1 curriculum intro

7/25/2019 1 Curriculum Intro

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Concepts, Natureand Purposes

Of CurriculumDr. Reynaldo B. Inocian

Full Professor

Cebu Normal University


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!at is curriculum"

!at is itspurpose"

!at is its nature"


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is derived from a #atin $ord curere,$!ic! means to run li%e in t!e course oft!e race. It is t!e sum of all learnin&

contents, e'periences, and resources t!atare purposely selected, or&ani(ed, andimplemented by t!e sc!ool in pursuit of itspeculiar mandate as a distinct institution

of learnin& and !uman development)Bau(on, *++-.

Curriculum


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Curriculum is also dened as somet!in&t!at is tau&!t in sc!ools, a set of sub/ects,content, a pro&ram of studies, a set ofmaterials, a se0uence of courses, a set ofperformance ob/ectives, and a course ofstudy. It also includes everyt!in& t!at isplanned by sc!ool personnel, a series of

e'periences under&one by learners insc!ool as a result of formal sc!ool, )Oliva,12-.

Curriculum


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3o ilson, )1+-, curriculum is anyt!in&and everyt!in& t!at teac!es a lesson,planned or ot!er$ise. 3!is includeseveryt!in& t!at t!e teac!ers planned outfor a successful lesson delivery )formalcurriculum- and anyt!in& t!at surfaces outin t!e discussion us unplanned )t!e informalcurriculum- are blended in a successfulteac!er and students interaction.

Curriculum


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1. 3raditional Points of vie$ of curriculum )3!eBe!avioral 4pproac! anc!ored on t!e p!ilosop!ical

t!eories of Idealism, Perrenialism, Realism,Be!aviorism and Positivism-

5Curriculum is t!at it is a body of sub/ects or sub/ect matterprepared by t!e teac!ers for t!e students to learn.6

It $as synonymous to t!e 5course of study6 and 5syllabus6.

Curriculum from Dierent Points

of View


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5 Basic education s!ould emp!asi(e t!e 7Rs

and colle&e education s!ould be &roundedon liberal arts.6 88 Robert 9. :utc!ins

4rt!ur Bestor believes t!at curriculums!ould focus on t!e fundamentalintellectual disciplines of &rammar,literature and $ritin&.


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Joseph Schwab vie$ed t!at discipline is

t!e sole source of curriculum. 4nd toPhenix,curriculum s!ould consist entirelyof %no$led&e $!ic! comes from variousdiscipline.


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Curriculum can be vie$ed as a eld ofstudy.

It is made up of its foundation, domains of%no$led&e as $ell as its researc! t!eoriesand principles.

It is concerned $it! broad !istorical,p!ilosop!ical and social issues andacademics.

9ost of t!e traditional ideas vie$ curriculum

as $ritten document or a plan of action inaccomplis!in& &oals.


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*. Pro&ressive Points of ;ie$ of Curriculum)Participatory 4pproac! anc!ored on t!e

t!eories of Pra&matism, Pro&ressivism,Reconstructionism,


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3!is denition is anc!ored in >o!n De$ey?s

$!ic! stated t!at 5re@ective t!in%in& is ameans t!at unies curricular elements6.3!ou&!t is not derived from action buttested by application.

Cas$ell and Campbell vie$ed curriculum as5all e'periences c!ildren !ave under t!e&uidance of teac!ers6.


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=mit!, =tanley and =!ores also denecurriculum as 5a se0uence of potential

e'periences set up in t!e sc!ools for t!epurpose of disciplinin& c!ildren and yout! in&roup $ays of t!in%in& and actin&6.

9ars! and ills dene it as 5t!ee'periences in t!e classroom $!ic! areplanned and enacted by t!e teac!ers and

also learned by t!e students6.


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3O 9OD


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*. :ilda 3aba?s 9odel8 t!e grassrootsapproach.

Seven Major Steps

1. Dia&nosis of learners needs and e'pectations oft!e lar&er society

*. Formulation of learnin& ob/ectives

7. =election of learnin& content

. Or&ani(ation of learnin& content

. =election of learnin& e'periences

E. Or&ani(ation of learnin& activities

2. Determination of $!at to evaluate and t!e meansof doin& it.


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1. Formal Curriculum )overt- includes t!e entire$ritten and structured curriculum li%e boo%s,instructional devices, memoranda, tec!nolo&y andot!er sc!ool facilities. It is accepted, committeepassed, $ritten documents t!at are supposed to &uidepractice.


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Hidden curriculumrefers to t!eunintended curriculum li%e ideolo&ies,values, beliefs, traditions, practices,customs, and !abits $!ic! are blendedto&et!er in t!e use of formal curriculum.

!atural curriculumrefers to all

p!enomenal occurrences brou&!t by natureli%e issues, calamities, environmentalc!an&es and catastrop!es.

