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CHAPTER 2: TWO PARADIGMS

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Transcript

ASSIGNMENT 4: VIDEO

CHAPTER 2: TWO PARADIGMS

TWO PARADIGMS

CURRICULUM

CURRICULUM:

  • PHILOSOPHY
  • THEORY
  • BELIEFS
  • VALUES

SYLLABUS

A document that outlines all the essential information about a college course. It lists the topics you will study, as well as the due dates of any coursework including tests, quizzes, or exams.

curriculum decisions are realised

To concrete operational plans

Thomas Kuhn

Paradigms

Structure of scientific revolution (1970)

PARADIGMS

"SCIENTIFIC THINKING"

knowledge centred and person centred views

Influenced educational philosophy

Knowledge centred paradigm

Curricular design

"Education is a social science, deterines individual and social behaviour"- hard and real -based on experience - tangible form

KNOWLEDGE CENTRED PARADIGM

BEHAVIOURISM

DOCTRINS

Focus on the observable behaviour: stimulus and response.

B.F. SKINNER

POSITIVISM

Language as a verbal behaviour through cycles: stimulus, response, reinforcement.

All true knowledge is scientific: observation and experiment.

TRANSMISSION VS INTERPRETATION

Transmission teachers

INTERPRETATION TEACHERS

  • Disciplines.
  • Content or things to learn.
  • Evaluation according to standards.
  • Evaluate and correct learners.
  • Interpret facts.
  • Instrinsically interested.
  • Set up dialogues.
  • Great deal.

TYPE OF SYLLABUS

WHITE (1988)

It is a list of contents that communicates information about the whole course, it depends on specific topics, subtopics, it includes basic elements of the course.

SYLLABUS

TYPE-A

TYPE A SYLLABUS

  • Programmes the syllabus designer.
  • Pre-selects the language.
  • Represents practices.
  • Test the preselected items.
  • transmission style teaching.
  • Rational methods.
  • List preselected items.
  • Items are in a pre-arranged order.
  • Items may vary from syllabus to syllabus.
  • Functional categories (selection).
  • Centred in tradition (grading).

TYPE B SYLLABUS

  • Minimal interventions.
  • Organised around a set of task.
  • Content of instruction.
  • Means of instruction.
  • Based on the students' needs.
  • Teacher and student work toguether.
  • Procedural syllabus.

SYLLABUS

CURRICULUM

 Guideline or outline.  Descriptions of general goals.  Reflective  Political trends.  Designed by the school.  Measure of effectiveness.  Contribute to the planning of an educational program.

 Descriptive.  Overview of class.  Detailed.  Operational statement.  Translate the philosophy of the curriculum.  Defined objectives.

REFERENCES