The written curriculum ppp
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The document discusses the key elements of a PYP (Primary Years Programme) curriculum. It explains that a PYP curriculum is transdisciplinary and inquiry-based, with learning organized through units of inquiry addressed in a programme of inquiry. Each unit explores a central idea through lines of inquiry and allows students to investigate globally significant issues. The document also notes that PYP schools ensure learning is engaging, relevant, challenging, significant, constructivist, concept-based, and involves taking responsible action. It describes how the programme of inquiry and unit planners synthesize the essential elements and create connections between the written, taught, and assessed curriculum.
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Chapter 4: Evaluating the curriculum
This document discusses various models and approaches for evaluating curriculum. It begins by defining curriculum evaluation and its purposes. Several evaluation models are then described in detail, including the Bradley Model, Tyler's Objectives Model, Stufflebeam's CIPP Model, Stake's Responsive Model, and Scriven's Consumer Oriented Approach. Common steps in the evaluation process are also outlined, such as identifying stakeholders, issues to examine, appropriate data sources and collection techniques. The overall goal of curriculum evaluation is to assess the strengths and weaknesses of the curriculum to inform necessary improvements or changes.
Teacher as curricularist
1. Teachers play a complex role that involves curriculum development, instruction, assessment, and facilitating learning. They are involved with curriculum throughout the entire school day.
2. Traditionally, those who developed curriculum theories were considered "curricularists", but the teacher's role is broader as they are responsible for knowing, writing, planning, implementing, evaluating, and innovating the curriculum.
3. As the first point of curriculum engagement for students, the classroom teacher deserves the label of "curricularist" as they must know the curriculum, write curriculum materials, plan curriculum, initiate new curricula, innovate the existing curriculum, implement it, and evaluate its effectiveness.
Standards-based Curriculum
A standards-aligned curriculum ensures that teachers teach the most important content based on learning standards and eliminate gaps. When the curriculum is not standards-based, test scores drop as students are not taught what is assessed, teachers lack guides to help all students learn, materials may not be appropriate for all, and students are unprepared for further education. A standards-based curriculum provides guidelines for effective planning, consistent assessments, and supports for all students.
Curriculum development curriculum issues, concerns and responses
The document discusses curriculum issues, concerns, and responses. It identifies several issues with implementing curriculum including poor academic performance, overcrowded classrooms, underprepared teachers, and a lack of stakeholder involvement and communication. In response, it recommends involving all stakeholders in curriculum planning, thoroughly studying readiness for innovations, and ensuring proper preparation, materials, and knowledge before implementation. Collaboration is also key to successfully addressing issues and concerns with curriculum changes.
Learning community
This document discusses learning communities and professional learning communities (PLCs) in educational settings. It provides definitions and explanations of learning communities as groups that share interests and goals of learning. PLCs are described as groups of educators united in their commitment to student learning, who collaborate and make decisions together. Steps for schools to become effective PLCs include determining readiness, using external facilitators, identifying barriers and boosters, and starting with a focus on learning. The role of the school librarian in supporting PLCs includes developing relationships with teachers, communicating expectations, and empowering collaboration.
Learner centered lesson planning & instruction
This document discusses key aspects of student-centered learning. It notes that student-centered learning shifts the focus from the teacher to the students and emphasizes creating a positive learning environment and relationships. It also emphasizes constructing knowledge, strategic thinking, metacognition, and encouraging collaboration. The teacher takes on more of a facilitator role in guiding students and managing activities rather than direct instruction.
Curriculum Implementation
The document discusses stakeholders in curriculum implementation. It identifies learners, teachers, administrators, parents, and the community as key stakeholders. Learners are at the center of curriculum planning and implementation. Teachers play a dual role as curriculum developers and implementers. Administrators and curriculum managers are responsible for leadership, evaluation, and oversight of the curriculum. Parents support the curriculum through their involvement and financing their children's education. The community provides resources to support curriculum implementation. Technology also plays an important role in delivering curriculum by improving instruction and enabling new forms of learning.
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Approaches to Curriculum Design
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Chapter 4: Evaluating the curriculum
This document discusses various models and approaches for evaluating curriculum. It begins by defining curriculum evaluation and its purposes. Several evaluation models are then described in detail, including the Bradley Model, Tyler's Objectives Model, Stufflebeam's CIPP Model, Stake's Responsive Model, and Scriven's Consumer Oriented Approach. Common steps in the evaluation process are also outlined, such as identifying stakeholders, issues to examine, appropriate data sources and collection techniques. The overall goal of curriculum evaluation is to assess the strengths and weaknesses of the curriculum to inform necessary improvements or changes.
