curriculumconceptsnatureandpurposes

7/30/2019 curriculumconceptsnatureandpurposes

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Curriculum: Concepts, Nature and

Purposes

Lesson 1

Concepts, Nature and Purposes of CurriculumPurita P. Bilbao, Ed.D.


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Introduction

The concept of curriculum is as dynamic as the

changes that occur in society. In its narrow sense,

curriculum is viewed merely as a listing of subject to be

taught in school. In a broader sense, it refers to the total

learning experiences of individuals not only in schools butin society as well.


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In the Philippines, recommendations of severaleducational initiatives like the Philippine Commissionto Survey Philippine Education (PCSPE), Survey of theOutcomes of Elementary Education ( SOUTELE), andthe Philippine Commission for EducationalReforms(PCER) focused on curricular renewal orreforms. The recently formulated NationalCompetency-Based Teacher Standards (NCBTS)became the anchor of reforms in education from thebasic to higher education.


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What is curriculum?

What is its purpose?

What is its nature?

These are the fundamental questions that

will be addressed in this lesson.


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Curriculum from Different Points of View

There are many definitions of curriculum.Because of this, the concept of curriculum is

sometimes characterized as fragmentary, elusiveand confusing. The definitions are influenced bymodes of thoughts, pedagogies, political as well ascultural experiences


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1. Traditional Points of View of CurriculumIn the early years of 20th century, the

traditional concepts held of the curriculum is that itis a body of subjects or subject matter prepared by the

teachers for the students to learn. It was synonymousto the course ofstudy and syllabus

Robert M. Hutchins views curriculum aspermanent studies where the rule of grammar,reading, rhetoric and logic and mathematics forbasic education are emphasized.


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Basic Education should emphasize the 3 Rs andcollege education should be grounded on liberaleducation. On the other hand, Arthur Bestor as

an essentialist, believe that the mission of theschool should be intellectual training, hencecurriculum should focus on the fundamentalintellectual disciplines of grammar, literature

and writing. It should also includemathematics, science, history and foreignlanguage.


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This definition leads us to the view of JosephSchwab that discipline is the sole source ofcurriculum. Thus in our education system,

curriculum is divided into chunks of knowledgewe call subject areas in basic education such asEnglish, Mathematics, Science, Social Studiesand others. In college, discipline may includes

humanities, sciences, languages and many more


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culum

On the other hand, to a progressivist, a listing of

school, subjects, syllabi, course of study, and list of

courses or specific discipline do not make a

curriculum. These can only be called curriculum if

the written materials are actualized by the learner.

Broadly speaking, curriculum is defined as the totallearning experiences of the individual.


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This definition is anchored on John Deweys

definition of experience and education. He believed that

reflective thinking is a means that unifies curricular

elements. Thought is not derived from action but tested

by application.

Caswell and Campbell viewed curriculum as all

experiences children have under the guidance of

teachers. This definition is shared by Smith, Stanley andShores when they defined curriculum as a sequence of

potential experiences set up in the schools for the

purpose of disciplining children and youth in group ways

of thinking and acting


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Marsh and Willis on the other hand view

curriculum as all the experiences in the classroom

which are planned and enacted by the teacher, and

also learned by the students.


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Points of View on Curriculum Development

From the various definitions and conceptspresented, it is clear that curriculum is a dynamic process.

Development connotes changes which are systematic. A

change for the better means any alteration, modification

or improvement of existing condition. To produce positivechanges, development should be purposeful, planned and

progressive. This is how curriculum evolves.


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Ralph Tyler Model: Four Basic Principles.

1. What educational purposes should the school

seek to attain?

2. What educational experiences can be provided

that are likely to attain these purposes?

3. How can these educational experiences be

effectively organized?4. How can we determine whether these

purposes are being attained or not?


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In summary, Tylers Model show that in

curriculum

development, the following consideration shouldbe made:

Purposes of the school

Educational experiences related to the

purposes

Organization of the experiences, and

Evaluation of the experiences


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On the other hand, Hilda Taba improved on

Tylers Rationale by making a linear model. She

believed that teachers who teach or implement the

curriculum should participate in developing it. Heradvocacy was commonly called the grassroots

approach. She presented seven major steps to her

model where teachers could have a major input.


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These steps are as follows:

Diagnosis of learners needs and expectations of

the larger society

Formulation of learning objectives Selection of learning content

Organization of Learning content

Selection of learning experiences

Organization of learning activities Determinations of what to evaluate and the

and the means of doing it.


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From the various concepts given,Allan Glatthorn (2000) describes seven types of curriculum

operating in the schools.1) Recommended curriculum- proposed by

scholars and professional organizations.2) Written curriculum- appears in school, district,

division or country documents.3) Taught curriculum- what teachers implement

or deliver in the classrooms and schools


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4. Supported curriculum- resources textbookcomputers, audio visual materials whichsupport and help in the implementation of the

curriculum.5.Assessed curriculum, that which is tested and

evaluated.6. Learned curriculum-what the students

actually learn and what is measured and7. Hidden curriculum- the unintended

curriculum.


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Major Foundations of Curriculum

Let us now look into the major

foundations of a curriculum. Debatescontinue on what curriculum is and its basic

foundations. The commonly accepted

foundations include philosophical, historical,psychological and social.


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PHILOSOPHICAL FOUNDATIONS of CURRICULUM

Philosophy provides educators, teachers and

curriculum makers with framework for planning,implementing and evaluating curriculum in schools. It

helps in answering what school are for, what subjects are

important, how students should learn and what materials

and methods should be used. In decision making,philosophy provides the starting point and will be used for

the succeeding decision making.


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How to improve Questioning Technique

The following are some points to consider toimprove ones questioning technique.


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Know your own style of questioning

Request a colleague to critique your own style asto: a.) kind of questions often asked, b.) the type of responsesrequired. Knowing your errors in questioning would make iteasy to effect the necessary changes. Too many what

questions will be avoided.

Increase your own repertoire of type questions. Training onemploying divergent, high level and open-ended questionsimproves your questioning technique. Fully aware of the

instructional objectives set for a particular lesson, you wouldbe able to frame more interesting and thought-provokingquestions rather than the memory type.


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Consider the individual abilities and interest of the students.Experiencing success in giving corrects answers promotes afeeling of confidence among them. Select the brighter ones torespond to high level questions. An approving nod, a smile or

praise for an answer given will encourage them to volunteer ownideas.

Spend time reflecting on the type of questions you ask.

Improve on them.


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Children are by nature curious. They thinkquestion about almost anything they see and hear aroundthem. They ask casual, intelligent and even funnyquestions. Neil Postman said, they come to school as

question marks but unfortunately leave school asperiods.


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The teachers reaction to their inquisitiveness canmotivate or discourage them from asking more question. Some

may give honest answer, others may instantly stop them fromattempting to ask more. How can we encourage children to askquestion? Here are some tips:

1) The teachers questioning technique is the key inencouraging students to ask correct, relevant and high

level question. Her question can serve as a good

examples.

2) Attend to their question. Avoid dismissing irrelevantquestions. Assist in clarifying or refocusing in orderto solicit correct responses.


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3) Praise the correctly formulated questions. It develops

confidence and makes knowledge search easy and

satisfying.

4) Allot an appropriate time slot for open questioning. This

will encourage the slow thinker to participate freely.

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