Crafting the curriculum


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  • We, the sovereign Filipino people, imploring the aid of Divine Providence, in order to establish a government that shall embody our ideals, promote the general welfare, conserve and develop the patrimony of our Nation, and secure to ourselves and our posterity the blessings of democracy under a regime of justice, peace, liberty, and equality, do ordain and promulgate this Constitution.
  • Crafting the curriculum

    1. 1. Crafting the Curriculum
    2. 2. TOPICS • • • • • • • Elements/Components of the curriculum (Fatimay) School Purpose (Sharifa-Aina and May Therese) Curriculum Organization (Irene Ayza) Curriculum Approaches (Annabelle) Curriculum Models/Types (Reagan) Dimension and Principles of curriculum design (Lena) Curriculum Development System (Rowena)
    3. 3. Learning Objectives • Present and critique the different models for curriculum making • Explain the role of curriculum and the school • Discuss the principles and approaches of curriculum design • Discuss the nature and purpose of Curriculum Development System (CDS)
    4. 4. PREAMBLE • We, the sovereign Filipino people, imploring the aid of Almighty God, in order to build a just and humane society, and establish a Government that shall embody our ideals and aspirations, promote the common good, conserve and develop our patrimony, and secure to ourselves and our posterity, the blessings of independence and democracy under the rule of law and a regime of truth, justice, freedom, love, equality, and peace, do ordain and promulgate this Constitution.
    5. 5. Elements/Components • AIMS, GOALS and OBJECTIVES – What to do; School purpose provides direction • CONTENT or SUBJECT MATTER – What to include; “meat of the curriculum” • EXPERIENCES – What instructional strategies, resources and activities to employ; “meat; heart/core” • EVALUATION – What methods/instruments to use to assess the results of the curriculum (efficacy/effectiveness)
    6. 6. Interrelationship of the Components of a Curriculum Aims Objectives Content Subject Matter Evaluation Methods Strategies
    7. 7. Why do you dig the ditch?
    8. 8. Features of a Curriculum • Who teaches? (The Teacher) • Who do the teachers teach? (The Learners) • What do the teachers teach? (Knowledge, Skills, Values) • How do teachers teach? (Strategies and Methods) • How much of the teaching was learned? (Performance) • With whom do teachers teach? (Community Partners)
    9. 9. Lost in Translation A good teacher is someone who is… • WORKAHOLIC • HARDWORKING • SERVICE ORIENTED Please do not translate to someone who… • Cannot work without alcohol • Is very difficult to make to work • Will not go anywhere without a service vehicle
    10. 10. Approaches to Curriculum Design • Child or Learner-Centered Approach (the child is the center of the educational process) • Subject-Centered Approach (varied subjects in one broad field) • Problem-Centered Approach (children encounter problems in the process of living) Handbook on Curriculum Development
    11. 11. Curriculum Approaches • Behavioral Approach (based on a blueprint; change in behavior indicates learning) • Managerial Approach (head of institution leads the action/process) • Systems Approach (individual parts functioning together to become whole) • Humanistic Approach (total development of the individual) Curriculum Development by Dr. Bilbao
    12. 12. CURRICULUM MODELS Curriculum Design Models (Dr. Bilbao) • Subject-Centered Design Model – Subject design (oldest and most familiar) – Discipline design (specific knowledge) – Correlation design (links several subjects to reduce fragmentation) – Broad field/interdisciplinary design (integrate contents that are related to each other)
    13. 13. CURRICULUM MODELS • Learner-Centered Design – Child-centered design (anchored on the needs and interest of the child) – Experience-centered design (free to make options) – Humanistic design (development of self) Curriculum Design Models (Dr. Bilbao)
    14. 14. CURRICULUM MODELS • Problem-Centered Design (based on needs, concern and abilities of the students) – Life-situations design (contents are organized to allow students to view problem areas clearly) – Core design (centers on general education and the problems are based on common human activities) Curriculum Design Models (Dr. Bilbao)
    15. 15. Perspectives on Curriculum Designing • According to FOCUS (subject or student) • According to APPROACH (traditional or innovative) • According to CONTENT (topic or competency) • According to PROCESS (formative or summative) • According to STRUCTURE (system, linear or cyclic) Handbook on Curriculum Development
    16. 16. CURRICULUM MODELS • Ralph Tyler’s Traditional Model (subject – centered) • Student – Centered Model (learner-driven, student-focused, or constructivist’s approach) • Critical Model (education is a political act) • Structural Model (curriculum as a system, linear or cyclic) Handbook on Curriculum Development
    17. 17. What’s the relationship? • Two Indians were walking down the street. The smaller Indian is the son of the bigger Indian but the bigger Indian is not the father of the smaller Indian. • A prisoner had no visitor for quite a long time. One day, a young man came to visit him. The warden ask the prisoner who the visitor was. The prisoner said “Brothers and sisters I have none, but that man’s father is my father’s son”.
    18. 18. Dimension and Principles of Curriculum Design • SCOPE (all the contents, topics, learning experiences and organizing threads; the coverage of the curriculum) • SEQUENCE (orderly, hierarchical arrangement) • CONTINUITY (progressive presentation; vertical repetition and recurring appearances of content) • INTEGRATION (everything is interconnected) • ARTICULATION (vertical/horizontal increment) • BALANCE (equitable assignment of content, time, experiences and other elements)
    19. 19. Curriculum Development System • An integrated, coherent and comprehensive program for continually updating and improving curriculum and instruction in a school so that it can better attain its purpose. • A system is the integration of separate but interdependent and interacting parts into an organic whole which meant to accomplish a certain purpose or perform a specific function.