Teacher as curricularist
1. Teachers play a complex role that involves curriculum development, instruction, assessment, and facilitating learning. They are involved with curriculum throughout the entire school day.
2. Traditionally, those who developed curriculum theories were considered "curricularists", but the teacher's role is broader as they are responsible for knowing, writing, planning, implementing, evaluating, and innovating the curriculum.
3. As the first point of curriculum engagement for students, the classroom teacher deserves the label of "curricularist" as they must know the curriculum, write curriculum materials, plan curriculum, initiate new curricula, innovate the existing curriculum, implement it, and evaluate its effectiveness.
Standards-based Curriculum
A standards-aligned curriculum ensures that teachers teach the most important content based on learning standards and eliminate gaps. When the curriculum is not standards-based, test scores drop as students are not taught what is assessed, teachers lack guides to help all students learn, materials may not be appropriate for all, and students are unprepared for further education. A standards-based curriculum provides guidelines for effective planning, consistent assessments, and supports for all students.
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The document discusses curriculum issues, concerns, and responses. It identifies several issues with implementing curriculum including poor academic performance, overcrowded classrooms, underprepared teachers, and a lack of stakeholder involvement and communication. In response, it recommends involving all stakeholders in curriculum planning, thoroughly studying readiness for innovations, and ensuring proper preparation, materials, and knowledge before implementation. Collaboration is also key to successfully addressing issues and concerns with curriculum changes.
Learning community
This document discusses learning communities and professional learning communities (PLCs) in educational settings. It provides definitions and explanations of learning communities as groups that share interests and goals of learning. PLCs are described as groups of educators united in their commitment to student learning, who collaborate and make decisions together. Steps for schools to become effective PLCs include determining readiness, using external facilitators, identifying barriers and boosters, and starting with a focus on learning. The role of the school librarian in supporting PLCs includes developing relationships with teachers, communicating expectations, and empowering collaboration.
Learner centered lesson planning & instruction
This document discusses key aspects of student-centered learning. It notes that student-centered learning shifts the focus from the teacher to the students and emphasizes creating a positive learning environment and relationships. It also emphasizes constructing knowledge, strategic thinking, metacognition, and encouraging collaboration. The teacher takes on more of a facilitator role in guiding students and managing activities rather than direct instruction.
Curriculum Implementation
The document discusses stakeholders in curriculum implementation. It identifies learners, teachers, administrators, parents, and the community as key stakeholders. Learners are at the center of curriculum planning and implementation. Teachers play a dual role as curriculum developers and implementers. Administrators and curriculum managers are responsible for leadership, evaluation, and oversight of the curriculum. Parents support the curriculum through their involvement and financing their children's education. The community provides resources to support curriculum implementation. Technology also plays an important role in delivering curriculum by improving instruction and enabling new forms of learning.
Curriculumdevelopment
This document discusses curriculum development in the Philippine context. It defines curriculum as the sum of all learning experiences organized by the school. It also discusses different approaches to curriculum such as technical, behavioral, systems-based, and humanistic approaches. It outlines factors that influence curriculum development like society, learners' needs, and educational principles. The document also compares essentialist and progressive philosophies of curriculum, which see it as rigid vs flexible respectively. It examines elements of curriculum like intent, content, learning experiences, and evaluation.
The roles of stakeholders in curriculum implementation
The roles of stakeholders in curriculum implementation are discussed. Stakeholders include learners, teachers, curriculum managers/administrators, parents, community members, and others. Learners are central to the curriculum. Teachers are curriculum developers and implementers. Curriculum managers oversee implementation. Parents support the curriculum financially and through involvement. Community members provide resources. The document also discusses curriculum pilot testing, monitoring, and evaluation.
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The document outlines the components and elements of curriculum in the Philippine educational system. It describes the three levels of education - primary, secondary, and tertiary. The primary level aims to provide knowledge, skills, values for personal development and awareness of societal changes. The secondary level continues these aims and discovers student aptitudes. The tertiary level provides general education and trains professionals needed for national development through research. The document also discusses aims, vision, mission, goals, educational objectives, and the interrelationship between curriculum components like content, methods, and evaluation.
