*
SABERTOOTH CURRICULUM - responsive to
the environment
*
SPIRALLED CURRICULUM - increasing
level of difficulty
* CURRICULUM - planning, design, development,
implement, evaluation, engineering
*
CURRICULUM PLANNING - aligned to
mission, vision, goals
TYPES OF LESSON:
§
development
lesson
§
review
lesson
§
drill
lesson
§
appreciation
lesson
ENCULTURATION TYPOLOGIES
§
pre-figurative
§
post
figurative
§
co
figurative
ACCULTURATION TYPOLOGIES
§
adopted
change
§
free
borrowing
§
SOCIETAL TRENDS - Alvin Teoffer
§
explosion
§
implosion
§
technoplosion
§
dysplosion
v
PREFIGURATIVE - learn older
generation
v
POST FIGURATIVE - learn younger
generation
v
CO FIGURATIVE - learn same age
v
ADOPTED CHANGE - acculturation
that is imposed
v
EXPLOSION - influx of
people from rural to urban
v
INPLOSION - influx of
information
v
TECHNOPLOSION - influx of ICT
tools and gadgets
v
DYSPLOSION - deterioration
of human values
v
KNOWLEDGE FOR PRACTICE – malaman |
teacher preparation
v
KNOWLEDGE IN PRACTICE – maranasan |
artistry of practice
v
KNOWLEDGE OF PRACTICE – maunawaan |
systematic inquiries about teaching
CURRICULUM DEVELOPMENT - decision making
TYPES OF KNOWLEDGE
§
content
knowledge
§
pedagogical
knowledge
§
technological
knowledge
§
context
knowledge
LEE S. SHULMANS - PCK model
§
ELEMENT
OF TIMELINESS – classic | transcends through generation
§
ELEMENT
OF TIMELESSNESS - can withstand the test of time
TOTAL DEVELOPMENT
§
beginner
survival
§
content
survival
§
mastery
survival
☯️TYPES OF
ENVIRONMENT
§
social
§
economic
§
cultural
§
political
§
technological
§
ethico
moral
J. ABNER PEDDWELL (1939) -
sabertooth curriculum
4 DOMAINS
1.
planning
and preparation
2.
classroom
environment
3.
instruction
4.
professional
response
TRIVIUM - rhetoric
(speech) | grammar (English) | logic
QUADRIVIUM – arithmetic |
geometry | music |astronomy
§
ARITHMETIC
- number itself
§
GEOMETRY
- number in space
§
MUSIC
- number in time
§
ASTRONOMY
- number in time and space
§
HERACLITUS
- one cannot bathe in the same river twice
CURRICULUM - sum total of
all the experiences provided by the school to students for optimum growth and
development
v
HARD SKILLS - what do you want
the students to learn?
v
SOFT SKILLS - why do you want
them to learn it?
THEORY OF APPERCEPTION - familiar to
unfamiliar
EDUCATIONAL DELIVERY SYSTEM
instruction
research & extension library
communication school guidance
physical facilities canteen
curriculum
SERVICE LEARNING - teaching method
that combines meaningful service to the community with curriculum based
learning and education in action
CLOZE TEST/ PROCEDURE - every 5th or
7th word is omitted
ARBORESCENT - growth is
vertical
RHIZOMATIC - growth is
horizontal
PROGRESSIVE LEARNING - in order
RETROGRESSIVE LEARNING - reverse order
ROTE LEARNING - not progressive
or retro
5 MAJOR CLUSTERS OF STRATEGIES
§
direct
instruction
§
indirect
instruction
§
experiential
learning
§
independent
study
§
interactive
instruction
Ø
DIRECT
INSTRUCTION - developing skills or providing information
Ø
INDIRECT
INSTRUCTION - involvement
Ø
EXPERIENTIAL
LEARNING - process not product
Ø
INDEPENDENT
STUDY - student initiative
Ø
INTERACTIVE
INSTRUCTION - social skills
Ø
PHILIPS
66 - students group by 6 | 6mins time
MUSIC TYPOLOGIES
§
story
music
§
program
music
§
pure
or absolute music
v
STORY MUSIC - tells a story
v
PROGRAM MUSIC - describes
v
PURE OR ABSOLUTE MUSIC - doesn’t tell or
describe
v
GESSELSCHAFTLICH – market |
perspective of schooling | (efficiency, productivity, competition)
v
GEMEINSHAFT – community |
cultural relationship
TECHNOLOGICAL FORCES OF CHANGE
§
acceleration-
mabilis
§
