2. ELEMENTS/ COMPONENTS OF THE CURRICULUM
BILBAO’S 4 MAJOR ELEMENTS OR COMPONENTS OF THE CURRICULUM
Elements / Components of the Curriculum
1. Curriculum Goals and Objectives
Features
Gives purpose and clearer focus to the school.
The curriculum gives form and structure to the
ideals of the VMGO of the school.
In a curriculum, goals are simplified and
specified for the attainment of each learner
(Educational Objectives).
2. Curriculum Content or Subject Matter
For a subject-centered view of curriculum, the
fund of knowledge represents the repository of
accumulated discoveries ad inventions of man
down the centuries, due to man’s exploration of
his world.
For a learner-centered, knowledge relates to
the individual’s personal and social world on
how he/she defines reality.
3. Elements / Components of the Curriculum
Features
3. Curriculum Learning Experiences
Refers to certain activities that the learner
undergoes in reaction to the environment
with which he has an opportunity to interact.
Since learning results directly from personal
experiences, the selection of learning
experiences and resources becomes a vital
concern in the classroom.
Teaching strategies, methods and educational
activities will put into action the goals and
objectives using the contents in order to
produce a learning outcome.
4. Curriculum Evaluation
Curriculum evaluation is the attempt to
assess or judge the worth of students and
educational practices, materials or programs.
It is a determinant whether a curriculum has
to be continued, stopped or revised.
4. Elements / Components of the Curriculum
Features
The Context refers to the environment
(real situation) of the curriculum. It also
refers to the situational analysis.
The Input refers to the ingredients of
the curriculum:
• The goals
•The contents
•Instructional Strategies
•The learners
•The teachers and all the materials needed
The Process looks into the entire operation
of the curriculum has be implemented.
5. 1. Curriculum Goals and Objectives / School Purpose
School purpose maybe formulated to encompass a direction for
spiritual, intellectual, aesthetic, emotional, social and physical development of the
students. It can be mirrored in the statements made in the school’s
philosophy, vision, mission, goals, and objectives.
Diagram 1.1 The School Purpose System
Philosophy
Mission
Goals
Objectives
Contributes
to
Driven by
Vision
6.
According to Palma, School goals can be solicited from the Learner, culture, society and
pool knowledge.
Palma and Oliver Sources of School Goals
School goals
Learner
Culture
Society
Knowledge
Pool
7. Hierarchy of Objectives
School Philosophy
Vision – Mission – Goal –
Objective statement
Contribute
to
Driven by
Grade Level objective
Subject objective
Teaching
Objective
Learning
Objective
8. 2. Curriculum Content
Planned vs. Hidden Curriculum
There is a need to distinguish the official or planned
curriculum,
the
formally approved program of study , from the de facto or lived (hidden) curriculum, the
lessons that are actually learned.
Learning content
The learning content mirrors the objectives of the curriculum .It is the medium
through which objectives are accomplished. It involves three major categories:
knowledge, skills and values.
Four basic sources of Learning Opportunities
1. Self-Awareness
2. Theology
3. Socialization
4. The World
9. 3. Curriculum Experiences
The teaching strategies, methods and educational activities provide the learning
experiences of the learner.
Teacher- Student Interaction
Both the teacher and student play active roles to facilitate learning.
Eight M’s of Learning Experience
1. Milieu - refers to the learning environment
2. Matter – pertains to the subject content
3. Material – as associated with the resources of learning
4. Media – refers to the communication system in the teaching-learning
situation;
5. Method – refers to the teaching-learning strategy employed by the
teacher in the classroom situation;
6. Motivation – centers' on arousing and sustaining interests in
learning;
7. Mastery – is the internalization of learning that can be manifested
through change in behaviour ;
8. Measurement – refers to evaluating the overt change in behaviour
of the
learner.
10.
Some Learning Theories that will help in creating and sustaining meaningful learning
experiences.
1. Human Developmental Theories
- learning activities have to be appropriate to every age level
2. Behavioural Learning Theories
- emphasize observable behaviour such as new
skills, knowledge,
or attitudes which can be demonstrated.
3. Cognitive Learning Theories
- are concerned with human learning in which unobservable
mental
processes are used to learned remember new
information or
acquire skills.
4. Brain-Friendly Theories
- this learning theories is based on the structure and function of
the brain.
11. Multiple Intelligences by Gardner challeanged traditional beliefs in
education.These intelligences can be grouped under the following foci:
1. Focus on thought and thinking ( Verbal-linguistic, logic- mathematics )
2. Focus on senses ( Visual-spatial, body-kinesthetic, auditory-musical, )
3. Focus on communication ( intra-personal, interpersonal )
4. Focus on relationship ( naturalist/ existentialist )
Learning Styles is similar to MI Theory it is commonly believed that most students
favor some particular method of interacting with, taking in and processing stimuli or
information in the classroom.
Learning Styles Theories can be divided into two categories:
Visual, Aural, Kinesthetic ( VAK)
Model
1. Visual ( learn by seeing)
2. Verbal/Auditory ( learn by hearing )
3. Kinesthetic or practical ( learn by doing
)
4. Reading or writing ( learn by
processing text
Multi- modal describes people who have
more than one learning styles.
Other Models
1.
2.
3.
4.
Robert Sternberg’s Thinking Styles
Howard Gardner’s MI Theory
Myers- Briggs Type Indicator
Jackson’s Learning Styles Profiler
