Challenges to Curriculum Planning
•Download as PPTX, PDF•
5 likes•22,830 views
Challenges to curriculum planning include limited funding, lack of school facilities, insufficient teaching and learning resources, issues with teaching staff quality and quantity, and poor time management. Specifically, developing countries struggle due to rising student and teacher populations but decreasing education budgets. Schools have shortages of classrooms, libraries, and equipment. There is also limited procurement of instructional materials and resources. Success depends on qualified teachers, but teaching staff can be inadequate. Additionally, administrators and teachers sometimes mismanage learning time.
Report
Share
Report
Share
Recommended
The roles of stakeholders in curriculum implementation
This document discusses the roles of various stakeholders in curriculum implementation, including:
1. Learners, who are the primary stakeholders as the curriculum is designed for them. Their characteristics like age, gender, interests should be considered.
2. Teachers, who develop and carry out the curriculum through lesson planning and activities. They must address learners' goals and needs.
3. Administrators and managers, who oversee implementation and ensure schools have resources. They are concerned with the quality of curriculum offered.
4. Parents and community members, who support the curriculum through involvement, resources, and knowledge. Their buy-in is important for curriculum success.
5. Government agencies and professional organizations,
Role of Stakeholders In Curriculum Development
Stakeholders play a key role in curriculum implementation and include learners, teachers, administrators, parents, and community members. Learners are the primary stakeholders as the curriculum is designed for their learning and success. Teachers are also critical as they develop, deliver, and evaluate the curriculum. Administrators oversee operations and ensure resources support the curriculum. Parents and community members provide valuable external perspectives and assistance to help learners achieve curriculum goals. All stakeholders work together to bring the written curriculum to life in ways that optimize learning.
Foundations of curriculum
The document discusses different types of curriculum:
1. Recommended curriculum refers to curricula proposed by scholars and organizations.
2. Written curriculum includes documents and syllabi created by curriculum experts and teachers for implementation.
3. Taught curriculum is what is actually taught in classrooms which may differ from the written curriculum. Additional factors like available resources are considered.
Selection and Organization of Content
This document discusses principles for selecting and organizing content for teaching. It recommends focusing on content that is valid, significant, balanced, self-sufficient, interesting, useful, and feasible. Facts form the base, but teachers should emphasize conceptual understanding by integrating facts, exploring concepts in depth, and relating ideas to students' experiences. Strategies like authentic activities, dialogue, and teaching others can help develop conceptual understanding. An effective selection and organization of content should integrate cognitive, skill, and affective elements.
Curriculum issues and concerns
The document discusses issues with curriculum implementation and innovations in schools. It notes that poor student performance may be linked to inconsistent curriculum delivery among schools and teachers. Additionally, stakeholders often do not feel ownership over curricular changes, and some innovations are adopted without proper support or evaluation. The document then provides responses to address these issues, emphasizing the need for stakeholder involvement, monitoring of changes, and collaboration to promote ownership and success of new curriculums.
Curriculum Change
This document discusses the concept of curriculum change and the factors that drive it. It provides information on:
- The constant nature of change and how it leads to improvement through technological advancement and increasing knowledge.
- Key drivers of curriculum change including community needs, technology, political influences, and complexity from various stakeholder demands.
- Features of successful change including it being an ongoing process that requires support from individuals.
- Types of curriculum changes and strategies for implementing changes.
- The need to develop curriculum change through cooperative goal-setting and problem-solving approaches while maintaining open communication.
Models of curriculum
The document discusses several models of curriculum, including:
- The Tyler Model, which focuses on educational purposes, experiences, organization, and evaluation.
- The Taba Model, which is a grass-roots approach involving 7 steps like diagnosis of needs and selection of learning experiences.
- The Saylor and Alexander Model, which involves 4 steps of specifying goals and objectives, designing the curriculum, implementation, and evaluation.
- Models for students with special needs, including developmental, functional, and ecological approaches.
- The subject/teacher centered design which is based on teaching predefined subjects and has the objective of transferring cultural heritage. However, it ignores student interests.
Curriculum development
The document discusses different approaches to curriculum development in the Philippine context. It provides an overview of the history of curriculum development in the Philippines under different ruling powers from pre-Spanish times to the present Philippine Republic. It also outlines key factors to consider in curriculum development such as cultural values, knowledge of learners, teaching/learning theories, and content selection. Different theories and approaches to curriculum development are examined, including technical-scientific, behavioral, and humanistic approaches.
Recommended
The roles of stakeholders in curriculum implementation
This document discusses the roles of various stakeholders in curriculum implementation, including:
1. Learners, who are the primary stakeholders as the curriculum is designed for them. Their characteristics like age, gender, interests should be considered.
2. Teachers, who develop and carry out the curriculum through lesson planning and activities. They must address learners' goals and needs.
3. Administrators and managers, who oversee implementation and ensure schools have resources. They are concerned with the quality of curriculum offered.
4. Parents and community members, who support the curriculum through involvement, resources, and knowledge. Their buy-in is important for curriculum success.
5. Government agencies and professional organizations,
Role of Stakeholders In Curriculum Development
Stakeholders play a key role in curriculum implementation and include learners, teachers, administrators, parents, and community members. Learners are the primary stakeholders as the curriculum is designed for their learning and success. Teachers are also critical as they develop, deliver, and evaluate the curriculum. Administrators oversee operations and ensure resources support the curriculum. Parents and community members provide valuable external perspectives and assistance to help learners achieve curriculum goals. All stakeholders work together to bring the written curriculum to life in ways that optimize learning.
