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Lesson 2.1 - Educ 9

The document discusses the concept of curriculum from various perspectives, emphasizing its definitions and the differing views held by traditional and progressive curricularists. It outlines the objectives for students to define curriculum and describe its nature and scope, while also highlighting the ongoing debates surrounding curriculum content and teaching methods. The document concludes with a quiz to assess understanding of the material presented.

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majulietranoco
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8 views21 pages

Lesson 2.1 - Educ 9

The document discusses the concept of curriculum from various perspectives, emphasizing its definitions and the differing views held by traditional and progressive curricularists. It outlines the objectives for students to define curriculum and describe its nature and scope, while also highlighting the ongoing debates surrounding curriculum content and teaching methods. The document concludes with a quiz to assess understanding of the material presented.

Uploaded by

majulietranoco
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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Teacher as a

Knower of
Curriculum
Reporter: Porlaje, Kate Tracy I.
Ranoco, Ma. Juliet C.
OBJECTIVES
At the end of the lesson, the
students are expected to:
Define curriculum from different
1
perspectives

2 Describe the nature and scope of


curriculum
To d a y ’ s H e a d l i n e
01 DepEd Reviews

02 Suicide Incidence

03
Teachers are Reluctant to Try New Things in the
Curriculum
Co-curricular Activities: Learning Opportunities or
04
Distractions?
The Use of ICT Gains Ground in the
05 Public Schools
Each member of society seems to view school
curriculum differently, hence there are varied demands
on what schools should do and what curriculum should
be taught. Some would demand reducing content and
shifting emphasis to development of lifelong skills.
Others feel that development of character has been
placed at the back seat of some schools. More debates
are emerging on the use of languages in the classroom.
Should it be mother tongue, the national language or
the global language?
Curriculum should be understood by teachers and
01
other stakeholders, students, parents, politicians,
businessmen, professional, government officials or
even the common people.
The word curriculum originates from the Latin word
02 “currere” referring to the track upon which Roman
chariots raced.
The New International Dictionary defines curriculum
03
as the whole body of a course in an educational
institution or by a department.
04 Oxford dictionary defines curriculum as
courses taught in schools or universities.
S o m e D e fi n i t i o n s
of Curriculum
Curriculum is 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 wilful growth in personal
social competence.” (Daniel Tanner, 1980)
It is a written document that systematically describes
goals planned, objectives, content, learning activities,
evaluation procedures and so forth. (Pratt, 1980)
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 of the experiences that
individual learners have in a 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 pad and present
professional practice.” (Hass, 1987)
It is 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)
It is a plan that consists of learning opportunities for a
specific time frame and place, a tool that aims to
bring about behaviour 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)
It provides answers to three questions:
1. What knowledge, skills and values are most
worthwhile?
2. Why are they most worthwhile?
3. How should the young acquire them?
(Cronbeth, 1992)
Some Points of View
of Other
Curriculularists
Points of view about the curriculum can
either be traditional or progressive
according to the person’s philosophical,
psychological and even psychological
orientations. These views can also define
what a curriculum is all about.
Curriculum from
Tr a d i o n a l P o i n t s
of View
Curricularists
Robert M. Hutchins Arthur Bestor
01 02
curriculum focused on
views curriculum as
fundamental intellectual
“permanent studies.” disciplines.

Joseph Philip Phenix


03 0
Schwab
sole source of curriculum
is a discipline. 4
curriculum should consist
coined the word discipline entirely of knowledge
as a ruling doctrine for which comes from
curriculum development various discipline.
Curriculum from
Progressive
Points
of View
Curricularists
John Dewey Holin Caswell
01 02 & Kenn Campbell
believes education is curriculum as all
experiences children
experiencing. have under the guidance
of teacher.
Otalian Smith,
Colin Marsh &
03 William Stanley, 0 George Willis
Harlan & Shore
sequence of potential 4
curriculum as children
experiences, set up in school experiences planned and
for the purpose of disciplining enacted by teacher in the
children and youth in group classroom.
way of thinking and acting
TRADITIONAL CURRICULUM PROGRESSIVE CURRICULUM

Teachers are source of Teachers are facilitators,


information and authority guide
Students are passive Learners are active
absorbers of information participants
Parents are outside of the Parents are the primary
learning field teachers, goal setter
Knowledge is absorbed Knowledge is constructed
through lecturing through experience
Quiz
1-2. Define curriculum from Traditional and Progressive points of
view.

3. Give atleast 1 curricularist from traditional point of view and


describe his perspective of curriculum.

4. Give atleast 1 curricularist from progressive point of view and


desrcibe his perspective of curriculum.

5. Give atleast 1 curricularist who defined curriculum.


THANK YOU

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