The document describes three approaches to curriculum - as content, process, and product. It explains each approach through examples and reflects on how they interrelate. Specifically, it outlines how curriculum can be viewed as the topics taught, the methods used to deliver instruction, and the learning outcomes achieved by students.
This is a slide presentation intended for the course on The Teacher and the Curriculum, particularly on the topic of the Teacher as a Curricularist. This presentation explores the extended important role of the teacher as an important member of the curriculum development process.
This material is an introduction to the subject, The Teacher and the School Curriculum. Class rules and target goals for the subject have been included aside from the definition, concepts, determinants or factors encompassing curriculum.
Guiding Principles in the Selection and Use of Instructional MaterialsIrvin Ecalnir
Chapter 6 Instructional Methodology
MaEd Science Class 2016 - 2017
Ramon Magsaysay Technological University
Topic: Instructional Materials
Presented by Irvin N. Ecalnir
This is a slide presentation intended for the course on The Teacher and the Curriculum, particularly on the topic of the Teacher as a Curricularist. This presentation explores the extended important role of the teacher as an important member of the curriculum development process.
This material is an introduction to the subject, The Teacher and the School Curriculum. Class rules and target goals for the subject have been included aside from the definition, concepts, determinants or factors encompassing curriculum.
Guiding Principles in the Selection and Use of Instructional MaterialsIrvin Ecalnir
Chapter 6 Instructional Methodology
MaEd Science Class 2016 - 2017
Ramon Magsaysay Technological University
Topic: Instructional Materials
Presented by Irvin N. Ecalnir
7 Types of Curriculum Operating in SchoolsEzr Acelar
used for reporting in Curriculum Development
focuses on the 7 types of curriculum operating in schools (recommended, taught, written, supported, learned, hidden, assessed curriculum)
The Teacher as the Knower of the CurriculumQueenie Santos
The Teacher as the Knower of the Curriculum
- Various definitions about curriculum
Note: The font used in this presentation might vary from yours. Lines may seemed to be disorganized.
7 Types of Curriculum Operating in SchoolsEzr Acelar
used for reporting in Curriculum Development
focuses on the 7 types of curriculum operating in schools (recommended, taught, written, supported, learned, hidden, assessed curriculum)
The Teacher as the Knower of the CurriculumQueenie Santos
The Teacher as the Knower of the Curriculum
- Various definitions about curriculum
Note: The font used in this presentation might vary from yours. Lines may seemed to be disorganized.
Title Slide:
- Title: Integrating New Literacies in the Curriculum for College Students
- Subtitle: Equipping Students for the Digital Age
- Presenter's Name
- Date
Slide 1: Introduction
- Definition of New Literacies
- Importance of Integrating Them into the Curriculum
- Objectives of the Presentation
Slide 2: Understanding New Literacies
- Definition and Evolution of Literacy
- Characteristics of New Literacies (Digital, Media, Information, etc.)
- Role in 21st Century Education
Slide 3: Digital Literacy
- Skills for Navigating Digital Technologies
- Critical Evaluation of Online Information
- Digital Citizenship and Online Safety
Slide 4: Media Literacy
- Understanding Media Messages and Bias
- Analyzing Visual and Audiovisual Content
- Creating and Sharing Media Responsibly
Slide 5: Information Literacy
- Research Skills for Finding and Evaluating Information
- Citation and Copyright Understanding
- Avoiding Plagiarism and Academic Integrity
Slide 6: Visual Literacy
- Interpretation of Visual Elements in Texts
- Creating and Understanding Visual Representations
- Importance in Various Fields (Design, Marketing, Education)
Slide 7: Multimodal Literacy
- Integration of Different Modes of Communication (Text, Image, Sound)
- Creating and Understanding Multimodal Texts
- Digital Storytelling and Interactive Media
Slide 8: Integrating New Literacies Across the Curriculum
- Infusing New Literacies into Traditional Subjects
- Collaborative Projects and Experiential Learning
- Incorporating Technology-Enhanced Learning Activities
Slide 9: Benefits of Integrating New Literacies
- Enhanced Critical Thinking and Problem-Solving Skills
- Improved Communication and Collaboration Abilities
- Preparation for Future Careers in a Digital World
Slide 10: Challenges and Considerations
- Access and Equity Issues
- Digital Divide and Technological Barriers
- Training and Support for Educators
Slide 11: Strategies for Implementation
- Professional Development for Educators
- Curriculum Design and Integration Plans
- Leveraging Technology and Online Resources
Slide 12: Assessment of New Literacies
- Authentic Assessment Methods
- Rubrics and Criteria for Evaluating New Literacies Skills
- Continuous Improvement and Feedback
Slide 13: Case Studies and Examples
- Successful Implementation Stories
- Innovative Approaches to New Literacies Integration
Slide 14: Conclusion
- Recap of Key Points
- Call to Action: Prioritizing New Literacies in Education
- Thank You
Slide 15: Q&A
- Open Floor for Questions and Discussion
Closing Slide:
- Contact Information
- Follow-up Resources
- Social Media Handles
Curriculum is one of the most important things that an aspiring teacher needs to know. This will help teacher identify different types of curriculum to be able to give a quality education to learners.