Foundations of curriculum
The document discusses different types of curriculum:
1. Recommended curriculum refers to curricula proposed by scholars and organizations.
2. Written curriculum includes documents and syllabi created by curriculum experts and teachers for implementation.
3. Taught curriculum is what is actually taught in classrooms which may differ from the written curriculum. Additional factors like available resources are considered.
Selection and Organization of Content
This document discusses principles for selecting and organizing content for teaching. It recommends focusing on content that is valid, significant, balanced, self-sufficient, interesting, useful, and feasible. Facts form the base, but teachers should emphasize conceptual understanding by integrating facts, exploring concepts in depth, and relating ideas to students' experiences. Strategies like authentic activities, dialogue, and teaching others can help develop conceptual understanding. An effective selection and organization of content should integrate cognitive, skill, and affective elements.
Curriculum issues and concerns
The document discusses issues with curriculum implementation and innovations in schools. It notes that poor student performance may be linked to inconsistent curriculum delivery among schools and teachers. Additionally, stakeholders often do not feel ownership over curricular changes, and some innovations are adopted without proper support or evaluation. The document then provides responses to address these issues, emphasizing the need for stakeholder involvement, monitoring of changes, and collaboration to promote ownership and success of new curriculums.
Curriculum Change
This document discusses the concept of curriculum change and the factors that drive it. It provides information on:
- The constant nature of change and how it leads to improvement through technological advancement and increasing knowledge.
- Key drivers of curriculum change including community needs, technology, political influences, and complexity from various stakeholder demands.
- Features of successful change including it being an ongoing process that requires support from individuals.
- Types of curriculum changes and strategies for implementing changes.
- The need to develop curriculum change through cooperative goal-setting and problem-solving approaches while maintaining open communication.
Models of curriculum
The document discusses several models of curriculum, including:
- The Tyler Model, which focuses on educational purposes, experiences, organization, and evaluation.
- The Taba Model, which is a grass-roots approach involving 7 steps like diagnosis of needs and selection of learning experiences.
- The Saylor and Alexander Model, which involves 4 steps of specifying goals and objectives, designing the curriculum, implementation, and evaluation.
- Models for students with special needs, including developmental, functional, and ecological approaches.
- The subject/teacher centered design which is based on teaching predefined subjects and has the objective of transferring cultural heritage. However, it ignores student interests.
Curriculum development
The document discusses different approaches to curriculum development in the Philippine context. It provides an overview of the history of curriculum development in the Philippines under different ruling powers from pre-Spanish times to the present Philippine Republic. It also outlines key factors to consider in curriculum development such as cultural values, knowledge of learners, teaching/learning theories, and content selection. Different theories and approaches to curriculum development are examined, including technical-scientific, behavioral, and humanistic approaches.
Philosophical foundation of education
This document discusses different philosophies of education including idealism, realism, pragmatism, existentialism, postmodernism, perennialism, essentialism, progressivism, and critical theory. For each philosophy, implications for today's classroom teachers are provided. The philosophies provide guidance on curriculum, teaching methods, the role of the teacher, and the purpose of education. The implications suggest how teachers can apply each philosophy in their classroom, such as encouraging critical thinking, problem solving, or empowering students.
Curriculum design and models
The document discusses several curriculum models including subject-centered, learner-centered, and problem-centered models. It describes key aspects of each model, such as the subject-centered model focusing on content divided into subjects. The learner-centered model emphasizes the needs and interests of students, while the problem-centered model organizes curriculum around solving real-world problems. It also covers curriculum development models like Tyler's model and Taba's inductive model.
Curriculum organization
The document discusses different types of curriculum designs including subject-centered, activity/experience-based, and core curriculum designs. It provides details on the key aspects of each design such as their organization, advantages, disadvantages, and limitations. Subject-centered designs focus on organizing curriculum around specific subjects. Activity/experience-based designs are based on students' needs, interests, and learning through experiences. Core curriculum designs focus on a set of common and essential learnings for all students.
Models of curriculum evaluation and application in educational
Curriculum can be defined as the planned and guided learning experiences and intended learning outcomes, formulated through the systematic reconstruction of knowledge and experiences, under the auspices of the school, for the learners’ continuous and willful growth in personal social competence (Tanner & Tanner, 1975)
Components of Curriculum
The document outlines the four major components of curriculum: 1) aims, goals and objectives which define what is to be achieved; 2) subject matter/content which determines what topics should be included; 3) learning experiences which are the instructional strategies that link goals to content; and 4) evaluation approaches to assess the quality, effectiveness and outcomes of the curriculum. It also discusses different views of curriculum being either subject-centered or learner-centered and introduces Stufflebeam's CIPP model as a widely used evaluation method.
The School Curriculum
The document defines curriculum from both traditional and progressive viewpoints. Traditionally, curriculum focuses on core academic subjects like grammar, literature, math, and emphasizes knowledge from established disciplines. Progressively, curriculum incorporates all planned learning experiences, emphasizes experiential learning, and aims to develop thinking and social skills. Overall, the document concludes that curriculum encompasses all that is taught in school through a set of subjects, materials, courses, and experiences planned by teachers to promote student growth.
