[Curriculum development] Roles of Technology in Curriculum Development
Curriculum development
-
Upload
ignatius-joseph-estroga -
Category
Education
-
view
8.112 -
download
0
Transcript of Curriculum development
![Page 1: Curriculum development](https://reader036.fdocuments.us/reader036/viewer/2022062307/55496088b4c905e94e8b57d1/html5/thumbnails/1.jpg)
CURRICULUM
DEVELOPMENT
IGNATIUS JOSEPH N ESTROGA, MA-ENG
LICEO DE CAGAYAN UNIVERSITY PHILIPPINES
![Page 2: Curriculum development](https://reader036.fdocuments.us/reader036/viewer/2022062307/55496088b4c905e94e8b57d1/html5/thumbnails/2.jpg)
•WHAT IS AN IDEAL LEARNER?
•WHAT IS AN IDEAL LEARNING INSTITUTION?
•WHY IS THERE A NEED FOR MAN TO LEARN?
![Page 3: Curriculum development](https://reader036.fdocuments.us/reader036/viewer/2022062307/55496088b4c905e94e8b57d1/html5/thumbnails/3.jpg)
CURRICULUM: CONCEPTS, NATURE AND PURPOSES
•THE CONCEPT OF CURRICULUM IS AS DYNAMIC AS THE CHANGES THAT OCCUR IN OUR SOCIETY
•CURRICULUM IS VIEWED MERELY AS A LISTING OF SUBJECTS TO BE TAUGHT IN SCHOOL.
•IT REFERS TO THE TOTAL LEARNING EXPERIENCES OF INDIVIDUALS NOT ONLY IN SCHOOLS BUT IN SOCIETY AS WELL.
![Page 4: Curriculum development](https://reader036.fdocuments.us/reader036/viewer/2022062307/55496088b4c905e94e8b57d1/html5/thumbnails/4.jpg)
CURRICULUM FROM DIFFERENT POINTS OF VIEW
•TRADITIONAL POINTS OF VIEW
•PROGRESSIVE POINTS OF VIEW
![Page 5: Curriculum development](https://reader036.fdocuments.us/reader036/viewer/2022062307/55496088b4c905e94e8b57d1/html5/thumbnails/5.jpg)
CURRICULUM FROM DIFFERENT POINTS OF VIEW
•TRADITIONAL POINTS OF VIEW•PROGRESSIVE POINTS OF VIEW
![Page 6: Curriculum development](https://reader036.fdocuments.us/reader036/viewer/2022062307/55496088b4c905e94e8b57d1/html5/thumbnails/6.jpg)
CURRICULUM FROM DIFFERENT POINTS OF VIEW
•IT IS A BODY OF SUBJECTS OR SUBJECT MATTER PREPARED BY THE TEACHERS FOR THE STUDENTS TO LEARN
•IT IS SYNONYMOUS TO “COURSE OF THE STUDY” OR “SYLLABUS”
![Page 7: Curriculum development](https://reader036.fdocuments.us/reader036/viewer/2022062307/55496088b4c905e94e8b57d1/html5/thumbnails/7.jpg)
CURRICULUM FROM DIFFERENT POINTS OF VIEW
•ROBERT HUTCHINS- VIEWS CURRICULUM AS “PERMANENT STUDIES,” WHERE THE RULES OF GRAMMAR, READING, RHETORIC AND LOGIC AND MATHEMATICS FOR BASIC EDUCATION ARE EMPHASIZED. BASIC EDUCATION SHOULD EMPHASIZE THE 3R’S.
![Page 8: Curriculum development](https://reader036.fdocuments.us/reader036/viewer/2022062307/55496088b4c905e94e8b57d1/html5/thumbnails/8.jpg)
CURRICULUM FROM DIFFERENT POINTS OF VIEW
•ARTHUR BESTOR- BELIEVES THAT THE MISSION OF THE SCHOOLS SHOULD BE INTELLECTUAL TRAINING, HENCE CURRICULUM SHOULD FOCUS ON THE FUNDAMENTAL INTELLECTUAL DISCIPLINES OF GRAMMAR, LITERATURE AND WRITING. IT SHOULD ALSO INCLUDE MATH, SCIENCE, HISTORY AND FOREIGN LANGUAGE.
