EDCS 101 1st Long Exam Reviewer

Meaning of Education

> Education
- discipline of teaching and learning
- Acquisition of knowledge
- goal/philosophy: improvement of society (social reconstructionist)
- Systems:
1. Formal - schooling (with hierarchy and time-bound)
2. Informal - any set up/means where you learn, from vicarious experiences, “as
long as you learn something”
3. Non Formal - within an educational institution but not time bound (Ex. ALS,
training, workshop)
- 3 aims ng Philippine Educational System
1. Develop nationalism and patriotism
- Take into consideration the whole society
- Love your country and want to do something for your country
2. Develop democratic citizenship
- Enjoy rights and fulfill responsibilities
3. Develop critical and creative thinking (?) [​di ko sure kung thinking ba basta critical
and creative huhu paki-correct na lang thank u -maesel​]
- Creativity
- finding solutions to a problem
- Acting on recommendations

Role of Curriculum in Education

> Role of the Curriculum

- backbone/floor plan
- flow/guide to achieve the goal
- should be aligned with the 3 aims

Varying Meanings of Curriculum

> Curriculum
- a document
- Should contribute to the development of aims
- 4 Components:
1. Learning Intent
2. Learning Content
 3. Approach/es
4. Evaluation
- Kinds:
1. Prescriptive Curriculum - sequence and scope is prescribed
2. Descriptive Curriculum - scope is prescribed but the sequence is not

- Definitions of Curriculum from Group Activity

- All planned learning opportunities offered to learners by the educational
institution and the experiences learners encounter when the curriculum is
implemented
- Delivery component of an institution’s educational mission, values, and theories
of learning
- Should follow in-depth discussions regarding “what a student should learn” and
“how a student can best learn”
- “Quality relationship between what is learnt and what operates outside the
school”
- Curriculum is not a textbook, not the materials, videos and worksheets that help
us instruct students. It is the knowledge and skills that students are expected to
learn as they progress through our school system.
- Document that consists of:
- Instructions
- Mission and vision
- What a student should learn
- How a student can best learn

Definition of Curriculum and Instruction

Curriculum Plan Instruction Plan

Learning Intent Objectives
Learning Content Content/Topics
Approaches Strategies/Learning Experiences
Evaluation of the Curriculum Assessment/Evaluation

> Dimensions of Curriculum (Print, 1993)

a. Intended Curriculum
- Curricular plan containing the 4 elements
b. Implemented Curriculum
- Delivery of intended curriculum
c. Attained Curriculum
- How much of the intended curriculum was attained
- Manage implementation of curriculum
> If there is a gap between the intended curriculum and attained curriculum, check the
implemented curriculum.

> Curriculum cannot exist without instruction

> Instruction can exist without curriculum
[^​ paki-correct yung dalawang ito if mali hehe - maesel​]

> Characteristics of an Effective Curriculum

1. Balance
- holistic development
2. Articulation
- (dapat) nag-uusap usap ang mga gumagawa ng curriculum
- may articulation para concepts are aligned
- dapat nagtutugma yung mga lessons sa mga subjects (vertical and horizontal
articulation)
3. Scope and Sequence
- scope: entire curriculum
- sequence: pagkakasunod-sunod; sino dapat masunod? (ex. simple to complex,
whole to parts or vice versa, needs pre req. etc)
4. Integration
- relate other concepts, subjects, lessons
- ano ang purpose ng subject mo sa buong curriculum?
- ano ang nako-contribute ng subject sa development ng bata?
- mas holistic and multidimensional
5. Continuity
- essential and non essential overlaps
 - Lower level skills -> macro skills

Contributions of Educational Psychology

(Theories of Learning and Learning Intent; Approaches to Teaching and Learning)

> Theories of Learning

1. Cognitivism
- recall of stored information
- long term memory
- automation
- chunking
- examples: summative exams (ex. quizzes), memorization (concept map),
mnemonics, graphic organizer, note taking
2. Behaviorism
- instruction: repetition/reinforcement
- modeling
- change in behavior = learning occured
- examples: reward, demo
3. Constructivism
- hands on learning
- active
- instruction: guiding the problem solvers
- construct on knowledge
- examples: OSA, production, project/experiments, field trips, business,
OJT/immersion, research

