Reon report on foundation of education Tarlac College of Agriculture

FOUNDATION OF EDUCATIONPhilosophy and the Curriculum

LORENJONE S. VALDEZ

OBJECTIVES:

Determine how Philosophy guides the implementation of Curriculum.

Identify source of knowledge that shape the philosophical view of curriculum.

The realization on the Philosophy of Curriculum

PHILOSOPHY AND

CURRICLUM

Framework for broad issues

and task

Goals of Education,

Subject Content and

its Organization

Experiences and Activities

in school

The process of teaching learning

“Philosophy has entered into every important decision that has ever been made about Curriculum and teaching in the past and will continue to be the basis of every important decision in the future . . . . There is rarely a moment in a school day when a teacher is not confronted with occasions where philosophy is a vital part of action.”

Thomas Hopkins (1941)

ENDSFacts, Concepts , and principles of

the knowledge or behaviour learned

MEANSProcesses and methods which

reflect philosophical

choices

AIMSStatement of

value based on philosophical

belief.

Philosophy becomes the criterion for determining the:

•-John Dewey

•-Ralph Tyler

What is Curriculum Development?

a process whereby choices in designing a learning experience for students is made and activated through a set of coordinated activities.

Curriculum Development?

Curriculum Guide- a written statement of objectives, content and activities to be used with a particular subject at a specifi ed grade level.

.Curriculum Management Planning- a systematic method of planning for change. It is achieve through series of evaluation (formative), student/ teacher conference, curriculum monitoring and departmental meeting.Performance Objective- targeted outcome measures for evaluating the learning of particular process based skills and knowledge.

When teachers and learners only conceive

of curriculum as a “document”, we might as well pack up and go

home (these words are a “rough

translation” of what Aristotle said). A real,

breathing curriculum is one that teachers and learners see as an “on-going

process of questioning” of what ought to happen and an “on-going process of problem-solving” with regards how to

make that happen “in practice”.

TRADITIONAL PHILOSOPHY CONTEMPORARY PHILOSOPHY Curriculum is composed of 3R’s as well as

liberal studies or essential academic subjects.

Education is viewed as instruction; mind is disciplined and filled with knowledge.

Emphasis on cognitive learning/ acquiring knowledge.

Subject matter for its own importance.

Teacher is an authority on subject matter.

Values are fixed, absolute, and/ or universal.

Composed of 3 R’s, as well as skills and concepts in Arts, Sciences, and Vocational studies.

Creative self learning; active process in which learner reconstructs knowledge.

Whole child learning/ giving meaning to experience.

Medium for teaching skills, attitudes and intellectual process.

Teacher is a guide for inquiry and change agent.

Changeable, subjective and or relative.

THE CURRICULUM

•FORMAL CURRICULUM- The formal curriculum is what will be found in in teachers lesson plan. It usually appear in state regulations, curriculum guides, or officially sanctioned scope and sequence chart.

•  INFORMAL CURRICULUM- Curriculum that contains those things that are unplanned and spontaneous.

SPIRAL CURRICULUM

Repeat the

subject of

study at

different

grade levels. Each time at

higher level

of difficulty and

in greate

r depth.

HIDDEN CURRICULUMDefined as what we teach but never actually say.

Often thought to be the same as informal but is different.

How student are viewed by self and others: self worth.

Influence not only what and how they learn, but later station in life.

Perpetuates inequality.

INTEGRATED CURRICULUMInterrelatedness between subject/ curriculum areas.

Students past experiences

Students and school

space(classrooms and media center)

Students interest with subject

matter

Variation of age group/ students

home and school life

Lives of the teachers with that

of the learners

OTHER CURRICULUMElectronic Curriculum learning that occurs while searching for information on the internet; students need critical learning skills to determine the quality of information within this curriculum.

Tested Curriculum – body of information on which students will be tested. Teachers who put more emphasis on tested curriculum may over look the written/formal curriculum.

Null Curriculum- materials or subjects that are NOT being taught.

IMAGE OF CURRICULUM

• Exclusive focus on the subject matters or topics (driven by standards and textbooks).

Content

• Mechanical layout of curriculum matters.

Planned Activities

• Brings all students in a race course without considering where they begin, but watching at where they end.

Intended Learning Outcomes

IMAGE OF CURRICULUM

Cultural Reproduction

•To reproduce salient knowledge and values for succeeding generation.

Experience •Curriculum as personal experience and growth as exceptionally flexible.

Discrete Task •Idea of banking curriculum in which teacher invest their knowledge to the students.

IMAGE OF CURRICULUM

• School should not remain just passive follower of social practice but should be an agent for social reconstruction.

Social Reconstruction

• Students are encourage to reconceptualise their individual differences and set goal for themselves.

Currere

PERENIALISM

The curriculum as content and curriculum as planned activities based upon fundamental social values, norms and practices.

To teach the truth that is

the same everywhere, every time,

and for everyone.

Mathematics Science

Geography literatu

re

ESSENTIALISM

The curriculum emphasis is on high academic standards.

The curriculum is viewed as a list of content or a list of planned activities.

Mastery of basic skills and moral knowledge reading Writing computing

PROGRESSIVISM

Students should be involved with real problems so that they gain ownership to the problem and how they solve it.

Students as creative and critical thinkers.

Teachers’ role is as a facilitator

Focuses on personal

experience, children’s

interest, and their needs

(multidimensional

development).

CONSTRUCTIVISM Focuses on social ills and intends to change the social structures in order to mitigate contemporary social problems.

Education should facilitate the new social order with more just and equity at the local, national and global context.

Understanding social issues

and preparing them for

combating those issues.

POST MEDERNISM If post modernism emerge it well center around the concept of self organization.

The curriculum itself grows changing the participants as well as the educational landscape as it grows.

Encourage diversity, multiple

perspective, and exploration

PRAGMATISM

For Pragmatists, teaching methods focus on hands-on problem solving, experimenting, and projects, often having students work in groups.

Curriculum should bring the disciplines together to focus on solving problems in an interdisciplinary way.

Pragmatists believe that learners should apply their knowledge to real situations through experimental inquiry.

REFERENCES

Dr. Nicasio A. Manantan, Historical and Philosophical Foundation, p. 34-37

Allan C. Ornstein, Philosophy As a Basis for Curriculum, p. 5-11

[email protected] Foundation for Curriculum Decision

http://oregonstate.edu/instruct/ed416/PP2.html