Group 5:

Curricular
Foundations
Reported by:
Daryl E. Batino
Christine C. Bien
Jonalyn L. Lebrilla
Jonard A. Navarez
Sarah Jane D. Nomo
Jean Rose A. Sologastua
http://www.free-powerpoint-templates-design.com
Sub-topics to be
discussed:
01 Introduction
02 Establishing goals
03 Establishing objectives
04 Curriculum and Instructions
05 Instructional Approaches
06 Trends in the Future
Curricular Foundations an Overview
Instructional
Introduction Establishing
Approach
What is curricular
foundation?
objectives
“ Short term goals” “ Instruction to be used”

Establishing Curriculum and Trends in

goals Instructions the future
“End points of curricular
foundations” “Approaches to curriculum ” “Agendas in the near
future”
Educational approaches
influenced by progressive
philosophies emphasize
focusing on educating the
“whole child,” rather than
strictly on academic purposes
 Introduction
02 03 04 05 06

01 Curricular foundation
It is a Foundation that influence the minds of curriculum developers,
which affect the content and structure of the curriculum. These forces
are beliefs and orientations as well as conceptions of learning and the
needs of society. Foundation of curriculum is rooted with the
foundation of education.
Curricular
Foundation
Ghazali strongly criticizes the curriculum of his time.
He raises the basic question of criteria for selection
of subject matter for curriculum. He studied the
various curriculums in his times and reached the
following conclusions:

More time is spent on religious education and worldly

education is completely ignores worldly education is
equally important while teaching religious education, a Simple Presentation

great number of differences arise among the teachers,

which result in mudslinging on each other
 Curricular Foundation
03 04 05 06

02 Establishing goals
Most educators use the terms goals and objectives to distinguish among
levels of purpose, with goals being broader and objectives being more
specific. Both terms describe a direction—what we are seeking to
accomplish. Many educators refer to goals and objectives as “ends” or
“endpoints” of education
Establishing
G O A L S

Goal in a broader idea:

Although goals are important guides in education, we

cannot directly observe or evaluate them; rather, they
are broad statements that denote a desired and
valued competency, a theme or concern that applies
to education in general. The most general goals are Simple Presentation
often called aims.
Establishing
G O A L S

Goal in school:

Goals at the school level usually narrow in focus even

more, translating national, state, and district goals
into statements that coincide more closely with
thephilosophy and priorities of the local school
community. School-level goal statements often
appear in documents known as school improvement
plans which articulates the school’s role in educating
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the community’s youth.
Tyler's four fundamental questions
to consider:
1. What educational purposes should the
school seek to attain?

2. What educational experiences can be

provided to help attain these purposes?

3. How can these educational experiences be

effectively organized?

4. How can we determine whether [and to

what extent] the purposes have been
attained?
 Curricular Foundation
04 05 06

03 Establishing objectives
Establishing
OBJECTIVES

Objectives are generally written at three levels of

instruction: subject/grade level, unit plan level, and
lesson plan level.They usually have a shorter
accomplishment time than goals. Although objectives
are more specific than goals, educators disagree
about how detailed they ought to be. Some prefer
fairly general objectives; others advocate objectives
precise enough to be measured in behavioral terms
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or performance—that is, by the observable behavior
of the student.
Establishing
Examples of OBJECTIVES
Classroom objectives

In practice at the classroom level, you will most likely organize instruction
with a combination of general and specific objectives in mind. General
objectives are characterized by “end” terms such as to know, learn,
understand, comprehend, and appreciate. Such objectives will help you
develop a sequenced curriculum for a grade level or a unit

Simple Presentation
Establishing
Examples of OBJECTIVES
Lesson plan objectives:

At the level of the individual lesson plan, objectives usually become

specific, as recommended by Robert Mager. They use precise wording
(often action words) such as discuss, describe in writing, state orally, list,
role-play, and solve. Sometimes called behavioral or performance
objectives, these statements are content or skill specific, require
particular student behavior or performance, and are observable and
measurable.Both teacher and learner can evaluate the amount or degree
of learning. Simple Presentation
Overview of goal and objective

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 Curricular foundation
04 05 06

04 Curriculum and instruction

The Purposes of Education how the goals of education have shifted
with changing national priorities and social pressures. We will look at
several major curricular approaches used in recent decades to help
meet our changing national goals.
Curriculum and I n s t r u c t i o n s

Subject-Centered Curricula

Subject matter is both the oldest and most contemporary framework of curriculum
organization. It is also the most common—primarily because it is convenient, as you can
tell from the departmental structure of secondary schools and colleges.

The modern subject-area curriculum treats each subject as a specialized and largely
autonomous body of knowledge. A newer term, exploratory subjects, refers to subjects
that students may choose from a list of courses designed to suit a wide range of learning
styles, needs, and interests.

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Curriculum and I n s t r u c t i o n s

Student-Centered Curricula

In direct contrast to subject-centered curricula, student-centered curricula of various

types emphasize student interests and needs, including the affective aspects of
learning. At its extreme, the student-centered approach is rooted in the philosophy of
Jean Jacques Rousseau, who encouraged childhood self-expression. Implicit in
Rousseau’s philosophy is the necessity of leaving the children to their own devices,
allowing them the creativity and freedom essential for growth.

