Curriculum Development and Models in Teaching Social Studies

Teaching Social Studies in Elementary Grades (Philippine History and Government) topic: Curriculum Development and Models in Teaching Social Studies

1. Curriculum Development subjects that make up a course of study at schools, universities or colleges “Curriculum” is a Latin term (noun) that means “racing chariot” and came from the verb “ currere ” means “to run.” synonymous with course planning or course development

2. Categories of Curriculum Development: P roduct category results-oriented grades are the prime objective, with the focus lying more on the finished product rather than on the learning process

3. P rocess category more open-ended focuses on how learning develops over a period of time

4. Curriculum Planning involves implementing different instructional strategies and organizational methods that are focused on achieving student development and learning outcomes structuring a curriculum around daily lesson plans, specific assignment, chunk of coursework, certain units within a class, or an entire educational program

5. S ix components of effective teaching that should consider in curriculum planning: To demonstrate knowledge of content To demonstrate the knowledge of students To select suitable instructional strategy goals To demonstrate knowledge of resources To design coherent instruction To assess student learning

6. Curriculum Design deliberate organization of course activities and delivery within a classroom i ncludes the identifying of (1) learning objectives; (2) timely and relevant bridge-ins; (3) course content and readings; and (4) both low- and high-stakes assessments

7. Models of Curriculum Design: Subject-centered curriculum design tends to focus on the subject, rather than the student most common model of standardized curriculum t eachers compile lists of subjects and specific examples of how they should be studied

8. This can lead to problems with student engagement and motivation and may cause students who are not responsive to this model to fall behind. Also known as “Direct Instruction Design” (Morrison, 2000)

9. Hunter’s Seven-step Model Anticipatory Set (The teacher motivates the students by directing their attention to the lesson) Objective and Purpose (The teacher states the purpose and objectives of the lesson)

10. Hunter’s Seven-step Model Input (The teacher presents the lesson content through lecture/reading) Modeling (The teacher demonstrates what the students should be able to do) Checking for understanding (The teacher asks questions from students to ensure that they understood the lesson)

11. Hunter’s Seven-step Model Guided practice (The students are asked to perform individual tasks while the teacher roams around) Independent Practice (The teacher gives the students tasks which they should perform)

12. Learner-centered curriculum design revolves around student needs, interests and goals i t acknowledges that students are not uniform but individuals, and therefore should not be standardized This approach aims to empower learners to shape their education through choices.

13. This form of curriculum design has been shown to engage and motivate students.

14. Problem-centered curriculum design teaches students how to look at a problem and formulate a solution i t helps students engage in authentic learning as they exposed to real-life issues and skills, which are transferable to the real world i t encourages creativity, innovation and collaboration in the classroom

15. 4. Inquiry-based model Student-centered approach that can increase student motivation and active participation especially if the questions posed by the teacher are interesting and challenging.

16. Outline of Inquiry-based Model (Banks, 1990): Pose a question for inquiry. Encourage students to formulate hypotheses. Gather and analyze data. Determine whether to accept or reject the hypotheses based on the conclusion.

17. 5. Cooperative Learning Model Popular instructional approach in which small groups of students work together toward a common learning goal Promotes positive relationship with peers and trains students to collaborate with people

18. Student Teams-Achievement Division (STAD): Direct instruction (The teacher enumerates the objectives and presents lesson through lecture) Teams (The class is divided into heterogeneous small groups) Quiz (Students are given individual quizzes)

19. Student Teams-Achievement Division (STAD): Individual Progress Score (The scores in the present quiz will be compared to scores in the past exams) Team Recognition (Teams that reach above the set of criterion score will receive recognition through awards)

20. Some factors to be considered in implementing a developed curriculum: Before your lesson, consider your learning objectives and source meaningful content. During your lesson, administer relevant formative assessments to gauge pre-existing and current understanding of course concepts. After your lesson, determine what students have learned by facilitating summative assessments.

21. Thank you! Yosef Eric C. Hipolito , LPT, MAED, MED Historian, Philippine Historical Association [email protected]