Component 3 curriculum experiences
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CUrriculum Experiences
This document discusses different approaches to curriculum, including behavioral, managerial, systems, and humanistic approaches. The behavioral approach specifies goals and objectives and evaluates learning outcomes based on these. The managerial approach views the principal as the curriculum leader who sets policies and priorities. The systems approach examines how different parts of the school system relate to each other. The humanistic approach considers the whole child and believes the learner should be at the center of the curriculum.
Revisions of the Basic Education Curriculum
The document outlines the history and development of the Philippine education curriculum from the 1970s to present, including the introduction of the K-12 program which extended basic education from 10 to 12 years to better prepare students for higher education, vocational skills, employment, and entrepreneurship. Major changes included adding 2 years to high school, strengthening the teaching of Filipino and English, and restructuring subject offerings at different grade levels.
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.
Practicality and-efficiency
The document discusses practicality and efficiency as important factors for teacher assessments. Assessments should be familiar to teachers and easy to administer and score so they don't require too much time or resources. Multiple choice tests are efficient to score but time-consuming to create, while essay tests are quicker to make but longer to grade. Performance assessments take the most time. Assessments should also have simple instructions, accurate scoring methods, clear results, and low costs.
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.
EDUC 115 (K-12 Program)
This document provides an overview of Outcomes Based Education (OBE) and the K-12 education program in the Philippines. OBE focuses on measuring student progress based on learning outcomes rather than comparing students. It allows for customized learning paths. The K-12 program extends basic education to 12 years by adding 2 years to senior high school. It aims to strengthen early education, use local languages and culture to enhance relevance, and ensure continuous learning across grades to better prepare students for tertiary education or employment.
Curriculum Development - models
An Introduction to the Models of Curriculum Development with special reference to the classification of models
Principles of high quality assessment
The document outlines 9 principles of high quality assessment:
1. Clarity of learning targets - assessments should clearly define what knowledge, skills, and abilities are being measured.
2. Appropriateness of assessment methods - the right methods like written tests, projects, and observations should be used to match the learning targets.
3. Validity, reliability, fairness, positive consequences, practicality/efficiency, and ethics - assessments should have these key properties to be effective and accurate measures of learning.
Recommended
CUrriculum Experiences
This document discusses different approaches to curriculum, including behavioral, managerial, systems, and humanistic approaches. The behavioral approach specifies goals and objectives and evaluates learning outcomes based on these. The managerial approach views the principal as the curriculum leader who sets policies and priorities. The systems approach examines how different parts of the school system relate to each other. The humanistic approach considers the whole child and believes the learner should be at the center of the curriculum.
Revisions of the Basic Education Curriculum
The document outlines the history and development of the Philippine education curriculum from the 1970s to present, including the introduction of the K-12 program which extended basic education from 10 to 12 years to better prepare students for higher education, vocational skills, employment, and entrepreneurship. Major changes included adding 2 years to high school, strengthening the teaching of Filipino and English, and restructuring subject offerings at different grade levels.
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.
Practicality and-efficiency
The document discusses practicality and efficiency as important factors for teacher assessments. Assessments should be familiar to teachers and easy to administer and score so they don't require too much time or resources. Multiple choice tests are efficient to score but time-consuming to create, while essay tests are quicker to make but longer to grade. Performance assessments take the most time. Assessments should also have simple instructions, accurate scoring methods, clear results, and low costs.
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.
EDUC 115 (K-12 Program)
This document provides an overview of Outcomes Based Education (OBE) and the K-12 education program in the Philippines. OBE focuses on measuring student progress based on learning outcomes rather than comparing students. It allows for customized learning paths. The K-12 program extends basic education to 12 years by adding 2 years to senior high school. It aims to strengthen early education, use local languages and culture to enhance relevance, and ensure continuous learning across grades to better prepare students for tertiary education or employment.
Curriculum Development - models
An Introduction to the Models of Curriculum Development with special reference to the classification of models
Principles of high quality assessment
The document outlines 9 principles of high quality assessment:
1. Clarity of learning targets - assessments should clearly define what knowledge, skills, and abilities are being measured.
2. Appropriateness of assessment methods - the right methods like written tests, projects, and observations should be used to match the learning targets.
