Ttscur Reviewer (Prelim) Part1 Curdevt

TTSCUR REVIEWER (PRELIM) Part 1
CURRICULUM DEVELOPMENT
CURRICULUM DEFINITION
❑ Latin word curere, means to run or to run a course
1. Curriculum is dealing with learner’s experience
❑ Dewey, Caswell and Campbell-all the experiences children have under the guidance of teachers
❑ Gener Shepherd and William Ragan- consists of the ongoing experiences of children under the
guidance of the school
2. Curriculum is dealing with learner’s experience
❑ Elliot Eisner-a program that a school offers to its students, a planned series of educational hurdles
and an entire range of experiences a child has within the school.
❑ Collin Marsh and George Willis-all the experiences in the classroom that are planned and enacted.
3. Curriculum is a system for dealing with people.
❑ Can be linear and nonlinear
❑ A linear system plots out the means to a desired end.
❑ Nonlinear system permits the curriculum specialists to enter at various points of the model, skip
parts, reverse order and work on more on more than one component.
4. Curriculum is a field of study with its own foundations, knowledge domains, research theory,
principles and specialists.
5. Curriculum can be defined in terms of subject matter.
CHARACTERISTICS OF CURRICULUM
❑ It includes all the experiences of children for which the school is responsible
❑ It has content
❑ It is a system for dealing with people
❑ It is planned
❑ It is a series of courses to be taken by the students
PRESCRIPTIVE CURRICULUM VS DESCRIPTIVE CURRICULUM
PRESCRIPTIVE CURRICULUM
❑ What ought to happen
❑ Take form of a plan
❑ An intended program
DEFINITION:
John Dewey- Curriculum is a continuous reconstruction, moving from the child’s present experience out
into that represented by the organized bodies of truth that we call studies, the various studies are
themselves experience-they are that of the race
Hollis Caswell in Caswell and Campbell- Curriculum is composed of all the experiences children have under
the guidance of teachers.
Franklin Bobbit- Curriculum is the entire range of experiences, both directed and undirected, concerned
in unfolding the abilities of the individual.
Ralph Tyler- the curriculum is all the learning experiences planned and directed by the school to attain its
educational goals
Robert Gagne- Curriculum is a sequence of content units arranged in such a way that the learning of each
unit may be accomplished as a single act, provided the capabilities described by specified prior units have
already been mastered by the learner
James Popham & Eva Baker- Curriculum is all planned learning outcomes for which the school is
responsible. Curriculum refers to the desired consequences of instruction
J.L. Mc Brien & R. Brandt-Curriculum refers to a written plan outlining what students will be taught.
Indiana Department of Education-Curriculum means the planned interaction of pupils with instructional
content, materials, resources and processes for evaluating the attainment
DESCRIPTIVE CURRICULUM
❑ Goes beyond the prescriptive
❑ Experience
DEFINITION:
Hollis Caswell & Doak Campbell-All the experiences children have under the guidance of teachers.
W.B. Ragan- All experiences of the child for which the school accepts responsibility.
Thomas Hopkins- Those learnings each child selects, accepts and incorporates into himself toa ct with, on
and upon, in subsequent experiences
Glen Hass-The set of actual experiences and perceptions of the experiences that each individual learner
has of his or her program of education
D.F. Brown-All student school experiences relating to the improvement of skills and strategies in thinking
critically and creatively, solving problems, working collaboratively with others, communicating well,
writing more effectively, reading more analytically and conducting research to solve problems.
E. Silva- An emphasis on what students can do with knowledge, rather than what units of knowledge they
have, is the essence of 21st century skills.
Daniel Tanner & Laurel Tanner- The reconstruction of knowledge and experience that enables the learner
to grow in exercising intelligent control of subsequent knowledge and experience
TYPES OF CURRICULA
❑ Ideal/ Recommended
❑ Intended/Written
❑ Taught
❑ Supported
❑ Tested/Assessed
❑ Achieved/Learned
❑ Hidden
❑ Null/Censored
❑ Entitlement
GOOD CURRICULUM FOUNDATIONS
ACCORDING TO PRINT (1993)
PSYCHOLOGY CAN PROVIDE INFORMATION IN FIVE IMPORTANT AREAS:
CURRICULUM CONCEPTIONS
❑ ACADEMIC RATIONALIST CONCEPTION

