Curriculum pdf download

We always attribute the kind of learning to the kind of teaching. If our theories of learning and development are strong, then all individuals are teachable, therefore they are capable of learning.

The question is now raised. How can you a teacher, make someone, the learner, learn something? On the other hand, as the students learn, they are also teaching themselves how to learn.

Some Ways of Doing Teaching and Learning Since both teaching and learning are interrelated processes and are important components in the curriculum, let us review some ways of doing these. The different methods of teaching can be clustered according to the number of students being taught. Teaching methods or strategies can be clustered according to the number of students in a class.

Large group is composed of thirty or more students, small groups of two to thirty members or individualized teaching. For large group teaching, methods like lecture, expository, panel discussion, seminar, forum, demonstration or a combination of lecture demonstration are appropriate.

On the other hand, for a small group, teaching methods like role If there are various ways of teaching, there must be various ways of learning too. Since the arrays of teaching should fit the ways of learning or learning styles, let us look into ways of how human beings learn.

Each of the different ways are based on learning theories. Here are some ways of learning: Ways of Learning 1. Learning by trial and error. Reaction, action and reaction where the beginning reaction is due to a stimulus. When the result is correct or satisfying then the response will be repeated. When the reaction is wrong or negative then it will not be repeated.

Learning will take place in both instance. This type of learning is oftentimes risky and time consuming because the next step will only follow depending on the result. Making several errors would be very expensive in time, effort and money. However, trial and error is the easiest way of doing things without necessarily anticipating a definite objective. Learning by conditioning. The classical conditioning theory of Pavlov serves as the basis of this learning.

Training is the simple term to describe learning here, thus even animals can be trained to do something but such action does not refer to learning. Learning here is a product of what the individual does which will result to either pleasant or unpleasant behavior.

Drill and practice are some learning activities based on conditioning. Learning by insight. From a simple trial and error learning to learning by conditioning, educational psychologists believe that human beings learn also by insights.

In this type of learning a higher level of intelligence is being utilized. Insight is looking into oneself with deeper thinking. Learning by insight requires higher thinking skills of the learner. Through insights the learner will also be capable of deep reflection. Learning by observation and imitation through modelling. The process of learning assumes that one learns from someone. It is through observation and imitation from a model that a person will able to do similar thing. Teaching and Learning in the Curriculum One of the crucial issues raised today in education is not what the student should learn but rather how the student should learn how to learn.

The deluges of information in our midst and the different ways of retrieving them have become a challenge to both teaching and learning. The curriculum seems to be overloaded: to many subjects to cover, too many topics to teach. Sometimes the curriculum is fragmented or is simply boxed.

Subject matter overlaps and intergrades naturally and holistically. How then should teaching approach this challenge? How should students learn? How can curriculum be design to enhance to process of teaching? What kind of learning will be achieved from such kind of teaching? Teaching and learning give life and meaning to the curriculum. Each compliment and supplement each other.

The value placed in teaching will reap the same value in learning , thus a good curriculum can be judge by the kind of teaching and quality of learning derived from it. Activity 1 — Matching Teaching and Learning With your group mates, study the matrix below.

Discuss your answers. Fill in the matrix to match teaching and learning. Consider teaching as the role of the teacher and learning as the responsibility of the learners. Example: Memorize the different colors of the rainbow. Take student of field trip to a zoo. Organize class to conduct experiment. Assigns group to interview different professional on the their contribution to the community. Reads a story about the life of Jose Rizal You have been going to school for several years now.

You were taught by several teachers while you were in the elementary, high school of college. Can you recall what you have learned from what they taught? List the them in your notebook. Are there other things you learned which were not taught by your teachers? Make another list for these. Have your teacher in elementary. High school or college taught you how to learn on your own? Explain your answer. When you become a teacher, would it be good if you teach your students to learn how to learn?

Defend your answer. Based on the lesson, give at least five words to describe teaching and also five words to describe learning Teaching Learning 2. Why are teaching and learning important elements in the curriculum? These threefold functions are embedded in teaching profession. Every single day, a teacher plans, implements and evaluates the curriculum in school.

Hence it would be great help to know how school curricula are being made or crafted. This module provides a background on curriculum designs, the dimensions and some principles that go with each and some curricular approaches. It is like making something with different components, and putting them together in a very creative way.

It is a task that all teachers should know and understand, or better still, to know how to craft one. This lesson will present the different designs models of curriculum. This will guide you to discover that curricula are organized in many ways. Let us study some of them. Horizontal organization means, that the direction of the curriculum elements is sideways. For example, the subject social studies move horizontally along history, geography, civics and culture.

