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BATANGAS STATE UNIVERSITY JPLPC-Malvar
College of Teacher Education
LEARNING MODULE IN ED 108
The Teacher and the School Curriculum
Hello dear Education Students!
Kamusta ka? Welcome to this MODULE!
I am Ms. Gen!
I am happy to be your course facilitator. You will
be provided with learning tasks where we can
asynchronously exchange ideas. Lesson outputs
will be sent to the facilitator through google
classroom for checking and evaluation.
Are you ready?
We begin by letting you know, the
Intended Learning Objectives (ILOs) for
Lesson 4-CURRICULUM PLANNING.
By the end of the course, you will be able to:
ILO 1. Identify social forces that influence
curriculum development;
ILO 2 Examine teacher’s roles and responsibilities
in curriculum planning; and
ILO 3. Analyze the guidelines to social
considerations in curriculum development
.
Leadership
and
learning are
indispensab
le to each
other.
John
Kennedy
CURRICULUM PLANNING
Good day Class! How are you?
Today, we are going to discuss
CURRICULUM
PLANNING
Are you ready?
Enjoy reading!
OVERVIEW
SOCIOLOGICAL DIMENSIONS OF
CURRICULUM DEVELOPMENT
Several social forces are at work during
the process of curriculum development.
Probably the most powerful is the
national economy, because schools are
challenged constantly to meet the
workforce demands of a changing world.
The world of the twenty-first century will
be technologically advanced world, and
the workplace will require more
education than ever before. Modern
careers require skills that are more
technologically complex, and also more
interactive. Successful workers in the
modern world must possess both an
understanding of electronic technology
and the ability to work cooperatively with
others to solve problems of a highly
intricate nature. The curriculum must
change to meet these needs.
The following are the general social forces which affects the
development of curriculum for the 21st century learners.
1. Politics
Politics affect curriculum development in
numerous ways.
How politics influences curriculum design and
development starts with funding. Both private and public educational
institutions rely on fundi ng for hiring personnel, building and maintaining
facilities and equipment. All aspects of curriculum depend on local, state
and national political standards. From defining goals, interpreting
curricular materials to approving examination systems, politics affects
Social Forces that Influence Curriculum Development
In curriculum development, the social phenomena must be taken into consideration,
without forgetting that the individual must maintain his identity and individuality. The
curriculum must assist the individual to understand the process of harmonization and to
develop a repertoire of behaviours that will serve in a broad range of situations such as
compassion, understanding, sensitivity, awareness, affection, acceptance, initiative and
inquiry. The curriculum must foment a reasonable conformity to social norms and standards
without going against individual expression. There must be choice up to a point.
Several factors affect all curriculum development in meeting the needs of 21st
century learners in both organized academic settings and corporation learning centers.
Blueprinting curriculum development requires selecting learning goals, designing
knowledge delivery models while creating assessment methods for individual and group
progress. Factors affecting curriculum development include government norms, which in
turn brings other factors into the process. Valid curriculum development requires
awareness of the diversity of the target community socially, financially and psychologically.
curriculum development.
2. Economy
Economy influences curriculum development. Curriculum developed for
in house training in corporations focuses on educating employees for
promotions that bring better returns in profits. Nations financing
education expect an economic return from educated
students contributing to the country's economy with
global competition abilities in technical fields.
Curriculum content influences learner goals,
standards for academic achievement with an
underlying influence of the nation's economy.
3. Technology
Technology driven curriculum development is
the norm of the 21st century. The computer
technology of the 21st century influences
curriculum development at every level of
learning. Learning centers and classrooms increasingly provide computers
as requisite interaction for studies among students. Technological
multimedia use influences educational goals and learning experiences
among students. Undergraduate and graduate degrees in computer
technology are in increase in popularity.
4. Social Diversity
Curriculum development is also affected by the diversity of our society.
Social diversity including religion, culture and social
groupings affects curriculum development because
these characteristics influence the types of topics and
methods for teaching information. Developing relevant
curriculum takes into account society's expectations,
accommodating group traditions and promoting
equality.
5. Learning Theories
Psychology of learning theories affects curriculum development.
