4, Module 2 —The Tendaras« Krower of Cuicuum Sem Approaches to School Curriculum er > Describe the different approaches to school curriculum > Explain by examples how the approaches clarify the definition of curriculum > Reflect on how the three approaches interrelate with each other From the various definitions, we realize that curriculum is viewed in many ways. Let us look back and use the definitions as a way of classifying how curriculum is viewed. In this lesson, let us look at the curriculum as either a Content, a Process or a Product to fully understand the different perspectives of what curriculum is all about. This can be one way of approaching a curriculum. Gm Three Ways of Approaching a Curriculum Curriculum can be approached or seen in three ways. It can be defined as a content, a process or an outcome. If you examine the definitions provided by the experts in the field, there are three ways of approaching a curriculum. First, is to approach it as content or a body of knowledge to be transmitted. Second, is to approach it as a product or the learning ontcomes desired of learners, Third, is to approach it as a process or what actually happens in the classroom when the curriculum, is practised. 1. Curriculum as a Content or Body of Knowledge I: is quite common for traditionalists to equate a curriculum as a topic outline, subject matter, or concepts to be included in the syllabus or a books. For example, a primary school mathematics curriculum consists of topics on addition, muitiplication, subtraction, division, distance, weight and many more. Another example is in secondary school science that involves the study of biological science, physical science, environmental science and earth science. Textbooks tend to 19CCunsacuiat Devnet For TEACHERS ants and animals, physical eee ‘earth science with force and motion, ¢ ironmenial science with the interaction fence and earth's phenomena, climate, ties such as agriculture, mining, begin with biological science suc science with the physical elements, the layers of the earth and envi of the biological and physical sei Yevetation followed by economic acti industries, urbanization and so forth. Teurriculum is equated as content, then the focus will be the body of knowledge to be transmitted, to students using appropriate teaching srethod. There can be a likelihood that teaching will be limited to the acquisition of facts, concepts and principles of the subject matter, however, the content or subject matter can also be taken as a means to an end. ‘All curricula have content regardless of their design or models, The find of knowledge is the repository of accumulated discoveries and inventions of man from the explorations of the earth and as products of research. In most educational setting, curriculum is anchored on a body of knowledge or discipline There are four ways of presenting the content in the curriculum, These are 1 topical approach, where much content is based on knowledge, and experiences are included; 2. concept approach with fewer topics in clusters around major and sub-concepts and their interaction, with relatedness emphasized; 3. thematic approach as a combination of concepts that develop conceptual structures, and 4. modular approach that leads to complete units of instruction, Criteria in the Selection of Content _ There are some suggested criteria in the selecti subject mater. (Scheffer, 1970 in Bilbao, etal 2009)" iki 1. Significance. Content should contribute to i Drnsples and uenalization tat should atain topes of the curiculum. ti significant if content becomes the means ream Rbing cognitive, affective or psychomotor skills of the : As education is a way of preserving culture, content will be significant wh Teamery ot When this will address the cultural context of theNodute 2~ The Teacher asa Know et Cuca the learners who are going to use these, Utility can be relative to time. It may have been useful in the past, but may not be useful now or in the future, Questions like: Will | use this in my future job? Will itadd meaning to my life as a lifelong learner? Or will the subject matter be useful in solving current concerns? Learnability. The complexity of the content should be within the range of experiences of the learners. This is based on the psychological principles of learning. Appropriate organization of content standards and sequencing of contents are two basic Principles that would influence learnability 5. Feasibility. Can the subject content be leamed within the time allowed, resources available, expertise of the teachers and the nature of the leamers? Are there contents of learning which can be leamed beyond the formal teaching-learning engagement? Are there opportunities provided to learn these? 6. Interest. Will the leamers take interest in the content? Why? Are the contents meaningful? What volue will the contents have in the present and future life of the learners? Interest is one of the Griving forces for students to leam better. The selection of the subject matter or content, aside from the seven criteria mentioned earlier, may include the following guide in the selection of the CONTENT. Guide in the Selection of the Content in the Curriculum 1, Commonly used in the daily life 2. Appropriate to the maturity levels and abilities of the leamers 3. Valuable in meeting the needs and competencies of the future career 4, Related to other subject fields or discipline for complementation and integration 5, Important in the transfer of learning to other disciplines BASIC Principles of Curriculum Content In 1952, Palma proposed the principle of BASIC as a guide in addressing CONTENT in the curriculum. B.A.S..C.