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