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THE COMPONENTS OF TEACHING, REFERENCES, CURRICULUM DESIGN MODELS, 6,…
THE COMPONENTS OF TEACHING
CURRICULUM
WHAT IS CURRICULUM?
INSTRUCTIONAL CONTENT/LESSONS
LEARNING STANDARDS/OBJECTIVES
LEARNING MATERIALS TO BE USED
KNOWLEDGE/SKILLS EXPECTED TO LEARN AND DO
EXPECTED OUTCOMES FROM THE LEARNERS
SIX FEATURES OF A CURRICULUM
THE TEACHER
THE LEARNER
KNOWLEDGE, SKILLS & VALUES
STRATEGIES & METHODS
COMMUNITY PARTNERS
PERFORMANCE
IMPORTANCE OF CURRICULUM
Helps develop all the thinking and process skills of a learner.
Focuses on the classroom teaching and learning processes.
Identifies if the teaching objectives can be achieved in the given time allotment.
Gives emphasis to provide the essential knowledge of the learners for life-long learning.
Decides the capacity of the learners to learn, skills and processes.
ELEMENTS OF CURRICULUM
Aims, Goals & Objectives
Content and Performance Standards
Learning Competencies
Evaluation
References
CHANGING CONCEPTIONS AND TYPOLOGY OF CURRICULUM
POINT OF VIEWS ON CURRICULUM DEVELOPMENT
TRADITIONAL POINT OF VIEW OF CURRICULUM
ROBERT M. HUTCHINS
ARTHUR E. BESTOR
JOSEPH J. SCHWAB
PROGRESSIVE POINT OF VIEW OF CURRICULUM
JOHN DEWEY
HOLLIS CASWELL
DOAK CAMPBELL
OTHER POINT OF VIEW ON CURRICULUM DEVELOPMENT
(HOWELL & EVANS, 1995)
(SANDS, ET AL, 1995)
Curriculum is a structured set of learning outcomes or tasks that educators usually call goals and objectives.
It is the "WHAT" of the teaching
Curriculum developers need to bring to the content selection the criteria of
significance
,
validity
,
interest
,
learnability
and
feasibility
Significance
brings the content to the degree to which it contributes the basic ideas, concepts, principles and generalizations and to the development of particular learning, abilities, skills, processes and attitudes
Validity
refers to the degree of authenticity of the content selected and to the congruence of the content in the light of the objectives selected.
Interest
is the degree to which the content either caters or fosters particular interest in the students.
Learnability
is the appropriateness of the content in the light of the particular students who are to experience the curriculum
Feasibility
refers to the question
"Can the selected content be taught in the time allowed, considering the resources, staff, and particular community?"
APPROACHES TO CURRICULUM DEVELOPMENT
CHILD-CENTERED APPROACH
SUBJECT-CENTERED APPROACH
PROBLEM-CENTERED APPROACH
TYPES OF CURRICULUM OPERATING IN SCHOOLS
WRITTEN CURRICULUM
TAUGHT CURRICULUM
SUPPORTED CURRICULUM
ASSESSED CURRICULUM
LEARNED CURRICULUM
HIDDEN CURRICULUM
RECOMMENDEDCURRICULUM
INSTRUCTION
WHAT IS INSTRUCTION?
Instruction is the actual engagement of learners to the planned learning activities
It is the implementation of the curriculum plan.
HOW TO ENSURE THE INSTRUCTION ADDRESSES THE CURRICULUM?
Bring about the optimum benefits to the learner
Approximate real life situation
Encourage the learners to inquire further
Heighten learner's interest and motivation
Involve the issue of different senses
Provide opportunities for broad and deep study
Provide mastery of total learning
ASSESSMENT
WHAT IS ASSESSMENT?
Assessment is the process of collecting information which describes student achievement in relation to curriculum expectations
How to ensure that assessment is aligned with the curriculum?
The teacher need to ask the following key questions:
For diagnostic assessment:
What do I expect my students to learn?
WHat is the best way for my students to demonstrate their achievement?
How will I provide an on-going feedback to help improve learning?
What are other ways to facilitating learning so that learner will succeed?
For formative assessment:
How will I monitor learners' progress?
What does the feedback tell about the curriculum?
Is there a need to modify the objectives?
Are the intended content too high or too low for the learners?
Is the curriculum addressing the learners' need?
