TEACHER & SCHOOL CURR DAY 1 Flashcards
(93 cards)
1
Q
DEFINITIONS:
set of courses
A
traditional
2
Q
DEFINITIONS: mission and vision/proper goals
A
traditional
3
Q
DEFINITIONS: aims or philosophy of education
A
traditional
4
Q
DEFINITIONS: system of dealing with people and the process
A
traditional
5
Q
DEFINITIONS: planned learning experiences
A
traditional
6
Q
DEFINITIONS: list of subjects or courses
A
traditional
7
Q
DEFINITIONS: ordinary
A
traditional
8
Q
DEFINITIONS: limited
A
traditional
9
Q
DEFINITIONS: sum total of learning experiences inside and outside of the school
A
progressive
10
Q
DEFINITIONS: entire range of experiences, undirected and directed
A
progressive
11
Q
DEFINITIONS: set of learning experiences
A
progressive
12
Q
DEFINITIONS: enriched
A
progressive
13
Q
DEFINITIONS: broad
A
progressive
14
Q
most ideal curriculum
A
recommended curriculum
15
Q
these are recommendations in the form of memoranda
A
recommended curriculum
16
Q
what is UNESCO
A
International Body
17
Q
What is PAFTE
A
Professional Organization
18
Q
type of curricula: includes documents based on the recommended curriculum
A
written curriculum
19
Q
what type of curriculum are the following
Lesson Plan, Curriculum Guide, K-12 Curriculum
A
written curriculum
20
Q
type of curricula: put life to the written curriculum
A
taught curriculum
21
Q
what are the skills of a teacher
A
teaching, guiding, facilitating
22
Q
type of curricula: these are support materials
A
supported curriculum
23
Q
examples of supported curriculum
A
print and non-print materials
24
Q
type of curricula: curriculum that is evaluated after it has been taught
A
assessed curriculum
25
type of curricula: these are measured by tools in assessment
learned curriculum
26
type of curricula: unwritten curriculum - peer influenced, school environment, media, parental pressures, societal change
hidden/implicit curriculum
27
role of curricularist: implementation of new curriculum requires open-mindedness
initiator
28
role of curricularist: creativity and innovations are hallmark of a teacher
innovator
29
role of curricularist: an _______ gives life to the curriculum plan
implementer
30
role of curricularist: determines if the desired learning outcomes have been achieved
evaluator
31
role of curricularist: master what are included in the curriculum
knower
32
role of curricularist: a life-long learner/ attends seminars
knower
33
role of curricularist: records knowledge, concepts, subject matter or content
writer
34
role of curricularist: published a book or thesis
writer
35
role of curricularist: make yearly, monthly or daily plan of the curriculum which serves as a guide in the implementation of the curriculum
planner
36
what are the factors to consider in planning a curriculum
the learner
support materials
time
subject matter or content
desired outcomes
37
Individuals in Traditional View of Curriculum
Robert Hutchins
Arthur Bestor
Joseph Schwab
Philip Phenix
38
Individuals in Progressive View of Curriculum
John Dewey
Caswell and Campbell
Smith, Stanley, & Shore
Marsh and Willis
39
a perennialist who view curriculum as permanent studies
Robert Hutchins
40
he said the 3Rs should be emphasized in basic education while liberal education should be emphasized in college
Robert Hutchins
41
what should be emphasized in basic education according to Hutchins
3Rs
42
what should be emphasized in college according to Hutchins
liberal education
43
an essentialist believes that schools’ missions should be intellectual training
Arthur Bestor
44
he thinks that the sole source of curriculum is discipline
Joseph Schwab
45
he coined the word discipline as a ruling doctrine for curriculum development
Joseph Schwab
46
he said that curriculum should consist entirely of knowledge which comes from various disciplines
Philip Phenix
47
progressive view: he believes that education is experiencing. Reflective thinking is a means to unify curricular elements that are tested by application
John Dewey
48
progressive view: viewed curriculum as all experiences children have under the GUIDANCE OF teachers
caswell and campbell
49
progressive view: 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
Smith, Stanley, Shore
50
progressive view: viewed curriculum as all experiences in the classroom which are PLANNED and ENACTED by the TEACHER and also learned by the students
Marsh and Willis
51
three ways of approaching a curriculum
knowledge
process
product
52
knowledge to be transmitted
curriculum as content or body of knowledge
53
defines the essential principles that all students must understand and adjust the complexity of information as needed
differentiating content
54
what actually happens in the classroom when the curriculum is practiced
curriculum as process
55
refers to activities that students engage in order to understand and master the topic
differentiating process
56
learning outcomes desired of learners
curriculum as a product
57
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
58
Principles of Curriculum Content (BASICS)
BALANCE
ARTICULATION
SEQUENCE
INTEGRATION
CONTINUITY
SCOPE
59
principles of curriculum content: equitable assignments of content, time, experiences and other elements
balance
60
principles of curriculum content: curriculum is arranged vertically or horizontally
articulation
61
principles of curriculum content: to arrange the learning outcomes of a specific subject grade-wise
vertical alignment
62
principles of curriculum content: to arrange the learning outcomes across subjects per grade
horizontal alignment
63
principles of curriculum content: the logical arrangement of content
sequence
64
principles of curriculum content: curriculum is integrated and interconnected
integration
65
principles of curriculum content: vertical repetition and recurring approaches of content
continuity
66
principles of curriculum: coverage or boundaries
scope
67
it is a dynamic process involving many different people and procedures. it respond to change
curriculum development
68
four phases of curriculum development
Planning
Designing
Implementing
Evaluating
69
initial step in curriculum development
planning
70
in curriculum development: vision, mission, goals (philosophies of the school), learning outcomes (objectives)
planning
71
what is the end product of planning
written document
72
in curriculum development: selection, organization of content, activities, assessments, and resources
designing
73
end product of designing
written document
74
in curriculum development: crucial part
implementing
75
in curriculum development: it continues after planning/designing
implementing
76
in curriculum development: putting into action the plan
implementing
77
in curriculum development: follows implementation
evaluation/evaluating
78
in curriculum development: determines the extent to which the learning outcomes have been achieved
evaluating
79
father of behavioral objectives
Ralph Tyler
80
grand father of curriculum design
Ralph Tyler
81
names of Ralph Tyler model
Ralph Tyler Model
Tyler’s Rationale
Linear Model
4 Basic Principles
82
this model emphasized the Planning Phase
Ralph Tyler Model
83
what are the 4 basic principles of Tyler’s mode
-purpose of the school
-educational experiences related to the purpose
-organization of the experiences
-evaluation of the experiences
84
who prioritized the school
Ralph Tyler
85
approach of ralph tyler
top down approach
86
approach of hilda taba
bottom-up approach
87
name of hilda taba’s model
grassroots approach
88
who prioritized the learners
hilda taba
89
according to hilda taba, who have the prime role
teachers
90
7 major steps in curriculum of hilda taba
1. diagnosis of the learners’ needs
2. formulation of learning objectives
3. selection of learning content
4.organization of learning content
5. selection of learning experiences
6. organization of learning experiences
7. determination of what to evaluate and the means of doing it
91
name of Saylor and Alexander mode
Curriculum Model
92
they describe curriculum as a plan for providing set of learning opportunities to achieved board educational goals and related specific objectives for an identifiable population served by a single school center
Saylor and alexander
93
Saylor and Alexander curriculum model
-goals, objectives, domain
-curriculum designing
-curriculum implementation
-evaluation
