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INTRODUCTION INTRODUCTION By: John Christian Villanueva

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Page 1: Introduction

INTRODUCTIONINTRODUCTION

By: John Christian Villanueva

Page 2: Introduction

MEANING OF CURRICULUMMEANING OF CURRICULUM

Page 3: Introduction

• Traditional schools defined Traditional schools defined curriculum as a group of subjects curriculum as a group of subjects arranged in a certain sequence arranged in a certain sequence peculiar to the subject field itself for peculiar to the subject field itself for the purpose of instruction. the purpose of instruction.

• Unique needs and interests have Unique needs and interests have been placed second to “the common been placed second to “the common needs of all.” needs of all.”

TRADITIONAL SCHOOLSTRADITIONAL SCHOOLS

Page 4: Introduction

• The modern dimension of curriculum The modern dimension of curriculum consists of all experiences for consists of all experiences for learning which are planned and learning which are planned and organized by the school. organized by the school.

• It is composed of the actual It is composed of the actual experiences and activities of learners experiences and activities of learners inside or outside the classroom under inside or outside the classroom under the guidance of the teacher and for the guidance of the teacher and for which the school accepts which the school accepts responsibility.responsibility.

MODERN DIMENSIONS OF MODERN DIMENSIONS OF CURRICULUMCURRICULUM

Page 5: Introduction

• Some authors define curriculum as Some authors define curriculum as “the total effort of the school to bring “the total effort of the school to bring about desired outcomes, to fulfil the about desired outcomes, to fulfil the rising needs of the dynamic society, rising needs of the dynamic society, in school and out-of-school in school and out-of-school situations” or “a sequence of situations” or “a sequence of potential experiences set up in potential experiences set up in school for the purpose of disciplining school for the purpose of disciplining children and youth in group ways of children and youth in group ways of thinking and acting”. thinking and acting”.

DEFINITIONS OF CURRICULUMDEFINITIONS OF CURRICULUM

Page 6: Introduction

KINDS OF CURRICULUMKINDS OF CURRICULUM(according to the four families of (according to the four families of

learning theories)learning theories)

Page 7: Introduction

SOCIALSOCIAL

Page 8: Introduction

INFORMATION PROCESSINGINFORMATION PROCESSING

Page 9: Introduction

PERSONALITYPERSONALITY

Page 10: Introduction

BEHAVIORALBEHAVIORAL

Page 11: Introduction

• child-centered,child-centered,

• society-centered,society-centered,

• knowledge-centeredknowledge-centered

• eclecticeclectic

ORIENTATIONS TO CURRICULUMORIENTATIONS TO CURRICULUM

Page 12: Introduction

• 1.Overt, explicit, or written 1.Overt, explicit, or written curriculumcurriculum

• 2.Societal curriculum2.Societal curriculum

• 3. The hidden or covert curriculum3. The hidden or covert curriculum

• 4.The null curriculum4.The null curriculum

• 5.Phantom curriculum5.Phantom curriculum

• 6.Concomitant curriculum6.Concomitant curriculum

• 7.Rhetorical curriculum7.Rhetorical curriculum

TYPES OF CURRICULUMTYPES OF CURRICULUM

Page 13: Introduction

• 8.Curriculum-in-use8.Curriculum-in-use

• 9.Received curriculum9.Received curriculum

• 10. The internal curriculum10. The internal curriculum

• 11.The electronic curriculum11.The electronic curriculum

• 12.Competency Curriculum12.Competency Curriculum

TYPES OF CURRICULUMTYPES OF CURRICULUM

Page 14: Introduction

• that which is written as part of formal that which is written as part of formal instruction of schooling experiences.instruction of schooling experiences.

• refers to a curriculum document, texts, films, refers to a curriculum document, texts, films, and supportive teaching materials that are and supportive teaching materials that are overtly chosen to support the overtly chosen to support the intentional intentional instructional agenda of a school.instructional agenda of a school.

• usually confined to those written usually confined to those written understandings and directions formally understandings and directions formally designated and reviewed by administrators, designated and reviewed by administrators, curriculum directors and teachers, often curriculum directors and teachers, often collectively.collectively.