For summative assessment:
Are the objectives set in the curriculum accomplished?
What is the level of performance in the various tasks?
Are there gaps between the set of objecetives and the performance?
Are the outcomes truly the result of curriculum?
Have the learners' acquired the intended knowledge, skills, and attitudes planned in the curriculum?
REFERENCES
University of Chicago Photographic Archive (1929). Board of Trustees Portraits, University of Chicago [Photograph]. Archival Photographic Files (apf1-03000-057). University of Chicago Library, Special Collections Research Center, Chicago, Illinois.
University of Chicago Photographic Archive (N/A). Bestor, Arthur E., Jr. [Photograph]. Archival Photographic Files (apf1-00661). University of Chicago Library, Special Collections Research Center, Chicago, Illinois.
University of Chicago Photographic Archive (1945). Schwab, Joseph J. [Photograph]. University of Chicago, News Office, Photographs (apf1-11002). University of Chicago Library, Special Collections Research Center, Chicago, Illinois.
University of Chicago Photographic Archive (N/A). Dewey, John. [Photograph]. Eva Watson Schütze, Photographs (apf1-02136). Univerity of Chicago Library, Special Collections Research Center, Chicago, Illinois.
Digital Collections and Archives, Tufts University (1955). Convocation honorary degree recipient Hollis L. Caswell. [Photograph]. Louise Z. Young photographs (6t053r335). Digital Collections and Archives, Tufts University, Massachusetts, Boston.
Florida State University Libraries (N/A). Doak Campbell. [Photograph]. FSU Photograph Collection (spcn3515, 128354, FSDT128354, fsu: 11873). Heritage Protocol & University Archives, Florida State University Libraries, Tallahassee, Florida.
University of Chicago Photographic Archive (N/A). Tyler, Ralph W. [Photograph]. Archival Photographic Files (apf1-08409). University of Chicago Library, Special Collections Research Center, Chicago, Illinois.
Tallinn University of Techonology (1926). Hilda Taba [Photograph]. Archives Museum of Pedagogy. Talinn University, Estonia.
CURRICULUM DESIGN MODELS
SUBJECT CENTERED MODEL
SUBJECT DESIGN
DISCIPLINE DESIGN
CORRELATION DESIGN
BROADFIELD DESIGN
LEARNER CENTERED MODEL
CHILD-CENTERED DESIGN
HUMANISTIC DESIGN
PROBLEM-CENTERED DESIGN
PROBLEM-CENTERED DESIGN
LIFE-SITUATIONS DESIGN
CORE- DESIGN
VIEW CURRICULUM AS "PERMANENT STUDIES"
RHETORIC
GRAMMAR
READING
LOGIC
MATHEMATICS
BASIC EDUCATION SHOULD EMPHASIZE THE 3Rs
'RITHMETIC
WRITING
READING
COLLEGE EDUCATION SHOULD EMPHASIZE LIBERAL EDUCATION
Beginning with strong curriculum and professional development program, the school can use continued school improvement process to assess needs, set targets, design strategies and evaluate success of the curriculum content area of the program.
LEARNING DOMAINS
COGNITIVE DOMAIN
Remembering
: Retrieving, recognizing, and recalling relevant knowledge from long-term memory.
Understanding
: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.
Applying
: Carrying out or using a procedure through executing, or implementing.
Analyzing
: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing
Evaluating
: Making judgments based on criteria and standards through checking and critiquing.
Creating
: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing
PSYCHOMOTOR DOMAIN
Reflex Movements
: are actions elicited without learning in response to some stimuli
Fundamental Movements
: are inherent movement patters which are formed by combining of reflex movements and are the basis for complex skilled movements.
Perpetual Abilities
: refers to interpretation of various stimuli that enable one to make adjustments to the environment.
Physical Activities
: require endurance, strength, vigor, and agility which produces a sound, efficiently functioning body.
Skilled Movements
: are the result of the acquisition of a degree of efficiency when performing a complex task.
