Concepts, Nature and Purposes of Curriculum - Types of Curriculum
Summary
TLDREl guion trata sobre los tipos de currículos en las escuelas, sus componentes y el proceso de enseñanza y aprendizaje. Se describen siete tipos de currículos y se explican los objetivos, contenidos, experiencias de aprendizaje y evaluación. Se enfatiza la importancia de la interrelación entre enseñanza y aprendizaje para lograr un currículo efectivo.
Takeaways
- 📚 Los tipos de currículo en las escuelas incluyen el currículo recomendado, escrito, pensado, soportado, evaluado, aprendido y oculto.
- 🏫 El currículo recomendado suele ser propuesto por agencias nacionales o organizaciones profesionales para su implementación en educación primaria o secundaria.
- ✍️ El currículo escrito es desarrollado por expertos en currículos y maestros, y a menudo se somete a pruebas piloto en escuelas de muestra.
- 🤔 El currículo pensado se refiere a las actividades planeadas para alcanzar los objetivos del currículo escrito y puede variar según los estilos de aprendizaje de los estudiantes.
- 📚 El currículo soportado incluye materiales y recursos que ayudan a implementar el currículo escrito y fomentan el aprendizaje a lo largo de la vida.
- 📊 El currículo evaluado implica la realización de pruebas y evaluaciones al final de la enseñanza para determinar el progreso de los estudiantes.
- 📝 El currículo aprendido se refiere a los resultados del aprendizaje de los estudiantes, que pueden medirse a través de pruebas y cambios en el comportamiento.
- 🔍 El currículo oculto es el que no se planifica deliberadamente pero puede influir en el aprendizaje y modificar el comportamiento de los estudiantes.
- 🎯 Los componentes principales del currículo incluyen objetivos, contenido, experiencias de aprendizaje y evaluación.
- 📈 Para seleccionar el contenido del currículo, se deben considerar criterios como la autosuficiencia, significancia, validez, interés, utilidad y factibilidad.
- 🔄 Los procesos de enseñanza y aprendizaje están interconectados y el éxito en uno influye en el éxito del otro, lo que se refleja en la calidad del aprendizaje de los estudiantes.
Q & A
¿Cuáles son los siete tipos de currículos que opera en las escuelas según Alan Glover?
-Los siete tipos de currículos son: currículo recomendado, currículo escrito, currículo pensado, currículo soportado, currículo evaluado, currículo aprendido y currículo oculto.
¿Qué es el currículo recomendado?
-El currículo recomendado es el que suele ser propuesto por agencias nacionales y se implementa en la educación primaria o secundaria.
¿Cuál es la diferencia entre el currículo escrito y el currículo pensado?
-El currículo escrito es creado por expertos en currículos y maestros, incluyendo documentos de estudio y guías didácticas. El currículo pensado son las actividades planeadas que se ejecutan en el aula para lograr los objetivos del currículo escrito.
¿Qué es el currículo soportado y qué incluye?
-El currículo soportado son los materiales que ayudan en la implementación del currículo escrito, incluyendo recursos como computadoras, materiales audiovisuales, libros de texto, equipos de laboratorio, etc.
¿Cómo se define el currículo evaluado?
-El currículo evaluado es aquel que se somete a pruebas y evaluaciones durante y al final de la enseñanza para determinar el progreso de los estudiantes.
¿Qué indica el currículo aprendido?
-El currículo aprendido se refiere a los resultados de aprendizaje logrados por los estudiantes, que pueden ser medidos a través de pruebas y cambios en el comportamiento.
¿Cuáles son los componentes principales de un currículo?
-Los componentes principales de un currículo son: los objetivos, el contenido o materia, las experiencias de aprendizaje y los enfoques de evaluación.
¿Qué es el dominio cognitivo en términos de objetivos educativos?
-El dominio cognitivo se refiere al proceso de pensamiento y se basa en la taxonomía de Bloom, que incluye conocimiento, comprensión, aplicación, análisis, síntesis y evaluación.
¿Cómo se define el proceso de enseñanza y aprendizaje dentro del currículo?
-El proceso de enseñanza y aprendizaje en el currículo incluye la planificación, implementación, evaluación, retroalimentación y reflexión.