3. Validity, reliability, fairness, positive consequences, practicality/efficiency, and ethics - assessments should have these key properties to be effective and accurate measures of learning.
Nesc salient features
The document discusses the New Elementary School Curriculum (NESC) established by the Ministry of Education, Culture, and Sports in 1982. It overviews the key features and goals of the NESC, which include a focus on civic, intellectual and character development. The curriculum aims to provide a general education for students as human persons, citizens, and productive members of society. It also emphasizes mastery learning and allocates more time to developing basic skills like reading, writing, and arithmetic. The curriculum consolidated subject areas and focused on developing nationalistic values and health. It aimed to make learning more outcome-oriented rather than subject-oriented.
Teaching Learning in OBE
This document outlines key points for effective teaching-learning in an Outcomes-Based Education model. It states that teachers must adequately prepare students, create a positive learning environment, help students understand what they are learning and why. Teachers should also use a variety of teaching methods, provide opportunities for students to apply their new knowledge and skills, and help students understand what they have learned. The document contrasts traditional instruction-focused education with OBE, noting OBE focuses on learning outcomes, knowledge existing within learners, and teachers designing learning methods in collaboration with students.
Direct Instruction Model
The document describes the Direct Instruction model of teaching. It is a teacher-directed approach where the teacher introduces new content to all students in a systematic way. It uses the "I do, we do, you do" approach of gradual release of responsibility. Key aspects include behavioral modeling by the teacher, whole and small group instruction, and individualizing for each student. The steps involve introduction, presentation by the teacher, guided practice with students participating, and independent practice. Benefits include developing thinking skills, automaticity of skills, fostering independent learning, and promoting self-knowledge. Technology tools and differentiation strategies can be used to meet individual student needs. An example for teaching time telling to 1st graders is provided.
Curriculum
The document defines different types of curriculum and their foundations. It discusses 7 types of curriculum operating in schools: recommended, written, taught, supported, assessed, learned, and hidden. It also outlines 4 major foundations of curriculum: philosophical, historical, psychological, and social. Finally, it provides details on defining objectives, selecting content, and considering aims, goals and purposes in curriculum development.
Dimensions and Principles of Curriculum Design
This document discusses the key dimensions and principles of curriculum design: scope, sequence, continuity, integration, articulation, and balance. It defines each dimension and provides examples. Scope refers to the breadth of topics covered. Sequence involves organizing content in a logical order. Continuity provides vertical repetition to strengthen learning. Integration erases divisions between subjects. Articulation coordinates content across grade levels. Balance evenly distributes curriculum elements. The document stresses that curriculum design requires consideration of learners' needs and interests.
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.
Curriculum Development
The document discusses three approaches to curriculum design: subject-centered, learner-centered, and problem-centered. The subject-centered approach focuses on teaching academic subjects. The learner-centered approach places the learner at the center of the educational process and builds the curriculum based on their skills and knowledge. The problem-centered approach assumes learners experience problems in living and develops the curriculum to help them solve problems and become independent problem-solvers. Each approach has its own principles that guide the curriculum design.
Classroom Assessment Resource Book
For educational purposes only
This material is property of the Basic Education Sector Transformation
Curriculum Content or Subject Matter
The document discusses the selection and organization of subject matter in curriculum development. It provides 7 criteria for selecting subject content: self-sufficiency, significance, validity, interest, utility, learnability, and feasibility. It also discusses ensuring a balance, proper sequencing, integration, continuity and articulation of content across grade levels. The overall goal is to choose relevant and engaging content that students can learn effectively and apply in their daily lives.
Curriculum approachers
The document discusses different approaches to curriculum development, including behavioral, managerial, systems, and humanistic approaches. The behavioral approach focuses on setting goals and objectives and measuring learning outcomes through changes in behavior. The managerial approach views the principal as the curriculum and instructional leader who manages various school operations. The systems approach examines how different parts of the educational system relate and influence each other. The humanistic approach places the learner at the center of curriculum development and emphasizes self-actualization, intrinsic motivation, and developing students' self-esteem.
