CURRICULUM AS A PROCESS AND A PRODUCT.pptx

Curriculum as a Process and Product

1. CONTENT RECIPE COOKING PROCESS PRODUCT DISH

2. PROCESS & Presented by: Ms. Janette Anne R. Macaraig MAEd -PE Curriculum as: PRODUCT Distinguish the nature of process and product when in comes to curriculum. 01 02 03 Objectives: Describe the education system’s setting (curriculum) giving importance to its process and product. Respond to the challenges encountered in Philippines’ Education Curriculum with respect to own experiences.

3. Distinguish the nature of process and product when in comes to curriculum. 01 02 03 Objectives: Curriculum as: process Describe the education system’s setting (curriculum) giving importance to its process and product. Respond to the challenges encountered in Philippines’ Education Curriculum with respect to own experiences.

4. Curriculum as: process Curriculum as process

5. Curriculum as process (1) Curriculum as a process is about the practice of teaching . This is where the teacher places action using the content to achieve an outcome (Bilbao, et. al., 2015). (2) Curriculum processes are the procedures involved in creating, using, and evaluating the curricula presented in various curriculum projects ( Villena , et. al., 2015). Individual needs, interests, and experiences of students, and adapting the curriculum to meet their unique learning needs. Write the author, source, or your thoughts about the statement Curriculum as: process

6. Curriculum as process Write the author, source, or your thoughts about the statement Curriculum as: process the intersection of the content and process.

7. Curriculum as process Write the author, source, or your thoughts about the statement Curriculum as: process “the intersection of the content and process.” Curriculum as process Write the author, source, or your thoughts about the statement Curriculum as: process “the intersection of the content and process.” P R I N C I P L E s 2. There is no single best process or method. 4. Learning and teaching styles should be considered. G U I D I N G 1. Teaching methods are a means to achieve the end. 3. It should stimulate the learner’s desire to develop himself.

8. Curriculum as process Write the author, source, or your thoughts about the statement Curriculum as: process “the intersection of the content and process.” Curriculum as process Write the author, source, or your thoughts about the statement Curriculum as: process “the intersection of the content and process.” P R I N C I P L E s 2. There is no single best process or method. 4. Learning and teaching styles should be considered. G U I D I N G 1. Teaching methods are a means to achieve the end. 3. It should stimulate the learner’s desire to develop himself.

9. Curriculum as process Write the author, source, or your thoughts about the statement Curriculum as: process P R I N C I P L E s 2. There is no single best process or method. 4. Learning and teaching styles should be considered. G U I D I N G 1. Teaching methods are a means to achieve the end. 3. It should stimulate the learner’s desire to develop himself. 6. The process should be flexible. 5. Every method should result to learning outcomes. 7. Teaching and learning are the most important processes. “the intersection of the content and process.”

10. Curriculum as process Curriculum as: P R I N C I P L E s 6. The process should be flexible. G U I D I N G 5. Every method should result to learning outcomes. 7. Teaching and learning are the most important processes.

11. P R I N C I P L E s G U I D I N G 6. The process should be flexible. 5. Every method should result to learning outcomes. 7. Teaching and learning are the most important processes. (2) The development of the curriculum which means recreating or modifying what is taught to students . The curriculum is so much necessary raw material, but warmth is the vital element for the growing plant and for the soul of the child. -Carl Jung

12. (2) The development of the curriculum which means recreating or modifying what is taught to students . The curriculum is so much necessary raw material, but warmth is the vital element for the growing plant and for the soul of the child. -Carl Jung As product

13. As product (2) The development of the curriculum which means recreating or modifying what is taught to students . The curriculum is so much necessary raw material, but warmth is the vital element for the growing plant and for the soul of the child. -Carl Jung Curriculum as a product: (1) The product from the curriculum is a student equipped with the knowledge, skills, and values to function effectively and efficiently (Bilbao, et. al., 2015). (2) products are the results of the curriculum development processes which act as bases for instructional decisions in the classroom ( Villena , et. al., 2015) -refers to the tangible outcome of the curriculum development process, such as textbooks, lesson plans, and assessments. -This approach focuses on the finished product and its alignment with educational standards and goals.

