Post on 18-Jul-2016
TOPIC 9: CURRICULUM AND INSTRUCTION
LECTURER’S NAME: MDM SYAMSHIDA BINTI SAMSUDIN
ED 248/1AFARAHAIDA BINTI IDRUS
SITI MASHASANAH BINTI MUNSIRSITI NURAZIRA BINTI ABDUL AZIZ
HISTORY AND PHILOSOPHY OF EDUCATION
TOPIC 9: CURRICULUM AND INSTRUCTION
LECTURER’S NAME: MDM SYAMSHIDA BINTI SAMSUDIN
ED 248/1A
FARAHAIDA BINTI IDRUSSITI MASHASANAH BINTI MUNSIR
SITI NURAZIRA BINTI ABDUL AZIZ
ARE YOU READY
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What is Curriculum Organization?
The process of selecting curriculum elements from the subject, the current social life and the students' experience, then designing the selected curriculum elements appropriately so that they can
form the curriculum structure and type.
Highlight on the subject to be taught.
Subject material that leads to selected
achievement products / outcomes.
Subject as logical basis of
organizing
Interpreting information
Teacher trained as specialist to
the subject
Teaching material
organized by subjects
Pros
De-emphasizing
contemporary life experience
Failing to consider needs & interests of
students
Teacher is the authority
Dominates classroom discourse
Allowing little student input
Cons
Subject –Area
Approach
PerennialistApproach
Essentialist Approach
Back – to Basic
Approach
Core Approach
Subject –Area
Approach Grammar
Rhetoric
Dialectic
Arithmetic
Geometry Astronomy
Music
Secondary School
English
History
Science
Maths
Ex
pl
or
at
or
y Students may choose learning style, abilities, interests
Allow students to explore topic that stimulate their interest
Allow school to diversify its students
Dance, technology, creative writing, drama
Perennialist Essentialist
Cultivation of intellect
Perennialist
Remain valid until now. Deal
with fundamental that relevant
throughout time
Geography
English Foreign Language
History
Sciences Maths
Back to Basic
Emphasis on reading, writing and mathematics
Maintain minimum standard by implement Minimum Competency Test (MCT)
To demonstrate mastery of minimum skills needed to graduate from high school
Study of social personal issues/theme that cut cross subjects.
Students experience a common body of required
subjects.
De-emphasize elective
&
solid subjects is required
Core Approach
Student-CenteredCurricula
Based on students’ interests and needs.
Concerned on how the student develops their ability to gain
new knowledge.
Jean Rousseau
Rooted by philosophy of
Jean Rousseau.
Promoted self-expression
during childhood.
Importance of allowing the children to
shape their own life.
Built up creativity among
children.
Freedom to make a choice or
decision as a process of
growth.
Students would be motivated naturally
Learning session would
be fun and more
successful
Interests and needs
associated with
curriculum
Influence of Progressivism
John Dewey
John Dewey
• Introduce a curriculum that balanced subject matter with student interests & needs.
John Dewey
• Focused on needed to balance while designing a curriculum that would prepare children for modern, democratic world.
Activity-CenteredApproach
Relevant Curriculum
Humanistic Approach
Alternative / Free School
Values-CenteredCurricula
William Kilpatrick
ACTIVITY APPROACH
* Teacher could not participate the student interests & needs, which made any pre-planned curriculum possible.
* Design activities: Group games, dramatizations, story projects, field trips, social enterprise & interest centers.
* Student actively participate & involved problem solving.
* Highlight on strong bonding relationship among school communities and socialization.
CONSTRUCTIVISM (Constructivist Learning Theory)
Students actively (mentally & physically) interact with knowledge
and each other.
To create new environment & new knowledge to themselves.
TRADISIONAL SCHOOL
CURRICULUM
Failed to adapt to the social change. Emphasize skills and knowledge that not relevant
to modern democratic society
RELEVANT CURRICULUM
Revise existing courses &
construct new courses
Provide educational alternatives
(Electives / open classrooms)
Individualize instruction by using teaching method as
independent inquiry & special
projects
Extend curriculum beyond the school’s
wall
Highlight on affective outcomes
Identify attitudes & emotions
Cognitive outcomes
HUMANISTIC APPROACH
Humanistic approach
Meaningful relationship
between student & teacher
Student independence
Self-Direction
Greater acceptance
of self & others
Help students cope with
psychological needs
Develop positive
classroom environment
Foster positive
self-esteem
Facilitate understanding
among students
Make more effective learning possible
Roles of teacher
Alternative / Free Schools
Student freedom, noisy classroom, unstructured learning environment, students free to explore their interests.
Radical & anti-establishment.
Alt
erna
tive
/ Fr
ee S
choo
l
Stress on conformity –create to fit
with the students and identify their
needs.
Alt
erna
tive
/ Fr
ee S
choo
l
Focus on greater
collaboration among staff members & staff and students.
Alt
erna
tive
/ Fr
ee S
choo
l
Provide more flexible
approach in learning
Values – Centered Curriculum
Character Education
Stress on moral & ethical development.
Develop active community who act in ethical ways.
Encourage positive virtues.
Implementation of Positive Virtue in School
Posting names of
students who display good character on
board
Cultivate lesson about
who have showed
respect for others
Critic’s concern
Develop indoctrination
at school
Encourage students to perform for
rewards
Ineffective and divert time from academic mission
REFERENCES
Vocke, D. E. (2008). Curriculum and Instruction. In D. U.
Allan C. Ornstein, Foundations of Education (pg. 407-420).
Wadsworth: Cengage Learning.