MODULE 2- ED 9.pptx the teacher and the school curriculum

ed 9 the teacher and the school curriculum

1. SUMMARY OF CHAPTER 1: UNDERSTANDING THE CURRICULUM What is a Curriculum ? A curriculum is a plan for what students will learn in school. It includes subjects, topics, activities, and ways to check if students understand the lessons.

2. SUMMARY OF CHAPTER 1: UNDERSTANDING THE CURRICULUM Different experts define curriculum in many ways: 1. List of subjects – The subjects taught in school . 2. Learning experiences – Lessons inside and outside the classroom . 3. Intended learning outcomes – The skills and knowledge students should gain.

3. SUMMARY OF CHAPTER 1: UNDERSTANDING THE CURRICULUM 4. Planned learning experiences – A guide on what and how students should learn. 5.Curriculum as a discipline – The study of how to create effective lessons. 6.Content or subject matter – The actual topics taught in class.

4. Types of Curriculum 1.Ideal Curriculum – Experts suggest the best curriculum for students . 2.Written Curriculum – Official curriculum approved by the government (e.g., K-12 ). 3.Implemented Curriculum – What teachers actually teach in the classroom.

5. Types of Curriculum 4. Achieved Curriculum – What students actually learn . 5.Tested Curriculum – Lessons assessed in quizzes and standardized tests . 6.Entitlement Curriculum – What society expects students to learn (e.g., health education).

6. Types of Curriculum 7. Supported Curriculum – Learning affected by resources like books and technology . 8. Null Curriculum – Topics that are not taught in school . 9. Hidden Curriculum – Unspoken lessons like teamwork and discipline.

7. Curriculum Foundations Psychology helps shape the curriculum by focusing on : 1.Goals (What students should learn ). 2.Student Traits ( How students learn best).

8. Curriculum Foundations 3. Learning Methods (Activities and strategies ). 4.Teaching Methods (Best ways to teach ). 5. Assessment (How to measure learning).

9. Curriculum Conceptions (Ideas about Curriculum) 1. Academic Rationalist – Focuses on subject knowledge . 2. Cognitive Processes – Develops thinking skills . 3. Humanistic – Helps students grow personally and academically.

10. Curriculum Conceptions (Ideas about Curriculum) 4. Social Reconstructionist – Uses education to improve society . 5. Technological – Uses tools and methods to improve learning . 6. Eclectic – Combines different curriculum ideas.

11. Elements of a Curriculum 1. Curriculum Intent – What the curriculum aims to achieve . Aims – The big goal of the curriculum . Goals – What students should learn in general . Objectives – Specific skills and knowledge students should gain.

12. Elements of a Curriculum 2. Learning Experiences – The teaching strategies and activities used . 3. Evaluation – Tools and methods to check if learning goals are met.

13. Key Takeaways A curriculum is a plan for what and how students learn . It includes goals, topics, activities, and assessments . Different types of curriculum exist (ideal, written, hidden, etc .).

14. Key Takeaways A good curriculum is well-planned and considers student needs . Schools use different curriculum ideas to improve learning.

15. MODULE 2: CURRICULUM PLANNING ED 9: THE TEACHER AND THE SCHOOL CURRICULUM

16. In this chapter you should be able to: d iscuss the different curriculum sources; a nalyze different levels of curriculum planning; and i dentify different roles of teachers and school administrators in curriculum planning.

17. Curriculum Sources and Influences Tyler identified 3 major sources of Curriculum: Society Learners Discipline or subject matter

18. SOCIETY AS SOURCE OF CURRICULUM When creating a lesson plan, we need to think about people’s culture, way of living, and government. This helps make learning useful and important. When society changes, schools must also change their lessons

19. SOCIETY AS SOURCE OF CURRICULUM For example, if many young people have no jobs or face family problems, this affects their dreams about work and relationships. Schools should update lessons to help students with these challenges and prepare them for a better future.

20. LEARNERS AS SOURCE OF CURRICULUM Students' knowledge is an important part of making a school curriculum. What students already know helps shape what they will learn next. This way, learning becomes more useful and helps students grow.

21. LEARNERS AS SOURCE OF CURRICULUM Teachers create their lesson plans based on the curriculum, keeping in mind that students are different from each other. Since every student is unique, their learning environment affects their body, feelings, and relationships with others. Schools should consider these differences to help students learn better.

22. DISCIPLINE OR SUBJECT MATTER AS SOURCE OF CURRICULUM School lessons come from different subjects like Math, Science, and English. Teachers focus on the most important facts, skills, and values that students need to learn in each subject.