![Page 9: Curriculum development](https://reader036.fdocuments.us/reader036/viewer/2022062307/55496088b4c905e94e8b57d1/html5/thumbnails/9.jpg)
CURRICULUM FROM DIFFERENT POINTS OF VIEW
•JOSEPH SCHWAB- CURRICULUM IS DIVIDED INTO CHUNKS OF KNOWLEDGE- SUBJECT AREAS.
•MOST OF THE TRADITIONAL IDEAS VIEW CURRICULUM AS WRITTEN DOCUMENTS OR A PLAN OF ACTION IN ACCOMPLISHING GOALS.
![Page 10: Curriculum development](https://reader036.fdocuments.us/reader036/viewer/2022062307/55496088b4c905e94e8b57d1/html5/thumbnails/10.jpg)
CURRICULUM FROM DIFFERENT POINTS OF VIEW
• TRADITIONAL POINTS OF VIEW
•PROGRESSIVE POINTS OF VIEW
![Page 11: Curriculum development](https://reader036.fdocuments.us/reader036/viewer/2022062307/55496088b4c905e94e8b57d1/html5/thumbnails/11.jpg)
PROGRESSIVE POINTS OF VIEW OF CURRICULUM
•A LISTING OF SCHOOL SUBJECTS, SYLLABI, COURSE OF STUDY, AND LIST OF COURSES OR SPECIFIC DISCIPLINE DO NOT MAKE A CURRICULUM. THESE CAN ONLY BE CALLED CURRICULUM IF THE WRITTEN MATERIALS ARE ACTUALIZED BY THE LEARNER.
![Page 12: Curriculum development](https://reader036.fdocuments.us/reader036/viewer/2022062307/55496088b4c905e94e8b57d1/html5/thumbnails/12.jpg)
PROGRESSIVE POINTS OF VIEW OF CURRICULUM
•“CURRICULUM IS DEFINED AS THE TOTAL LEARNING EXPERIENCES OF THE INDIVIDUAL.” THIS DEFINITION IS ANCHORED ON JOHN DEWEY’S DEFINITION OF EXPERIENCE AND EDUCATION. HE BELIEVED THAT REFLECTIVE THINKING IS A MEANS THAT UNIFIES CURRICULAR ELEMENTS. THOUGHT THAT IS NOT DERIVED FROM ACTION, BUT TESTED BY APPLICATION.
![Page 13: Curriculum development](https://reader036.fdocuments.us/reader036/viewer/2022062307/55496088b4c905e94e8b57d1/html5/thumbnails/13.jpg)
PROGRESSIVE POINTS OF VIEW OF CURRICULUM
•CASWELL AND CAMPBELL VIEWED CURRICULUM AS “ALL EXPERIENCES CHILDREN HAVE UNDER THE GUIDANCE OF TEACHERS.”
•SMITH, STANLEY AND SHORES DEFINED CURRICULUM AS “A SEQUENCE OF POTENTIAL EXPERIENCES SET UP IN THE SCHOOLS FOR THE PURPOSE OF DISCIPLINING CHILDREN AND YOUTH IN GROUP WAYS OF THINKING AND ACTING.”
![Page 14: Curriculum development](https://reader036.fdocuments.us/reader036/viewer/2022062307/55496088b4c905e94e8b57d1/html5/thumbnails/14.jpg)
POINTS OF VIEW ON CURRICULUM DEVELOPMENTRALPH TYLER MODEL: FOUR BASIC PRINCIPLES
•WHAT EDUCATIONAL PURPOSES SHOULD THE SCHOOL SEEK TO ATTAIN?
•WHAT EDUCATIONAL EXPERIENCES CAN BE PROVIDED THAT ARE LIKELY TO ATTAIN THE PURPOSES?
