Module 1 - Lesson 2

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Elements/Components of the Curriculum Aims, Goals and Objectives Subject Matter/Content Learning Experiences Evaluation Approaches Philippine constitution of 1987, all schools shall aim to : inculcate patriotism and nationalism foster love of humanity I. Aims, Goals and Objectives

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Philippine constitution of 1987, all schools shall aim to : 3. promote respect for human rights 4. appreciate the role of national heroes in the historical development of the country 5. teach the rights and duties of citizenship 6. strengthen ethical and spiritual values 7. develop moral character and personal discipline

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Philippine constitution of 1987, all schools shall aim to : 8. encourage critical and creative thinking 9. b roaden scientific and technological knowledge and promote vocational efficiency

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Aims of Elementary Education (Educational Act of 1982) provide knowledge and develop skills, attitudes, values essential to personal development and necessary for living in and contributing to a developing and changing society; provide learning experiences which increase the child’s awareness of and responsiveness to the changes in the society;

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Aims of Elementary Education (Educational Act of 1982) promote and intensify knowledge, identification with and love for the nation and the people to which he belongs; and promote work experiences which develop orientation to the world of work and prepare the learner to engage in honest and gainful work

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Aims of Secondary Education continue to promote the objectives of elementary education; and discover and enhance the different aptitudes and interests of students in order to equip them with skills for productive endeavor and or to prepare them for tertiary schooling.

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Aims of Tertiary Education provide general education programs which will promote national identity, cultural consciousness, moral integrity and spiritual vigor ; train the nation’s manpower in the skill required for national development; develop the professions that will provide leadership; and advance knowledge through research and apply new knowledge for improving the

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Aims of Tertiary Education advance knowledge through research and apply new knowledge for improving the quality of human life and respond effectively to changing society School’s Vision – is a clear concept of what the institution would like to become in the future. Example: A model performing high school where students are equipped with knowledge, skills and strength of character to realize their potential to the fullest.

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Example: Commits to the Exemplary Christian Education for Life and responsive to the needs of the total person and the world. School’s Mission Statement = spells out how it intends to carry out its Vision. Example: To produce globally competitive lifelong learners.

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Commits to the total development of individuals for life adjustment and to the upliftment of the economically deprived but deserving students through quality instruction, updated facilities and curricula responsive to the needs of the times. School’s Goals = are broad statements or intents to be accomplished.

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Example : 1. Build a strong foundation of skills and concepts . 2. Efficient and effective administration responsive of the needs of the university and community.

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School’s educational objectives = simple and specific for the attainment of each learner. Educational Objectives = are explicit formulations of the ways in which students are expected to be changed by the educative process . = intent communicated by statement describing proposed change in learners. Benjamin Boom and Robert Mager

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Three big domain of Objectives Cognitive Domain (Blooms et al 1956) – domain of thought process Knowledge – recall, remembering of prior learned materials in terms of facts, concepts, theories, and principles. It is the lowest cognitive level. Comprehension = ability to grasp the meaning of material. It indicates the lowest form of understanding.

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Three big domain of Objectives Cognitive Domain (Blooms et al 1956) – domain of thought process 3. Application – the ability to use learned materials in new and concrete situation. 4. Analysis – ability to break down material into component parts so that its organizational structure may be understood. 5. Synthesis – ability to put parts together to form a new whole. 6. Evaluation – ability to pass judgment on something based on given criteria.

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Three big domain of Objectives Cognitive Domain (Blooms et al 1956) – domain of thought process 6. Evaluation – ability to pass judgment on something based on given criteria.

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Three big domain of Objectives Affective Domain ( Krathwohl , 1964) –domain of valuing, attitude and appreciation. Recieving – students’ willingness to pay attention to particular event, stimuli or classroom activities. Responding – active participation on the part of the students.

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Three big domain of Objectives Affective Domain ( Krathwohl , 1964) –domain of valuing, attitude and appreciation. 3. Valuing – concerned with the worth or value a student attached to a particular phenomena, object or behavior . 4. Organization – concerned with bringing together different values and building a value system.

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Three big domain of Objectives Affective Domain ( Krathwohl , 1964) –domain of valuing, attitude and appreciation. 5. Characterization by a value or value complex – developing a lifestyle from a value system.

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Three big domain of Objectives Psychomotor Domain (Simpson, 1972)-domain of the use of psychomotor attributes. Perception – use of sense organs to guide motor activities. 2. Set – refers to the readiness to take a particular type of action. 3. Guided response – concerned with the early stages in learning complex skills. Imitation and trial and error are some of the ways of doing.

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Three big domain of Objectives Psychomotor Domain (Simpson, 1972)-domain of the use of psychomotor attributes. 4. Mechanism – responses have become habitual. Performance skills are with ease and confidence. 5. Complex overt responses – skillful performance and with complex movement patterns. 6. Adaptation – skill well developed that the ability to modify is very easy. 7. Origination – refers to creating new movement patterns to fit the situation. Creativity is evident.

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II. Curriculum Content or Subject Matter – another term for knowledge. “Knowledge is a model we construct to give meaning and structure to regularities in experience” - Gerome Bruner - Example: Each subject area has its own body of subject matter.

