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    Module 1prof. Ed. 09

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    Mary Jane Pagay
    This document is a self-learning module that discusses curriculum definitions, types, and foundations. It begins with introducing the chapter's learning outcomes, which are to define curriculum, analyze different curriculum types and foundations. It then provides definitions of curriculum from various scholars and groups them into categories like subjects, learning experiences, and intended outcomes. Different curriculum types are outlined such as ideal, intended, implemented and hidden. Finally, the foundations of curriculum are discussed including influences from psychology, sociology, anthropology and philosophy. The module asks students to apply their knowledge by discussing benefits of K-12 curriculum and assessing their understanding through defining curriculum and curriculum types.

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    Module 1prof. Ed. 09

    Uploaded by

    Mary Jane Pagay
    39 views2 pages
    This document is a self-learning module that discusses curriculum definitions, types, and foundations. It begins with introducing the chapter's learning outcomes, which are to define curriculum, analyze different curriculum types and foundations. It then provides definitions of curriculum from various scholars and groups them into categories like subjects, learning experiences, and intended outcomes. Different curriculum types are outlined such as ideal, intended, implemented and hidden. Finally, the foundations of curriculum are discussed including influences from psychology, sociology, anthropology and philosophy. The module asks students to apply their knowledge by discussing benefits of K-12 curriculum and assessing their understanding through defining curriculum and curriculum types.

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    This document is a self-learning module that discusses curriculum definitions, types, and foundations. It begins with introducing the chapter's learning outcomes, which are to define curriculum, analyze different curriculum types and foundations. It then provides definitions of curriculum from various scholars and groups them into categories like subjects, learning experiences, and intended outcomes. Different curriculum types are outlined such as ideal, intended, implemented and hidden. Finally, the foundations of curriculum are discussed including influences from psychology, sociology, anthropology and philosophy. The module asks students to apply their knowledge by discussing benefits of K-12 curriculum and assessing their understanding through defining curriculum and curriculum types.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    39 views2 pages

    Module 1prof. Ed. 09

    Uploaded by

    Mary Jane Pagay
    This document is a self-learning module that discusses curriculum definitions, types, and foundations. It begins with introducing the chapter's learning outcomes, which are to define curriculum, analyze different curriculum types and foundations. It then provides definitions of curriculum from various scholars and groups them into categories like subjects, learning experiences, and intended outcomes. Different curriculum types are outlined such as ideal, intended, implemented and hidden. Finally, the foundations of curriculum are discussed including influences from psychology, sociology, anthropology and philosophy. The module asks students to apply their knowledge by discussing benefits of K-12 curriculum and assessing their understanding through defining curriculum and curriculum types.

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    © All Rights Reserved
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    of 2

    Bato Institute of Science and Technology

    Dolho , Bato , Leyte

    Self-Learning Module No. 01 in Prof. Ed. 09


    (The Teacher and School Curriculum; A Guide to Curriculum Development
    Practice)
    Second Semester, S.Y. 2020-2021 (1st week January 18-22, 2021)

    Chapter 1. Understanding Curriculum


    Topic: Definitions Curriculum, Types of Curriculum, Types of curriculum and Foundation of
    Curriculum

