problem centered curriculum

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CURRICULUM FOUNDATIONS

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Curriculum Foundations

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Page 1: Problem Centered Curriculum

CURRICULUM FOUNDATIONS

Page 2: Problem Centered Curriculum

PROBLEM CENTERED DESIGNS

Presentation by:Norliza Mohamad

Page 3: Problem Centered Curriculum

Curriculum Designs:

Problem Centered Designs

(Robert S. Zais)

Page 4: Problem Centered Curriculum

PROBLEM CENTERED DESIGN

Design focused on the problems of living, individual and social.

Broad and inclusive – large number of variations on the theme and focusing e.g. persistent life situations, major social problems, contemporary social problems, areas of living, the personal and social concerns of youth, social action projects for the reconstruction of society.

Page 5: Problem Centered Curriculum

Emphasis an individual as opposed to social needs.

Problems centered design curricula determined by:

Scope

Classification of problem

Needs, concern and abilities of students

* Content and the development of learners

Emphasis the major life activities and problems of

mankind

PROBLEM CENTERED DESIGN

Page 6: Problem Centered Curriculum

3 designs in this category:

1. Areas-of-living

2. Core curriculum

3. Personal / social concerns of youth

PROBLEM CENTERED DESIGN

Page 7: Problem Centered Curriculum

Areas-of-living design

• 19th century• Herbert Spencer’s (1885)

What Knowledge Is Of Most Worth?

• Spencer proposed the curriculum

prepared people to function effectively in

the 5 basic areas of living common to all

societies:

Page 8: Problem Centered Curriculum

Areas of living design

1. Direct self preservation

2. Indirect self preservation (securing food, shelter).

3. Parenthood

4. Citizenship

5. Leisure activities

Page 9: Problem Centered Curriculum

Areas of living design

Another statement advocating Commission on the Recognition of Secondary Education (1918) proposed a classification of areas of living – The Seven Cardinal Principles

Page 10: Problem Centered Curriculum

THE 7 CARDINAL PRINCIPLES

1. Health

2. Command of fundamental process

3. Worthy home membership

4. Vocation

5. Citizenship

6. Worthy use of leisure time

7. Ethical character

Page 11: Problem Centered Curriculum

Educational Policies of The National EducationAssociation (1944) proposed6 major categories of life:1. Responsibility and competence2. Economic understanding 3. Family relationship4. Intelligent consumer action5. Appreciation of beauty6. Language Proficiency

Areas of living design

Page 12: Problem Centered Curriculum

• Stratemeyer et. al prepared MASTER List of Persistent Life Situations:

a. Situations calling for growth in individual capacities :Health, Intellectual power, Responsibility for moral choices and aesthetic expression and appreciation.

Areas of living design

Page 13: Problem Centered Curriculum

b. Situations calling for growth in social participation : person to person relationships, group membership and intergroup memberships.

c. Situations calling for growth in ability to deal with environmental factors and forces : Natural phenomena technological phenomena, economic social political structure and forces.

Areas of living design

Page 14: Problem Centered Curriculum

Tentative Course of Study for Virginia Public Schools identifies 11 areas of living constitute the scope of the curriculum for all grade levels.

Areas of living design

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11. Exploration

8. Education

9. Extension of freedom

10. Integration of the individual

11

AREAS

OF

L I V I N G

6. Expression of aesthetic impulsus

1. Protection & conservation of life, property & natural resources

2. Production of goods, services & distribution of the returns of production

3. Consumption of good & services

4. Communication and transportation of goods & people

5. Recreation

7. Expression of aesthetic impulsus

11 AREAS OF LIVING

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• Presents subject matter in an integrated form – focusing on the related categories of social life.

• Encourages problem solving procedures for learning.

• Present subject matter in a relevant form – the content focus the solution of real life problems.

THE ADVANTAGES OF AREAS OF LIVING DESIGN

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• Focuses on problem solving procedures for learning.

• Utilizes the experience immediate situations of learners – every students experience is closely realted to the basic areas of lives.

FEATURES OF THE AREAS OF LIVING DESIGN

Page 18: Problem Centered Curriculum

• Present content in a functional form- focuses the solution of student own problems, it provides them with learning that are applicable to future life situations.

• Learns the facts and processes of their own existence in the real world.

THE ADVANTAGES OF AREAS OF LIVING DESIGN

Page 19: Problem Centered Curriculum

• How to determine the scope and sequence of the essential areas of living?

