The document discusses factors that influence the development of a school curriculum, including government, professional groups, social values, resources, and achieving a general consensus on curriculum objectives. It also outlines the stages in developing a school curriculum, which includes diagnosing needs, formulating objectives, selecting content, organizing content and learning experiences, and determining evaluation. The curriculum development process aims to design a program that can modify learner behavior based on selected content and learning experiences.
This document discusses the principles of curriculum construction and organization. It begins by defining curriculum as the totality of a student's experiences within and outside of school. It then outlines 18 principles that should guide curriculum development, including that it should be child-centered, community-centered, balanced, fulfill student needs, promote creativity, flexibility, and contemporary knowledge. The document concludes by stating the current curriculum does not fully adhere to these principles and needs to be reorganized accordingly.
Curriculum development-Nursing education 1st year M.Sc NursingAnand Gowda
This document provides an overview of curriculum development in nursing education. It begins with definitions of curriculum and discusses the main determinants and principles of curriculum. It then outlines the main steps in curriculum development according to Ralph Tyler: [1] formulation of educational objectives, [2] selection of learning experiences, [3] organization of learning experiences, and [4] evaluation of the curriculum. For each step, key aspects are described such as how objectives are formulated, criteria for selecting learning experiences, and approaches to organizing and evaluating the curriculum. Different types of curricula such as knowledge-centered and competence-based are also briefly discussed.
Introduction to Curriculum/Understnading CurriculumMontecriZz
Curriculum can be defined and categorized in several ways. It includes the intended learning outcomes, the actual lessons and activities taught, and what students ultimately learn. There are different types of curriculum such as the ideal curriculum proposed by experts, the official written curriculum, how it is implemented in the classroom, what students achieve, what is tested, what society believes students should learn, how it is supported by resources, excluded topics, and the hidden curriculum of unintended lessons learned from school culture. Curriculum is a dynamic field that aims to define the knowledge and skills students will acquire.
This document provides an overview of curriculum and its key components. It defines curriculum as the totality of a student's educational experience, including both formal and informal learning. The four main components of curriculum are identified as aims and objectives, content, teaching methodology, and evaluation. Examples are given for each component, such as developing students' moral character for aims, and lectures and group work for teaching methodologies. The document also discusses curriculum development models, content selection procedures, characteristics of good textbooks, and differences between assessment and evaluation.
curriculum : meaning and concept, principles of curriculum, curriculum construction and curriculum organisation, bases of curriculum, types of curriculum, method of organisation of curriculum ppt
WHAT IS CURRICULUM
MEANING AND ITS DEFINITIONS
PROCESS OF CURRICULUM DEVELOPMENT
ITS STAGES (CURRICULUM DEVELOPMENT )
GUIDELINES FOR CURRICULUM DEVELOPMENT
FACTORS AFFECTING CURRICULUM DEVELOPMENT.
REFERENCES
The document discusses definitions and concepts of curriculum from various perspectives. It defines curriculum as a plan for students' education, as well as all experiences students have under teacher guidance. Curriculum is also defined as a set of plans, arrangements, goals, content, lessons and materials to guide educational management. The document also examines curriculum as an idea, written plan, implemented activities, and achieved results. It describes curriculum's roles in conserving, critically evaluating, and creatively developing culture. Curriculum functions include adjustment, integration, differentiation, preparation, selection, and diagnosis.
This document discusses the principles of curriculum construction and organization. It begins by defining curriculum as the totality of a student's experiences within and outside of school. It then outlines 18 principles that should guide curriculum development, including that it should be child-centered, community-centered, balanced, fulfill student needs, promote creativity, flexibility, and contemporary knowledge. The document concludes by stating the current curriculum does not fully adhere to these principles and needs to be reorganized accordingly.
Curriculum development-Nursing education 1st year M.Sc NursingAnand Gowda
This document provides an overview of curriculum development in nursing education. It begins with definitions of curriculum and discusses the main determinants and principles of curriculum. It then outlines the main steps in curriculum development according to Ralph Tyler: [1] formulation of educational objectives, [2] selection of learning experiences, [3] organization of learning experiences, and [4] evaluation of the curriculum. For each step, key aspects are described such as how objectives are formulated, criteria for selecting learning experiences, and approaches to organizing and evaluating the curriculum. Different types of curricula such as knowledge-centered and competence-based are also briefly discussed.
Introduction to Curriculum/Understnading CurriculumMontecriZz
Curriculum can be defined and categorized in several ways. It includes the intended learning outcomes, the actual lessons and activities taught, and what students ultimately learn. There are different types of curriculum such as the ideal curriculum proposed by experts, the official written curriculum, how it is implemented in the classroom, what students achieve, what is tested, what society believes students should learn, how it is supported by resources, excluded topics, and the hidden curriculum of unintended lessons learned from school culture. Curriculum is a dynamic field that aims to define the knowledge and skills students will acquire.