-refers to Balance, ‘Articulation, Sequence, Integration and Continuity. In organizing content or putting together subject matter, these principles are useful as a guide. Balance. Content should be fairly distributed in depth and breadth, This will guarantee that significant contents should be covered to avoid too much or too little of the contents needed within the time allocation, 2es me soit, tes seen me Themen as i need of team among writers and implementers of curriculum. Sequence. The logical arrangement of the content refers 10 sequence or order. This can be done vertically for deepening the content or horizontally for broadening the same content. In both ways, the pattern usually is from easy to complex, what is known io the unknown, what is current to something in the future. Integration. Content in the curriculum does not stand alone or in isolation. It has some ways of relatedness or connectedness to other contents. Contents should be infused in other disciplines whenever possible. This will provide a wholistic or unified view of curriculum instead of segmentation, Contents which can be integrated to other disciplines acquire a higher premium than when isolated. Continuity. Content when viewed as a curriculum should continuously flow as it was before, to where it is now, and where it will be in the future. It should be perennial, It endures time, Content may not be in the same form and substance as seen in the past Since changes and developments in curriculum occur, Constant repetition, reinforcement and enhancement of content are all elements of continuity. 2. Curriculum as a Process We have seen that the curriculum. can be approached as content, On the other hand, it can also be approached as a process. Here, curriculum is not seen as a physical thing or a noun, but as a verb or an action It is the interaction among the teachers, students and content. As a Process, curriculum happers in the classroom as the questions asked by the teacher and the learning activities engaged in by the students. It is an active process with emphasis on the context in which the processes occur. Used in analogy of the a recipe ina cookbook, a recipe is the content while the ways of cooking is the process. Curriculum as a process is seen as a scheme about the practice of teaching, It is not a package of materials or a syllabus of content to be covered. The classroom is only part of the learning environment where the teacher places action using the content to achieve an outcome. Hence the process of teaching and leaming becomes the central concer of teachers to emphasize critical thinking, thinking meaning-making and heads-on, hands-on doing and many others, As a process, curriculum links to the content, While content provides materials on what to teach, the process provides curriculum on how to teach the content. When accomplished, the process will result {0 various curriculum experiences for the leamers. The intersection of the content and process is called the Pedagogical Content Knowledge or PCK. It will address the question: If you have this content, how will you teach it?Module 2—The Woacher as a Krower ofCuriauum 23 This section will not discuss in detail the different teaching strategies from where learning experiences are derived. Rather, it will describe how the process as a descripior of curriculum is understood. The content is the substance of the curriculum, how the contents will be communicated and leamed will be addressed by the process, To teachers, the process is very critical. This is the other side of the coin: instruction, implementation, teaching. These three words connote the process in the curriculum. When educators ask teachers: What curriculum are you using? Some of the answers will be: |. Problem- based, 2. Hands-on, Minds On. 3. Cooperative Learning 4. Blended Curriculum 5. On-line 6. Case-based and many more. These responses approach curriculum as a Process. These are the ways of teaching, ways of managing the content, guiding leaming, methods of teaching and learning end strategies of teaching or delivery modes. In all of these, there are activities and actions that every teacher and leamer do together oF Iearners are guided by the teacher. Some of the strategies are time- tested traditional methods while others are emerging delivery modes. When curriculum is approached as a PROCESS, guiding principles are presented. 1. Curriculum process in the form of teaching methods or strategies are means to achieve the end. 2. There is no single best process or method. Its effectiveness will depend on the desired iearning outcomes, the leamers, support materials and the teacher. 3. Curriculum process should stimulate the leamers’ desire to develop the cognitive, affective, psychomotor domains in each individual 4. In the choice of methods, leaning and teaching styles should be considered 5. Every method or process should result to leaming outcomes which can be described as cognitive, affective and psychomotor, 6. Flexibility in the use of the process or methods should be considered, An effective process will always result to learning outcomes. 