Major Foundations of Curriculum
This document discusses the major foundations of curriculum: philosophical, psychological, historical, and social. It provides examples of influential curriculum theorists like Franklin Bobbitt, Werret Charters, Harold Rugg, and William Kilpatrick who helped establish the historical foundations. The psychological foundations are based on behaviorist, cognitive, and humanistic learning theories. Finally, the social foundations recognize that schools exist within a social context and curriculum aims to understand globalization and changes in society.
Curriculum implementation
In this presentation, you will know the different topics that are useful in implementing a curriculum that will serve as your guide to create a better and effective curriculum that will benefit the students, teachers, and the community.
Credits to this websites for the content:
http://www.fao.org/3/ah650e/ah650e03.htm
http://beonnjuil.blogspot.com/2016/03/reflection-2-roles-of-curriculum-workers.html#:~:text=What%20understand%20about%20Curriculum%20workers,to%20emphasize%20appropriate%20learning%20experience
https://dmiffleton.wordpress.com/2015/03/30/stages-of-curriculum-implementation/#:~:text=The%20curriculum%20implementation%20process%20can,broken%20down%20into%2012%20steps.
Philippine Curriculum and Instruction
The document discusses the historical foundations and major concepts of curriculum, including its definitions, purposes, nature and development from different viewpoints. It also examines the philosophical, psychological and social foundations that influence curriculum design. Furthermore, the document outlines the typical components of curriculum, such as objectives, content, learning experiences and evaluation approaches.
Chapter 4: Evaluating the curriculum
This document discusses various models and approaches for evaluating curriculum. It begins by defining curriculum evaluation and its purposes. Several evaluation models are then described in detail, including the Bradley Model, Tyler's Objectives Model, Stufflebeam's CIPP Model, Stake's Responsive Model, and Scriven's Consumer Oriented Approach. Common steps in the evaluation process are also outlined, such as identifying stakeholders, issues to examine, appropriate data sources and collection techniques. The overall goal of curriculum evaluation is to assess the strengths and weaknesses of the curriculum to inform necessary improvements or changes.
Elements/Components of Curriculum
This document outlines the key components of a curriculum: aims and objectives, content/subject matter, curriculum experience (instructional strategies and methods), and evaluation. It provides examples of the aims of elementary, secondary, and tertiary education. It also discusses principles for organizing content, such as balance, articulation, sequence, integration, and continuity. A variety of instructional strategies and methods are suggested to link goals to outcomes. Curriculum evaluation is presented using the CIPP model to ensure effectiveness and continuous feedback. The components are interrelated with aims informing objectives, content, methods, and evaluation.
Curriculum development: Processes and models
The document discusses three models of curriculum development:
1. Ralph Tyler's model emphasizes the planning phase and considers the school's purposes, educational experiences, organization of experiences, and evaluation.
2. Hilda Taba's model takes a grassroots approach, beginning with learner needs and moving through formulation of objectives, selection of content, organization, experiences, and evaluation.
3. Galen Saylor and William Alexander's model involves specifying goals and objectives, designing curriculum, implementing instructional plans, and conducting evaluation to determine if goals were met.
All three models utilize the basic steps of planning, designing, implementing, and evaluating the curriculum.
Chapter 2: Philosophical Foundation of Curriculum
This presentation highlights information from Chapter 2: Philosophical Foundation of Curriculum from Curriculum: Foundations, Principles, and Issues by Allan C. Ornstein and Francis P. Hunkins. Highlighted here are the different educational philosophies and their unique impacts on education.
Foundations of a curriculum
This document outlines different philosophies of curriculum:
- Perennialism focuses on classical subjects and cultivating critical thinking.
- Essentialism promotes core skills and subjects.
- Progressivism emphasizes learner-centered and interdisciplinary approaches.
- Reconstructionism aims to improve society through educational reform.
It also summarizes the contributions and theories of major curriculum theorists and psychologists like Bobbitt, Tyler, Dewey, Piaget, Vygotsky, and Gardner on how people learn.
Curriculum Approaches
This document discusses four approaches to curriculum development: behavioral, managerial, systems, and humanistic. The behavioral approach focuses on specifying goals and objectives and arranging content and activities to meet those objectives, evaluating learning outcomes based on the goals. The managerial approach emphasizes the principal's role in setting policies, planning, and organizing curriculum implementation. The systems approach views all parts of the school as an interconnected system. The humanistic approach places the learner at the center and aims for their total development. Curriculum developers may draw from one or more of these approaches.
PHILOSOPHICAL FOUNDATIONS OF CURRICULUM
This document outlines several philosophical foundations of curriculum: Naturalism aims to realize students' natural goodness through nature-aligned teaching. Idealism develops the mind through intellectual/moral focus. Realism prepares students for life's actual duties. Pragmatism develops students holistically through experience. Perennialism cultivates intellect. Essentialism promotes individual intellectual growth in subject areas. Progressivism promotes democratic living through active, social learning. Reconstructivism uses education to improve and change society.
Curriculum Evaluation
Evaluation is the process of collecting data on a programme to determine its value or worth with the aim of deciding whether to adopt, reject, or revise the programme. The public want to know whether the curriculum implemented has achieved its aims and objectives; teachers want to know whether what they are doing in the classroom is effective; and the developer or planner wants to know how to improve the curriculum product.
