PROFESSIONAL EDUCATION-CURRICULUM DEVELOPMENT

 PROFESSIONAL EDUCATION 

CURRICULUM DEVELOPMENT

1.       

CONCEPTS, NATURE, AND PURPOSES

The term”curriculum” conveys many things to people. To some, it denotes a specific course, while to others it means the entire educational environment. It is a dynamic as the change that occurs  in the society. Hence , curriculum encompasses more than a simple definition. It is a key element in the educational process; it’s scope is extremely broad, and it touches virtually everyone who is involved with teaching and learning. In a broader sense, it refers to the total learning experience of individuals not only in school, but in society as well.

 

Educationaewal or l reforms in the Philippines ca be traced form different recommendations of several educational initiatives, like the Philippine Commission to survey Philiipine Education (PCSPE-1969), Survey of the Outcomes of Elementary Education (SOUTELE-1976), the Philippine Commission of Educational Reform (PCER) that focused on curricular reforms and National Competency-Based standards for Teachers (NCBTS), which became the anchor of reforms in education from the basic to higher education

What is Curriculum?

v  From the Latin word curriculum (“course”), derived from currere “ run or”move quickly)

v  A “course for tracing”

In educational usage, the “course of the race” stands for “course of study”

1.       The Traditional Points of View

v  In early years of the 20^th century, “Curriculum was a”body of subject or subject matter  prepared by the teacher for the student to learn.” It was synonymous to the”course of study” and “syllabus”

v  Robert M. Hutchins- curriculum for basic education should emphasize 3Rs, and college education should be grounded on liberal education

v  Joseph Schwab-“ Discipline” is the sole source of curriculum. Thus, the education system curriculum is divided into chunkc of knowledge called subject areas in basic education, such as math science, English etc…, and college, discipline may include humanities, sciences, languages, etc.

 

2.       Progressive Points of View of Curriculum

v  To a progressivist, “a listing of school subjects, syllabi, course of study, and list of course or specific discipline do not make a curriculum,”. This  can only be called curriculum if the written materials are actualized by the learner.

v  John Dewey-Curriculum is based in Dewye;s definition of experience and education. He believes that reflective thinking is a means that unifies curricular elements.

v  Caswell and Campbell viewed curriculum as “all experiences children have under the guidance of teachers”.

v  Marsh and Willis view curriculum as “all the experiences in the classroom which are planned and enacted by the teacher, and also learned by the students.”

Major Foundations of Curriculum

The commonly accepted foundations of curriculum include the following:

1.       Philosophical

2.       Historical

3.       Pyschological

4.       Social

Philosophical Foundations of Curriculum

Philosophy provides educators, teachers and curriculum makers with a framework for planning, implementing, and evaluating curricula in schools. It helps in answering what schools are for, what subjects are important, how students should learn and what materials and methods should be used. In decision-making, philosophy provides the starting point and will be used for the succeeding decision –making process.

Four Educational Philosophies that Relates to Curriculum

1.       PERENNIALISM

Aim of Education- to educate the rational person; to cultivate  the intellect.

Role of Education- Teachers help students think with reason based in the Socratic methods of oral exposition or recitation and explicit or deliberate teaching of traditional values.

Focus in the curriculum- Classical subjects, literary analysis. Curriculum is constant.

Curriculum trends- use of great books and return to liberal arts.

2.       ESSENTIALISM

Aim of Education- To promote the intellectual growth of the individual and educate a competent person

Role of Education- The teacher is the sole authority in his/her subject area or field of specialization.

Focus in the curriculum- Essential skills of the 3 Rs and essential subjects of English, science, history, math and foreign language

Curriculum Trends- Excellence in Education, back to basics, and cultural literacy

3.       PROGRESSIVISM

Aim of Education- To promote democratic and social living

Role of Education- Knowledge leads to growth and development of lifelong learners who actively learn by doing.

Focus in the curriculum-Subjects are interdisciplinary, integrative, and interactive. Curriculum is focused on students interest, human problems and affairs.

Curriculum Trends- School reforms, relevant and contextualized curriculum, and humanistic education

4.       RECONSTRUCTIVISM

Aim of Education- To improve and reconstruct society, since education is for change

Role of Education- Teachers act as agents of change and reform in various educational projects, including research.

Focus in the Curriculum- Present and Future trends and issues of national and international interest.

Curriculum Trends- Equality of educational opportunities in education, and access to global education.

Historical Foundations of Curriculum

Philippine educations was greatly influence by the American educational system. The following curriculum theories laid down their views on what curriculum is.