OVERT, EXPLICIT, OR WRITTEN OVERT, EXPLICIT, OR WRITTEN CURRICULUMCURRICULUM

Page 15: Introduction

• The massive, ongoing, informal The massive, ongoing, informal curriculum of family, peer groups, curriculum of family, peer groups, neighborhoods, churches neighborhoods, churches organizations, occupations, mass, organizations, occupations, mass, media and other socializing forces media and other socializing forces that "educate" all of us throughout that "educate" all of us throughout our livesour lives

SOCIETAL CURRICULUMSOCIETAL CURRICULUM

Page 16: Introduction

• That which is implied by the very That which is implied by the very structure and nature of schools, much of structure and nature of schools, much of what revolves around daily or established what revolves around daily or established routines.routines.

• • • the "hidden curriculum," which refers to the "hidden curriculum," which refers to the kind of learning children derive from the kind of learning children derive from the very nature and organizational design the very nature and organizational design of the public school, as well as from the of the public school, as well as from the behaviors and attitudes of teachers and behaviors and attitudes of teachers and administratorsadministrators

HIDDEN OR COVERT CURRICULUMHIDDEN OR COVERT CURRICULUM

Page 17: Introduction

• That which we That which we do not teachdo not teach, thus giving , thus giving students the message that these students the message that these elements are not important in their elements are not important in their educational experiences or in our societyeducational experiences or in our society

• Unfortunately, without some level of Unfortunately, without some level of awareness that there is also a well-awareness that there is also a well-defined implicit agenda in schools, defined implicit agenda in schools, school personnel send this same type of school personnel send this same type of message via the hidden curriculum.message via the hidden curriculum.

NULL CURRICULUMNULL CURRICULUM

Page 18: Introduction

• the enculturation of students into the the enculturation of students into the predominant meta-culturepredominant meta-culture

• acculturating students into narrower acculturating students into narrower or generational subcultures.or generational subcultures.

PHANTOM CURRICULUMPHANTOM CURRICULUM

Page 19: Introduction

• What is taught, or emphasized at What is taught, or emphasized at home, or those experiences that are home, or those experiences that are part of a family's experiences, or part of a family's experiences, or related experiences sanctioned by related experiences sanctioned by the family.the family.

CONCOMITANT CURRICULUMCONCOMITANT CURRICULUM

Page 20: Introduction

• comprised from ideas offered by policymakers, comprised from ideas offered by policymakers, school officials, administrators, or politicians.school officials, administrators, or politicians.

• come from those professionals involved in come from those professionals involved in concept formation and content changesconcept formation and content changes

• from those educational initiatives resulting from those educational initiatives resulting from decisions based on national and state from decisions based on national and state reports, public speeches,reports, public speeches,

• from texts critiquing outdated educational from texts critiquing outdated educational practices.practices.

• also from the publicized works offering also from the publicized works offering updates in pedagogical knowledge.updates in pedagogical knowledge.

RHETORICAL CURRICULUMRHETORICAL CURRICULUM

Page 21: Introduction

• The formal curriculum (written or The formal curriculum (written or overt) comprises those things in overt) comprises those things in textbooks, and content and concepts textbooks, and content and concepts in the district curriculum guides. in the district curriculum guides. However, those "formal" elements However, those "formal" elements are frequently not taught.are frequently not taught.

• The curriculum-in-use is the actual The curriculum-in-use is the actual curriculum that is delivered and curriculum that is delivered and presented by each teacher.presented by each teacher.

CURRICULUM-IN-USECURRICULUM-IN-USE

Page 22: Introduction

• Those things that students actually Those things that students actually take out of classroom;take out of classroom;

• those concepts and content that are those concepts and content that are truly learned and rememberedtruly learned and remembered

RECEIVED CURRICULUMRECEIVED CURRICULUM

Page 23: Introduction

• Processes, content, knowledge Processes, content, knowledge combined with the experiences and combined with the experiences and realities of the learner to create new realities of the learner to create new knowledge. While educators should knowledge. While educators should be aware of this curriculum, they be aware of this curriculum, they have little control over the internal have little control over the internal curriculum since it is unique to each curriculum since it is unique to each student.student.

INTERNAL CURRICULUMINTERNAL CURRICULUM

Page 24: Introduction

• through searching the Internet for through searching the Internet for information, or through using e-forms of information, or through using e-forms of communication.communication.

• either formal or informal, and inherent either formal or informal, and inherent lessons may be overt or covert, good or bad, lessons may be overt or covert, good or bad, correct or incorrect depending on ones' views.correct or incorrect depending on ones' views.

• both for recreational purposes (as in blogs, both for recreational purposes (as in blogs, chatrooms, listserves, through instant chatrooms, listserves, through instant messenger on-line conversations, or through messenger on-line conversations, or through personal e-mails) and for research and personal e-mails) and for research and information,information,

ELECTRONIC CURRICULUMELECTRONIC CURRICULUM

Page 25: Introduction

• Consists of competencies.Consists of competencies.