Approaches to Curriculum Design
Approaches to Curriculum Design
Learner-Centered Approach
Subject-Centered Approach
Problem-Centered Approach
Features of a Curriculum
Curriculum Development Lesson 3
This document discusses the planning, implementation, and evaluation cycle of curriculum development. It explains that planning involves determining needs, setting intended outcomes, and identifying methods and materials. Implementation is executing the written curriculum plan using instructional materials and the teacher's guidance. Evaluation assesses whether the intended learning outcomes were achieved and allows improvements to be made, using various evaluation models and tools while not solely relying on test results. The purpose of evaluation is to improve the curriculum, not just prove its effectiveness.
Curriculum content.ppt
The document discusses curriculum content and its elements. It defines curriculum as all learning planned by the school, whether individual or group activities inside or outside the school. Content is defined as information to be learned and can come in various forms like audio, text, or video. The document outlines criteria for selecting content, including significance, relevance to learners' lives, variety, suitability, validity, interest, utility, and feasibility. It emphasizes organizing content through sequencing, continuity, and integration to improve learning.
Steps in designing curriculum and curriculum alignment
Curriculum alignment and organization involves several steps: (1) selecting objectives, (2) selecting content that is prioritized, balanced, comprehensive, and sequenced, (3) selecting learning experiences that are valid, relevant to life, varied, and suitable, (4) determining grade placement, and (5) allotting time. Curriculum alignment ensures congruency between the written, taught, and tested curriculum. It can occur vertically between grades or horizontally across subjects within a grade. The goals of alignment are to provide a clear understanding of standards, ensure instruction is on target, and assure an equitable education for all students.
Problems in curriculum implementation
There are several problems with curriculum implementation in Pakistan. Economic problems are a major issue, as Pakistan only spends 2.4% of its GDP on education, which is not enough to fund teaching resources, teacher training, and other necessities. Political instability also hinders curriculum implementation, as different political parties have varying education policies. Additionally, teachers are often not properly trained or reluctant to accept changes to the curriculum. Other issues include a lack of sequencing in curriculum, uncertainty among parents regarding changes, and outdated curriculum that does not match students' current needs and skills. Proposed solutions include developing comprehensive implementation plans, increasing funding and resources, providing quality teacher training, and improving monitoring and evaluation of teachers.
Curriculum Concepts, Nature and Purposes
The document discusses various perspectives on curriculum from traditional and progressive views. It outlines Robert Hutchins, Arthur Bestor, and Joseph Schwab's traditional essentialist perspectives that curriculum should emphasize fundamental disciplines like grammar, literature, mathematics and focus on intellectual training. Progressive views defined curriculum as total learning experiences or experiences planned by teachers. It also describes Ralph Tyler and Hilda Taba's curriculum models and lists the 10 types of curriculum. Finally, it discusses philosophical, psychological and social influences on perspectives of curriculum thinkers like Franklin Bobbitt, Werret Charters, Harold Rugg, William Kilpatrick, Hollis Caswell and Ralph Tyler.
7 Types of Curriculum Operating in Schools
used for reporting in Curriculum Development
focuses on the 7 types of curriculum operating in schools (recommended, taught, written, supported, learned, hidden, assessed curriculum)
Curriculum Design Models
This document discusses different curriculum design models:
1. Subject-centered design organizes curriculum around academic subjects and focuses on mastery of content. It is the most familiar model but can lead to compartmentalization of learning.
2. Learner-centered designs like child-centered, experience-centered, and humanistic models make the learner's interests, needs, and experiences the starting point for curriculum. They aim to develop the whole child.
3. Problem-centered design organizes subjects around problems for students to solve through inquiry. It engages students with authentic real-world problems.
The core design model focuses on common human activities and problems to provide general education through interdisciplinary study.
Curriculum models and types
This document discusses different models and types of curriculum. It describes curriculum models as approaches, methods, and procedures for teaching and learning tailored to specific student groups. Curriculum can be subject-centered or student-centered, traditional or innovative, topic-based or competency-based. Four broad categories of curriculum design are presented: traditional, student-centered, critical, and structural. Specific models like Tyler, Taba, and Saylor/Alexander are outlined. Eleven different types of curriculum are also defined, including overt, societal, hidden, null, phantom, concomitant, rhetorical, curriculum-in-use, received, internal, and electronic curriculum.