Taking contents in mathematics and relating these to science is also an example of horizontal curriculum design. On the other hand, using a vertical arrangement or sequence of curricular elements follow a vertical design. Curriculum design may also follow the following structure 1. The subject centered design corresponds mostly of the textbook, written for the specific subject. Henry Morrison and William Harris are the few curricularists who were firm believers of this design. In this instance, schools divide the school hours to different subjects such as reading, grammar, literature, mathematics, science, history and geography.

In the Philippines, our curricula in any level are also divided in different subjects or courses. Most of the schools using this kind of structure aim for excellence in the subject matter content.

What subjects are you taking? These sample questions to which the teacher and the learner can easily give an answer. It is so because they are familiar with the subject design curriculum. Subject design curriculum is the oldest and so far the most familiar design for teachers, parents and other laymen.

According to the advocates, subject design has an advantage because it is easy to deliver. Complementary books are written and support instructional materials are commercially available. Teachers are familiar with format, because they were also educated using the design.

In the Philippines educational system, the number of subjects in the elementary education is fewer than secondary level. In college, the number of subjects also differs according to the degree programs being pursued. However, the drawback of this design is that sometimes learning is so compartmentalized. However, while subject design centers only on the cluster of content, discipline design focuses on academic disciplines. Discipline refers to specific knowledge learned through a method which the scholars use to study a specific content field.

Students in history should learn how biologists learn, and so with students in mathematics should learn how mathematician learn. In the same manner, teachers should teach how the scholars in the discipline will convey the particular knowledge.

The discipline design model of curriculum is often used in college, but not in the elementary or secondary levels. Discipline becomes the degree program. Subjects are related to one another but each subject maintains its identity. For example, English literature and social studies correlate well in the elementary level.

In the two subjects, while history is being studied, different literary pieces during the historical period are being studied. The same is true when science becomes the core, mathematics is related to it, as they are taken in chemistry, physics and biology. Another example is literature as the core and art, music, history, geography will be related to it.

To use correlated design, teachers should come together and plan their lessons cooperatively. This design was made to prevent the compartmentalization of subjects and integrate the contents that are related to each other. Thus subjects such as geography, economics, political science, anthropology, sociology and history are fused into one subject called social studies.

Languages are will include grammar, literature, linguistics, spelling and composition. Sometimes called holistic curriculum, broad field design draws around themes and integration. This emphasis is very strong in the elementary level, however more concern has been placed on the secondary and even the tertiary levels. Although in high school, the subject or content has become the focus and in the college level, the discipline is the center, both levels still recognize the importance of the learner in the curriculum.

The curriculum design is anchored on the needs and interests of the child. One learns by doing. Instead, experiences of the learners become the starting point of the curriculum, thus the school environment is left open and free. Learners are made to choose from various activities that the teacher provides. The learners are empowered to shape their own learning from the different opportunities given by the teacher. Activities revolve around different emphasis such as touching, feeling, imagining, constructing, relating, and other.

Carl Rogers, on the other hand, believed that a person can enhance self directed learning by improving self understanding and basic attitudes to guide behavior. In a humanistic curriculum, the development of self is the ultimate objective of learning. It stresses the whole person and the integration of thinking, feeling and doing. It considers the cognitive, affective and psychomotor domains to be interconnected and must be addressed in the curriculum. Various problems are given emphases.

There are those that center on life situations, contemporary life problems, areas of living and many others. In this curriculum, content cuts across subject boundaries and must be based on the needs, concerns and abilities of the students. It uses the past and the present experiences of learners as a means to analyze the basic areas of living.

The connection of subject matter to real situations increases the relevance of the 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. Popularized by Faunce and Bossing in , they presented ways on how to proceed following a core design of a curriculum as follows: The problem is selected by either the teacher or students.

A group consensus is made to identify the important problems and interest of the class. Problems are selected on the basis of developed criteria for selection. The problem is clearly stated and defined. Areas of study are decided, including dividing the class by individual or group interests. Needed information is listed and discussed. Resources for obtaining information are listed and discussed.

Information is obtained and organized. Information is analyzed and interpreted. Tentative conclusions are stated and tested. A report is presented to the class on an individual or group basis. Conclusions are evaluated.

New avenues of exploration toward further problem solving are examined. With the use of knowledge gained in the presentation above, choose one 1 of the three activities in this lesson.

