Elements of the Curriculum

8/10/2019 Elements of the Curriculum

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ELEMENTS OF THE CURRICULUM

A. Curriculum Objectives/ School Purpose

SPECIFIC OBJECTIVES

Upon completion of the lesson, the learner is expected to:

discuss the sources, screening andlevels of educational objectives

differentiate between the domainsof objectives

formulate behavioral objectives onthe three domains using the principleslearned

appreciate the importance ofeducational objectives


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Sources of Objectives

A. Data on the learner

Learner himself

is a prime sourceof inputs for setting schoolgoals.

is the subject of the schooling process.

.


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Data on the learner maybe selected from different theories in

developmental psychology, on needs and interests of learners.

Needs is a psychological construct indicating a certainlack of deficiencywhich creates a tension in the individual.


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B. Data on contemporary society

The school needs to bring into accord contemporary

development in society in order to be able to put on its effortsto the critical aspects of living in contemporary society.

Dogmatic trends, changes in family and community

living and scientific and technologicalchanges are some of the sensitive areas

that need to be studied and reflected in

the curriculum.


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C. Fund of knowledge

The most common and readily available source of school

goals. There must be careful selection to include only the

relevant or the necessary at the level of maturity of the

learner.


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D. Nature of the teaching-learner process.

Teaching is specialized application of knowledge, skills and

attributes designed to provide unique service to meet the

educational needs of the individual and of society.

The choice of learning activities whereby the goals of

education are realized in the school is the responsibility of the

teaching profession.


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e. Philosophy of the school.

f. Professional goals and trends.

g. Theoretical construct of nursing discipline.


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Development of School Goals

Philosophy Psychology

Tentative Goals

Final Goals

Source

Society

Source

Learner

Source

Fund of knowledge


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Screening of Goals

Schools operate on a

number of philosophical assumptions and

values.

It is against these beliefs and

values that school goals be validated. The

question to be asked here is, Is this goal

desirable?

a. Philosophical screen


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Screening of Goals

After a goal statement has finished the first

screen, it passes thru this screen.

Assuming that the goal is acceptable, the

question has to be answered.

Is the goal feasible?Can it be attained realistically in the school

program?

b. Psychological screen


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Screening of Goals

1. Distinguish between changes in behaviorwhich can result from the learning process

and those that cannot.

2. Distinguish what can be done from whatcannot be done because they will take much

time at the age level in question.

3. Determine prerequisite conditions forcertain types of learning.

The psychological screen enables the curriculum plannersto do the following:


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Screening of Goals

4. Suggest length of time over which goals

should be pursued and emphasized.

5. Determine goals that are consistent with

time tested principles and practices of

teaching and learning.

The psychological screen enables the curriculum plannersto do the following:


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Level Of School Goal

1. Institutional Goal

2. School Level or Department Goal

3. Program or curricular goals4. Course or Year level goal

5. Classroom or Instructional Level


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Instructional Objectives

an initial step in planning of instruction.

is an intent communicated by a statementdescribing a proposed changed in a learner of

what the learner is to be like when he has

successfully completed a learning experience


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Purposes of instructional objectives in

curriculum planning

Define the direction in which desired growth

and development should take place.

Provide a basis for the selection of learning

experiences.

Provide a basis for evaluating learning

outcomes


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Limitations and some considerations of

instructional objectives in planning

curriculum and instruction

The difficulty of defining exactly what

instructional objective really means. The difficulty of specifying the instructional

objectives in the fullness of details.

The problem of specifying the appropriatelevel of habitual change in behavior.


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Taxonomy of Objectives

Categories of Learning Objective by Bloom

1. Cognitive Domain (knowing/Head)

2. Affective Domain (Feeling/ Heart)3. Psychomotor Domain (doing/ Hands)


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Cognitive Domain


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Structure of Observed Learning

Outcome Taxonomy


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Psychomotor Domain

The information is based on the theories of

Harrow (1972 ),Dave (1975) and Simpson

(1972)Taxonomy of Psychomotor Domain


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Harrow Taxonomy (1972)


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Dave and Harrow Taxonomy (1975)


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Simpson (1972)


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Checklist for Evaluation of

Instructional Objectives

1. Is the objective clearly related to the goal from which it isderived?

2. Does the objective include only one learning outcome?

3. Is the objective stated in terms of student behavior notteachers performance?

4. Is the objective stated as a learning product, not processor activity?

5. Is the minimum level of performance indicative of

acceptable achievement clearly specified?6. Does the objective state the circumstances or conditions

under which the student will exhibit the desired learningoutcome?


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References

Online

http://www.teachers.ab.ca/About%20the%20ATA/Governance/PolicyandPositionPapers/Position%20Papers/Pages/Nature%20of%20Teaching%20and%20Teaching%20as%20a%20Profession.aspx

Bloom's Taxonomy of Learning Domains

http://www.nwlink.com/~donclark/hrd/bloom.html

Harrow Taxonomy Psychomotor Domain

http://cehdclass.gmu.edu/ndabbagh/Resources/IDKB/harrowstax.htm

Learning Taxonomy - Simpson Psychomotor Domain

http://assessment.uconn.edu/docs/LearningTaxonomy_Psychomotor.pdf

https://giftedmmiller.wikispaces.com/file/view/Affective_Taxonomy.gif/54918972/Affective_Taxonomy.gif

Print/ Book

Palma, J. C. (1992). Curriculum Development System a handbook for school Practitioners in Basic Education(pp. 26-57). Manila,Philippines: National Bookstore, Inc. & Jesus C. Palma.

Ornstein, A. C., & Hunkins, F. P. (1988). CURRICULAR Foundation, Principle, and Issue(pp. 150-162). N.p.: Prentice Hall International.

Gutierrez, D. S. (2008).Assessment of Learning Outcome (Affective and Psychomotor Domain)(Book 2 ed., pp. 13-19). Valenzuela,Philippines: Kerusso Publishing House.

Tanner, D., & Tanner, L. (1988). CURRICUlUM DEVELOPMENT Theory and Practice(third ed., pp. 200-208). Saddle River, NJ: PrenticeHall International.w
https://giftedmmiller.wikispaces.com/file/view/Affective_Taxonomy.gif/54918972/Affective_Taxonomy.gif

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Elements of the Curriculum