Curriculum development system

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Curriculum development system

  1. 1. CURRICULUM DEVELOPMENT SYSTEM
  2. 2. CDS: The What of it CURRICULUM:  Comes from the Latin word “currere”, which means “to run”  In educational usage, the “course of the race”  Time came to stand for the “course of study”.
  3. 3. CDS: The What of it SCOPE AND ORGANIZATION  MACRO CURRICULUM: (Generic) - general course mandated for all schools which made up of subject areas to be completed to earn credentials.  MICRO CURRICULUM: (Specific) - refers to what learning expectations schools include in the prescribed subject areas.
  4. 4. CDS: The What of it  DEVELOPMENT - a deliberate, planned change that brings an enterprise or institution to a higher level of perfection or quality of performance. Characteristics of Development: a. PURPOSEFUL b. PLANNED c. PROGRESSIVE
  5. 5. CDS: The What of it  SYSTEM - integration of separate but interdependent and interacting parts into an organic whole which meant to accomplish a certain purpose or perform a specific function Features of System: a. PARTS b. WHOLE c. FUNCTION
  6. 6. Curriculum as a System: PARTS WHOLE FUNCTION LEARNING CONTENT LEARNING EXPERIENCES LEARNING OUTCOMES CURRICULUM IDEAL GRADUATE
  7. 7. CDS: (Spells out…)  CURRICULUM DEVELOPMENT SYSTEM – - a customized coherent and comprehensive program for continually updating and improving curriculum and instruction of a school so that it can better attain its purpose.
  8. 8. CDS: The What of it Fundamental Elements: a. PURPOSE - Goals and directions the school should take b. MEANS - Learning experiences and resources are to be selected, organized, and implemented in pursuit of the purpose. c. ASSESSMENT OUTCOMES - Measures the degree to which purposes have been met.
  9. 9. Systematic View of Curriculum: PURPOSE IDEAL GRADUATE MEANS ASSESSMENT
  10. 10. CDS: The WHY of It  Quadruple Thrusts of CDS: a. ACCOUNTABILITY - responsibility of the School for accomplishing its avowed purpose and the degree in which it is accomplished. b. UNITY - coordinated, coherent curriculum system brings the school staff together to articulate expected learning outcomes.
  11. 11. CDS: The WHY of It c. CONTINUITY - The state or quality of being continuous. d. QUALITY - implies planning, development and control.
  12. 12. CDS: The HOW of It Stages involved in the process are the following: 1. CONCEPTUALIZING PHASE 2. CONTEXTUALIZING PHASE - to underscore the thrusts of quality and accountability 3. OPERATIONALIZING PHASE - to address the thrust of unity 4. INSTITUTIONALIZING PHASE - Measures the degree to which purposes have been met.
  13. 13. School Production System Model: 1. CONCEPTUALIZING PHASE FEEDBACK 1 AREAS CLE 2 3 4 L EV E LS 5 6 7 8 9 10 E NV I RO N M E NT E NV I RO N M E NT SCHOO L FIL ENG SUBJECT MAT SC AP M/A INCOMING STUDENTS INPUT IDEAL GRADUATE PE THRU-PUT SCHOOL CURRICULUM-INSTRUCTION QUALITY ASSURANCE SCHEME OUTPUT
  14. 14. School Production System Model: 2. CONTEXTUALIZING PHASE THE P-I-E MANAGEMENT PROCESS: Formulation or clarification Of the School Purpose PLANNING “Where do we want to go” IMPLEMENTING EVALUATING “How do we get there” “How to know If we are getting there” Master plan or blueprint of the instructional school program Indicator of the level learning
  15. 15. School Production System Model: 2. OPERATIONALIZING PHASE 1. Preparing School Staff/Acquiring knowhow 3. Setting up Subject Area Task Forces (STFs) 5. Translating subject matter/learning content 6. Piloting/field Testing the scheme 2. Clarifying School Purpose 4. Allocating subject matter/learning content 7. Evaluating/Revising Draft documents 8. Going into 3-year development cycles PROCESS OF OPERATIONALIZING CDS IN A SCHOOL SET-UP
  16. 16. 4. INSTITUTIONALIZING PHASE 3-year Development Cycle PURPOSE LEARNING CONTENT IDEAL GRADUATE MEANS ASSESSMENT LEARNING EXPERIENCES & RESOURCES LEARNING OUTCOMES
  17. 17. 4. INSTITUTIONALIZING PHASE 3-year Development Cycle CYCLE SPAN (3 YEARS) Cycle I: SY 2000-2003 Year 1: SY 2001-2002 Focus: Sub-system I: Objectives and Content Year 2: SY 2002-2003 Focus: Sub-system II: Instructional Strategies and Resources Year 3: SY 2003-2004 Focus: Sub-system III: Evaluation Scheme Cycle II: SY 2003-2006 Year 1: SY 2001-2002 Year 2: Year 3: SY 2002-2003 SY 2003-2004 Sequence of focused activities is repeated The Cycle continues ad infinitum…
  18. 18. CURRICULUM DEVELOPMENT is a... TEAM EFFORT!
  19. 19. THANK YOU!

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