Curriculum organization and design
The document discusses different approaches to curriculum organization and design. It describes subject-centered, activity/experience-based, and core curriculum designs. Subject-centered design organizes curriculum into distinct subjects. Activity/experience-based design determines curriculum based on learner needs and interests, emphasizing learning by doing. Core curriculum identifies common learnings all students should acquire. The document also discusses principles, models, importance, and steps of curriculum design to effectively organize educational experiences and content.
The elements of teaching and learning
The three key elements of teaching and learning are teachers, learners, and the learning environment. Learners vary in their abilities, aptitudes, interests and backgrounds. Teachers must be professionals with knowledge of their subject, teaching skills, and personal attributes like passion, patience and commitment. The learning environment, including the physical classroom space and student interactions, should facilitate an active learning process and encourage trust and respect among all.
Curriculum its meaning, nature and scope
A curriculum is the instructional and the educative programme by following which the pupils achieve their goals, ideals and aspirations of life. It is curriculum through which the general aims of a school education receive concrete expression
Effective syllabus coverage in elementary schools
There are many factors that affect syllabus implementation. The availability of all resources required in the education system to facilitate effective teaching and learning processes. There are human and non-human resources.
Lesson-observation-by-louise-simpson
The teacher, JDB, taught a highly effective history lesson on the economic boom in the USA in the 1920s. All pupils progressed well in their understanding and application of the topic. JDB demonstrated excellent subject knowledge and used a variety of engaging activities to check understanding. Pupils were focused, behaved well, and collaborated effectively during the lesson. The only area for potential improvement noted was providing more regular written feedback to pupils.
More Related Content
What's hot
Philosophical foundation of education
This document discusses different philosophies of education including idealism, realism, pragmatism, existentialism, postmodernism, perennialism, essentialism, progressivism, and critical theory. For each philosophy, implications for today's classroom teachers are provided. The philosophies provide guidance on curriculum, teaching methods, the role of the teacher, and the purpose of education. The implications suggest how teachers can apply each philosophy in their classroom, such as encouraging critical thinking, problem solving, or empowering students.
Curriculum design and models
The document discusses several curriculum models including subject-centered, learner-centered, and problem-centered models. It describes key aspects of each model, such as the subject-centered model focusing on content divided into subjects. The learner-centered model emphasizes the needs and interests of students, while the problem-centered model organizes curriculum around solving real-world problems. It also covers curriculum development models like Tyler's model and Taba's inductive model.
Curriculum organization
The document discusses different types of curriculum designs including subject-centered, activity/experience-based, and core curriculum designs. It provides details on the key aspects of each design such as their organization, advantages, disadvantages, and limitations. Subject-centered designs focus on organizing curriculum around specific subjects. Activity/experience-based designs are based on students' needs, interests, and learning through experiences. Core curriculum designs focus on a set of common and essential learnings for all students.
Models of curriculum evaluation and application in educational
Curriculum can be defined as the planned and guided learning experiences and intended learning outcomes, formulated through the systematic reconstruction of knowledge and experiences, under the auspices of the school, for the learners’ continuous and willful growth in personal social competence (Tanner & Tanner, 1975)
Components of Curriculum
The document outlines the four major components of curriculum: 1) aims, goals and objectives which define what is to be achieved; 2) subject matter/content which determines what topics should be included; 3) learning experiences which are the instructional strategies that link goals to content; and 4) evaluation approaches to assess the quality, effectiveness and outcomes of the curriculum. It also discusses different views of curriculum being either subject-centered or learner-centered and introduces Stufflebeam's CIPP model as a widely used evaluation method.
The School Curriculum
The document defines curriculum from both traditional and progressive viewpoints. Traditionally, curriculum focuses on core academic subjects like grammar, literature, math, and emphasizes knowledge from established disciplines. Progressively, curriculum incorporates all planned learning experiences, emphasizes experiential learning, and aims to develop thinking and social skills. Overall, the document concludes that curriculum encompasses all that is taught in school through a set of subjects, materials, courses, and experiences planned by teachers to promote student growth.
Major Foundations of Curriculum
This document discusses the major foundations of curriculum: philosophical, psychological, historical, and social. It provides examples of influential curriculum theorists like Franklin Bobbitt, Werret Charters, Harold Rugg, and William Kilpatrick who helped establish the historical foundations. The psychological foundations are based on behaviorist, cognitive, and humanistic learning theories. Finally, the social foundations recognize that schools exist within a social context and curriculum aims to understand globalization and changes in society.
Curriculum implementation
In this presentation, you will know the different topics that are useful in implementing a curriculum that will serve as your guide to create a better and effective curriculum that will benefit the students, teachers, and the community.
Credits to this websites for the content:
http://www.fao.org/3/ah650e/ah650e03.htm
http://beonnjuil.blogspot.com/2016/03/reflection-2-roles-of-curriculum-workers.html#:~:text=What%20understand%20about%20Curriculum%20workers,to%20emphasize%20appropriate%20learning%20experience
https://dmiffleton.wordpress.com/2015/03/30/stages-of-curriculum-implementation/#:~:text=The%20curriculum%20implementation%20process%20can,broken%20down%20into%2012%20steps.
Philippine Curriculum and Instruction
The document discusses the historical foundations and major concepts of curriculum, including its definitions, purposes, nature and development from different viewpoints. It also examines the philosophical, psychological and social foundations that influence curriculum design. Furthermore, the document outlines the typical components of curriculum, such as objectives, content, learning experiences and evaluation approaches.
