Curriculum Development

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by jona515

by jona515

1. ESSENTIALISM
The teacher is the sole athourity in her subject area
or field of specialization
Excellence in education ,back to basics and cultural
literacy
2. PERENNIALISM
Teachers help students think with reason based on
socratic methods of oral exposition or recitation
,explicit or deliberate teaching of traditional values
Use of great books and return to liberal arts
3. PROGRESSIVSM
Subjects are interdisciplinary,integrative and
interactive
Curriculum is focused on students interest,human
problems and affairs
School reforms ,relevant and contextualized
curriculum,humanistic education
4. RECONSTRUCTIONISM
Teacher act as agents of change and reform in
various educational projects including research
Equality of educational opportunities in
education,access to global education
5. CURRICULUM
a. It is based on students needs and interest
b. It is always related to instruction
c. Subject matter is organized in terms of
knowledge ,skills and values
d.the process emphazise problem solving
e. Curriculum aims to educate generalist and
not specialist
6. BEHAVIORIST PSYCHOLOGY
Learning should be organized so that students can
experience success in the process of mastering the
subject matter
7. COGNITIVE PSYCOLOGY
Learning constitutes a logical method for organizing
and interpreting learning
8. HUMANISTIC PSYCHOLOGY
Curriculum is concerned with the process not the
products
personal needs not subject matter
psychological meanings and environmental
situations
9. SOCIAL FOUNDATION OF CURRICULUM
Society as ever dynamic,is a source of very fast
changes which are difficult to cope with
10. PHILOSOPHICAL AND PSYCHOLOGICAL
FOUNDATION OF CURRICULUM
Helps in answering what school are for ,what
subject are important, how students should
learn,and what materials and methods should be
used
11. HISTORICAL FOUNDATIONS OF CURRICULUM
Shows different changes in the purposes ,principles
and content of the curriculum
12. GOOD CURRICULUM
Complements and cooperates with other programs
of the community
Provides for the logical sequence of subject matter
Continuosly involving
Complex of detail
13. WRITTEN CURRICULUM
Teacher Charisse implements or delivers her
lessons in the classroom based on a curriculum
that appear in school,district or division documents
14. RECOMMENDED CURRICULUM
Proposed by schoolars and professional
organization
15. HIDDEN CURRICULUM
Unintended curriculum which is not deliberately
planned but may modify behavior or influence
learning outcomes
16. TAUGHT CURRICULUM
Teachers implement or deliver in the classrooms or
schools
17. OBJECTIVES
Implement or component of the curriculum provides
the bases for the selection of content and learning
experience which also set the criteria against which
learning outcomes will be evaluated
18. LEARNING EXPERIENCE
What instructional strategies resources and activities
will be employed
19. CONTENT
What subject matter is to be included
20. EVALUATION APPROACHES
What methods and instruments will be used to
asses the results of curriculum
21. INTEREST
A learner will value the content or subject matter if
it is meaningful to him/her
22. SIGNIFICANCE
When content or subject matter will contribute the
basic ideas,concepts,principles and generalization
to achieve the overall aim of the curriculum then it
is significant
23. LEARNABILITY
Subject matter is the curriculum should be within
the range of the experience of the learners
24. UTILITY
Usefulness of the content or subject matter may be
relative to the learner who is going to use it.
25. LEARNING CONTENT OF A CURRICULUM
Frequently and commonly used in daily life
Suited to the maturity levels and abilities of
students
Valuable in meeting the needs and the
competences of a future career
26. LEARNING EXPERIENCES
Elements or components of the curriculum includes
instructional strategies and methods that put in
action the goals and use the contents in order to
produce the outcome
27. AIMS,GOAL and OBJECTIVES
They provide the bases for the selection of learning
content and learning experiences
They also set the criteria against which learning
outcomes will be evaluated
28. SUBJECT MATTER/CONTENT
It is the compendium of facts ,concepts,gener
alization,principles and theories.
It is individuals personal and social world and how
he or she defines reality
29. EVALUATION APPROACHES
Refer to the formal determination of the
quality,effecti
veness or value of the program,process and product
of the curriculum
30. INPUT
In the CIPP Model by Stufflebeam the goals,instructi
onal strategies ,the learners ,the teachers the
content and all materials needed in the curriculum
31. CONTEXT
