Activity 2
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The document discusses different types of curricula used in Siniloan National High School including recommended, written, basic education, special science, taught, supported, assessed, learned, and hidden curricula. It also discusses how a curriculum is important for a school to function properly and provides structure for what is taught. The document notes that a school's belief or philosophy can influence the curriculum by establishing rules and discipline. It concludes that as future teachers, having a curriculum will be important to guide what is taught, but an ever-changing curriculum can be difficult for teachers.
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![ACTIVITY 2<br />Name of the School: SINILOAN NATIONAL HIGH SCHOOL<br />Interviewee: MR. EDGARDO COLADILLA<br />TYPES OF CURRICULA OPERATING IN SCHOOLEXAMPLES FROM OBSERVATION OR INTERVIEWRecommended CurriculumTechnical VocationalWritten CurriculumBasic Education CurriculumSpecial Science CurriculumTaught CurriculumApplied ResearchesSupported CurriculumTextbooks, Computers, Audio – visual materials and Laboratory equipmentsAssessed CurriculumNo formal assessmentLearned CurriculumPeriodic examinations, time-to-time examinations, both written and practical.Hidden CurriculumPeer influence, school environment, physical education, teacher-learner interaction and mood of the teachers.<br />,[object Object]](https://image.slidesharecdn.com/activity2-100729034954-phpapp02/85/Activity-2-1-320.jpg)
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The document discusses different types of curricula at Laguna State Polytechnic University including vocational, agricultural, basic education, and agricultural science curricula. It also discusses how curricula can be recommended, taught, supported, assessed, and learned. The curriculum is important for building a great school and without it students would not learn. A school's belief or philosophy can influence the curriculum by establishing rules and building a good education. As future teachers, having a curriculum is very important to guide teaching. Changing curricula often can be difficult for teachers to adapt to.
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1) Recommended curriculum refers to what is proposed by experts but may not be what is actually taught.
2) Written curriculum appears in official documents and is developed by curriculum experts and teachers.
3) Taught curriculum is what teachers implement in the classroom and can vary between teachers and learning styles.
4) Supported curriculum includes resources like textbooks and materials that support the curriculum.
5) Assessed curriculum refers to evaluations used to determine student progress and teaching effectiveness.
Pattern of teaching
Blue Ridge Public School aims to provide a well-rounded education to students by developing them physically, mentally, intellectually, emotionally, culturally, socially, and spiritually. The school emphasizes mutual learning between teachers and students and empowering teachers so they can empower students. Education is integrated both vertically, with basic concepts built upon in later years, and horizontally, with relationships between subjects facilitating a holistic understanding. The school supports teachers through guidance structures and training to ensure high quality education and monitors student academic performance and talents to provide additional support like remedial teaching for struggling students.
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The document discusses the roles and functions of educational technology in 21st century education. It advocates for student-centered, collaborative learning with real-world context. Teachers will facilitate learning while students apply skills through interaction, sharing content, and solving problems. Educational technology aims to analyze and improve the teaching-learning process, enhance education goals, develop curricula and materials suited for today's students, and help teachers and identify community needs.
TEACHERS ROLE IN THE PRESENT SCENARIO
A teacher has the holistic role of developing students intellectually, physically, emotionally, socially, and morally by imparting knowledge and skills, taking care of their health, enhancing emotional stability, developing social skills, and building moral values. Key functions of a teacher include explaining and informing, directing and administering, unifying the group, providing security, clarifying attitudes and problems, diagnosing learning issues, preparing study materials, evaluating and reporting, organizing the classroom, participating in school and professional activities, maintaining an honest intellectual relationship with students, and being social, innovative, prepared, tolerant, and committed.
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Blue Ridge Public School aims to develop students physically, mentally, intellectually, emotionally, culturally, socially, and spiritually. It emphasizes empowering teachers so they can empower students through a mutual learning process. The school integrates learning vertically from pre-primary to secondary levels, horizontally across subjects, and through co-curricular activities. It closely monitors academic performance and encourages creativity and talent, providing remedial support for students struggling and opportunities for advanced students to mentor peers. The school aims to create a supportive environment for teachers and uses a system of planning, feedback, and discipline to ensure teaching quality. It understands each child's individuality and provides flexible, inclusive teaching as well as remedial classes for students needing extra
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This document outlines the different types of curriculum that operate in schools:
1) Recommended curriculum refers to what is proposed by experts but may not be what is actually taught.
2) Written curriculum appears in official documents and is developed by curriculum experts and teachers.
3) Taught curriculum is what teachers implement in the classroom and can vary between teachers and learning styles.
4) Supported curriculum includes resources like textbooks and materials that support the curriculum.
5) Assessed curriculum refers to evaluations used to determine student progress and teaching effectiveness.
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Blue Ridge Public School aims to provide a well-rounded education to students by developing them physically, mentally, intellectually, emotionally, culturally, socially, and spiritually. The school emphasizes mutual learning between teachers and students and empowering teachers so they can empower students. Education is integrated both vertically, with basic concepts built upon in later years, and horizontally, with relationships between subjects facilitating a holistic understanding. The school supports teachers through guidance structures and training to ensure high quality education and monitors student academic performance and talents to provide additional support like remedial teaching for struggling students.
