THREE CATEGORIES OF SOURCES OF CURRICULUM Four Basic Principles
1. Purposes of the school.
1. Studies of learners and learning theory (Psychology) 2. Educational experiences related to the purposes. 2. Studies of life (Sociology and Anthropology) 3. Organization of the experiences 3. Studies of the nature and value of knowledge (Philosophy) 4. Evaluation of the experiences
Tyler’s Rationale: Fundamental Questions in Developing
MAJOR FOUNDATIONS OF CURRICULUM Curriculum 1. What educational purposes should the school seek to PHILOSOPHICAL FOUNDATIONS OF CURRICULUM attain? Philosophy provides educators, teachers and curriculum makers 2. What educational experiences can be provided that are with FRAMEWORK for planning, implementing and evaluating likely to attain these purposes. curriculum schools. 3. How can these educational experiences be effectively organized? It helps in answering what school are for, what subjects are important, how students should learn and what materials and 4. How can we determine whether these purposes are being attained or not? methods should be used. In decision making, philosophy provides the starting points and will be used for the succeeding decision making. The philosophy of a curriculum planner, implementer or evaluator The Tyler Model of Curriculum Design reflects his or her life experiences, common beliefs, social and 1. The nature and structure of knowledge economic background and education. 2. The needs of society 3. The needs of the learner THE TWO MODELS ON CURRICULUM DEVELOPMENT RALPH W. TYLER The best or one of the best known models for curriculum The FIVE CRITERIA in selecting educational purposes developments with special attention to planning phases is Ralph W. 1. Studies of learners Tyler’s in his classic little book, Basic Principles of Curriculum and 2. Suggestions from Subject Specialist Instruction. 3. Studies of Contemporary Life He argued that curriculum development should be logical and 4. Use of Psychology of Learning systematic. 5. Use of Philosophy He presents a process of curriculum development that follows a sequential pattern starting from selecting learning experiences, organizing learning experiences and evaluation. HILDA TABA FOUR EDUCATIONAL PHILOSOPHIES Linear Model/ Grassroots Approach 1. PERENNIALISM She improved Tyler’s Rationale by making a linear model. Aim of Education She believed that teachers who teach or implement the curriculum To educate the rational person; should participate in developing it. To cultivate the intellect. An inductive approach to curriculum development, starting with Role of Education specifics and building up to a general design. Teachers helps students think with reason She took what is known as a grass-roots approach to curriculum Focus in the Curriculum development. Classical subjects, literary analysis and curriculum is constant. She argued that curriculum development should follow a logical and Curriculum Trends sequential process. Use of great books and return to liberal arts. She believed that the curriculum, should be designed by the Reading teachers rather than handed down by higher authority. History, great books, philosophies She felt that teachers should begin the process by creating teaching- Books from the past learning units for their students in their schools rather initially in creating a general curriculum design 2. ESSENTIALISM She presented seven major steps to her model where teachers Aim of Education could have major input. T0 promote the intellectual growth of the individual and The SEVEN major steps: educate a competent person. Role of Education 1. Diagnosis of learner’s needs and expectations of the larger The teacher is the sole authority in his or her subject area or society. field of specialization. 2. Formulation of learning objectives. Focus in the Curriculum 3. Selection of learning content Essential skills of the 3R’s and essential subjects of English, 4. Organization of learning experiences Science, History, Math and Foreign Language. 5. Selection of learning experiences Curriculum Trends 6. Organization of learning activities Excellence in education, back to basics and cultural literacy. 7. Determination of what to evaluate and the means of doing it. 3R’s Going back to the basics Drills and teacher’s centered 3. PROGRESSIVISM HISTORICAL FOUNDATIONS OF CURRICULUM Aim of Education CURRICULUM THEORIST To promote democratic and social living Role of Education 1. Franklin Bobbit Knowledge leads to growth and development of lifelong 1876 – 1956 learners who actively learn by doing Presented curriculum as a science that emphasizes on students’ Focus in the Curriculum need. Subjects are interdisciplinary, integrative and interactive Curriculum prepares for adult life. Curriculum is focus on student’s interest, human problem and 2. Werret Charters affairs. 1875 – 1952 Curriculum Trends Considered curriculum also as a science which is based on School reforms, relevant and contextualizes curriculum, students’ need and the teachers plan the activities. humanistic education. 3. William Kilpatrick Learning by doing 1871 – 1965 Student centered Viewed curriculum as purposeful activities which are child – centered. The purpose of the curriculum is child development and growth. 4. RECONSTRUCTIONISM 4. Harold Rudd Aim of Education 1886 – 1960 To improve and reconstruct the society Curriculum should develop the whole child. Education for change He emphasized social students in the curriculum and the Role of Education teacher plans the lesson in advance. Teachers act as agent of change and reform in various 5. Hollis Caswell educational projects including research. 1901 – 1989 Focus in the Curriculum Sees curriculum as organized knowledge and earner’s interests. Focus on present and future trends and issues of national and 6. Ralph Tyler international interests. 1902 – 1994 Curriculum Trends Believes that curriculum is a science and an extension of Equality of educational opportunities in education; access to school’s philosophy. global education Education for change Focus on present issues and trends PSYCHOLOGICAL FOUNDATIONS OF CURRICULUM Psychology provides a basis for the teaching and learning process. It unifies Cognitive Development Stages the elements of the learning process and some of the questions which can Jean Piaget be addressed by psychological foundations of education. Social Constructivism Lev Vygostsky Multiple Intelligences 1. BEHAVIORIST PSYCHOLOGY Howard Gardner Consider that learning should be organized in order that Learning Styles students can experience success in the process of mastering the Fielder and Silverman subject matter Emotional Intelligences Method is introduces in a step by step manner with proper Daniel Goleman sequencing of task which is viewed by other educational psychologist as simplistic and mechanical. 3. HUMANISTIC PSYCHOLOGY Connectionism Humanist psychologist are concerned with how learners can Edward Thorndike (which influenced Tyles and Taba, the well- develop their human potential; the process not the products; known curricularists) personal needs not the subject matter; psychological meaning Classical Conditioning and environmental situations. Ivan Pavlov Operant Conditioning B.F Skinner Gestalt Theory Modeling and Observation Theory Where learning can be explained in terms of wholeness of the Albert Bandura problem and where environment is changing and the learning is Hierarchical Learning continuously recognizing his/her perception. Robert Gagne Abraham Maslow Theory of human needs for self-actualizing person Carl Roger 2. COGNITIVE PSYCHOLOGY Non- directive lives To the cognitive theorists, learning constitutes a logical method for organizing and interpreting learning. Learning is rooted in the tradition of subject matter and is In Summary, psychology has great influence in the curriculum. Learners are similar to the cognitive development theory. not machined and the mind is not a computer. Humans are biological being Teachers used a lot of problem and thinking skills in teaching affected by their biology and culture. and learning. These exemplified by practices like reflective thinking, creative The psychological foundations will help curriculum makers in nurturing a thinking, intuitive thinking, discovery learning and many more. more advanced, more comprehensive and complete human learning.