¿Qué tipos de teorías de aprendizaje explican cómo los individuos aprenden según los psicólogos educativos?
-Los tipos principales de teorías de aprendizaje son las teorías del aprendizaje por comportamiento, que enfatizan el comportamiento observable, y las teorías del aprendizaje cognitivo, que se centran en los procesos mentales del estudiante.
¿Cómo se relacionan la enseñanza y el aprendizaje en el currículo?
-La enseñanza y el aprendizaje están interrelacionados y uno no puede tener éxito sin el otro. La calidad de la enseñanza está directamente relacionada con la calidad del aprendizaje de los estudiantes.
Outlines
📚 Tipos de currículos en las escuelas
Se discute la distinción entre los diferentes tipos de currículos que operan en las escuelas. Alan Glover describe siete tipos: currículo recomendado, escrito, contemplado, soportado, evaluado, aprendido y oculto. El currículo recomendado es el sugerido por agencias nacionales o organizaciones profesionales para la implementación en educación primaria o secundaria. El currículo propuesto proviene de expertos y organizaciones profesionales. El currículo escrito es desarrollado por expertos en currículos y maestros, incluyendo planes de lecciones y pruebas piloto. El currículo contemplado son actividades planeadas para alcanzar los objetivos del currículo escrito. El currículo soportado incluye materiales que ayudan a implementar el currículo escrito. El currículo evaluado se refiere a la evaluación de la enseñanza y el aprendizaje. Finalmente, el currículo oculto son aspectos no intencionalmente planeados que pueden influir en el aprendizaje.
🎯 Componentes del currículo
Se explican los componentes clave del currículo, que incluyen los objetivos, el contenido, las experiencias de aprendizaje y la evaluación. Se destacan las instituciones educativas formales y cómo se estructuran los objetivos generales de la educación primaria, secundaria y terciaria en Filipinas. Se discute la importancia de los objetivos educativos y cómo se definen, basándose en el trabajo de Bloom y Maker. Además, se presentan los tres dominios de objetivos: cognitivo, afectivo y psicomotor, y se sugiere que los educadores estudien estos dominios para comprender mejor cómo establecer los objetivos del currículo.
📈 Selección y organización del contenido del currículo
Se aborda la selección del contenido del currículo y se presentan criterios para elegir la materia a ser enseñada, como la autosuficiencia, la significancia, la validación, el interés, la utilidad, la nobleza y la factibilidad. Se sugiere que el contenido debe ser relevante, significativo y útil para los estudiantes. También se introducen principios para organizar el contenido, como el equilibrio, la articulación, la secuencia, la integración y la continuidad. Estas directrices ayudan a evitar brechas y superposiciones en la enseñanza y a fomentar una visión holística del conocimiento.
🔄 Experiencias de aprendizaje y estrategias de enseñanza
Se describe cómo las experiencias de aprendizaje vinculan estrategias y métodos de enseñanza con los objetivos del currículo. Se enfatiza la importancia de las estrategias de enseñanza en la conversión del currículo escrito en instrucciones y cómo estas pueden mejorar las experiencias de aprendizaje de los estudiantes. Se sugiere que no existe un único método de enseñanza óptimo y que los métodos deben estimular el desarrollo en diversos dominios del aprendizaje. Se presentan directrices para la selección de métodos de enseñanza que aseguren el desarrollo de los objetivos del currículo.
📊 Evaluación del currículo
Se discute el proceso de evaluación del currículo, que incluye la identificación de objetivos específicos, la recolección de datos, la organización y análisis de la información y la presentación y reciclaje de los resultados para una retroalimentación continua. Se sugiere un plan de acción para la evaluación del currículo que abarca desde el enfoque en un componente específico hasta la implementación de cambios basados en la retroalimentación. Se enfatiza la importancia de la evaluación para determinar la efectividad del currículo y la mejora continua del proceso de enseñanza y aprendizaje.
🌟 Proceso de enseñanza y aprendizaje en el currículo
Se describe el proceso de enseñanza y aprendizaje como una secuencia de planes, implementación, evaluación, retroalimentación y reflexión. Se enfatiza la importancia de la interacción entre el maestro y el estudiante y cómo la retroalimentación y la reflexión pueden mejorar la calidad de la enseñanza. Se explican las teorías del aprendizaje basadas en el comportamiento y las teorías cognitivas del aprendizaje, y cómo estas influyen en la enseñanza y el currículo. Se concluye que la enseñanza y el aprendizaje son interdependientes y que la calidad de la enseñanza se mide por el aprendizaje obtenido por los estudiantes.