This document provides an overview of curriculum and its key components. It defines curriculum as the totality of a student's educational experience, including both formal and informal learning. The four main components of curriculum are identified as aims and objectives, content, teaching methodology, and evaluation. Examples are given for each component, such as developing students' moral character for aims, and lectures and group work for teaching methodologies. The document also discusses curriculum development models, content selection procedures, characteristics of good textbooks, and differences between assessment and evaluation.
curriculum : meaning and concept, principles of curriculum, curriculum construction and curriculum organisation, bases of curriculum, types of curriculum, method of organisation of curriculum ppt
WHAT IS CURRICULUM
MEANING AND ITS DEFINITIONS
PROCESS OF CURRICULUM DEVELOPMENT
ITS STAGES (CURRICULUM DEVELOPMENT )
GUIDELINES FOR CURRICULUM DEVELOPMENT
FACTORS AFFECTING CURRICULUM DEVELOPMENT.
REFERENCES
The document discusses definitions and concepts of curriculum from various perspectives. It defines curriculum as a plan for students' education, as well as all experiences students have under teacher guidance. Curriculum is also defined as a set of plans, arrangements, goals, content, lessons and materials to guide educational management. The document also examines curriculum as an idea, written plan, implemented activities, and achieved results. It describes curriculum's roles in conserving, critically evaluating, and creatively developing culture. Curriculum functions include adjustment, integration, differentiation, preparation, selection, and diagnosis.
The document discusses curriculum research and development. It defines curriculum research as a systematic attempt to better understand all components of curriculum. It identifies key elements of curriculum including the teacher, subject matter, learners, and environment. The document also outlines various approaches that can be used in curriculum research, such as observational methods, surveys, interviews, and critical reflective techniques. Finally, it emphasizes that curriculum research should involve depth in planning, implementation, and evaluation stages.
The document discusses curriculum development for nursing programs. It defines curriculum as a plan for guiding the educative process and achieving educational goals. A nursing curriculum should include objectives, duration, course plans, and evaluation methods. It is developed through a process involving gathering information and making decisions at various levels. Key steps include establishing objectives, selecting learning experiences aligned with objectives, organizing experiences for continuity and integration, and evaluating the curriculum's effectiveness. The document also outlines various curriculum models like student-centered, correlated, and integrated curriculums.
This document discusses curriculum in schools. It defines curriculum as the lessons and academic content taught in a school. It outlines the different levels of education (elementary, high school, technical/vocational, higher) and the types of curricula (recommended, written, taught, supported, assessed, learned, hidden). It emphasizes that the teacher plays a key role as a curricularist - knowing the curriculum, writing it, planning it, initiating new curriculum, innovating it, implementing it, and evaluating it. The teacher's influence on students and the curriculum extends far beyond the classroom.
The document discusses the topical approach to teaching social science. It explains that the topical approach revolves content around a series of interconnected topics that are suitable for students' ages, abilities, and interests. Examples provided include focusing on discrete historical events, eras, or other topics. Key merits are that an integrated knowledge is imparted, learning is related to life, and student interest and motivation remain high. However, difficulties include that the approach is challenging to adopt and requires good resources like libraries and competent teachers.
Collaboration of nursing education into practice is the key to success for any nursing student, faculty and educators. It is vitally important to understand the need of this dynamism of carrying out exemplary practices through collaboration of education and practice into the curriculum
Introduction to the Curriculum: Definition of the curriculum, Creating and Designing a Curriculum and Evaluation of a Curriculum
Presented to the Jose Rizal Graduate School for Curriculum Evaluation
The document discusses curriculum development in the Philippines and outlines several key aspects of the process. It notes that an implementation scheme must be planned along with the curriculum design, including human and physical resources, a schedule, and a monitoring strategy. It also explains that decisions on what subjects to include are made through state legislation and national policies for public schools, while private schools base their choices on teacher preferences and the school's vision. Additionally, the developer must consider cultural values, learner characteristics, teaching principles, pilot testing, and evaluation before full implementation of the curriculum.
The document defines curriculum as the lessons and academic content taught in a school or program. It includes learning objectives, assignments, tests, textbooks and other materials. Curriculum refers to the means and materials students interact with to achieve educational outcomes.
The key components of a curriculum are its aims, goals and objectives which define what is to be learned; content or subject matter; experiences such as instructional strategies and activities; and evaluation to assess learning. A curriculum provides structure for teachers' lessons and selection of educational content. It helps students develop skills and knowledge to become socially responsible members of society. Curriculum mapping charts the skills and knowledge students are expected to master over their educational journey.
Principles and significance (need) of curriculumzulfiqaralibehan
Title: Selection of content and organization of learning experiences
Date:06-09-2016
5:30 to 6:30
Facilitator: Zulfiqar Behan
=================================
This document outlines criteria for developing curriculum content and selecting appropriate content. It discusses analyzing student needs, addressing skills for future careers, ensuring the "big ideas" are covered, and using a variety of principles like validity, comprehensiveness, variety, suitability, cumulative tendency, multiple learning, and relevance. The content should be valid, useful, interesting, and learnable. It should also follow the logic of the subject matter and psychological sequence of learning.
The document discusses key elements of developing an effective curriculum:
1) A curriculum combines various elements like content, strategies, and methods to ensure quality education and student excellence, but these elements must be properly balanced.
2) A curriculum relates to an entire study program and consists of courses and subjects organized coherently to help students achieve learning objectives.
3) Regular evaluation of the curriculum is important to identify problems and ensure continuous improvement.