Curriculum
The document defines different types of curriculum and their foundations. It discusses 7 types of curriculum operating in schools: recommended, written, taught, supported, assessed, learned, and hidden. It also outlines 4 major foundations of curriculum: philosophical, historical, psychological, and social. Finally, it provides details on defining objectives, selecting content, and considering aims, goals and purposes in curriculum development.
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Implementing The Curricilum
The document discusses implementing the curriculum, which involves putting the written curriculum into practice through teaching and learning activities. It is a crucial phase that requires teacher action. Implementing means engaging learners according to plans outlined in syllabi and curricula to achieve intended outcomes. Theories on curriculum implementation and change are presented, including viewing it as a change process involving driving and restraining forces. Types of curriculum changes are categorized as substitution, alteration, restructuring, or value orientation. Elements of successful implementation are described as developmental, participatory, and supportive. Time and assistance from others are also important factors.
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The Teaching Profession
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Teaching is a process that facilitates learning.
Teaching is the specialized application of knowledge, skills and attributes designed to provide unique service to meet the educational needs of the individual and the society.
Teaching emphasizes the development of values and guides students in their social relationships.
What is a Profession?
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A formal qualification (university or college diploma, degree) gained over time.
Specialized Knowledge (e.g. teaching secondary Mathematics)
License or permission to practice
Exhibits high agreed standards of behavior and practice
Someone with high personal standards and values
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Foundations of a curriculum
This document outlines different philosophies of curriculum:
- Perennialism focuses on classical subjects and cultivating critical thinking.
- Essentialism promotes core skills and subjects.
- Progressivism emphasizes learner-centered and interdisciplinary approaches.
- Reconstructionism aims to improve society through educational reform.
It also summarizes the contributions and theories of major curriculum theorists and psychologists like Bobbitt, Tyler, Dewey, Piaget, Vygotsky, and Gardner on how people learn.
Standards based curriculum
Standards-based curriculum aims to define what students should know and be able to do. It includes content standards that outline the knowledge students should acquire, performance standards that describe how students can demonstrate their knowledge, and proficiency standards regarding students' ability levels. An effective standards-based curriculum has clear, measurable standards that are connected to students' needs and allow teachers flexibility. It assesses students' formative and summative progress across different subject areas while developing their communication, cultural understanding, ability to make connections, awareness of cultural comparisons, and engagement with communities.
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The document discusses the rationale for implementing a K to 12 curriculum for basic education in the Philippines. It notes that international test scores have consistently ranked Philippine students low in math and science. With a congested 10-year pre-university program, graduates lack preparation for employment, entrepreneurship or higher education. The K to 12 curriculum aims to enhance quality, implement a decongested curriculum, and better prepare students for their futures through a 6-4-2 system with additional skills development.
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The document discusses various perspectives on curriculum from traditional and progressive views. It outlines Robert Hutchins, Arthur Bestor, and Joseph Schwab's traditional essentialist perspectives that curriculum should emphasize fundamental disciplines like grammar, literature, mathematics and focus on intellectual training. Progressive views defined curriculum as total learning experiences or experiences planned by teachers. It also describes Ralph Tyler and Hilda Taba's curriculum models and lists the 10 types of curriculum. Finally, it discusses philosophical, psychological and social influences on perspectives of curriculum thinkers like Franklin Bobbitt, Werret Charters, Harold Rugg, William Kilpatrick, Hollis Caswell and Ralph Tyler.
Curriculum content.ppt
The document discusses curriculum content and its elements. It defines curriculum as all learning planned by the school, whether individual or group activities inside or outside the school. Content is defined as information to be learned and can come in various forms like audio, text, or video. The document outlines criteria for selecting content, including significance, relevance to learners' lives, variety, suitability, validity, interest, utility, and feasibility. It emphasizes organizing content through sequencing, continuity, and integration to improve learning.
Curriculum evaluation
The document discusses a curriculum evaluation class at PED 109. It provides details of the class facilitators and their topics. The topics include what, why and how to evaluate a curriculum, curriculum evaluation through learning assessment, and planning, implementing, and evaluating curriculum understanding connections. It then discusses curriculum evaluation in more depth, including definitions, objectives, reasons for evaluating curriculum, and different models of curriculum evaluation.
