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The document discusses curriculum innovations in the Philippine basic education system. It outlines the vision and parameters of the 2002 basic education curriculum, including integrative teaching, thematic teaching, and content-based instruction. It then describes several specific curriculum programs and innovations, such as the Third Elementary Education Program, Secondary Education Improvement and Development Program, and new teacher education curriculums. Finally, it discusses global curricular innovations focusing on brain-based education principles like orchestrated immersion and relaxed alertness.
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This document discusses assessing curriculum through intended, implemented, and achieved approaches. It defines each approach and provides examples of how to measure them.
The intended curriculum refers to initial objectives and goals. The implemented curriculum involves learning activities and experiences. The achieved curriculum assesses student learning outcomes based on the first two.
The document provides questions to measure each type of curriculum. For intended, it addresses whether objectives are clear and measurable. For implemented, it examines alignment of activities to objectives. For achieved, it focuses on how student performance compares to initial objectives.
Overall, the document outlines a framework for comprehensively assessing curriculum design, delivery, and student mastery to evaluate the effectiveness of educational programs.
Assessing the curriculum
The document discusses assessing curriculum at three levels: intended, implemented, and achieved. The intended curriculum refers to initial objectives, the implemented curriculum refers to teaching methods and activities, and the achieved curriculum refers to student learning outcomes. It provides examples of questions to assess each level, such as whether objectives are clear for intended or if activities match objectives for implemented. The document also discusses criteria for curriculum assessment, including ensuring goals and objectives are specific, measurable, and address both knowledge and behaviors. Overall, the document outlines a framework for assessing curriculum through different levels and provides criteria and examples to guide such assessments.
components of curriculum and curricular approaches
This document discusses the major components of curriculum and different approaches to curriculum. It identifies the key components of curriculum as aims and objectives, subject matter or content, learning experiences, and evaluation approaches. It also outlines the aims of education at the primary, secondary, and tertiary levels based on Philippine law and policy. The document further discusses criteria for selecting subject matter and organizing content, as well as different teaching strategies and methods. It analyzes approaches to curriculum, including behavioral, managerial, systems, and humanistic approaches.
curriculum development
Curriculum assessment involves collecting information to evaluate curriculum goals, student learning, and instruction. There are three types of curriculum: intended, implemented, and achieved. The intended curriculum refers to initial objectives, the implemented curriculum involves teaching methods and activities, and the achieved curriculum assesses student learning outcomes. Effective curriculum assessment uses multiple strategies to evaluate student performance against clear criteria and curriculum goals throughout the learning process.
Teacher competencies, assignment
This document discusses teacher competencies, which are defined as the set of knowledge, skills, and experience necessary to be an effective teacher. It identifies three main types of teacher competencies: subject competencies which refer to strong knowledge of content areas; pedagogical competencies which involve teaching skills and understanding how students learn; and technological competencies which include the ability to use technology appropriately in the classroom. The document provides details on each type of competency and their importance for quality teaching. It emphasizes that competent teachers have both in-depth content knowledge as well as skills for effectively imparting that knowledge to students.
Competency based curriculum
The document defines key terms related to competency-based curriculum. It discusses definitions of curriculum, competence, and competency-based curriculum. It outlines the background and characteristics of competency-based curriculum, including its student-centered principles. The document also examines components, implementation through teaching and learning activities, and evaluation of competency-based curriculum. It concludes that competence refers to intelligent actions and responsibilities to perform tasks, and that competency-based curriculum emphasizes developing student abilities and mastery of competencies.
subject centred curriculum
in this ppt, we will discuss subject centred curriculum, it's characteristics, approach, assumptions, merits and demerits of subject centred curriculum
Docx 17777
This document outlines the process standards for primary and secondary education in Indonesia according to Government Regulation No. 19 of 2005. It discusses the planning, implementation, and assessment of the learning process. The planning process includes developing syllabi and lesson plans (RPP) that cover competency standards, learning objectives, time allocation, teaching methods, and assessment. Implementation requires adherence to student-teacher ratios and textbook guidelines. Learning activities involve introduction, core, and closing sections, and core activities are designed to be interactive. Assessment measures student achievement of competencies.