Chapter 4: Evaluating the curriculum
This document discusses various models and approaches for evaluating curriculum. It begins by defining curriculum evaluation and its purposes. Several evaluation models are then described in detail, including the Bradley Model, Tyler's Objectives Model, Stufflebeam's CIPP Model, Stake's Responsive Model, and Scriven's Consumer Oriented Approach. Common steps in the evaluation process are also outlined, such as identifying stakeholders, issues to examine, appropriate data sources and collection techniques. The overall goal of curriculum evaluation is to assess the strengths and weaknesses of the curriculum to inform necessary improvements or changes.
Elements/Components of Curriculum
This document outlines the key components of a curriculum: aims and objectives, content/subject matter, curriculum experience (instructional strategies and methods), and evaluation. It provides examples of the aims of elementary, secondary, and tertiary education. It also discusses principles for organizing content, such as balance, articulation, sequence, integration, and continuity. A variety of instructional strategies and methods are suggested to link goals to outcomes. Curriculum evaluation is presented using the CIPP model to ensure effectiveness and continuous feedback. The components are interrelated with aims informing objectives, content, methods, and evaluation.
Curriculum development: Processes and models
The document discusses three models of curriculum development:
1. Ralph Tyler's model emphasizes the planning phase and considers the school's purposes, educational experiences, organization of experiences, and evaluation.
2. Hilda Taba's model takes a grassroots approach, beginning with learner needs and moving through formulation of objectives, selection of content, organization, experiences, and evaluation.
3. Galen Saylor and William Alexander's model involves specifying goals and objectives, designing curriculum, implementing instructional plans, and conducting evaluation to determine if goals were met.
All three models utilize the basic steps of planning, designing, implementing, and evaluating the curriculum.
Chapter 2: Philosophical Foundation of Curriculum
This presentation highlights information from Chapter 2: Philosophical Foundation of Curriculum from Curriculum: Foundations, Principles, and Issues by Allan C. Ornstein and Francis P. Hunkins. Highlighted here are the different educational philosophies and their unique impacts on education.
Foundations of a curriculum
This document outlines different philosophies of curriculum:
- Perennialism focuses on classical subjects and cultivating critical thinking.
- Essentialism promotes core skills and subjects.
- Progressivism emphasizes learner-centered and interdisciplinary approaches.
- Reconstructionism aims to improve society through educational reform.
It also summarizes the contributions and theories of major curriculum theorists and psychologists like Bobbitt, Tyler, Dewey, Piaget, Vygotsky, and Gardner on how people learn.
Curriculum Approaches
This document discusses four approaches to curriculum development: behavioral, managerial, systems, and humanistic. The behavioral approach focuses on specifying goals and objectives and arranging content and activities to meet those objectives, evaluating learning outcomes based on the goals. The managerial approach emphasizes the principal's role in setting policies, planning, and organizing curriculum implementation. The systems approach views all parts of the school as an interconnected system. The humanistic approach places the learner at the center and aims for their total development. Curriculum developers may draw from one or more of these approaches.
PHILOSOPHICAL FOUNDATIONS OF CURRICULUM
This document outlines several philosophical foundations of curriculum: Naturalism aims to realize students' natural goodness through nature-aligned teaching. Idealism develops the mind through intellectual/moral focus. Realism prepares students for life's actual duties. Pragmatism develops students holistically through experience. Perennialism cultivates intellect. Essentialism promotes individual intellectual growth in subject areas. Progressivism promotes democratic living through active, social learning. Reconstructivism uses education to improve and change society.
Curriculum Evaluation
Evaluation is the process of collecting data on a programme to determine its value or worth with the aim of deciding whether to adopt, reject, or revise the programme. The public want to know whether the curriculum implemented has achieved its aims and objectives; teachers want to know whether what they are doing in the classroom is effective; and the developer or planner wants to know how to improve the curriculum product.
Curriculum organization and design
The document discusses different approaches to curriculum organization and design. It describes subject-centered, activity/experience-based, and core curriculum designs. Subject-centered design organizes curriculum into distinct subjects. Activity/experience-based design determines curriculum based on learner needs and interests, emphasizing learning by doing. Core curriculum identifies common learnings all students should acquire. The document also discusses principles, models, importance, and steps of curriculum design to effectively organize educational experiences and content.
The elements of teaching and learning
The three key elements of teaching and learning are teachers, learners, and the learning environment. Learners vary in their abilities, aptitudes, interests and backgrounds. Teachers must be professionals with knowledge of their subject, teaching skills, and personal attributes like passion, patience and commitment. The learning environment, including the physical classroom space and student interactions, should facilitate an active learning process and encourage trust and respect among all.
Curriculum its meaning, nature and scope
A curriculum is the instructional and the educative programme by following which the pupils achieve their goals, ideals and aspirations of life. It is curriculum through which the general aims of a school education receive concrete expression
What's hot (20)
Models of curriculum evaluation and application in educational
Models of curriculum evaluation and application in educational
Similar to Challenges to Curriculum Planning
Effective syllabus coverage in elementary schools
There are many factors that affect syllabus implementation. The availability of all resources required in the education system to facilitate effective teaching and learning processes. There are human and non-human resources.
