Download - Recent Dimensions in Curriculum Development
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RECENT DIMENSIONS IN CURRICULUM DEVELOPMENT
THE CONCEPTUAL APPROACH
ROSE NANNETTE J. SAN JUANMA Mathematics
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The recent dimensions in curriculum development consist of a number of
innovations relevant to the curriculum.
These are the new ideas designed to meet the changing needs and
conditions made since the establishment of a modern formal
educational system in the Philippines in the early 1900s.
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These innovations are:Integrative method of the 1950s and the conceptual and process approaches of
today patterned after educational policies and practices in the US.
The other innovations are results of assessment of Philippine needs and
problems such as the community school movement, bilingualism, and the use of the
vernacular as the medium of instruction, the barrio high schools, and the work education
program.
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Directions in Curriculum Reform1) Attention is drawn farther away from the teacher in the
direction of the learner.
2) The emphasis is upon the learner and only indirectly and secondarily
upon subjects, materials and activities.
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3) Whatever is taught must be understood by the learner to be in some definite manner vitally
related to the achievement of his purpose.
4) The organization of the curriculum should begin with vital concerns of the present and relate these concerns with
the past as the past is recognized as essential to an understanding of definite
concerns of the present.
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5) The organization of the curriculum should lead the
learner to project the broad next steps from the events of the present and immediate past.
6) Textbooks become source materials rather than ends in
themselves.
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7) The gradual elimination of the artificial barriers that set off one subject from another in present
curriculum practice.
8) The broad organization of materials and activities into unit situation most likely to result in
significant learning experience on the part of the pupil.
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9) More thorough integration of the life of the school with that of
the home and the community.10) The recognition that the outside
class activities of the school are often more significant for learning than the traditionally recognized
activities.
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11) The experience approach requires the teacher to draw upon a wide range of varied
resources in order to meet the different learning situations
arising in the normal life of the learner.
12) Teachers, to contribute in maximal degree to the education of the pupil, must know intimately the home and community environment
of the learner.
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13) Teachers must be versatile in the use of adoption of different
methods to meet varied learning situations.
14) Teachers must have a much more rigorous background of
training both in its extent and its breadth.
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15) The teacher must have experienced life broadly and
deeply to be a guide and interpreter of life.
16) Teachers must have a more practical internship experience
similar to that of the physician to meet the demands of the new
curriculum.
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17) Every teacher must be well grounded in the broad area
known as the social sciences. 18) Primary emphasis is drawn from academic
scholarship to pedagogical and academic scholarship.
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19) There is a move from the involvement of only academic-
scholars and teachers to the involvement of all levels of
decision-makers in the schools, including parents, students and
scholars, but with special emphasis on the teachers’
participation.
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20) There is a move from child-, society-, or discipline-centered
curriculum to the total curriculum and humanistic
curriculum.
21) There is a move from selling prepackaged programs
to truly experimental programs.
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22) Focus is drawn from the means of education to the ends,
aims, objectives of education.
23) There is a move from the tendency to teach everything to
establishing priorities.
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24) Focus is drawn from the gifted and the deprived students
to all students.
25) There is a move from offering one course at a time to higher
education and adult education as well.
26) There is a move from mere in-service training of teachers to continuing career development
of teachers.
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THE CONCEPTUAL APPROACHThe phenomena of knowledge
explosion, obsolescence, changing complex world, wide range of abilities in
the classroom have led to the formulation of this approach in
education.
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This approach is a method of organizing the curriculum around
basic concepts and generalization.
THE CONCEPTUAL APPROACH
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Concept is the categorization or classification of things, events, or
ideas.
THE CONCEPTUAL APPROACH
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The relationship and interrelationship of concepts result into generalizations.
THE CONCEPTUAL APPROACH
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Structure refers to the foundational concepts and
generalizations of a discipline.
THE CONCEPTUAL APPROACH
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Since concepts and generalizations are abstractions
that grow from one’s experiences, the process of
conceptualizing is subjective; it is personal to the learner.
