Nature and concept of the curriculum.pptx

The nature and concept of the curriculum introduction.

1. The Nature and Foundations of the Curriculum

2. Demonstrate skills relating to the essentials in designing a curriculum anchored in local, national and international contexts; Present research-based explanation on various models, principles associated with curriculum and curriculum designing; Illustrate the connection between understanding leaner’s nature in crafting developmentally-appropriate teaching-learning activities; Propose ways for active engagement in professional learning activities; Discuss how the different foundations of curriculum have shaped the current conception in curriculum; and Gather information on how a school develops its curriculum to enrich teaching practice. Learning Outcomes

3. The Nature and Concept of the Curriculum

4. Curriculum There are many definitions of curriculum as there are people defining it such that the concept of curriculum in sometimes characterized as fragmentary, elusive and confusing. Bilbao (2012) opined that the numerous definitions only indicate dynamism that connotes diverse interpretations of what curriculum is all about. The definitions are influenced by modes of thoughts, pedagogies, and political as well as cultural experiences.

5. Curriculum The school curriculum is a critical factor in students academic success. Anchored on state standard, any curriculum is no less than comprehensive and content-rich course of study. The word “curriculum” is derived from Latin word curere whish means “to run a course” It is conducted within the parameters of time and the meetings of established criteria, including conditions and standards for conduct and completion

6. What do the experts say about the curriculum? Tyler and Taba ( nd ) as cited in Laanements and Kalamees-Ruubel (2013) exemplify a linear view of curriculum, that is, it is a plan of action or a written documents that includes strategiesfor achieving desired goals or outcomes. Curriculum can be defined as prescriptive, descriptive, or both.

7. What do the experts say about the curriculum? Ellis (2004, p. 4) state that perspective curriculum provides us with what “ought” to happen, and they more often than not take the form of a plan, an intended program, or some kind of expert opinion about what needs to take place in the course of study. Curriculum typically refers to the knowledge and skills students are expected to learn, which includes the learning standards or learning objectives they are expected to meet; the units and lessons that teachers teach; the assignments (Glossary of Education Reform in Steiner, 2017).

8. Traditionally, a curriculum will specify all the planned learning experiences that an educational institution will have for its students. Such a plan needs to specify three things: The learning content that the students will acquire, The learning experiences through which the students acquire the learning content, and The outcomes of the learning process.

9. The selection of learning content must be supported with justification. It should contain the essentials of teaching and learning putting primacy to the center of educative process- the learners. The learning content and the learning experiences should be properly scoped and sequenced such that both the teacher and students know what is to be taught first, what second, the so on. Grading, on the other hand, is crucial as this will determine the extent to which the learning content is understood and appropriate KSVs are required. Learning Content

10. The enactment of K to 12 ushers the new framework to gauge teacher quality to ensure that today's learners acquire the quality education they deserve. More than ever, this era is characterized by changing educational landscape such as it cannot be doubted "is all about the teachers and the curricula." Henceforth, the would-be teachers are equipped with skills and competencies to design learning experiences to teach effectively in every Filipino learner under the new K to 12 program. Learning Experiences

11. Teachers are expected to identify and respond to opportunities that link teaching and learning tasks in the classroom to the experiences, interests, and aspirations of wider school community. These ideals are embodied in the Philippine Professional Standards for Teachers (PPST) particularly in domains 2, 3 and 6. Specific indicators of a beginning teacher underscored in Domain 2 Learning Environment, includes demonstrating knowledge of managing classroom structure that engages learners, individually or in groups, in meaningful exploration, discovery and hands-on activities within the available physical learning environments (BIT 2.3.1) and demonstrating an understanding of supportive learning environments that nurture and inspire learner participation (BTI 2.4.1). Learning Experiences

12. While demonstrate knowledge and understanding of differentiated teaching to suit the learners' gender, needs, strengths, interests and experiences is highlighted in Domain 3 (BTI 3.1.1). As teachers frame the learning experiences, they are conscious of the impact in facilitative learning environments that are responsive to community contexts. (BTI 6.1.1) Learning Experiences