Nondiscursive Communication
- is communication through bodily movements ranging from facial expressions through sophisticated choreographics
AFFECTIVE DOMAIN
Receiving
: being aware of or attending to something in the environment
Responding
: showing some new behaviors as a result of experience
Valuing
: Showing some definite involvement as a result of experience
Organization
: Integrating a new value into one's general set of value, giving it some ranking among one's general priorities
Characterization
: Acting Consistently with the new value
DISCIPLINE IS THE SOLE SOURCE OF CURRICULUM
COINED THE TERM DISCIPLINE AS A RULING DOCTRINE FOR CURRICULUM DEVELOPMENT
CURRICULUM IS DIVIDED INTO CHUNKS OF KNOWLEDGE WE CALL SUBJECT AREAS IN BASIC EDUCATION
MATHEMATICS
SCIENCE
SOCIAL STUDIES
ENGLISH
FOUR FUNDAMENTAL PRINCIPLES
What educational purpose should the school seek to attain?
What educational experiences can be provided that are likely to attain these purposes?
How can these education experiences be effectively organized?
How can we determine whether these purposes?
HILDA TABA'S GRASSROOT MODEL
Diagnosis of Needs
Formulating Objectives
Selecting Content
Organizing Content
Selecting Learning Experiences
Organizing Learning Experiences
Evaluation
MISSION OF THE SCHOOL SHOULD BE INTELLECTUAL TRAINING
SHOULD FOCUS ON THE FUNDAMENTAL INTELLECTUAL DISCIPLINES OF GRAMMAR, LITERATURE, AND WRITING
SHOULD ALSO INCLUDE MATHEMATICS, SCIENCE, HISTORY, AND FOREIGN LANGUAGE
Reflective thinking is a means to unify curricular elements; that thought is not derived from action but tested by application.
Viewed curriculum as "all experiences children have under the guidance of teachers."
This definition is shared by Smith, Stanley and Shores when they defined, "Curriculum as sequence of potential experiences set up in the school for the purpose of disciplining children and youth in group ways of thinking and acting."
This approach to curriculum design is based on the underlying philosophy that the child is the center of educational process. It means that the curriculum is constructed based on the needs, interest, purposes and abilities of the learners.
This approach focuses on the content of
the curriculum. The subject centered approach corresponds mostly to the textbook written for the specific subject.
This approach is based on a curriculum design which assumes that in the process of living, children experience problems. Thus, problem solving enables the learners to become increasingly able to achieve complete or total development as individuals.
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(University of Chicago Photographic Archive, 1929)
(University of Chicago Photographic Archive, N/A)
University of Chicago Photographic Archive, 1945)
(University of Chicago Photographic Archice, N/A)
Talinn University of Technology, 1926
(University of Chicago Photographic Archive, N/A)
(Florida State University Libraries, N/A)
Digital Collections and Archives, Tufts University, 1955)
A picture retrieved from
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"Children learn about health, fitness, safety" by CherryPoint is licensed under CC BY-NC-SA 2.0
"Syrian and Lebanese children learn side by side" by DFID - UK Department for International Development is licensed under CC BY 2.0
"student ipad 013" by flickingerbrad is licensed under CC BY 2.0
The drawback of his design is that sometimes learning is so compartmentalized. It stresses so much the content that it forgets about students’ natural tendencies, interest and experiences.
Discipline refers to specific knowledge and through a method which the scholars use to study a specific content of their fields.
This comes from a core, correlated curriculum design that links separate subject designs in order to reduce fragmentation. Subjects are related to one another but each subject a maintains its identify.
This design was made to prevent the compartmentalization of subjects and integrate the contents that are related to each other.
The learner is not considered as a passive individual but as one who engages with his/her environment. One learns by doing. Learners interact with the teachers and
the environment.
The development of self is the ultimate objective of leaning. It stresses the whole person and the integration of thinking, feeling and doing. It considers the cognitive, affective and psychomotor domains to be interconnected and must be addressed in the curriculum. It stresses the development of positive self-concept and interpersonal skills.
Experiences of the learners become the starting point of the curriculum. Thus the school environment is left open and free. Learners are made to choose from various activities that the teacher provides. The learners are empowered to shape their own learning from the different opportunities given by the teacher.
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It uses the past and present experiences of learners as a means to analyze the basic areas of living. As a starting point, the pressing immediate problems of the society and the student's existing concerns are utilized. The connection of subject matter to real situations increases the relevance of the curriculum.
It centers on general education and the problems are based on common human activities. The central focus of the core design includes common needs, problems, concerns, of the learners.
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AN OUTPUT CREATED BY JAIME VALERIANO Q ROLDAN, A BMSEE STUDENT (II - 17)
