120324amwaybusinessopportunitypresentation 13326809046049-phpapp02-120325081048-phpapp02
Curriculumdevelopmentreport 130107005619-phpapp02
-
Upload
ching-nemis -
Category
Education
-
view
3.235 -
download
0
Transcript of Curriculumdevelopmentreport 130107005619-phpapp02
![Page 1: Curriculumdevelopmentreport 130107005619-phpapp02](https://reader036.fdocuments.in/reader036/viewer/2022082920/554973d2b4c905d8558b5670/html5/thumbnails/1.jpg)
DESIGNING THE CURRICULUM
![Page 2: Curriculumdevelopmentreport 130107005619-phpapp02](https://reader036.fdocuments.in/reader036/viewer/2022082920/554973d2b4c905d8558b5670/html5/thumbnails/2.jpg)
Principles of curriculum design
• A curriculum is :
“ an attempt to communicate the essential features and principles of an educational proposal in such a form that it is open to critical scrutiny and capable of effective translation into practice. “
Stenhouse 1975
![Page 3: Curriculumdevelopmentreport 130107005619-phpapp02](https://reader036.fdocuments.in/reader036/viewer/2022082920/554973d2b4c905d8558b5670/html5/thumbnails/3.jpg)
Principles of curriculum design
• A curriculum is :
“the public face of a profession’s best educational thinking”
Fish 2003
![Page 4: Curriculumdevelopmentreport 130107005619-phpapp02](https://reader036.fdocuments.in/reader036/viewer/2022082920/554973d2b4c905d8558b5670/html5/thumbnails/4.jpg)
Principles of curriculum design
• A curriculum includes:
formal and informal
overt and covert
recognised and overlooked
intentional and unintentional
it is determined as much by what it omits as what it contains
![Page 5: Curriculumdevelopmentreport 130107005619-phpapp02](https://reader036.fdocuments.in/reader036/viewer/2022082920/554973d2b4c905d8558b5670/html5/thumbnails/5.jpg)
Principles of curriculum design
• Values underpin our curriculum
“They drive our actions,attitudes thoughts and beliefs. They shape what we prioritise in our professional life and how we conduct ourselves in clinical and educational settings. And that conduct reveals our values to colleagues ,patients and learners”
Fish 2003
![Page 6: Curriculumdevelopmentreport 130107005619-phpapp02](https://reader036.fdocuments.in/reader036/viewer/2022082920/554973d2b4c905d8558b5670/html5/thumbnails/6.jpg)
Principles of curriculum design
Values which influence curriculum design are those of:
the curriculum designers
the teachers
the learners
the society in which it is delivered
![Page 7: Curriculumdevelopmentreport 130107005619-phpapp02](https://reader036.fdocuments.in/reader036/viewer/2022082920/554973d2b4c905d8558b5670/html5/thumbnails/7.jpg)
Principles of curriculum design
Values may be :
values in use
espoused values
![Page 8: Curriculumdevelopmentreport 130107005619-phpapp02](https://reader036.fdocuments.in/reader036/viewer/2022082920/554973d2b4c905d8558b5670/html5/thumbnails/8.jpg)
Principles of curriculum design
Every curriculum has three levels:
Planned : what is intended by designers
Delivered : what is organised by institution
what is taught by teachers
Experienced: what is learned by students
![Page 9: Curriculumdevelopmentreport 130107005619-phpapp02](https://reader036.fdocuments.in/reader036/viewer/2022082920/554973d2b4c905d8558b5670/html5/thumbnails/9.jpg)
Curriculum Approaches
![Page 10: Curriculumdevelopmentreport 130107005619-phpapp02](https://reader036.fdocuments.in/reader036/viewer/2022082920/554973d2b4c905d8558b5670/html5/thumbnails/10.jpg)
SUBJECT - CENTERED
Organized on the basis of separate and distinct subjects,
each of which embodies a body of knowledge and skills.
The learner is expected to acquire this body of
knowledge skills.
![Page 11: Curriculumdevelopmentreport 130107005619-phpapp02](https://reader036.fdocuments.in/reader036/viewer/2022082920/554973d2b4c905d8558b5670/html5/thumbnails/11.jpg)
CHILD - CENTERED
Child is the center of the educational process and the
curriculum should be built upon interests, abilities, purposes, and needs.
