2. Collect or gather information 3. Organize the information 4. Analyze information 5. Report the information
Curriculum Approaches
Behavioral approach( Frederick Taylor) goals and objectives are specified, contents and activities are also arranged to match with learning objectives. Managerial approach-The principal is the curriculum leader and at the same time instructional leader.
Curriculum Approaches
Systems approach- The parts of the total school district or school are examined in terms of how they relate to each other. Humanistic approach- This is rooted in the progressive philosophy and child- centered movement.
Curriculum Designs
Subject- centered design model- focuses on the content of the curriculum Examples: a. Subject design- centers on the cluster of content b. discipline design- focuses on academic disciplines c. Correlation design- Subjects are related to one another but each subject maintains its identity.
Curriculum Designs
d. Broad field design/interdisciplinary - variation of the subject centered design - Compartmentalization of subjects and integrate the contents that are related to each other
Curriculum Designs
Problem- Centered Design- draws on social problems, needs, interests and abilities of the learners. Examples: a. Life- situations design- It uses the past and present experiences of learners as a means to analyze the basic areas of living. b. Core design- It centers on general education and the problems are based on common human activities.
Curriculum Designs
Learner-centered design- the learner is the center of the educative process. Examples a. Child-centered design- this anchored on the needs and interests of the child. b. Experience- centered design- experiences of the learners become the starting point of the curriculum, thus; the school environment is left open and free. c. Humanistic design- the development of self is the ultimate objective of learning.
Parameters of Assessments
Intended curriculum- refers to a set of objectives set at the beginning of any curricular plan. Implemented curriculum- refers to the various learning activities or experiences of the students in order to achieve the intended curricular outcomes. Achieved curriculum- refers to the curriculum outcomes based on the first two types of curriculum. This is considered the product .
The BEC and the 3 Types of Curriculum: Intended, Implemented and Achieved
Question 1- What does the BEC aim to accomplish?( Intended Curriculum) Question 2- How was the BEC implemented to accomplish the goals? ( Implemented Curriculum) Question 3- What has the BEC achieved? ( Achieved Curriculum)
2 Approaches of Instruction
Supplantive approach- referred to as direct instruction( Adams and Eaglemann, 1996). This is teacherdirected Generative Approach- referred to as constructivist or developmental. The teacher becomes a facilitator.
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