Mindmap
Keywords
💡Curriculum
💡Curriculum recomendado
💡Curriculum escrito
💡Curriculum implícito
💡Curriculum soportado
💡Curriculum evaluado
💡Curriculum aprendido
💡Curriculum oculto
💡Componentes del currículo
💡Proceso de enseñanza
💡Proceso de aprendizaje
Highlights
Introduction to the types of curriculum operating in schools
Description of the recommended curriculum by national agencies
Explanation of the written curriculum developed by experts and teachers
Discussion on the thought curriculum and its implementation
Importance of supported curriculum materials for learning
Assessed curriculum as a measure of student progress
Definition of the learned curriculum and its outcomes
Hidden curriculum as unintended influences on student learning
Components of curriculum: aims, goals, and objectives
Curriculum content selection and its criteria
Principles for organizing curriculum content
Teaching strategies and their impact on curriculum experiences
Curriculum evaluation methods and their purpose
Teaching as a process involving planning, implementation, and evaluation
Learning as a process and its theories
Interrelation of teaching and learning in curriculum development
Conclusion on the significance of curriculum in teaching and learning
Transcripts
good day so for our for the continuation
of our discussion about the concepts
nature and purposes of curriculum we
will discuss about uh we will discuss
the last three topics in this lesson so
it entails the types of curriculum
operating in schools they all the
elements or components of curriculum and
what are the teaching learning processes
and
curriculum development so let us begin
our discussion about the types of
curriculum operating
in schools so
alan glover describes seven types of
curriculum operating in the schools
today so we have the recommended
curriculum the written curriculum the
thought curriculum supported curriculum
assessed curriculum learned curriculum
and hidden curriculum so far
the recommended curriculum it is the
uh most of the
school curricula are recommended so the
national agency may recommend their
curriculum to be implemented in the
elementary or secondary education so the
curriculum propose it is the curriculum
proposed by scholars and professional
organizations so it may come from a
national agency or any professional
organizations who has stake or role in
in education so we have
some example here
we have the department of education
the department of science and technology
the commission on higher education the
philippine association for teacher
education and the biology
teacher association so they may
recommend
a curriculum that can be implemented
either in elementary or
elementary secondary or tertiary
education
next we have the written curriculum in
which most of the written curricula are
made by the curriculum experts with the
participation of teachers so majority of
the written curricula are made by
curriculum experts
and teachers some of the examples are
backed and
k-12 and even the lesson plans that are
made up of objectives and planned
activities of the teacher so
these were pilot tested or tried out in
sample schools or population so written
curriculum includes documents course of
study or syllabi that are handed down to
schools this week's divisions colleges
or universities for
implementation
next we have the thought curriculum
so these are valid activities that are
implemented in order to arrive at the
objectives or purposes of
the written curriculum so this
curriculum comprises the different
planned activities that are executed
inside the classroom they may vary
according to the learning styles of
students and the teaching styles of the
teachers so these are used by the
learners with different
learning styles with the guidance of
the teachers so aside from the thought
curriculum we also have these supported
curriculum there must be materials which
should um
support or help in the implementation of
the written curriculum so in order to
have a successful teaching learning
process there must be materials that
should support
the implementation of freedom
curriculum so it should enable each
learner to achieve real and lifelong
learning uh learning so it and it
includes material resources such as
computers
audio video visual materials textbooks
or cover books course books laboratory
equipments and the like that will enable
each learner to have a real and
lifelong learning
next we have the assessed curriculum so
this refers to a tested or
evaluated curriculum so at the at the
duration and end of the teaching
episodes series of evaluations are being
done by the teachers to determine the
extent of teaching or to tell if the
students are progressing so progressing
so a curriculum that is tested and
evaluated we call that the assessed
curriculum so at the at the duration and
end of
teaching series numerous evaluations are
being done by the teachers to determine
if the students are in their name so
some of the sample assessment tools
include pencil and paper
test authentic instruments like
portfolio portfolio are being utilized
aside from the assessed curriculum we
also have the learn curriculum so this
refers to the learning outcomes achieved
by the study so this curriculum refers
to the learning outcomes that are not
achieved or achieved by the students so
learning outcomes are indicated by the
results of the tests and changes in
behavior which can either be cognitive
effective or psychomotor so the
achievement of the learning outcomes are