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The document discusses the roles and functions of educational technology in 21st century education. It advocates for student-centered, collaborative learning with real-world context. Teachers will facilitate learning while students apply skills through interaction, sharing content, and solving problems. Educational technology aims to analyze and improve the teaching-learning process, enhance education goals, develop curricula and materials suited for today's students, and help teachers and identify community needs.
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A teacher has the holistic role of developing students intellectually, physically, emotionally, socially, and morally by imparting knowledge and skills, taking care of their health, enhancing emotional stability, developing social skills, and building moral values. Key functions of a teacher include explaining and informing, directing and administering, unifying the group, providing security, clarifying attitudes and problems, diagnosing learning issues, preparing study materials, evaluating and reporting, organizing the classroom, participating in school and professional activities, maintaining an honest intellectual relationship with students, and being social, innovative, prepared, tolerant, and committed.
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Standards define what students should know and be able to do, including content standards that specify knowledge and performance standards that explain how students demonstrate proficiency. Goals describe broad learning outcomes and are difficult to measure, helping to focus on overall objectives. Curriculum encompasses all planned learning according to academic institutions and includes knowledge, skills, attitudes, and values. Learning is defined as a relatively permanent change in behavior through experience and training.
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Roles and functions of educational technology in 21st century education
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Roles and-functions-of-educational-technology-in-the
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The curriculum is the planned interaction of learners with instructional content, materials, resources, and processes for evaluating educational objectives. It includes goals and objectives, content or subject matter, methods, learning experiences, and assessment. The curriculum is broader than the syllabus, which provides details on topics, materials, expectations, and evaluation for a particular course. State bodies like the SCERT are responsible for developing the curriculum and advising on policy, while examining boards and teachers prepare more specific syllabi. Curricula aim to connect learning to life outside of school and encourage active, collaborative construction of knowledge.
B ed online assignment
The document discusses personalized system of instruction (PSI), an educational approach developed in the 1960s as an alternative to traditional lecture-based teaching. PSI involves dividing course material into modules, allowing students to progress through modules at their own pace after demonstrating mastery of content. Key aspects of PSI include self-pacing, use of proctors for testing and feedback, mastery-based learning, and emphasis on written work. The document outlines the objectives, features, advantages and limitations of the PSI approach.
Unit 3. Types of Curriculum (3).pptx
This document discusses different types of curriculum:
1. Formal curriculum includes explicit instruction from textbooks and lesson plans. Informal curriculum involves implicit lessons from classroom experiences and social interactions that shape attitudes.
2. There are 10 types of curriculum that range from recommended to null curriculum. The recommended curriculum comes from experts, while the null curriculum involves topics intentionally not taught.
3. Other curricula discussed include subject curriculum centered on academic topics, core curriculum of compulsory common subjects, and electronic curriculum of online learning resources. Curricula can be formal, informal, actual, and have different intended outcomes.
CHILD CENTERED CURRICULUM DESIGN
This document discusses child-centered curriculum design in education. It defines child-centered design as an approach where children take control of their own learning by following their interests and passions, with teachers providing support. Key characteristics are that children co-create learning objectives with teachers, are emotionally invested in exploring topics in depth. The design acknowledges individual differences in learners and sees play as how children learn. Benefits include maintaining children's interest and independence, while minimizing conflicts. Some challenges are that it can be time-consuming and difficult for some educators to implement effectively. The document provides examples of how child-centered techniques could be applied to biology education.
Comprehensive Overview IEC Public
This document provides an overview of the Integrated Ecology Curriculum (IEC) program developed by Columbia University's Center for Environment, Economy, and Society. The 3-sentence summary is:
The IEC program uses environmental science as a framework for project-based, place-based middle school learning to increase scientific literacy, engagement, and academic outcomes; it provides intensive teacher training and develops integrated, field-based projects to teach real-world skills; evaluation found decreases in absenteeism and suspensions along with increases in standardized test scores at IEC schools compared to peers.
Group 5 phases_of_curriculum_development
1. The document discusses curriculum planning and defines curriculum as a set of learning content and experiences selected to achieve institutional goals.
2. It explains that curriculum planning is a continuous process involving various stakeholders working together to study, plan, develop and improve the curriculum.
3. Good curriculum planning helps decide priorities and allocate resources, accomplish short and long-term goals, and identify and improve weak areas of the program.
Ped 307 l2
The document discusses the different types and components of curriculum. It identifies 9 types of curriculum: recommended, written, taught, supported, assessed, learned, hidden, concomitant, and phantom. It also discusses 4 key components of curriculum - aims and objectives, content/subject matter, curriculum experience (instructional strategies), and evaluation. The types and components show the complex and multifaceted nature of curriculum.