The Nature and Scope of Curriculum DevelopmentMonica P
MST Course Design and Dev't
(class report(s)/discussion(s))
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow
Curriculum development process in pakistan (by umair ashraf)Umair Ashraf
The curriculum development process in Pakistan involves both federal and provincial bodies. The Federal Ministry of Education is responsible for national education policy and standards. The National Bureau of Curriculum and Textbooks supervises curriculum and textbooks from primary to higher secondary levels. Each province has a provincial curriculum center and textbook board responsible for curriculum development and publishing textbooks respectively within their jurisdiction. The process involves developing objectives, schemes of studies, syllabi, instructional materials, approving textbooks, and teacher training programs.
This document discusses the curriculum development process. It defines curriculum as the sum total of a student's activities and experiences sponsored by the school to achieve its objectives. The document outlines several principles of curriculum development including being child-centered, comprehensive, flexible, and promoting all-round development. It describes the key steps in curriculum development as formulating objectives, selecting learning experiences, organizing experiences efficiently, and evaluating the curriculum. Factors that influence curriculum development and change include philosophy, psychology, society, students, knowledge, and more.
The document discusses three types of curriculum: the formal curriculum that is officially documented, the informal curriculum involving a teacher's personality and interactions, and the hidden curriculum of unrecognized lessons. It also distinguishes between the written, supported, taught, and tested aspects of curriculum. Current issues discussed include curriculum clutter, the influence of testing on teaching, and the need for alignment between written, taught and tested curriculum. Site-based management and teacher autonomy are also examined in relation to curriculum development and implementation.
Basic principles of curriculum developmentJhoanne Rafon
This document outlines Tyler's model for curriculum development which includes determining educational purposes, organizing learning experiences to meet those purposes, and evaluating whether the purposes were achieved. It discusses that purposes can be determined by studying learners, contemporary life, and subject specialists. Learning experiences should give opportunities to practice objectives, be satisfying, and be appropriately challenging. Experiences should contribute to multiple objectives and developing thinking abilities. Organization of experiences requires continuity, appropriate sequencing, and integration. Evaluation assesses changes in student behavior from early and later assessments to determine if objectives were realized.
A curriculum framework is a document that sets standards for curriculum and provides guidance for subject specialists in developing syllabuses. It describes the educational environment in which syllabuses are developed and defines a set of curriculum standards that allow different curricula to co-exist. A curriculum framework is significant for school education as it helps achieve the goals of developing well-rounded students, preparing them for their future roles in society, and enabling them to interpret and evaluate the world around them.
The document discusses the different types and components of curriculum. It identifies 9 types of curriculum: recommended, written, taught, supported, assessed, learned, hidden, concomitant, and phantom. It also discusses 4 key components of curriculum - aims and objectives, content/subject matter, curriculum experience (instructional strategies), and evaluation. The types and components show the complex and multifaceted nature of curriculum.
This document discusses the different types of curricula that exist in DepEd schools and laboratories. It outlines seven curricula: recommended, written, taught, supported, assessed, learned, and hidden. Each type of curriculum is defined and examples are provided of where each can be located. The document also provides examples of pairing curriculum to a lesson plan and analyzing curriculum implementation and organization.
Curriculum assessment involves collecting information to evaluate curriculum goals, student learning, and instruction. There are three types of curriculum: intended, implemented, and achieved. The intended curriculum refers to initial objectives, the implemented curriculum involves teaching methods and activities, and the achieved curriculum assesses student learning outcomes. Effective curriculum assessment uses multiple strategies to evaluate student performance against clear criteria and curriculum goals throughout the learning process.
The document discusses curriculum research and development. It defines curriculum research as a systematic attempt to better understand all components of curriculum. It identifies key elements of curriculum including the teacher, subject matter, learners, and environment. The document also outlines various approaches that can be used in curriculum research, such as observational methods, surveys, interviews, and critical reflective techniques. Finally, it emphasizes that curriculum research should involve depth in planning, implementation, and evaluation stages.
The document discusses curriculum development for nursing programs. It defines curriculum as a plan for guiding the educative process and achieving educational goals. A nursing curriculum should include objectives, duration, course plans, and evaluation methods. It is developed through a process involving gathering information and making decisions at various levels. Key steps include establishing objectives, selecting learning experiences aligned with objectives, organizing experiences for continuity and integration, and evaluating the curriculum's effectiveness. The document also outlines various curriculum models like student-centered, correlated, and integrated curriculums.
This document discusses curriculum in schools. It defines curriculum as the lessons and academic content taught in a school. It outlines the different levels of education (elementary, high school, technical/vocational, higher) and the types of curricula (recommended, written, taught, supported, assessed, learned, hidden). It emphasizes that the teacher plays a key role as a curricularist - knowing the curriculum, writing it, planning it, initiating new curriculum, innovating it, implementing it, and evaluating it. The teacher's influence on students and the curriculum extends far beyond the classroom.
The document discusses the topical approach to teaching social science. It explains that the topical approach revolves content around a series of interconnected topics that are suitable for students' ages, abilities, and interests. Examples provided include focusing on discrete historical events, eras, or other topics. Key merits are that an integrated knowledge is imparted, learning is related to life, and student interest and motivation remain high. However, difficulties include that the approach is challenging to adopt and requires good resources like libraries and competent teachers.
