The document discusses current issues in curriculum development. It focuses on three key issues: 1) Academic area initiatives to correct perceived lacks in course offerings, with reform aiming to increase graduation rates and prepare students for college and careers. 2) Alternative schooling arrangements, such as magnet schools, charter schools, vouchers, and homeschooling, which have grown in popularity and provide more choice but also face opposition. 3) Bilingual/bicultural education, which serves over 55 million non-English speakers in the US, and remains an educational, linguistic, and political issue as views differ on approaches like English-only versus maintaining other languages.
The document discusses curriculum planning at five levels - classroom, team/grade/department, individual school, school district, and state. It describes how curriculum decisions are made at each level, with higher levels exercising authority over lower ones. Curriculum planning occurs through organizational structures like committees and councils. Examples provided include a school revising its reading series, a district preparing students for state tests, and a state developing standards and providing leadership to schools.
Pre-school Ed. in the Philippines(EDUC 304)Divine Dizon
This document discusses the Philippines' plans to enhance preschool education and make kindergarten compulsory and free. Key points include:
1) In order to meet education goals, the Philippines aims to include preschool/kindergarten in basic education and make it compulsory and free for all 5-year-olds.
2) This is intended to better prepare children for formal schooling, increase chances of completing school, and ensure better performance.
3) Challenges include the need for more classrooms, teachers, and instructional materials to accommodate the large number of kindergarten-age children.
This document discusses the human dimension of curriculum planning. It describes the roles that various individuals, such as principals, teachers, students, and parents, play in the curriculum development process. It emphasizes that curriculum development is a collaborative effort that requires strong leadership skills from curriculum leaders, including skills in managing the change process, building relationships, leading groups, and effective communication. Curriculum leaders must understand group dynamics and be able to facilitate productive discussions to improve the curriculum.
The document discusses several approaches to curriculum:
1) The behavioral approach uses blueprints with goals, objectives, and activities matched to learning objectives and measures change in behavior.
2) The managerial approach views the principal as the curriculum leader who sets policies, plans curriculum changes, and administers resources.
3) The system approach represents the school as an organizational chart showing line and staff relationships and how decisions are made, giving equal importance to administration, counseling, curriculum, instruction, and evaluation.
4) The humanistic approach considers both the formal and informal curriculum and believes the total development of the individual learner should be the prime focus of curriculum.
This chapter discusses developing instructional goals and objectives to guide classroom instruction. It defines instructional goals as general statements of expected student performance, while instructional objectives are measurable and observable statements of student performance derived from goals. The chapter outlines guidelines for writing goals and objectives in the cognitive, affective, and psychomotor domains based on curriculum goals. It also discusses debates around using behavioral objectives and validating instructional goals.
The document discusses evaluation of instruction through student assessment. It defines key terms like evaluation, assessment, measurement and testing. Evaluation can occur through preassessment before instruction, formative evaluation during instruction, and summative evaluation after instruction. Assessment includes norm-referenced comparisons to peers or criterion-referenced comparisons to objectives. Evaluation should address cognitive, affective and psychomotor domains using a variety of testing and alternative assessment methods.
This chapter discusses how digital technologies are changing education. It defines new literacies and the impact of online learning, blended learning, and mobile learning. Computer-based assessments can differentiate instruction and assess standards. Open education resources provide free lessons but require discretion. Digital citizenship and internet safety are important considerations for technology use in schools. The chapter emphasizes that technology skills are increasingly necessary for students to function in the modern world.
The document outlines key concepts in curriculum development principles:
- It defines curriculum, curriculum development, planning, implementation, evaluation and revision.
- Curriculum development aims to continuously improve learning experiences for students and is influenced by changes in society.
- Principles that guide curriculum development come from various sources and exist on a spectrum from established truths to hypotheses.
- Ten axioms are presented that curriculum developers use as guidelines, such as the need for change, reflecting the times, and starting curriculum planning from the current state.
The document discusses curriculum planning at five levels - classroom, team/grade/department, individual school, school district, and state. It describes how curriculum decisions are made at each level, with higher levels exercising authority over lower ones. Curriculum planning occurs through organizational structures like committees and councils. Examples provided include a school revising its reading series, a district preparing students for state tests, and a state developing standards and providing leadership to schools.
Pre-school Ed. in the Philippines(EDUC 304)Divine Dizon
This document discusses the Philippines' plans to enhance preschool education and make kindergarten compulsory and free. Key points include:
1) In order to meet education goals, the Philippines aims to include preschool/kindergarten in basic education and make it compulsory and free for all 5-year-olds.
2) This is intended to better prepare children for formal schooling, increase chances of completing school, and ensure better performance.
3) Challenges include the need for more classrooms, teachers, and instructional materials to accommodate the large number of kindergarten-age children.
This document discusses the human dimension of curriculum planning. It describes the roles that various individuals, such as principals, teachers, students, and parents, play in the curriculum development process. It emphasizes that curriculum development is a collaborative effort that requires strong leadership skills from curriculum leaders, including skills in managing the change process, building relationships, leading groups, and effective communication. Curriculum leaders must understand group dynamics and be able to facilitate productive discussions to improve the curriculum.