❑ COGNITIVE PROCESSES CONCEPTION
❑ HUMANISTIC CONCEPTION
❑ TECHNOLOGICAL CONCEPTION
❑ SOCIAL RECONSTRUCTINIUST CONCEPTION
❑ ECLECTIC CONCEPTION
CHARACTERISTICS OF A GOOD CURRICULUM
❑ Continuously evolving
❑ Democratically conceived
❑ Based on the needs of the people
❑ Complex of details
❑ Result of a long term effort
❑ Provides the logical sequence of subject matter
❑ Has Educational quality
❑ Complements and cooperates with other programs of the community
❑ Has administrative flexibility
DISTINCTION BETWEEN CURRICULUM AND OTHER RELATED TERMINOLOGIES
SYLLABUS
✔ Part of the curriculum
✔ Contains what students will learn in the various school subjects in a year
✔ A long-term plan of work for students and normally prepared by teachers
SCHEME OF WORK
✔ Breakdown of the contents of what students are expected to learn
✔ Guide in planning what is to be done per week over a term or semester
LESSON NOTE
✔ Guide for teachers to assist them in the orderly presentation of a lesson to the learners in order
to facilitate learning
COURSE OF STUDY
✔ Educational programme leading to the award or certificate
NATURE OF CURRICULUM IN SCHOOL
Ralph Tyler (1949) suggest 4 fundamental questions which must be answered:
❑ Objectives
❑ Activities/Subject Matter
❑ Strategies (teacher-centered/learners-centered
❑ Evaluation
IMPORTANCE OF CURRICULUM IN SCHOOLS
❑ Curriculum is the very heart of school system

❑ Curriculum is the very vital software
CURRICULUM AS A PROCESS AND A PRODUCT
PROCESSES
▪ Wide range of decisions

▪ Process involves students, teachers, schools staff and community members
▪ Top-down
▪ Bottom-up
▪ Curriculum use
▪ Curriculum evaluation
PRODUCTS
▪ Curriculum guide
▪ Course of study

Ttscur Reviewer (Prelim) Part1 Curdevt

Uploaded by

Copyright:

Available Formats

Ttscur Reviewer (Prelim) Part1 Curdevt

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Ttscur Reviewer (Prelim) Part1 Curdevt

Uploaded by

Copyright:

Available Formats

TTSCUR REVIEWER (PRELIM) Part 1

❑ Latin word curere, means to run or to run a course

1. Curriculum is dealing with learner’s experience

2. Curriculum is dealing with learner’s experience

3. Curriculum is a system for dealing with people.

❑ Can be linear and nonlinear

❑ A linear system plots out the means to a desired end.

5. Curriculum can be defined in terms of subject matter.

PRESCRIPTIVE CURRICULUM VS DESCRIPTIVE CURRICULUM

❑ What ought to happen

❑ Take form of a plan

❑ Goes beyond the prescriptive

GOOD CURRICULUM FOUNDATIONS

ACCORDING TO PRINT (1993)

PSYCHOLOGY CAN PROVIDE INFORMATION IN FIVE IMPORTANT AREAS:

❑ ACADEMIC RATIONALIST CONCEPTION

DISTINCTION BETWEEN CURRICULUM AND OTHER RELATED TERMINOLOGIES

NATURE OF CURRICULUM IN SCHOOL

Ralph Tyler (1949) suggest 4 fundamental questions which must be answered:

IMPORTANCE OF CURRICULUM IN SCHOOLS

❑ Curriculum is the very heart of school system

CURRICULUM AS A PROCESS AND A PRODUCT

▪ Wide range of decisions

You might also like