Dimensions of curriculum design
The document discusses six dimensions of curriculum design:
1. Scope refers to the breadth of content, topics, experiences, and organizing themes included in the educational plan. The curriculum can be divided into chunks like units or chapters.
2. Sequence involves arranging the content and experiences in a logical order, either based on the subject matter or patterns of cognitive, affective, and psychomotor development.
3. Continuity provides vertical repetition of content to strengthen learning and develop skills over time, similar to a spiral curriculum described by Bruner.
4. Integration erases boundaries between subjects and disciplines, instead organizing around real-world themes.
5. Articulation sequences content either vertically from one grade
Foundations of curriculum narrative
The document discusses the philosophical and psychological foundations of curriculum. It begins by explaining four major philosophies that influence education: idealism, realism, pragmatism, and existentialism. It then examines four educational philosophies derived from these foundations: perennialism, essentialism, progressivism, and reconstructionism. Finally, it analyzes three major learning theories that inform curriculum development: behaviorism, cognitivism, and humanism. Behaviorism views learning as habit formation through reinforcement. Cognitivism sees it as knowledge acquisition and representation. Humanism emphasizes personal growth and self-actualization. Together, these philosophical foundations and psychological theories guide how curriculum is designed and instruction is approached.
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This document provides a curriculum framework for the International Baccalaureate's Primary Years Programme (PYP), which aims to develop international-mindedness in primary students. The framework outlines the PYP's beliefs about how children learn best through authentic, transdisciplinary inquiry. It describes the essential elements of the written, taught, and assessed curriculum, including knowledge, concepts, skills, attitudes and action. The framework is intended as a guide for PYP schools to plan teaching and learning, assessment, and implement changes to fully realize the PYP approach.
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The roles of stakeholders in curriculum implementation
The roles of stakeholders in curriculum implementation are discussed. Stakeholders include learners, teachers, curriculum managers/administrators, parents, community members, and others. Learners are central to the curriculum. Teachers are curriculum developers and implementers. Curriculum managers oversee implementation. Parents support the curriculum financially and through involvement. Community members provide resources. The document also discusses curriculum pilot testing, monitoring, and evaluation.
Types of lesson plan
this presentation is all about the some types of lesson plan from the definition of each types and each parts and functions...
7 Types of Curriculum Operating in Schools
used for reporting in Curriculum Development
focuses on the 7 types of curriculum operating in schools (recommended, taught, written, supported, learned, hidden, assessed curriculum)
Role of Stakeholders in curriculum implementation
This document discusses the roles of various stakeholders in curriculum implementation. It identifies the main stakeholders as learners, teachers, administrators, parents, community members, and other government agencies. Learners are the primary beneficiaries and reason for developing the curriculum. Teachers are responsible for directly implementing the curriculum through lesson planning, activities, and guiding learners. Administrators oversee curriculum implementation and provide resources and support to teachers. Parents financially support the curriculum and are involved in school activities. The community provides local knowledge and speakers. Government agencies regulate education standards and curriculum. All of these stakeholders work together to help learners achieve curriculum goals.
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curriculum leadership, the role of principal in curriculum development in practicum in educational administration
Curriculum Aims, Goals and Objectives
The document outlines the components and elements of curriculum in the Philippine educational system. It describes the three levels of education - primary, secondary, and tertiary. The primary level aims to provide knowledge, skills, values for personal development and awareness of societal changes. The secondary level continues these aims and discovers student aptitudes. The tertiary level provides general education and trains professionals needed for national development through research. The document also discusses aims, vision, mission, goals, educational objectives, and the interrelationship between curriculum components like content, methods, and evaluation.
Curriculum
The document defines different types of curriculum and their foundations. It discusses 7 types of curriculum operating in schools: recommended, written, taught, supported, assessed, learned, and hidden. It also outlines 4 major foundations of curriculum: philosophical, historical, psychological, and social. Finally, it provides details on defining objectives, selecting content, and considering aims, goals and purposes in curriculum development.