The document discusses several approaches to curriculum:
1) The behavioral approach uses blueprints with goals, objectives, and activities matched to learning objectives and measures change in behavior.
2) The managerial approach views the principal as the curriculum leader who sets policies, plans curriculum changes, and administers resources.
3) The system approach represents the school as an organizational chart showing line and staff relationships and how decisions are made, giving equal importance to administration, counseling, curriculum, instruction, and evaluation.
4) The humanistic approach considers both the formal and informal curriculum and believes the total development of the individual learner should be the prime focus of curriculum.
This chapter discusses developing instructional goals and objectives to guide classroom instruction. It defines instructional goals as general statements of expected student performance, while instructional objectives are measurable and observable statements of student performance derived from goals. The chapter outlines guidelines for writing goals and objectives in the cognitive, affective, and psychomotor domains based on curriculum goals. It also discusses debates around using behavioral objectives and validating instructional goals.
The document discusses evaluation of instruction through student assessment. It defines key terms like evaluation, assessment, measurement and testing. Evaluation can occur through preassessment before instruction, formative evaluation during instruction, and summative evaluation after instruction. Assessment includes norm-referenced comparisons to peers or criterion-referenced comparisons to objectives. Evaluation should address cognitive, affective and psychomotor domains using a variety of testing and alternative assessment methods.
This chapter discusses how digital technologies are changing education. It defines new literacies and the impact of online learning, blended learning, and mobile learning. Computer-based assessments can differentiate instruction and assess standards. Open education resources provide free lessons but require discretion. Digital citizenship and internet safety are important considerations for technology use in schools. The chapter emphasizes that technology skills are increasingly necessary for students to function in the modern world.
The document outlines key concepts in curriculum development principles:
- It defines curriculum, curriculum development, planning, implementation, evaluation and revision.
- Curriculum development aims to continuously improve learning experiences for students and is influenced by changes in society.
- Principles that guide curriculum development come from various sources and exist on a spectrum from established truths to hypotheses.
- Ten axioms are presented that curriculum developers use as guidelines, such as the need for change, reflecting the times, and starting curriculum planning from the current state.
The document discusses the K to 12 program in the Philippines which extends basic education from 10 to 12 years to better prepare students for higher education or employment. It outlines the historical background of curriculum reforms, key features of the K to 12 model including universal kindergarten and a senior high school program, and answers frequently asked questions about implementing the new system.
This chapter discusses curriculum evaluation and several models for evaluating curriculum. It identifies the key purposes of curriculum evaluation as assessing whether curriculum objectives are being achieved and determining what needs improvement. The chapter also outlines eight principles of curriculum construction that are important to consider in any evaluation: scope, relevance, balance, integration, sequence, continuity, articulation, and transferability. Curriculum evaluators assess programs according to these principles and use evaluation methods to identify areas for improvement.
This document provides an overview of competence-based education and curriculum development. It defines key concepts like competence, competency, core competency, and discusses approaches to developing competence-based curricula. It also addresses potential pitfalls and challenges, such as ensuring disciplinary knowledge is not reduced. Case studies from Mozambique and Ghana demonstrate how they developed competence-based master's programs using a "royal track" approach involving defining professional and graduate profiles before elaborating on competencies. International cooperation is important for discussing issues around student and teacher involvement and ensuring academic knowledge bases of competencies.
UNDERLYING ELEMENTS INVOLVED IN DESIGNING A CURRICULUMFlorie May Gonzaga
Refers to the structure of arrangement of the components or elements of a curriculum.
The arrangement and emphasis of the elements reflect the theoretical orientation of the curriculum developer. Technical-scientific approaches put a lot of emphasis on well formulated objectives as bases for the selection and organization of content and evaluation of learning that is taking place.
This chapter discusses developing curriculum goals and objectives. It distinguishes between aims of education, curriculum goals, and curriculum objectives, noting that goals are general statements while objectives are specific and measurable. The chapter also distinguishes between curriculum goals/objectives, which guide an entire program or school, and instructional goals/objectives, which are used in individual lessons. It notes there is some ambiguity around the terminology used for different levels of outcomes. The chapter provides guidance on writing goals and objectives at different levels from state to district to school.
This document discusses the history and development of curriculum in the Philippines. It begins by outlining traditional and modern views of curriculum, as well as purposes and models of curriculum development. It then provides details on the curriculum under Spanish, American, and Japanese rule in the Philippines. Key changes and the current K-12 system are described. The foundations and evolution of curriculum are also summarized, including influences from educational philosophers like Dewey, Judd, and Kilpatrick. Overall, the document traces the philosophical, psychological, social, and historical influences that have shaped curriculum in the Philippines over time.
The document discusses the role of teachers in curriculum implementation. It states that teachers play a key role in curriculum development by writing daily lesson plans, unit plans, and yearly plans. As curriculum developers, teachers also serve on textbook committees and help evaluate curricula. However, their most important role is as implementers, which involves bringing the written curriculum to life in the classroom through activities and guiding students. The document emphasizes that curriculum implementation is when the teacher puts their plans into action and makes decisions on how to deliver the material to students.
The document describes four models of curriculum development:
1. The Hilda Taba model involves 8 steps beginning with identifying student needs and ending with evaluating to ensure mastery.
