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The Teacher As A Knower of Curriculum

The document defines curriculum from different perspectives and describes the nature and scope of curriculum. It then discusses curriculum as content, a process, and a product. When viewed as content, it can be represented topically, conceptually, thematically, or modularly. As a process, it involves the interaction between teachers, students, and content. As a product, it refers to the learning outcomes achieved by students.

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Alyssa Alberto
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209 views

The Teacher As A Knower of Curriculum

The document defines curriculum from different perspectives and describes the nature and scope of curriculum. It then discusses curriculum as content, a process, and a product. When viewed as content, it can be represented topically, conceptually, thematically, or modularly. As a process, it involves the interaction between teachers, students, and content. As a product, it refers to the learning outcomes achieved by students.

Uploaded by

Alyssa Alberto
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Module 2:

THE TEACHER AS A KNOWER OF


CURRICULUM
Desired Learning Outcomes

 Defined curriculum from different


perspectives
 Described the nature and scope of curriculum
Whether curriculum is taken in its
narrow view as a listing of subjects to
be taught in school or broadly as all
learning experiences that individuals
undergo while in school.
Curriculum came from the Latin word “currere”
which means “oval track which roman chariots raced”
or “to run the course”. Curriculum is understood as a
course of study, allowing the student to follow it until he
is finished with the race.
Definition Of Curriculum

1.A planned and guided set of learning experiences


and intended outcomes, formulated through the
systematic reconstruction of knowledge and
experiences under the auspices of the school, for
the learners’ continuous and willful growth in
personal social competence” (Daniel Tanner, 1980)
• A written document that systematically
describes goals planned, objectives, content,
learning activities, evaluation procedures and
so forth. (Pratt, 1980)
1.The contents of a subject, concepts and tasks
to be acquired, planned activities, the desired
learning outcomes and experiences, product
of culture and an agenda to reform society
make up a curriculum (Schubert, 1987)
• A curriculum includes “all the experiences
that individual learners have in program of
education whose purpose is to achieve
broad goals and related specific objectives,
which is planned in terms of a framework
of theory and research or past ad present
professional practice” (Hass, 1987)
• As 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. (Grundy, 1987)
• A plan that consists of learning opportunities for a
specific time frame and place , a tool that aims to
bring about behavior changes in students as a
result of planned activities and includes all
learning experiences received by students with the
guidance of the school. (Goodland and Su, 1992)
• To sum it up… CURRICULUM is
considered as the “heart” of any learning
institution which means that schools or
universities cannot exist without a
curriculum.
Curriculum from Traditional Points of View
1. ROBERT M. HUTCHINS views curriculum as “permanent studies” where
rules of grammar, reading, rhetoric, logic and mathematics for basic education
are emphasized.
2. ARTHUR BESTOR believes that the mission of the school should be
intellectual training, hence curriculum should focus on the fundamental
intellectual disciplines of grammar, literature, and writing.
3. JOSEPH SCHWAB thinks that the sole source of curriculum is a discipline.
He coined the word discipline as a ruling doctrine for curriculum development.
4. PHILLIP PHENIX asserts that curriculum should consist entirely of
knowledge which comes from various disciplines.
Curriculum from Progressive Points of View
1. JOHN DEWEY believes that education is experiencing. Reflective thinking
is means that unifies curricular elements that is tested by application.
2. HOLIN CASWELL & KENN CAMPBELL viewed curriculum as all
experiences children have under the guidance of teachers.
3. OTHANIEL SMITH, WILLIAM STANLEY & HARLAN SHORE
defined curriculum as a sequence of potential experiences, set up in schools for
the purpose of disciplining children and youth in group ways of thinking and
acting.
4. COLIN MARSH & GEORGE WILLIS viewed curriculum as all the
experiences in the classroom.
• 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.
LESSON 2
APPROACHES ABOUT SCHOOL CURRICULUM
Desired Learning Outcomes;

1. Described the different approaches about school curriculum

2. Explained by examples how the approaches clarify the definition


of curriculum

3. Reflected on how the three approaches interrelated with each other


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.

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 outcomes desired of


learners.

THIRD, is to approach it as a process or what actually happens in the classroom


when the curriculum is practiced.
1. CURRICULUM AS A CONTENT
OR BODY OF KNOWLEDGE
It is quite common for traditionalist to equate s curriculum as a topic
outline, subject matter, or concepts to be included in the syllabus or a
books.

If curriculum is equated as content, then the focus will be the body of
knowledge to be transmitted to students using appropriate teaching
method.
FOUR WAYS OF REPRESENTING THE CONTENT
IN THE CURRICULUM
1. Topical approach, where much contents is based on knowledge and
experiences are included;

2. Concept approach with fewer topics in cluster around major and sub
concepts and their interaction, with relatedness emphasized;

3. Thematic approach as a combination of concepts that develops conceptual


structures and

4. Modular approach that leads to complete units of instruction.


CRITERIA IN THE
SELECTION OF CONTENT
1. Significance – Content should contribute to ideas, concepts, principles and
generalization that should attain the overall purpose of the curriculum.

2. Validity – the authenticity of the subject matter, forms its validity.

3. Utility – usefulness of the content in the curriculum is relative to the


learners who are going to use these. Utility can be relative to time.
4. Learnability – the complexity of the content should be within the range of
experiences of the learners.

5. Feasibility – Can the subject content be learned within the time allowed,
resources available, expertise of the teachers and the nature of the learners?

6. Interest – will the learners take interest in the content ? Are the contents
meaningful ? What value will the contents have in the present and future life of

the learners ? Interest is one of the driving force for students to


learn better.
GUIDE IN THE SELECTION OF THE CONTENT IN THE CURRICULUM

1. Content is commonly used in the daily life

2. Content is appropriate to the maturity levels and abilities of the learners

3. Content is valuable in meeting the needs and competencies of the future


career

4. Content is related to other subject fields or discipline for complementation


and integration

5. Content is important in the transfer of learning on 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.I.C refers to
Balance, Articulation, Sequence, Integration, and Continuity.
 Balance – content should be fairly distributed in depth and breadth.

 Articulation – the content complexity progresses with the educational levels,


vertically or horizontally across the same discipline smooth connections or
bridging should be provided. This will assure no gaps or overlaps in the content.
Seamlessness in the content is desired and can be assured if there is articulation in
the curriculum.

 Sequence – the logical arrangement of the content, refers to sequence or order.


 Integration – content in the curriculum does not stand alone or in
isolation. It has some ways of relatedness or connectedness to other
contents.

 Continuity – content when viewed as a curriculum should continuously


flow as it was before. In constant repetition, reinforcement and
enhancement of content are all elements of continuity.
2. CURRICULUM
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 ad content. As a process, curriculum happens in the
classroom as the questions asked by the teacher and the learning
activities engaged in by the students.
 As a process, curriculum links from the content, while content provides
materials on what to teach, the process provides curriculum on how to
teach the content.

 The intersection of the content and process is called the Pedagogical


Content Knowledge (PCK).
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
learning outcomes, the learners, support materials and the teacher.

3. Curriculum process should stimulate the learners’ desire to develop the cognitive, affective
and psychomotor domains in each individuals.

4. In the choice of methods, learning and teaching styles should be considered.


5. Every method or process should result to learning 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 learning are two important processes in the


implementation of the curriculum.
3. CURRICULUM AS A
PRODUCT
 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.
THANK YOU
FOR LISTENING!!!

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