Industry-based Academic Skills and Competencies: Perspective for Determining Joseline Santos
A Dissertation Submitted In Partial Fulfillment of the
Requirements for the Degree Doctor of Philosophy in
Educational Leadership and Management
Major in Management of Academic Programs
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2. Described the different approaches about
school curriculum
Explained by examples how the approaches
clarify the definition of curriculum
Reflected on how the three approaches
interrelate with each other
5. 1. CURRICULUM AS A
CONTENT OR BODY OF
KNOWLEDGE
Topic outline
Subject matter
Concept to be included in the syllabus
Traditionalist equate curriculum with the ff:
6. 1. Topical approach
2. Concept approach
3. Thematic approach
4. Modular Approach
Observe your book and find out what approach is being used.
7. 1. Significance
- Content becomes the means of developing
cognitive, affective or psychomotor skills
- Address cultural context of the learners
Browse your book and look for a proof that it is significant
8. 2. Validity
- Check and verify content at regular interval
- Content which may be valid in its original
form may not continue to be valid in the
current times
Give examples of this issue in your own major wherein content
is valid before but not anymore today.
9. 3. Utility
- Can be relative to time
- Useful in the past, may not be useful now or
in the future
Give examples of this issue in your own major wherein skills
to be developed to the students will not be useful in the future.
10. 4. Learnability
- The complexity of the content should be
within the range of experiences of the
learners
Give examples of this issue in your own major wherein content
is not in the range of the experiences of the learners.
11. 5. Feasibility
- Can the subject content be learned within
the time allowed, resources available,
expertise of the teachers and the nature of
the learners
Give examples of this issue in your own major wherein content
or activity is not possible to do in any given situation.
12. 6. Interest
- Will the learners take interest in the
content?
- Are the contents meaningful?
- What value will the contents have in the
present and future life of the learners?
What can you do to make the curriculum interesting?
13. Guide in the selection of the Content in the Curriculum
1. Content is commonly used in the daily life.
2. Content is appropriate to the maturity levels and
abilities of the learners.
3. Content is valuable in meeting the needs and
competencies of the future career.
4. Content is related to other subject fields or discipline for
complementation and integration.
5. Content is important in the transfer of learning in other
disciplines.
14. BASIC Principles of Curriculum Content
In 1952, Palma proposed the principle of BASIC as a guide in addressing
CONTENT in the curriculum.
ALANCE
RTICULATION
EQUENCE
NTEGRATION
ONTINUITY
-significant contents should be covered
- To assure no gaps or overlaps in the content
-the pattern is usually from easy to complex
-relatedness or connectedness to other contents
-constant repetition, reinforcement and enhancement of
content are all elements of continuity
21. 2. CURRICULUM
APPROACHED AS PROCESS
Curriculum happens in the classroom
Practice of teaching
Curriculum happens in the classroom
Concern of teachers to emphasize
• Critical thinking
• Meaning-making
• Heads-on
• Hands-on
• and many others
22. 2. CURRICULUM
APPROACHED AS PROCESS
The process provides the
curriculum on how to
teach the content.
Pedagogical Content Knowledge
If you have this content, how will
you teach it?
23. 2. CURRICULUM
APPROACHED AS PROCESS
What curriculum are you
using?
Problem-based
Hands-on, Minds-on
Cooperative learning
Blended Curriculum
On-line
Case-based
and many more
24. When curriculum is approached as a PROCESS, guiding principles are presented:
2. CURRICULUM
APPROACHED AS PROCESS
1. Curriculum process in the form of teaching methods and strategies are means
to achieved the end.
2. There is no single best process or method.
3. Stimulate learner’s desire to develop holistically
4. In the choice of methods, learning and teaching styles should be considered.
5. Every method or process should result to learning outcomes
6. Flexibility in the use of the process or methods should be considered
7. Both teaching and learning are the two important processes in the
implementation of the curriculum.
25. 3. CURRICULUM AS A
PRODUCT
is what students desire to
achieve as a learning outcomes
26. 3. CURRICULUM AS A
PRODUCT
The real purpose of education is to bring about
significant changes in students’ pattern of behavior.
Curriculum product is expressed in form of outcomes which are
referred to as the achieved learning outcomes.
There maybe several desired learning outcomes, but if the process
is not successful, then no learning outcomes will be achieved.
These learned or achieved outcomes are demonstrated by the
person who has meaningful experiences in the curriculum.
All of these are result of planning, content and processes in the
curriculum.