2. The Tyler model has four principles: determining education purposes, selecting learning experiences, organizing experiences effectively, and evaluating if purposes are met.
3. The Saylor, Alexander, and Lewis model starts with setting goals and objectives in four domains, then planning learning opportunities and implementation.
4. The Oliva model is simple, comprehensive, and systematic, involving 12 or 17 specific steps from specifying needs to curriculum evaluation.
The document defines curriculum as comprising the subjects of study in a school or college, including the means and materials students interact with to achieve educational outcomes. It discusses traditional versus modern definitions of curriculum, with traditional focusing on knowledge transmission and modern encompassing cognitive, affective, and psychomotor development. Curriculum mapping is defined as diagramming a curriculum to identify gaps, redundancies, and misalignments to improve coherence and effectiveness. The key components of a curriculum map are listed as essential questions, assessment, content, skills, standards, and resources.
The document discusses how curriculum developers should identify and analyze the needs of students and society to inform curriculum design. It outlines a classification scheme for categorizing needs by level (e.g. individual, school, national) and type (e.g. physical, socio-psychological). The document provides examples of needs at each level and type that curriculum should address, such as preparing students for careers in a global economy or developing environmentally conscious citizens. The overall aim is to systematically study needs through data collection to design curriculum that meets the challenges students will face.
Group 6.1 trends_and_issues_in_curriculum_developmentJohn Ervin
The document discusses trends in curriculum development and the Philippine K-12 basic education curriculum.
The K-12 curriculum aims to develop lifelong learners by making the curriculum relevant through contextualization, strengthening early childhood education with universal kindergarten, and building proficiency in mother tongue-based multilingual education.
It also gears students up for the future through a senior high school program that allows students to choose an academic, technical-vocational, or sports/arts track to specialize in based on their interests and aptitudes. This prepares them for further education or employment.
Name: LOLAIN B. BALAO-AS Date: August 14, 2022
TOPIC: THE LADDERIZED EDUCATION PROGRAM
_______________________________________________________________________
I. Summary (100-150 Words)
After graduating from high school, students believed that to achieve a high-paying job, one must earn a college degree and get a diploma. However, times have changed and graduates must comply with requirements as an alternative strategy. Yearly, many college graduates enter tertiary schools carrying the goal of developing their individual economic status. Few would graduate and most would not. Some graduates would succeed in landing a good job and the rest will remain unemployed. Considering the fact that, employers search and choose for graduates who are not just college degree holders but rather with practical skills.
The ladderized program in the Philippines according to Executive Order 358 gives authority to Technical Education and Skills Development Authority (TESDA) and Commission Higher Education (CHED) to develop and implement a Ladderized Education System that allows for easier transformation between technical-vocational and college courses.
Ladderized is a balanced combination of all education and training mechanisms that allow students and workers to progress. This program simply means that you need to begin admission in a technical-vocational program and work at the same time.
The subjects taken in the technical-vocational program can be credited in the college program should you decide to pursue a college bachelor’s degree. The program aims to empower the youth to climb the ladder or success and release themselves from poverty and train them to become globally competitive (E.Mallari).
II. Body (Content Report)
What is Ladderized Education?
It is a new system of education in the Philippines that allow learners to progress between Technical Vocational Education and Training (TVET) and college and vice-versa.
What is Executive Order 358?
Executive Order 358, promulgated by former Pres. Gloria Macapagal Arroyo on September 15, 2014, provides the mandate and legal framework for wider-scale and accelerated implementation Ladderized Education nationwide.
Why Ladderized Education?
It provides the Tech-Voc graduate with Gateway entry points to a College Degree Program where he can earn appropriate equivalent credits for provides learning acquired in Tech-Voc.
The Different Ways by which the Student Can Move Between TVET and College Education
• Credit Transfer from the Tech-Voc to college and Articulation
• Embedded Tech-Voc Qualification in Ladderized Degree Program (Credit Units given from College to Tech-Voc)
Under Ladderization, TESDA can help you in many ways.
a. Helping you acquire the skills for a job
b. Providing you credit units earned in TECH-VOC courses that colleges and University may recognize as equivalent credit units for their College Degree Program
Ladderized Education will be Implemented in 8 Discipline
a. Agricu
The document outlines the Elementary Curriculum in the Philippines and proposed refinements. It discusses (1) evaluating and addressing issues with the previous curriculum, (2) directions for intensifying skills development, higher-order thinking, and interactive learning strategies, and (3) existing and new programs to support curriculum refinement like special education, multilingual education, science schools, and ICT integration. The intended outcome is scaling up successful models through community participation to develop students' skills and values for lifelong learning.
The document discusses different types of educational resources including student created content, expert blogs, open educational resources, software, and topical training. Student created content allows students to become content producers by creating works like blogs, essays, and e-portfolios. Expert blogs promote open dialogue while open educational resources make course materials freely available. Software engages students with multimedia and interactivity. Topical training provides online and classroom seminars on various topics.
