Curriculum Development; Factors Contributing for a Good Curriculum
Significance of the Factors of Curriculum Development
In the realms of universal educational system, the term “Curriculum” is widely used. Teacher’s Mind Resources (2011) elucidated that “the word curriculum comes from the Latin word meaning ‘a course for racing’.” By the terminology it self, the definition is so broad that its profoundness, if applied to schools, may define myriad things which might relate to, as what almost all teachers nowadays perceive, as contents to be taught to children. Some also think that a curriculum is a “set of courses for students take in order to reach certain goals in all levels” (wisegeek, 2013). We cannot say that the definition is a fallacy but the meanings are parts and parcel of what the big picture is. Curriculum is a dynamic, ever-changing series of planned learning experiences. It changes in order to enhance all experiences of the students in schools, as what John Dewey suggests regarding the definition of curriculum as such. Here we notice the relevance for a curriculum to be well-developed so that the goals will be attained. It is mentioned above that these goals are at certain levels. These goals may round about from a micro level, which may pertain to the personal achievement of Diplomas of the students themselves, up to gathering relevant statistics of how good is the aptitude of, an instance, Filipinos compared to other nation’s people. Very comprehensive, John Dewey (1916) defined curriculum as all the experiences of the learner inside and outside the school under the guidance of the teacher. In order for a curriculum to be structured properly, there are certain factors to be measured in order to achieve the goals. These are the following: 1. Cultural Values- Ontario Native Literacy Coalition (2001) emphasized how Grundy (1987) defined curriculum and the integration of cultural values. “Curriculum... is not a concept; it is a cultural construction. That is, it is not an abstract concept which has some
In the realms of universal educational system, the term “Curriculum” is widely used. Teacher’s Mind Resources (2011) elucidated that “the word curriculum comes from the Latin word meaning ‘a course for racing’.” By the terminology it self, the definition is so broad that its profoundness, if applied to schools, may define myriad things which might relate to, as what almost all teachers nowadays perceive, as contents to be taught to children. Some also think that a curriculum is a “set of courses for students take in order to reach certain goals in all levels” (wisegeek, 2013). We cannot say that the definition is a fallacy but the meanings are parts and parcel of what the big picture is. Curriculum is a dynamic, ever-changing series of planned learning experiences. It changes in order to enhance all experiences of the students in schools, as what John Dewey suggests regarding the definition of curriculum as such. Here we notice the relevance for a curriculum to be well-developed so that the goals will be attained. It is mentioned above that these goals are at certain levels. These goals may round about from a micro level, which may pertain to the personal achievement of Diplomas of the students themselves, up to gathering relevant statistics of how good is the aptitude of, an instance, Filipinos compared to other nation’s people. Very comprehensive, John Dewey (1916) defined curriculum as all the experiences of the learner inside and outside the school under the guidance of the teacher. In order for a curriculum to be structured properly, there are certain factors to be measured in order to achieve the goals. These are the following: 1. Cultural Values- Ontario Native Literacy Coalition (2001) emphasized how Grundy (1987) defined curriculum and the integration of cultural values. “Curriculum... is not a concept; it is a cultural construction. That is, it is not an abstract concept which has some
References: * Curriculum for Liberal Education. (2008). Area 2: ideas, Cultural Traditions, and Values. Retreived December 14, 2012 from http://www.cle.prov.vt.edu/guides/area2.html * Harden, R.M. (2001). AMEE Guide No. 21: Curriculum mapping: a tool for transparent and authentic teaching and learning, Medical Teacher, Vol. 23, No. 2, pp. 123-137 * Ljuca, F., Lozo, S., Simunovic, V., Bosse, H., & Kadmon, M. (n.d.). Chapter 11: Curriculum Development. Retreieved December 14, 2012 from http://www.bhmed- emanual.org/book/export/html/93 * Pasigui, R.E. (2011). THE NATURE AND SCOPE OF CURRICULUM DEVELOPMENT (PHILIPPINE CONTEXT). Retrieved December 14, 2012 from http://www.scribd.com/doc/62806653/The-Nature-and-Scope-of-Curriculum- Development * Teacher’s Mind Resources. (2011). What is Curriculum. Retrieved December 14, 2012 from http://www.teachersmind.com/Curriculum.html * Smith, B. 0., Stanley, W. D., & Shores, J. H. (1957). Fundamentals of Curriculum Development. New York: Harcourt Brace Jovanovich. * Wisegeek. (2013). What is curriculum. Retrieved December 14, 2012 from http://www.wisegeek.org/what-is-curriculum.htm