THE CONCEPTUAL APPROACH
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Conceptualizing means examining and reflecting on
similar experiences in order to identify their common elements
and build an orderly image of them.
THE CONCEPTUAL APPROACH
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The strategy preferred in the conceptual approach may be generally described as “inquiry” which is mainly premised on
the idea that due to the fast turnover of knowledge, it is better to stress the
“how to learn” rather than “what to learn.”
THE CONCEPTUAL APPROACH
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David Kellum affirms that the supreme accomplishment of the inquiry approach is that it trains
students to think and it gets them to the habit of thinking.
THE CONCEPTUAL APPROACH
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The inquiry approach views the learner as an active thinker – seeking, probing, processing data from his environment toward a variety of destinations along paths best suited to his own mental
characteristics.
THE CONCEPTUAL APPROACHCarpenter comments on the inquiry
method in this way:
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It rejects passiveness as an ingredient of effective learning and the concept of mind as a reservoir for the storage of
knowledge presented through expository instruction directed toward a
pre-determined, close end.
THE CONCEPTUAL APPROACHCarpenter comments on the inquiry
method in this way:
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The inquiry method seeks to avoid the dangers of note memorization and
verbalization as well as the hazard of fostering dependency in citizens as
learners and thinkers.
THE CONCEPTUAL APPROACHCarpenter comments on the inquiry
method in this way:
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The appropriateness of the inquiry method for the Filipinos according to
Dr. Leonardo de la Cruz:
THE CONCEPTUAL APPROACH
The inquiry mode of learning is probably even more imperative for Philippine schools, since only about 55.8% of Filipino youth stay in school up to the 6th
grade, only about 25.3% manage to reach high school, and only about 11.5% complete college. Therefore, the sooner Filipino children are taught how to continue to
think and learn by themselves, the more self-reliant Filipinos could be harnessed by our schools.
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The conceptual approach concerns not merely cognitive but also the affective side.
THE CONCEPTUAL APPROACH
It leads the learner into the realm of valuing and attitude formation and/or
reformation.It aims at the characterization level, the stage
where learners can be said to have internalized the value and are not merely professing about the value they have chosen, but are behaving
accordingly.
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Benjamin Bloom (1956)
THE CONCEPTUAL APPROACH
developed a classification of levels of intellectual behavior in learning. This
taxonomy contained three overlapping domains: the cognitive, psychomotor, and
affective.
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Critical thinking involves logical thinking and reasoning including skills such as comparison,
classification, sequencing, cause/effect, patterning, webbing, analogies, deductive
and inductive reasoning, forecasting, planning, hypothesizing, and critiquing.
THE CONCEPTUAL APPROACH
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Creative thinking involves creating something new or original. It involves the skills of
flexibility, originality, fluency, elaboration, brainstorming, modification, imagery, associative thinking, attribute listing,
metaphorical thinking, forced relationships. The aim of creative thinking is to stimulate
curiosity and promote divergence.
THE CONCEPTUAL APPROACH
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Bloom’s scheme
THE CONCEPTUAL APPROACH
CHARACTERIZATION
ORGANIZATION
VALUING
RESPONDING
RECEIVING
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The experiential method in the conceptual approach is based on three basic educational
principles, as stated by Pine and Horne.
THE CONCEPTUAL APPROACH
Learning is change as a result of an experience which is personally meaningful and relevant to the individual.
Learning is both an intellectual and an emotional process.
Learning is a cooperative and collaborative process.
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Fritz Perls describes this process beautifully when he affirmed:
Learning is discovery. There is no other means of effective learning. You can tell a
child a thousand times that the stove is hot. It doesn’t help. The child has to discover for
himself.
THE CONCEPTUAL APPROACH
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The conceptual approach aims at developing a
thinking-feeling-acting man.
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Reference:
Andres, Tomas Quintin D. and Francisco, Felizardo Y.,
Curriculum Development in the Philippine Setting, Philippine
Printing Press, Q.C., 1989
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Thank you.God bless.