Both child and adult learning theories within the psychology field influence
curriculum development. Understanding the
psychology behind learning theories
implemented in curriculum development
maximizes learning with content, delivery,
interactive activities and experiences initiated at
the most opportune teaching moment.
6. Environment
Environmental issues significantly affect
curriculum development. World awareness and
action toward reversing and ending pollution
continues affecting curriculum development.
Typical elementary classrooms teach recycling and healthy environmental
practices. Higher education in the sciences offers environmentally-focused
degrees.
In summarized form, here are some guidelines to social considerations in
curriculum development:
1. There are basic agencies in society that demand from educational
curriculums some special skills, attitudes and knowledge. They are the
family, the church, the state, economic agencies, non-commercial
community and other social agencies.
2. School curriculum developers must take into consideration not only
national and international needs but also local, regional and provincial
needs.
3. In the efforts of curriculum developers to gear the curriculum toward the
establishment of a sense of identity among people in the country, cultural
pluralism should be respected, thus taking into consideration the rich
cultural heritage of all people, including the minorities.
4. Curriculum development must draw upon analyses of society and culture,
Guidelines to Social Considerations in Curriculum
Development
of tradition and heritage, social pressures and established social habits.
We must ask what the demands and requirements of culture and society
are, both for the present and for the future.
5. The curriculum must prepare the learners to participate as productive
members of our culture. Not all cultures require the same kind of
knowledge. Nor thus the same culture needs the same kinds of capacities
and skills, intellectual or otherwise, at all times. An analysis of culture and
society thus provides some guide for determining the main objectives of
the curriculum, for the selection of content, and for deciding what the
stress in learning activities.
6. Diagnosing of the gaps, deficiencies, and variations of the backgrounds of
development is an important step in determining what the curriculum
should be.
7. The task of selecting and organizing learning experiences in curriculum
development must take into consideration the culture of society.
8. Society’s concept of the function of the school determines to a great
extent what kind of curriculum schools will have. Current conceptions of
the functions of the school by society are as follows:
a) Education preserves and transmits the cultural heritage. Since all
cultural traditions have roots, cultural continuity is possible only if
education preserves this heritage by passing on the truths worked out
in the past to the new generation, thus developing a common cultural
background and loyalties. In the main the transmission of the
accumulated wisdom of the race and of basic truths and value is
emphasized.
b) Education is an instrument for transforming culture. Education can and
does play a creative role in modifying and event reshaping the culture
in which it functions. Education and public policy are intimately related,
and progress in one is limited without progress in the other. They
maintain that education must deal with the needs of current culture
and even help shape the future.
c) Educations results in individual development. Some progressive
educators emphasize the creative role of education in society by
stressing the development of a creative individual. This point of view
centers educational effort on the development of all the powers of the
individual, especially his creative imagination, his physical and
emotional powers.
9. To establish what demands society makes on education and what
contribution education can or should make to culture, especially in a
complex and changing society, is not an easy task. Thus, a continuous
examination of the goals and demands of this changing society and the
forces operating in it is in order to keep the curriculum reality-oriented: to
determine what knowledge is most worthwhile, which skills must be
mastered, which values are relevant.
10. In order to develop an adequate curriculum, a sustained study of the
culture in which education functions and a sustained effort to mobilize the
resources of the social sciences such as biology, anthropology, sociology
and social psychology and to translate whatever is learned about society
or culture into educational policy are needed. The best thinking of our
generation in determining what society is in needs, and which of those
needs education can serve must be enlisted.
11. One way of gaining social perspective in curriculum development is by
analyzing the impact of technology and the changes it has produced or is
producing in society. Expansion of technology has brought vast changes in
what modern man is required to do. The extension of transportation and
communication now requires man to take into account a physical
environment which “includes the whole earth, and perhaps outer space.”
Many sources attest to the disorganizing effects of technology on man and
his values and institutions. It has produced a dangerous confusion of
values and beliefs. How one views the role of education in a technological
society of the near future depends on how deeply curriculum developers
have contemplated the nature of the pending changes.