    Introduction:
    This chapter explores significant pieces of literature and theories that will help
    curriculum workers, teachers and students to understand basic concepts like curriculum, Types
    of curriculum, curriculum foundations and curriculum conceptions.
    Intended Learning Outcome (ILO)
    After studying this module, you will able to:
    1. Define curriculum and analyze the different types of curriculum and its foundations.
    A. Activity
    1. Write a personal definition of curriculum and try to explain it.
    B. Analysis:
    1. Is “Tsismis” a part of curriculum. Please analyze it.
    C. Abstraction:
    Many books on curriculum present various images, characterizations and definitions of
    the term curriculum. To analyze or discuss all of these definitions would be a massive endeavor
    since there are more than eleven hundred books written about curriculum (Schubert, 1988).
    Presented in this book are just a few definitions provided by Saylor (1981), Beauchamp (1982),
    Schubert (1986), Eisner (1985), Pinar (1995), Poster (1995), March (2004), Oliva (2005),
    Glathorn (2006), and Reid (2006) among others.
    Curriculum as a list of subjects. This definition suggest suggests that curriculum is the
    “permanent” or the tradition subjects offered in the school curriculum such as
    mathematics, Language, Science, Music, Arts and others.
    Curriculum as Learning Experiences. This definition includes student’s curricular and co-
    curricular activities and the learning experiences they encounter inside or outside the
    school. This definition includes the hidden curriculum of those things learned by the
    students as a result of their experiences in the school with their peers, schoolmates,
    teachers, school staff or the values they learned from a school program. In short it
    includes the school culture.
    Curriculum as Intended Learning Outcomes. This definition includes a list of learning
    competencies or standards that students should learn in school.
    Curriculum as planned learning experiences . This includes documents specifying
    contents, objectives, or general ideas of what students should know in schools or in a
    specific discipline.
    Curriculum as a discipline. Curriculum as a discipline has its own principles, theories and
    practices.
    Curriculum as a content or subject matter. This curriculum views curriculum as a series
    of topics under each subject area.
    DIFFERENT TYPES OF CURRICULUM
     Ideal or recommended. This refers to what scholars propose as the most appropriate
    curriculum for the learners. For example, different professional or organization or
    various programs of study in different universities many propose curriculum content as
    a result of their researchers.
     Intended, official, or written curriculum. It is the curriculum prescribed by the
    government agencies like the Department of Education (DepEd), the commission of
    Higher Education (CHED) and the Technical Education and skills Development Authority
    (TESDA). Examples of this type of curriculum are:
     The kindergarten Curriculum Standards
     The k-12 Curriculum for General Education (Memorandum Order no.20 S. 2013)
     TESDA Module & Competencies.
     Implemented Curriculum. This refers to what the teachers teaching the school.
     Achieved or Learned Curriculum. This refers to the result of the curriculum or what
    students learned in school.
     Tested Curriculum. This refers to the set of learning that is as sending teacher- made
    classroom tests.
     Entitlement Curriculum. This refers to the learning expected by the learners to learn to
    become good members of society.
     Supported Curriculum. This refers to the curriculum that is reflected to support the
    official curriculum.
     Null or Censored Curriculum. This refers to topics that must not be taught to the
    students.
     Hidden Curriculum. This refers to various skills, knowledge, and attitudes that students
    learned in school as a result of interaction with the school stakeholders.
    CURRICULUM FOUNDATIONS
    Sources of Curriculum foundations:
    1. Studies of learners and learning theory (psychology)
    2. Studies of life (Sociology and anthropology)
    3. Studies of the nature and value of knowledge (philosophy)
    Psychology as a discipline- deals about understanding human behavior.
    Sociology & Anthropology- knowledge about society and its culture is important in selecting
    the content of the curriculum.

    CURRICULUM CONCEPTIONS: Six (6) curriculum conceptions:


    1. Academic Rationalist Conception- It stresses the importance of different bodies of
    knowledge, known as disciplines or subject areas, as the focus of the curriculum.
    2. Cognitive Process Conception- Seek to develop a repertoire of cognitive skills that are
    applicable to a wide range of intellectual problem.
    3. Humanistic Conception- stresses the idea that curriculum or education is an instrument
    for developing the full potential of individuals.
    4. Social Reconstructionist Conception- views the school or schooling as an agency for
    social change.
    5. Technological Conception- It views schooling as a complex system that can be analyzed
    into its constituent components.
    6. Eclectic Conception- This curriculum conception reiterates the realities in curriculum
    development that each of the curriculum conception is to be considered and is
    influential to a certain extent in designing the curriculum.

    D. Application
    1. Give the benefits you received as a graduate of k-12 curriculum. If you are not, just give
    your opinion.

    E. Assessment of Learning
    1. Give your own definition or meaning of curriculum.
    2. What type of curriculum you like most? Why?
    3. Give the three (3) sources of curriculum foundations and examples.

    Note: Answer only APPLICATION and ASSESSMENT of Learning and pass it.

    Reference: The Teacher and the School Curriculum; A Guide to Curriculum Development
    Practice. By Greg Tabios Pavilen

    Prepared by:

    CAYETANO T. GARONG
    Instructor

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