The chapter discusses three models for curriculum development: the Tyler Model, the Taba Model, and the Oliva Model. The Tyler Model is a deductive model that begins with examining societal needs and ends with specifying instructional objectives. The Taba Model uses an inductive approach, starting with creating teaching units and building to a overall design. The Oliva Model is also deductive and provides a process for a school faculty to develop the entire curriculum based on the needs of their students. The models illustrate different approaches to curriculum planning but should be adapted based on the unique needs and context of each situation.
The document outlines the implementing rules and regulations of the Enhanced Basic Education Act of 2013 in the Philippines. It defines key terms, establishes the scope and policies around basic education, and outlines regulations regarding curriculum development, teacher qualifications and training, and other provisions to strengthen basic education in the country. The rules are intended to operationalize the law and ensure inclusive, quality education for all learners in accordance with the new basic education system of the Philippines.
[Curriculum development] Roles of Technology in Curriculum DevelopmentAnna Macapagal
The document discusses how technology can enhance education by providing various tools for learning, including non-projected media like real objects and models, as well as projected media like videos and computer presentations. It notes some criteria for selecting appropriate technological tools, including practicality, appropriateness for learners, and matching objectives. The document also outlines how technology can upgrade teaching and learning quality in schools, increase teachers' effectiveness, broaden education delivery through non-traditional approaches, and revolutionize education through paradigm shifts to student-centered learning.
The document discusses curriculum evaluation, which refers to collecting and analyzing information to understand student learning and program effectiveness. Curriculum evaluation is important to assess the strengths and weaknesses of a curriculum and determine if it fulfills its intended purpose. It can involve evaluating student assessment results, classroom instruction, curriculum materials, and more. The document also discusses formative versus summative evaluation and methods for curriculum evaluation, including rubrics to objectively assess student work.
OBE is an educational theory that bases each part of an educational system around goals (outcomes). By the end of the educational experience each student should have achieved the goal. There is no specified style of teaching or assessment in OBE; instead classes, opportunities, and assessments should all help students achieve the specified outcomes.
Alternative Learning System (ALS)) is the other side of basic education in the Philippines whereby programs and projects are delivered to the Out of school children, youths and adults through ALS Mobile Teachers and District ALS Coordinators in every district/municipality all over the country.
This chapter discusses selecting and implementing instructional strategies. It defines key concepts like style, model, method and skills of teaching and how they relate to choosing strategies. Sources of strategies include objectives, subject matter, students, community and teachers. A variety of instructional strategies are discussed, and the chapter emphasizes planning instruction through both long-range and short-range planning like unit plans and daily lesson plans. The goal of all strategies, styles and skills discussed is fostering student achievement.
The document describes Peter Oliva's model of curriculum development, which includes 12 components and 17 specific steps. The model is linear, deductive, and prescriptive. It combines a scheme for curriculum development with a design for instruction. The model emphasizes analyzing community needs and specifying goals and objectives at each level before implementation and evaluation. It is intended to provide curriculum planners with a systematic framework to develop and improve curriculum.
The document discusses the K to 12 program in the Philippines which extends basic education from 10 to 12 years to better prepare students for higher education or employment. It outlines the historical background of curriculum reforms, key features of the K to 12 model including universal kindergarten and a senior high school program, and answers frequently asked questions about implementing the new system.
This chapter discusses curriculum evaluation and several models for evaluating curriculum. It identifies the key purposes of curriculum evaluation as assessing whether curriculum objectives are being achieved and determining what needs improvement. The chapter also outlines eight principles of curriculum construction that are important to consider in any evaluation: scope, relevance, balance, integration, sequence, continuity, articulation, and transferability. Curriculum evaluators assess programs according to these principles and use evaluation methods to identify areas for improvement.
This document provides an overview of competence-based education and curriculum development. It defines key concepts like competence, competency, core competency, and discusses approaches to developing competence-based curricula. It also addresses potential pitfalls and challenges, such as ensuring disciplinary knowledge is not reduced. Case studies from Mozambique and Ghana demonstrate how they developed competence-based master's programs using a "royal track" approach involving defining professional and graduate profiles before elaborating on competencies. International cooperation is important for discussing issues around student and teacher involvement and ensuring academic knowledge bases of competencies.
UNDERLYING ELEMENTS INVOLVED IN DESIGNING A CURRICULUMFlorie May Gonzaga
Refers to the structure of arrangement of the components or elements of a curriculum.
The arrangement and emphasis of the elements reflect the theoretical orientation of the curriculum developer. Technical-scientific approaches put a lot of emphasis on well formulated objectives as bases for the selection and organization of content and evaluation of learning that is taking place.
This chapter discusses developing curriculum goals and objectives. It distinguishes between aims of education, curriculum goals, and curriculum objectives, noting that goals are general statements while objectives are specific and measurable. The chapter also distinguishes between curriculum goals/objectives, which guide an entire program or school, and instructional goals/objectives, which are used in individual lessons. It notes there is some ambiguity around the terminology used for different levels of outcomes. The chapter provides guidance on writing goals and objectives at different levels from state to district to school.
This document discusses the history and development of curriculum in the Philippines. It begins by outlining traditional and modern views of curriculum, as well as purposes and models of curriculum development. It then provides details on the curriculum under Spanish, American, and Japanese rule in the Philippines. Key changes and the current K-12 system are described. The foundations and evolution of curriculum are also summarized, including influences from educational philosophers like Dewey, Judd, and Kilpatrick. Overall, the document traces the philosophical, psychological, social, and historical influences that have shaped curriculum in the Philippines over time.