Lesson-observation-by-louise-simpson
The teacher, JDB, taught a highly effective history lesson on the economic boom in the USA in the 1920s. All pupils progressed well in their understanding and application of the topic. JDB demonstrated excellent subject knowledge and used a variety of engaging activities to check understanding. Pupils were focused, behaved well, and collaborated effectively during the lesson. The only area for potential improvement noted was providing more regular written feedback to pupils.
Group 1 nature_and_purpose_of_curriculum
The document discusses various concepts of curriculum including traditional, emerging, and progressive perspectives. Under the traditional concept, curriculum is viewed as a program of subjects to be taught with the teacher at the center. An example is provided of the Philippines' Basic Education Curriculum from 2002 which follows this model. The emerging concept sees curriculum as evolving based on students' interests and needs, with more flexibility and collaboration. Key features include being non-linear, cyclical, and responsive. Progressive views define curriculum as the total experiences and learning of the individual, not just courses. Thinkers like Dewey, Caswell, and Tyler provided definitions and models that emphasized experience and reflective thinking over rigid subject listings.
Creating Engaging Learning Materials 1
The results of all the existing comparative educational analysis provide us with evidence about the importance of learning materials in the process of building up educational quality.
Cecilia Braslavsky
Creating Engaging Learning Materials
The results of all the existing comparative educational analysis provide us with evidence about the importance of learning materials in the process of building up educational quality.
Cecilia Braslavsky
Curriculum by oliver cervantes
This document discusses definitions of curriculum, different versions of curriculum, and considerations for curriculum planning and implementation. It provides an overview of key actors and stakeholders involved in curriculum planning, including teachers, administrators, government, and community members. The document also discusses curriculum policies and legislation in the Philippines, noting that curriculum implementation is guided at the national level but adapted at the school level in consultation with various sectors of society. Evaluation of curriculum implementation involves national achievement tests administered by the National Educational Testing and Research Centre.
International Journal of Humanities and Social Science Invention (IJHSSI)
1. The document discusses the role of teachers as catalytic agents in implementing the curriculum in South African classrooms. It notes that currently, effective teaching and learning is not taking place in many classrooms, especially in township schools.
2. Some of the problems identified are poor teacher training, a lack of monitoring of teachers, and teachers' inability to properly interpret and teach the Curriculum and Assessment Policy Statements (CAPS). As a result, learners are not adequately prepared or achieving the desired learning outcomes.
3. For curriculum changes like CAPS to be successful, all stakeholders including teachers must be committed to improving education and ensuring high quality teaching and learning in all schools.
Implementing the curriculum (Role of Stakeholders & Technology in Curriculu...
The document discusses the role of stakeholders in implementing curriculum. It identifies the key stakeholders as learners, teachers, curriculum managers/administrators, parents, community members, and other groups.
Learners are the primary beneficiaries and focus of any curriculum. Teachers play a central role as both curriculum developers and implementers through lesson planning and instruction. Curriculum managers/administrators provide leadership and resources to support implementation. Parents and community members can also support implementation through involvement and by providing local resources. Technology facilitates curriculum delivery and enables more effective, student-centered instruction.
Field Study 4 Episode 7
The document discusses Jundel L. Deliman's field study experience focusing on the concepts, nature, and purposes of the curriculum and how these are translated in the school community. It includes tasks to be completed and rated such as observation, analysis, reflection, and portfolio submission. It also contains tools used to effectively implement the curriculum by interviewing the school administrator and others involved. These tools identify ways to consider students as the central focus, recognize the important roles of teachers, parents, and other stakeholders, and follow administrators for correct implementation. [END SUMMARY]
Stakeholders in-curriculum-implementation
The document identifies several key stakeholders in curriculum implementation: learners, teachers, school leaders, parents, and the community. It describes the role of each stakeholder, with learners being the core focus of the curriculum and teachers responsible for implementing it. Parents support the curriculum through their children's education and involvement, while school leaders manage the curriculum and community resources help supplement what schools need to implement the curriculum effectively. The government and non-government agencies also play regulatory and support roles in curriculum development and implementation.
Curriculum Implementation
The document discusses stakeholders in curriculum implementation. It identifies learners, teachers, administrators, parents, and the community as key stakeholders. Learners are at the center of curriculum planning and implementation. Teachers play a dual role as curriculum developers and implementers. Administrators and curriculum managers are responsible for leadership, evaluation, and oversight of the curriculum. Parents support the curriculum through their involvement and financing their children's education. The community provides resources to support curriculum implementation. Technology also plays an important role in delivering curriculum by improving instruction and enabling new forms of learning.
Flexible scheduling inservice holly and rosalind_final
Flexible scheduling in school libraries allows students and classes to access the library when needed rather than on a fixed schedule. It benefits students by providing more opportunities for independent learning, collaboration with teachers, and integration of library resources into classroom lessons. Flexible scheduling also benefits teachers and librarians by allowing for more collaboration on lesson planning and delivering instruction.
CURRICULUM DEVELOPMENT (2).pdf
The document discusses traditional and modern definitions of curriculum, as well as types of curriculums such as the recommended, written, taught, and tested curriculums. It then covers curriculum planning, development, elements, factors to consider, and approaches. The remainder summarizes the 2002 Basic Education Curriculum in the Philippines, compares it to the K-12 education structure, outlines concerns with K-12, and highlights its salient features such as building proficiency through language and gearing students up for the future through senior high school.