TSL3143 Topic 2a Models of Curriculum Design
The document discusses several models of curriculum design: Tyler's Objective Model (1949), Taba's Interactive Model (1962), Wheeler's Process Model (1967), and Walker's Naturalistic Model (1971). It provides details on the key aspects of each model, including their advantages and disadvantages. Tyler's model is linear and focuses on objectives. Taba's model is interactive and involves more teacher input. Wheeler's model is cyclical with feedback. Walker's model is descriptive and emphasizes stakeholder consensus. In conclusion, while the models provide useful frameworks, actual curriculum design in practice may vary and draw from multiple approaches.
curriculum experiences
The document discusses curriculum experiences and teaching strategies that can be used to facilitate learning. It lists various teaching methods like time-tested methods, inquiry approaches, and constructivist techniques. It also outlines educational activities that can be part of the teaching repertoire, such as field viewing, experiments, computer programs, field trips, and experiential learning. Several guidelines are provided for selecting and using teaching methods, including matching the method to the learning objectives, considering students' learning styles, and ensuring flexibility.
preparing a TOS
The document discusses the importance and process of creating a Table of Specification (TOS) for constructing tests. A TOS is a two-way chart that describes the topics and objectives to be assessed on a test and the number of items or points associated with each. It helps teachers ensure their tests have content validity by covering the appropriate material. The key steps in preparing a TOS include identifying topics and objectives, determining time spent on each topic, calculating the percentage allocation for topics, and distributing test items to objectives based on importance.
More Related Content
What's hot
Nesc salient features
The document discusses the New Elementary School Curriculum (NESC) established by the Ministry of Education, Culture, and Sports in 1982. It overviews the key features and goals of the NESC, which include a focus on civic, intellectual and character development. The curriculum aims to provide a general education for students as human persons, citizens, and productive members of society. It also emphasizes mastery learning and allocates more time to developing basic skills like reading, writing, and arithmetic. The curriculum consolidated subject areas and focused on developing nationalistic values and health. It aimed to make learning more outcome-oriented rather than subject-oriented.
Teaching Learning in OBE
This document outlines key points for effective teaching-learning in an Outcomes-Based Education model. It states that teachers must adequately prepare students, create a positive learning environment, help students understand what they are learning and why. Teachers should also use a variety of teaching methods, provide opportunities for students to apply their new knowledge and skills, and help students understand what they have learned. The document contrasts traditional instruction-focused education with OBE, noting OBE focuses on learning outcomes, knowledge existing within learners, and teachers designing learning methods in collaboration with students.
Direct Instruction Model
The document describes the Direct Instruction model of teaching. It is a teacher-directed approach where the teacher introduces new content to all students in a systematic way. It uses the "I do, we do, you do" approach of gradual release of responsibility. Key aspects include behavioral modeling by the teacher, whole and small group instruction, and individualizing for each student. The steps involve introduction, presentation by the teacher, guided practice with students participating, and independent practice. Benefits include developing thinking skills, automaticity of skills, fostering independent learning, and promoting self-knowledge. Technology tools and differentiation strategies can be used to meet individual student needs. An example for teaching time telling to 1st graders is provided.
Curriculum
The document defines different types of curriculum and their foundations. It discusses 7 types of curriculum operating in schools: recommended, written, taught, supported, assessed, learned, and hidden. It also outlines 4 major foundations of curriculum: philosophical, historical, psychological, and social. Finally, it provides details on defining objectives, selecting content, and considering aims, goals and purposes in curriculum development.
Dimensions and Principles of Curriculum Design
This document discusses the key dimensions and principles of curriculum design: scope, sequence, continuity, integration, articulation, and balance. It defines each dimension and provides examples. Scope refers to the breadth of topics covered. Sequence involves organizing content in a logical order. Continuity provides vertical repetition to strengthen learning. Integration erases divisions between subjects. Articulation coordinates content across grade levels. Balance evenly distributes curriculum elements. The document stresses that curriculum design requires consideration of learners' needs and interests.
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.
Curriculum Development
The document discusses three approaches to curriculum design: subject-centered, learner-centered, and problem-centered. The subject-centered approach focuses on teaching academic subjects. The learner-centered approach places the learner at the center of the educational process and builds the curriculum based on their skills and knowledge. The problem-centered approach assumes learners experience problems in living and develops the curriculum to help them solve problems and become independent problem-solvers. Each approach has its own principles that guide the curriculum design.