The document discusses the role of teachers in curriculum implementation. It states that teachers play a key role in curriculum development by writing daily lesson plans, unit plans, and yearly plans. As curriculum developers, teachers also serve on textbook committees and help evaluate curricula. However, their most important role is as implementers, which involves bringing the written curriculum to life in the classroom through activities and guiding students. The document emphasizes that curriculum implementation is when the teacher puts their plans into action and makes decisions on how to deliver the material to students.
The document describes four models of curriculum development:
1. The Hilda Taba model involves 8 steps beginning with identifying student needs and ending with evaluating to ensure mastery.
2. The Tyler model has four principles: determining education purposes, selecting learning experiences, organizing experiences effectively, and evaluating if purposes are met.
3. The Saylor, Alexander, and Lewis model starts with setting goals and objectives in four domains, then planning learning opportunities and implementation.
4. The Oliva model is simple, comprehensive, and systematic, involving 12 or 17 specific steps from specifying needs to curriculum evaluation.
The document defines curriculum as comprising the subjects of study in a school or college, including the means and materials students interact with to achieve educational outcomes. It discusses traditional versus modern definitions of curriculum, with traditional focusing on knowledge transmission and modern encompassing cognitive, affective, and psychomotor development. Curriculum mapping is defined as diagramming a curriculum to identify gaps, redundancies, and misalignments to improve coherence and effectiveness. The key components of a curriculum map are listed as essential questions, assessment, content, skills, standards, and resources.
The document discusses how curriculum developers should identify and analyze the needs of students and society to inform curriculum design. It outlines a classification scheme for categorizing needs by level (e.g. individual, school, national) and type (e.g. physical, socio-psychological). The document provides examples of needs at each level and type that curriculum should address, such as preparing students for careers in a global economy or developing environmentally conscious citizens. The overall aim is to systematically study needs through data collection to design curriculum that meets the challenges students will face.
Group 6.1 trends_and_issues_in_curriculum_developmentJohn Ervin
The document discusses trends in curriculum development and the Philippine K-12 basic education curriculum.
The K-12 curriculum aims to develop lifelong learners by making the curriculum relevant through contextualization, strengthening early childhood education with universal kindergarten, and building proficiency in mother tongue-based multilingual education.
It also gears students up for the future through a senior high school program that allows students to choose an academic, technical-vocational, or sports/arts track to specialize in based on their interests and aptitudes. This prepares them for further education or employment.
Name: LOLAIN B. BALAO-AS Date: August 14, 2022
TOPIC: THE LADDERIZED EDUCATION PROGRAM
_______________________________________________________________________
I. Summary (100-150 Words)
After graduating from high school, students believed that to achieve a high-paying job, one must earn a college degree and get a diploma. However, times have changed and graduates must comply with requirements as an alternative strategy. Yearly, many college graduates enter tertiary schools carrying the goal of developing their individual economic status. Few would graduate and most would not. Some graduates would succeed in landing a good job and the rest will remain unemployed. Considering the fact that, employers search and choose for graduates who are not just college degree holders but rather with practical skills.
The ladderized program in the Philippines according to Executive Order 358 gives authority to Technical Education and Skills Development Authority (TESDA) and Commission Higher Education (CHED) to develop and implement a Ladderized Education System that allows for easier transformation between technical-vocational and college courses.
Ladderized is a balanced combination of all education and training mechanisms that allow students and workers to progress. This program simply means that you need to begin admission in a technical-vocational program and work at the same time.
The subjects taken in the technical-vocational program can be credited in the college program should you decide to pursue a college bachelor’s degree. The program aims to empower the youth to climb the ladder or success and release themselves from poverty and train them to become globally competitive (E.Mallari).
II. Body (Content Report)
What is Ladderized Education?
It is a new system of education in the Philippines that allow learners to progress between Technical Vocational Education and Training (TVET) and college and vice-versa.
What is Executive Order 358?
Executive Order 358, promulgated by former Pres. Gloria Macapagal Arroyo on September 15, 2014, provides the mandate and legal framework for wider-scale and accelerated implementation Ladderized Education nationwide.
Why Ladderized Education?
It provides the Tech-Voc graduate with Gateway entry points to a College Degree Program where he can earn appropriate equivalent credits for provides learning acquired in Tech-Voc.
The Different Ways by which the Student Can Move Between TVET and College Education
• Credit Transfer from the Tech-Voc to college and Articulation
• Embedded Tech-Voc Qualification in Ladderized Degree Program (Credit Units given from College to Tech-Voc)
Under Ladderization, TESDA can help you in many ways.
a. Helping you acquire the skills for a job
b. Providing you credit units earned in TECH-VOC courses that colleges and University may recognize as equivalent credit units for their College Degree Program
Ladderized Education will be Implemented in 8 Discipline
a. Agricu
The document outlines the Elementary Curriculum in the Philippines and proposed refinements. It discusses (1) evaluating and addressing issues with the previous curriculum, (2) directions for intensifying skills development, higher-order thinking, and interactive learning strategies, and (3) existing and new programs to support curriculum refinement like special education, multilingual education, science schools, and ICT integration. The intended outcome is scaling up successful models through community participation to develop students' skills and values for lifelong learning.