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Criteria in the selection of subject matter content or knowledge for the curriculum. Self-sufficiency – helping the learners to attain maximum self-sufficiency in learning but in the most economical manner. (Scheffler-1970) Significance – contribute to basic ideas, concepts, principles, and generalization to achieve the overall aim of education, and develop learning abilities, skills processes and attitude.

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Criteria in the selection of subject matter content or knowledge for the curriculum. 3. Validity – subject matter should be checked at regular intervals to determine if the content that was originally valid continues to be. 4. Interests – students’ interests should be considered in terms of maturity, prior experiences, educational and social value of their interests among others.

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Criteria in the selection of subject matter content or knowledge for the curriculum. 5. Utility – Usefulness of the content. 6. Learnability – It should be within the range of the experiences of the learners. 7. Feasibility – Can the subject matter be learned within the time allowed, resources available, expertise of the teacher, and the nature of the learners.

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Criteria in the selection of subject matter content or knowledge for the curriculum. Content selection should be considered within the context of the existing reality in schools, in society and government. Other considerations: f requently and commonly used in daily life; s uited to the maturity levels and abilities of students; Valuable in meeting the needs and the competencies of a future career;

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Criteria in the selection of subject matter content or knowledge for the curriculum. Other considerations: d. r elated with other subject areas; and e. i mportant in the transfer of learning.

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Criteria in the selection of subject matter content or knowledge for the curriculum. Principles (Palma, 1992) Balance – curriculum content should be fairly distributed in depth and breadth of the particular learning area. Articulation – of the contents of the curriculum is expected when each level of subject matter is smoothly connected to the next content.

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Criteria in the selection of subject matter content or knowledge for the curriculum. Principles (Palma, 1992) Sequence – logical arrangement of the subject matter. It refers to the deepening and broadening of content as it is taken up in higher levels. Integration – horizontal connections among subject areas are needed to help the learner get a holistic view of reality and outlook in life.

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Criteria in the selection of subject matter content or knowledge for the curriculum. Principles (Palma, 1992) Continuity – constant repetition, review and reinforcement of learning. III. Curriculum Experiences Instructional strategies and methods to curriculum experiences – the heart of the curriculum.

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Guidelines for the selection and use of instructional strategies and methods Teaching methods are means to achieve the end. They are used to translate the objectives into action. There is no single best teaching method. Its effectiveness will depend on the learni n g objectives, the learners and skill of the teacher.

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Guidelines for the selection and use of instructional strategies and methods 3. Teaching methods should stimulate the learners desire to develop the cognitive, affective, psychomotor, social and spiritual domain of the individual. 4. In the choice of the teaching methods, learning styles of the students should be considered.

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Guidelines for the selection and use of instructional strategies and methods 5. Every method should lead the development of the learning outcomes in the three domains: cognitive, affective and psychomotor. 6. Flexibility should be a consideration in the use of the teaching methods.

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IV. Curriculum Evaluation – the formal determination of the quality, effectiveness, or value of the program, process, product of the curriculum. Evaluation as defined by Tuckman (1985) is meeting the goals and matching them with the intended outcomes.

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Mode of Evaluation Stufflebeam’s CIPP (Content, Input, Process, Product) Model – context evaluation or situation analysis. Steps in curriculum evaluation Focus on the particular component of the curriculum. Will it be the subject area, the grade level, the course, or the degree program? Specify the objectives of evaluation.

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2. Collect or gather the information. Information is made up of data needed regarding the object of evaluation. 3. Organize the information. This step will require c oding, organizing, storing and retrieving data for interpretation. 4. Analyze information. An appropriate way of analyzing will be utilized.

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5. Report the information. The result of evaluation should be reported to specific audiences. Reporting can be done formally in conferences with stakeholders, or informally through roundtable discussions and conversations . 6. Recycle the information for continuous feedback, modification and adjustments to be made.

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Aims Objectives Content/ Subject Matter Evaluation Methods/Strategies Interrelationship of the Components of a Curriculum

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Curriculum Approaches Behavioral Approach – In education it begins with educational plans that start with the setting of goals and objectives. According to Frederick Taylor Behavioral approach is aimed to achieve efficiency. To curriculum BA is based on a blueprint where goals, objectives are specified , contents and activities are also arranged to match with the learning objectives.

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Curriculum Approaches Managerial Approach Roles of Curriculum Supervisors (Ornstein and Hunkins , 2004) Help develop the school’s educations goals. Plan curriculum with students, parents, teachers and other stakeholders. Design programs of study by grade levels. Plan or schedule classes or school calendar. Prepare curriculum guides or teacher guides by grade level or subject area

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Curriculum Approaches Managerial Approach Roles of Curriculum Supervisors (Ornstein and Hunkins , 2004) 6. Help in the evaluation and selection of textbooks. 7. Observe teachers. 8. Assist teachers in the implementation of the curriculum 9.Encourage curriculum innovation and change. 10. Develop standards for curriculum and instructional evaluation.

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Curriculum Approaches Systems Approach – the parts of the total school district or school are examined in terms of how they relate to each other. George Beauchamp advocated that administration, counselling, curriculum, instruction and evaluation as of equal importance in the systems theory of education.

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Curriculum Approaches Humanistic Approach – considers the formal or planned curriculum and the informal or hidden curriculum. The learner is at the center of the curriculum.