Current Issues in Curriculum Development in the Philippines
Current Issues in Curriculum Development in the Philippines
K to 12: Its Implications across the Curriculum
Focused on Private High School -- Miriam College High School
A lot of issues were raised about the implementation of K-12 in the Philippine education system. Many are worrying that it might not be effective. Others think that it won’t make any improvement. But in the case of Miriam College High school, they are looking positively for its results. Upon hearing both facts and opinions from a number of resources, the researchers think that its implementation can result in large benefits to the society of the Philippines and its citizens. There will be problems because of the changes in the curriculum but the researchers believe that Filipinos will cope up soon. They’ll learn, in no time, to make the best out of the skills they’ll acquire through the changes. Better education system will bring better and more responsible citizens. Better citizens will lead to a better country.
Implementing The Curricilum
The document discusses implementing the curriculum, which involves putting the written curriculum into practice through teaching and learning activities. It is a crucial phase that requires teacher action. Implementing means engaging learners according to plans outlined in syllabi and curricula to achieve intended outcomes. Theories on curriculum implementation and change are presented, including viewing it as a change process involving driving and restraining forces. Types of curriculum changes are categorized as substitution, alteration, restructuring, or value orientation. Elements of successful implementation are described as developmental, participatory, and supportive. Time and assistance from others are also important factors.
Revised School-Based Management
The document describes a framework for education governance and management with community participation. It outlines principles for leadership and governance, curriculum and learning, accountability and continuous improvement, and management of resources. For each principle, it provides descriptors of implementation levels from initial to ideal.
The framework aims to establish education systems that are community-led and responsive to local needs through collaborative development and review of vision, curriculum, accountability measures, and resource management. It promotes regular stakeholder participation in decision-making and continuous improvement based on assessment results.
The Teaching Profession
The Nature of Teaching
Teaching is a process that facilitates learning.
Teaching is the specialized application of knowledge, skills and attributes designed to provide unique service to meet the educational needs of the individual and the society.
Teaching emphasizes the development of values and guides students in their social relationships.
What is a Profession?
A profession is an occupation that involves specialised training and formal qualification before one is allowed to practice or work.
Society and community place a great deal of trust in the professions.
A formal qualification (university or college diploma, degree) gained over time.
Specialized Knowledge (e.g. teaching secondary Mathematics)
License or permission to practice
Exhibits high agreed standards of behavior and practice
Someone with high personal standards and values
.............................................
Foundations of a curriculum
This document outlines different philosophies of curriculum:
- Perennialism focuses on classical subjects and cultivating critical thinking.
- Essentialism promotes core skills and subjects.
- Progressivism emphasizes learner-centered and interdisciplinary approaches.
- Reconstructionism aims to improve society through educational reform.
It also summarizes the contributions and theories of major curriculum theorists and psychologists like Bobbitt, Tyler, Dewey, Piaget, Vygotsky, and Gardner on how people learn.
Standards based curriculum
Standards-based curriculum aims to define what students should know and be able to do. It includes content standards that outline the knowledge students should acquire, performance standards that describe how students can demonstrate their knowledge, and proficiency standards regarding students' ability levels. An effective standards-based curriculum has clear, measurable standards that are connected to students' needs and allow teachers flexibility. It assesses students' formative and summative progress across different subject areas while developing their communication, cultural understanding, ability to make connections, awareness of cultural comparisons, and engagement with communities.
K to 12 CURRICULUM FOR BASIC EDUCATION
The document discusses the rationale for implementing a K to 12 curriculum for basic education in the Philippines. It notes that international test scores have consistently ranked Philippine students low in math and science. With a congested 10-year pre-university program, graduates lack preparation for employment, entrepreneurship or higher education. The K to 12 curriculum aims to enhance quality, implement a decongested curriculum, and better prepare students for their futures through a 6-4-2 system with additional skills development.
Curriculum Concepts, Nature and Purposes
The document discusses various perspectives on curriculum from traditional and progressive views. It outlines Robert Hutchins, Arthur Bestor, and Joseph Schwab's traditional essentialist perspectives that curriculum should emphasize fundamental disciplines like grammar, literature, mathematics and focus on intellectual training. Progressive views defined curriculum as total learning experiences or experiences planned by teachers. It also describes Ralph Tyler and Hilda Taba's curriculum models and lists the 10 types of curriculum. Finally, it discusses philosophical, psychological and social influences on perspectives of curriculum thinkers like Franklin Bobbitt, Werret Charters, Harold Rugg, William Kilpatrick, Hollis Caswell and Ralph Tyler.