The document discusses different types of educational resources including student created content, expert blogs, open educational resources, software, and topical training. Student created content allows students to become content producers by creating works like blogs, essays, and e-portfolios. Expert blogs promote open dialogue while open educational resources make course materials freely available. Software engages students with multimedia and interactivity. Topical training provides online and classroom seminars on various topics.
The chapter discusses three models for curriculum development: the Tyler Model, the Taba Model, and the Oliva Model. The Tyler Model is a deductive model that begins with examining societal needs and ends with specifying instructional objectives. The Taba Model uses an inductive approach, starting with creating teaching units and building to a overall design. The Oliva Model is also deductive and provides a process for a school faculty to develop the entire curriculum based on the needs of their students. The models illustrate different approaches to curriculum planning but should be adapted based on the unique needs and context of each situation.
The document outlines the implementing rules and regulations of the Enhanced Basic Education Act of 2013 in the Philippines. It defines key terms, establishes the scope and policies around basic education, and outlines regulations regarding curriculum development, teacher qualifications and training, and other provisions to strengthen basic education in the country. The rules are intended to operationalize the law and ensure inclusive, quality education for all learners in accordance with the new basic education system of the Philippines.
[Curriculum development] Roles of Technology in Curriculum DevelopmentAnna Macapagal
The document discusses how technology can enhance education by providing various tools for learning, including non-projected media like real objects and models, as well as projected media like videos and computer presentations. It notes some criteria for selecting appropriate technological tools, including practicality, appropriateness for learners, and matching objectives. The document also outlines how technology can upgrade teaching and learning quality in schools, increase teachers' effectiveness, broaden education delivery through non-traditional approaches, and revolutionize education through paradigm shifts to student-centered learning.
The document discusses curriculum evaluation, which refers to collecting and analyzing information to understand student learning and program effectiveness. Curriculum evaluation is important to assess the strengths and weaknesses of a curriculum and determine if it fulfills its intended purpose. It can involve evaluating student assessment results, classroom instruction, curriculum materials, and more. The document also discusses formative versus summative evaluation and methods for curriculum evaluation, including rubrics to objectively assess student work.
OBE is an educational theory that bases each part of an educational system around goals (outcomes). By the end of the educational experience each student should have achieved the goal. There is no specified style of teaching or assessment in OBE; instead classes, opportunities, and assessments should all help students achieve the specified outcomes.
Alternative Learning System (ALS)) is the other side of basic education in the Philippines whereby programs and projects are delivered to the Out of school children, youths and adults through ALS Mobile Teachers and District ALS Coordinators in every district/municipality all over the country.
This chapter discusses selecting and implementing instructional strategies. It defines key concepts like style, model, method and skills of teaching and how they relate to choosing strategies. Sources of strategies include objectives, subject matter, students, community and teachers. A variety of instructional strategies are discussed, and the chapter emphasizes planning instruction through both long-range and short-range planning like unit plans and daily lesson plans. The goal of all strategies, styles and skills discussed is fostering student achievement.
The document describes Peter Oliva's model of curriculum development, which includes 12 components and 17 specific steps. The model is linear, deductive, and prescriptive. It combines a scheme for curriculum development with a design for instruction. The model emphasizes analyzing community needs and specifying goals and objectives at each level before implementation and evaluation. It is intended to provide curriculum planners with a systematic framework to develop and improve curriculum.
The document outlines the 5 phases of the curriculum process:
1. Formulating the educational philosophy and objectives of the program.
2. Establishing specific purposes and goals to achieve the objectives.
3. Selecting relevant learning experiences, like direct experiences, reading, and observation to meet the objectives.
4. Organizing the selected learning experiences effectively.
5. Evaluating the total curriculum program to ensure the objectives are being met.
This document discusses different approaches to organizing elementary, middle, and high school curriculums. It describes the traditional graded elementary school model and alternatives like nongraded schools, open education, and activity-based curriculums. For middle schools, it compares the junior high school and middle school models, noting that junior high schools often mirrored high schools while middle schools emphasized exploration and core curriculums. The document also briefly outlines different high school and magnet school approaches before analyzing factors that influence curriculum organization decisions.
Realism is a philosophical view that believes reality exists independently of human consciousness. Key aspects of realism include the belief that objects have an absolute existence independent of perception, and that reality operates based on natural laws. Prominent realist philosophers include Aristotle, Aquinas, Bacon, Locke, and modern thinkers like Putnam and Searle. Realism emphasizes using the senses and scientific inquiry to understand the material world. It supports a curriculum focused on practical subjects, and teaching methods centered around observation, critical thinking, and mastery of facts.
The document discusses the aims and philosophies of education. It describes how aims are derived from analyzing society and student needs. It outlines four main philosophies - reconstructionism, perennialism, essentialism, and progressivism - and their beliefs around the purpose of education. Developing a school philosophy involves gaining consensus among teachers, administrators, students and parents on shared values and educational goals.