determined by the results of tests and
other assessment tools
and the changes in behavior that can be
observed by the teacher inside the
classroom lastly we have the hidden
curriculum so this is the unintended
curriculum which is not deliberately
planned but may modify behavior or
influence learning outcomes so this is
the unintended curriculum that may
modify behavior or influence students
learning so
thus there are
many hidden curriculum that are
presented in this in schools some of the
factors that made up
the hidden curriculum includes the
teaching
either teacher learner interaction
physical their physical conditions
discrete environment
the mood of the teachers spear influence
and many more so
aside from the types of curriculum
operating um in school let us now
discuss the elements or components of
the curriculum so for most curricula
the major components of the curriculum
entails first the aims goals and
objectives means what is to be done next
we have the subject matter or content
what subject matter is to be included
next what are the learning ex the
learning experiences means what
instructional strategies resources and
activities will be employed and lastly
the evaluation approaches what methods
and instruments will be used to assess
the results of the curriculum so first
we have the component one that entails
the curriculum aims goals and objectives
so each of the components
are
essential
in making an effective
curriculum so first we have the
curriculum aims goals and objectives so
a formal curriculum is embedded in a
formal institution called schools so
schools are established institutions
which are either run by the government
or by the fry bait sector so a formal
curriculum is rooted in an institution
that we call schools
these are established educational
institutions that are run by the
government or
but by the private sector so here in the
philippines
our educational system was divided into
three levels we have the primary the
secondary and the tertiary level so for
the aims
the aims of elementary elementary
education includes the ksb the learning
experiences love coordination and
promote
work experience yes so the general aims
of elementary education that is based on
the
education act of 1982 entails the ksb
the the knowledge skills and values they
all they also aims to provide learning
experiences promote love for the nation
and work
experiences that prepares the students
for the future so for the aims of
secondary education in here educational
curricula aim to continuously promote
the objectives of elementary education
and discover and improve the various
aptitudes and interests of students to
prepare them
for tertiary schooling
so for the tertiary education tertiary
education is based on the curricula of
the different courses so the different
courses should aim to provide
general education programs train the
students with the essential
chancel skills develop new leaders and
allow them to apply the knowledge and
skills
they have learned so that is for
the aim so for the goals
so in a curriculum the goals are made
simple and specific for the attainment
of each learner so these are called the
educational objects objective so in a
curriculum the simple and specific
goals intended for learners are called
educational
um
objectives so in a simpler sense
objectives direct the
students change in behavior it becomes
the basis for the selection of learning
content and learning experiences it also
provides the criteria in which
learning outcomes
will be evaluated so benjamin bloom and
robert maker defined educational
educational objectives
in two ways so first explicit
formulations of the ways in which
students are
expected
to be changed by the educative process
and lastly the intent communicated by
statement describe being a proposed
change
in
learners
so according to them there are three big
domains of objectives so for the
cognitive domain
we have the domain of thought process so
the major
uh the main
uh basis for the cognitive domain is
bloom's taxonomy which entails the
knowledge the comprehension
the application the analysis synthesis
and evaluation so for
the effective domain we have the domain
of valuing attitude and appreciation
that is
uh mainly
uh
based on kratos rrvov or the receiving
responding valuing organization and
characterization lastly we have the
psychomotor domain that is mainly based
on
simpson's psg mcao that refers to the
perception
cell guided response mechanism complex
over responses adaptation and
origination so psychomotor domain
refers to the domain of the use of the
psycho motor attributes so these domains
comprises of specific skills attitudes
and values that are presented
in order or level so if you have time um
or you are or better you should allow
some time to study these three big
domains of objective so you will be able
to grasp
what do we mean
or how this uh
domain of domains essential in
constructing
the curriculum aims goals and objectives
next we have the next component which
entails
or which involves the curriculum content
are
subject matter so all curricula have
content regardless of their design or
models content is more than simply
information to be learned in school so
to some curriculum specialist content or
subject matter is another theorem for
knowledge it is a compendium of facts
concepts and generalization principles
and
theories
so content selection is a very crucial
stage in curriculum development so it is
not just a simple information to be
learned
from school so for others content is a