12. There are new conditions which set new tasks for curriculum
developers:
a) A tremendous enlargement of the environment to be understood and
the culture to be transmitted. There is an unprecedented expansion of
knowledge. According to J.C. Ucklider the amount of information
available to the literate world doubles every fifteen years or so. Never
before have had curriculum developers faced such a sea of data while
trying to answer the question: “Of all the knowledge in the world, which
should be taught and in which schools?” If the data is increasing that
fast, curriculums must be updated to at least communicate a small
percentage of this new facts. The curriculum must be modified to
accept these facts. A good example of this increasing knowledge, for
instance, is the wide acceptance of computers in business.
b) An ever increasing demand for increasingly skilled and literate workers.
As new occupations have sprung up, demands have been made on the
educational institutions to prepare the nation’s workers. The classified
ads section of our dailies show an abundant demand for analysis
(financial, marketing, production, etc.) which necessities action from
the curriculum developers.
c) The necessity for the establishment of intercultural communication
among the diverse cultures as a basis for building a world and national
community. Herein enters the necessity of a critical analysis of the
institutional reality, the activation of human concern, the opening of
communication, the clearing of channels the recognition of the
interdependence of nations, the development of comprehensive
learning situations designed to tap the range of relevant experience and
to nurture the range of the human potential, an analysis of available
research bearing upon institutional choice, a critical appraisal of
established subjects with respect to their significance, relevance, and
potential.
d) The difficulties involved in sustaining wide latitudes of free individual
choice in a world of magnified power and shrunken space and time.
There is competition among nations, school systems, provinces and
among individuals. Competing nations vying for technical curriculums
to best their rivals. Competing schools have launched dynamic and
innovative curriculums.
Shifts in political control of a nation, province or community in
themselves may cause curriculum changes. The incoming political
power may seek to alter the school curriculum so as to bring them more
in line with their social and political beliefs, just as we are now taking
among others - Family Planning, the New Constitution, Land Reform
and others. In school districts, the school administrator or regional
director of the officer-in-charge of higher education may harbor
educational ideas that differ from current practice and all this may
come to institute curriculum changes.
e) A constantly accelerating rate of change which makes forecasting
hazardous and out speeds the efforts of education to draw abreast of
needs. Robert Hutchins believes that the aim of an educational system
is the same in every age and in every society where such system can
exist; it is to improve man. While this general objective is true in every
age, the realization and details of this objective depends a lot on the
changes of reality. The curriculum must be geared to the creation of
minds which can cope with the problems of living in a rapidly changing
world. There is need for thinking in terms of multiple causation and
multiple consequences, for an ability to deal with the ambiguities and
uncertainties of the future in place of certitudes regarding past
phenomena. Curriculum developers should devise a means for
shortening the cultural lag between social realities and cultural
attitudes, between beliefs and expectations, by preparing the learner
for living in a changing society. Ideas and facts from the behavioral
sciences should be translated into their educational implications, that
is, into questions and suggestions regarding educational practices, the
conceptions of the educational tasks, and the ideas about the
curriculum and instruction.
How social forces influence curriculum planning? Why curriculum
makers need to consider social changes in developing curriculum?
__________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
Sources:
http://www.greensproutpreschool.com/developmental-tasks.html
http://www.ehow.com/list_6529581_factors-affect-curriculum-design-process.html
http://wiki.answers.com/Q/What_are_factors_affecting_curriculum_development
Socioeconomic Factors Affecting Education |
eHow.com http://www.ehow.com/info_8240412_socioeconomic-factors-affecting-
education.html#ixzz2318xBpkT
For Further Reading:
Curriculum Development: Emerging Trends.
https://www.academia.edu/37886827/Curriculum_Development_Emerging_Trends
Why curriculum makers need to consider social changes in
developing curriculum?
__________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
Let us check…
Have we…
 Identified social forces that influence curriculum development;
 Examined teacher’s roles and responsibilities in curriculum planning; and
 Analyzed the guidelines to social considerations in curriculum
development
If yes,
CONGRATULATIONS! We are done
with LESSON 4. I’m so happy that you
accomplished all the learning tasks.
Do you have any questions? Feel free
to message me.