novelty
– new
§
diversity
MAX SCHELLER - state of
valuelessness | anomie
EDUCATION TYPOLOGIES
§
formal
§
non
formal- alternative learning system
§
informal
- hidden curriculum
Ø
STRATIFICATION - divided grouping
Ø
PRIMARY GROUP – family |face to face | intimate and
personal
Ø
SECONDARY GROUP – impersonal | business like |
casual
Ø
IN GROUP – solidarity | camaraderie | sympathetic
attitude
Ø
OUT GROUP – indifference | avoidance | hatred
Ø
PEER GROUP - same age | social and economic status
including interest
Ø
CLIQUE - different age | same interest
INDIVIDUAL BENEFITS
§
knowledge
§
skills
§
values
SOCIETAL BENEFITS
§
social
§
economic
§
cultural
§
technological
§
political
§
ethico
moral
SOCIOLOGICAL FOUNDATION OF
CURRICULUM
- belief will determine the practice
CHARACTERS OF CULTURE
§
diverse
- environment
§
gratifying
– needs based
§
learned
- instruction
§
adaptive
– borrowed, imposed and invented
§
social
- contact
§
transmitted
– language
HOW IS CULTURE LEARNED
enculturation – learning own
culture
acculturation – Knowing the
culture of other people
inculturation – adapt the
culture of other people
CULTURAL COMPONENTS
§
means
of living
§
ways
of living
TYPOLOGIES OF CULTURE
§
material
§
non
material
CULTURAL VIEWS
§
ethnocentrism
– my culture is better
§
xenocentrism
– your culture is better
THEORETICAL PERSPECTIVES OF
CURRICULUM
§
traditional
– cultural heritage
§
experiential
– experience for the growth of individual
§
structure
of discipline – structure of discipline of knowledge
§
behavioral
-
§
constructivist
SCHOOL - a privileged
place where cultural transmission occurs
COLONIAL MENTALITY - preference for
foreign
CURRICULUM ENGINEERING - comprises all
process and activities that are necessary to keep the school curriculum dynamic
and functional
☯️CURRICULUM
PERSPECTIVES
§
ideal
– represents what scholars say and advocate
§
formal
– standards sets by the education agencies
§
instructional
– represents the course syllabus / lecture notes used by the teachers
§
operational
– represents the actual teaching learning process
§
experiential
– more powerful / what the students think about the lesson delivered by the
teachers
§
hidden
– students learned experiences outside the classroom
TRIARCHIC THEORY OF INTELLIGENCE - Robert
Sternberg
ASSURE MODEL
§
analyses
learners
§
state
objectives
§
select
media and materials
§
utilize
media and materials
§
require
learner participation
SMITH AND NAGEL PPPF
§
prepare
yourself
§
prepare
your student
§
present
material
§
follow
up
CURRICULUM IMPLEMENTATION - process of
ensuring that the curriculum that has been planned or developed is one being
actually implemented or taught by the teacher
CURRICULUM EVALUATION - process of
determining the EFFECTIVENESS of a curriculum and the EFFICIENCY
with which it is implemented
INSTRUCTIONAL DESIGN
§
used
to create curricula
§
individual
learning areas
§
instructional
materials
CURRICULUM DESIGN -determining the
building blocks of curriculum
§
LEARNING
CONTENT
§
LEARNING
OBJECTIVES
§
LEARNING
EXPERIENCES
LEARNING EVALUATION
DESIGN BACKWARD and DELIVER
FORWARD –
§
learning
outcomes and course outcomes
§
program
outcomes
§
institutional
outcomes
PHILOSOPHY -common belief
VISION - future
MISSION - task
STRATEGIES - core areas
SUCCESS FACTORS - metric system
STATEMENT OF PURPOSES
§
aim
- national level
§
goal
- school level
§
objectives
- classroom level
§
target
– individual
RSEP - revised sec
education program
RBEC - restructured
basic education curriculum
BEHAVIORIST - correct answer
| stimulus response
COGNITIVIST - correct method
CONSTRUCTIVIST - correct meaning
thru sense making