MODULE 2.pptx ed 10 belc chapter 2222222

ed 10 belc

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. Different Definitions of Curriculum: 1. List of Subjects – Traditional subjects like Math, Science, and English . 2.Learning Experiences – Activities inside and outside the classroom . 3.Intended Learning – The skills and knowledge students should gain .

3. Different Definitions of Curriculum: 4. Planned Learning – A structured guide for teaching and testing . 5. Curriculum as a Discipline – The best way to plan lessons . 6. Content or Subject Matter – The actual topics taught in school.

4. Types of Curriculum: 1. Ideal Curriculum – What experts say students should learn . 2. Official Curriculum – The approved plan, like the K-12 program . 3. Taught Curriculum – What teachers actually teach in class . 4. Learned Curriculum – What students truly understand.

5. Types of Curriculum: 5 . Tested Curriculum – What is measured in quizzes and exams . 6 . Expected Curriculum – What society believes students should know . 7 . Supported Curriculum – What schools can teach based on available resources (e.g., books, teachers ).

6. Types of Curriculum: 8. Null Curriculum – Topics that are not taught . 9.Hidden Curriculum – Lessons learned from experiences, like teamwork.

7. Curriculum Foundations (Print, 1993): 1. Educational Objectives – Learning goals . 2. Student Characteristics – Traits of learners . 3. Learning Processes – Activities . 4.Teaching Methods – Strategies . 5. Evaluation Procedures – Assessment methods.

8. Curriculum Conceptions: 1. Academic Rationalist – Focus on content . 2. Cognitive Processes – Develop thinking skills . 3. Humanistic – Focus on student growth.

9. Curriculum Conceptions: 4. Social Reconstructionist – Uses education for social change . 5. Technological – Uses structured methods and tools . 6.Eclectic – Combines different conceptions.

10. Curriculum Conceptions: 4. Social Reconstructionist – Uses education for social change . 5. Technological – Uses structured methods and tools . 6.Eclectic – Combines different conceptions.

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

12. 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.

13. Creating your own curriculum : Objective: You will work in groups to design a mini curriculum for a topic of your choice, focusing on creating clear objectives, engaging activities, and appropriate assessments.

14. Creating your own curriculum : Your task is to design a mini curriculum for one lesson or one week. This should include : One clear learning objective: What should students learn by the end of the lesson or week ?

15. Creating your own curriculum : One engaging activity or teaching strategy: How will you help students learn this objective ? One assessment method: How will you check if students have learned the objective?

16. Creating your own curriculum : After the time is up, present your mini curriculum to the class. Be prepared to explain why you chose the activity and how it helps achieve the learning objective.

17. Curriculum Sources and Influences Tyler identified 3 major sources of Curriculum: Subject Matter Society Learners

18. Curriculum Sources and Influences These curriculum sources need to be considered and examined to identify the four elements of curriculum: goals, content, learning experiences and evaluation. It is important to understand the nature of the subject matter in order to provide knowledge and skills that are essential to the nature of the discipline.

19. Curriculum Sources and Influences It is important to have a clear understanding of the nature of the scoiety in developing a curriculum. Society as one curriculum sources provides information about the context in which the curriculum can be used. Understanding the nature of the learners is also important in curriculum development.

20. It is useful in selecting curriculum goals and objectives, content and learning experiences . Society as a Source of Curriculum Society is an important Source of Curriculum. Teachers need to understand the cultural, socio-economic and political conditions of the people. Understanding the context is important in developing a relevant and responsive curriculum.

21. There are many changes in the society that need to be considered in the curriculum. Science and Technology continue to influence our everyday life as new science findings, new technology and new information come in every single minute of a day. The society is becoming multilingual and multicultural. Developing cultural understanding and socio-cultural consciousness among the learners is becoming a necessity. Other issues like climate change, security problems, diseases, poverty and many others affects the everyday life of people. Society as a Source of Curriculum

22. The curriculum content is set by the Department of Education (Dep Ed, Commission on Higher Education (CHED) and Technical Education Skills and Development, educators and curriculum developers have tried to align the curriculum to the needs and nature of the students. Learners as Source of Curriculum This process is done when faculty members plan their individual syllabi, unit plans and lesson plans. Knowledge about learners is one of the major sources of the curriculum. As students come from different provinces, they have different cultures, languages, learning styles, needs, types and levels of motivation.

23. Discipline or Subject Matter as a Source of Curriculum Tyler (1949) identified the nature of the discipline or subject matter as one of the main sources of curriculum. Different subjects are unique in terms of design and content. There are specific contents that should be emphasized in each of the disciplines . In some cases there are similarities in skills, concepts and strands in different subjects that may be possible for intergration .