•HOW CAN THESE EDUCATIONAL EXPERIENCES BE EFFECTIVELY ORGANIZED?
•HOW CAN WE DETERMINE WHETHER THESE PURPOSES ARE BEING ATTAINED OR NOT?
![Page 15: Curriculum development](https://reader036.fdocuments.us/reader036/viewer/2022062307/55496088b4c905e94e8b57d1/html5/thumbnails/15.jpg)
HILDA TABA: GRASSROOTS APPROACH•DIAGNOSIS OF LEARNERS NEEDS AND EXPECTATIONS OF THE LARGER SOCIETY
•FORMULATION OF LEARNING OBJECTIVES
•SELECTION OF LEARNING CONTENT
•ORGANIZATION OF LEARNING CONTENT
•SELECTION OF LEARNING EXPERIENCES
•ORGANIZATION OF LEARNING ACTIVITIES
•DETERMINATION OF WHAT TO EVALUATE AND THE MEANS OF DOING IT.
![Page 16: Curriculum development](https://reader036.fdocuments.us/reader036/viewer/2022062307/55496088b4c905e94e8b57d1/html5/thumbnails/16.jpg)
TYPES OF CURRICULUM OPERATING IN SCHOOLS
1.RECOMMENDED CURRICULUM
2.WRITTEN CURRICULUM
3.TAUGHT CURRICULUM
4.SUPPORTED CURRICULUM
5.ASSESSED CURRICULUM
6.LEARNED CURRICULUM
7.HIDDEN CURRICULUM
![Page 17: Curriculum development](https://reader036.fdocuments.us/reader036/viewer/2022062307/55496088b4c905e94e8b57d1/html5/thumbnails/17.jpg)
MAJOR FOUNDATIONS OF CURRICULUM
![Page 18: Curriculum development](https://reader036.fdocuments.us/reader036/viewer/2022062307/55496088b4c905e94e8b57d1/html5/thumbnails/18.jpg)
PHILOSOPHICAL FOUNDATIONS•PERENNIALISM
•ESSENTIALISM
•PROGRESSIVISM
•RECONSTRUCTIONISM
![Page 19: Curriculum development](https://reader036.fdocuments.us/reader036/viewer/2022062307/55496088b4c905e94e8b57d1/html5/thumbnails/19.jpg)
![Page 20: Curriculum development](https://reader036.fdocuments.us/reader036/viewer/2022062307/55496088b4c905e94e8b57d1/html5/thumbnails/20.jpg)
![Page 21: Curriculum development](https://reader036.fdocuments.us/reader036/viewer/2022062307/55496088b4c905e94e8b57d1/html5/thumbnails/21.jpg)
![Page 22: Curriculum development](https://reader036.fdocuments.us/reader036/viewer/2022062307/55496088b4c905e94e8b57d1/html5/thumbnails/22.jpg)
![Page 23: Curriculum development](https://reader036.fdocuments.us/reader036/viewer/2022062307/55496088b4c905e94e8b57d1/html5/thumbnails/23.jpg)
![Page 24: Curriculum development](https://reader036.fdocuments.us/reader036/viewer/2022062307/55496088b4c905e94e8b57d1/html5/thumbnails/24.jpg)
![Page 25: Curriculum development](https://reader036.fdocuments.us/reader036/viewer/2022062307/55496088b4c905e94e8b57d1/html5/thumbnails/25.jpg)
![Page 26: Curriculum development](https://reader036.fdocuments.us/reader036/viewer/2022062307/55496088b4c905e94e8b57d1/html5/thumbnails/26.jpg)
![Page 27: Curriculum development](https://reader036.fdocuments.us/reader036/viewer/2022062307/55496088b4c905e94e8b57d1/html5/thumbnails/27.jpg)
![Page 28: Curriculum development](https://reader036.fdocuments.us/reader036/viewer/2022062307/55496088b4c905e94e8b57d1/html5/thumbnails/28.jpg)