Historical Perspectives on Curriculum Development Essay

The development of plan in record is basic tout ensembley founded on quintette outstanding(a) motives The development of platform in history is essentially founded on five outstanding motives The religious The political The utilitarian The mass instruction motiveThe traditional versus redbrick dimension of the computer programme traditionalistic Schools Traditional Schools Traditional Schools defined political platform as a group of subject fields coherent in a certain sequences peculiar to the subject fi lead for the purpose of instruction. funny subscribes and interests have been placed second to the common needs of all moderne Dimension of political program Modern Dimension of separate Modern Dimension of political platform consists of all gravels for knowledge which argon planned and unionised by the conditionhouse. It is composed of the actual experiences and activities of learners inside or outside the classroom under the focus of the teacher and or whi ch the inform accepts responsibility.Definitions of programme Definitions of syllabus Some authors define curriculum as the total effort of the show aim to bring about desired out-comes in school and out-of school situations or a sequence of potential experiences set up in school for the purpose of disciplining children and younker in group ways of thinking and playing. computer programme Planning curriculum Planning Curriculum plan is the produce organisation of reading opportunities for a particular population of learners. Curriculum contribute is a written curriculum Curriculum planning is the process whereby thearrangement of curriculum plans or learning opportunities are created.Curriculum Planning Curriculum Planning Curriculum planning It is the process of preparing for the duties of teaching, deciding upon goals and emphases, determining curriculum content, selecting learning resources and classroom procedures, evaluating progress, and looking toward steps.Curric ulum ontogeny Curriculum Development It is defined as the process of selecting, organizing, executing, and evaluating learning experiences on the basis of the needs, abilities, and interests of learners and temperament of the society or community.Curriculum laboratory Curriculum Laboratory Curriculum Laboratory is a place or workshop where curriculum materials are gathered or used by teachers or learners of curriculum.Curriculum Laboratory Curriculum Laboratory resource Unit is a collection or suggested learning activities and materials organized around a given content or area which a teacher might utilized in planning, developing, and evaluating a learning unit.Curriculum Laboratory Curriculum Laboratory Parts of Resource Unit Introduction or short explanation of the importance of the topic Objective or anticipated outcomes Content of the unit Unit activities evaluation and BibliographyCourse of the field of operation Course of the development It is an official guide wide- awake for use by the administrators, supervisors, and teachers of a particular school system as an aid to teaching a given subject or areas of study for a given level or grade, combinations of grades or other designated class or group of learners.Course of the study Course of the study It is unremarkably includes the following Aims of the course the expected outcomes the scope and nature of materials to be canvas Suitable instructional aidsCourse of the study Course of the study Textbooks Supplementary activities Teaching methods and Techniques of evaluation of achievements.Two schools of thought predominated throughout the history of curriculum development Two schools of thought predominated throughout the history of curriculum development The essentialist school The progressive schoolThe essentialist school The essentialist school It considers the curriculum as something rigid consisting of discipline subjects. It considers all learners as much as the same and it aims to fit th e learner into the existing cordial order and thereby principal(prenominal)tain the status quo., Its major motivation is discipline and considers freedom as an outcome and not means of education.The essentialist school The essentialist school Its approach is commanding and the teachers role is to assign lessons and recite recitations. It is book-centered and the methods recommended are depot work, mastery of facts and skills, and development of abstract intelligence. It has no interest in social action and life activities. Its measurement of outcomes is standard tests based on subject matter masteryThe progressive school The progressive school It conceives of the curriculum as something flexible based on areas of interest. It is learner-centered, having in mind that no two persons are alike. Its factor of motivation is individual achievement believe that persons are naturally good. The role of the teacher is to stimulate direct learning process.The progressive school The progres sive school It uses a life experience approach to fit the student for future social action. Constant edict of aims and experimental techniques of learning and teaching are imperative in curriculum development in order to create independent thinking, initiative, self-reliance, individuality, self-expression and activity in the learner. Its measurements outcome is now devices taking into consideration subject matter and disposition values.Slide 21Curriculum Development in the PhilippinesThe Pre-Spanish