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Lesson 3

The document discusses definitions of curriculum from different perspectives. It provides definitions from scholars like Tanner, Pratt, Schubert, and others that view curriculum as a set of learning experiences, written plans, goals and objectives. Traditional views see curriculum as focusing on core subjects, while progressive views see it as all experiences students undergo guided by teachers. The document explores traditional views from scholars like Hutchins, Bestor, and Schwab and progressive views from Dewey, Caswell & Campbell, Smith et al., and Marsh & Willis.

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Rexson Dela Cruz Taguba
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135 views

Lesson 3

The document discusses definitions of curriculum from different perspectives. It provides definitions from scholars like Tanner, Pratt, Schubert, and others that view curriculum as a set of learning experiences, written plans, goals and objectives. Traditional views see curriculum as focusing on core subjects, while progressive views see it as all experiences students undergo guided by teachers. The document explores traditional views from scholars like Hutchins, Bestor, and Schwab and progressive views from Dewey, Caswell & Campbell, Smith et al., and Marsh & Willis.

Uploaded by

Rexson Dela Cruz Taguba
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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THE TEACHER AS A

KNOWER OF
CURRICULUM
MODULE 2

Prepared by: REXSON D. TAGUBA,


LPT
MODULE OVERVIEW
Module 2 describes the school curriculum in terms of its
definition, its nature and scope, which are needed by the teacher
as a knower. This module provides a wider perspective for the
teachers about curriculum, in terms of curriculum approach,
curriculum development process, some curriculum models and
the foundations upon which curriculum is anchored.
The School Curriculum:
Lesson 2.1 Definition, Nature and Scope

Desired Learning Outcomes

 Define curriculum from different perspectives


 Describe the nature and scope of curriculum
Take Off

TODAY’S HEADLINE
1. DepEd Reviews The K to 12 Curriculum
2. Suicide incidence in Schools Has Become Alarming
3. Teachers are Reluctant to Try New Things in the
Curriculum
4. Co-curricular Activities: Learning Opportunities or
Distractions?
5. The Use of ICT Gains Ground in the Public Schools
CONTENT FOCUS

Oftentimes, curriculum is taken in its narrow view as a listing of


subjects to be taught in schools or sometimes it is understood
broadly as all learning experiences that individuals undergo while
in school.
Like many concepts in education, there seems to be no common
definition of ‘curriculum’. However, the word originates from the
Latin word currere referring to the oval track upon which Roman
chariots raced.
The New International Dictionary defines curriculum as the
whole body of a course is an educational institution or by a
department while the Oxford English Dictionary defines
curriculum as courses taught in schools or universities.
Some Definitions of Curriculum
Curriculum is a planned and guided set of learning experiences and
intended outcomes, formulated through a systematic reconstruction of
knowledge and experiences under the auspices of the school, for the
learners’ continuous and willful growth in personal social competence.
(Daniel Tanner, 1980)
Some Definitions of Curriculum
It is a written document that systematically describes goals, planned,
objectives, content, learning activities, evaluation procedures and so
forth. (Pratt,1980)

The contents of a subject, concepts and tasks to be acquired, planned


activities, the desired learning outcomes and experiences, product of
culture and an agenda to reform society make up a curriculum.
(Schubert, 1987)
Some Definitions of Curriculum
A curriculum includes “all of the experiences that individual learners
have in a program of education whose purposes is to achieve broad
goals and related specific objectives, which is planned in terms of a
framework of theory and research or past and present professional
practice.” (Hass, 1987)
Some Definitions of Curriculum
It is a program of activities (by teachers & pupils) designed so that
pupils will attain so far as possible certain educational and other
schooling ends or objectives. (Grundy, 1987)
Some Definitions of Curriculum
It is a plan that consists of learning activities for a specific time frame
and place, a tool that aims to bring about behavior changes in students
as a result planned activities and includes all learning experiences
received by students with the guidance of the school. (Goodland and
Su, 1992)
Some Definitions of Curriculum
It provides answers to three questions:
1. What knowledge, skills and values are most worthwhile?
2. Why are they most worthwhile?
3. How should the young acquire them? (Cronbeth, 1992)
Some Point of View of Other
Curricularists
Points of view about the curriculum can either be traditional or
progressive according to the person’s philosophical,
psychological, and even psychological orientations. These views
can also define what a curriculum all about.
Curriculum from Traditional
Points of View
The traditional points of view of curriculum were advanced by
Robert Hutchins, Arthur Bestor, and Schwab.
ROBERT M. HUTCHINS
Views curriculum as “permanent studies” where
rules of grammar, reading, rhetoric, logic and
mathematics for basic education are emphasized.
ARTHUR BESTOR
Curriculum should focus on the fundamental
intellectual disciplines of grammar, literature and
writing.
JOSEPH SCHWAB
Thinks that the sole source of curriculum is a
discipline, thus subject area such as Science,
Mathematics, Social Studies, English and many
more.
PHILIP PHENIX
Asserts that curriculum should consist entirely of
knowledge which comes from various disciplines.
Curriculum from Progressive
Points of View
On the other hand, a listing of school subjects, syllabi, course of
study, and specific discipline does not make a curriculum.

Let us look into how curriculum is defined from a progressive


point of view.
JOHN DEWEY
believes that education is experiencing. Reflective
thinking is a means that unifies curricular elements
that are tested by application.
HOLIN CASWELL
&
KENN CAMPBELL
viewed curriculum as all experiences children have
under the guidance of teachers.
OTHANIEL SMITH, WILLIAM STANLEY &
HARLAN SHORE
likewise 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.
COLIN MARSH & GEORGE
WILLIS
also viewed curriculum as all experiences in the
classroom which are planned and enacted by the
teacher and also learned by the students.
The nature of curriculum has given rise to many interpretations,
depending on a person’s philosophical belief.

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