1.       Franklin Bobbit (1876-1956_ presented curriculum as a science that emphasizes the student’s needs. Curriculum prepares students for adult life. To Bobbit, objectives with corresponding activities should be grouped and sequenced. This can only be done of instructional activities and tasks are clarified.

2.       Werett Characters (1875-1952)- Like Bobbit, to Charters, curriculum is a science, it gives emphasis on students needs. The listing objectives and matching of these with corresponding activities ensure that the content or subject matter is related to the objective. The subject matter and the objectives are planned by the teacher.

3.       William Kilpatrict (1871-1965)- Curricula are purposeful activities which are child-centered. The purpose of the curriculum is child development. The project method was introduced by Kilpatrick, whose model allowed the teacher and student to plan the activities. The curriculum develops social relationships and small group instruction.

4.       Harold Rugg (1886-1960)- Rugg, the curriculum should develop the whole child. It is child-centered. With the statement of objectives and related learning activities, curriculum should produce outcomes. Rugg emphasized social studies, and that teachers plan the curriculum in advance

5.       Hollis Caswell (1901-1989)- He saw curriculum as organized around social functions or themes, organized knowledge and learner’s interest. Caswell believes that curriculum is a set of experiences

6.       Ralph Tyler (1902-1994)- as one of the authorities on curriculum, Tyler believes that curriculum is a science and an extension of the school’s philosophy. It is based on student’s needs and interest. To Tyler , curriculum is always related to instruction. Subject matter is organized in terms of knowledge, skills and values. The Process emphasizes problem-solving. The curriculum aims to educate generalists and not specialists

Historical  development shows different changes in the purposes, principles and content of the curriculum. The different changes are influenced by educational philosophy, psychology and pedagogical theories. This implies that curriculum is ever-changing, putting in knowledge and content from many disciplines

Psychological foundations of Education

Psychology provides a basis for the teaching and learning process. It unifies elements of the learning process and  some of the questions which can be addressed by psychological foundations of education. How should curriculum be organized to enhance learning? What is the optimum level of the students’ preparation in learning various contents of the curriculum?

Three groups of learning theories like behaviorism or association theories; cognitive-information processing theories are considered to address the4 above questions.

 

1.       BEHAVIORIST PSYCHOLOGY

Behaviorism dominated 20^th-century psychology. It includes, among others, the following:

v  Connectionism-Edward Thorndike, which influence both Ralph Tyler and Hilda Taba who considered to be two of the well-know curricularists.

v  Classical conditioning-Ivan Pavlov

v  Operant Conditioning-B.F. Skinner

v  Modeling and Observation Theory- Albert Bandura

v  Hierarchical Learning/sets of behavior and five learning outcomes- Robert Gagne

1.       Intellectual skills or” knowing how” categorize and use symbols, forming concepts and problem-solving.

2.       Information or”knowing what” knowledge about facts dates and names

3.       Cognitive strategies or learning skills

4.        Motor skills: and

5.       Attitudes, feelings and emotions learned through experiences

The listed learning outcomes overlap with the domains in the taxonomy of educational objectives, which are cognitive, affective and psychomotor.

To the behaviorist, learning should be organized to students can experience success in the process of mastering the subject matter. The method introduced in a step by step manner with proper sequencing of tasks, which is viewed by other educational psychologist as simplistic and mechanical.

 

2.       COGNITVE PSYCHOLOGY

How do learns store information? How do they retrieve and generate conclusions? These are some of the basic questions asked by cognitive psychologists.

 

Advocates of cognitive psychology:

v  Cognitive Development Stages- jean Piaget

v  Social Constructivism- Lev Vygostky

v  Multiple intelligences- Howard Garner

v  Learning  Styles- Felder and Silverman

v  Emotional Intelligence- Daniel Goleman

To the Cognitive theorist, learning constitutes a logical method for organizing and interpreting learning. Learning is rooted in the tradition of subject matter and is similar to the cognitive development theory. Teachers use a lot of problem-solving and thinking skills in teaching and learning, intuitive thinking, discovery learning. These are exemplified by practices like reflective thinking, creative thinking, discovery learning and many others.

 

 

3.       HUMANISTICS PSYCHOLOGY

Humanist psychologists are concerned with how learners can develop their human potentials. Traditional psychologists do not recognize humanistic psychology as a school of psychology, . however, observes view humanistic psychology as the third force learning theory after behaviorism and cognitive development.

v  Learning can be explained in terms of the wholeness of the problem and where the environment is changing and the learner is continuously recognizing his or her perceptions-Gestalt Theory.

v  Theory of human needs for self- actualizing persons- Abraham Maslow

v  Non-directive lives= Carl Rogers

Among the humanistic psychologists, curriculum is concerned with the process, not the products; personal needs, not subject matter, psychological meanings and environmental situations.