Curriculum content.ppt
The document discusses curriculum content and its elements. It defines curriculum as all learning planned by the school, whether individual or group activities inside or outside the school. Content is defined as information to be learned and can come in various forms like audio, text, or video. The document outlines criteria for selecting content, including significance, relevance to learners' lives, variety, suitability, validity, interest, utility, and feasibility. It emphasizes organizing content through sequencing, continuity, and integration to improve learning.
Curriculum evaluation
The document discusses a curriculum evaluation class at PED 109. It provides details of the class facilitators and their topics. The topics include what, why and how to evaluate a curriculum, curriculum evaluation through learning assessment, and planning, implementing, and evaluating curriculum understanding connections. It then discusses curriculum evaluation in more depth, including definitions, objectives, reasons for evaluating curriculum, and different models of curriculum evaluation.
Dimensions of curriculum design
The document discusses six dimensions of curriculum design:
1. Scope refers to the breadth of content, topics, experiences, and organizing themes included in the educational plan. The curriculum can be divided into chunks like units or chapters.
2. Sequence involves arranging the content and experiences in a logical order, either based on the subject matter or patterns of cognitive, affective, and psychomotor development.
3. Continuity provides vertical repetition of content to strengthen learning and develop skills over time, similar to a spiral curriculum described by Bruner.
4. Integration erases boundaries between subjects and disciplines, instead organizing around real-world themes.
5. Articulation sequences content either vertically from one grade
Foundations of curriculum narrative
The document discusses the philosophical and psychological foundations of curriculum. It begins by explaining four major philosophies that influence education: idealism, realism, pragmatism, and existentialism. It then examines four educational philosophies derived from these foundations: perennialism, essentialism, progressivism, and reconstructionism. Finally, it analyzes three major learning theories that inform curriculum development: behaviorism, cognitivism, and humanism. Behaviorism views learning as habit formation through reinforcement. Cognitivism sees it as knowledge acquisition and representation. Humanism emphasizes personal growth and self-actualization. Together, these philosophical foundations and psychological theories guide how curriculum is designed and instruction is approached.
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This document provides a curriculum framework for the International Baccalaureate's Primary Years Programme (PYP), which aims to develop international-mindedness in primary students. The framework outlines the PYP's beliefs about how children learn best through authentic, transdisciplinary inquiry. It describes the essential elements of the written, taught, and assessed curriculum, including knowledge, concepts, skills, attitudes and action. The framework is intended as a guide for PYP schools to plan teaching and learning, assessment, and implement changes to fully realize the PYP approach.
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The International Baccalaureate (IB) Middle Years Programme (MYP) provides a framework for students aged 11-16 that allows for flexibility based on national or local requirements while keeping the learner at the center. The MYP focuses on developing approaches to learning, intercultural awareness, communication skills, and subject areas through five contexts: awareness and understanding, areas of interaction, communities and service, human ingenuity, and environments. Assessment in the MYP uses criterion-related assessment and a variety of strategies to support student learning and provide valid, reliable information on student progress.
IB presentation "Middle years programme"
The International Baccalaureate (IB) Middle Years Programme (MYP) provides a framework for students aged 11-16 that allows for flexibility based on national or local requirements while keeping the learner at the center. The MYP focuses on developing approaches to learning skills, intercultural awareness, communication skills, and subject knowledge through five interactive areas: arts, human ingenuity, environments, health and social studies. Assessment in the MYP uses criterion-related rubrics and a variety of strategies to support student learning and provide valid, reliable information on student progress.
IB Middle Years Programme
The International Baccalaureate (IB) Middle Years Programme (MYP) provides a framework for students aged 11-16 that allows for flexibility based on national or local requirements while keeping the learner at the center. The MYP focuses on developing approaches to learning, intercultural awareness, communication skills, and subject areas through five contexts like exploration of real-world issues. Assessment in the MYP includes criterion-related internal and external assessments to evaluate student understanding and provide feedback to improve teaching.
International Baccalaureate
The International Baccalaureate (IB) Middle Years Programme (MYP) provides a framework for students aged 11-16 that allows for flexibility based on national or local requirements while keeping the learner at the center. The MYP focuses on developing approaches to learning, intercultural awareness, communication skills, and subject areas through five contexts: awareness and understanding, action, reflection, human ingenuity, and environments. Assessment includes both internal and external components to evaluate student understanding and ensure the holistic nature of the program.