7. Both teaching and leaning are the two important processes in the implementation of the curriculum. . Curriculum as a Product Besides viewing curriculum as content that is to be transmitted, or process that gives action using the content, it has also been viewed as a product. In other words, product is what the students desire to achieve as a learning outcomes. The product from the curriculum is a student equipped with the knowledge, skills and values to function effectively and efficiently. The real purpose of education is to bring about significant changes24 Cunmoouus Deverorvent For TeAcrens vr. It is important that oy Lee of i Masymes of the school should be a statement objectives of intended Owe gers. Cental to the approach is of ange Of Gebaviorl objectives stated as intended learning ie formulation oj products so that content and teaching methods cutcomerganized and the results evaluated. Products of learning are Fivationalized os knowledge, skills, and values : uct is expressed in form of outcomes which are Prosi oe oe ay ese desired learning outcomes, but if the process is not successful, then eesigaming outcomes will be achieved. These learned or achieved Taming outcomes are demonstrated by the person who has meaningful experiences in the curriculum. All of these are result of planning, content and processes in the curriculum. “Activity 1: Making an Inventory of Curriculum Approach as Content, Process and Product Instruction: Choose a book that is being used in elementary, high sehool or college. Identify the following: Content, Process, Product. jn students’ pattern of behavior Inventory of the Curriculum Content, Process and Product Title of the Book: Grade Level: Subject area used: No. | Content Process Product/Outeome Example: Example: Example A Type of A. Individual research | A. Lists of types curriculum in |B. Interview of curriculum, the classcoom | —C. Observation B. Skill in interview : and observation LU 2 x 4 5.Modute 2— The Teachoras a ower of Curcum 25 Instruction: Match the CONCEPT in Column It with the CHOICES i Column I Write the letter of your ANSWER in Column | |, Answer| IL Concepts IL, Choices L. Curriculum as way of doing A. Content 2. Authenticity of the content B. Process | 3. Curriculum as the subject matter ©. Product 4. Fair distribution of the content across the subjects _| D. Validity 5. Curriculum as the outcome of learning E, Balance 6. Seamless flow of content vertically or horizontally in the curriculum, F. Articulation 7. Evidence of successful teaching G. Sequence 8. Enduring and perennial conteat, from past to future | H, Integration 9. Allowing the transfer of content to other fields, 1. Continuity 10. Amranging of contents from easy to difficult J. Learning outcomes Instruction: After leaming from this lesson, how would you prepare yourself to become a teacher, using the three approaches to Curriculum? Write on the space below:26 Cunmourun Deveiopuenr For Teaver Curriculum Development: Processes Gum and Models > Explain and summarize the curriculum development process. and models arm Curriculum is a dynamic process. In curriculum development, there are always changes that occur that are intended for improvement. To de this, there are models presented to us from well-known curricularists like Ralph Tyler, Hilda Taba, Galen Saylor and William Alexander which would help clarify the process of curriculum development. There are many other models, but let us use the three for this lesson, @mumums Curriculum Development Process Cumiculum development is a dynamic process involving many diferent people aad procedures. Development connotes changes whick & Dstematic. A change for the betier means alteration, modification Gi improvement of existing condition. To produce pos; development should be purposeful, planned and propressive Usually itis linear and follows a logical step-by ion is following phases: curriculum planning, curriculum design, curriculum implementation and curriculum evaluation Generally, most models involve four phases. 1 Curriculum planning considers the school vision, mission pag fom. It also includes the philosophy or strong eames belief of the school, All of these will eventually be translated to classroom desired learning outcomes for the leer.Module 2— The Teachar ata Know of Cuca 27 include the resources to be utilized and the statement of the intended learning outcomes. 3. Curriculum implementing is putting into action the plan which is based on the curriculum design in the classroom setting or the caring environment. The teacher is the facilitator of learning and, together with the learners, uses the curriculum as design guides to what will transpire in the classroom with the end in view of achieving the intended leaming outcomes. Implementing the curriculum is where action takes place. It involves the activities that transpire in every teacher's classroom where Jeaming becomes an active process, 4. Curriculum evaluating determines the extent to which the desired outcomes have been achieved, This procedure is on- going as in finding out the progress of learning (formative) or the mastery of leaming (summative). Along the way, evaluation will determine the factors that have hindered or supported the implementation, It will also pinpoint where improvement can be made and corrective measures, introduced. The result of evaluation