> Andragogy (Adult learners)

- two-way learning
- learner active (self-reflect)
- structure pre-defines
- interactive format
- personalized (individual)
- application of skills
- formative feedback

● 6 assumptions
○ Need to know
■ They react positively to learning experience
■ Know why they learn, risk, benefits, etc
○ Self-concept
■ Naturally self-directed
■ Self-management of learning
■ context-dependent
 ○ Experience
■ Diverse experiences -> may lead to own biases
■ Associated with identity
■ Active, constructive, collaborative
■ unlearning
○ Readiness to learn
■ Direction and support
○ Orientation to learning
■ Contextualized learning
■ Observe and reflect
○ Motivation to learn
■ Intrinsic

> Pedagogy (Young learners)

- one-way learning
- learner passive
- structure hidden
- lecture format
- impersonal (class)
- little application
- summative feedback
-
> Heutagogy
- Self-learning
- Development of metacognitive abilities
- Related to life-long learning

> Learning Styles

1. Visual Learner
- makes an outline
- visual presentation (ex. graphic organizer)
2. Auditory Learner
- have a study-buddy na auditory learner din
3. Kinesthetic Learner
- taking down notes
- use highlights
- stretch breaks
- gum, candy, scent

80% Visual Learners

15% Auditory Learners
5% Kinesthetic Learners
> Dale's Cone of Experience [​insert na lang ng pic? -maesel]​

Retention of what you…

5% hear
10 % read
20% see
30% see and hear
50% discuss
75% practice
90% teach others

Contributions of Educational Philosophy to Curriculum Development

Experimentali
Perennialism Idealism Realism Existentialism
sm

A world of
Reality/Ontol A world of the A world of A world of A world of
reason and
ogy mind things experience existing
God
 Corresponden
Truth Personal,
Reason and Consistency of ce and What works,
(Knowledge)/ subjective
revelation ideas sensation (as what is
Epistemology choice
we see it)

Imitation of
Goodness/Axi ideal self,
Rationality Laws of nature The public test Freedom
ology person to be
emulated

Subject of the Subjects of Subject matter Subject matter

Disciplinary
Teaching mind - literary, physical world of social of choice - art,
subjects and
Reality philosophical, - math, experiences - ethics,
doctrine
religious science social studies philosophy

Teaching for
Teaching Arousing
Discipline of mastery of Problem-solvin
Teaching ideas via personal
the mind via information - g, project
Truth lecture, responses -
drill demonstrate, method
discussion questioning
recite

Imitating Making group

Disciplining Training in Awakening self
Teaching heroes and decisions in
behavior (to rules of to
Goodness other light of
reason) conduct responsibility
exemplars consequences

To discover To aid children

To sharpen the To reveal the
To reveal and expand to knowing
Why schools mind and order of the
reason and the society we themselves
exist intellectual world and
God’s will live in to share and their place
processes universe
experiences in society

Group inquiry
into social
problems and
What should Wisdom of the Laws of social Unregimented
Eternal truths
be taught ages physical reality sciences, topic areas
methods and
subject
together

Questions,
Reports, Displays,
Role of Aids, assists student
Interprets, tells person to be imparts
Teacher consultant in personal
emulated knowledge
journey

Manipulates, Active
Role of Passive Receives, Determines
passive participation,
Student reception memorizes own
participation ,contributes

School’s Truth is Truth to be Always coming Change is Change is

Attitude eternal, no real preserved, toward ever- present, necessary at
towards change anti-change perfection, a process all times
 change orderly change

Contributions of Educational Sociology to Curriculum Development

Society/Social Setting
- Values
- Beliefs
- Culture
- Traditions
- Standards

“The kind of education our youth receives determines the quality of society.” (Ornstein &
Hunkins?, 1993)

Null curriculum
- Mga hindi tinuturo sa bata
- Children learn while playing
Hidden curriculum
- Teachers should be mindful of this
- Not in document, but taught by teachers
- Values, learning experiences or opportunities, etc (Ex. Resilience)
Overt curriculum
- Curriculum in use
- document