Reflection Week 5

Week 5

Topic 4: Psychological Foundations of Curriculum

     Hi good evening, forgive me for being late do reflection for this weeks 5. I Late do my reflect on this week because the weather was very hot and makes my body always tired. Other than that, the haze around us. But before I go to class on this week I have been dining at one of the restaurant near the college. My menu on the day is Cheese Nan. (This sounds like delicious, right)

These kinds of real Cheese Nan I had eaten. forgive me for displaying  this meal at night HEHE

    
      Back to the task, based on this topic 4, I understand the basic definition of psychology curriculum with respect to the question of how people learn. It provides a basis for understanding the process of teaching and learning. This topic discusses the three main theories in the learning process and the figures that explain the theory.

What is Psychological?

• Concerned with the question of how people learn, and curriculum specialists ask how psychology can contribute to the design and delivery of curriculum. It provides a basis for understanding the teaching and learning process. Both processes are essential to curriculum workers because the curriculum has worth only when students learn and gain knowledge. the unifying element of the learning process; it forms the abs is for the methods, materials,and activities of learning, and provides many curriculum decisions.

Importance of this Foundations

• Teaching the curriculum and learning it are interrelated, and psychology cements the relationship.
• This disciplined field of inquiry furnishes theories and principles of learning that influence teacher-student behavior within the context of the curriculum.
• Basis for understanding how the individual learner interacts with objects and persons.
• Screen for helping determine what our objectives and how learning takes place.

1. Behavioral Psychology

• Edward Thorndike

• James B. Watson

• Skinner

2. Cognitive Psychology

• Jean Piaget's Stage of Cognitive Development

• Howard Gardner - Theory of Multiple Intelligence

• Vygotsky - Zone of Proximal Development

3. Phenomenological and Humanistic Psychology

• Maslow

Reflection Week 4

Week 4

Topic 3: Philosophical Foundations of Curriculum.

   Hello dear friends. Today we are by week 4 and the week assignment. On this week we have been surprised by the arrival the assignment of other subjects. Coming of assignment will add more another subject of my job this week and next week. Therefore, what I have to do is set up this assignment.

    Other than that, on this week we have been given a description of the assignment subject curriculum and pedagogy. At first a bit tricky but after explanations made by our lecture of Miss.Soliam, we have an idea and start doing our assignments. While the title / topic that we learned in week 4 is Topic 3: Philosophical Foundations of Curriculum.

    In Topic 3 I have studied four aspects, they are the psychological foundation of curriculum, meaning of philosophy, the major philosophies and educational philosophies.



1. The Psychological Foundation of Curriculum

• What is Philosophy?

     Quite literally, the term "philosophy" means, "love of wisdom." In a broad sense, philosophy is an activity people undertake when they seek to understand fundamental truths about themselves, the world in which they live, and their relationships to the world and to each other. As an academic discipline philosophy is much the same.

     Those who study philosophy are perpetually engaged in asking, answering, and arguing for their answers to life’s most basic questions. To make such a pursuit more systematic academic philosophy is traditionally divided into major areas of study.

•  What is Philosophy in Education?

     Philosophy of education can refer to either the academic field of applied philosophy or to one of any educational philosophies that promote a specific type or vision of education, and/or which examine the definition, goals and meaning of education.


2. The Major Philosophies

• Idealism: Aim search for truth & values.
• Realism: People can come to know the world through their sense & reason.
• Existentialism: Individually & personal self-fulfillment.
• Pragmatism: Referred to as experimentalism, based on change, process, and relativity.

3. Educational Philosophies

• Essentialism
• Progressivism
• Perennialism
• Existentialism
• Behaviorism

Reflection Week 3

Week 3

Topic 2: The Roles of Curriculum Worker

Through this topic, it will be discussed about curriculum workers, curriculum practitioners, classroom teacher, curriculum evaluates, curriculum advocates, curriculum developer and curriculum theorists. 

1. Curriculum Workers

People who work on curriculum engage in many different types of endeavors. Curriculum workers had the first time approach that appeared both comprehensive and workable. They are advised to concentrate on student behaviors in devising objectives for a unit to emphasize appropriate learning experiences rather than simply identifying content to be covered.

• Curriculum practitioners use curricula within the instructional arena and super- vise its use in schools.

• Classroom teachers who plan instruction using social studies textbooks, implement a reading program, or derive a science program from curriculum ideas offered on a Web site are curriculum practitioners. 

• School administrators who make curriculum adjustments to meet state or national curriculum standards, implement team teaching, encourage teachers to utilize a particular instructional methodology, or insist on the use of a particular textbook series are also curriculum practitioners. 

• Curriculum disseminators make known to curriculum practitioners the existence of curricula and the proper methods of using them. A curriculum disseminator might be a textbook salesperson, a school district subject matter specialist, a college professor offering a methods course, or a workshop leader for a publishing company or professional organization.

2. Curriculum Advocates

• Curriculum advocates are educators and members of the general public who are concerned about and attempt to influence what is taught in schools and how it is taught. 

• A curriculum advocate might be a parent attempting to influence the curriculum decisions of his child’s school, a citizen trying to influence the curriculum decisions of the state department of education, or a politician (perhaps a president, governor, or legislator) attempting to implement her curriculum ideas through the political process.

3. Curriculum Developer

• Curriculum developers intentionally create curriculum materials and strategies for others to use in the instructional arena. The important ideas here are “for others to use” and “instructional.

• Curriculum developers can be textbook writers, teachers who work on school curriculum committees, curriculum specialists who work for private educational organizations, or concerned citizens who design instructional materials for homeschooling.

4. Curriculum Theorists

• Curriculum theorists examine the philosophical and ideological underpinnings of existing curricula;

• study how curricula are used, disseminated, created, and evaluated; study the endeavors and intents of other curriculum workers;

• speculate on what curricula should accomplish; probe the “whys” of their own examinations; and

• write books such as this one, all for the purpose of contributing to the general body of knowledge about effective curriculum practice, dissemination, advocacy, development, and evaluation.

Hi & Welcome! I'm Steve.

Week 2