Definitions/Types/Views/Approaches/ Development Flashcards
(85 cards)
1
Q
Set of courses constituting an area of specialization
A
Traditional
2
Q
Sum total of all learning experiences inside and outside the classroom
A
Progressive
3
Q
An identification of proper goals
A
Traditional
4
Q
Can be considered as a system of dealing with people and the process
A
Traditional
5
Q
Entire range of experiences, undirected and redirected, concerned with the unfolding of the individual’s abilities
A
Progressive
6
Q
Set of learning and experiences for students planned by the school to attain the aims of education
A
Progressive
7
Q
Is a means of attaining the aims or philosophy of education
A
Traditional
8
Q
Planned learning experiences
A
Traditional
9
Q
Sum total of all learning
A
Progressive
10
Q
Ordinary
A
Traditional
11
Q
Enriched
A
Progressive
12
Q
Limited
A
Traditional
13
Q
Broad
A
Progressive
14
Q
List of subjects and courses
A
Traditional
15
Q
Most ideal curriculum
A
Recommended curriculum
16
Q
These are recommendations in the form of memoranda or policy, standards and guidelines that came from government agencies such as TESDA, CHED, UNESCO, PAFTA, etc.
A
Recommended curriculum
17
Q
Includes documents based on the recommended curriculum
A
Written curriculum
18
Q
Examples are curriculum guide and lesson plans
A
Written curriculum
19
Q
The purpose is to guide the implementation of the curriculum
A
Written curriculum
20
Q
Teachers and learners will put life to the written curriculum. Skills of the teacher, instructional materials and facilities are necessary.
A
Taught curriculum
21
Q
These are the support materials that the teacher needed like print materials and non print materials (learning materials)
A
Supported curriculum
22
Q
The curriculum that is evaluated after it has been taught
A
Assessed curriculum
23
Q
Series of evaluation to the teacher
A
Assessed curriculum
24
Q
These are measured by tools in assessment, which can indicate the cognitive, affectice, and psychomotor outcomes
A
Learned curriculum
25
The unwritten curriculum (peer influence, school environment, media, parental pressures, societal changes, etc.)
Hidden/implicit curriculum
26
Role of a curricularist: Implementation of a new curriculum requires open mindedness of the teacher and the full belief that the curriculum will enhance learning
Initiator
27
Role of a curricularist: Creativity and innovations are a hallmark of an excellent teacher
Innovator
28
Role of a curricularist: Gives life to the curriculum plan. It is where the teaching, guiding, facilitating skills of the teacher are expected at the highest level
Implementer
29
Role of a curricularist: Determines if the desired learning outcomes have been achieved
Evaluator
30
Role of a curricularist: As a teacher, one has to master what are included in the curriculum
Knower
31
Teacher attends a seminar
Knower
32
Teacher pursue master's or doctorate degree
Knower
33
Role of a curricularist: A classroom teacher takes record of knowledge, concepts, subject matter or content
Writer
34
Role of a curricularist: A teacher's role of to make yearly, monthly, or daily plan of the curriculum which serves as a guide in the implementation of the curriculum
Planner
35
Factors considered in planning a curriculum
Learner
Support materials
Time
Subject matter or content
Desired outcomes
36
Traditional views of curriculum (persons)
(Huy Bes magpa-SCHWAB ka na Next)
Robert Hutchins
Arthur Bestor
Joseph Schwab
Philip Phenix
37
Progressive view of the curriculum (persons)
(D-CC-SSS-MW)
John Dewey
Holis Caswell and Kenn Campbell
Othaniel Smith, William Stanley, and Harlan Shore
Collin Marsh and George Willis
38
Views curriculum as permanent studies where rules of grammar, reading, rhetoric logic and maths are emphasized
Robert Hutchins
39
A perennialist
Robert Hutchins
40
3Rs should be emphasized in basic education while liberal education should be emphasized in college
Robert Hutchins
41
An essentialist
Arthur Bestor
42
Believes that the mission of the school should be intellectual training which includes Math, Science, History and Foreign Language
Arthur Bestor
43
He thinks that the sole source of curriculum is discipline, thus the subject areas such as Math, Science, Social Studies, English and many more
Joseph Schwab
44
In college, academic disciplines are labelled as humanities, sciences, languages, mathematics among others.
He coined the word discipline as a ruling doctrine for curriculum development.
Joseph Schwab
45
Curriculum should consist entirely of knowledge which comes from various disciplines
Philip Phenix
46
Believes that education is experiencing. Reflective thinking is a means to unify curricular elements that are tested by application
John Dewey
47
Viewed curriculum as all experiences children have under the guidance of teachers.
