HISTORY AND PHILOSOPHY OF EDUCATION

TOPIC 9: CURRICULUM AND INSTRUCTION

TOPIC 9: CURRICULUM AND INSTRUCTION
LECTURERS NAME: MDM SYAMSHIDA BINTI
LECTURERS NAME:
MDM SYAMSHIDA BINTI
SAMSUDIN
SAMSUDIN
ED 248/1A
ED 248/1A
FARAHAIDA
BINTI IDRUS
SITI MASHASANAH BINTI MUNSIR
FARAHAIDA
BINTI
IDRUSAZIZ
SITI NURAZIRA
BINTI
ABDUL
SITI MASHASANAH BINTI MUNSIR
SITI NURAZIRA BINTI ABDUL AZIZ

ARE YOU
READY
??

The process of selecting curriculum

elements from the subject, the current
social life and the students' experience,
then designing the selected curriculum
elements appropriately so that they can
form the curriculum structure and type.

What is Curriculum
Organization?

Highlight on the
subject to be taught.

Subject material that

leads to selected
achievement products
/ outcomes.

Pros
Subject as logical
basis of
organizing

Interpreting
information

Teacher trained
as specialist to
the subject

Teaching
material
organized by
subjects

Cons
Deemphasizing
contemporary
life experience

Failing to
consider needs
& interests of
students

Dominates
classroom
discourse

Teacher is the
authority

Allowing little
student input

Subject
Area
Approach
Core
Approach

Back to
Basic
Approach

Perennialist
Approach

Essentialist
Approach

Music

Subject
Area
Approach

Grammar
Rhetoric

Arithmetic

Astronomy

Geometry
Dialectic

English

Maths

Secondary
School

Science

History

E x p l o r a t o r y

Students may choose learning

style, abilities, interests
Allow students to explore topic
that stimulate their interest
Allow school to diversify its
students
Dance, technology, creative
writing, drama

Perennialist

Essentialist

Cultivation of intellect

Perennialist

Remain valid
until now. Deal
with
fundamental
that relevant
throughout time

Geography

Maths
English

History

Sciences
Foreign
Language

Back to Basic

Emphasis on reading, writing and

mathematics
Maintain minimum standard by implement
Minimum Competency Test (MCT)
To demonstrate mastery of minimum skills
needed to graduate from high school

Core
Approach

Study of social
personal
issues/theme
that cut cross
subjects.

Students
experience a
common body
of required
subjects.

De-emphasize
elective
&
solid subjects
is required

Student-Centered
Curricula

Based on students
interests and needs.

Concerned on how
the student develops
their ability to gain
new knowledge.

Jean Rousseau

Rooted by
philosophy of
Jean Rousseau.

Promoted selfexpression
during
childhood.

Built up
creativity among
children.

Importance of
allowing the
children to
shape their own
life.

Freedom to make
a choice or
decision as a
process of
growth.

Influence of Progressivism

Interests and
needs
associated
with
curriculum

Students
would be
motivated
naturally

Learning
session would
be fun and
more
successful

John Dewey

John
Dewey

John

Dewey

Introduce a curriculum that balanced

subject matter with student interests &
needs.

Focused on needed to balance while

designing a curriculum that would prepare
children for modern, democratic world.

ActivityCentered
Approach
ValuesCentered
Curricula

Alternative /
Free School

Relevant
Curriculum

Humanistic
Approach

ACTIVITY
APPROACH

William Kilpatrick

* Teacher could not participate the student

interests & needs, which made any preplanned curriculum possible.

* Design activities: Group games,

dramatizations, story projects, field trips,
social enterprise & interest centers.

* Student actively participate &

involved problem solving.

* Highlight on strong bonding

relationship among school communities
and socialization.

CONSTRUCTIVISM
(Constructivist Learning Theory)

Students actively (mentally &

physically) interact with knowledge
and each other.
To create new environment & new
knowledge to themselves.

TRADISIONAL
SCHOOL
CURRICULUM

Failed to adapt to the social change.

Emphasize skills and knowledge that not relevant
to modern democratic society

RELEVANT
CURRICULUM

Individualize
instruction by using
teaching method as
independent
inquiry & special
projects

Provide
educational
alternatives
(Electives / open
classrooms)

Revise existing
courses &
construct new
courses

Extend curriculum
beyond the schools
wall

HUMANISTIC
APPROACH

Highlight on
affective outcomes

Identify attitudes &

emotions

Cognitive outcomes

Meaningful
relationship
between student &
teacher
Greater
acceptance
of self &
others

Humanistic
approach

Self-Direction

Student
independence

Make more
effective
learning
possible

Facilitate
understanding
among students

Help students
cope with
psychological
needs

Roles of
teacher

Foster
positive
selfesteem

Develop
positive
classroom
environment

Alternative /
Free Schools

Student freedom, noisy classroom,

unstructured learning environment,
students free to explore their interests.
Radical & anti-establishment.

Provide more
flexible
approach in
learning

Alternative / Free School

Alternative / Free School

Alternative / Free School

Stress on
conformity
create to fit
with the
students and
identify their
needs.

Focus on
greater
collaboration
among staff
members &
staff and
students.

Values Centered Curriculum

Character Education

Stress on moral & ethical development.

Develop active community who act in ethical

ways.

Encourage positive virtues.

Implementation of
Positive Virtue in School

Posting
names of
students who
display good
character on
board

Cultivate
lesson about
who have
showed
respect for
others

Develop
indoctrination
at school

Ineffective
and divert
time from
academic
mission

Critics
concern

Encourage
students to
perform for
rewards

REFERENCES

Vocke, D. E. (2008). Curriculum and Instruction. In D. U.

Allan C. Ornstein, Foundations of Education (pg. 407-420).

Wadsworth: Cengage Learning.