Collaboration of nursing education into practice is the key to success for any nursing student, faculty and educators. It is vitally important to understand the need of this dynamism of carrying out exemplary practices through collaboration of education and practice into the curriculum
Introduction to the Curriculum: Definition of the curriculum, Creating and Designing a Curriculum and Evaluation of a Curriculum
Presented to the Jose Rizal Graduate School for Curriculum Evaluation
The document discusses curriculum development in the Philippines and outlines several key aspects of the process. It notes that an implementation scheme must be planned along with the curriculum design, including human and physical resources, a schedule, and a monitoring strategy. It also explains that decisions on what subjects to include are made through state legislation and national policies for public schools, while private schools base their choices on teacher preferences and the school's vision. Additionally, the developer must consider cultural values, learner characteristics, teaching principles, pilot testing, and evaluation before full implementation of the curriculum.
The document defines curriculum as the lessons and academic content taught in a school or program. It includes learning objectives, assignments, tests, textbooks and other materials. Curriculum refers to the means and materials students interact with to achieve educational outcomes.
The key components of a curriculum are its aims, goals and objectives which define what is to be learned; content or subject matter; experiences such as instructional strategies and activities; and evaluation to assess learning. A curriculum provides structure for teachers' lessons and selection of educational content. It helps students develop skills and knowledge to become socially responsible members of society. Curriculum mapping charts the skills and knowledge students are expected to master over their educational journey.
Principles and significance (need) of curriculumzulfiqaralibehan
Title: Selection of content and organization of learning experiences
Date:06-09-2016
5:30 to 6:30
Facilitator: Zulfiqar Behan
=================================
This document outlines criteria for developing curriculum content and selecting appropriate content. It discusses analyzing student needs, addressing skills for future careers, ensuring the "big ideas" are covered, and using a variety of principles like validity, comprehensiveness, variety, suitability, cumulative tendency, multiple learning, and relevance. The content should be valid, useful, interesting, and learnable. It should also follow the logic of the subject matter and psychological sequence of learning.
The document discusses key elements of developing an effective curriculum:
1) A curriculum combines various elements like content, strategies, and methods to ensure quality education and student excellence, but these elements must be properly balanced.
2) A curriculum relates to an entire study program and consists of courses and subjects organized coherently to help students achieve learning objectives.
3) Regular evaluation of the curriculum is important to identify problems and ensure continuous improvement.
The Nature and Scope of Curriculum DevelopmentMonica P
MST Course Design and Dev't
(class report(s)/discussion(s))
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow
Curriculum development process in pakistan (by umair ashraf)Umair Ashraf
The curriculum development process in Pakistan involves both federal and provincial bodies. The Federal Ministry of Education is responsible for national education policy and standards. The National Bureau of Curriculum and Textbooks supervises curriculum and textbooks from primary to higher secondary levels. Each province has a provincial curriculum center and textbook board responsible for curriculum development and publishing textbooks respectively within their jurisdiction. The process involves developing objectives, schemes of studies, syllabi, instructional materials, approving textbooks, and teacher training programs.
This document discusses the curriculum development process. It defines curriculum as the sum total of a student's activities and experiences sponsored by the school to achieve its objectives. The document outlines several principles of curriculum development including being child-centered, comprehensive, flexible, and promoting all-round development. It describes the key steps in curriculum development as formulating objectives, selecting learning experiences, organizing experiences efficiently, and evaluating the curriculum. Factors that influence curriculum development and change include philosophy, psychology, society, students, knowledge, and more.
The document discusses three types of curriculum: the formal curriculum that is officially documented, the informal curriculum involving a teacher's personality and interactions, and the hidden curriculum of unrecognized lessons. It also distinguishes between the written, supported, taught, and tested aspects of curriculum. Current issues discussed include curriculum clutter, the influence of testing on teaching, and the need for alignment between written, taught and tested curriculum. Site-based management and teacher autonomy are also examined in relation to curriculum development and implementation.
Basic principles of curriculum developmentJhoanne Rafon
This document outlines Tyler's model for curriculum development which includes determining educational purposes, organizing learning experiences to meet those purposes, and evaluating whether the purposes were achieved. It discusses that purposes can be determined by studying learners, contemporary life, and subject specialists. Learning experiences should give opportunities to practice objectives, be satisfying, and be appropriately challenging. Experiences should contribute to multiple objectives and developing thinking abilities. Organization of experiences requires continuity, appropriate sequencing, and integration. Evaluation assesses changes in student behavior from early and later assessments to determine if objectives were realized.
A curriculum framework is a document that sets standards for curriculum and provides guidance for subject specialists in developing syllabuses. It describes the educational environment in which syllabuses are developed and defines a set of curriculum standards that allow different curricula to co-exist. A curriculum framework is significant for school education as it helps achieve the goals of developing well-rounded students, preparing them for their future roles in society, and enabling them to interpret and evaluate the world around them.
The document discusses the different types and components of curriculum. It identifies 9 types of curriculum: recommended, written, taught, supported, assessed, learned, hidden, concomitant, and phantom. It also discusses 4 key components of curriculum - aims and objectives, content/subject matter, curriculum experience (instructional strategies), and evaluation. The types and components show the complex and multifaceted nature of curriculum.
This document discusses the different types of curricula that exist in DepEd schools and laboratories. It outlines seven curricula: recommended, written, taught, supported, assessed, learned, and hidden. Each type of curriculum is defined and examples are provided of where each can be located. The document also provides examples of pairing curriculum to a lesson plan and analyzing curriculum implementation and organization.
