https://padlet.com/grad4edtech/hassnaa en-us 2016-06-01 06:30:35 UTC 2016-06-01 07:36:16 UTC hello@padlet.com https://padlet-assets.storage.googleapis.com/portrait/notebook.jpg grad4edtech https://padlet.com/grad4edtech/hassnaa/wish/113285205 Idealism

• Is the philosophical base for Essentialism  educational philosophy
• Spiritual, moral, or mental
• Teacher brings latent knowledge and ideas to consciousness
• Emphasis on recalling knowledge and ideas; abstract thinking is the highest form

Realism

• Is the philosophical base for Perennialism educational philosophy
• Natural law, objective and composed matter
• Teacher cultivate rational thought; to be moral and spiritual leader, to be an authority
• Emphasis on exercising the mind; logical and abstract thinking are the highest form

Pragmatism

• Is the philosophical base for Progressive and Reconstructionist educational philosophy
• Interactions of  individuals with environment is always changing
• Teacher’s role is to cultivate critical thinking and scientific processes
• Emphasis on appropriate experiences that transmit culture and prepare individuals for change

Existentialism

• Subjective
• Teacher’s role is to cultivate personal choices and individual self-definition
• Emphasis on choices in subject matter; electives

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How the curriculum is arranged into subject matter, content, instructional methods and materials, learners experience or activities.

Provided the frame of reference, template for planning 

Design is the writer’s views of the world and his/her views of teaching, learning, and instruction that are key to design selection

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The idea is to show how the curriculum is planned, implemented, and evaluated as well as what people, processes, and procedures are involved in constructing the curriculum

Should be based on step-by-step fashion, based on behavioral and managerial approaches and rooted in scientific principles of education.

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Knowledge is necessary in order to conduct research and make theoretical and practical decisions about curriculum

Curriculum writers must agree that the domain of curriculum knowledge, development and design are crucial in any text

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Curriculum can be unplanned, informal, and hidden

Curriculum is can lack focus of goals, objectives, subject matter, organization of instructions, 

Curriculum can be “null” where subject matter and experiences are not taught

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A plan for achieving goals

A way of dealing with the learner’s experience in or outside the school

A system for dealing with people

A field of study with its own foundations, knowledge domain, research, theory, principles, and specialists

A subject matter or a content

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• Goals, objectives and learning outcomes are specified
• Content and activities are  put in sequential order to align with objectives and learning outcomes
• Logical, conceptual, empiricist, experientialist,  and rational 

Managerial Approach

• Considers schools as a social system 
• Curriculum is planned in terms of programs, schedules, space, resources and equipment, and personnel.
• Advocates selecting, organizing, communicating with, and supervising people involved in curriculum decisions

Systems Approach

• This approach involves organizing people and policies  into a system
• School managers employ concepts developed by social scientists when discussing theories
• Curriculum specialists view curriculum broadly and concerned that it is relevant to the entire school, not just a specific grade level

Academic Approach

• Attempts to analyse and synthesis major positions, trends, and concepts of curriculum
• Curriculum development is based on scholarly, theoretical aspects of schooling
• Covers numerous foundational topics usually historical, philosophical, social and political

Humanistic Approach

• Curriculum specialist tend to put faith in cooperative learning, independent learning, small group learning, and social activities.
• Emphasises on self reflections and self actualization among learners
• Activity included group games, projects, field trips, and learning centers

]]> 2016-06-01 07:16:43 UTC https://padlet.com/grad4edtech/hassnaa/wish/113285475 grad4edtech https://padlet.com/grad4edtech/hassnaa/wish/113287122 Ornstein, A. C., & Hunkins, F. P. (2013). Curriculum: Foundations, Principles, and Issues (International). Upper Saddle River, NJ: Pearson.

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