24. Discipline or Subject Matter as a Source of Curriculum Understanding the nature of the discipline or subject matter requires educator to closely analyze the contents prescribed by the Department of Education especially the K to 12 curriculum. The curriculum framework, curriculum goals, description, standards and competencies in different subjects will help educators understand what should be taught and how to teach the different subjects.

25. Discipline or Subject Matter as a Source of Curriculum The Commission on Higher Education also prescribes guidelines in different courses. Several curricular innovations and changes set by the government were considered and strictly followed in designing the official curriculum of a particular school, college or university. The curricular requirements that include course title, course credit, and course descriptions are based on the CHED memorandum orders (CMOs) which CHED issued for different courses.

26. Discipline or Subject Matter as a Source of Curriculum Technical Education Skills Development Authority (TESDA) also prescribes different contents of the modules offered for each particular courses. This skills that should be learned including the materials needed and the time that is required for training are clearly specified in each module.

27. CURRICULUM INFLUENCES Stark and Lattuca (1997) identified 3 major factors that influence curriculum development: External Influences: Society/ Government, Discipline Associations and Marketplace/ Alumni Organizational Influences: Program Relationships, Resources Governance Internal Influences: Faculty, Students, Discipline and Program Mission.

28. CURRICULUM INFLUENCES A research on curriculum, influences conducted by Pawilen (2011) shows the result of the FGD with the faculty members and administrators who identified several curriculum influences that they always consider whenever they plan, design develop, revise and evaluate the curriculum. Here are the following : A. STUDENTS: are considered as the most influential among the different curriculum influences especially in designing the implemented curriculum.

29. CURRICULUM INFLUENCES C. ADMISSION AND RETENTION POLICIES These policies set the standard of what kind of 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 smooth implementation of the curriculum. Rules also develop the hidden curriculum of the school

30. CURRICULUM INFLUENCES D . FACULTY MEMBERS Faculty members bring with them their educational background, experiences, expertise and personal, professional and political views on the institution. In basic education, take the role of a second parent to their students. In the college level, they are seen as experts in their fields and they are expected to know more about the subject.

31. CURRICULUM INFLUENCES E. SCHOOL ADMINISTRATORS AND BOARD OF TRUSTEES School administrators including the board of trustees play an important role in providing curriculum leadership in schools. They provide administrative and leadership support for the implementation of the curriculum.

32. CURRICULUM INFLUENCES F . ACCREDITING AGENCIES Accrediting agencies are equally influential in basic education and in higher education. Some accrediting agencies in the Philippines are the Association of Christian Schools, Colleges and Universities Accrediting Agency (ACSCU-AAI), Philippine Accrediting Association of Schools, Colleges and Universities (PAASCU) and Accrediting Agency for Chartered Colleges and Universities (AACCUP).

33. CURRICULUM INFLUENCES G. GOVERNMENT POLICIES AND AGENCIES In basic education, the Department of Education issues Department Orders (Dos) and memoranda that serve as guide for all public and private schools in the country. The Department of Education also prescribes the official curriculum for basic education and issues the guidelines for the operations for public schools.

34. CURRICULUM INFLUENCES G. GOVERNMENT POLICIES AND AGENCIES For tertiary education, the CHED through its series of memorandum prescribes the minimum general education and professional courses, course credits, and course descriptions to be taken by the students. The CHED also prescribes the qualifications of the faculty and other requirements for the implementation and administration of the courses.

35. CURRICULUM INFLUENCES H . MARKET DEMANDS Market demand or the needs of the society are very influential in planning the curriculum. It is imperative that students are prepared in terms of knowledge, values and skills to meet the needs and demands of different institutions in the society.

36. CURRICULUM INFLUENCES I. ALUMNI The alumni are very helpful in terms of donating money to support programs for students, faculty scholarships, facilities and financing students’ activities. Their comments or their evaluation feedback based on their previous experiences as students are very useful information for improving the implemented curriculum of the school.

37. CURRICULUM INFLUENCES J. MEDIA AND INFORMATION AND COMMUNICATIONS TECHNOLOGIES (ICT) The presence of technology, especially the internet, enables students and teachers to access almost all the information they need for teaching and learning. This allows students and faculty members to access online journals, papers and other information from the internet to be used for teaching and learning.

38. CURRICULUM INFLUENCES K. THE CHURCH AND CHURCH RELATED AGENCIES Many religious institutions serve as extension programs or mission programs of the churches and religious orders that established them. The schools also offer institutional requirements such as bible subjects, theology and Christian living subjects. These are required to all students.

39. 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 are useful in providing quality education, specially in implementing the curriculum.

40. CURRICULUM INFLUENCES M. STUDENTS SERVICES The last among the influences are the existing student services or existing student support system institutionalized by the schools. Among these services are the following: A. Campus Ministry B. Guidance and Counseling Services. C. Health Services D. Financial Assistance and Scholarships; and E. Student Affairs Office

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