Kinds of an Informal Curriculum


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1. Recommended curriculum A proposed bysc!olars and professional or&ani(ation

*. ritten Curriculum 8 documents, coursestudy or syllabi

7.3au&!t curriculum A $!at teac!ersimplement or deliver in t!e classrooms andsc!ools

. =upported curriculum A resources8te'tboo%s, computers, audio8visual materials$!ic! support and !elp in t!e implementationof t!e curriculum

"#pes of Curriculum $peratin% inSchools(Cortes, 1981, Esner, 1994, Wilson,200, !latt"orn, 2000 in #il$ao, et.al, 2008%


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. 4ssessed curriculum A t!at $!ic! is testedand evaluated

E. #earned curriculum A $!at t!e students

actually learned and $!at is measured. 2. :idden curriculum A t!e unintended

curriculum. G. Null Curriculum or t!e


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1+. =ocietal Curriculum 8 massive, on&oin&, and informalcurriculum of family, peer &roups, nei&!bor!oods,c!urc! or&ani(ations, mass media, and ot!er sociali(in&forces t!at 5educate6 all of us t!rou&!out our lives,Cortes, )1G1- as cited by ilson, )*++-.

11. P!antom Curriculum 8 a messa&e imbibedcurriculum prevalent in and t!rou&! e'posure to anytype of media li%e t!e impact of 5teleserye6 to students?

learnin&. 1*. Concomitant Curriculum 8 emp!asi(ed at !ome ort!ose e'periences t!at are part of a family?se'periences, or related e'periences sanctioned by t!efamily. 3!is curriculum maybe received at c!urc!, in t!e

conte't of reli&ious e'pression, lesson on values, et!icsor morals, molded be!aviors, or social e'periencesbased on t!e family?s preferences.


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17. R!etorical Curriculum A based on nationaland state reports, public speec!es, or fromte't criti0uin& outdated educational practices.

1. Internal Curriculum 8 t!e processes,content, %no$led&e, combined $it! t!ee'periences and realities of t!e learner tocreate ne$ %no$led&e $!ic! is found uni0ue

to any specic learner. 1.


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1. P!ilosop!ical Foundation of Curriculum

4.


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B.


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C.


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D.


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F.


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K.


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:.


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*. :istorical Foundations of Curriculum =ome of t!e curriculum t!eorists and !o$ t!ey vie$

curriculum from a !istorical perspective.

1. Fran%lin Bobbit )1G2E81E- A presented curriculum asa science t!at emp!asi(es on students? needs andprepares students for adult life.

*. erret C!arters )1G281*- A li%e Boobit, to C!arterscurriculum is a science.

7. illiam Jilpatric% )1G2181E- A Curricula arepurposeful activities $!ic! are c!ild8centered. 3!epurpose is c!ild development and &ro$t!.

. :arold Ru&& )1GGE81E+- A to Ru&&, curriculum s!oulddevelop t!e $!ole c!ild. It is c!ild8centered.


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. :ollis Cas$ell )1+181G- A sees curriculum asor&ani(ed around social functions of t!emes, or&ani(ed%no$led&e and learner?s interest.

E. Ralp! 3yler )1+*81- A believes t!at curriculum is a

science and an e'tension of sc!ool?s p!ilosop!y. It isbased on students? needs and interests.


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*. Co&nitive Psyc!olo&y

3!ese psyc!olo&ists focus t!eir attention on !o$individuals process information and !o$ t!ey monitor

and mana&e t!in%in&. 3o t!e co&nitive t!eorists, learnin& constitutes a lo&ical

met!od for or&ani(in& and interpretin& learnin&

Ps#cholo%ical )oundation of*ducation


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7. :umanistic Psyc!olo&y

:umanistic psyc!olo&ists are concerned $it! !o$learners can develop t!eir !uman potential. Curriculum

is concerned $it! t!e process not t!e productH personalneeds not sub/ect matterH psyc!olo&ical meanin& andenvironmental situations.

Ps#cholo%ical )oundation of*ducation


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=c!ools e'ist $it!in t!e social conte't.=ocietal culture aects and s!apes sc!oolsand t!eir curricula.

=ociety as ever dynamic is a source of veryfast c!an&es $!ic! are diLcult to cope $it!and to ad/ust to. 3!us sc!ools are made to

!elp to understand to t!ese c!an&es.

Social )oundations of *ducation


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4ccordin& toFeeney, et al., )*++1- curriculum !as t!ree ma/orelements $!ic! can be ans$ered by t!ese t!ree 0uestionsM

W"at&A refers to t!e list of contents to be learned in a specic

time frame in our sub/ect matter suc! )'noledge- in terms offacts, concepts, principles, t!eories, la$s, )s'ills- in terms of ne8motor, &ross8motor, perceptive, and non8discursive, )attitudes%suc! as manner, conduct, c!aracter, and ))alues- suc! as beliefs,ideolo&ies, and convictions.

W"o&A refers to t!e learners, $!o are t!e recipient of t!eintended contents. 3!ey are uni0uely dierent and !ave e'!ibiteddierent learnin& styles suc! as analytic, ima&inative, intuitive,and dynamic learners.

*o&A refers to t!e teac!in& approac!es )+"iloso+"ical"unc"-, met!odolo&ies )+rocedural munc"-, and tec!ni0ues)+ersonal +unc"- used in a specic content selection. 3!ese arecate&ori(ed accordin& to various p!ilosop!ical underpinnin&s suc!as classical, participatory, and dialectical processes.

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