BUILDING AND ENHANCING NEW LITERACIES

ACROSS THE CURRICULUM

Module 1

Concepts, Nature and Purposes of Curriculum

Exercise 1.
•What is curriculum?
•What is its purpose?
•What is its nature?

Curriculum from Different Points of View

1. Traditional Points of view of curriculum

 “Curriculum is that it is a body of subjects or subject matter prepared by the teachers for the
students to learn.”

 It was synonymous to the “course of study” and “syllabus”.

 “ Basic education should emphasize the 3Rs and college education should be grounded on
liberal arts.” -- Robert M. Hutchins

 Arthur Bestor believes that curriculum should focus on the fundamental intellectual
disciplines of grammar, literature and writing.

 Joseph Schwab viewed that discipline is the sole source of curriculum. And to Phenix,
curriculum should consist entirely of knowledge which comes from various discipline

 Curriculum can be viewed as a field of study.

 It is made up of its foundation, domains of knowledge as well as its research theories and
principles.  It is concerned with broad historical, philosophical and social issues and
academics.

 Most of the traditional ideas view curriculum as written document or a plan of action in
accomplishing goals.
2. Progressive Points of View of Curriculum

 “Curriculum is defined as the total learning experiences of the individual.”

 School subjects, course of study syllabi can only be called curriculum if the written materials
are actualized by the learners.

 This definition is anchored in John Dewey’s which stated that “reflective thinking is a means
that unifies curricular elements”. Thought is not derived from action but tested by application.

 Caswell and Campbell viewed curriculum as “all experiences children have under the
guidance of teachers”.

 Smith, Stanley and Shores also define curriculum as “a sequence of potential experiences set
up in the schools for the purpose of disciplining children and youth in group ways of thinking
and acting”.

 Marsh and Wills define it as “the experiences in the classroom which are planned and enacted
by the teachers and also learned by the students”.

Points of View on Curriculum Development

TWO MODELS OF CURRICULUM DEVELOPMENT

1. Ralph Tyler Model: Four Basic Principles

A. What educational purposes should the school seek to attain? (purposes of the school)

B. What educational experiences can be provided that are likely to attain the purposes?
(educational experiences related to the purposes)

C. How can these educational experiences be effectively organized? (organization of the

experiences)

D. How can we determine whether these purposes are being attained or not? (evaluation of the
experiences)

2. Hilda Taba’s model- the grassroots approach.

• Seven Major Steps

1. Diagnosis of learners needs and expectations of the larger society

2. Formulation of learning objectives

3. Selection of learning content

4. Organization of learning content

5. Selection of learning experiences

6. Organization of learning activities

7. Determination of what to evaluate and the means of doing it.

Types of Curriculum Operating in Schools

1. Recommended curriculum – proposed by scholars and professional organization

2. Written Curriculum - documents, course study or syllabi

3.Taught curriculum – what teachers implement or deliver in the classrooms and schools

4. Supported curriculum – resources- textbooks, computers, audio-visual materials which support

and help in the implementation of the curriculum

5. Assessed curriculum – that which is tested and evaluated

6. Learned curriculum – what the students actually learned and what is measured.

7. Hidden curriculum – the unintended curriculum.

Major Foundations of Curriculum

1. Philosophical Foundation of Curriculum

A. Educational Philosophy – Perennialism
Aim of Education – To educate the rational person; to cultivate the intellect
 Role of Education – Teachers help students think with reason. Based on the
Socratic methods of oral exposition or recitation.
 Focus in the Curriculum – Classical subjects, literary analysis and curriculum
is constant
Curriculum Trends – Use of great books and return to liberal arts

B. Educational Philosophy – Essentialism

Aim of Education – To promote the intellectual growth of the individual and

educate a competent person
 Role of Education – The teacher is the sole authority in his or her subject area
or field of specialization

Focus in the Curriculum – Essential skills of the 3R’s and essential subjects of
English, Science, History, Math, and Foreign Language.

Curriculum Trends – Excellent in education, back to basics and cultural

literacy.

C. Educational Philosophy – Progressivism

Aim of Education – To promote democratic and social living

Role of Education – Knowledge leads to growth and development of lifelong

learners who actively learn by doing

 Focus in the Curriculum – Subjects are interdisciplinary integrative and

interactive.

Curriculum Trends – school reforms, relevant and contextualized curriculum,

humanistic education.

D. Educational Philosophy – Reconstructionism

 Aim of Education – To improve and reconstruct society education for a change

Role of Education – Teachers act as agents of change and reforms in various

educational projects including research.

Focus in the Curriculum – focus on present and future trends and issues of
national and international interests

 Curriculum Trends – Equality of educational opportunities in education, access

to global education

2. Historical Foundations of Curriculum

– Some of the curriculum theorists and how they view curriculum from a
historical perspective.