You may work in groups of five. Borrow this from any teacher in the public school. Study the curriculum and answer the questions that follow: 1. Do you find the curriculum elements existing in the BEC? Identify two 2 examples of each element. Include these in tour portfolio collection. In the BEC itself, you may find several curriculum designs which were presented before. Identify at least three 3 designs and explain. Borrow this from the principal or any high school teacher.

Study the curriculum and answer the two 2 items that follow. Do you identify the elements of the curriculum in the written curriculum that you borrowed? Include the examples in your portfolio collection. What curriculum designs do you find in the high school? Identify and give examples or explain. This is an example of a written curriculum. Study this and answer the two items that follow. What elements of a curriculum do you find in the syllabus? Copy at least two 2 examples of each element and include these in your portfolio collection.

Can you identify, what curriculum design or designs your teacher is using? Identify and give explanation to the design you have identified. Further action. Go to the library or search the internet and read about the following persons. Find out how each person influenced curriculum designs. Add this information to your portfolio collection. Carl Rogers b. Abraham Maslow c. Henry Morisson d. John Dewey e. Which of the curriculum design do you prefer?

If there is a need to modify something in your college curriculum, in what aspects are these? Quick Match. On Column A you will find descriptions of Curriculum Designs. Match these with appropriate names of Curriculum Designs. The development of the self is the A. Draws around themes and is B. Humanistic design interdisciplinary. It reduces compartmentalization of separate subjects. Broadfields patterned after textbooks. School hours are allotted into different separate subject areas.

Usually learning centers are D. Contents cut across subject E. Experience centered boundaries thus problems are not subject specific.

They center on the life situations. Who is this person? With William Harris, he is a firm believer of the subject centered curriculum design.

His writings became the basis of life situation design, where learning activities include those which sustain and enhance life, and maintain social and political relations.

Curriculum designs provide clear relationships between and among the different elements of the curriculum: objectives, contents, activities and evaluation. Considering all of these elements, as a curriculum designer, one has to look into the parameters or dimensions upon which a design can be crafted. This lesson, will allow you to consider some of these dimensions and provide some principles in its use in curriculum development.

FOCUS Let us always focus on the four elements of a curriculum as bases in identifying what to be considered in designing a curriculum. Many curricularists suggest to view a design from the following dimensions: scope, sequence, continuity, integration, articulation and balance. Dimensions of Curriculum Design Scope — Tyler and Ornstein defines scope as all the content, topics, learning experiences and organizing threads comprising the educational plan.

Scope does not only refer to the cognitive content, but also to the affective and psychomotor content. It is the depth, as well as, the breadth of these contents. The terms broad, limited, simple, general are few of the words that can describe the scope. With the limitless knowledge that abounds, scope provides boundaries in curriculum as it applies to the different educational levels.

It is here where the decision making skill of the teacher is needed. Other considerations in the determination of the scope should include time, diversity and maturity of the learners, complexity of the content, and level of education.

Simply said, scope refers to the coverage of the curriculum. Each chunk is guided by the general curriculum objectives or goals. The division of the content may use the deductive principle from the whole to the parts which will have a cascading arrangement or the inductive principle from the examples to the generalization.

Inductive arrangement of a scope begins with the simple concepts to general content. Topical arrangement or content outline of the curriculum may follow some design as thematic, linear or logical.

Sequence — To provide continuous and cumulative learning, a vertical relationship among the elements of the curriculum provides the sequence. Contents and experiences are arranged in hierarchical manner, where the basis can either be logic of the subject matter or on the developmental patterns of growth of the cognitive, affective and Some schools formulate their curricular objectives, content and experiences by grade levels and consider the stages of thinking.

Smith, Stanley and Shore introduced four principles for sequence. These are the following: 1. Simple to complex learning — Content and experiences are organized from simple to complex, from concrete to abstract, from easy to difficult. This principle is in consonance with developmental theories of learning and cognition.

Prerequisite learning — It means that there are fundamental things to be learned ahead. Like addition before multiplication in the mathematics or letters before words, words before phrases and phrases before sentences.

Whole to part learning — this principle has relations to gestalt. The forest before the trees. The overview before the specific content or topics. The meaning can be very well be understood if everything will be taken as a whole.

Chronological learning — The order of events is made as a basis of sequencing the content and the experiences. This principle is closely allied to history, political science or world events. Time is the factor to be considered. The sequence can be arranged from the most recent to the distant past or vice versa.