LEARNING TASKS 4
Propose subjects/courses that you think is vital to include in the
curriculum. Conisder the social forces presented in this module.
BE READY for an ORAl VIRTUAL RECITATION
--Credits to all sources used in this module--

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Learning Module in Ed 108 _Lesson 4.pdf

  • 1. BATANGAS STATE UNIVERSITY JPLPC-Malvar College of Teacher Education LEARNING MODULE IN ED 108 The Teacher and the School Curriculum Hello dear Education Students! Kamusta ka? Welcome to this MODULE! I am Ms. Gen! I am happy to be your course facilitator. You will be provided with learning tasks where we can asynchronously exchange ideas. Lesson outputs will be sent to the facilitator through google classroom for checking and evaluation. Are you ready? We begin by letting you know, the Intended Learning Objectives (ILOs) for Lesson 4-CURRICULUM PLANNING. By the end of the course, you will be able to: ILO 1. Identify social forces that influence curriculum development; ILO 2 Examine teacher’s roles and responsibilities in curriculum planning; and ILO 3. Analyze the guidelines to social considerations in curriculum development . Leadership and learning are indispensab le to each other. John Kennedy
  • 2. CURRICULUM PLANNING Good day Class! How are you? Today, we are going to discuss CURRICULUM PLANNING Are you ready? Enjoy reading! OVERVIEW SOCIOLOGICAL DIMENSIONS OF CURRICULUM DEVELOPMENT Several social forces are at work during the process of curriculum development. Probably the most powerful is the national economy, because schools are challenged constantly to meet the workforce demands of a changing world. The world of the twenty-first century will be technologically advanced world, and the workplace will require more education than ever before. Modern careers require skills that are more technologically complex, and also more interactive. Successful workers in the modern world must possess both an understanding of electronic technology and the ability to work cooperatively with others to solve problems of a highly intricate nature. The curriculum must change to meet these needs.
  • 3. The following are the general social forces which affects the development of curriculum for the 21st century learners. 1. Politics Politics affect curriculum development in numerous ways. How politics influences curriculum design and development starts with funding. Both private and public educational institutions rely on fundi ng for hiring personnel, building and maintaining facilities and equipment. All aspects of curriculum depend on local, state and national political standards. From defining goals, interpreting curricular materials to approving examination systems, politics affects Social Forces that Influence Curriculum Development In curriculum development, the social phenomena must be taken into consideration, without forgetting that the individual must maintain his identity and individuality. The curriculum must assist the individual to understand the process of harmonization and to develop a repertoire of behaviours that will serve in a broad range of situations such as compassion, understanding, sensitivity, awareness, affection, acceptance, initiative and inquiry. The curriculum must foment a reasonable conformity to social norms and standards without going against individual expression. There must be choice up to a point. Several factors affect all curriculum development in meeting the needs of 21st century learners in both organized academic settings and corporation learning centers. Blueprinting curriculum development requires selecting learning goals, designing knowledge delivery models while creating assessment methods for individual and group progress. Factors affecting curriculum development include government norms, which in turn brings other factors into the process. Valid curriculum development requires awareness of the diversity of the target community socially, financially and psychologically.
  • 4. curriculum development. 2. Economy Economy influences curriculum development. Curriculum developed for in house training in corporations focuses on educating employees for promotions that bring better returns in profits. Nations financing education expect an economic return from educated students contributing to the country's economy with global competition abilities in technical fields. Curriculum content influences learner goals, standards for academic achievement with an underlying influence of the nation's economy. 3. Technology Technology driven curriculum development is the norm of the 21st century. The computer technology of the 21st century influences curriculum development at every level of learning. Learning centers and classrooms increasingly provide computers as requisite interaction for studies among students. Technological multimedia use influences educational goals and learning experiences among students. Undergraduate and graduate degrees in computer technology are in increase in popularity.