synonymous term for knowledge in which
includes the facts
the concepts
the generalizations principles and
theories thus um
each subject area has its own body of
subject matter or content some of the
examples are the communication arts we
have the mathematics sciences social
studies music and the like
so
i have here some criteria which can be
utilized in the selection of subject
matter content or knowledge
for
the
curriculum so the question is
what subject matter will be taught in
order to achieve the objectives
so here are some criteria that can be
utilized in selecting content or subject
matter for the curriculum first we have
the self-sufficiencies according to
scheffler 1970 the primary guiding
principles for content selection is
helping the learners to attain maximum
self-sufficiency in learning meaning
it involves less teaching effort and
learning efforts or the economical but
promotes more results and effective
learning outcomes next we have the
significance when we say significance
the content should contribute to the
overall aim
of the curriculum
the subject matter should allow the
students to develop learning abilities
develop the three major domains of
objectives and the like so for the
validity the content should be checked
or verified
fourth the interest so the subject
matter or the content should value the
students interest if it is meaningful
for them
or not we also have utility when we say
utility it means
the usefulness of the content may be
either be for the present or future
purposes of the learner the content must
be
useful for the learner next we have the
learnability
nobility refers
emphasizes that the subject matter
should be relevant to the range of
experiences
of the students lastly we have the
feasibility so the content should be
considered within the context of the
reality in schools society and
government it can be the factor of
define the resources available the
nature of the learners etc so upon
knowing the criteria that can be
utilized in the selection of the subject
matter or content
uh we have
the suggested principles in organizing
or putting together the different
learning contents
by palma
so in organizing the different contents
he suggested five major
principles that needs to be considered
first is the balance it refers to the
um
fairly distribution of curriculum
content in a particular learning area
or discipline next we have the
articulation so
the content should be connected to the
next so that gaps and overlaps in the
subject matter will be avoided third we
have the sequence it refers to the
logical sequence or arrangement of the
subject matter according to the levels
of
the learners fourth we have the
integration
that refers to the connections of
um
the learning similar to one another so
that the students will get a holistic
view of reality and lastly we have the
continuity so it is the constant
repetition and the informants of
learning
of learning so it means continuing
application the continuation
of
the application of the new knowledge by
the learning
so that is the second component the
third component
is about curriculum experiences so
curriculum experiences
it will link instructional strategies
and methods to curriculum experiences
the core or the heart of the curriculum
so the insert the instructional
strategies and methods will put into
action
will put interactions so the goals and
objectives in order to produce
and
outcome
so teaching strategies convert the
written curriculum in uh to instructions
so the teaching strategies utilized by
the teacher can help the learners to
have
a better learning experiences and be
able to execute what have been stated
in the written curriculum
furthermore the actions are based on
planned objectives the subject matter to
be taken and the support materials to be
used so
this entails a variety of teaching
methods and educational activities that
will enhance and facilitate students
learning
so for the curriculum experiences
whatever whatever the methods
the teacher utilizes to execute the
curriculum there will be some guide for
the selection in news so here are some
of them so first teaching methods are
means to achieve the end second there is
no single best teaching method third
teaching methods should stimulate the
learner's desire to develop cognitive
effective psychomotor social and
spiritual
domain
of the individual fourth place learning
cells of the student should be
considered fifth every method should
lead to the development of the learning
outcomes in the three domains
six flexibility should be a
consideration in the used or
the
teaching
methods next we have the last component
of the curriculum which
involves the curriculum evaluation
so within the evaluation process smaller
and more specific activities are needed
to determine the effectiveness of the
curriculum so there are variety of
evaluation methods and different
materials that can be um
effectively utilized in order to
determine the effectiveness
of
the curriculum it can be the assessment
of learning outcomes um
the different methods such as the
diagnostic placement formative or
summative evaluation and many more
so
a suggested plan of action for the
process of curriculum evaluation is
introduced regardless of the methods and
materials evaluation that will be
utilized here are some suggested plan of
action in the process of
curriculum evaluation first focus on one
particular component of the curriculum
you also
we need to specify the objectives of
evaluation it can be the subject area