In summary, psychology has a great influence on the curriculum. Learners not machines, and  mind is not a computer. Humans are biological beings affected by their biology and cultures. The psychological foundations will curriculum makers in nurturing a more advanced, more comprehensive and complete human learning.

4.    SOCIAL FOUNDATIONS OF EDUCATION

Schools exist within social context. Societal culture affects and shapes schools and their curricula. The way school buildings are structured and they way classrooms and students are organized reflect the cultural views and values of the society. In considering the social foundations of the curriculum, we must recognize that schools are only one of the many institutions that educate society. However, schools are formal institutions that address more complex and interrelated societies and the world.

 

Society ever dynamic, is a source of very fast changes which are difficult to cope with and to adjust to. Thus, schools are made to help understand these changes. However, some observations point out to the fact that schools are conservative institutions that lag behind they are supposed to be agents of change. Thus order for schools to be relevant, school curricula should address diversity, explosion of knowledge, school reforms and education for all.

 

The relationship of curriculum and society is mutual and encompassing. Hence , to be relevant, the curricula should reflect and preserve the culture of  society and its aspirations. At the same time, society should also imbibe the changes brought about by the formal institutions called schools.

 

What are the Characteristics of Good Curriculum

1.       The curriculum is continuously evolving. It must be a product of a long and tedious process of evaluation and change. It has evolved from one period to another to the present.

2.       The curriculum is based on the needs of the people. A curricular program must begin with those  that concern the people themselves. It reflects the needs of the individuals and the society as a whole. The curriculum is a proper shape in order to meet the challenges of times and education more responsive to the clientele it serves.

3.       The curriculum is democratically conceived. A good curriculum is developed through the efforts of a group of individuals from different sectors in society who are knowledgeable about the interest, needs and resources of the learner and the society as a whole. The Curriculum is a product of many minds and energies.

4.       The curriculum is the result of a long-term effort. It takes a long period of time to go through the planning, management, evaluation and development of a good curriculum.

5.       The curriculum is a complex of details. A good curriculum provides the proper instructional equipment and meeting places that are often most conducive to learning. It includes the teacher student-student relationship, guidance and counseling program, health services, schools and community projects, library and laboratories, and other school related work experiences.

6.       The curriculum provides for the logical sequence of subject matter. It is a fact that learning is developmental. Thus, classes and activities should be planned to achieve an orderly development of subject matter and step-by step progress of the learner. There is a smooth transition and continuing achievement of learners from one subject matter, classroom, grade, or school to another. A good curriculum provides continuity of experiences.

7.       The curriculum complements and cooperates with other programs of the community. The curriculum is responsive to the needs of the community. The school offers is assistance in the improvement and realization of on-going programs of the community. There is cooperative effort between the school and the community towards greater productivity.

8.       The curriculum has educational quality. Quality education comes through the situation of the individual’s intellectual and creative capacities for social welfare and development. The curriculum helps the learner to be4come the  best that can possibly be. The curriculum support system is secured to augment existing sources for is efficient and effective implementation.

9.       The curriculum has effective flexibility. A good curriculum must be ready to incorporate changes whenever necessary. The curriculum is open to revision and development to meet the demands of globalization and the digital age.

The relationship of curriculum and society is mutual and encompassing. Hence , to be relevant, the curricula  should reflect and preserve the culture of the society and its aspirations. At the same time, society should also imbibe the changes brought about by the formal institution called schools.

 

Types of Curriculum Operating Schools

 

Allen Glatthorn , as cited by Bilbao describes seven (7) types of curriculum operating in the schools.

1.    Recommended Curriculum- proposed by scholars and professional organizations

v  The curriculum may come from a national agency like the Department of Education (DepEd), Commission on Higher Education (CHED), Department of  Science and Technology (DOST) or any professional organization who has stake in education for example like the PAFTE.

