What is Curriculum?
Traditional
Point of View
|
Progressive
Point of View
|
·
a
body of subjects or subject matter prepared by the teachers for the students
to learn
·
should
consist only of knowledge which comes from disciplines which is the sole
source
|
·
the
total learning experiences of the individual
·
experiences
in the classroom which are planned and enacted by the teacher, and also
learned by the students
|
In general, the curriculum defines: (a) WHY; (b) WHAT; (c) WHEN; (d) WHERE; (e) HOW; and (f) WITH WHOM to
learn.
Curriculum Development-the process
of planning, implementing, and evaluating curriculum
Models
of Curriculum Development
TYLER
MODEL
·
recommends
that curriculum planners identify general objectives by gathering data from three
sources: a) the learners; b) contemporary life outside the school; and c)subject
matter
·
after
identifying numerous general objectives, the planners refine them by filtering
them through two screens: the philosophical screen and the psychological screen
·
the
general objectives that successfully pass through the two screens become what
are now popularly known as instructional objectives
SAYLOR,
ALEXANDER, AND LEWIS MODEL
·
adopt
an administrative approach to curriculum development
·
educational
goals and objectives is influenced by (a) external forces, including legal
requirements, research data, professional associations, and state guidelines;
and (b) bases of curriculum, such as society, learners, and knowledge
·
curriculum
developers then choose the combinations of curriculum design, implementation strategies,
and evaluation procedures that are calculated to maximize the attainment of goals;
review feedback from the plan in effect through instruction; and re-plan the elements
of the curriculum as indicated by the data
·
provision
for systematic feedback during each step in the curriculum system—and from students
in each instructional situation
TABA
MODEL
·
curriculum
should be designed by the teachers rather than handed down by higher authority
·
teachers
should begin the process by creating specific teaching-learning units for their
students in their schools rather than by engaging initially in creating a
general curriculum design
·
curriculum
workers start with the specifics and build up to a general design
OLIVA
MODEL
·
offers
a faculty a process for the complete development of a school’s curriculum
·
recognized
the needs of students in particular communities are not always the same as the general
needs of students throughout the society
·
a
faculty can fashion a plan:
a) for the curriculum of an area and design
ways in which it will be carried out through instruction
b) to develop school-wide interdisciplinary
programs that cut across areas of specialization such as career education, guidance,
and class activities
c) for a faculty to focus on the curricular
components of the model to make programmatic decisions.
to
allow a faculty to concentrate on the instructional componentsReference: Bilbao, P.P., Lucido, P.I., Iringan, T.C., Javier, R.B. (2008). Curriculum development. QC: Lorimar Publishing
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