LESSON 1

• William Reid, Schubert, and the Tanners: 'They tend to discuss curriculum in theoretical rather than practical terms. They are concerned with broader historical, philosophical, or social issues.'
• Curriculum


  Comes from a Latin word, "Curere" which means "to run" or "to run a course"
• Robert M. Hutchins' view of curriculum

  • Emphasizes "permanent studies" where the rules of grammar, reading, rhetoric, logic, and mathematics are emphasized
• Arthur Bestor's view of curriculum


  • The focus of curriculum should focus on fundamental intellectual disciplines (grammar, literature, writing, science, mathematics. History, and foreign language)
• Believes that the sole source of the curriculum is a discipline; coined the word discipline as a ruling doctrine for curriculum development.

  • . Joseph Schwab's view of curriculum

• Philip Phenix's view of curriculum

  • Curriculum should consist entirely of knowledge which comes from various disciplines
• John Dewey's view of curriculum


  • Reflective thinking is a means that unifies curricular elements that is tested by application
• Holin Caswell and Kenn Campbell's view of curriculum

  • Curriculum is all experience that children have under the guidance of teachers
• Othaniel Smith, William Stanley, and Harlan Shore's view of curriculum


  • Curriculum as a sequence of potential experiences, set up in schools for the purpose of disciplining children and youth
• Colin Marsh and George Willis' view of curriculum


  • Curriculum is all the experiences in the classroom which are planned and enacted by the teacher, and learned by the students
• Curriculum


  What is taught inside and outside the school, as directed by the teacher; everything planned *or unintentional* by school, a series of experiences as a result of school
• Fundamental concepts of curriculum

  • Curriculum as a cumulative tradition of organized knowledge
  • Curriculum as an experience
  • Curriculum as an instructional plan
  • Curriculum as an instructional outcome
• Curriculum as a plan for achieving goals


  The plan involves a sequence step
• J. Galen Saylor's definition of curriculum


  • "a plan for providing sets of learning opportunities for opportunities for persons to be educated"
• David Pratt's definition of curriculum


  • "curriculum is organized set of formal education and/or training intentions"
• John Wiles and Joseph Bondi's definition of curriculum


  • "a four-step plan involving purpose, design, implementation, and assessment"
• Curriculum as dealing with the Learner's Experiences

  Almost anything planned or outside of the school is part of curriculum
• Gene Shephered and William Ragan's view of curriculum


  • "The curriculum consist of the ongoing experiences of children under the guidance of the school. It presents a special environment for helping children achieve self- realization through active participation within the school."
• Curriculum


  A system for dealing with people
• Tyler and Taba's view of curriculum

  • Exemplify a linear view of curriculum. It can be linear or nonlinear. A linear system plots out the means to desired end. Nonlinear permits the curriculum specialist to enter at various points of model, skip parts, reverse order, and work on more than one component at a time.
• Curriculum


  A field of study with its foundation, knowledge domains, research, theory, principles, and specialists
• The second step is to gather information about the problem.
• Levels of curricula

  • Societal level
  • Institutional level
  • Instructional level
  • Experiential level
• Where public stakeholders participate in identifying the goals, the topics to be studied, time to be spent in teaching/learning, and the materials to aid instruction. Societal level

  Societal level
• Institutional level


  Derived from the societal level but with modifications by local educators or lay people
• Instructional level


  How the teachers use the curriculum developed in the societal level and modified in the institutional level, or what authorities have determined
• Experiential level


  Perceived and experienced by each student, and may, therefore, vary among learners because of individual differences
• Types of curricula

  • Recommended
  • Written
  • Taught
  • Supported
  • Assessed
  • Learned
  • Hidden
• Recommended curriculum


  Recommendations and in the form of memoranda, standards, and guidelines that came from government agencies as well as professional organizations or international bodies
• Written curriculum


  Documents based on the recommended curriculum
• Taught curriculum


  Depends largely on the teaching style of the teacher and the learning style of the students
• Supported curriculum


  Support (complementary and supplementary) materials that the teacher needs
• Assessed curriculum


  Taught and supported curricula have the evaluated to find out if the teacher has succeeded or not in facilitating learning; can be; assessment for learning, assessment of learning, assessment as learning
• Learned curriculum


  Indicates cognitive, affective and psychomotor outcomes; should demonstrate higher order and critical thinking, and life-long skills
• Hidden curriculum


  That which is not deliberately planned but has a great impact on the behavior of learners: "teachers must have good foresight to include this in the written curriculum in order to bring to surface what are hidden"