The Teacher and The School Curriculum

Open minded - ready for changes of the curriculum

INITIATOR

Teacher has unique ideas - Think outside the box

INNOVATOR

Teacher gives life to the curriculum

IMPLEMENTER

Teacher determines if outcomes are achieved - giving tests, exams

EVALUATOR

Teacher attended seminars, graduate school - Teacher is a master of the curriculum

KNOWER

Teacher who have written or published books, research

WRITER

Teacher plans curriculum

PLANNER

People who have Traditionalist View of Curriculum

Hutchins
Bestor
Schwab
Phenix

People who have Progressive View of Curriculum

Dewey
Caswell & Campbell
Shore, Stanley, and Smith
March & Willis

Transmits KNOWLEDGE

Curriculum as a CONTENT

What happens in the classroom - ACTIVITIES

Curriculum as a PROCESS

There are expected LEARNING OUTCOMES

Curriculum as PRODUCT

KNOWLEDGE to be transmitted

Curriculum as a CONTENT

Teacher makes yearly plan

Planner

Learning happens INSIDE THE SCHOOL

LIMITED

ORDINARY

Traditional Curriculum

Happens INSIDE AND OUSIDE THE SCHOOL

Learning experiences

ENRICHED

BROAD

Progressive Curriculum

Type of curriculum that is suggested by agencies like DepEd. CHED, TESDA

Recommended Curriculum

Type of curriculum that includes DOCUMENTS (lesson plan, curriculum guide)

Written Curriculum

Type of curriculum where the teacher and learners put life to the written curriculum

Taught Curriculum

Type of curriculum that includes print and non-print materials (learning materials)

Supported Curriculum

Type of curriculum that includes evaluating after it has been taught (giving of exams)

Assessed Curriculum

Measured by tools in assessment (measured by test scores, achieved objectives)

Learned Curriculum

Unwritten curriculum (peer influence, school environment, media, societal change etc.)

Hidden/Implicit Curriculum

Views curriculum as “permanent studies”

3Rs should be emphasized in BASIC EDUCATION

Liberal Education should be emphasized in COLLEGE

Robert Hutchins

Believes that the mission of the school should be INTELLECTUAL TRAINING (Math, Science, History, Foreign Language)

Arthur Bestor

Thinks that the sole source of curriculum is DISCIPLINE

Joseph Schwab

Believes that curriculum should consist ENTIRELY OF KNOWLEDGE which comes from VARIOUS DISCIPLINES

Phillip Phenix

Believes that education is EXPERIENCE

John Dewey

Viewed curriculum as ALL EXPERIENCES children have UNDER THE GUIDANCE OF TEACHERS

Hollis Caswell and Kenn Campbell

Viewed curriculum as all the experiences in the classroom which are PLANNED AND ENACTED BY THE TEACHERS

Colin Marsh and George Willis

Equitable assignment of content

Fair distribution (2 or 3 domains)

Balance

Arranged vertically or horizontally

Articulation

Contents in a lower level is connected to the contents in next level

Vertical Alignment

one subject is connected to another subject in the same grade

Horizontal Alignment

Logical arrangement of content (easy to difficult)

Sequence

curriculum is integrated and interconnected

Integration

Vertical repetition and recurring approaches of content (Spiral Progression)

Continuity

Coverage of boundaries (where the lesson starts and ends)

Scope

Initial step in curriculum development (considers VMG)

Planning

Selection and organization of content

Designing

Putting into action the plan

Implementing

Determines if the learning outcomes have been achieved

Evaluating

Father of Behavioral Objectives

Grandfather of Curriculum Design

Ralph Tyler

Top-Down Model

Linear Model

Deductive

Ralph Tyler

Bottom-Up Model

Inductive

Hilda Taba

Loyal to PDIE

Gaylen Saylor and William Alexander

Started the curriculum development model

Franklin Bobbit

Emphasizes students’ needs and prepares learners for adult life.

Objectives and activities should group together (SEQUENCE)

Franklin Bobbit

emphasizes that objectives and activities should match.

Follows OBJECTIVES, SUBJECT MATTER, ACTIVITIES

Werret Charters

Believes that curricula are purposeful activities which are child-centered.

Project Method.

Groupwork.

William Kilpatrick

Emphasizes that curriculum should develop the whole child (holistic)

Emphasized SOCIAL STUDIES and teachers should plan in advance.

