Basic Philosophy Report - Horizontal and

Philisophy

1. EVALUATION MODELS GRADUATE SCHOOL PROGRAM [email protected] 0951 824 0216 Arcil S. Doblas

2. STAKE’S RESPONSIVE MODEL

3. Stake’s Responsive Model Created in 1967 by Robert E. Stake, for the Center for Instructional Research and Curriculum Evaluation at the University of Illinois.

4. 3 Categories Antecedents 3. Outcomes 2. Transactions

5. Conceptual Framework: Horizontal and Vertical Organizations

6. CURRICULUM ORGANIZATION

7. CURRICULUM ORGANIZATION Refers to the management of the elements of a curriculum into a substantive entity

8. HORIZONTAL ORGANIZATION Describes the correlation or integration of the content taught concurrently DEFINITION

9. Example: In the BTTE HORIZONTAL ORGANIZATION The Conversion of Units ( e.g from ml to oz., etc) is integrated into subjects like Basic and Advance baking. The process of getting the MEAN ,MEDIAN and the MODE in mathematics is also integrated in the STATISTICS and ASSESSMENT OF STUDENT LEARNING 1 and 2.

10. HORIZONTAL ORGANIZATION The arrangement of topics, themes, or courses offered at the same point in time DEFINITION

11. Horizontal Arrangement Mathematics Analytical geometry Vector addition Science INTERELATE

12. Horizontal Organization * Includes all topics learning experiences and organizing threads found in the curriculum plan * Refers to the arrangement of content based on the relatedness of topics, themes, skills, or processes in two or more subjects/courses in the same grade/year, sem. Or trimester SCOPE INTEGRATION * Refers to all varieties and types of educational experiences that are to be provided to the student through the school * Accomplished by integrating separate subjects that are related

13. VERTICAL ORGANIZATION Sequencing of curriculum elements DEFINITION

14. Example: VERTICAL ORGANIZATION Grade 2: students need to identify unit fractions as parts of a whole. Grade 3: students need to add and subtract unit fractions. Grade 4: students need to compare and order fractions with like denominators and like numerators

15. Vertical Organization frequent and continuing opportunity to practice and develop skills in which students have already been pre-exposed deciding on what content should come first within a hierarchy of developmental goals how it should be built upon CONTINUTITY SEQUENCE

16. CURRICULUM DESIGN QUALITIES

17. CURRICULUM DESIGN It is the process of creating a curriculum that aligns with the goals, objectives and learning outcomes of a course DEFINITION

18. Curriculum Design Qualities SCOPE ARTICULATION INTEGRATION SEQUENCE CONTINUITY BALANCE

19. All the content, topics, learning experiences, and organizing threads comprising the educational plan. (Ralph Tyler) SCOPE Refers to the curriculum's horizontal dimension. (John Goodlad & Zhisin Su) SEQUENCE CONTINUITY INTEGRATION ARTICULATION BALANCE

20. Order of topics overtime SEQUENCE Also called vertical dimension Jean Piaget provided a framework for sequencing content Based on Piaget's Theory of Cognitive Development

21. 4 LEVELS OF SEQUENCE (Smith, Stanby and Shore, 1973) Simple to complex learning 3. Whole to Part Learning 4. Chronological Learning 2. Pre-requisite learning

22. Concept-related method 3. Learning-related sequence 4. Utilization-related learning 2. Inquiry-related model 4 TYPES OF SEQUENCE (Posner and Strike, 1976)

23. CONTINUITY SEQUENCE CONTINUITY INTEGRATION ARTICULATION BALANCE Refers to the smoothness or absen ce of disruption in the curriculum over time

24. Linking all types of knowledge and experiences within the curriculum plan INTEGRATION

25. ARTICULATION SEQUENCE CONTINUITY INTEGRATION ARTICULATION BALANCE Refers to the smooth flow of the curriculum on both vertical and horizontal dimensions.

26. It is necessary to provide weight to each part of the design. BALANCE

27. Thank You For your Attention ARCIL S. DOBLAS