Classroom Assessment Resource Book
For educational purposes only
This material is property of the Basic Education Sector Transformation
Curriculum Content or Subject Matter
The document discusses the selection and organization of subject matter in curriculum development. It provides 7 criteria for selecting subject content: self-sufficiency, significance, validity, interest, utility, learnability, and feasibility. It also discusses ensuring a balance, proper sequencing, integration, continuity and articulation of content across grade levels. The overall goal is to choose relevant and engaging content that students can learn effectively and apply in their daily lives.
Curriculum approachers
The document discusses different approaches to curriculum development, including behavioral, managerial, systems, and humanistic approaches. The behavioral approach focuses on setting goals and objectives and measuring learning outcomes through changes in behavior. The managerial approach views the principal as the curriculum and instructional leader who manages various school operations. The systems approach examines how different parts of the educational system relate and influence each other. The humanistic approach places the learner at the center of curriculum development and emphasizes self-actualization, intrinsic motivation, and developing students' self-esteem.
Approaches to Curriculum Design
Approaches to Curriculum Design
Learner-Centered Approach
Subject-Centered Approach
Problem-Centered Approach
Features of a Curriculum
Curriculum Development Lesson 3
This document discusses the planning, implementation, and evaluation cycle of curriculum development. It explains that planning involves determining needs, setting intended outcomes, and identifying methods and materials. Implementation is executing the written curriculum plan using instructional materials and the teacher's guidance. Evaluation assesses whether the intended learning outcomes were achieved and allows improvements to be made, using various evaluation models and tools while not solely relying on test results. The purpose of evaluation is to improve the curriculum, not just prove its effectiveness.
Curriculum content.ppt
The document discusses curriculum content and its elements. It defines curriculum as all learning planned by the school, whether individual or group activities inside or outside the school. Content is defined as information to be learned and can come in various forms like audio, text, or video. The document outlines criteria for selecting content, including significance, relevance to learners' lives, variety, suitability, validity, interest, utility, and feasibility. It emphasizes organizing content through sequencing, continuity, and integration to improve learning.
Steps in designing curriculum and curriculum alignment
Curriculum alignment and organization involves several steps: (1) selecting objectives, (2) selecting content that is prioritized, balanced, comprehensive, and sequenced, (3) selecting learning experiences that are valid, relevant to life, varied, and suitable, (4) determining grade placement, and (5) allotting time. Curriculum alignment ensures congruency between the written, taught, and tested curriculum. It can occur vertically between grades or horizontally across subjects within a grade. The goals of alignment are to provide a clear understanding of standards, ensure instruction is on target, and assure an equitable education for all students.
Problems in curriculum implementation
There are several problems with curriculum implementation in Pakistan. Economic problems are a major issue, as Pakistan only spends 2.4% of its GDP on education, which is not enough to fund teaching resources, teacher training, and other necessities. Political instability also hinders curriculum implementation, as different political parties have varying education policies. Additionally, teachers are often not properly trained or reluctant to accept changes to the curriculum. Other issues include a lack of sequencing in curriculum, uncertainty among parents regarding changes, and outdated curriculum that does not match students' current needs and skills. Proposed solutions include developing comprehensive implementation plans, increasing funding and resources, providing quality teacher training, and improving monitoring and evaluation of teachers.
Curriculum Concepts, Nature and Purposes
The document discusses various perspectives on curriculum from traditional and progressive views. It outlines Robert Hutchins, Arthur Bestor, and Joseph Schwab's traditional essentialist perspectives that curriculum should emphasize fundamental disciplines like grammar, literature, mathematics and focus on intellectual training. Progressive views defined curriculum as total learning experiences or experiences planned by teachers. It also describes Ralph Tyler and Hilda Taba's curriculum models and lists the 10 types of curriculum. Finally, it discusses philosophical, psychological and social influences on perspectives of curriculum thinkers like Franklin Bobbitt, Werret Charters, Harold Rugg, William Kilpatrick, Hollis Caswell and Ralph Tyler.
7 Types of Curriculum Operating in Schools
used for reporting in Curriculum Development
focuses on the 7 types of curriculum operating in schools (recommended, taught, written, supported, learned, hidden, assessed curriculum)
Curriculum Design Models
This document discusses different curriculum design models:
1. Subject-centered design organizes curriculum around academic subjects and focuses on mastery of content. It is the most familiar model but can lead to compartmentalization of learning.
