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Curriculum Development Lesson 1 Activity

Curriculum Development Lesson 1 Activity

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PTD - AW1C Cabrera
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13 views

Curriculum Development Lesson 1 Activity

Curriculum Development Lesson 1 Activity

Uploaded by

PTD - AW1C Cabrera
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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The Different Curriculum Development Theories

It is highly remarkable and commendable that different psychologists exerted their


passion and efforts in formulating and realizing different curriculum development theories.
Their efforts become our necessary tools which enable us to carefully plan and critically
analyze the different concepts of these theories and to identify the most effective approach
to meet our objectives in line with the development of a curriculum. The philosophical
foundation of education becomes our basis to develop the strategies and techniques in the
teaching and learning process to attain the goals and objectives of the curriculum.

The first theory is the Bloom’s Taxonomy. It is imperative since its framework
involves categorizing education goals. It covers the learning objectives in cognitive, affective,
and psychomotor. It is a system of hierarchical models wherein learners need to acquire first
a certain level to level up in the next higher level. There are six categories in Bloom’s
Taxonomy. All the categories were in noun forms and later revised into verbs and gerunds.
All categories are associated with action words that are used in establishing objectives in the
teaching and learning process. The Bloom’s Taxonomy categories in the cognitive domain or
knowledge-based are as follows;

Knowledge which is said to be the necessary condition to put the rest of the categories into
practice which are presented as skills and abilities. Knowledge involves recalling of
information;
Comprehension which involves understanding of facts, concepts and ideas ;
Application which involves using of abstraction in particular or concrete situations;
Analysis which involves breakdown of ideas or making connections between ideas;
Synthesis which involves creation of or generating new ideas; and
Evaluation is the highest category in the original Bloom’s Taxonomy. It involvoves critically
examination of ideas, concepts, and facts.

The affective domain which is concerned with feeling and emotions are as follows:

Receiving involves basic awareness;


Responding involves active participation;
Valuing is the value associated with a particular object or information;
Organizing is arranging values into priorities; and
Characterizing is building abstract knowledge based on knowledge acquired from the four
previous tiers.
The psychomotor domain is concerned with skilled behavior though physical manipulation.

Imitation wherein students learn through watching or observation;


Manipulation wherein action are performed through memorization or by doing the
instructions;
Precision performance becomes more expert and actions are more precise;
Articulation performance of skills are done in harmonious way; and
Naturalisation is achieved through a high level of performance.

The Bloom’s Taxonomy is effective in curriculum development since through the


concepts relayed by this theory, the objectives of the curriculum will be accurately
established. The expected outcome of the developed curriculum will be carefully planned
and outlined using Bloom’s Taxonomy. The second theory is Social reconstructionism
which focuses on the collaborative nature of learning. Learners develop their knowledge
through their interaction with other people, cultures, and society. Students grasp their skills
and attributes in their surroundings. They rely on others to help create their building blocks.
They construct their knowledge and reality through an interactive approach with others. The
third theory is the progressivism. In this theory, the fundamental aspects in education relies
with individuality, progress, and change. This theory in curriculum more focus and
considerate on the needs, experiences, interests, and abilities of students.

The fourth theory is the essentialism. This theory in curriculum gives importance to
the basic and essential academic knowledge and skills and character development. It
primarily focuses on teaching essential knowledge, values, and skills. The fifth theory is
perennialism which is a teacher-centered philosophy. It focuses on the values associated
with reason. It considers knowledge as enduring, seeks everlasting truths, and views
principles of existence as constant or unchanging. The sixth theory is constructivism, from
the word itself, it constructs knowledge rather than just passively taking in information. As
people experience the world and reflect upon those experiences, they build their
representations and incorporate new information into their pre-existing knowledge
(schemas).
The seventh theory is the sociocultural theory, this theory has a similar concept with the
social reconstructionism and constructivism theory. This theory of cognitive
development explores the influence the world has on individual development. This promotes
collaboration and interaction with others to maximize learning. It asserts that learning is a
mostly social process whereby development occurs through interactions with people who
possess more knowledge or skill than the learner.
These theories are relevant in the development of the curriculum. In my point of view,
it is effective to have integration of diverse applications of these theories depending on the
objectives of the teaching and learning process since we should always consider the
individual needs and differences of our learners. As educators, we should maximize the
utilization of the strengths of these theories. Likewise, in creating objectives and evaluation
we can integrate Bloom’s Taxonomy as one of our guides in creating learning experiences
by categorizing cognitive, affective, and psychomotor skills. Bloom's Taxonomy encourages
higher-order thinking skills such as analyzing, evaluating, creating and applying their skills
and knowledge in complex ways. However, we should also limit its application by bearing in
mind the rigidity, oversimplification and overemphasis in the evaluation of Bloom's
Taxonomy.

Relatedly, the Social Reconstructionism, Constructivism, and Postmodernism


Sociocultural Theory have similarities in nature. We can integrate the strengths of these
theories by creating learning experiences that promote collaboration that will foster
teamwork, socialization, communication, and critical thinking. We can integrate projects and
activities in our learning experiences that will enhance the socialization of the students to
learn better. As educators, we can conduct group activities and projects, peer teaching and
learning, collaborative problem-solving activities, group discussions and debates, group
research and other techniques and strategies that will oblige our students to communicate
with others. However, we should also bear in mind the individual differences of students.
There are learners who learn more and do better individually. As educators, we should
balance the concept of our activities and if possible allow learners to choose how they will
accomplish such activities individually or by group.

In addition, the theory of progressivism allows us to be student-centered and


consider their needs and differences. As educators, we should aim for our student progress
in every aspect. Thus, we should emphasize the practical application of knowledge to real-
life situations to make learning more meaningful. However, the lack of structure and rigor
potentially leads to gaps in foundational knowledge, and here comes the essentialism and
perennialism theories. As educators, we can apply the theory of essentialism since it is
essential to have strong foundational knowledge that prioritizes clear objectives and gives
focus to fundamental knowledge. We can also consider the concept of perennialism since it
is an educational philosophy that emphasizes the teaching of enduring, timeless truths and
ideas that focus on timeless knowledge and universal truths and the promotion of critical
thinking, analysis and reflection. However, the lack of practical application, undermining
student engagement and collaboration, lack of flexibility and individualization, and
unresponsive to the needs and differences of the learners are at risk.

Further, the application of these theories should be diverse depending on the


objectives and goals of specific lessons, and subjects,even in curriculum. Theories should
also be diverse considering the needs and individual differences of learners. It should be
adaptable to the changing needs of our society and learners. Focusing on one or two
theories will limit us to be responsive to the needs of our learners. By considering the
underlying principles of these different curriculum development theories, educators can tailor
their approaches and strategies to meet the specific needs and goals of their students and
learning environments.

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