New-TIP-Course-1-DepEd-Teacher.pdf
This document provides an introduction to the DepEd Teacher Induction Program Course 1. The course aims to help new teachers align their teaching philosophy with DepEd's vision, mission, and values. It also introduces teachers to the school year timeline and daily responsibilities of a DepEd teacher. The course contains 3 modules that will take approximately 8 hours to complete. Upon finishing, teachers should be able to uphold the teaching profession's dignity, create safe learning environments, and constructively manage student behavior.
New-TIP-Course-1-DepEd-Teacher.pdf
This document provides an introduction to the DepEd Teacher Induction Program Course 1. The course aims to help new teachers align their teaching philosophy with DepEd's vision, mission, and values. It also introduces teachers to the school year timeline and daily responsibilities of a DepEd teacher. The course contains 3 modules that will take approximately 8 hours to complete. Upon finishing, teachers should be able to uphold the teaching profession's dignity, create safe learning environments, and constructively manage student behavior.
Hope Academy Teacher Performance Standards and Evaluation
The document outlines performance standards and evaluation criteria for teachers at Hope Academy. It includes 10 standards related to a teacher's knowledge, planning, delivery of instruction, assessment of students, learning environment, communication, professionalism, impact on student achievement, spiritual leadership, and personal conduct. Examples of indicators within each standard include demonstrating accurate content knowledge, using various teaching strategies, integrating biblical lessons, gathering and analyzing student data, and providing timely feedback. Teachers are evaluated as exemplary, proficient, needing improvement, or unsatisfactory according to rubrics for each standard.
Assignment-PNU-Masteral.docx
The document discusses the seven elements of teaching and learning in schools: 1) Institutional culture 2) Department culture 3) Teachers 4) Students 5) Resource materials 6) Methodology/pedagogy 7) Setting. It explains how each element contributes to quality education, such as teachers influencing students, students providing feedback, culture fostering belonging, technology motivating students, resources enabling learning, and setting boosting success. The document notes that methodologies need improvement, as different learners have different demands, and teachers must understand dynamics and adjust behaviors and approaches accordingly.
Bremer Story (as in EQ website)
Bremer State High School implemented an individualized negotiated curriculum in Science to better meet the needs of its diverse student population. The three guiding principles were to individualize curriculum and assessment, focus on success, and create coherence between curriculum, pedagogy and assessment. Teachers negotiated curriculum with each student based on their interests and abilities. Assessment focused on demonstrating outcomes rather than passing or failing. This framework aimed to improve student engagement and attitudes by ensuring they experienced success.
Mentor Conclave 2015 Plenary & Keynote Adress - Dr. Farooq - Perception to Pe...
The document discusses challenges and opportunities of 21st century teaching. It notes that 21st century teaching requires developing students' 21st century skills like teamwork, technology skills, and thinking skills. This leads to further challenges of building new learning spaces and infrastructure to accommodate new skills. The document also discusses advantages of technology integration like access to online information, interaction, and communication. It describes peer-assisted learning strategies that promote critical reading skills and accommodate diverse students. Differentiation and inquiry-based learning are discussed as student-centered approaches important for 21st century classrooms.
Curriculum context
Typically, curriculum documents focus on specific subject matter content. However, if we are to take seriously broader notions of curriculum, then we must contend with multiple contexts that affect curriculum, students, and teachers. The following diagram provides and overview of some of these context
Supervision of Student Teaching (EDUC-828-HE-824)pdf
The document discusses the importance of classroom management and routines for establishing an orderly learning environment. It describes various principles and strategies for effective classroom management, including establishing rules and procedures, using positive reinforcement, and ensuring smooth transitions. The reflection emphasizes that classroom management plays a critical role in supporting instruction and student achievement.
Similar to Activity 2 (20)
Developing the Scientific Temperament in the Children at Early Schooling Age
Developing the Scientific Temperament in the Children at Early Schooling Age
Hope Academy Teacher Performance Standards and Evaluation
Hope Academy Teacher Performance Standards and Evaluation
Mentor Conclave 2015 Plenary & Keynote Adress - Dr. Farooq - Perception to Pe...
Mentor Conclave 2015 Plenary & Keynote Adress - Dr. Farooq - Perception to Pe...
Supervision of Student Teaching (EDUC-828-HE-824)pdf
Supervision of Student Teaching (EDUC-828-HE-824)pdf
Activity 2
- 2. No, because curriculum is very important document to build a great school. Curriculum is designed by different Professional in the field of Education and a body of subjects prepared by the teachers, without this curriculum, the students will not learn.
- 3. How does a strong belief or philosophy influence curriculum?
- 4. A belief or philosophy influence curriculum by following the rules in school, building a good education and disciplining the students, teachers and all faculty members of the school.
- 5. As future teachers, how important will a curriculum to you?
- 6. As a future teacher, curriculum is very important to me because this will be my guide on how and what to teach, without this curriculum it will be hard for me to teach in the future.
- 7. What are the implications of an ever-changing curriculum to teachers?
- 8. It will be difficult for the teacher because it changes the structure of what to be taught.ACTIVITY 3<br />Points of View of CurriculumIllustrative examples of PracticesTraditional Curricular PracticesProgressive Curricular Practices<br />