• Tendency to indoctrinate youth into existing conditional and to perpetuate the social status quo.

• Teacher are not prepared to function effectively with the design

THE DISADVANTAGES OF AREAS OF LIVING DESIGN

Page 20: Problem Centered Curriculum

• Textbook and other teaching material needed to implement the design are not readily available.

• Parents are not ready to accept the departure from tradition that the design represents.

THE DISADVANTAGES OF AREAS OF LIVING DESIGN

Page 21: Problem Centered Curriculum

• It centers on general education and the problems are based on common human activities.

• The central focus of the core design includes common needs, problems, concerns of the learners.

THE CORE DESIGN

Page 22: Problem Centered Curriculum

• Provide common learnings or general education for all students.

• See the Figure 17-1; Skeletal structure of the core design (page 422, Zais).

THE CORE DESIGN

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V

P

P

D

D

D D D

S

S

S

V

VV

CORE

S- SPECIAL INTEREST COURSE

V- VOCATIONAL

COURSE

P-

PREPROFESIONAL COURSE

D-

ACADEMIC DISCIPLINE

COURSE

SKELETAL STRUCTURE OF THE CORE DESIGN

Page 24: Problem Centered Curriculum
Page 25: Problem Centered Curriculum

• Required individual subjects separately taught by subject matter specialists. E.g.

English and social studies – taught by single teacher in a block time class.

• Manifest the same characteristic, strengths, and weaknesses as that design.

THE SEPARATE SUBJECTS CORE

Page 26: Problem Centered Curriculum

• Showing the relationships among the two or more subjects included in the core – the content of the separate core subjects that can be related is brought together and taught concurrently.

• E.g. When students are studying communism in their social studies class, they are reading biographies of Marx and Lenin in their English class.

THE CORRELATED CORE

Page 27: Problem Centered Curriculum

• Based on the total integration or fusion of two or more separate subjects. E.g. physics, chemistry, botany, zoology as general sciences.

• Mathematics and science are seldom found in this type core although they are required as separate subjects outside the block time classes.

THE FUSED CORE

Page 28: Problem Centered Curriculum

• Immediate felt need and interest of learners.

• E.g. project design to eliminate pollution in a local river. Students and teacher decide on the project, plan the activities, and establish criteria for evaluation.

THE ACTIVITY / EXPERIENCE CORE

Page 29: Problem Centered Curriculum

• Preplanned

• Required program of general education based on problems arising out of the common activities of man in society.

• Allowance for student-teachers planning, when such planning take place, however, it is always within the framework set by the basic curriculum structure.

THE AREAS OF LIVING CORE

Page 30: Problem Centered Curriculum

• Centering on crucial and controversial issues.

-Tied to identification of crucial contemporary social problems.

• Some curriculum specialists believe this core represents the ideal design for general education in a democracy.

• e.g. Learning value standards and how to use them in process of critical thoughts.

THE SOCIAL PROBLEMS CORE

Page 31: Problem Centered Curriculum

S• Unifies content• Provides relevant

subject matter• Encourages active

processing of information

• Fosters democratic processes in the classroom

W• Nontraditional• Ignores the

fundamentals• Materials are hard to

find

CORE WEAKNESSES & STRENGTHS

Page 32: Problem Centered Curriculum

CONCLUSION

Problem-centered design, or problem based learning, organizes subject matter around a problem, real or hypothetical, that needs to be solved.

Page 33: Problem Centered Curriculum

The connection of subject matter to real situation increases the relevance of the curriculum.

CONCLUSION

Page 34: Problem Centered Curriculum

CONCLUSION

The planner should concern what outcomes and experiences all should have in common.

Page 35: Problem Centered Curriculum

• What curriculum design(s) do you find?

• Do your schools support the problem –

centered curriculum?

REVIEW

Page 36: Problem Centered Curriculum

Approaches to CD

Child or Learner-Centered

Subject-Centered

Problem-Centered

1.Teacher Guide Master Trainer

2. Learners Most important /center of the educational process

Competitors/ next masters

Problem-solvers/ independent

3. What to teach

What learners want to

learn/accomplish

Subject matter content which are detached from life

Practical work (ex: social construction

skills)

4. How to Teach

Self-discovery, self-direction

Intellectual practices (ex: cram reviews)

Direct participation (ex:

case study)5.

Performance (measureme

nt)

Performance compared to learner’s own set of goals

Learner’s mastery of the subject

content

Dealing with life and its problems

6. Partners Parents community