The Teacher and the School Curriculum

Comprehensive review flashcards covering definitions, types, models, historical and sociological foundations, axioms, teaching methods, and evaluation processes from The Teacher and the School Curriculum lecture notes.

Curriculum (Traditional Definition: Specialization)

A set of courses constituting an area of specialization.

Curriculum (Traditional Definition: Goals)

An identification of proper goals.

Curriculum (Traditional Definition: System)

A system of dealing with people and the process.

Curriculum (Traditional Definition: Aims/Philosophy)

A means of attaining the aims or philosophy of education.

Curriculum (Traditional Definition: Experiences)

Planned learning experiences.

Curriculum (Traditional Definition: Subjects)

A list of subjects and courses.

Traditional Curriculum: Ordinary Characteristic

The standard, conventional nature of traditional curriculum conception.

Traditional Curriculum: Limited Characteristic

The narrow or restricted boundary of traditional curriculum definitions.

Curriculum (Progressive Definition: Learning Experiences)

The sum total of all the learning experiences inside and outside the school.

Curriculum (Progressive Definition: Range of Experiences)

The entire range of experiences, undirected and directed, concerned with the unfolding of the individual's abilities.

Curriculum (Progressive Definition: School-Planned Experiences)

A set of learning and experiences for students planned by the school to attain the aims of education.

Curriculum (Progressive Definition: Sum Total)

The sum total of all the learning experiences.

Progressive Curriculum: Enriched Characteristic

The expanded, deepened, and enhanced nature of progressive learning experiences.

Progressive Curriculum: Broad Characteristic

The wide-ranging, comprehensive scope of progressive curriculum definitions.

Undirected and Directed Experiences

The full spectrum of experiences concerned with unfolding an individual's abilities in a progressive curriculum.

Recommended Curriculum

Recommendations in the form of memoranda or policy, standards and guidelines that came from government agencies such as TESDA, CHED, UNESCO, etc.

Government Agencies for Recommended Curriculum

Agencies such as TESDA, CHED, and UNESCO that issue curriculum memoranda, policies, standards, and guidelines.

Written Curriculum

Curriculum documents based on the recommended curriculum.

Taught Curriculum

The curriculum where the teacher and the learners put life to the written curriculum using teaching skills, instructional materials, and facilities.

Requisites of Taught Curriculum

Skills of the teacher, instructional materials, and facilities necessary to implement the written curriculum.

Supported Curriculum

Support materials that the teacher needs, such as print materials and non-print materials (learning materials).

Print Materials (Supported Curriculum)

Printed learning and support resources used by teachers to implement the curriculum.

Non-Print Materials (Supported Curriculum)

Non-printed learning resources and support media utilized by teachers.

Assessed Curriculum

The curriculum that is evaluated after it has been taught.

Learned Curriculum

The curriculum measured by tools in assessment, indicating cognitive, affective, and psychomotor outcomes.

Learning Domains of Learned Curriculum

Cognitive, affective, and psychomotor outcomes indicated by assessment tools.

Hidden / Implicit Curriculum

The unwritten curriculum resulting from peer influence, school environment, media, parental pressures, societal changes, etc.

Sources of Hidden Curriculum

Peer influence, school environment, media, parental pressures, and societal changes.

Initiator (Role of a Curricularist)

A role where implementing a new curriculum requires the open-mindedness of the teacher and the full belief that the curriculum will enhance learning.

Innovator (Role of a Curricularist)

A role characterized by creativity and innovations, which are hallmarks of an excellent teacher.

Implementer (Role of a Curricularist)

A role that gives life to the curriculum plan, where teaching, guiding, and facilitating skills are expected at the highest level.

Evaluator (Role of a Curricularist)

A role that determines if the desired learning outcomes have been achieved.

Knower (Role of a Curricularist)

A role where the teacher must master what is included in the curriculum.

Writer (Role of a Curricularist)

A role where a classroom teacher takes record of knowledge, concepts, subject matter, or content.

Planner (Role of a Curricularist)

A role where the teacher makes yearly, monthly, or daily plans serving as a guide in curriculum implementation.

Planning Horizons (Planner Role)

Yearly, monthly, or daily curriculum plans prepared by the teacher.

Factor in Planning: The Learner

The primary factor considered regarding students' nature, needs, and readiness in curriculum planning.

Factor in Planning: Support Materials

The instructional and learning resources available to carry out the planned curriculum.

Factor in Planning: Time

The temporal allocation and scheduling required to implement the curriculum.

Factor in Planning: Subject Matter or Content

The specific knowledge, concepts, and discipline content to be planned and covered.

Factor in Planning: The Desired Outcomes

The targeted learning goals and intended achievements planned for students.

Traditional View Proponents

Robert Hutchins, Arthur Bestor, Joseph Schwab, and Philip Phenix.

Progressive View Proponents

John Dewey, Hollis Caswell & Kenn Campbell, Othaniel Smith, William Stanley and Harlan Shore, and Colin Marsh & George Willis.

Robert Hutchins (Curriculum View)

Views curriculum as 'permanent studies' where rules of grammar, reading, rhetoric, logic, and math are emphasized.

Permanent Studies

Robert Hutchins' curriculum concept emphasizing rules of grammar, reading, rhetoric, logic, and math.

The 3Rs in Basic Education (Robert Hutchins)

Fundamental reading, writing, and arithmetic skills that Hutchins believed should be emphasized in basic education.

Liberal Education in College (Robert Hutchins)

The broad humanistic education that Hutchins asserted should be emphasized at the college level.

Arthur Bestor (Curriculum View)

Believes that the mission of the school should be intellectual training which includes Math, Science, History, and Foreign Language.