CURRICULUM DESIGN 2.pptx
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2 project based learning handbook
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Sciences guide
This document provides a framework for teaching and learning sciences in the Middle Years Programme (MYP). It outlines the MYP programme model and describes the nature of sciences as inquiry-based learning that makes connections between science, everyday life, and issues of ethics and society. The guide explains how MYP sciences builds upon concepts from the Primary Years Programme and prepares students for the Diploma Programme through its focus on developing scientific thinking skills and aligning objectives and assessment criteria across the IB continuum.
Curriculum context
Typically, curriculum documents focus on specific subject matter content. However, if we are to take seriously broader notions of curriculum, then we must contend with multiple contexts that affect curriculum, students, and teachers. The following diagram provides and overview of some of these context
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The written curriculum ppp
- 1. The Written Curriculum Online workshop
- 2. “The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn. ” Alvin Toffler
- 3. What is a curriculum? Let`s think and share … What makes up a curriculum? What is a PYP curriculum?
- 4. What is a curriculum? A “big umbrella” It is the what, why and how of teaching. It includes subjects, knowledge, skills, values, content, learning experiences, assessment. It shapes and guides teaching and learning It is a navigation map for teachers.
- 5. What is the PYP?
- 6. Which are the essential elements?
- 7. What it means to be a PYP school? PYP schools ensure that the learning is: • engaging • Relevant • challenging • significant • Constructivist • Concept based • Inquiry based • Transdisciplinary learning
- 8. How does the PYP organize the curriculum?
- 10. The programme of inquiry – POI Unit planners Scope and sequences The written curriculum structure
- 11. Transcends the subject areas in order to explore issues that are relevant, significant, engaging and challenging to students. Reflects the essential elements It develops International-mindedness Is based on each student’s needs, interests and competencies. The written curriculum main characteristics
- 12. Ensures that learning is a balance between the intellectual, the social and the personal It is collaboratively developed, reflected upon and reviewed both horizontally and vertically. As members of the school community, teachers and students share responsibility for developing curriculum. The written curriculum main characteristics
- 14. The PYP promotes a balance between the acquisition of essential knowledge and skills, development of conceptual understanding, demonstration of positive attitudes, and taking of responsible action. Students are invited to inquire into, and learn about, globally significant issues in the context of units of inquiry, each of which addresses a central idea relevant to a particular transdisciplinary theme with lines of inquiry that provide the opportunities for students to explore the scope of the central idea for each unit. “These units collectively constitute the school’s programme of inquiry.” (MTPYPH page 12) The programme of inquiry and the subject scope and sequences are components of the curriculum, which when used together, define a coherent curriculum. The PYP unit planner is the instrument designed to synthesize the 5 essential elements and strengthen the connections between the written, taught and assessed curriculum. Overview
- 15. Resources Videos: Rethinking Learning: The 21st Century Learner | MacArthur Foundation http://www.youtube.com/watch?v=c0xa98cy-Rw A Vision of Students Today http://www.youtube.com./watch?v=dGCJ46vyR9o Did you know http://www.youtube.com./watch?v=YmwwrGV_aiE Heidi Hayes Jacobs: "21st Century Teaching & Learning within the Common Core" http://www.youtube.com/watch?v=xvOnha7XnaQ
- 16. Documents: How to use the PYP planner http://xmltwo.ibo.org/publications/PYP/p_0_pypxx_sup_1210_1/ibpublishing.ibo.org/test- exist/rest/app/pub.xql@doc=p_0_pypxx_sup_1210_1_e&part=1&chapter=1.html Perkins-The-Many-Faces-of-Constructivism https://es.scribd.com/doc/32920521/Perkins-The-Many-Faces-of-Constructivism The 7Rs of a quality curriculum https://onlinepd.ibo.org/pluginfile.php/177367/mod_resource/content/2/html/docs/mod ule1_seven_rs_curriculum.pdf Learn more about the Backward Design process https://onlinepd.ibo.org/pluginfile.php/177367/mod_resource/content/2/html/docs/Unde rstanding%20by%20Design%20Teaching%20Ellen%20Meier%20CTSC.pdf
- 17. Connect Which connections were you able to make about the written curriculum, POI and unit planners? Extend How do the ideas raised/explored in the workshop extend your thinking? Challenge How can you used this knowledge to improve your practice?
- 18. Thank you!