• Assessment and certification of Assessment and certification of achievement of the competencies is achievement of the competencies is sequentially integrated into each sequentially integrated into each year of the curriculum culminating year of the curriculum culminating with a competency transcript upon with a competency transcript upon graduationgraduation

COMPETENCY CURRICULUMCOMPETENCY CURRICULUM

Page 26: Introduction

MEANING OF CURRICULUM MEANING OF CURRICULUM DEVELOPMENTDEVELOPMENT

• Curriculum development is the Curriculum development is the process of deciding what to teach process of deciding what to teach and learn, along with the and learn, along with the considerations needed to make such considerations needed to make such decisions. It includes aspects such as decisions. It includes aspects such as tasks, roles, expectations, resources, tasks, roles, expectations, resources, time and space, and the ordering of time and space, and the ordering of all these elements to create a all these elements to create a curriculum plan or documentcurriculum plan or document

Page 27: Introduction

• Curriculum development is Curriculum development is institutionalized change, which institutionalized change, which means that it is sanctioned by the means that it is sanctioned by the formal structures in the educational formal structures in the educational institution. It is usually aimed at institution. It is usually aimed at improving the situation, and improving the situation, and therefore includes some form of therefore includes some form of evaluation and is carefully evaluation and is carefully documented or describeddocumented or described

MEANING OF CURRICULUM MEANING OF CURRICULUM DEVELOPMENTDEVELOPMENT

Page 28: Introduction

• Curriculum planning is a complex activity Curriculum planning is a complex activity involving the interplay of ideas from the involving the interplay of ideas from the curriculum field and other related disciplines. curriculum field and other related disciplines.

• However, the ultimate purpose of curriculum However, the ultimate purpose of curriculum planning is to describe the learning planning is to describe the learning opportunities available to students.opportunities available to students.

• Thus, curriculum planning is ultimately Thus, curriculum planning is ultimately concerned with the experiences of learners.concerned with the experiences of learners.

CURRICLUM PLANNING & CURRICLUM PLANNING & DEVELOPMENTDEVELOPMENT

Page 29: Introduction

FOUNDATIONS OF FOUNDATIONS OF CURRICULUM PLANNING CURRICULUM PLANNING

Page 30: Introduction

SOCIAL FORCESSOCIAL FORCES

Page 31: Introduction

TREATMENT OF KNOWLEDGETREATMENT OF KNOWLEDGE

Page 32: Introduction

HUMAN GROWTH AND HUMAN GROWTH AND DEVELOPMENTDEVELOPMENT

Page 33: Introduction

LEARNING AS A PROCESSLEARNING AS A PROCESS

Page 34: Introduction

• Subject-centred vs. Learner-Subject-centred vs. Learner-centred curriculumcentred curriculum

• Who plans the curriculum?Who plans the curriculum?

• The basics that constitute The basics that constitute learninglearning

ISSUES IN CURRICULUM PLANNINGISSUES IN CURRICULUM PLANNING

Page 35: Introduction

CHARACTERISTICS OF GOOD CHARACTERISTICS OF GOOD CURRICULUM & CURRICULUM CURRICULUM & CURRICULUM

DEVELOPMENTDEVELOPMENT

Page 36: Introduction

1.1. The Curriculum is continuously The Curriculum is continuously evolving.evolving.

Page 37: Introduction

2. The Curriculum is based on the 2. The Curriculum is based on the needs of the people.needs of the people.

Page 38: Introduction

33. . The Curriculum is democratically The Curriculum is democratically conceived.conceived.

Page 39: Introduction

44. . The Curriculum is the result of a The Curriculum is the result of a long-term effort.long-term effort.

Page 40: Introduction

5. 5. The Curriculum is a complex of The Curriculum is a complex of details.details.

Page 41: Introduction

6. 6. The Curriculum provides for the The Curriculum provides for the logical sequence of subject matter.logical sequence of subject matter.

Page 42: Introduction

77. . The Curriculum complements and The Curriculum complements and cooperates with other programs of the cooperates with other programs of the community.community.

Page 43: Introduction

8. 8. The Curriculum has educational The Curriculum has educational qualityquality..

Page 44: Introduction

9. 9. The Curriculum has administrative The Curriculum has administrative flexibility.flexibility.

Page 45: Introduction

Thank you for Thank you for LISTENING GUYS!LISTENING GUYS!


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