Curriculum assessment involves collecting information to evaluate curriculum goals, student learning, and instruction. There are three types of curriculum: intended, implemented, and achieved. The intended curriculum refers to initial objectives, the implemented curriculum involves teaching methods and activities, and the achieved curriculum assesses student learning outcomes. Effective curriculum assessment uses multiple strategies to evaluate student performance against clear criteria and curriculum goals throughout the learning process.
The document discusses curriculum design and its types. It defines curriculum design as the purposeful planning of instruction to identify what will be taught, who will teach it, and the schedule. There are three main types of curriculum design: subject-centered, which focuses on teaching a subject matter; learner-centered, which customizes learning to each student's needs; and problem-centered, which exposes students to real-world problems to develop skills. Effective curriculum design considers student needs, sets clear learning goals, identifies constraints, chooses appropriate instructional methods, and establishes evaluation methods to assess student learning and make improvements.
1. The document discusses the importance of teachers understanding students' personal, social, and academic needs in order to effectively manage instruction and prevent behaviors that hamper learning.
2. Key principles for managing instruction include enhancing a teacher's own instructional competence, addressing the underlying causes of misbehaviors, and recognizing students' basic needs.
3. The teaching process is described as a cycle that involves diagnosing students, setting objectives, planning lessons, implementing strategies, evaluating performance, and following through.
Diagnosis of Need in Curriculum Development.pptxDanteCara1
This document discusses key aspects of curriculum development, including defining a curriculum and the process of curriculum development. It outlines six areas that should be diagnosed when developing a curriculum: 1) learners, 2) social needs, 3) achievement, 4) values, 5) school facilities and resources, and 6) curriculum problems. Diagnosing these areas helps ensure the curriculum is tailored to the learners and addresses their needs and interests as well as the needs of society. The document also discusses the importance of establishing educational aims, goals, and objectives to guide curriculum development and provide focus and direction for students.
This document discusses assessing curriculum through intended, implemented, and achieved approaches. It defines each approach and provides examples of how to measure them.
The intended curriculum refers to initial objectives and goals. The implemented curriculum involves learning activities and experiences. The achieved curriculum assesses student learning outcomes based on the first two.
The document provides questions to measure each type of curriculum. For intended, it addresses whether objectives are clear and measurable. For implemented, it examines alignment of activities to objectives. For achieved, it focuses on how student performance compares to initial objectives.
Overall, the document outlines a framework for comprehensively assessing curriculum design, delivery, and student mastery to evaluate the effectiveness of educational programs.
The document discusses assessing curriculum at three levels: intended, implemented, and achieved. The intended curriculum refers to initial objectives, the implemented curriculum refers to teaching methods and activities, and the achieved curriculum refers to student learning outcomes. It provides examples of questions to assess each level, such as whether objectives are clear for intended or if activities match objectives for implemented. The document also discusses criteria for curriculum assessment, including ensuring goals and objectives are specific, measurable, and address both knowledge and behaviors. Overall, the document outlines a framework for assessing curriculum through different levels and provides criteria and examples to guide such assessments.
Selection of content and organization of learning experienceszulfiqaralibehan
The document discusses seven criteria for selecting curriculum content and organizing learning experiences:
1. Self-sufficiency - Content should help learners attain maximum independence in learning efficiently with minimal teaching resources. This suggests including independent learning activities.
2. Significance - Content should develop skills and address cognitive, affective, and psychomotor domains while considering learners' cultures.
3. Validity - Content should be up-to-date and not obsolete to ensure curriculum relevance.
4. Interest - Content should be meaningful and interesting to engage learners.
5. Utility - Content should be useful and applicable to learners' lives and careers.
6. Learnability - Content should build
The document discusses field study activities for exploring curriculum concepts. It includes a rubric for evaluation, tools for curriculum analysis including an H-chart comparing traditional and progressive views, and a graphic organizer identifying key considerations for curriculum design. The student observes that while some teachers may not be aware of different curriculum types, elements of various types can be seen in classrooms as the written curriculum is implemented and influences learners.
Curriculum is one of the most important things that an aspiring teacher needs to know. This will help teacher identify different types of curriculum to be able to give a quality education to learners.
This document provides an overview of the DepEd Teacher Induction Program Course 1. The course aims to help newly hired teachers align their personal teaching philosophies with DepEd's vision, mission, and values. It introduces teachers to DepEd guidelines and processes. The course is divided into 3 modules that cover becoming a DepEd teacher, gearing up for the school year, and creating engaging learning environments. Teachers are provided with various readings, videos, and reflection activities to help them understand DepEd policies and better serve their students in their first year of teaching.
This document provides an introduction to the Philippine Professional Standards for Teachers (PPST). The PPST sets clear expectations for teacher development and professionalism. It aims to improve teaching quality and provide a framework for assessing teacher performance. The PPST will be used as the basis for all teacher learning programs, selection, promotion, and performance appraisals. The introduction outlines how the PPST aligns with DepEd's vision and commitment to developing teacher competencies for improving education.