Curriculum The Pre-Spanish Curriculum The Filipinos possessed a culture of their own. They had contacts with other foreign peoples from Arabia, India, China, Indo-China and Borneo.The Pre-Spanish Curriculum The Pre-Spanish Curriculum The inhabitants were a civilized people, possessing their systems of writing, laws and moral standards in a well-organized system of government. As shown in the rule of the barangay, their code of laws-the Code of Kalantiao and Maragtas-their belief in t he Bathala, and the solidarity of the family were fealty and respect had been practiced.The Spanish-devised Curriculum The Spanish-devised Curriculum The Spanish missionaries aim to control of the Filipinos, soundbox and soul. The curriculum then consisted of the three Rs- reading, writing and religion to pass goals were the acceptance of Catholicism and the acceptance of Spanish rule. The schools were parochial or convent schools. The main reading materials were the cartilla, the caton and the catecismo. The method of instructions was mainly individual memorization.The Curriculum During the republic The Curriculum During the Commonwealth The period of the Commonwealth (1935-1946) may be considered as the period of expansion and reform in the Philippine curriculum. The educational leaders expanded the curriculum by introducing course in farming, domestic science, and so forth Commonwealth deport 586, also known as Educational Act of 1940, reorganized the elementary school syste m. This measured ushered the beginning of the decline of the strength of elementary educationThe Japanese-devised Curriculum The Japanese-devised Curriculum They devised the curriculum for the Filipino to meet their vested interest. They introduced many changes in the curriculum by including Nippongo and abolishing English as a medium of instruction and as a subject. All textbooks were censored and revised. It causes a blackout in Philippines education and impeded the educational progress of the FilipinosThe arc Period The Liberation Period In 1945, during the liberation period, steps were interpreted to improve the curriculum existing before the war. Some steps taken were to restore Grade VII, to abolish the double-single session and most especially, to adopt the modern trends in education taken from the United States. The school curriculum remained basically the same as before and was still subject-centered.The Curriculum During the Philippine country The Curriculum During th e Philippine Republic Great experiments in the community school idea and the use vernacular in the first two grades of the primordial schools as the medium of instruction were some of them. An experiment worth mentioning that led to a change in the Philippine educational philosophy was that of school and community collaboration pioneered by Jose V. Aguilar.The Curriculum During the Philippine Republic The Curriculum During the Philippine Republic It is a source of gratification also to keep that our schools are increasingly using instructional materialsthat are Philippine-oriented. This policy been develop by our educational leaders, the most recent example of which being discussion section Memorandum nary(prenominal) 30, 1966.The Curriculum During the Philippine Republic The Curriculum During the Philippine Republic This particular memorandum sets the order of priority in the bribe of books for use in our schools as follows a. Books which are contributions to Philippine Liter ature. b. Books on casing education and other library materials. c. Library equipment and permanent features.Community in The sore Society Community in The revolutionary Society To vouch that the educational system would be relevant and responsive to the challenges and requirements of national, provincial and local anaesthetic development. President Ferdinand Marcos pursuant to Proclamation No. 1081 issued last Sept. 29, 1972, Decree No. 6 known as the Educational Development Decree of 1972, to take effect immediately.Community in The New Society Community in The New Society To advance its objectives, the Educational Development Decree has speculate a ten-year program based on a number of principle, among them avail of curricular programs and quality of instruction at all levels by upgrading forcible facilities adopting cost-saving instructional technology and training and retaining of teachers and administrators upgrading of academic standards through accreditation schemes, admissions testing and guidance counseling and democratization of access to education by financial assist to poor but deserving students, skills training programs for out of school youth and a continuing educational program for illiterate adults.Community in The New Society Community in The New Society The wildness of the New Society is on moral values, relevance, proper methods of teaching, retraining of teachers, vocational and technical education, bilingualism, national consciousness and cultural values.Community in The New Society Community in The New Society The curricular redirection of the New Society 1. Should be redirected on development of moral virtues 2. As a means of integrating education and life 3. Should reflect the urgent need and problems facing the country today 4. Should be viewed in terms of learning to be acquired 5. All teaching shall seek to develop comprehensive under- standing of all subjects 6. Co-curricular youth programs shall be restructured and enri ched 7. Non-formal education shall be recognized