14. Curriculum as a product: (1) The product from the curriculum is a student equipped with the knowledge, skills, and values to function effectively and efficiently (Bilbao, et. al., 2015). (2) products are the results of the curriculum development processes which act as bases for instructional decisions in the classroom ( Villena , et. al., 2015) -refers to the tangible outcome of the curriculum development process, such as textbooks, lesson plans, and assessments. -This approach focuses on the finished product and its alignment with educational standards and goals. Curriculum guide

15. Mindful Learning Curriculum guide Curriculum as a product: (1) The product from the curriculum is a student equipped with the knowledge, skills, and values to function effectively and efficiently (Bilbao, et. al., 2015). (2) products are the results of the curriculum development processes which act as bases for instructional decisions in the classroom ( Villena , et. al., 2015) -refers to the tangible outcome of the curriculum development process, such as textbooks, lesson plans, and assessments. -This approach focuses on the finished product and its alignment with educational standards and goals.

16. Mindful Learning Curriculum guide (1) The product from the curriculum is a student equipped with the knowledge, skills, and values to function effectively and efficiently (Bilbao, et. al., 2015). (2) products are the results of the curriculum development processes which act as bases for instructional decisions in the classroom ( Villena , et. al., 2015) -refers to the tangible outcome of the curriculum development process, such as textbooks, lesson plans, and assessments. -This approach focuses on the finished product and its alignment with educational standards and goals.

17. Mindful Learning Curriculum guide (1) The product from the curriculum is a student equipped with the knowledge, skills, and values to function effectively and efficiently (Bilbao, et. al., 2015). (2) products are the results of the curriculum development processes which act as bases for instructional decisions in the classroom ( Villena , et. al., 2015) Include details about the topics to be taught, teaching goals, and suggestions for instructional strategies.

18. Mindful Learning Curriculum guide (1) The product from the curriculum is a student equipped with the knowledge, skills, and values to function effectively and efficiently (Bilbao, et. al., 2015). (2) products are the results of the curriculum development processes which act as bases for instructional decisions in the classroom ( Villena , et. al., 2015) Include details about the topics to be taught, teaching goals, and suggestions for instructional strategies.

19. Mindful Learning Curriculum guide (1) The product from the curriculum is a student equipped with the knowledge, skills, and values to function effectively and efficiently (Bilbao, et. al., 2015). (2) products are the results of the curriculum development processes which act as bases for instructional decisions in the classroom ( Villena , et. al., 2015) Include details about the topics to be taught, teaching goals, and suggestions for instructional strategies. Courses of Study/Syllabi - Specify the content, learning outcomes, and time allocations for the various topics. Curriculum as product Other tangible outcomes Resource Unit - Specify the content, learning outcomes, and time allocations for the various topics.

20. Courses of Study/Syllabi - Specify the content, learning outcomes, and time allocations for the various topics. Curriculum as product Other tangible outcomes Resource Unit - Specify the content, learning outcomes, and time allocations for the various topics. Include details about the topics to be taught, teaching goals, and suggestions for instructional strategies. -Bertrand Russell More important than the curriculum is the question of the methods of teaching and the spirit in which the teaching is given.

21. -Bertrand Russell More important than the curriculum is the question of the methods of teaching and the spirit in which the teaching is given. Courses of Study/Syllabi - Specify the content, learning outcomes, and time allocations for the various topics. Curriculum as product Other tangible outcomes Resource Unit - Specify the content, learning outcomes, and time allocations for the various topics. references Bilbao, P. et. al. (2015). Curriculum development. Manila: Lorimar Publishing, Inc. Villena , D. et. al. (2015). Curriculum development. Manila: Adriana Publishing Co., Inc.

22. references Bilbao, P. et. al. (2015). Curriculum development. Manila: Lorimar Publishing, Inc. Villena , D. et. al. (2015). Curriculum development. Manila: Adriana Publishing Co., Inc. -Bertrand Russell More important than the curriculum is the question of the methods of teaching and the spirit in which the teaching is given. THANK YOU!

23. THANK YOU!