the grade level the course or degree
program next collect or gather
information the data needed on the
object of evaluation third we have
the
you have to organize the information so
it entails the coding organizing storing
and receiving data for further
interpretation fourth we have to analyze
information it is an appropriate way of
analyzing
uh an appropriate way of analyzing
should be utilized next we have we have
to report the information it can be done
formally
uh in front of the stakeholders or
informally
it can be an around table discussions or
through conversation lastly we have to
recycle the information so it is for the
purpose of continuous feedback
modification and adjustment to be made
in
the curriculum so
are in all as you can see in the picture
we have here the
summary of the interrelationship of the
components of curriculum or in all the
components of curriculum are distinct
but are interrelated to each other as
shown
in the
figure now
upon discussing the
elements or components of curriculum let
us now move on to the teaching learning
processes and curriculum development so
nowadays
the teacher becomes the decision making
uh maker
maker in the teaching process so let us
look at the teaching process in the
picture so teaching as a process and
curriculum
involves
first the planning phase the
implementation phase the evaluation
phase the feedback and the reflection
phase
so in the planning phase it recognizes
the intent that it will be the learners
who will learn so the considerations in
the decision um
should include the learner the learner
the availability of materials the time
requirements the strategy the strategies
needed to
achieve the objectives and the teacher
next for the implementation pace it
requires the teacher to implement what
has been planned so it is the time when
everything will put into action in order
to achieve
the objective so the interaction between
the teacher and the learner is essential
next is the evaluation phase so in the
in the evaluation phase a match of the
objectives with the learning outcomes
will be made so it will answer the
question if the plans
and the implementation
are successfully achieved next we have
the feedback feedback is the reflection
on
the feedback so it gives information as
to whether the three pages were
appropriately done or not so if the
planning the implementation and the
evaluation phase r were appropriately
done
or not lastly we have the reflection so
it is a process embedded in the teaching
where the teacher inquiries into his or
her actions and provides deep and
ethical thinking so for the reflection
features increase into his or her
actions in teaching are
emphasized
so that is the teaching as a process and
in curriculum now
furthermore
we have we will tackle that
uh learning as a process in the
curriculum if we discuss
the teaching as a process in curriculum
let us now move on to the learning as a
process in economic uh in curriculum so
learning is usually defined as a change
in an individual's behavior caused by
experiences or self-activity so it
implies that learning can only happen
through the individual's activity or his
or her own doing so learner occurs more
when the very stimuli are properly
arranged for the purposes of
learning so there are two principal
types of learning theories to explain
how individuals learn
according to educational psychologists
so for behavior learning theories it
emphasizes the observable behavior such
as new skills
knowledge or attitudes which can be
demonstrated so
in here um the forms of behavior
that are observable and
measurable so if the individual has
changed
behavior therefore he or she has learned
so we have the examples
such as the ivan pablo's
problems classical conditioning and bf
skinner's operant
conditioning so for the cognitive
learning theories
it is concerned on the mental processes
of the learner and some of the famous
theories that focuses on the cognitive
on the students cognitive learning is
jerome brunner's discovery learning and
david osibel's perception being and that
is the learning as a process
in curriculum lastly we have the
teaching when the teaching and learning
go together so one processes cannot
succeed without the success or support
of the other so a teacher cannot claim
he
or she or he has taught if the learners
have not learned substantially so the
teaching style should jibe
um
with the learners
learning style so the learner
being the center of teaching will
influence or direct to a great extent of
teaching
for better
learning so as learners become complex
individuals capable of learning on their
own the repertoire of teaching should
also increase so various teaching styles
together with the support of teaching
materials are necessary to facilitate
greater lifelong learning lastly
teaching is the cost and learning is the
effect and that is the teaching and
learning go together so the quality of
teaching
is therefore related to the quality of
learning so if the students learn
meaning the greater factor is the
success
in teaching so generally
teaching and learning give meaning to
the curriculum they are interrelated to
each other so hence a good curriculum
can be assessed by the quality of
learning obtained by the students from
the kind of teaching executed
by
the teacher so that's the end of our
discussion about the concepts purposes
and nature of curriculum so i hope you
learned something from me
and
thank you for listening
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