13. Curriculum implementers are conscientious in ascertaining the ‘shift to learning competency-based standards/outcomes-based education in response to the 21 st century Philippine Teacher Education Framework. Accordingly, the policies, standards and guidelines (PSGs) the implementation of teacher education curriculum are anchored on the salient features of K to 12 Enhanced Curriculum (RA 10533), the Philippine Qualifications Framework (EO 83, s. 2012), the Philippine Professional Standards for Teachers (DO 42, s. 2017) and other relevant documents. Learning Outcomes

14. It must be pointed out that the main focus is always the outcome of education, rather than process of education. The process should be planned and carried out with the outcome of outcome-based education in mind. Furthermore, the approach to instruction and assessment places primary emphasis on identifying and measuring specific learning outcomes or competencies. Unlike general goals, competencies are expressed in terms of real-life abilities that are necessary for effective professional practice. In other words, intended learning outcomes are framed to link workforce needs as defined by employers and/or the profession. It is then a teacher's task to break large skills set into specific competencies arranged logically considering the developmental nature of the learners. Learning Outcomes

15. Traditional curriculum is a more linear approach to learning. Lectures, use of educational materials, recitations, and assignments are part of the standard systems. This has been proven to be very effective as evident from humanity's progress when it comes to science, medicine, technology, literature, and more. It has been widely utilized due to its tried-and tested framework. Typically, a traditional curriculum involves a teacher conveying facts to the learners. The curriculum centers on a specific body of knowledge- moral standards, social conduct and skills, to be transmitted to these are considered as important for the learners. In short, it is an academic curriculum that teaches mastery of basic skills. Traditional Curriculum vs. Progressive Curriculum

16. Progressive curriculum, on the other hand, provides more hands on research and a chance to learn in the field. The curriculum is defined as total learning experiences of a student. This tenet is anchored on John Dewey's definition of experience and education. He posited that reflective thinking is a means that unifies curricular elements. Progressivists believe that education should focus on the whole child, rather than on the content or. teacher. Learning is rooted on the questions of students that arise through experiencing the world. Traditional Curriculum vs. Progressive Curriculum

17. Key Participants and Agencies Nature of Activities Education Officials (curriculum director, head of instruction, specialist and officers, superintendents, program supervisors) Formality, regulation requirements expertise in deficient areas technical advice, enrollment in courses, invitations to visit schools. Professional Agencies and Specialist (professors, authors, professional associations national and testing agencies, educational laboratories) Informal discussions, enrollment in courses liaison, advice, funding technical services Community Agencies (service organizations, news media, special-interest group commercial organizations) Materials, guest speakers, funding disseminating information. Internal Personnel (deans, principal department heads, librarian, curriculum specialist, teachers, students and parents) Support and approval, leadership, advice support with administration details provision of material, consultations, informal discussions, liaison.

18. The key participants have various roles to play in curriculum planning. They represent individuals or institutions that are interested in school curriculum. They also shape the school curriculum implementation. However, Bjorklund-Young (2016) accentuated that-there are numerous unseen factors that might potentially cause a school to choose a certain curriculum and also to increase student learning outcomes: school quality, school leadership, kind of teacher, parents' support, for example.

19. Visit: https://www.essaysauce.com/education-essays/traditional-and-progressive-cur riculum/ and read, Traditional and Progressive Curriculum. Write a reflective essay base on the conclusion by citing salient points mentioned in the essay. ACTIVITY:

20. CONCLUSION According to the opinions of the majority, effective teaching should go beyond the listing of the facts as well as the dates. In social studies for example, which is usually a great subject, there exists no right answers as well as wrong answers. The subject deals with making arguments and at the same time providing a backup for the proposed arguments. It is therefore the responsibilities of the teachers to become objective guides for the students through the provision of the desired materials as well as the information as the basis of the arguments. This is the type of teaching that is miles ahead of the application of the text books, Despite the acknowledgements of the merits of progressive curriculum, majority of the school system have been slow in its implementation. Majority of the parents have been documented to be unwilling in allowing the teachers as well as the students to disengage themselves from the previous academic work in an attempt of avoiding the discussion of the social as well as personal concerns. All in all, the conclusion that progressive curriculum is better than traditional curriculum for preparing students for life.

21. Great Job!