  • 5. 4. Social Diversity Curriculum development is also affected by the diversity of our society. Social diversity including religion, culture and social groupings affects curriculum development because these characteristics influence the types of topics and methods for teaching information. Developing relevant curriculum takes into account society's expectations, accommodating group traditions and promoting equality. 5. Learning Theories Psychology of learning theories affects curriculum development. Both child and adult learning theories within the psychology field influence curriculum development. Understanding the psychology behind learning theories implemented in curriculum development maximizes learning with content, delivery, interactive activities and experiences initiated at the most opportune teaching moment.
  • 6. 6. Environment Environmental issues significantly affect curriculum development. World awareness and action toward reversing and ending pollution continues affecting curriculum development. Typical elementary classrooms teach recycling and healthy environmental practices. Higher education in the sciences offers environmentally-focused degrees. In summarized form, here are some guidelines to social considerations in curriculum development: 1. There are basic agencies in society that demand from educational curriculums some special skills, attitudes and knowledge. They are the family, the church, the state, economic agencies, non-commercial community and other social agencies. 2. School curriculum developers must take into consideration not only national and international needs but also local, regional and provincial needs. 3. In the efforts of curriculum developers to gear the curriculum toward the establishment of a sense of identity among people in the country, cultural pluralism should be respected, thus taking into consideration the rich cultural heritage of all people, including the minorities. 4. Curriculum development must draw upon analyses of society and culture, Guidelines to Social Considerations in Curriculum Development
  • 7. of tradition and heritage, social pressures and established social habits. We must ask what the demands and requirements of culture and society are, both for the present and for the future. 5. The curriculum must prepare the learners to participate as productive members of our culture. Not all cultures require the same kind of knowledge. Nor thus the same culture needs the same kinds of capacities and skills, intellectual or otherwise, at all times. An analysis of culture and society thus provides some guide for determining the main objectives of the curriculum, for the selection of content, and for deciding what the stress in learning activities. 6. Diagnosing of the gaps, deficiencies, and variations of the backgrounds of development is an important step in determining what the curriculum should be. 7. The task of selecting and organizing learning experiences in curriculum development must take into consideration the culture of society. 8. Society’s concept of the function of the school determines to a great extent what kind of curriculum schools will have. Current conceptions of the functions of the school by society are as follows: a) Education preserves and transmits the cultural heritage. Since all cultural traditions have roots, cultural continuity is possible only if education preserves this heritage by passing on the truths worked out in the past to the new generation, thus developing a common cultural background and loyalties. In the main the transmission of the accumulated wisdom of the race and of basic truths and value is emphasized. b) Education is an instrument for transforming culture. Education can and does play a creative role in modifying and event reshaping the culture in which it functions. Education and public policy are intimately related, and progress in one is limited without progress in the other. They
  • 8. maintain that education must deal with the needs of current culture and even help shape the future. c) Educations results in individual development. Some progressive educators emphasize the creative role of education in society by stressing the development of a creative individual. This point of view centers educational effort on the development of all the powers of the individual, especially his creative imagination, his physical and emotional powers. 9. To establish what demands society makes on education and what contribution education can or should make to culture, especially in a complex and changing society, is not an easy task. Thus, a continuous examination of the goals and demands of this changing society and the forces operating in it is in order to keep the curriculum reality-oriented: to determine what knowledge is most worthwhile, which skills must be mastered, which values are relevant. 10. In order to develop an adequate curriculum, a sustained study of the culture in which education functions and a sustained effort to mobilize the resources of the social sciences such as biology, anthropology, sociology and social psychology and to translate whatever is learned about society or culture into educational policy are needed. The best thinking of our generation in determining what society is in needs, and which of those needs education can serve must be enlisted. 11. One way of gaining social perspective in curriculum development is by analyzing the impact of technology and the changes it has produced or is producing in society. Expansion of technology has brought vast changes in what modern man is required to do. The extension of transportation and communication now requires man to take into account a physical environment which “includes the whole earth, and perhaps outer space.” Many sources attest to the disorganizing effects of technology on man and his values and institutions. It has produced a dangerous confusion of values and beliefs. How one views the role of education in a technological