![Page 12: Curriculumdevelopmentreport 130107005619-phpapp02](https://reader036.fdocuments.in/reader036/viewer/2022082920/554973d2b4c905d8558b5670/html5/thumbnails/12.jpg)
PROBLEM - CENTERED
A framework in which the child is guided toward maturity within the
context of the social group. It assumes that in the process of living, children
experience problem.
![Page 13: Curriculumdevelopmentreport 130107005619-phpapp02](https://reader036.fdocuments.in/reader036/viewer/2022082920/554973d2b4c905d8558b5670/html5/thumbnails/13.jpg)
BEHAVIORAL APPROACH
• Behavioral Approach. This is based on a blueprint, where goals and objectives are specified, contents and activities are also arranged to match with the learning objectives. The learning outcomes are evaluated in terms of goals and objectives set at the beginning. This approach started with the idea of Frederick Taylor which is aimed to achieve efficiency. In education, behavioral approach begins with educational plans that start with the setting of goals or objectives. These are the important ingredients in curriculum implementation as evaluating the learning outcomes as a change of behavior. The change of behavior indicates the measure of the accomplishment.
![Page 14: Curriculumdevelopmentreport 130107005619-phpapp02](https://reader036.fdocuments.in/reader036/viewer/2022082920/554973d2b4c905d8558b5670/html5/thumbnails/14.jpg)
MANAGERIAL APPROACH
In this approach, the principal is the curriculum leader and at the same time instructional leader who is supposed to be the general manager. The general manager sets the
policies and priorities, establishes the direction of change and innovation, and planning and organizing curriculum
and instruction. School administrators are less concerned about the content than about organization and
implementation. They are less concerned about subject matter, methods and materials than improving the
curriculum. Curriculum managers look at curriculum changes and innovations as they administer the resources
and restructure the schools.
![Page 15: Curriculumdevelopmentreport 130107005619-phpapp02](https://reader036.fdocuments.in/reader036/viewer/2022082920/554973d2b4c905d8558b5670/html5/thumbnails/15.jpg)
SYSTEMS APPROACH
This was influenced by systems theory, where the parts of the total school district or school are
examined in terms of how they relate to each other. The organizational chart of the school represents a
systems approach. It shows the line-staff relationships of personnel and how decisions are made. The following are of equal importance: a)
administration b) counselling c) curriculum d) instruction e) evaluation.
![Page 16: Curriculumdevelopmentreport 130107005619-phpapp02](https://reader036.fdocuments.in/reader036/viewer/2022082920/554973d2b4c905d8558b5670/html5/thumbnails/16.jpg)
HUMANISTIC APPROACH
This approach is rooted in the progressive philosophy and child - centered movement. It considers the formal or planned curriculum
and the informal or hidden curriculum. It considers the whole child and believes that in
curriculum the total development of the individual is the prime consideration. The learner s at the center of the curriculum.
![Page 17: Curriculumdevelopmentreport 130107005619-phpapp02](https://reader036.fdocuments.in/reader036/viewer/2022082920/554973d2b4c905d8558b5670/html5/thumbnails/17.jpg)
ROLE OF CURRICULUM SUPERVISOR
a. help develop the school's education goals
b. plan curriculum with students, parents, teachers and other
stakeholdersc. design programs of study by
grade levelsd. plan or schedule classes or
school calendar
![Page 18: Curriculumdevelopmentreport 130107005619-phpapp02](https://reader036.fdocuments.in/reader036/viewer/2022082920/554973d2b4c905d8558b5670/html5/thumbnails/18.jpg)
e. prepare curriculum guides or teacher guides by grade level or subject area
f. help in the evaluation and selection of textbooksg. observe teachers
h. assist teachers in the implementation of the curriculum
i. encourage curriculum innovation and changej. develop standards for curriculum and
instructional evaluation
![Page 19: Curriculumdevelopmentreport 130107005619-phpapp02](https://reader036.fdocuments.in/reader036/viewer/2022082920/554973d2b4c905d8558b5670/html5/thumbnails/19.jpg)
PEOPLE WHO ARE INVOLVED
INTERNAL:
Teachers, Students, Administration, DepEd/CHED
EXTERNAL Alumni,Parents,Professional,Organizations,
Business Organizations