is very important for decision making of curriculum planners, and implementors. Curriculum Development Process Models 1. Ralph Tyler Model: Four Basic Principles Also known as Tyler's Rationale, the curriculum development model emphasizes the planning phase. This is presented in his book Basic Principles of Curriculum and Instruction, He posited four fundamental principles which are illustrated as answers to the following questions: 1, What education purposes should schools seek to atiai 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? Tyler's model shows that in curriculum development, the following considerations should be made: 1. Purposes of the school 2. Educational experiences related to the purposes 3. Onganization of the experiences 4. Evaluation of the experienceCConmicurun Devetcrnent For Tescren: odel: Grassroots Approach a ie roved on Tyler's model, She believed that Hilde it participate in developing a curriculum. As q ence seach Taba begins from the bottom, rather than trom Ft er yer proposed. She presente seven major steps i her linear model which are the following: Diagnosis of leamers’ needs and expectations of the larger society Formulation of learning objectives Selection of learning contents Organization of learning contents Selection of learning experiences Determination of what to evaluate and the means of doing it Sheen 3. Galen Saylor and William Alexander Curriculum Modet Galen Saylor and William Alexander (1974) viewed curriculum development as consisting of four steps. Curriculum is “a plan for providing sets of leaming opportunities to achieve broad educational goals and related specific objectives for an identifiable population served by a single school center.” 1, Goals, Objectives and Domains. Curriculum planners begin by specifying the major educational goals and specific objectives they wish to accomplish. Each major goal represents a curriculum domain: personal development, human relations, continued learning skills and specialization. The goals, objectives and domains are identified and chosen based on research findings, accreditation standards, and views of the different stakeholders. 2. Curriculum Designing. Designing a curriculum follows after appropriate learning opportunities are determined and how each opportunity is provided. Will the curriculum be designed along the lines of academic disciplines, or according to student needs and interests ot along themes? These are some of the questions that need '0 be answered at this stage of the development process 3. Curriculum Implementation. A designed curriculum 'S now ready for implementation. Teachers then prepare instructional plans where instructional objectives are specified and appropriate teaching methods and strategies among students,Modula 2-The Teachar as aKnower of Curiculm 29 4. Evaluation. The last step of the curriculum model is evaluation, A comprehensive evaluation using a variety of evaluation techniques is recommended. It should involve the total educational programme of the school and the curriculum plan, the effectiveness of instruction and the achievement of students. Through the evaluation Process, curriculum planner and developers can detemine Whether or not the goals of the school and the objectives of instruction have been met. All the models utilized the processes of (1) curriculum planning, (2) curriculum designing, (3) curriculum implementing. and (4) curriculum evaluating, Guz Activity 1: Comparison of the Three Models (by groups or clusters of 3 to 5 persons) Instruction: With your group members, determine the similarities and differences of the three models of Curriculum Development Process, How are the models similar? Similar Features ‘Tyler's Taba’s Saylor & Alexander NXAXAKAAK Tyler Taba SOKO Saylor & OOK, Alexander Comment:30, Cunaicuin Deveicenent Fon Texcrens How are the Models Different? Saylor & Alexander ‘vier Taba Different Features Tyler AXXARIAR, Taba ope Saylor & Alexander Comment | Describe the mode! of curriculum development which you understand ‘well: Write in two paragraphs. 1. What phase of the curriculum 4 teacher? Why Process do you find very important asModule 2 ~The Tescher as @Knower ef Carica (Sree Foundations of Curriculum Development » Describe the foundations of curriculum development > Explain how each foundation influences the curriculum development aE Curriculum development is anchored on a very solid foundation. Although considered to be a new discipline, its significance in the light of global developments has now been acknowledged. What Philosophical, historical, psychological and sociological influences inform the current school curriculum? How do these foundations reflect the development of curriculum in our 21st century classrooms and learning environment? Who are the identified curricularists with these foundations? Let us find out! =m Foundations of Curriculum 1, Philosophical Foundations Educators, teachers, educational planners and policy makers must have a philosophy or strong belief about education and schooling and the kind of curriculum in the teachers" classrooms or leaming environment. Philosophy of the curriculum answers questions like: What are schools for? What subjects are important? How should students learn? What methods should be used? What outcomes should be achieved? Why’? The various activities in school are influenced in one way or another by a philosophy. John Dewey influenced the use of “leaming by doing”, he being a pragmatist. Or to an essentialist, the focus on the fundamentals of reading, writing and arithmetic are essential subjects in the curriculum. 