This document provides an overview of Course 1 of the DepEd Teacher Induction Program. The course aims to help new teachers align their teaching philosophy with DepEd's vision, mission, and values. It also introduces teachers to DepEd policies and the school year calendar. The course contains 3 modules that cover becoming a DepEd teacher, gearing up for the school year, and creating engaging learning environments. It is estimated to take 8 hours to complete and involves a pledge of commitment and writing task with reflection.
The document discusses different approaches to curriculum organization and design. It describes subject-centered, activity/experience-based, and core curriculum designs. Subject-centered design organizes curriculum into distinct subjects. Activity/experience-based design determines curriculum based on learner needs and interests, emphasizing learning by doing. Core curriculum identifies common learnings all students should acquire. The document also discusses principles, models, importance, and steps of curriculum design to effectively organize educational experiences and content.
This document discusses instructional planning and management of instruction. It emphasizes that a teacher's instructional competence is important for controlling misbehavior and maximizing learning opportunities. When instruction is characterized by a high degree of competence, the chances of controlling negative influences and deterring behaviors that hinder learning are greater. The document outlines several principles for effective instruction, including understanding student needs, using positive teaching approaches, and facilitating student achievement. It also describes the instructional planning process, which involves diagnosing student needs, setting objectives, preparing lessons, guiding learning activities, and evaluating student performance. Teachers are encouraged to carefully plan units and lesson plans to provide organization and direction for both teachers and students.
CURRICULUM-DESIGN - Micro and macro.pptxGopiMecheri1
This document provides an overview of curriculum design concepts from a presentation by Dr. Sheila Marie N. Bugayong. It discusses how teachers serve as curriculum designers and should involve learners in a planned sequence of learning experiences. The document outlines Peter Oliva's 10 axioms for effective curriculum design, including that curriculum changes with the times and involves stakeholder input. It also describes the key elements of curriculum design, such as specifying intended learning outcomes, determining appropriate content and references, selecting teaching methods, and planning assessment of learning.
This document compares and contrasts the traditional lesson planning model with the backwards design model. The traditional model focuses on identifying learning objectives and standards, then planning activities, and finally assessment. The backwards design model starts with identifying learning outcomes, then planning assessments to measure those outcomes, and finally developing learning activities. The document provides an example of applying backwards design to plan a lesson on identifying characters, plot, setting, and theme in stories. Key steps include identifying the learning goal aligned to standards, planning assessments like performance tasks and short responses, and developing learning activities like using rubrics and interactive online games.
intended vs implemented vs achieved curriculumobemrosalia
The document discusses the intended, implemented, and achieved curriculum. It defines each type of curriculum: the intended curriculum refers to the objectives and goals set out at the beginning, the implemented curriculum consists of the learning activities and experiences provided to students, and the achieved curriculum reflects the learning outcomes based on evaluations of students' performance. The document also provides examples of how each type of curriculum could be assessed and compared.
Here are samples of documents that could go in the portfolio:
Academic Budget
- Budget allocation for instructional materials (e.g. textbooks, lab equipment)
- Budget for cocurricular activities (e.g. field trips, competitions)
Scope and Sequence Chart
- Outlines competencies/skills to be developed each year in a subject area
- Shows progression/building on prior learning each year
Teaching Guide
- Weekly lesson plans for a subject/course
- Includes learning objectives, activities, assessment
Course Guide
- Description of course, prerequisites, outcomes
- Syllabus with topics, assignments, assessment criteria
- Required and optional readings/resources
This document provides guidance on lesson planning for foreign language instruction. It discusses why lesson planning is important, noting that lessons shape student learning and impact their attitudes. It also explains that lesson planning allows teachers time to consider goals, objectives, student needs and instructional decisions. The document then outlines common elements of effective lesson planning, including setting purpose, backward design, research-based strategies, assessment, scaffolding and more. It emphasizes applying these elements and student characteristics in the planning process.
1. Curriculam is nerve centre of education. Some of the factors which affect the
decision about what to be included in curriculem depends on:-
1. Government
2. Professional people
3. Ideology of the nation
4. Religious groups
5. Business and industry
6. Social Values
7. Material resources
8. General consensus on curriculam objectives
These are always kept in mind and cannot be deviated.
School-Based Curriculum
Introduction
In order for you to develop insight into the methods you can
use to deliver teaching content, it is important to understand
how a school-based curriculum is designed. This is the focus of
this unit.
Objectives
After completing this unit, you should be able to:
1. Define a school-based curriculum.
2. Give reasons why a school-based curriculum should be
designed.
3. Explain factors that influence a school-based curriculum.
4. Outline the stages in developing a school-based curriculum.
Content
This unit will cover the following topics:
• definition of a school curriculum
• reasons for designing a school curriculum
• factors that influence a school curriculum
• the process of designing a school curriculum.
What Is a School Curriculum?
The term curriculum was defined in Unit 1 of Module 13. Do
you still remember the definition?
For the purpose of this unit, school shall be defined as a social
2. institution designed to give formal learning to children. As a
teacher, you are aware that a school curriculum is a
programme of selected content and learning experiences offered
by a school and capable of either modifying or changing learner
behaviour.
Included in this definition are the following ideas:
• There is a source from which content and learning
experiences are selected.
• One or more people select content and learning
experiences. Their selection is based on specified criteria
and/or influenced by a number of factors.