On the other hand, Posner and Rudnitsky presented five major principles for organizing content in units, which can also be applied to a curriculum. In each major type are subtypes which explain in detail the principles. These major principles are: 1. How can contents and experiences be arranged so that they will be consistent with the world?

Space — Spatial relations will be the basis for the sequence. Closest to farthest, bottom to top or east to west. Teach the parts of the plants from the roots to the stems to the leaves, flowers and fruits. Teach about the places from the equator to the poles or from the plains to the mountains. Time — This is similar to the chronological principle of Smith, et al.

The content is based from the earliest to the more recent. Teach the Philippine Presidents from the first to the current. Teach discoveries from the earliest to the most recent. Physical attributes — this principle refers to the physical characteristics of the phenomena such as age, shape, size, brightness and others.

Class relations — Class concept refers to the group or set of things that share common practices. Teaching the characteristics of the class ahead of the characteristics of the member of the class. For example, teach mammals before teaching specific animals or compare sound and light before discussing about wave motion.

Propositional relations — A statement that asserts something. Sequence is arranged so that evidence is presented ahead before proposition. You can keep your great finds in clipboards organized around topics. Start clipping No thanks. Continue to download. Search for a clipboard Create a clipboard You just clipped your first slide! Clipping is a handy way to collect important slides you want to go back to later. Now customize the name of a clipboard to store your clips.

By Christine Leider. By MeasSnguon Saint. Download PDF. The curriculum has a wider The syllabus has a narrow scope The textbook has a subject scope than the syllabus. Normally the curriculum is not The syllabus is provided to the It is provided each student. Curriculum covers a Syllabus is set for a particular Textbook is set for a particular course of study or subject. The school teachers. The curriculum lasts till the The duration of a syllabus is for The duration of a completion of the course.

Textbook is for a year only 3. But because of increasing specialization and depth in the student's major field of study, a typical core curriculum in higher education mandates a far smaller proportion of a student's course work than a high school or elementary school core curriculum prescribes.

The communal learning-with all students encountering the same texts and issues at the same time-and the critical dialogue experienced in small seminars are the distinctive features of the Core.

Begun in the early part of the 20th century, the Core Curriculum is one of the founding experiments in liberal higher education in the United States and it remains vibrant as it enters its tenth decade.

Not only academically rigorous but also personally transformative for students, the Core seminar thrives on oral debate of the most difficult questions about human experience.

What does it mean, and what has it meant to be an individual? What does it mean, and what has it meant to be part of a community? How is human experience relayed and how is meaning made in music and art? What do we think is, and what have we thought to be worth knowing?

By what rules should we be governed? The habits of mind developed in the Core cultivate a critical and creative intellectual capacity that students employ long after college, in the pursuit and the fulfillment of meaningful lives.

While unlimited sets and subsets of new information are available to learn between kindergarten and college, the core curriculum movement has organized all those items that educational researchers have determined are best learned at each grade level and decided which concepts are central to the learning experience. It is important to note that core curriculum is what is taught, not how it is taught.

The teacher is also of central importance. Another example involves the value of particular topics that is communicated implicitly. Such values can be communicated by time spent, by tone of voice, or by how the topic is treated e. Any learning experience may teach unintended lessons. Hidden curriculum often refers to knowledge gained in primary and secondary school settings, usually with a negative connotation where the school strives for equal intellectual development as a positive aim.

In this sense, a hidden curriculum reinforces existing social inequalities by educating students according to their class and social status. The unequal distribution of cultural capital in a society mirrors a corresponding distribution of knowledge among its students. Teachers and schools may not teach that Christopher Columbus slaughtered many of the native peoples he Course-X.

Many teachers are under pressure not to teach evolution. Eisner offers some major points as he concludes his discussion of the null curriculum. Differentiated curriculum: Differentiated curriculum is one that is individualized to meet the diverse needs of all of the students in one class. In fact, it will allow a teacher to spend his or her time more efficiently with a greater number of students. Gifted students need the opportunity to work through the curriculum at a faster pace and need less time on basics and revision.

A differentiated curriculum is a program of activities that offers a variety of entry points for students who differ in abilities, knowledge and skills. In a differentiated curriculum teachers offer different approaches to what students learn content , how students learn process and how students demonstrate what they have learned product. Differentiation ranges from slight to major modifications of the curriculum through adjustments to content, processes and skills.

Differentiation should include enrichment and extension activities. Enrichment activities are often found only in extra-curricular provisions and need to be written into programs to ensure all students have access. Questions: 1. Changing planes: rhizosemiotic play in transnational curriculum inquiry.

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