2. Learner-centered designs like child-centered, experience-centered, and humanistic models make the learner's interests, needs, and experiences the starting point for curriculum. They aim to develop the whole child.
3. Problem-centered design organizes subjects around problems for students to solve through inquiry. It engages students with authentic real-world problems.
The core design model focuses on common human activities and problems to provide general education through interdisciplinary study.
Curriculum models and types
This document discusses different models and types of curriculum. It describes curriculum models as approaches, methods, and procedures for teaching and learning tailored to specific student groups. Curriculum can be subject-centered or student-centered, traditional or innovative, topic-based or competency-based. Four broad categories of curriculum design are presented: traditional, student-centered, critical, and structural. Specific models like Tyler, Taba, and Saylor/Alexander are outlined. Eleven different types of curriculum are also defined, including overt, societal, hidden, null, phantom, concomitant, rhetorical, curriculum-in-use, received, internal, and electronic curriculum.
TSL3143 Topic 2a Models of Curriculum Design
The document discusses several models of curriculum design: Tyler's Objective Model (1949), Taba's Interactive Model (1962), Wheeler's Process Model (1967), and Walker's Naturalistic Model (1971). It provides details on the key aspects of each model, including their advantages and disadvantages. Tyler's model is linear and focuses on objectives. Taba's model is interactive and involves more teacher input. Wheeler's model is cyclical with feedback. Walker's model is descriptive and emphasizes stakeholder consensus. In conclusion, while the models provide useful frameworks, actual curriculum design in practice may vary and draw from multiple approaches.
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Steps in designing curriculum and curriculum alignment
Steps in designing curriculum and curriculum alignment
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curriculum experiences
The document discusses curriculum experiences and teaching strategies that can be used to facilitate learning. It lists various teaching methods like time-tested methods, inquiry approaches, and constructivist techniques. It also outlines educational activities that can be part of the teaching repertoire, such as field viewing, experiments, computer programs, field trips, and experiential learning. Several guidelines are provided for selecting and using teaching methods, including matching the method to the learning objectives, considering students' learning styles, and ensuring flexibility.
preparing a TOS
The document discusses the importance and process of creating a Table of Specification (TOS) for constructing tests. A TOS is a two-way chart that describes the topics and objectives to be assessed on a test and the number of items or points associated with each. It helps teachers ensure their tests have content validity by covering the appropriate material. The key steps in preparing a TOS include identifying topics and objectives, determining time spent on each topic, calculating the percentage allocation for topics, and distributing test items to objectives based on importance.
Araling Panlipunan Grade 8 - Second Quarter Module
This document does not contain any meaningful information to summarize. It appears to be random characters and does not convey any facts, ideas, or concepts that could be condensed into a multi-sentence summary.
Components of curriculum
The document outlines the key components of a curriculum:
1) Goals and objectives which aim to provide knowledge, skills, values and prepare students for further education or work.
2) Curriculum content which includes core subjects and is organized based on principles like balance, articulation and integration.
3) Teaching methods and experiences which stimulate learning and achieve the objectives through approaches like flexibility and consideration of learning styles.
4) Evaluation to determine the quality, effectiveness and outcomes of the curriculum through continuous assessment and improvement.
Foundation of Education
The document discusses the history of education in America during the colonial period from 1642-1776. It explains that the earliest schools in Massachusetts colonies were started by Puritan settlers and focused on religious education, with the main goal being to teach children to read passages from the Bible. The schools emphasized Puritan church doctrines and religious discipline. This established the foundation for the early history of education in America during the colonial period.
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.
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This document outlines an attachment-caregiving model of supervision (ACMS). The ACMS views supervision through the lens of attachment theory. It proposes that the supervisor acts as a caregiver by providing proximity, safety, and security for the supervisee. When the supervisee's attachment system is activated by feelings of vulnerability, the supervisor provides a safe haven and secure base through responsive caregiving. This allows the supervisee to deactivate their attachment system and reactivate their exploratory system to learn and develop competency. The ACMS aims to provide a framework that facilitates the supervisee's growth and manages the supervisory relationship effectively.
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