The movement for an activity-centered curriculum has strongly affected the public
elementary schools tied to a student’s needs and interests, such as group games,
dramatizations, story projects, field trips, social enterprises, and interest centers.
 Curricular foundation
05 06

05 Instructional Approach
To carry out the curriculum, one must rely on instruction—programs,
materials, and methods. Even more than with curriculum approaches, most
teachers incorporate a variety of instructional strategies in their classes. The
search for new programs and methods of instruction is continual. The past
four decades, in particular, have witnessed a major effort to improve learning
outcomes, integrate technology into the lesson, and have students participate
firsthand with the new tools of instruction.
 Curriculum and I n s t r u c t i o n s

Individualized Instruction

In recent decades, several models have been advanced for individualized

instruction.Although these approaches vary, they all try to provide a one-to-one
student– teacher or student–computer relationship. Students proceed at their
own rate with carefully sequenced and structured instructional materials, and
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usually with an emphasis on practice and drill.
 Curriculum and I n s t r u c t i o n s

Cooperative Learning

Cooperative rather than competitive learning

is also gaining acceptance as an important
way to instruct students. The idea of
cooperative learning is to change the
traditional structure by reducing competition
and increasing cooperation among students,
thus diminishing possible hostility and
tension among students and raising the
academic achievement of all.
 Curriculum and I n s t r u c t i o n s

Mastery instruction

Mastery learning is an instructional plan for all grade levels and subjects. The
approach most widely used in public schools is the Learning for Mastery (LFM)
model, often referred to as mastery learning. Mastery learning has gained
supporters, particularly in urban school districts that have an obvious and
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urgent need to improve academic performance.
 Curriculum and I n s t r u c t i o n s

Critical Thinking

Today, we speak of critical thinking and thinking skills to denote problem-

solving ability. Interest in this concept has produced an outpouring of articles
in the professional literature, a host of conferences and reports on the subject,
and a majority of states’ efforts to bolster critical thinking for all students.
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 Curriculum and I n s t r u c t i o n s

Computerized Instruction

Patrick Suppes, an early innovator of computer use in schools, coined the term computer-
assisted instruction (CAI). Suppes defined three levels of CAI: practice and drill, tutoring, and
dialogue. At the simplest level, students work through computer drills in spelling, reading,
foreign languages, simple computations, and so forth. At the second level, the computer acts as
a tutor, taking over the function of presenting new concepts. As soon as the student shows a
clear understanding, he or she moves to the next exercise. The third and highest level, dialogue,
involves an interaction between the student and the computer Simple Presentation
 Curriculum and I n s t r u c t i o n s

Video and Satellite Systems

Along with the computer, advances in video technology have

brought many other valuable tools for instruction.
 Curricular Foundation
06

06 Emerging Curriculum Trends

Student learning will increase through interaction with computers. Not all
learning will be centered in the school classroom, and use of computers and
the Internet, both in school and at home, will greatly expand how you and your
students access information and, just as importantly, what information you
access.
 Emerging Curriculum Trends

1. Lifelong learning.

Rapid social, technological, and economic changes have forced people to prepare
for second or third careers and to keep themselves updated on new developments
that affect their personal and social goals.

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 Emerging Curriculum Trends

2. The restoration of geography

Geography has been undergoing a renaissance in the school curriculum and is

being linked to various curriculum foci, such as back-to-basics, multicultural
education, environmental education, and global education.
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 Emerging Curriculum Trends

3. National curriculum standards

Back-to-basics proponents are promoting national curriculum standards as a

way to restore the primacy of basic content to the curriculum, and the federal
government has offered financial incentives for states to adopt the national
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curriculum standards.
 Emerging Curriculum Trends

4. International education.

As many educators and laypeople have pointed out, increasing interdependence

among nations demands become more knowledgeable about distant lands.
 Emerging Curriculum Trends

5. Health education and physical fitness.

Health trends in the U.S. population are producing new pressures to expand or
change the curriculum. For example, the epidemic of AIDS (acquired
immunodeficiency syndrome), with its dire risk to sexually active adolescents,
has forced educators to confront the issue of student health in a new way.

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 Emerging Curriculum Trends

6. Technology Education.

Teachers, students, and parents find themselves functioning, at work and at home,
in an increasingly technological environment. In less than fifteen years, we have
gone from audiotapes to iPods, from CDROMs to CD burners, videotapes to DVDs,
and transparencies to Power- Point slides.
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 Emerging Curriculum Trends

7. Immigrant education.

Cultural differences in learning styles or thinking patterns may lead immigrant

children to be mistakenly labeled “learning disabled” or “slow.” Value hierarchies
vary widely across cultures, so that immigrant children have diverse attitudes about
school, teacher authority, gender differences, social class, and behavior, all of
which have implications for their success in school
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1.https://www.researchgate.net/publication/312294330_Foundation_of_Curriculum_in
_Ethiopia_Historical_Philosophical_Psychological_and_Sociological_Perspectives.

2. https://research-education-edu.blogspot.com/2014/08/normal-0-false-false-false-en-
us-x-none.html

References
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