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Understanding Progressive Curriculum Types

The passage discusses progressive curriculum, which arose in the late 19th century as a distinction from traditional curriculum. It aimed to enable flexibility and adaptability based on learner characteristics and abilities. Key proponents included John Dewey, who emphasized experience-centered learning with systematic procedures and objectives, and Franklin Bobbit, who viewed curriculum as shaping students into finished products. Examples given are Bloom's Taxonomy, Montessori method, collaborative learning, learner-centered learning, and the K-12 Philippine education system. The types of curriculum discussed are null, societal, phantom, overt/explicit, and hidden curriculums.

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SAMANTHA HONRADO
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132 views15 pages

Understanding Progressive Curriculum Types

The passage discusses progressive curriculum, which arose in the late 19th century as a distinction from traditional curriculum. It aimed to enable flexibility and adaptability based on learner characteristics and abilities. Key proponents included John Dewey, who emphasized experience-centered learning with systematic procedures and objectives, and Franklin Bobbit, who viewed curriculum as shaping students into finished products. Examples given are Bloom's Taxonomy, Montessori method, collaborative learning, learner-centered learning, and the K-12 Philippine education system. The types of curriculum discussed are null, societal, phantom, overt/explicit, and hidden curriculums.

Uploaded by

SAMANTHA HONRADO
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We take content rights seriously. If you suspect this is your content, claim it here.
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CURRICULUM THROUGH

THE YEARS: PROGRESSIVE


CURRICULUM
DEFINITION AND CHARACTERISTICS:
A pedagogical movement that arose during the late
19th century as a distinction to the traditional
curriculum.
Enable flexibility and adaptability in educational
activities, and learning procedures based on the
learner’s characteristics and abilities.
PROPONENTS: JOHN DEWEY
Emphasizes on experience (experienced-centered
program), However, he do not equate getting
experience into getting knowledge, as education
needs to have systematic procedures and definite
objectives for it to be truly fruitful and not labeled
as “mis-educative” (Experience and education, 1938)
PROPONENTS: FRANKLIN BOBBIT

His perspective of curriculum is making the raw


material (child) into finished product (model
adult).
EXAMPLE CONCEPTS:
TAXONOMY OF EDUCATIONAL OBJECTIVES: BLOOM'S
TAXONOMY
Aids teachers and administrators to have common
ground for the learners’ learning and assessing
methods.
EXAMPLE CONCEPTS:
MONTESSORI

Educational method in which students are getting self


directed activity, hands on learning, and collaborative
play guided by highly trained teachers to provide age-
appropriate activities.
EXAMPLE CONCEPTS:
COLLABORATIVE LEARNING

Aside from having more people to work and combine


their knowledge, it is also helpful in creating social skills
and relationships.
EXAMPLE CONCEPTS:
LEARNER-CENTERED LEARNING

Students as the focus of the activity, creating active,


not passive learning.
EXAMPLE CONCEPTS:
K-12 CURRICULUM

Philippine education curriculum involves 12 grade levels


before higher education [kindergarten, primary
education (g. 1-6), junior high school (g. 7-10), and
senior high school (g. 11-12)]
TYPES OF CURRICULUM
According to Wilson
THE NULL CURRICULUM
This type of curriculum refers to the things that
students do not have the chance and opportunity to
learn. Often an educator or curriculum specialist
believes that a certain skill or concept is less important
or does not need to be covered.
THE SOCIETAL CURRICULUM
An informal education that occurs within massive
groups such as family, friends, neighborhood,
politicians, and other special interest groups.
A distinct characteristic of societal curriculum is not
formally taking place in recognized learning
institutions such as universities, colleges, and schools.
THE PHANTOM CURRICULUM
The messages prevalent in and through exposure to media.
Exposure to different types of media often provided
illustrative contexts for class discussions, relevant
examples, and common icons and metaphors that make
learning more significant to the real lives and interests of
the students.
OVERT, EXPLICIT, OR WRITTEN
CURRICULUM
Overt, explicit, or written curriculum is a curriculum
written as part of formal instruction consisting of an
educational plan, materials, and procedures, along with
specific objectives that support the intentional
instructional agenda of a school.
THE HIDDEN OR COVERT
CURRICULUM
This curriculum refers to the unwritten rules,
attitudes, behaviors, and perspectives that teachers
do not explicitly teach but learners are exposed to in
their learning environment.

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