Provides examples of philosophical, psychological, social and historical foundations - these foundations influence the development, implementation and evaluation of curriculum;
6. Provides a framework / building block for:
• organizing institutions and learning
• Broad issues
• Decision making
• “... philosophy is a vital part of action” (Ornstein
• Controls all elements of the curriculum
11. Explains a process (WHY)
• What knowledge is of most worth
• Origin of each branch of subjects
Set of related statements/educational concepts
explaining a series of events peculiar to a field e.g.
Procedure for curriculum
Development
Implementation
evaluation
Traditionally, ...examination of history of curriculum,
differing conceptions of and approaches to curriculum
and its making, and purposes curriculum could and
should serve.
12. What philosophy/ies is/are most suited to your curriculum? Why?
What knowledge is of most worth?
How could students learn? Content… Values… competencies?
Why should students learn any subject?
What are our core beliefs about teaching, learning and assessment?
What principles should guide the curriculum development process?
16. Putting into practice the officially
prescribed courses of study, syllabuses
and subjects
Helping the learner acquire knowledge or
experience
What factors influence?
18. Process of
• describing and judging an educational program or
subject;
• Comparing a student’s performance with
behaviourally stated objectives;
• Defining, obtaining and using relevant information
for decision-making process
• INTERNAL and EXTERNAL
19. FORMATIVE VS.
SUMMATIVE
PROCESS VS.
OUTCOMES
Observation schedules
Questionnaires
Focus groups
Interviews
Reflections
PARTICIPANTS
Administrators
Staff/
teachers/lecturers/trainers
students/learners
Businesses
clients
community
WHAT
• Documents & curriculum
• Labs
• Equipment & Materials
• Classrooms
• Attitude
• Physical setting
• Scores/grades
20.
21. Curriculum, Theory and Practice. http://www.infed.org/biblio/b-
curric.htm
http://www.ncrel.org/sdrs/areas/issues/content/currclum/cu3lk1
2.htm
http://peoplelearn.homestead.com/DEFINITIONS.Curriculum.d
oc
Ornstein, A. (n.d.) Philosophy as a basis for curriculum
decisions.
https://wiki.usask.ca/download/attachments/44564505/philoso
phy_%20curriculum.pdf
www.learningdomain.com/ASSESS/Module_8.Evaluation.d
oc
http://www.fao.org/docrep/009/ah650e/AH650E03.htm
http://www.scribd.com/doc/90296980/4/UNIT-3-Factors-That-
Influence-Curriculum-Design
Notas del editor
Change requires reform and renewalPayne 2008: First it is necessary to be aware of the difference between reform and change. Not all change in education is produced by reform and not all reforms bring about change. In other words, reform as a deliberated intervention in education through policy may or may not generate change. The occurrence of educational change could be driven by different factors that are not necessarily related to policy.
PHILOSOPHY IS ALL EMBRACING!!! There can be no serious discussion on philosophy until we ask the questions … What is education?What is the purpose of school?