23. DISCIPLINE OR SUBJECT MATTER AS SOURCE OF CURRICULUM The curriculum gives a guide on what topics to teach and the best way to teach them. It includes learning goals, standards, and skills that students should develop. This helps teachers make sure that students understand their lessons well and gain useful knowledge for the future.

24. Curriculum Sources and Influences Stark and Lattuca explain that three main factors affect how a curriculum is made: 1. External Influences – These come from outside the school, such as government policies, job market needs, and societal changes . 2. Internal Influences – These come from inside the school, like teachers’ knowledge, students’ needs, and school values .

25. Curriculum Sources and Influences 3. Organizational Influences – These include school rules, resources, and leadership that shape how the curriculum is planned and taught.

26. CURRICULUM INFLUENCES A. Students (they are the most influential among the different influences especially in designing the implemented curriculum ). Learners have different interests, needs, talents, abilities, learning styles, and thinking preferences which are important in course planning.

27. CURRICULUM INFLUENCES B. A school's vision, mission, and values guide what students learn and how they grow. These show what the school wants to achieve and how it helps students and society. They are seen in lessons, activities, and even in the school's rules and culture. This helps students not only gain knowledge and skills but also develop good character for the future.

28. CURRICULUM INFLUENCES C. Admission and Retention Policies (the school policies set the standard of what students are admitted and what are the things they need to do as students of the institution until they graduate) School rules are set to give order and provide a smooth implementation of the curriculum and it can also develop the hidden curriculum of the school.

29. CURRICULUM INFLUENCES D. Faculty Members (they are the key implementers of the curriculum) Aside from their educational background, experiences, expertise, personal and professional, and political views on the institution, teachers have different interests, teaching styles, and philosophies used in planning, developing, and implementing the curriculum. The academic freedom enjoyed by the faculty members also allows them to modify the plan of their syllabi based on their expertise and research.

30. CURRICULUM INFLUENCES E. School Administrators and Board of Trustees (they play the important role in providing leadership in schools, colleges, and universities) They provide and set rules for the school and administer the planning, implementation, and evaluation of the curriculum. The academic preparation and previous experiences of the administrators can also be noted to influence the development of the curriculum.

31. CURRICULUM INFLUENCES F. Accrediting Agencies (like DepEd and CHED, these agencies set necessary standards for curriculum, instruction, faculty, facilities, and influence how the curricular programs are governed) The accrediting bodies oversee evaluating the quality of education for each member institution based on criteria set by the accrediting agency. Eg . the Association of Christian Schools, Colleges and Universities Accrediting Agency Incorporation (ACSCU-AAI ).

32. CURRICULUM INFLUENCES H. Market Demands (or the needs of the society are very influential in planning and developing curriculum) Students must be prepared in terms of knowledge, values, and skills to meet the needs and demands of the different institutions in the society. For example, graduates nowadays are expected to have 21st-century skills such as creativity, communication, and technology savvy.

33. CURRICULUM INFLUENCES J. Media and Information and Communications Technologies (ICT) The presence of technology enables students and teachers to access almost all the information they need for teaching and learning. Technology connects the school to the global community and allows the students and teachers to access online journals, research, and other information to be used for teaching and learning.

34. CURRICULUM INFLUENCES K. The Church and Church-related Agencies Some school offers institutional requirements in their curriculum in the subject like Bible Christian Education and theology subjects and these are required to all students. Retreats, chapel services, and other religious activities serve as extension programs and mission programs of the churches and religious orders that established them.

35. CURRICULUM INFLUENCES L. School Facilities and Other Resources School facilities like classrooms, libraries, laboratories, ICT equipment, dormitories, school clinics, counseling office, canteen chapel for sectarian schools, and laboratories as very useful in providing quality education.

36. CURRICULUM INFLUENCES M . Student Services Some of the existing student services or student support systems institutionalized by the schools are campus ministry, guidance and counseling services, health services, financial and scholarships, and student affairs office.

37. CURRICULUM INFLUENCES AND SOURCES Curriculum influences and sources are important in creating a good curriculum because they help educators understand the needs of students, society, and the school. These factors guide curriculum makers and teachers in designing lessons that are relevant, effective, and useful for student learning and future success.

38. References: Pawilen , G. T. (2019). The Teacher and the School Curriculum : A Guide to Curriculum Practice (1st ed.). Rex Publishing.