Harold Rugg

Believes that curriculum is organized on SOCIAL FUNCTIONS

Hollis Caswell

Believes that curriculum is a science and an extension of SCHOOL’S PILOSOPHY

Subject matter is organized in terms of KNOWLEDGE, SKILLS, and VALUES

Ralph Tyler

School should produce GENERALISTS and NOT SPECIALISTS

Ralph Tyler

She helped lay foundation for diverse student population/ inclusive education

Hilda Taba

He described how cooperative change is a COOPERATIVE ENDEAVOR

Peter Oliva

SOURCE OF CHANGE

Society

AGENT OF CHANGE

School

Considers schools and civil society to be major topics needing attention.

Emphasizes Experimental Intelligence and PLURALITY

John Dewy

Wrote the book Future Shock

Alvin Toffler

Believes that teachers should use questioning and problem posing approac to raise students’ consciousness

Paolo Friere

Emphasizes reducing conformity in the classroom

John Goodlad

Believes that curriculum should include multiple disciplines

William Pinar

He created the 10 axioms for curriculum designers

Peter Oliva

Miniscule Curriculum

Lesson Plan

Proponent of Direct Instruction

Barak Rosenshine

Features:

Objectives
Review
New Material
Explain
Practice (activities)
Guide
Ask questions
Feedback
Assess
Review
Test

Direct Instruction

Proponent of Guided Instruction

Madeline Hunter

Features:

Review
Anticipatory Set (motivation)
Objectives
Input (explain material)
Modeling
Ask instruction-checking questions
Guided practice
Independent practice

Guided Instruction

Proponent of Mastery Learning

JH Block and Lorin Anderson

Features:

Clarify
Inform
Pretest
Group (mastery and non-mastery group)
Enrich (mastery)
Corrective Drill (non-mastery)
Monitor
Posttest (non-mastery)
Assess performance
Reteach

Mastery Learning

In mastery learning, what score should you get to be included in the MASTERY GROUP?

80%

What score should students in the non-mastery group get to not receive RETEACHING SERVICES

At least 75%

Proponent of Systematic Instruction

Jere Brophy and Thomas Good

A Teaching and Learning Method that is Homework Driven

Systematic Instruction

Countries that primarily uses Systematic Instruction

Japan

Korea

China

How many years of teaching experiences should you have for you to not make daily lesson plans anymore?

2 years

What DO states that teachers with less than 2 years of experience shall make Daily Lesson Plans

DepEd Order 70, s. 2012

This curriculum design stresses so much to the CONTENT

Oldest, most traditional design used in BASIC EDUCATION

Subject Design

This curriculum design stresses on the DISCIPLINE.

Used in HIGHER EDUCATION

Discipline Design

This curriculum design links separate subject designs in order to REDUCE FRAGMENTATION.

Subjects are related to each other but still remains identity.

Correlation Design

FUSED DISCIPLINES

This curriculum design IS MADE TO PREVENT COMPARTMENTALIZATION

Broadfield Design

This curriculum design is anchored on the NEEDS AND INTERESTS OF THE CHILD

Child-Centered Design

This curriculum design stresses on the EXPERIENCES of the learner as starting point of the curriculum

Experience-Centered Design

This curriculum design stresses on the development of self

Humanistic Design

This curriculum design uses the immediate problem of the society and the student’s existing concerns

Life-Situation Design

This curriculum design uses problems that are based on common human activities. Problems since then.

Core Problem Design

Designing, Refining, Reviewing the curriculum in BASIC EDUCATION

Curriculum Mapping

Designing, Refining, Reviewing the curriculum in Higher Education

Curriculum Quality Audit

Father of Social Psychology

Father of Action Research

Kurt Lewin

Kurt Lewin’s Theory explaining the CHANGE PROCESS

Force Field Theory

Government Intervention

Society’s Values

Technological Changes

Knowledge Explosion

Administrative Support

Driving Force of change

Fear of the Unknown

Negative attitude to change

Traditional Values

Limited Resources

Obsolete Equipment

Restraining Force

Category of Curriculum Change that replaces the present with a new one (complete overhaul)

ex. replacing old books into new ones

Substitution

Category of Curriculum Change that introduces MINOR CHANGES. (Classroom level change)

Alteration

Category of Curriculum Change that introduces MAJOR CHANGES in the curriculum

ex. From RBEC to K-12

Restructuring

Category of Curriculum Change where CHANGES HAPPEN WITHIN A FAIRLY SHORT TIME

Perturbation

Category of Curriculum Change that responds to the shift in emphasis within the VMG

ex. learning the VMG of a new school you transferred to

Value Orientation