Implementing the Curriculum
The Roles of Stakeholders in Curriculum Implementation
Stakeholders
are individuals or institutions that are interested in the school curriculum.
are those involved the different ways of the curriculum.
they are the once which is affected whether directly or indirectly.
The Stakeholders are:
the Learner
the Teacher
the Curriculum Managers and Administrators
the Parents
the Community Members
the Other Stakeholders in Curriculum Implementation
the Learner
the center of the curriculum
they are the reason a curriculum is developed.
they are the ones who are directly influenced by it.
they are the considered in developing the curriculum.
they are the primary stakeholders in the curriculum.
the Teacher
the Curriculum Developers and Implementers.
planning and writing the curriculum are the primary role of the teachers.
they are the ones addressing the goals, needs interest of the learners by creating the experience the students can learn.
the Teacher
are the ones which design, enriches, and modifies the curriculum to suit the learners characteristics.
they are empowered to develop their own school taking consideration their own expertise, the context of the school and the abilities of the learners.
teachers are the architects of the school curriculum.
curriculum implementers.
the Teacher
from a designer or technician they become the decision maker.
their role shits from planning to doing.
the choice of methods, activities, materials to be used in teaching is resting to their hands.
the Curriculum Managers and Administrators
they are the ones who are supervising curriculum implementation, the selection and recruitment of new teachers, admitting students, procedure equipment and materials needed for effective learning.
they are also involve in planning for the improvement of school facilities and physical plants.
the Curriculum Managers and Administrators
the principle of command responsibility and institutional leadership rests on their shoulders as administrators.
the Parents
are the supporters of the curriculum.
financial matters.
their involvement in school matters.
the Community Members
they act as curriculum resources.
the community members and materials in the existing local community can very well substitute for what are needed to implement the curriculum.
The Other Stakeholders in Curriculum Implementation
some organizations are those of each profession, like teachers’ organizations, medical doctors’ association, engeneers’ organizations and many others.
Professional Organizations have shown great influence have shown great influence in school curriculum.
the Government represented by DedpEd, CHED and PRC
Implementing the Curriculum
The Roles of Stakeholders in Curriculum Implementation
Stakeholders
are individuals or institutions that are interested in the school curriculum.
are those involved the different ways of the curriculum.
they are the once which is affected whether directly or indirectly.
The Stakeholders are:
the Learner
the Teacher
the Curriculum Managers and Administrators
the Parents
the Community Members
the Other Stakeholders in Curriculum Implementation
the Learner
the center of the curriculum
they are the reason a curriculum is developed.
they are the ones who are directly influenced by it.
they are the considered in developing the curriculum.
they are the primary stakeholders in the curriculum.
the Teacher
the Curriculum Developers and Implementers.
planning and writing the curriculum are the primary role of the teachers.
they are the ones addressing the goals, needs interest of the learners by creating the experience the students can learn.
the Teacher
are the ones which design, enriches, and modifies the curriculum to suit the learners characteristics.
they are empowered to develop their own school taking consideration their own expertise, the context of the school and the abilities of the learners.
teachers are the architects of the school curriculum.
curriculum implementers.
the Teacher
from a designer or technician they become the decision maker.
their role shits from planning to doing.
the choice of methods, activities, materials to be used in teaching is resting to their hands.
the Curriculum Managers and Administrators
they are the ones who are supervising curriculum implementation, the selection and recruitment of new teachers, admitting students, procedure equipment and materials needed for effective learning.
they are also involve in planning for the improvement of school facilities and physical plants.
the Curriculum Managers and Administrators
the principle of command responsibility and institutional leadership rests on their shoulders as administrators.
the Parents
are the supporters of the curriculum.
financial matters.
their involvement in school matters.
the Community Members
they act as curriculum resources.
the community members and materials in the existing local community can very well substitute for what are needed to implement the curriculum.
The Other Stakeholders in Curriculum Implementation
some organizations are those of each profession, like teachers’ organizations, medical doctors’ association, engeneers’ organizations and many others.
Professional Organizations have shown great influence have shown great influence in school curriculum.
the Government represented by DedpEd, CHED and PRC
Acetabularia Information For Class 9 .docxvaibhavrinwa19
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Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
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Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
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Embracing GenAI - A Strategic ImperativePeter 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.
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
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The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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1. 4
Region VII
CENTRAL VISAYASCebu. Bohol. Negros Oriental. Siquijor. Four magicalprovinces lying right in the very navel of the Philippine archipelago. Four
provinces hometo many natural wonders, colorful cultural traditions,anda mix of the oldand the new. Four provinces that makeup
the region known as the Central Visayas.
HISTORY
September 24, 1972
● The existence of the Region when the provinces of the Philippines were
organized into 11 regions by Presidential Decree No. 1 as part of the
Integrated Reorganization Plan of President Ferdinand Marcos.