  • 9. society of the near future depends on how deeply curriculum developers have contemplated the nature of the pending changes. 12. There are new conditions which set new tasks for curriculum developers: a) A tremendous enlargement of the environment to be understood and the culture to be transmitted. There is an unprecedented expansion of knowledge. According to J.C. Ucklider the amount of information available to the literate world doubles every fifteen years or so. Never before have had curriculum developers faced such a sea of data while trying to answer the question: “Of all the knowledge in the world, which should be taught and in which schools?” If the data is increasing that fast, curriculums must be updated to at least communicate a small percentage of this new facts. The curriculum must be modified to accept these facts. A good example of this increasing knowledge, for instance, is the wide acceptance of computers in business. b) An ever increasing demand for increasingly skilled and literate workers. As new occupations have sprung up, demands have been made on the educational institutions to prepare the nation’s workers. The classified ads section of our dailies show an abundant demand for analysis (financial, marketing, production, etc.) which necessities action from the curriculum developers. c) The necessity for the establishment of intercultural communication among the diverse cultures as a basis for building a world and national community. Herein enters the necessity of a critical analysis of the institutional reality, the activation of human concern, the opening of communication, the clearing of channels the recognition of the interdependence of nations, the development of comprehensive learning situations designed to tap the range of relevant experience and to nurture the range of the human potential, an analysis of available research bearing upon institutional choice, a critical appraisal of established subjects with respect to their significance, relevance, and
  • 10. potential. d) The difficulties involved in sustaining wide latitudes of free individual choice in a world of magnified power and shrunken space and time. There is competition among nations, school systems, provinces and among individuals. Competing nations vying for technical curriculums to best their rivals. Competing schools have launched dynamic and innovative curriculums. Shifts in political control of a nation, province or community in themselves may cause curriculum changes. The incoming political power may seek to alter the school curriculum so as to bring them more in line with their social and political beliefs, just as we are now taking among others - Family Planning, the New Constitution, Land Reform and others. In school districts, the school administrator or regional director of the officer-in-charge of higher education may harbor educational ideas that differ from current practice and all this may come to institute curriculum changes. e) A constantly accelerating rate of change which makes forecasting hazardous and out speeds the efforts of education to draw abreast of needs. Robert Hutchins believes that the aim of an educational system is the same in every age and in every society where such system can exist; it is to improve man. While this general objective is true in every age, the realization and details of this objective depends a lot on the changes of reality. The curriculum must be geared to the creation of minds which can cope with the problems of living in a rapidly changing world. There is need for thinking in terms of multiple causation and multiple consequences, for an ability to deal with the ambiguities and uncertainties of the future in place of certitudes regarding past phenomena. Curriculum developers should devise a means for shortening the cultural lag between social realities and cultural attitudes, between beliefs and expectations, by preparing the learner for living in a changing society. Ideas and facts from the behavioral sciences should be translated into their educational implications, that
  • 11. is, into questions and suggestions regarding educational practices, the conceptions of the educational tasks, and the ideas about the curriculum and instruction. How social forces influence curriculum planning? Why curriculum makers need to consider social changes in developing curriculum? __________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ Sources: http://www.greensproutpreschool.com/developmental-tasks.html http://www.ehow.com/list_6529581_factors-affect-curriculum-design-process.html http://wiki.answers.com/Q/What_are_factors_affecting_curriculum_development Socioeconomic Factors Affecting Education | eHow.com http://www.ehow.com/info_8240412_socioeconomic-factors-affecting- education.html#ixzz2318xBpkT For Further Reading: Curriculum Development: Emerging Trends. https://www.academia.edu/37886827/Curriculum_Development_Emerging_Trends Why curriculum makers need to consider social changes in developing curriculum? __________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________
  • 12. Let us check… Have we…  Identified social forces that influence curriculum development;  Examined teacher’s roles and responsibilities in curriculum planning; and  Analyzed the guidelines to social considerations in curriculum development If yes, CONGRATULATIONS! We are done with LESSON 4. I’m so happy that you accomplished all the learning tasks. Do you have any questions? Feel free to message me. LEARNING TASKS 4 Propose subjects/courses that you think is vital to include in the curriculum. Conisder the social forces presented in this module. BE READY for an ORAl VIRTUAL RECITATION --Credits to all sources used in this module--