Group1report - Educ 4 Curriculum Development
Group1report - Educ 4 Curriculum Development
Group1report - Educ 4 Curriculum Development
MODULE 1 –
INTRODUCTION TO
CURRICULUM
DEVELOPMENT
WILMA M. CALAGO
CYREL T. QUIAWAN
ROSEMARIE F. CAMUGAO
SITTI FATIMA ARABIA
ROSEMIN CRYSTAL DELA CRUZ
RODELLETE DELA TORRE
EDUC 4 - CURRICULUM DEVELOPMENT
Lesson 1
Concepts, Nature and purposes of curriculum
INTRODUCTION
What is curriculum?
What is its purpose?
What is its nature?
Curriculum
derived from a Latin word currere which means “a race”
or “the race of a course”
refers to the lessons and academic content taught in
school or specific course or program.
PURPOSE OF CURRICULUM
To provide a template or design which enables
learning to take place.
EDUC 4 - CURRICULUM DEVELOPMENT
Robert M. Hutchins
Arthur Bestor
The mission of the school should be intellectual
training.
Curriculum should focus on the fundamental
intellectual disciplines of grammar, literature, and
writing.
It should also include mathematics, science, history,
and foreign language.
Joseph Schwab
Discipline is the sole source of curriculum.
EDUC 4 - CURRICULUM DEVELOPMENT
HILDA TABA
She improved the Tyler’s Rationale by making a linear model
Her advocacy was commonly called the grassroots approach.
Cyrel T. Quiawan
Major foundations of curriculum
Philosophical foundations of curriculum
Historical Foundations of Curriculum
Psychological Foundation of Education
Social Foundation of Education
ELEMENTS /
COMPONENTS OF THE
CURRICULUM
1. AIMS, GOALS AND OBJECTIVES
What is to be done?
2. SUBJECT MATTER/CONTENT
What subject matter is to be included?
3. LEARNING EXPERIENCES
What are the instructional strategies, resources and activities will be employed?
4. EVALUATION APPROACHES
What methods and instrument will be used to assess the result of the curriculum?
COMPONENT 1:
CURRICULUM AIMS,
GOALS AND
OBJECTIVES
COMPONENT 1:
CURRICULUM AIMS, GOALS AND OBJECTIVES
SCHOOLS – are established institution which are either run by the government or
a private sector.
Based on the Philippine Constitution of 1987, all associate shall aim to:
1. Inculcate patriotism and nationalism.
2. Foster love of humanity
3. Promote respect for human rights.
4. Appreciate the role of national heroes in the historical development of the
country
5. Teach the right and duties of citizenship.
6. Strengthen ethical and spiritual values.
7. Develop moral character and personal discipline.
8. Encourage critical and creative thinking.
9. Broaden scientific and technological knowledge and promote vocational
efficiency.
AIMS OF ELEMENTARY EDUCATION (Education Act of 1982)
In the elementary level, schools through their curricula should aim to:
1. Provide knowledge and development skills, attitudes, values essential to personal
development and necessary for living in and contributing to a developing and
changing society.
2. Provide learning experiences which increase a child's awareness of and
responsiveness to the changes in the society.
3. Promote and intensify knowledge, identification with and love for the nation and
the people to which he belongs, and
4. Promote work experiences which develop orientation to the world of work and
prepare the learner to engage in honest and gainful work.
• AIMS OF SECONDARY EDUCATION (Education Act of 1982)
2. Discover and enhance the different aptitudes and interests of students in order to
equip them with skills for productive endeavour and or to prepare them for
tertiary schooling
• AIMS OF TERTIARY EDUCATION (Education Act of 1982)
VISION
It provides a clear concept for the future.
It is what the institution would like to become in the future.
It provides a focal point or a unifying element according to which the school
staff, faculty, and students perform either individually or collectively.
It is the guiding post around which all educational efforts including curricula
should be directed.
The schools vision can be very ambitious but it is a characteristic of the vision
MISSION
It spell out how it intends to carry the vision.
It targets to produce the kind of persons the students will become after having
been educated over a straightened period of time.
GOALS
Are broad statements or intents to be accomplish
The data for sources of school goals may be or may include the learner,
the society or the stakeholders
BENJAMIN BLOOM and ROBERT MAGER defined educational objectives in
two ways:
Explicit formulation of the ways in which students are expected to be changed
by the educative process.
Intent communicated by statement describing a proposed change in learners.
In other words, OBJECTIVES:
Direct the change in behaviour which is the ultimate aim of the learning.
They provide a basis for the selection of learning content and learning
experiences.
Also set the criteria against which the learning outcomes will be evaluated
BLOOM and his associates classified three (3) big domains of objectives. These
are:
1. COGNITIVE – Domain of thought process.
knowledge, comprehension, application, analysis, synthesis, evaluation.
ROSEMARIE F. CAMUGAO
MODULE 1 LESSON 3:
Planning
Implement
Evaluate
Feedback/Reflection
The planning phase includes decision
about:
The needs of the learners.
The achievable goals and objectives to meet the needs
The selection of the content to be taught
The motivation to carry out the goals
The strategies most fit to carry out the goals and,
The evaluation process to measure learning outcomes.
Teaching plan maybe short term like the daily plan or
long term plan like the unit plan or a yearly plan.
Intentional Learning
Unintentional Learning
Two Principal types of Learning Theories
1. Behavioral Learning Theories
-states that the individual learns from his own discovery of the
environment. Bruner’s idea give rise to the emerging theory of
constructivism and self-learning.
Large Group
-teaching methods like lecture, expository, panel discussion, seminar,
forum, demonstration.
Small Group
-teaching methods like role playing, buzz session, workshop, process
approach, discovery learning, cooperative learning in various forms, laboratory.
Individual
-teaching methods like modular instruction, e-teaching, and programmed
instructions.
Ways of Learning:
1. Continuity
2. Sequence
3. Integration
Continuity
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