Intellectual Training (Arthur Bestor)

Arthur Bestor's stated mission of the school, comprising Math, Science, History, and Foreign Language.

Joseph Schwab (Curriculum View)

Thinks that the sole source of curriculum is discipline, leading to subject areas such as Science, Mathematics, Social Studies, and English.

Discipline as a Ruling Doctrine

A doctrine coined by Joseph Schwab establishing academic discipline as the sole source of curriculum development.

Academic Disciplines in College (Joseph Schwab)

Disciplines labeled in college as humanities, sciences, languages, and mathematics, among others.

Phillip Phenix (Curriculum View)

Believes curriculum should consist entirely of knowledge which comes from various disciplines.

Knowledge Source (Phillip Phenix)

Various academic disciplines from which all curriculum knowledge must entirely originate.

John Dewey (Curriculum View)

Believes that education is experiencing, where reflective thinking unifies curricular elements tested by application.

Education as Experiencing (John Dewey)

Dewey's principle that learning occurs through direct, reflective experiences applied in life.

Reflective Thinking (John Dewey)

A means to unify curricular elements that are tested through real-world application.

Hollis Caswell and Kenn Campbell (Curriculum View)

Viewed curriculum as all experiences children have under the guidance of teachers.

Teacher Guidance (Caswell & Campbell)

The active supervision under which all child learning experiences take place to constitute a curriculum.

Othaniel Smith, William Stanley, and Harlan Shore (Curriculum View)

Defined curriculum as a sequence of potential experiences set up in schools to discipline children and youth in group ways of thinking and acting.

Sequence of Potential Experiences

Smith, Stanley, and Shore's formulation of curriculum designed to discipline youth in collective thinking and acting.

Group Ways of Thinking and Acting

The social discipline objective emphasized in Smith, Stanley, and Shore's curriculum definition.

Colin Marsh and George Willis (Curriculum View)

Viewed curriculum as all the experiences in the classroom which are planned and enacted by the teacher and also learned by the students.

Planned and Enacted Experiences (Marsh & Willis)

Classroom experiences designed and carried out by teachers and internalized by learners.

Curriculum as a Content or Body of Knowledge

An approach focusing on the knowledge to be transmitted to learners.

Differentiating Content

Defines the essential principles that all students must understand and adjusts the complexity of information as needed.

Example of Differentiating Content

Using reading materials or books appropriate for the learner's various reading levels.

Adjusting Complexity of Information

A technique in differentiating content to ensure essential principles match student comprehension.

Curriculum as a Process

What actually happens in the classroom when the curriculum is practiced.

Differentiating Process

Refers to activities that students engage in order to understand and master the topic.

Example of Differentiating Process

Using direct instruction in one group while conducting group work for another group.

Curriculum as a Product

The learning outcomes desired of learners.

Differentiating Product

Modifying the depth, amount, or independence of exams, activities, projects, and written work to customize lessons.

Forms of Differentiating Product

Exams, activities, projects, written work, etc., customized to any learner.

Example 1 of Differentiating Product

Assigning assignments according to the learners' levels.

Example 2 of Differentiating Product

Allowing learners to work on their projects alone or in small groups.

Example 3 of Differentiating Product

Employing rubrics that match the learner's varying ability levels.

Principles of Curriculum Content (BASIC-S)

The mnemonic representing Balance, Articulation, Sequence, Integration, Continuity, and Scope.

Balance (Curriculum Content Principle)

Equitable assignment of content, time, experiences, and other elements.

Equitable Assignment

The core mechanism of balance, ensuring fair distribution among content, time, and experiences.

Articulation (Curriculum Content Principle)

Curriculum arrangement organized either vertically or horizontally.

Vertical Alignment

Arranging learning outcomes of a subject grade-wise so lower level content connects to and prepares for the next grade level.

Grade-Wise Progression (Vertical Alignment)

A structure where what students learn in one grade level explicitly prepares them for the next grade level.

Horizontal Alignment

Arranging learning outcomes across subjects per grade occurring simultaneously.

Example of Horizontal Alignment

Social studies in Grade Six related to science in Grade Six at the same time.

Sequence (Curriculum Content Principle)

The logical arrangement of content.

Logical Arrangement

The foundational structure of sequencing subject content in curriculum organization.

Integration (Curriculum Content Principle)

Curriculum is integrated and interconnected across concepts.

Interconnected Curriculum

The defining characteristic of integration where subjects and concepts link together.

Continuity (Curriculum Content Principle)

Vertical repetition and recurring approaches of content.

Vertical Repetition

The recurring introduction and deepening of concepts across grade levels representing continuity.

Scope (Curriculum Content Principle)

The coverage or boundaries of the curriculum.

Boundaries of Curriculum Content

The defined limits and extent of content coverage represented by scope.

Curriculum Development

A dynamic process involving many different people and procedures.

Dynamic Process (Curriculum Development)

The continuous, evolving nature of curriculum development involving varied stakeholders and procedures.

Four Phases of Curriculum Development

1. Planning, 2. Designing, 3. Implementing, and 4. Evaluating.

Planning (Phase 1 of Curriculum Development)

The initial step in curriculum development involving vision, mission, goals (philosophies of the school), and learning outcomes (objectives).

Philosophies of the School (Planning Phase)

The school's vision, mission, and goals established during initial curriculum planning.

Written Document (Planning Phase End Product)

The physical outcome of curriculum planning, including lesson plans, unit plans, syllabi, course designs, modules, books, and guides.

Examples of Planning End Products

Lesson plans, unit plan, syllabus, course design, modules, books, and instructional guides.