3432 CCummesnune Dever For Te cation but we will illustrate only se are many philosophies in education th oot aan by Ort ‘ind Hunkins in 2004, Ac Perino qucate the rational person; cultivate intellect Fale: Teachers assist students to think with reason (critica nking HOTS) nae voal gubject; literary: analysis. Curriculum ig frends Use of great books (Bible, Koran, Classics) and Liberal Arts ‘© Aim: To promote intellectual growth of learners to become competent © Role: Teachers are sole authorities in the subject area ‘* Focus: Essential skills of the 3Rs; essential subjects * Trends: Back to basics, Excellence in education, cultural literacy C. Progressivism © Aim: Promote democratic social living © Role: Teacher leads for growth and development of lifelong learners * Focus: Interdisciplinary subjects. Learner-centered, Outcomes-hased * Trends: Equal opportunities for all, Contextualized curriculum, Humanistic education D._Reconstruetionism * Aim: To improve and reconstruct society. Education for change Role: Teacher acts as agent of change and reforms Focus: Present and future educational landscape Trends: School and curricular reform, Global education.Collaboration and Convergence, Standards and Competencies 2. Historical Foundations Where is curriculum development coming trom? The aieeal foundations will show to us the chronological development decree Ahad Reading materials would tell us that curriculum book “The Cited when Franklin Bobbit (1876-1956) wrote the T deren ctlum.” Let us see how each one contributed to currieu lopme i he sealum development during his own time, Hore ane ight among % we consider to have great contributionsPersons 8 Koower of Curlin Contributions / Theorien and Pri iples He started the curricukum development movement. Curriculum is a science that emphasizes. side needs, Curriculum prepares learners for adult life Objectives and activities should group together when tasks are clarifid. Werret Charters (1875-1952) Like Bobbit, he posited that curriculum is science and emphasizes students’ needs Objectives and activities should match, Subject ‘matter or content relates to objectives » William Kilpartick (1875-1952) Curricula are purposeful sctivties which are child centered, ‘The purpose of the curriculum is child development and growth. He introduced this project method ‘where teacher and student plan the activities. Curriculum develops social relationships and small ‘group instruction, Harold Rugg (1886-1960) Curriculum should develop the whole child. It is child-centered With the statement of objectives and related earning activities, curriculum should produce outcomes. Emphasized social studies and suggested that the teacher plans curriculum in advance. 33‘Bh Cammciun Devore Fon T= ns Hollis Caswell (1901-1989) src | Curriculum is organized around social functions e ° care ae, organized knowledge an learner's interest Curriculum, instr interrelated: Curriculum is a set of expel js developed around social interests. uction and learning are riences. Subject matter functions and leamers’ > Ralph Tyler (1902-1994) * + Curriculum is a science and an extension f cat's piosopy. His based on sods’ ness and interest. Curriculum is always related to instruction. Subject matter is organized in terms of knowledge, skills and values The process emphasizes problem solving. Gunigutum aims to educate generalists and not cialists. Hilda Taba (1902-1967) ‘She contributed to the theoretical and pedagogical Foundations of concepts development and critical thinking in social studies curriculum, She helped lay the foundation for diverse student population, . Peter Oliva (1992-2012) He deseribed how curriculum change is # cooperative endeavor. Teachers and curriculum specialist constitute the professional core of planners. Significant improvement is achieved through ‘group activity,bof reds on, of ng. not tical dent isa e the oven Psychological Foundation of Curriculum Psychology provides a basis to understand the teaching. and learing process. It unifies elements of the learning process. Ouestions which can be addressed by psychological foundations fof echication are: How should currieulum be organized to enhance Tearing? What is the optimal level of students" participation in learning the various contents of the curriculum? In this module, ‘we shall consider three groups of learning theories: behaviorism or ‘association theories: cognitive-information processing theories and ‘humanistic theories (Omstein & Hunkins, 2004), Let us review some theories in leaming related to these clusters of leaming theories. 