Horizontal-and-Vertical-Organization-of-a-Curriculum report.pptx

Report

1. ORGANIZATION OF CURRICULUM UM DIGOS COLLEGE College of Education Curriculum Development Presenter : John Philip P. Aballe

2. As a TEACHER , one has to be a: – curriculum designer – curriculum implementer – curriculum evaluator I N T R O D U C T I O N

3. CONCEPTUAL FRAMEWORK: HORIZONTAL and VERTICAL ORGANIZATION

4. Guiding Objectives: At the end of the report Curr . Dev. Students will be able to: Differentiate the difference/s between Horizontal and Vertical Organization of Curriculum Reflect the Importance of organizing learning content in the curriculum.

5. ORGANIZATION OF CURRICULUM HORIZONTAL VERTICAL the direction of the curriculum elements is sideways. the sequence of the curriculum elements follow a vertical design

6. HORIZONTAL ORGANIZATION Horizontal Organization combines , classifies , and categorizes related subject areas to form a unified content matter. Exposes students to multiple subject areas.

7. Say for Example: History + anthropology + sociology + geography = Social Studies

8. HORIZON TAL ARRANGEMENT INTERELATE Ex. #1 EX. #2

9. HISTORICAL ORGANIZATION It also describe the correlation or integration of CONTENT TAUGHT simultaneously.

10. Say for Example: In BTTE 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.

11. HORIZONTAL ORGANIZATION

12. SCOPE INTEGRATION –a curriculum’s depth of content; all of the content, topics, learning experiences and the links between them linking and exposing the relationship between all types of knowledge and experiences contained within a curricular plan.

13. VERTICAL ORGANIZATION – curricular elements in a sequence . Example: 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

14. VERTICAL ORGANIZATION What students learn in one lesson, course, or grade level prepares them for the next lesson, course, or grade level. Teaching is purposefully structured and logically sequenced so that students are learning the knowledge and skills that will progressively prepare them for more challenging, higher-level work. Note: Pre-Requisites

15. CONTINUITY SEQUENCE 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

16. In ORGANIZING THE CURRICULUM 1. Making the curriculum well organized and purposefully designed to facilitate learning. 2. Free of academic gaps and needless repetitions. 3. Aligned across lessons, courses, subject areas, and grade levels

17. IF THE CURRICULUM IS NOT ORGANIZED 1. Teachers have independently decided what students will learn without collaborating with other teachers. 2. Consequently, what students learn in any given course may overlap with what is taught in other courses, or the lessons may not be appropriate for the students’ age or grade level.

18. “ The basic foundation is that when educators are working and teaching in performance, and using developmentally appropriate and well-defined learning expectations, students will learn more and leave school better prepared”