Curriculum development

curriculum

"Everything that happens in relation to the educational programme." (Genn J, 1995)

Article 14, sect 7 of 1987 constitution

- "for the purposes of communication and instruction, the official languages of the Philippines are Filipino and until otherwise provided by law, English" - the policy of bilingual education aims to make every Filipino competent in both Filipino and English at the national level

Areas for Accreditation

1.Curriculum & program studies 2.Classroom management 3.Instructional processes or methodologies 4.Graduation requirements 5.Administrative support for effective instruction 6.Evaluation of academic performance

Role of Stakeholders in Curriculum Implementation

1.Learners at the center of the curriculum 2.Teacher as curriculum developers & implementers 3.Curriculum managers & administrators 4.Parents as supporters to the curriculum 5.Community - curriculum resources

EVALUATION

1.School based evaluation 2.Accreditation

FEATURES OF A CURRICULUM

1.Who teaches/facilitate? The Teacher 2.Who the teachers teach? The learners 3.What do the teachers teach? Knowledge skills and values 4.How do the teachers teach? Strategies and methods

Other issues

Access to education Global education Environmental education

Franklin Bobbit

Activities should be grouped and sequenced

Emotional Intelligences (Daniel Goleman)

Addresses Self awareness, self management, relationship management, social awareness

Humanistic Psychology

Affected by biological & culture

Reconstructivism

Aims to transform the society through technological & scientific revolution

Written Curriculum

Appears in school or country documents

Correlated curriculum

Articulates & establishes between 2 or more subjects to help students gain a better understanding of the topic

Social Constructivism (Lev Vygotsky)

Collaborative experience

Broad-fields Curriculum

Combines several specific areas into larger fields

Idealism

Concentration should be on moral, intellectual development of the learner

Pragmatism

Consequences

Characteristics of a Good Curriculum

Continuously evolving Based on the needs of the people Result of the long-term effort Complex details Logical sequence of the subject matter Curriculum complements & cooperates with other programs of the community Educational quality Effective flexibility

Ralph Tyler

Curriculum is an extension of the schools philosophy

Hollis Caswell

Curriculum is set of experience

Realism

Education based on natural phenomena & social institutions.

Core curriculum

Experiences on social life or aspects of living

Learning outcomes (Robert Gagne)

How, What, strategies, skills, attitude

Multiple Intelligence (Howard Gardner)

IQ level

Essentialism

Ideals that are to ones culture should never be forgotten Promote intellectual growth Value centered

Experience curriculum

Immediate interests & needs of the child learners are given the opportunity to choose an activity based on their area of interest

The Progressive School

It conceives of the curriculum as something flexible based on areas of interest.

The Essentialist School

It considers all learners as much as the same and it aims to fit the learner into the existing social order and maintain the status

The Essentialist School

It considers the curriculum as something rigid consisting of discipline subjects.

The Essentialist School

It is book-centered and the methods recommended are memory work , mastery of facts and skills

The Progressive School

It is learner-centered, having in mind that no two persons are alike.

Curriculum Planning

It is the process of preparing for the ffng: •duties of teaching, •deciding upon goals and • determining curriculum content, •selecting learning resources •classroom procedures, •evaluating progress, and looking toward next steps.

The Essentialist School

Its approach is authoritative and the teacher's role is to assign lessons and to recite recitations

The Progressive School

Its factor of motivation is individual achievement believing that persons are naturally good.

Learner centered

Learn by doing

Integrative Curriculum

Learner-centered & socially oriented

Classical Conditioning (Ivan Pavlov)

Learning from previous

United Program

Life-centered Problem centered

Cognitive Psychology

Logical organizing & interpreting

Learning styles (Felder - Silverman)

Perception: sensory Input: visual, verbal Processing: active, reflective Understanding

Theory of self-actualization (Abraham Maslow)

Physiological needs, safety needs, love & belongings, esteem, self-actualization

Recommended Curriculum

Proposed by professional organization

Supported Curriculum

Resources: textbooks, computers, audiovisual materials

Progressivism

Self-activity Child centered curriculum

Cognitive Development Stages (Jean Paget)

Sensorimotor stage: 0-2Y begins to interact Preoperational stage: 2-7Y represents symbolically Concrete operational stage: 8-12Y learns rules ex. Conservation Formal operational stage: 12 above systematic thinking

Connectionism (Edward Thorndike)

Situation + response= +/- effect, readiness, exercise

Traditional Curriculum Pattern

Subject centered

Werett Charters

Subject matter & objectives are planned

Existentialism

Teachers have the right to teach students how to think

Assessed Curriculum

Tested or evaluated curriculum

The Progressive School

The Role of the teacher is to stimulate direct learning process., It uses a life experience approach to fit the student for future social life.

Hidden Curriculum

Unintended curriculum

Operant Conditioning (Skinner)

Voluntary learned behaviour

Learned Curriculum

What students learned and what is measured

Taught Curriculum

What teachers implement/deliver in the classrooms

The Progressive School

aims, experimental techniques of teaching learning are imperatives in curriculum development in order to create independent thinking, initiative, individuality, self-expression, and activity in the learner

+ reinforcement

by adding stimulus

-Reinforcement

by remove stimulus

Social Dimensions

individual development social development

Resource Unit

is a collection or suggested learning activities and materials organized around a given topic or area which a teacher might utilize in planning, developing, and evaluating a learning unit.

Curriculum laboratory

is a place or workshop where curriculum materials are gathered or used by teachers or learners of curriculum.

Curriculum

is the "what" of teaching., listings of subjects to be taught in school.

Curriculum Planning

is the process whereby the arrangement of curriculum plans or learning opportunities are created.

Harold Rugg

objectives, learning activities, curriculum should produce outcome

curriculum

sequence of potential experiences set up in school for the purpose of disciplining children and youth in group ways of thinking and acting.

+ Punishment

stimulus added, decrease behavior

- punishment

stimulus removed, decrease behavior

REINFORCEMENT

strengthen response

Curriculum evaluation

systematic process of determining whether the curriculum as designed and implemented has produced or is producing the intended and desired results. It is the means of determining whether the program is meeting its goals, that is whether the measures / outcomes for a given set of instructional inputs match the intended or pre- specified outcomes.

curriculum

the total effort of the school to bring about desired outcomes in school and out-of-school situations

Subject curriculum

various subjects offered to meet the needs

PUNISHMENT

weakens a response