The document discusses definitions of curriculum and the relationship between curriculum and instruction. It provides several conceptions of curriculum from narrow (subjects taught) to broad (all learner experiences). Curriculum can be defined by its purposes, contexts, or strategies. Models of the curriculum-instruction relationship are presented, including dualistic, interlocking, concentric, and cyclical. For curriculum to be considered a discipline, it must have principles, a body of knowledge and skills, and theoreticians and practitioners.
This document discusses how to formulate effective goals and objectives for teaching a class. It notes that goals and objectives provide a map for assessment and should be flexible but clear. There are two main obstacles to formulating them: lack of time for planning, and not knowing how. Goals state the overall intended outcomes of the course at a general level, while objectives specify points along the way in more specific terms. The document provides guidelines for writing goals and objectives, such as making goals general but not vague, relating objectives directly to goals, and using goals and objectives as a basis for evaluation and assessment.
Experimentalism believes that things are constantly changing. It is based on the view that reality is what works right now and that goodness comes from group decisions. As a result, schools exist to discover and expand the society we live in. Students study social experiences and solve problems.
The document discusses various aspects of curriculum development including formulation of educational objectives, selection of learning experiences, organization of curriculum, and evaluation. It covers domains of learning including cognitive, affective, and psychomotor. Key aspects addressed include identifying learners' needs, formulating objectives based on behavioral changes, ensuring objectives are specific, measurable, attainable and consistent with curriculum philosophy. Learning experiences should be selected to achieve objectives and consider students' abilities. Organization of curriculum should integrate theory and practice, provide continuity and allow for electives. Evaluation measures achievement of objectives.
STAGE OF CURRICULUM DEVELOPMENT AND EVALUATION IN UPDATING THE ENTIRE CURRICULUMMina Badiei
The document outlines the stages of curriculum development and evaluation involved in updating an entire curriculum. It discusses 1) establishing general aims from educational policies, 2) the tasks of curriculum developers in determining subject balance and time allocation, 3) defining major educational objectives, 4) important concepts like critical changes in society and minimum learning requirements, and 5) constraints like political, socio-cultural and psychological factors. It emphasizes evaluating objectives, content scope and sequence, teaching strategies, and instructional materials using expert reviews and trials to ensure the curriculum achieves its aims.
Factors and forces influencing on curriculum developmentUmair Ashraf
Several factors influence curriculum development in meeting the needs of 21st century learners, including government rules, society, politics, economics, technology, and learner diversity. Valid curriculum development requires awareness of the target community's social, financial, and psychological makeup. Politics affect curriculum through funding, goals, materials, and exams. Economics influences focus on career preparation and national economic returns. Technology is now integral to learning and influences goals and experiences via computers and multimedia. Diversity opens opportunities but requires relevant curricula for varied learners.
THIS presentation is about the PHILOSOPHY OF REALISM IN EDUCATION.
One can find here the:
general principles of realism
most common and well-known realist
most common form of realism
aims in education
roles of teachers, and;
some teaching methods a teacher can use if he/she is to apply realism in the classroom.
Educational systems serve to transmit knowledge and social norms to members of society. Over time in many countries, education has expanded to include more of the population. However, inequalities still exist in access to quality education based on factors like family income, race, gender and location. Conflict theorists argue that schools perpetuate social inequalities and reproduce the existing social structure rather than providing equal opportunity for all students.
Educational systems aim to transmit knowledge and social norms to members of society. They play a key role in socializing people and fostering social integration. However, conflict theorists argue that schools often reproduce social inequalities by providing different quality of education based on students' social backgrounds. Significant disparities exist between urban and suburban schools, and tracking systems tend to benefit more affluent students. While access to education has increased over time, inequalities still persist in educational opportunities and outcomes.
Educational systems aim to transmit knowledge and social norms to members of society. They play a key role in socializing people and fostering social integration. However, conflict theorists argue that schools often reproduce social inequalities by providing different quality of education based on students' social class, race, gender and other factors. This can perpetuate disadvantages across generations through mechanisms like tracking, hidden curriculum, and teacher expectations that become self-fulfilling prophecies. Significant inequalities exist between urban and suburban schools, and access to higher education remains limited by social class and family income.
This chapter discusses the economics of education during a pandemic. It covers the important role of schools, the impact of closures, models of investing in education, reopening schools, and alternative educational models. The key points are:
1) Pandemics disrupt education, forcing schools to close and find alternatives like online learning. This leads to economic and social costs.
2) Investing in education is important for developing human capital. Individuals invest in their education to maximize lifetime earnings.
3) Reopening schools requires balancing safety, developmental needs, and minimizing the education gap between socioeconomic groups. Different criteria like infection rates must be considered.
4) Alternative models like online learning are used during shutdowns.
The document discusses 5 connections between globalization and education:
1. The "corporate takeover" of education as it has become more business-like to market to a global population. However, this approach may not fit all students' individual needs.
2. The increased governing and standardization of national education policies rather than leaving control to states, changing how education is carried out.
3. The rise in technology use in schools to expose students to more resources and prepare them for a technological world, continuing to shape instruction.
4. Schools focusing more on branding themselves through social media for visibility as they must recruit from a wider area. However, branding is not necessary for all schools.