LOCATION
ABSOLUTE LOCATION
10° 00’ N 123° 30’ E
RELATIVE LOCATION
N Visayan Sea
E Camotes Sea and Camiguin Channel
S Mindanao Sea
W Negros Occidental Province
GEOGRAPHY AND TOGOGRAPHY
TOTAL LAND AREA
15,875 km2
(6,129 sq mi)
PROVINCE AREA (km²) CAPITAL CITIES
BOHOL 4 117.3 Tagbilaran City Tagbilaran
CEBU 4 800.11 Cebu City
Bogo
Carcar
Cebu
Danao
Lapu-Lapu
Mandaue
Naga
Talisay
Toledo
NEGROS
ORIENTAL
5 402.3 Dumaguete City
Bais
Bayawan
Canlaon
Dumaguete
Guihulngan
Tanjay
SIQUIJOR 343.5 Siquijor -
TABLE 1. Listof Provinces of Central Visayas
2. 5
DIVISIONS
Provinces 4
Cities 16
Municipalities 116
Barangays 3,003
Cong. Districts 15
PHYSICAL CHARACTERISTICS
● Islands are hilly and mountainous
● Terrain is characterized by highlands with narrow coastal strips of arable land
● Region has rugged interiors because of high mountains
● Central Visayas has also many volcanoes (among them are Mt. Canlaon and Mt.
Balinsasayao)
MEDIA
BROADCAST TELEVISION NETWORKS
ABS-CBN Channel 3
ABS-CBN Sports and Action Channel 23
9TV Channel 9
ETC Channel 6
2nd Avenue Channel 33
BEAM Channel 31
IBC Channel 13
CCTN Channel 47
TV5 Channel 21
AksyonTV Channel 29
GMA Network Channel 7
GMA News TV Channel 27
*Aside from the 24 national daily newspapers available, Cebu City also has 20 local
newspapers. Among the widely read is the Sun Star Cebu
MAJOR ATTRACTIONS
CEBU
Magellan's Cross
● A Christian cross planted by Portuguese and Spanish
explorers as ordered by Ferdinand Magellan upon
arriving in Cebu in the Philippines.
BOHOL
Blood Compact Statue
● The statue portraying the blood compact between the
Spanish explorer Miguel López de Legazpi and Datu
Sikatuna.
NEGROS ORIENTAL
Dumaguete Bell Tower
● A bell tower built in the province of Dumaguete.
3. 6
SIQUIJOR
Lazi Convent
● A convent built in Lazi, Siquijor.
DEMOGRAPHY
POPULATION
6,800,180 (as of 2010 by NSO)
5th
most populous in the country
LANGUAGE
Cebuano 65%
Bisaya 17%
Boholano 12%
Hiligaynon 5%
Others (Tagalog, English and Spanish) 1%
*Porohanon is spoken (a variation or mixture of Cebuano, Hiligaynon (Ilonggo) and
Masbateño language with 87% Cebuano vocabulary) in town of Poro
PEOPLE
The Visayan is…
Happy-go-lucky
● More interested in the here and now than in the past or the future.
They are ready to spend their last peso for the finer things in life.
Adventurous and Independent
● Loves to go anywhere. They will be ready to leave their home in
search of adventure.
Hedonist
● Guiding principle in life is to drink and be merry for tomorrow he dies.
Music lover
● Their musical instrument and their songs are sufficient to drive all their
sorrows away.
*The Ilongos, Cebuano, Warays, and Magahats are a few of the ethnic groups that
inhabit the Visayan community
RELIGION
Roman Catholics 92%
Aglipayans 2%
Evangelicals 1%
Others 5%
*The remaining 5% belonged to the United Church of Christ in the Philippines, Iglesia ni
Cristo, various Protestant denominations or other religions
4. 7
TRANSPORTATION
By Land
a. Jeepneys
b. Buses
c. Taxis
d. Tricycles
e. Multicabs
f. Trisikads (bicycles with sidecars)
g. Habal-habals (motorcycles with extended back seats)
By Air
a. Airplanes (e.g., Air Philippines, Cebu Pacific)
By Sea
a. Ship and Fastcrafts
b. Banca
PRODUCTS, LIVELIHOD AND INDUSTRIES
Economic Activities: Farming
Manufacturing
Mining
Animal-raisin
Home industries (sinamay hats and mats)
*The copper mine in Toledo City, Cebu is the biggest in the Philippines and in Southeast
Asia
Agricultural Commodities: Hog
Chicken
Palay
Chicken Eggs
Sugarcane
Mango
*Hog and chicken production in Central Visayas ranked 5th
in the national production and
the region was also placed 3rd
in the production of sugarcane and mango
Agricultural Sectors: Agriculture
Crops
Livestock
Poultry
Fisheries
CLIMATE
Tropical
● The seasons affecting the provinces are not very pronounced. The
provinces experience no maximum wet nor dry seasons. Three
months of dry season from March to May and the rest of the year are
relatively wet.