1. Franklin Bobbit (1876-1956) – presented curriculum as a science that emphasizes on

students’ need and prepares students for adult life.
2. Werret Charters (1875-1952) – like Boobit, to Charters curriculum is a science.
 3. William Kilpatrick (1871-1965) – Curricula are purposeful activities which are child-
centered. The purpose is child development and growth.
4. Harold Rugg (1886-1960) – to Rugg, curriculum should develop the whole child. It is
child-centered.
5. Hollis Caswell (1901-1989) – sees curriculum as organized around social functions of
themes, organized knowledge and learner’s interest.
6. Ralph Tyler (1902-1994) – believes that curriculum is a science and an extension of
school’s philosophy. It is based on students’ needs and interests.

Psychological Foundation of Education

1. Behaviorist Psychology
> To the behaviorist, learning should be organized in order that students can
experience success in the process of mastering the subject matter.
2. Cognitive Psychology
> These psychologists focus their attention on how individuals process information
and how they monitor and manage thinking.
> To the cognitive theorists, learning constitutes a logical method for organizing and
interpreting learning

3. Humanistic Psychology

>Humanistic psychologists are concerned with how learners can develop their
human potential. Curriculum is concerned with the process not the product; personal
needs not subject matter; psychological meaning and environmental situations.

Social Foundations of Education

• Schools exist within the social context. Societal culture affects and shapes schools and
their curricula.

• Society as ever dynamic is a source of very fast changes which are difficult to cope with
and to adjust to. Thus, schools are made to help to understand to these changes.
 MODULE
1(1ST Week)

BUILDING AND
ENHANCING NEW
LETERACIES ACROSS
THE CURRICULUM

MARIA FE C. SALISIG
INSTRUCTOR
 MODULE 2
(2ND Week)

BUILDING AND
ENHANCING NEW
LETERACIES ACROSS
THE CURRICULUM

MARIA FE C. SALISIG
INSTRUCTOR
 MODULE 3
(3rd Week)

BUILDING AND
ENHANCING NEW
LETERACIES ACROSS
THE CURRICULUM

MARIA FE C. SALISIG
INSTRUCTOR
 MODULE 4
(4rth Week)

BUILDING AND ENHANCING

NEW LETERACIES ACROSS
THE CURRICULUM

MARIA FE C. SALISIG
INSTRUCTOR
 MODULE 5
(5th Week)

BUILDING AND ENHANCING

NEW LETERACIES ACROSS
THE CURRICULUM

MARIA FE C. SALISIG
INSTRUCTOR
 MODULE 6
(6th Week)

BUILDING AND
ENHANCING NEW
LETERACIES ACROSS
THE CURRICULUM

MARIA FE C. SALISIG
INSTRUCTOR
 MODULE 8
(8th Week)

BUILDING AND ENHANCING

NEW LETERACIES ACROSS
THE CURRICULUM

MARIA FE C. SALISIG
INSTRUCTOR
 MODULE 9
(9th Week)

BUILDING AND ENHANCING

NEW LETERACIES ACROSS
THE CURRICULUM

MARIA FE C. SALISIG
INSTRUCTOR
 MODULE 7
(7th Week)

BUILDING AND
ENHANCING NEW
LETERACIES ACROSS
THE CURRICULUM

MARIA FE C. SALISIG
INSTRUCTOR
 MODULE 10
(10 th Week)

BUILDING AND
ENHANCING NEW
LETERACIES ACROSS THE
CURRICULUM

MARIA FE C. SALISIG
INSTRUCTOR
 MODULE 11
(11th Week)

BUILDING AND
ENHANCING NEW
LETERACIES ACROSS THE
CURRICULUM

MARIA FE C. SALISIG
INSTRUCTOR
 MODULE 12
(12th Week)

BUILDING AND
ENHANCING NEW
LETERACIES ACROSS
THE CURRICULUM

MARIA FE C. SALISIG
INSTRUCTOR
 MODULE 13
(13th Week)

BUILDING AND
ENHANCING NEW
LETERACIES ACROSS
THE CURRICULUM

MARIA FE C. SALISIG
INSTRUCTOR
 MODULE 14
(14th Week)

BUILDING AND
ENHANCING NEW
LETERACIES ACROSS
THE CURRICULUM

MARIA FE C. SALISIG
INSTRUCTOR
 MODULE 15
(15th Week)

BUILDING AND
ENHANCING NEW
LETERACIES ACROSS
THE CURRICULUM

MARIA FE C. SALISIG
INSTRUCTOR
 MODULE 16
(16th Week)

BUILDING AND
ENHANCING NEW
LETERACIES ACROSS THE
CURRICULUM

MARIA FE C. SALISIG
INSTRUCTOR