EDUC312_SpecialTopicsinNationalScience_MapaloMariza.pptx
The document presents a framework for science teacher education in the Philippines. It outlines several challenges facing science education in the country, including a shortage of qualified teachers and a lack of clear philosophy guiding the curriculum. It then discusses the guiding principles used in developing the framework, which are based on national standards and focus on learner-centered teaching. The framework defines the qualities of effective science teachers in terms of professional knowledge, practices, and attributes. It also provides rubrics for evaluating teacher performance based on these standards. Finally, it discusses approaches to continuing professional development for teachers.
Ea210 curriculum development and management syllabus
This document outlines the course description, objectives, outline and references for an EA 210 graduate course on Curriculum Development and Assessment offered at Bukidnon State University. The 3-credit, 54-hour course discusses theories and practices for developing, delivering and managing instructional programs. It encourages students to design curricula exemplifying principles discussed and to conduct an action research project on curriculum innovations. The course aims to develop students' critical thinking and provide advanced training in scientific inquiry and independent research for sustainable development and social change. It covers topics such as curriculum models, design, implementation, evaluation, trends/innovations and compares educational systems.
Knowledge and curriculum unit 7
The document discusses principles and models of curriculum development. It describes the need for curriculum development due to changing educational goals and societal needs. Two prominent models are explained - Tyler's 4-step model involving determining objectives, experiences, organization, and evaluation, and Taba's 7-step model starting with identifying needs and ending with evaluation. The document also outlines principles of curriculum development, types of curricula including subject-centered and student-centered, and the stages of the curriculum development process.
Application of the model of professional learning.docx
This summary outlines a plan to implement changes to curriculum, frameworks, teaching and pedagogy at an early childhood center called ABC.
The early childhood center currently follows an emergent curriculum based on children's interests. To improve practices, the plan will introduce the National Quality Framework and Early Years Learning Framework to enhance teachers' professional knowledge and align teaching.
Professional learning teams led by an educational leader and coordinator will be established. The educational leader will examine current practices, promote reflection among teachers, and emphasize applying principles of adult learning to staff development. Goals will be set and support provided to educators to foster positive change. Progress will be monitored through reflective practice and partnerships with families.
ASSESSING THE CURRICULUM.pptx
The document discusses assessing curriculum in three parts: intended, implemented, and achieved curriculum.
1) The intended curriculum refers to initial goals and objectives, the implemented curriculum refers to learning activities and experiences provided to students, and the achieved curriculum refers to actual learning outcomes based on the first two.
2) Examples are provided for assessing each part, such as whether intended objectives are clear and measurable, whether implemented activities align with objectives, and whether achieved outcomes meet intended standards.
3) Criteria for curriculum assessment include goals and objectives being specific, observable, and able to guide instruction and evaluation of student performance.
Curriculum innovation in the Philippines (BASIC.pptx
This document discusses curriculum innovations in the Philippines from 2002 to the present. It outlines several major innovations including the 2002 Basic Education Curriculum, Third Elementary Education Program, Secondary Education Improvement and Development Program, and the K-12 Basic Education Curriculum. The key innovations include strengthening early childhood education, making the curriculum more relevant, ensuring integrated learning, building proficiency in language, and gearing students for the future and 21st century skills. The document also discusses global concerns around quality learners, learning environments, content, processes and outcomes that curriculum innovations aim to address.
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EDUC312_SpecialTopicsinNationalScience_MapaloMariza.pptx
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Ea210 curriculum development and management syllabus
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Bangs msc103
- 3. The Vision, Mission and Rationale of the Curriculum The Department of Education, envisions every learner to be functionally literate, equipped with life skills, appreciative of arts and sports and imbued with the desirable values of a person who is makabayan, makatao, makakalikasan at maka – Diyos.
- 4. Parameters of the Basic Education Curriulum Objectives Content Materials Teaching-learning process evaluation
- 5. Salient features of the Curriculum
- 6. Integrative Teaching as Mode of Instructional Delivery
- 13. 4. The New Teacher Education Curriculum for BEEd and BSEd
- 14. 5. The Ladderized Curriculum for Bachelor of Technical Teacher Education (BTTE)
- 15. 6. Instructional and Curricular Excellence in School Leadership and Management- DepEd EXCELS
- 16. Special features of the Innovations • Delivery of Instruction • Learning Modality • Evaluation System • Time Table
- 18. Project Child (Computer Helping Instruction and Learning Development)