·
Curriculum is viewed as a listing of subjects
to be taught in the school.
·
Curriculum also refers to the total learning
experience of individuals not only in schools, but in society as well.
·
Subject-centered curriculum is organized on
the basis of separate and distinct subjects, each of which embodies a
body of knowledge and skills. The learner is expected to acquire these
knowledge and skills.
·
Child-centered curriculum is when the child
is considered the center of the educative process.
· Problem-centered
curriculum
is when the child is guided toward maturity within the context of the
social group. It helps the child to solve his problems.
· Franklin Bobbit presented
curriculum as a science that emphasizes the student's needs.
· According to Werett
Charters, the listing of objectives and matching of these with
corresponding activities ensures that the content or subject matter is
related to the objectives.
· William Kilpatrick claimed that the
purpose of the curriculum is child development.
· To Harold Rugg,
the curriculum should develop the whole child. Rugg emphasized social
studies, and that teachers plan the curriculum in advance.
· Hollis Caswell saw curriculum as
organized around social function or themes, organized knowledge and
learner's interest. Caswell believes that curriculum is a set of
experiences.
· Ralph Tyler believes that
curriculum is a science and an extension of the school's philosophy. It
is based on the student's needs and interest. The curriculum aims to educate
generalists and not specialists.
· Recommended
curriculum
is proposed by scholars and professional organizations. The curriculum
may come from a national agency like DepEd or CHED.
· Written curriculum appears in
school, district, division or country documents. An example is the Basic
Education Curriculum.
· Taught curriculum is what teachers
implement or deliver in the classrooms or schools.
· Supported
curriculum
are resources like textbooks, computers, audio-visual materials which
support and help in the implementation of the curriculum.
· Assessed
curriculum
is that which is tested and evaluated. At the end of the teaching
episodes, series of evaluations is done by the teachers to determine the extent
of learning or to tell if the students are progressing.
· Learned curriculum is what the
students actually learn and what is measured. This refers to the
learning outcomes achieved by the students.
· Hidden curriculum is the unintended
curriculum. This is not deliberately planned but may modify behavior or
influence learning outcomes.
· The elements or
components of the curriculum include: (1) aims, goals and objectives,
(2) subject matter/content, (3) learning experiences, (4) evaluation approaches
· Self-sufficiency,
significance, validity, interest, utility, learnability and feasibility are the criteria
to be considered in the selection of subject matter content or knowledge for
the curriculum.
· According to Scheffler,
the prime guiding principle for content selection is helping the
learners to attain maximum self-sufficiency in learning, but in the most
economical manner.
· Economy means less
teaching effort and educational resources, less learner's effort but
more results and effective learning outcomes.
· When the content
or subject matter will contribute to basic ideas, concepts, principles
and generalization to achieve the overall aims of the curriculum, then it is significant.
· Subject matter is significant
if it will develop the cognitive, affective and psychomotor skills
of the learners.
· The authenticity
of the subject matter selected is it validity.
· For a
learner-centered curriculum, interest is the key criterion. A learner
will value the content if it is meaningful to him or her.
· Utility is the usefulness
of the content or subject matter.
· Learnability entails that
subject matter in the curriculum should be within the range of the
experiences of the learners.
· Feasibility is when the
subject matter or content learned within the time allowed, available
resources, expertise of the teacher and the nature of the learners.
· The overall
goal of the K to 12 Curriculum is the holistic development of
every Filipino learner, with 21st
century skills, to be adequately
prepared for work, entrepreneurship, middle-level skills development and higher
education.
· Outcomes-Based
Education
is an approach to education in which decisions about the curriculum are
driven by the exit learning outcomes that the students should display at the
end of the course.
· NCBTS define good
teaching through the following: (1) Domains (2) Strands (3) Indicators
· Domains are distinctive
spheres of the learning process, and are also a well- defined area for
demonstrating positive teacher practices.
· Strands are specific
dimensions of positive teacher practices under the broad conceptual
domain.
· Indicators are
concrete, observable and measurable teacher behaviors, actions, habits,
routines and practices known to create, facilitate and support enhanced student
learning.
· The 7 Domains
of the NCBTS Framework: (1) Social Regard for Learning (2) The Learning
Environment (3) Diversity of Learners (4) Curriculum (5) Planning, Assessing and Reporting (6) Community Linkages
(7) Personal Growth and Professional Development.