2.    Written Curriculum-appear in school, district, division, or country documents

v  This includes documents, course of study or syllabi handed down to the schools, districts, divisions, departments, or colleges for implementation. Most of  the written curricula are made by the curriculum experts with the participation of teachers. These  were pilot-tested or tried out in sample schools or population. An example is the Basic Education Curriculum (BEC). Another example is the written lesson plan, made up of objectives and planned activities of the teachers.\

3.    Taught Curriculum- what teachers implement of deliver in the classrooms or schools

v  The different planned activities which are put into action in the classroom compose the taught curriculum. These are varied activities that are implemented in order to arrive at the objectives or purposes of the written curriculum. These are used by the learners with the guidance of teachers. Taught curriculum varies according to the learning styles of students and the teaching styles of teachers

4.    Supported Curriculum- resources like textbooks, computers, audio-visual materials which support and help in the implementation of the curriculum.

v  In order to have a successful teaching, other than the teacher, there  must be materials which should support or help in the implementation of a written curriculum. These refer to the material resources, such as textbooks, computers, audio-visual materials. Laboratory equipment, play ground, zoos, and other facilities. Support  curriculum should enable the learner to achieve real and lifelong learning

5.    Assessed Curriculum- that which is tested and evaluated.

v  This refers to a tested or evaluated curriculum. At the end of the teaching episodes, series of evaluation is done by the teachers to determine the extent of learning or to tell if the students are progressing. This refers to the assessed curriculum. Assessment tool like pencil-and –paper tests; authentic instruments like portfolio are being utilized.

6.    Learned Curriculum- what students actually learn and what is measured.

v  Refers to the learning outcomes achieved by the students. Learning outcomes are indicated by the results of the tests and changes in behavior, which can either be cognitive, affective, or psychomotor.

7.    Hidden Curriculum- the unintended curriculum

v  This unintended curriculum which is not deliberately planned but may modify behavior or influence learning outcomes. There are lost of hidden curricula that transpire in the schools. Peer influence, school environment, physical condition, teacher-learner interaction, mood of the teachers and many other factors to make up.

Elements /Components of the Curriculum

1.       Aims, goals and objectives ( What is to be done?)

2.       Subject matter/Content (What subject matter is to be included?)

3.       Learning Experiences (What instructional strategies, resources and activities will be employed?)

4.       Evaluation Approaches (What methods and instruments will be used to asses the results of the curriculum?)

 

 

Component 1- Curriculum Aims, Goals and Objectives

The Philippine Educational system is divided into three educational levels namely the primary, secondary, and tertiary (with the trifocalization the educational system was divided into Basic Education (primary and secondary); Technical-Vocational Education (Post-secondary education) and Higher Education ( tertiary education)

Based on the 1987 Philippine Constitution, all schools shall aim to:

1.       Inculcate patriotism and nationalism

2.       Foster love of humanity

3.       Promote respect for human rights

4.       Appreciate the role of national heroes in the historical development of the country.

5.       Teach the rights and duties of citinzenship;

6.       Strengthen ethical and spiritual values

7.       Develop moral character and personal discipline

8.       Encourage critical and creative thinking; and

9.       Broaden scientific and technological knowledge and promote vocational efficiency

Aims of Elementary Education ( Education Act of 1982)

Through their curricula, elementary education should aim to:

1.       Provide knowledge and develop skills, attitudes, values essential to personal development and necessary for living in and contributing to a developing and changing society;

2.       Provide learning experiences which increase the child’s awareness of and responsiveness to the changes in the society;

3.       Promote and intensify knowledge, identification with and love for the nation and the people to which he belongs; and

4.       Promote work experiences which develop orientation to the world of work and prepare the learner to engage in honest and gainful work.

Aims of Secondary Education

1.       Continue to promote the objectives of elementary education; and

2.       Discover and enhance the different aptitudes and interests of students in order to equip them with skills for productive endeavor and or to prepare them for tertiary schooling

Aims of Tertiary Education

1.       Provide general education programs which will promote national identity, cultural consciousness, moral integrity and spiritual vigor

2.       Train the nation’s manpower in the skills required for national development

3.       Develop the professions that will provide leadership for the nation; and

4.       Advance knowledge through research and apply new knowledge for improving the quality of human life and respond effectively to changing society.

Based  on the mandate of the Constitution, each school therefore should be guided by its vision, mission and goals and its curricula should also revolved around these.

The school’s vision is a clear concept of what the institution would like to become in the future. It provides the focal point and unifying element according to which the school staff, faculty and students perform individually or collectively. It is the guiding post around which all educational efforts, including curricula, should be directed. The school’s vision can be very ambitious, but that is a characteristic of a vision

The school’s vision and mission are further translated into goals which are broad statements of intents to be accomplished. Data for the source of  a school goals may include the learners, the society and the fund of knowledge.

In a curriculum, theses goals are made simple and specific for the attainment of each learner. These are called educational objectives, Benjamin Bloom and Robert Mager defined educational objectives in two ways:

1.       Explicit formulation of the ways in which students are expected to be changed by the educational process, and

2.       Intent communicated by statement describing a proposed change in learners. In other words, objectives direct the change in behavior, which is the ultimate aim of learning. 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.