Teaching and learning
The document discusses key elements of the teaching and learning process including teachers, learners, instructional methods, curriculum, classroom environment, and school administration. It notes that teachers play an important role and can assume roles like a manager, motivator, leader, model, and surrogate parent. The learner is considered the most important variable and schools aim to provide planned experiences to help students achieve learning outcomes. Effective instructional methods and a well-designed curriculum are also important for delivering knowledge to students.
Materials development
Materials adaptation refers to altering teaching materials to better suit learners' needs, the teacher's demands, and administrative purposes. It involves changing internal characteristics of coursebooks to maximize appropriateness in different contexts. Adaptation aims to achieve congruence between materials, methodology, learners, objectives, language context, and the teacher's style. It may involve modifying language practices, texts, skills, or classroom management. Reasons for adaptation include materials not meeting goals, failing to engage learners, or lacking necessary resources.
AN ARTICLE BY SILAS.docx
This document discusses a study that assessed the provision and utilization of instructional materials for managing secondary schools in Kaduna State, Nigeria. It begins with an abstract that outlines the objectives, research questions, methodology, and key findings. The introduction provides background context on the importance of instructional materials and defines key terms like provision, utilization, and management.
The study found that while some instructional materials like classrooms and chalkboards were adequately provided, other materials like textbooks were lacking. It also found that available materials were not being fully utilized. The document recommends improving provision of all instructional materials and training staff on better utilization practices to enhance school management.
dimensions of quality in education institution
The document discusses eight dimensions of quality in education: 1) infrastructural facilities, 2) school management and community support, 3) school and classroom environment, 4) curriculum and teaching materials, 5) teacher preparation, 6) classroom practices and processes, 7) teaching-learning time, and 8) learner assessment, monitoring, and supervision. It also lists several obstacles to implementing total quality management in higher education institutions, including a lack of integrated quality management programs, lack of support from top leaders, lack of qualified professionals in quality education, and resistance to change.
instructional accomplishment report
This document discusses the importance of instructional materials for teachers. It states that instructional materials are essential for teachers in all aspects of teaching, including lesson planning, background knowledge on subjects, and assessing students. Young and inexperienced teachers especially rely on these materials. The document explains that instructional materials help teachers supplement their knowledge and provide suggestions for lesson plans and assessment methods. It argues that it is difficult for teachers to teach effectively without instructional materials.
Problems_of_Teacher_Education_in_India.pptx
This document discusses several problems with teacher education in India. It outlines issues with the selection process, the short duration of training programs, lack of subject knowledge and competency of student teachers, deficiencies in practice teaching and supervision, isolation of teacher education departments from schools, poor research, and insufficient funding and facilities. Addressing these problems would help improve the quality of teacher education and prepare teachers more effectively.
Quality Primary Education: Issues, Options for Cost Effective Strategies and ...
Quality Primary Education: Issues, Options for Cost Effective Strategies and ...Government of Ekiti State, Nigeria
The document summarizes key issues in achieving quality primary education in Ekiti State, Nigeria. It identifies wide disparities in learning outcomes, poor teacher deployment practices, and poor quality of teaching and learning as major challenges. It recommends prioritizing increasing equitable participation, selecting cost-effective strategies to improve school quality like providing teaching materials and training teachers, and assessing the high cost of teacher salaries against class size and instructional time. The document provides a high-level overview of the current state of primary education in Ekiti and potential strategies and priorities for improving quality.Similar to Challenges to Curriculum Planning (20)
International Journal of Humanities and Social Science Invention (IJHSSI)
International Journal of Humanities and Social Science Invention (IJHSSI)
Implementing the curriculum (Role of Stakeholders & Technology in Curriculu...
Implementing the curriculum (Role of Stakeholders & Technology in Curriculu...
Flexible scheduling inservice holly and rosalind_final
Flexible scheduling inservice holly and rosalind_final
Quality Primary Education: Issues, Options for Cost Effective Strategies and ...
Quality Primary Education: Issues, Options for Cost Effective Strategies and ...
More from Yonese Giselle Gonzales
Educational Change in the Philippines
The document discusses the educational system in the Philippines. It describes how the system was influenced by Spanish and American models but has developed its own identity. The key points are:
- The Department of Education (DepEd) administers the entire educational system, including curriculum, teacher hiring, and school funding.
- The typical structure is 6 years of elementary education, 4 years of high school, and 4-5 years for a college degree. Education is now compulsory.
- Schools follow an academic calendar from June to March. The DepEd mandates start and end dates each year.
- Literacy rates are high, at around 96% for both males and females. The system continues to evolve
Cultural Values of Filipinos, Group, Society and Social Stratification
This document discusses several topics related to Philippine culture and society, including cultural values, education, social groups, and social stratification. It provides definitions and examples of key concepts. The main points are:
- Culture gives people identity and allows them to understand the world. It is passed down between generations.
- Filipino cultural values are influenced by childhood teachings, peer groups during youth, and internalization during adulthood. The pamantayan system model helps explain Filipino behavior.
- Society and education influence each other. Formal schooling transmits culture but must also adapt to societal changes. Social groups like families, communities, and class divisions structure society.
- Social stratification by
Problems and Issues in Tertiary Level
Problems and Issues in Tertiary Level with Action Plan, hope this action can help. I am not good in planning but I did my best to produce one. :)
Procedure for Specific Crisis
This document outlines emergency procedures for medical emergencies, fires, typhoons, and earthquakes. For medical emergencies, it describes how to check for safety hazards, provide CPR if trained, summon help, and give relevant medical information. For fires, it lists the RAEE procedures of remove/rescue, alert, contain, and extinguish or evacuate. For typhoons, it recommends preparing supplies, monitoring weather advisories, and evacuating if instructed. For earthquakes, it advises dropping, covering, and holding on indoors; staying away from hazards; waiting for shaking to stop before exiting; and stopping vehicles away from hazards.