Teachers are guides by the side: Facilitators
Hollis Caswell and Kenn Campbell
48
Defined curriculum as a sequence of potential experiences, set up in schools for the purpose of disciplining children and youth in group ways of thinking and acting
Othaniel Smith, William Stanley, and Harlan Shore
49
Views curriculum as all the experience in the classroom which are planned and enacted by the teacher and also learned by the students
Colin Marsh and George Willis
50
Ways of approaching a curriculum: The knowledge or content to be addressed.
Curriculum as a Content or Body of Knowledge
51
Defines the essential principles that all students must understand and adjust the complexity of information as needed
Differentiating Content
52
Ways of approaching a curriculum: What actually happens in the classroom when the curriculum is practiced
Curriculum as a Process
53
It can take the form of exams, activities, projects, written works, etc., and it allows teachers to construct lessons that are relevant and customized to any learner by modifying the depth, amount, or independence of the product.
Differentiating Product
54
Ways of approaching a curriculum: Learning outcomes desired of learners
Curriculum as a Product
55
Refers to activities that students engage in order to understand and master the topic
Differentiating Process
56
Principles of Curriculum Content
BASIC
B- Balance
A- Articulation
S- Sequential
I- Integration
C- Continuity
S- Scope
57
Equitable assignment of content, time, experiences, and other elements
Balance
58
Curriculum is arranged vertically or horizontally
Articulation
59
To arrange the learning outcomes of a specific subject grade-wise (content in a lower level is connected to the next level). What a student learns in one grade level prepares them for the next grade level.
Vertical Arrangement
(Spiral Progression)
(Connecting similar subjects in different grade levels)
60
To arrange the learning outcomes across subjects per grade. This happens at the same time, like social studies in Grade 6 related to science in Grade 6.
Horizontal Arrangement
(Connecting different subjects in the same grade level)
61
Logical arrangement of content
Sequence (easy to complex order)
62
Curriculum is integrated and interconnected
Integration
(Inter, Intra, Trans)
(Subjects must be integrated regardless of the grade level.)
63
Vertical repetition and recurring approaches to content
Continuity
64
Coverage or boundaries
Scope
65
It is a dynamic process involving many different people and procedures.
Curriculum Development
66
Four Phases of Curriculum Development
PDIE/PIE
Either:
Planning, Designing, Implementing, and Evaluating
Planning, Implementing, Evaluating
67
Initial step in the curriculum development
VMGO (philosophies of the school), learning outcomes
Planning
68
The end product is a written document. (Examples: lesson plans, unit plans, syllabi, course design, modules, books, instructional guides)
Planning
69
Selection and organization of content, activities, assessments, and resources
Designing
70
Continues after planning/designing
Implementation
71
Putting into action the plan (all learning activities that transpire in the classroom)
Implementation
72
Follows implementation
Determines the extent to which the learning outcomes have been achieved
Evaluating
73
Father of Behavioral Objectives
Ralph Tyler
74
Grand Father of Curriculum Design
Ralph Tyler
75
Names of Ralph Tyler's Model
Ralph Tyler Model
Tyler's Rationale
Linear Model
4 Basic Principles
76
This model emphasized the PLANNING STAGE
Ralp Tyler's Model
77
Curriculum Model: Top-Down Approach/Deductive (General to Specific)
Ralph Tyler's Model
78
Four Basic Principles of Ralph Tyler's Model
1 - Purpose of the School
Educational experiences related to the purpose
Organization of the experiences
4 - Evaluation of the experiences
79
Grassroot Approach
Hilda Taba
80
Curriculum Model: Bottom-Up Approach/Inductive
Grassroot Approach (Hilda Taba)
81
Curriculum Model: Prime Role are Teachers
Grassroots Approach (Hilda Taba)
82
7 Major Steps in Curriculum
1 - Diagnosis of learner's needs
Formulation of Objectives
Selection of Contents
Organization of Contents
Selection of Experiences
Organization of Experiences
7 - Determine what to evaluate and the means of doing it.
83
Curriculum Model
Gaylen Saylor and William Alexander
84
Described curriculum as a "plan for providing sets of learning opportunities to achieve broad educational goals" and relayed specific objectives for an identifiable population served by a single school center.
Curriculum Model by Gaylen Sayor and William Alexander
85
Curriculum Model Steps of Gaylen Saylor and William Alexander
Goals, Objectives, and Domains
Curriculum Designing
Curriculum Implementation
Evaluation