5
This chapter discusses secondary schooling in America. It covers the history and development of intermediate schools like junior high schools and middle schools. It also discusses the organization and curriculum of modern high schools, including the three main tracks of general, academic, and vocational education. The chapter also examines some of the key problems facing secondary students, such as dropout rates, substance abuse, teenage pregnancy, and suicide.
Ch. 8 Secondary Schooling in America - Dr. William Allan Kritsonis]William Kritsonis
This chapter discusses secondary education programs in the United States, including middle schools, junior high schools, and high schools. It covers the organizational structures of these schools, their curriculum and instructional methods. Key topics are the development of intermediate schools, the purposes of middle schools versus junior high schools, common curriculum, and problems experienced by secondary students like dropout rates, substance abuse, teenage pregnancy, and suicide.
The document provides an agenda and overview for Berkmar Middle School's Title I orientation for parents. It summarizes the goals of the Title I program, how funds are used, academic needs identified in the school's needs assessment, and an overview of parents' rights. Parents are encouraged to participate in Title I planning and events held in the school's parent center.
Ch. 12 Teacher Preparation in America - Dr. William Allan KritsonisWilliam Kritsonis
This chapter discusses teacher preparation programs in the United States. It provides an overview of issues like declining enrollment in teacher education programs in the 1970s-1980s, major criticisms of programs, and reforms initiated in response. Approximately 1,300 universities offer teacher education, with reforms including expanding programs to 5 years. Alternative certification programs have also emerged due to teacher shortages in areas like STEM, special education and bilingual education. The chapter defines key terms and discusses teacher certification requirements in most states.
The document summarizes the Coalition government's educational policies from 2010. It discusses the government's views on school independence, accountability, competition, and diversity. It describes the expansion of academies and the introduction of free schools to increase choice. While free schools aimed to improve standards, there is evidence they widened social inequalities by attracting more students from privileged backgrounds. The government also increased university tuition fees but took steps to promote access such as additional funding for disadvantaged students. Overall the policies aimed to reform education but were criticized for their potential effects on equality of opportunity.
The document discusses key features of the Philippines' K-12 curriculum for basic education. It aims to be learner-centered, culturally responsive, and competency-based. Some key changes include adding two years to basic education for a total of 12 years, requiring kindergarten, and introducing a new senior high school program. The goals are to better prepare students for employment, higher education, and global competitiveness through an enhanced, decongested curriculum. While implementation challenges exist, supporters believe the reformed system will benefit students long-term.
Afterschool.ae is the largest dedicated provider of quality on-site after school activities, programs, tutoring, summer camps, sports and child care services in United Arab Emirates
The document discusses the role of community colleges in higher education. It outlines their history, noting they began in the early 20th century and expanded rapidly in the 1960s. Today, nearly half of all undergraduates attend community college. The document reviews their mission of open access and affordable education. It also explores how community colleges prepare students for transfer or workforce training and how involvement in student life contributes to success.
The document is a submission from Box Hill High School to a parliamentary inquiry into gifted education. It discusses the school's Select Entry Accelerated Learning (SEAL) program, which began in 1994. The submission argues that current policies are ineffective at identifying gifted students, with many remaining unidentified. It notes girls and students from certain backgrounds are underidentified. The SEAL program helps identify more students but many still miss out on support. The submission makes recommendations to improve gifted student identification and support.
The document discusses alternative delivery modes (ADM) that the Department of Education offers to meet the diverse needs of learners, including modified in-school approaches, home schooling, dropout reduction programs, and open high school. It defines several specific ADMs like MISOSA, IMPACT system, and night high school, explaining their objectives and implementation methods. The ADMs aim to improve access to education and learning outcomes for marginalized students by utilizing community involvement and various formats like self-instructional materials, programmed teaching, and distance learning modules.
Middleton International School - International Schools vs Traditional Schoolsjailuxinteriorpteltd
Discover the nuances between international schools and traditional schooling. Learn why parents choose international schools in Singapore for a global edge.
The document discusses educational policies and systems in the UK from 1944 to the present. It covers the tripartite system established in 1944 that divided students into grammar schools, technical schools, and secondary moderns based on IQ tests. It then discusses the shift to comprehensive schools in the 1960s and the introduction of market-based reforms in 1988 that increased school choice and competition and reduced local authority control.
The document discusses how the COVID-19 pandemic is disrupting education systems and the support students rely on. It outlines major issues around food security, access to instruction, childcare, and opportunities for support. Regarding food security, it notes barriers to accessing meals and best practices schools are using for pickup. It discusses challenges to virtual learning and efforts to increase resources and access to technology. The document also addresses childcare closures and exploring emergency care options.
This document is an introduction to a resource developed by UNESCO to support teachers in developing strategies for curriculum differentiation to respond to student diversity. It discusses the importance of education in enhancing participation and promoting inclusion. It emphasizes that teachers play a key role in achieving the goals of Education for All by ensuring quality education is accessible and relevant to all students, regardless of their backgrounds or needs. The resource aims to provide teachers with support and encouragement to use new teaching methods that better meet the needs of all children in their classrooms.
Similar to Developing the curriculum chapter 15 (20)
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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!
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Fix the Import Error in the Odoo 17Celine George
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.