2. ELEMENTS/COMPONENTS OF
EDUCATIVE PROCESS
• Teacher
• The Learner
• The Content/Teaching Strategies
• The Learning Environment
• The Curriculum
• The Instructional Materials
• The Administration
4. THE
CURRICULUM
is the totality of activities
carried out under the auspices of
a school, in response to societal
demands.
Curriculum embraces all
experiences which children have
under the administration of the
school.
5. Curriculum is a combination of
classroom and out-of-classroom
activities.
Palma (1982) – Basic infrastructure
of a schools educational program.
Garcia (1973) –the collection of
learning experiences proposed as a
result of deliberation for student
attainment.
THE
CURRICULUM
6. THE
CURRICULUM TYPES OF CURRICULUM
1. FORMAL CURRICULUM
sometimes referred to as the Intended or
Official Curriculum
describes a deliberately planned
programme of activities which educational
institutions provide for learners for a
specified period of time to attain specified
objectives.
7. THE
CURRICULUM
2. CORE CURRICULUM
refers to those aspects of curriculum required
of all the students as opposed to those
which are electives.
3. SCHOOL CURRICULUM
is the most popular form of formal curriculum
refers to all the subjects offered by an
educational institution.
TYPES OF CURRICULUM
8. THE
CURRICULUM TYPES OF CURRICULUM
4. WRITTEN CURRICULUM
It appears in school, district, division or
country documents
5. RECOMMENDED CURRICULUM
proposed by scholars and professional
organizations.
9. THE
CURRICULUM TYPES OF CURRICULUM
6. TAUGHT CURRICULUM
It what teachers implement or deliver in the
classrooms and schools.
7. SUPPORTED CURRICULUM
resources textbook computers, audio visual
materials which support and help in the
implementation of the curriculum
10. THE
CURRICULUM TYPES OF CURRICULUM
8. ASSESSED CURRICULUM
which is tested and evaluated
9. LEARNED CURRICULUM
what the students actually learn and what is
measured
10. HIDDEN CURRICULUM
unintended curriculum; also refers to all the
various implicit values, norms and practices in
the educational system.
11. THE
CURRICULUM COMPONENTS
Aims, goals and objectives (What is to be
done?)
Subject matter/content(What subject matter is to
be included?
Learning approaches(What instructional
strategies, resources, and activities will be
employed?
Evaluation approaches(What methods and
instrument will be used to assess the result of the
curriculum?)
12. THE
CURRICULUM Criteria of A Good Curriculum
1. The curriculum is continuously evolving.
2. Is based on the needs of the people-
begin w/ those that concern the people
themselves. We plan the curriculum with
people.
3. It is democratically conceived- “Two
heads are better than one”.
4. Is the result of long-term effort
5. A complex in details
13. THE
CURRICULUM
6. Provides for the logical sequence of subject
matter
7. Complements and cooperates with other
programs in the community
8. Has educational quality
9. Has administrative flexibity
Criteria of A Good Curriculum
15. THE
INSTRUCTIONAL
MATERIALS These are devices that assist the
facilitator/teacher in the teaching-learning
process. It is not self-supporting; they are
supplementary training devices.
Are the materials that are designed for
use by pupils and their teachers as a
learning resource and help pupils to acquire
facts, skills, or opinions or to develop
cognitive processes.
16. THE
INSTRUCTIONAL
MATERIALS Instructional materials may be printed or non-
printed, and may include textbooks, technology-
based materials, other educational materials,
and tests.“
The educational resources used to improve
students’ knowledge, abilities, and skills, to
monitor their assimilation of information, and to
contribute to their overall development and
upbringing.
17. THE
INSTRUCTIONAL
MATERIALS
1. Concrete objects, including objects from the
world of nature;
2. Representations of concrete objects and
phenomena; and
3. Descriptions of such objects and phenomena
by means of the signs, words, and sentences
of natural and artificial languages.
3 BASIC TYPES OF
INSTRUCTIONAL MATERIALS
18. THE
INSTRUCTIONAL
MATERIALS
TYPES OF INSTRUCTIONAL MATERIALS
1. Concrete objects, including objects from
the world of nature
Includes such objects and phenomena as
minerals, rocks, raw materials, semi-finished and
finished manufactured articles, and plant and
animal specimens;
Also include reagents and apparatus for
producing chemical and other reactions and for
demonstrating and studying such reactions
during laboratory sessions.
19. THE
INSTRUCTIONAL
MATERIALS
TYPES OF INSTRUCTIONAL MATERIALS
2. Representations of concrete objects and
phenomena
Are representations of actual objects and
phenomena, includes three-dimensional
Materials, two-dimensional materials, and
audiovisual materials
20. THE
INSTRUCTIONAL
MATERIALS
TYPES OF INSTRUCTIONAL MATERIALS
3. Representations of concrete objects and
phenomena
Descriptions of such objects and phenomena
by means of the signs, words, and sentences of
natural and artificial languages.
21. THE
INSTRUCTIONAL
MATERIALS
Guidelines in Selecting
Instructional Materials
1. Do the materials give a true picture of the
ideas they present? To avoid
misconceptions
2. Do the materials contribute meaningful
content to the topic under study? Does the
material help you achieve the instructional
objective?
22. THE
INSTRUCTIONAL
MATERIALS
Guidelines in Selecting Instructional Materials
3. Is the material appropriate, it is always good
to ask when the materials was produced for
the age, intelligence and experience of the
learners?
4. Is the physical condition of the material
satisfactory? An example, is the microscope
properly working
23. THE
INSTRUCTIONAL
MATERIALS
Guidelines in Selecting Instructional Materials
5. Is there a teacher’s guide to provide for
effective use?
6. Can the materials in question help to make
students better thinkers and develop
their critical facilities?
7. Is the material worth the time, expense and
effort involved?
26. It is defined as the organization, direction,
coordination, and control of human and
material resources to achieve desired ends.
School Administration provides a broad
range of services to schools and in particular
school administrators.
The School Administration department is
directly responsible to the Director of School.
THE
ADMINISTRATION
27. THE
INSTRUCTIONAL
MATERIALS
Seeing that all school money is
economically expanded and accounted for
Preparing the school budget
Selecting and purchasing school sites
Planning, erecting, and equipping
the school buildings
Operating the school plant and keeping it in an
excellent state of repair
Functions of School
Administration
28. Function of School Administration
THE
ADMINISTRATION
Selecting, training, supervising teachers
Providing supplies and textbooks
Assisting in curriculum construction
Organizing an instructional program
Keeping the public informed of the aims,
accomplishments, and needs of schools
Keeping school records and accounts.
29. Effective Strategies to Build a Community of
Learners
THE
ADMINISTRATION
1. Conducting an Interview
2. Dealing with difficult parents
3. Educational Leadership Philosophy
4. School Creed
5. School Gossip
6. School Improvement
30. Effective Strategies to Build a Community of
Learners
THE
ADMINISTRATION
7. School Leadership
8. School Pride
9. School Tragedy
10.Strategies for Hiring a Teacher
31. THE
ADMINISTRATION What Makes a School Administrator an
Effective School Leader?
Leadership is an essential component of a
school’s successes or failure.
The best schools will have an effective school
leader or group of leaders.
This is not an easy job, but many administrators
are experts at leading the various subgroups.
They can effectively work with and support every
person at the school.
32. THE
ADMINISTRATION What Makes a School Administrator an
Effective School Leader?
The administrator or School Principal should
be leading than managing
The administrator should be a leader not a
boss
33. The key to successful leadership today is
influence, not authority.
—Kenneth Blanchard
