The document discusses six famous curriculum theorists: Franklin Bobbitt, Werret Charters, William Kilpatrick, Harold Rugg, Hollis Caswell, and Ralph Tyler. It also discusses essential components of physical education curriculum and the four dimensions of curriculum theory. Finally, it discusses the whole child approach to education.
The document discusses six famous curriculum theorists: Franklin Bobbitt, Werret Charters, William Kilpatrick, Harold Rugg, Hollis Caswell, and Ralph Tyler. It also discusses essential components of physical education curriculum and the four dimensions of curriculum theory. Finally, it discusses the whole child approach to education.
The document discusses six famous curriculum theorists: Franklin Bobbitt, Werret Charters, William Kilpatrick, Harold Rugg, Hollis Caswell, and Ralph Tyler. It also discusses essential components of physical education curriculum and the four dimensions of curriculum theory. Finally, it discusses the whole child approach to education.
The document discusses six famous curriculum theorists: Franklin Bobbitt, Werret Charters, William Kilpatrick, Harold Rugg, Hollis Caswell, and Ralph Tyler. It also discusses essential components of physical education curriculum and the four dimensions of curriculum theory. Finally, it discusses the whole child approach to education.
Download as PPTX, PDF, TXT or read online from Scribd
Download as pptx, pdf, or txt
You are on page 1/ 14
Essential components of Physical
education as: 1.Policy and environment 2.Curriculum 3.Appropriate instruction 4.Student assessment The four dimensions of curriculum theory are 1. aims or objectives, 2. content or subject matter, 3. methods or procedures, 4. and evaluation or assessment. THE SIX FAMOUS CURRICULUM THEORISTS FRANKLIN BOBBIT (1876-1956)
• Bobbit posits that the organization and sequencing of learning
objectives and activities should be undertaken only after a thorough clarification of instructional tasks and activities. He perceives the curriculum as a scientific discipline that prioritizes the needs of the students. • This perspective elucidates the rationale behind the meticulous planning and organization of lessons based on the students’ needs. It underscores the imperative for teachers to address these needs effectively, thereby equipping students with the necessary skills and knowledge for their adult lives. Werret Charters (1875-1952)
In addition to prioritizing the needs of students, Charters advocates for
the alignment of objectives and corresponding activities with the subject matter or content of the curriculum.Consequently, department heads or course coordinators meticulously examine the congruence between objectives and subject matter as prepared by faculty members. This ensures that the educational goals are directly relevant to the course content. William Kilpatrick (1871-1965)
For Kilpatrick, the purpose of curriculum is child development, growth,
and social relationship. He also introduced the use of small group interaction, and the project method in which the teacher and students plan together. Thus, it is called as the child-centered curriculum. Harold Rugg (1886-1960)
• Harold Rugg, an American educator, significantly contributed to the development of
the curriculum. He earned a bachelor’s degree in civil engineering and a doctorate in education, which he applied to reassess how curriculum was created. His work in the National Society for the Study of Education’s yearbooks provided groundbreaking syntheses of the fields of social studies and general curriculum. He introduced the concept of the development of the whole child, the inclusion of social studies, and the importance of curriculum planning in advance. • In the 1920s, Rugg advocated for an integrated, coherent program of social studies and focused the curriculum on students’ investigations of social problems. His influential work, “Man and His Changing Society”, encouraged students to explore potential solutions to social problems in the United States. This pattern of creating textbook series became a model in publishing still used in the early twenty-first century. His contributions continue to influence educators and curriculum designers, emphasizing the importance of an integrated, student-centered approach to learning. Hollis Caswell (1901-1988)
• Hollis Leland Caswell was an American educator and a significant
figure in curriculum planning. • Caswell’s work emphasized the importance of the learner’s experience in curriculum development. He believed that curriculum should be designed around the needs, interests, and abilities of students, rather than being subject-centered. His approach was influential in shifting the focus of curriculum development towards a more student-centered model. • His contributions to the field of education have had a lasting impact, shaping the way curriculum is designed and implemented in schools today. Ralph Tyler (1902-1994)
And as to the hallmark of curriculum development as a science, Ralph
Tyler believes that curriculum should revolve around the students’ needs and interests. The purpose of curriculum is to educate the generalists and not the specialists, and the process must involve problem solving. Likewise, subject matter is planned in terms of imparting knowledge, skills and values among students. What Is the Whole Child Approach? What Is the Whole Child Approach?
The whole child learning approach is truly a unique style of the
education system. It believes that students are able to reach their full potential when they are taken care of emotionally, physically, and given a safe yet secure environment that encourages creativity and independent thinking. From targeted nutrition to physical healthcare and a holistic approach to learning, it caters to different learning styles and even caters to challenged children. Some of the activities involved in this approach are educational trips, interactive quizzes, personalized curriculums, art events, and much more. The whole child approach stands out from traditional methods of education and rightly so. It doesn’t just focus on academic excellence but other areas of the child’s development. A kid’s emotional well-being and happiness are given priority and extra efforts are paid to ensure they get the freedom to explore and indulge in their curiosity when it comes to learning. the benefits of whole-child education systems: • Creatively nurturing the whole child – Creativity is one of the biggest perks and kids are encouraged to think outside the box. They are given the freedom to explore lessons beyond the boundaries of the classroom. • Promotes Independence – Children are given the freedom to decide how much time they want to indulge in their hobbies and interests. They can customize their Schilling schedule and curriculum based on the direction they want to go in life. • Very Well-rounded Curriculum – Since these types of systems don’t just hinge on academics, it tends to become more well-rounded. Kids become all-rounders in different areas such as sports, arts, drama, theatre, social debates, languages, etc. Isu sentral dalam mendesain kurikulum? Penjas?
