カテゴリー 全て - progressivism - curriculum - rationalism

によって Martene Herbert 5年前.

281

PME 810

Exploring the philosophical foundations of educational curriculum reveals various approaches such as perennialism, essentialism, progressivism, and reconstructionism. Each philosophy underpins different curriculum designs that emphasize distinct educational values and teaching methodologies.

PME 810

MODULE 3 Looking closer at curriculum designs in relation to planning, instruction and assessment.

References

Vallance. (1986). A second look at conflicting conceptions of the curriculum. Theory into Practice, 25(1), 24-30

Sowell, E. J. (2005). Curriculum: An integrative introduction (3rd ed., pp. 52-54, 55-61, 81-85,103-106). Upper Saddle River, NJ: Pearson.

Samuelsson, I. P., Sheridan, S., & Williams, P. (2006). Five preschool curricula—comparative perspective. International Journal of Early Childhood, 38(1), 11.

Ornstein, A. C., & Hunkins, F. P. (2013). Curriculum: Foundations, principles, and issues (6th ed.). Boston, MA: Pearson. Read Chapter 6, pp. 149-173.

Ornstein, A. C. (1990/1991). Philosophy as a basis for curriculum decisions. The High School Journal, 74, 102-109.

Eisner, E., & Vallance, E. (Eds.). (1974). Five conceptions of the curriculum: Their roots and implications for curriculum planning.In E. Eisner & E. Vallance (Eds.), Conflicting conceptions of curriculum (pp. 1-18). Berkeley, CA: McCutchan Publishing

Philosophy determines the decisions and choices we make as curriculum designers. Our philosophy evolves and is shaped through our experiences, reflection, critical thinking and a growth mindset.

Social Rconstructionism

individual Growth

Agent of change

Social Needs/Change

Academic Rationalism

Cultural Transmission

Disciplines

Classic/Traditional

Technological Conception

Efficiencies and concisee

The How of Teaching

Cognitive-Process

How We Learn

Intellectual Skills Development

Concepts of Curriculum

Philosophical Foundations

Essentialism: Idealism, Realism

Explicit Teaching
Focus on essential skills
Back to Basics

Perennialism: Realism

Mastery of facts
Traditional Values
Classical subjects

Reconstructionism: Pragmaticism

Current and Future trends in education
Teacher = Project Director
Social Sciences

Progressivism: Pragmatism

Student Interest
Problem solving
Humanistic

Education Curriculum

Shaddow Curriculum

Null Curriculum
Hidden Curriculum
Operational Curriculum

Content Organization

Integration
Relationships to values
Relationships to skills
Relationships to concepts
Scope
Intellectual processes
Important concepts
Important Ideas
What is required
Continuity & Sequence
Depth
Recurrence & repetition
Multiple experiences

Sources of Curriculum

Learner as a Source
Learner Source of Curriculum
Brain Mapping Science

Develop Values

Create Interest

Form Attitudes

Construct Knowledge

Science
Metacognition
Problem Solving
Scientific Method
Psychology
Constructing and Deconstructing Knowledge
Learning Process
How Minds Create Knowledge and learn
Eternal Truth
Religious beliefs
Looks to the Past/Lasting Truths
Society
Political
Draws from Current and Future Social Situations
Agent of Society
knowledge
Subtopic
Prized and Valued

Plato

A Dicipline

Extend Boundaries

methods

with structure

Classroom Teachers

Classroom teacher's should be involved in the development and design of curriculums. Teacher involvement in the process development of curriculum is essential in aligning content with student needs. No curriculum will be perfect but to be effective, it must be validated by classroom teachers. Curriculum design and development should be on ongoing process meeting student needs and therefor fostering student learning.

Student Needs Exceptional Learners

All philosophical groups' goals is to ensure student learning. Careful consideration to philosophies and curriculum design is especially important when designing individual curriculums for exceptional learners

Early Childhood Education

family/home partnership
Citizenship
Communication/social interactions
Critical Thinking
Culture Based Curricula
Multidimensional education programs
multiple learning opportunties/entry points
Child centered

Curriculum Design

Problem Centered
Reconstructionist Design
Life Situation Design
Learner Centered
Humanistic Design
Radical Design
Experience Centered Design
Child Centered Design
Subject Centered
Process Design
Correlation Design
Discipline Design
Subject Design