• The learner should experience a change in behaviour
after completing a programme. Ideally, the behaviour
Module 14, Unit 1: School-Based Curriculum 8
changes should be those expected by the educators
involved in the teaching-learning process.
As the unit unfolds, these ideas will be developed further. Have
you ever looked at your own school’s curriculum? You should
notice that it is a list of subjects and experiences offered by
your school to the learners. Have you wondered “Why were
those subjects chosen and not others?” Another question may
be, “Who chose these subjects and experiences?” These
questions will be addressed in this unit. Let us start by looking
at why it is necessary to design a school-based curriculum.
Reasons for Designing a School Curriculum
As you are already aware, a school serves the needs of the
child. All that is done by the school should be for the good of
the child. You as a teacher should not lose sight of this fact.
The school is established to improve the community, the
environment and the lives of the learners. It therefore becomes
the responsibility of the school to develop the following:
3. • the capacity of the learner
• the manipulative skills of the learner
• the attitudes and value systems of the learner.
If the school fulfils these three responsibilities, a learner will be
able to display new behaviours. A school curriculum should
help all learners to develop their mental capacity, acquire
manipulative or technical skills and develop their emotional
state. To accomplish these goals, the school curriculum must
meet certain demands.
Self-Assessment 1
What is a school curriculum?
Possible answers to this activity are provided at the end of this
unit.
Factors That Influence a School-Based Curriculum
Design
Assuming that the school curriculum developers design their
curriculum with the child in mind, there are a number of
factors that they need to consider. These are described below.
National Goals of Education
Learning in any country is guided by its national goals and
philosophy. These are influenced by political considerations to
ensure national identity. Curriculum development can be
centralised at the national level or decentralised to the local
level.
Module 14, Unit 1: School-Based Curriculum 9
Number of Subject Options Available
The central pattern of curriculum design is further influenced
by the number of subjects in the national curriculum.
Normally, a school cannot include on its list a subject that is
not on the national curriculum, so the school curriculum is
4. limited to what the national list has to offer.
The Learner
In addition to national goals, the school curriculum is
influenced greatly by the mental, physical and emotional
requirements of the child. The school curriculum developers
look at the child’s level of development and maturity. The
juniors should be given what they can handle in terms of depth
and quantity. For example, in science at the primary level,
there is more concern with the systems and processes that
affect the learner’s life without giving the principles and
theories behind them. At higher levels, the physical, chemical
and biological systems and processes are described in terms of
the principles and theories that explain them. The level of
complexity increases as the mental capacity of the learner
develops.
Learning experiences increase in intensity and complexity with
increased manipulative skills. Thus the physical condition of
the learners also influences the selection of subjects and
experiences. One cannot teach art appreciation to children in a
school for the blind and under normal conditions, one would
not teach music to the deaf.
Resource Availability
By resources, we are referring to learning facilities, materials
and personal factors such as qualification and experience. A
school should not select a subject merely because other schools
are offering it. A secondary school should not offer computer
science if it has no electricity, or opt for rugby if there are no
grounds and trainers qualified to coach the sport. The
developers must look at the resources that are available before
selecting a subject for the school.
Self-Assessment 2
5. 1. What pattern of curriculum design is used in your country?
Is it centralised or decentralised? Explain.
2. What considerations about your own learners were taken
into account in making the curriculum you are using?
Possible answers to this activity are provided at the end of this
unit.
Culture of the People Around the School
At a secondary school, it does not make much sense for the
Bible to be taught in a Hindu society or the Koran to be taught
in a Christian society. In any country, subjects such as
Module 14, Unit 1: School-Based Curriculum 10
commerce, economics, science and accounting make a lot of
sense because they will help the learners to acquire skills
needed to produce goods and services. To humanists, it makes
sense to include literature, history, science and geography. The
content and learning experiences provided by a school should
have cultural relevance for its learners.
The School Environment
Planners should consider what the environment could offer to
the learner and how the environment can be exploited to
facilitate the teaching and learning process. For example, if the
school is located in a desert area, you might think of offering a
course on crop science and farming in arid environments.
Evaluation System and Strategies
You should also note that the designer of a school curriculum
should consider the system and strategy for the evaluation of
the curriculum. Practical assessments for certain subjects such
as chemistry require special equipment and apparatus that the
school might not be able to afford. Learners might be frustrated
if they followed a course of study for which they were not
6. assessed, because where there is no assessment, there is no
certification. In addition, the instructors teaching these
subjects may not take them seriously. Without commitment
from both the teacher and the learners, teaching these subjects
wastes time and money.
It also would not make much sense to offer a subject in a trade
that required industrial testing equipment if the school could
not expose the learners to the same environment and
conditions found in industry. These examples stress the need
to consider evaluation seriously.
Self-Assessment 3
List at least three factors that should be considered when
designing a school curriculum. Explain how each affects the
design of the curriculum.
Possible answers to this activity are provided at the end of this
unit.
The Process of School Curriculum Designing
Formulating a school-based curriculum is not different from
designing a curriculum in general, which was discussed in Unit
4 of Module 13. The only difference is that content and learning
experiences are more localised.
Taba (1962: 12) and other writers suggest that the steps below
be followed:
1. Diagnosis of needs
Module 14, Unit 1: School-Based Curriculum 11
2. Formulation of objectives
3. Selection of content
4. Organisation of content
5. Selection of learning experiences
6. Organisation of learning experiences
7. 7. Determination of what should be evaluated and the means
of evaluation.