Referes to the environment of the curriculum or the
real situation where the curriculum is operating
32. PROCESS
Refers to the ways and means of how the
curriculum has been implemented
33. PRODUCT
Indicates if the curriculum accomplishes its goal
34. HILDA TABA
Grassroots approach-teachers who teach or
implement the curriculum should participate in
developing it
35. RALPH TYLERS MODEL of CURRICULUM
Purpose of the school
Educational experience related to the purpose
Organization of the experience
Evaluatiom of the experience
36. PLANNING PHASE in curriculum development
The needs of the learners
The achievable goals and objectives to meet the
needs
The selection of the content to be taught
The motivation to carry out the goals
The strategies most fit to carry out the goals
The evaluation process to measure learning
outcomes
37. IMPLEMENTATION PHASE in curriculum
develoment
Requires the teacher to implement what has been
planned
38. EVALUATION PHASE in curriculum development
A match of the objectives with the learning
outcomes will be made
39. CHILD CENTERED DESIGN
Design model in developing curriculuk is attributed
to Dewey,Rouseau,Pestallozi and Froebel
Curriculum is ancored on the needs and interest of
child
40. HUMANISTIC DESIGN
Abraham Mashlow and Carl Rogers
who said the development of the self is the
ultimate objective of learning
41. EXPERIENCE CENTERED DESIGN
Experiemces of the learners become the starting
point of the curriculum
42. PROBLEM CENTERED DESIGN
Draws on social problems ,needs,interest and
abilities of the learners
43. MANAGERIAL APPROACH
School principal is the curriculum leader and at the
same time instructional leader
44. SYSTEM APPROACH
Influenced by system theory,where the parts of total
school district or school are determined in terms of
how they related to each other
45. BEHAVIORAL APPROACH
Chagce of behavior indicates the measure of the
accomplishment
46. HUMANISTIC APPROACH
Consider the whole child
believes that in a curriculum the total developmemt
of the individual is the prime consideration
The learner is the center of the curriculum
47. SYSTEMS APPROACH
The organizational chart of the school shows the
line staff relationships of personnel and how
decision are made
48. PROCESS OF FEEDBACK AND REFLECTION
To give information as to whether the three phases
were appropriately done and gave good results
49. EDUCATIONAL TECHNOLOGY'S ROLE
Upgrading the quality of teaching and learning in
school
Increasing the capability of the teacher to effectively
inculcate learning and for students to gain mastery
of lessons and courses
Broadening the delivery of education outside school
through non traditional approaches to normal and
informal learning such as open universities and
lifelong learning to adult learners
50. CURRICULUM ASSESSMENT
Teacher gathers information about his students
know and can do.
51. PILOT TESTING
A process of gathering empirical data to support
wheter tje material or the curriculum is
useful,relevant
,reliable and valid
52. MONITORING
A periodic assessment and adjusment during the
try out period
53. CURRICULUM EVALUATION
Systematic process of judging the value
effectiveness and adequacy of a curriculum
process of obtaining informationfor judging the
worth of educational program,product ,procedure
,educational objectives or the potential utility orlf
alternative approaches design to attain specified
objects
54. CURRICULUM DEVELOPMENT
The process of selecting organizing executing and
evaluating the learning experience on the basis of
the needs abilities and interest of the learners and
on the basis of the nature of the society or
community for the possibilities of improving the
teaching learning situation
55. CURRICULUM DESIGN
Focuses on the content and porpuses of the
curicculum
56. BACKWARD DESIGN (UbD-Based curriculum)
Stage 1:IDENTIFYING RESULTS/DESIRED
OUTCOMES
Content/Performance standard
Essential understanding
Objevtives-KSA
Essential Question
Stage 2:DEFINING ACCEPTABLE EVIDENCE/
ASSESSMENT
Assessment-Product
Performance
Assessment criteria/tools
Six facets of understanding
Explain
Interpret
Apply
Perspective
Empathy
Self knowledge
Stage 3:LEARNING PLAN/INSTRUCTION
Explore
Firm up
Deepen
Transfer
57. K-12 CURRICULUM
1. Universal Kindergarten
2. Contextualization and Enhancement
3. Spiral Progression
4. Mother Tounge-Based Multilingual Education
5. Senior High School
6. College and Livelihood readiness,21st Century
Skills
58. MEDIUM OF INSTRUCTION RATIONALIZED
President Aquinos 10 ways to fix Phil education
refers to the use of mother tounge as a medium of
instruction from pre-school to grade 3
59. EVERY CHILD A READER BY GRADE 1
By the end of SY 2015-2016 every child passing
preschool must be reader by grade 1