3.1 Association and Behaviorism 3.2 Cognitive Information Processing Theory Persons Contributions/Thearies and Principles ~ «+ Heis the father of the Classical Conditioning ‘Theory, the S-R Theory +The key to Tearing is early years of fife is to train them what you want them to become. + SR Thesny isa foundation of leaming practice called indoctrination, Ivan Paviy (1899-1936) + He championed the Connectonism Theory + He propose the thee laws of faming: = Law of eadiness = Law of exercise ~ Law of effet + Spetife stimu has specie response. [Ednard There (1874-1949)36 CCurcunum Devexomvent Fox Tenors Robert Gagne (1916-2002) > He proposed the Hierarchical Learning Theory, Learning follows. hierarchy «Behavior is based on prerequisite conditions, © He introduced tasking in thé formulation of objectives. Persons Contributions/Theories and Principles \w Jean Piaget (1896-1980) © Theories of Jean Piaget + Cognitive development has stages from birth to maturity: Sensorimotor stage (0-2), preoperational stage (2-7), concrete operations stage (7-11) and formal operations (11 - onvards) @ Keys to leaming ‘© Assimilation (incorporation of new experience) + Accommodation (learning modification and adaptation) ‘+ Equilbration (balance between previous and later learning) Lev Vygotsky (1896-1934) ‘© Theories of Lev Vygotsky + Cultural transmission and developme Children could, as a result of their interaction with society, actually perform certain cognitive actions prior to arriving at developmental stage + Leaming precedes development * Sociocultural development theory # Keys to Learning Pedagogy creates leaming processes that lead to development ‘The child is an active agent in his or her educational process.bs, ion of m birth al stage Ly and on and ous and Nodhle2-TheTeacter asa Krowe of Cureuin 37 Howard Cardner (© Gardner's multiple inelligences ‘+ Humans have several different ways of Frocesing information and these ways are Telatvely independent of one another 4 ‘There are eight imtttigences;tinguisie, Jogico-mathematical, musical, spatial, teodilyhinestheti, interpersonal {nropersonal, nd naturalistic Daniel Goleman ‘© Emotion contains the power to affect action, ‘+ He called this Emotional Quotient. Humanistic Peychology Persons/Symbots Contibutions/Theories and Principles Gestalt = Gestalt Theory ‘= Loaming is explained in terns of “wholeness” ‘ofthe probiem, ‘Human beings do not respond to isolated stimuli but @ an organization or patter of stimuli. Keys to leaning, + Leaming is complex and abstroct. + Lesners analyze the problem, disriminate ‘etwoen essential and nonessential data, and. perceive relationships. ‘+ Learners will perceive something in relation to the whole, Whathow they perceive is reiated to their previous experiences. 3 —38 CuamcuumDevorent Fo [Ateaham Maslow (1904-190) exons 1 en «Hs advanced the Solf-Astuliation Theory He mane theory of man needs aad ne base needs ae not met wil ere prrested in acquiring knowledge of the world He put importnee based on love and trust. Je Keyto leaming ‘Produce a healthy and happy Tearner who can accomplish, grow and actualize his or her human sel to hunsn emotions, |_aeve Carl Rogers (16024987) ‘e Nonditetive and Therapeutic Learning THe esublished coansoling, procedures and rethods for facilitating learning, + Chilires’s perceptions, which are highly individualistic, infuence their arning ard behaviour in class. 1 Key w teaming + Cuniculim is concerned with process, not product, personal needs, not subject mate, psychological meaning, not cognitive sores, Social Foundations of Curriculum Persons/Symbols, Contrbutions/Theories and Principles ‘Schools and Society > Soviety asa source of change > Schools as agents of change > Knowledge as an agent of change a Deon (1959. | a> | i i in summary. 1 are educational phi explanations, and interrelated to eact det J Exon instructions 1 Format the om reel ty nd toon Cis Custer 2 Case 3 cue 4 illly id oa 2 ~The Teacher > Considered two fundamental clements—schocls and civil sesiety-—to be major topics needing attention and reconstruction to encourage ‘experimental intelizence and plurality John Dewey (1859-1952) ‘Wrote the book Future Shock >) Believed that knowledge should prepare students forthe future > Suggested that in the future, parents might have the resources toteach prescribed curiculum from home asa resuit of technology, notin spite of it vy jome Schooling) w: > Foreawachoo' and students worked ereatvely, Cotahoraely and independent ofthe age Alvin Toffler In summary, the foundation upon which curriculum is based fare educational philosophies, historical developments, psychological explanations, and societal influences. All of these foundations are interrelated to each. Aetvity 1; Explore the Web (by Groups) Instructions |. Form a five-member group. Choose a group leader, With all the group members, search two outstanding personalities in the cluster of Curriculum Foundations who contributed to curriculum development. Write their biographies. You may find other persons not included in the list given in this lesson, Cluster 1 ~ Philosophical Foundations Cluster 2 ~ Historical Foundations Cluster 3 ~ Psychological Foundations Cluster 4— Sociological Foundations Krower of Curios 38 P40 Cunrucau DeveLonment Fon Tencnens the identified persons in not | 2, Submit in group the biographies of se Fr juss than 3 pages, short-sized bond paper, list of references at the end. CED Quick Check! Tag the Person 4 5) What significant contribution can you reeall about this person? Lev Wyeotsky Daniel Goleman William Kipatrick Hilda Taba Ralph Tyler John Dewey Abraham Maslow 8 Carl Rogers 9, Franklin Bobbit 10. Alvin Toffler After discussing this lesson, refiect on the following questions, 1, Identify which among the foundations of curriculum, has influenced what you have learned in scl tnt veee hool as a college 2. How will the thinking of Abral teaching practice in te futeer ns Maslow influence yout