As you can realise, this is almost the same as the task analysis
process referred to in Unit 4 of Module 13. You might be
wondering what happens at each stage. Let us examine each
stage more closely.
1. Diagnosis of Needs
This is a fact-finding stage in which you assess the needs of
society and the available resources. You might need to find
answers to the following questions:
• Who are the learners?
• Who are the teachers?
• Why is the programme necessary?
• Where will the programme be implemented?
• How will it be implemented?
The answers to these questions will become the basis for
establishing policy or formulating goals.
2. Formulation of Objectives
Once the goals are established, one needs to determine what
the outcomes should be. At this stage, the goals are written as
statements of intent that describe the behaviours which
children are expected to exhibit as a result of studying the
curriculum. Once this is done, you must then identify the
content.
3. Selection of Content
After the intended outcomes have been determined, for
example, to produce children with inquiring minds, you need to
select content that will help achieve that objective. Subjects
such as science, mathematics and geography may be selected.
These subjects are based on inquiry. This stage relates the
objectives formulated in the second stage to the subjects
8. available from the national curriculum.
4. Organisation of Content
The third stage is concerned mainly with the identification of
content that can be included. At this stage, the identified
content is sequentially arranged to correspond to the maturity
and development levels of the learners. Related content is also
grouped and all possible relationships established. Once Module 14, Unit 1: School-Based Curriculum
12
content has been organised, it will be easier to select learning
experiences.
5. Selection of Learning Experiences
This stage is concerned with the identification of relevant
learning experiences that will enable the learner to understand
and appreciate the content. These are identified in any order
and put on paper. When all the selected subjects have been
reviewed, one then needs to look at sequencing these
experiences.
6. Organisation of Learning Experiences
Learning experiences are organised in the same manner in
which the content is organised. Identified experiences are
arranged according to their complexity. The simple tasks come
first and the most complex appear later. This will help the
learner to go through the course with ease. At this point, you
should be aware that a school must grade content and learning
experiences. This is why subject matter is prescribed for each
grade, standard or form. These stages determine what should
be taught at what level, and how.
After the content and sequence of learning experiences have
been determined, evaluation is the final step in the process of
designing a school curriculum.
7. Evaluation
9. Consideration is made at this stage as to whether the desired
outcomes have been met. In order to accomplish this, it is
necessary to measure learners’ accomplishments and compare
them with the objectives identified at the beginning of the
curriculum planning process. The results of the evaluation will
be used for curriculum improvement.
TRADITIONAL AND PROGRESSIVE POINTS OF VIEW CURRICULUM
The Different Points of View in Curriculum ... charlie
I learned that there are different definitions of curriculum but according to what I
learned. I could come up with two points, the traditional and the progressive.
Traditional point of view is just merely saying on the body of subjects or subject
matter prepared by the teachers for the learners. According to the Robert
Hutchins, curriculum is like “permanent studies” It meant more on the important
subjects that learners should study like English, Math, and Science. On the other
hand, progressive point of view opposed the beliefs of the traditional. It adhered
to latest definition which is the totality learning experiences of the learners.
According to Campbell and Caswell, “all the experiences children have under the
guidance of the teacher.
I have learned that the traditional point of view is only talking on the listing of
subjects. It is more concerned with the intellectual trainings for the learners like
what I aforementioned. It agrees also with the philosophy of teaching which is
essentialism that talks on the 3r’s ( reading, writing, and arithmetic). It can be
identified as teacher-centered. Teachers are in authority of the learning process.
While progressivism talks about the actualization all the written materials. It
adheres also with beliefs of John B. Dewey; teaching should be done with the
principle of doing by learning. This activity would help the learners emphasized
the meaningful one. It is advisable also to do some reflective thinking about the
activities done. According to Smith, et.al, curriculum as sequence of potential
experiences set up in the schools for the purpose of disciplining children and
youth in group ways of thinking and acting.”
As a teacher, we can choose what kind of teacher we want to be. We cannot say
that two points of view are not good whether old or new. Old one has been tested
for many years so we can say traditional one is also good while new one can be
said as adhering to the change. So, I can combine these two points of view by
choosing what is the best for my learners.
10. Y need to consider
It is because in a classroom, a diverse student could be found. As a teacher you
must fit your teachings to the needs of everyone in your class. All were not the
same, you need tactics so that your students can absorb what you taught and can
apply it within their lives for them to survive and to be competitive enough in this
struggling world.. That is why, whatever curriculum you'll choose be sure that your
students will going to learn...
Episode 1 #3
Because society's values and needs change over time. In the 1950s, there was a lot more
emphasis on the home economics and industrial arts type of things, more emphasis on simply
memorizing facts and rules. Nowadays, with technology shifts, and an economy that is based on
different skills, if we had the same curriculum, it would be a catastrophe. Curricula have
changed to meet the different needs that we have now.
The curriculum should be regularly evaluated and re-developed because the knowledge that
should be taught at schools are also constantly changing. For example, based on the
curriculums developed in 1990's science teachers taught the students that there were 9 planets.
However, several years ago scientists agreed that Pluto was actually not a planet so there were
8 planets only. The curriculum for science lessons must be changed to adjust to this.