Empirical and Decision Theory School
This document discusses the empirical school and decision theory approaches to management. The empirical school analyzes management through direct observation and experience, drawing generalizations from past management experiences to guide future decisions. This school views management as a series of decisions, and analyzing decisions as central to management. Decision theory is a body of knowledge and analytical techniques to help decision makers choose among alternatives based on possible consequences, in a way that is consistent with their objectives and preferences.
Fundamentals of Organizational Behavior
This document discusses organizational behavior and human behavior within organizations. It covers several key topics:
1) Understanding human behavior in organizations involves studying how individuals and groups act within organizations to identify ways to improve effectiveness. Organizational behavior draws on research studies to build its knowledge base.
2) Fundamental concepts around human behavior include individual differences between people, how people perceive things differently, treating employees as whole people rather than just skills/roles, motivated behavior based on needs and consequences, employees' desire for involvement, and treating people with dignity and respect.
3) Organizations are social systems with mutual interests between managers and employees, and ethics help meet objectives. Effective approaches consider human resources, contingencies, results,
Map graph for Statistics
Thematic maps are a type of statistical graphic that visualize quantitative data and are designed to show information connected to a specific geographic area. They use symbols, colors, sizes, and other visual variables to represent data values for locations. Effective thematic maps include a title, compass rose, labels, legend, and scale to provide context and explanations for the information displayed.
Where Do Ethics Come From
Ethics involves knowing when you have a right to act versus when acting is the right thing to do. Focus on ethics each day rather than just following rules. Acting ethically is more important than just doing what you have the right to do.
Six thinking-hats
The Six Thinking Hats method is a simple system that improves productivity in thinking. It divides thinking into six categories, with each represented by a colored metaphorical hat. The six hats are white (for objective facts), red (for emotions), black (for caution), yellow (for benefits), green (for creativity), and blue (for organization and control of the thinking process). Using the hats provides a framework for considering an issue from different perspectives.
Batas Pambansa 232
This document summarizes key aspects of Batas Pambansa 232, which establishes an integrated educational system in the Philippines. It defines public and private schools and outlines rules for their establishment, recognition, and accreditation. It establishes various bureaus within the Ministry of Education, Culture and Sports to oversee different levels and types of education. It also addresses school governance, financing from national and local sources, and incentives for education. The document provides for penalties for non-compliance and grants rule-making authority to implement the law.
More from Yonese Giselle Gonzales (12)
Cultural Values of Filipinos, Group, Society and Social Stratification
Cultural Values of Filipinos, Group, Society and Social Stratification
Recently uploaded
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Fix the Import Error in the Odoo 17
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Build a Module in Odoo 17 Using the Scaffold Method
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Thesis Statement for students diagnonsed withADHD.ppt
Presentation required for the master in Education.
What is the purpose of studying mathematics.pptx
Students often ask about what the purpose is for their learning. This PowerPoint highlights some really important reasons to study Mathematics.
Introduction to AI for Nonprofits with Tapp Network
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS Template 2023-2024 by: Irene S. Rueco
CACJapan - GROUP Presentation 1- Wk 4.pdf
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.
Top five deadliest dog breeds in America
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
The Diamonds of 2023-2024 in the IGRA collection
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Add Chatter in the odoo 17 ERP Module
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Recently uploaded (20)
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Build a Module in Odoo 17 Using the Scaffold Method
Thesis Statement for students diagnonsed withADHD.ppt
Thesis Statement for students diagnonsed withADHD.ppt
Introduction to AI for Nonprofits with Tapp Network
Introduction to AI for Nonprofits with Tapp Network
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
Group Presentation 2 Economics.Ariana Buscigliopptx
Group Presentation 2 Economics.Ariana Buscigliopptx
Challenges to Curriculum Planning
- 2. 1. Limited funding capacities 2. Unavailability of school facilities 3. Teaching and learning resources 4. Quality and quantity of teaching staff 5. Poor time management by school administrators and teachers
- 3. Limited funding capacities - The economy of a nation will determine the success of curriculum implementation. In developing countries, the numbers of pupils and teachers have kept on rising but government money available for education is less.
- 4. Unavailability of school facilities - Equipment like classrooms, libraries, resource centers, offices, desks, schools halls and others. The fact that the education sector is under-funded by the government means that the availability and quality or facilities in learning institutions is affected negatively.
- 5. Teaching and learning resources - There is limited procurement and supply of these resources in schools. Instructional materials and equipment are all in short supply or may not be available at all – no books or writing material, no chalk, no science apparatus, inadequate or out of-date library.
- 6. Quality and quantity of teaching staff - Teachers are the most important human resource in curriculum implementation since they are the ones who adopt and implement the ideas and aspirations of the designers. This implies that success of the curriculum depends on the teachers.
- 7. Poor time management by school administrators and teachers - Curriculum implementation is also hindered by what goes on in learning institutions. Pupils’ learning time is mismanaged by administrators and the class teacher.
- 8. THANK YOU FOR LISTENING! Yonese Giselle F. Gonzales