Curriculum Development Report
Curriculum Development Report
Subject Topic Professor Reporter : : : : Curriculum Development Processes of Curriculum Planning and Curriculum Change Dr. Librada Abanto Mrs. Laarni C. Tan
Curriculum Study
Purposes of Curriculum Study (Anderson, 1965) 1. To meet the cultural demands
Rapidity of social change Scientific advancement in nuclear energy and its consequences Various kinds of professional and community groups who needs change along certain lines.
Curriculum Study
2. Solving instructional problems 3. Changing peoples ways of behaving 4. Changing Perceptions 5. Improving Students Experiences
Curriculum Making
When we talk about curriculum making we refer to the creation of interesting, engaging and challenging educational experiences which drawn upon teacher knowledge and skills, the experiences of students and the valuable subject resource.
Curriculum Making
Making a curriculum is like writing a lesson plan. It is like putting different components together in a very creative way.
Curriculum Making
Curriculum are organized according to different design models of curriculum which are: Subject-centered design model Subject design Discipline design Correlation design Interdisciplinary design
Curriculum Making
Curriculum Making
Curriculum Making
The nature of the elements and the manner in which they are organized may comprise which we call a curriculum design.
Curriculum Making
Elements/Components of a Curriculum Design Aims, goals and objectives Subject matter/ content Learning experiences Evaluation approaches
Curriculum Making
When translated into questions, each component can be addressed by the following: What is to be done? What subjects are to be included?
Curriculum Making
What strategies, resources and activities will be employed? What methods and instruments will be used to assess the results of the curriculum?
Scope
All the components, topics, learning experiences and organizing threads comprising the educational plan ( Tyler, 2004) Provides boundaries in curriculum as it applies to the different educational levels
Requires decision making skills Time bound Considerations for the scope may include the time, diversity and maturity of the learners, complexity of the content, and level of education.
Sequence
Provide continuous and cumulative learning A vertical relationship among all the elements of the curriculum
Prerequisite learning
It means that there are fundamental things to be learned ahead. Giving the overview before the specific content or topics.
Chronological learning
The order of the events is made as a basis of sequencing the content and the experiences
Continuity
Provided by the vertical repetition and recurring appearances of the content Enables the learner to strengthen the permanency of learning and development of skills
Is also known as spiral curriculum (Bruner) where the contents is organized according to the interrelationship between structure of the basic ideas of a major discipline
Ideas are to be developed and redeveloped in a spiral fashion in increasing depth and breadth as the learners advance
Integration
Organization is drawn from the world theme from real life concerns
Articulation
Vertical articulation contents are arranged from level to level so that the content in a lower level is connected to the next Horizontal articulation association is among or between elements that happen at the same time.
Balance
Keeping the curriculum in balance requires continuous fine tuning and review for its effectiveness and relevance. Equitable assignments of its elements.
Features of a Curriculum
Who teaches? the Teacher Who do the teachers teach? the Learners What do the teachers teach? Knowledge, Skills and Values How do teachers teach? Strategies and Methods How much of the teachers was learned? Performance With whom do we teach? Community Partners
5. The curriculum design should take into account cognitive, affective, psychomotor skills, concepts and outcomes.
Evaluation of Curriculum
To evaluate is to determine the value or worth of something, and worth is expressed in relation to some type of criterion. Is the process of gathering and interpreting evidence regarding the problems and the progress of individual in achieving desirable educational goals
Evaluation of Curriculum
A process where parts, processes, or outcomes of a program are examined to see whether they are satisfactory, particularly with reference to the programs stated objectives.
Evaluation of Curriculum
ENDS
EVALUATION
MEANS
Unprecedented expansion of knowledge. The amount of information available to the literate world doubles each fifteen years or so (Licklider, 1965) Educators throughout the world have to confront a voluminous mass of data as they try to answer the question: Of all the knowledge in the world, what parts should be thought in which kinds of schools?
The emancipation of so many areas of the earth from colonial rule. Increased pace of technological expansion Rapid growth of the worlds population Competition among nation, among school systems, and among individuals Shifts in political control of a nation, province or community
Educational Innovation
Innovation
A solution to problems which
represent a change or departure from current practice as opposed to progressive improvement within an existing framework
~ Klaus, 1969.
In curriculum, changes and modifications are being introduced to keep pace with the changing world. With emerging theories of learning, instructional delivery and management, learning and teaching styles, modes of living and other societal changes in science and technology led educators to introduce innovations.
The BEC developed through a dynamic process. It started with a review of the existing basic education curriculum in 1997 which took into consideration worldwide trends and Philippine reality.
It is restructured into five learning areas: English, Math, Filipino, Science and Makabayan
A flagship project of the Department of education to the Social Reform Agenda initiatives of the government. The program was focused only on the elementary level and the goals were improved learning achievement, improve completion rates, access to a quality elementary education
Its purpose ios to improve equitable access to secondary education in poverty affected areas. Curricular reforms in SEDIP revolved around improving Teaching-learning , Improving Teaching and Learning and Improving Access to Secondary Education Management
It started in 2000 and ended in 2006. Initial results showed gains, and best practices have been replicated in other divisions which were not participants in the project.
This new Teacher Education Curriculum was implemented by CMO 30, s, 2004. There are two teacher education degrees which are offered by the Teachers Training Institution (BEEd and BSEd).
It emphasizes the interweaving of foundational, theoretical, methodological and experiences knowledge in the various learning experiences in the curriculum.
Brain- based Learning Brain-based learning is a comprehensive approach to instruction using current research from neuroscience. Brain-based education emphasizes how the brain learns naturally and is based on what we currently know about the actual structure and function of the human brain at varying developmental stages.
Using the latest neural research, educational techniques that are brain friendly provide a biologically driven framework for creating effective instruction. This theory also helps explain recurring learning behaviours, and is a meta-concept that includes an eclectic mix of techniques. Currently, related techniques stress allowing teachers to connect learning to students' real lives and emotional experiences, as well as their personal histories and experiences.