Three big domains of objectives ( Benjamin Bloom)

(1)    Cognitive; (2) affective; and (3) Psychomotor

1.       Knowledge- recall, remembering of prior learned materials in terms of facts, concepts, theories and principles. It is the lowest cognitive level.

2.       Comprehension-ability to grasp the meaning of material. It indicates the lowest form of understanding.

3.       application-the ability to use learned material in new and concrete situation.

4.       Analysis-ability to  break down material into component parts so that its organizational structure may be understood.

5.       Synthesis-ability to put parts together to form a new whole

6.       Evaluation- Ability to pass judgment on something based on given criteria.

Affective Domain( Krathwohl,1964)- domain of valuing, attitude and appreciation

1.       Receiving- students willingness to pay attention to particular event, stimuli or classroom activities

2.       Responding- active participation on the part of the students

3.       Valuing-concerned with the worth or value a student attaches to a particular phenomenon, object or behavior

4.       Organization-concerned with bringing together different values and building a value system

5.       Characterization of value or value complex-developing a lifestyle based on a value system

Psychomotor Domain (Simpson, 1972)

1.       Perception-use of sense organs to guide motor activities

2.       Set-refers to the readiness to take a particular type of action

3.       Guided Response- concerned with early stages in learning complex skills imitation and trial and error are some of the ways of doing.

4.       Mechanism-responses become habitual. Performance skills are executed with ease and confidence

5.       Complex over responses-skillful performance and with complex movement patterns

6.       Adaptation-well developed skills is now very easy to

7.       Origination-refers to creating new movements and patterns to fit the situation, showing creativity.

Components 2- Curriculum  Content or Subject matter

All curricula have content, regardless of their design or models. To the subject centered view, content or subject matter is another term for knowledge. It is compendium of facts, concepts generalization, principles and theories. To the learner-centered view, the content relates knowledge to the individuals personal and social world and how he/she defines reality. According  to Jerome Bruner,” knowledge is a model we construct to give meaning and structure to regularities in experience”

 

Criteria in the selection of subject matter content or knowledge for the curriculum (Bilbao, 2009)

1.       Self-sufficiency- According to Scheffler (1970), the prime guiding principle for content selection is helping learners to attain maximum self-sufficiency in learning, but in the most economical manner. Economy means less teaching effort and educational resources, less learner’s effort, but more results and effective learning outcomes.

2.       Significance- when content or subject matter will contribute to basic ideas, concepts principles, and generalization to achieve the overall aim of the curriculum, the it is significant. It also significant if it will develop learning abilities, skills, processes and attitude. Subject matter is significant if it will develop the cognitive, affective, and psychomotor skills of the learners. It can also be significant if the cultural aspect will be considered.

3.       Validity- The authenticity of the subject matter selected is it validity . With information explosion, oftentimes , knowledge selected for school content may becomes obsolete. Thus, subject matter should be checked or verified at regular intervals, to determine if the content that was originally valid continues to be so.

4.       Interest- For a learner –centered curriculum, this is the key criterion. A learner will value the content if it is meaningful to him or her. Students’ interests should be considered and adjusted taking into consideration maturity, prior experiences, educational and social value of their interest among others.

5.       Utility-Usefulness of the content or subject matter may be relative to the learner who is going to use it. Usefulness may either be for the present or the future questions like “will I use it in my future job?, :will it add meaning to my life or develop my human potential?” or” will the subject matter be useful in solving my current problems?” are considered.

6.       Learnability-Subject matter in the curriculum should be within the range of the experiences of the learners. This is clearly suggested by the psychological foundations of a curriculum . There are ways of presenting subject matter or content which can easily be learned. Optimal placement and appropriate organization and sequencing of contests are the two ways by which these can be done.

7.       Feasibility- can the subject matter or content be learned within the time allowed, resources available, expertise of the teacher, and the nature of the learners? Content selection should be considered within the context of the existing reality in schools, in society and government.

 Component 3- Curriculum Experiences

The core or the heart of the curriculum includes the different instructional strategies and methods that realize the goals and use the content in order to produce an outcome teaching strategies convert the written curriculum into instruction. Both the teacher and learner  take actions to facilitate learning.

Whatever methods  the teacher utilizes to implement the curriculum, there will be some guide for the selection and use, such as:

1.        Teaching methods are means to achieve the end. They are used to translate the objectives into action.

2.       There is no single best teaching method. Its  effectiveness will depend on the learning objectives, the learners , and skill of the teacher.

3.       Teaching methods should stimulate the learners desire to develop  in the cognitive,  affective, psychomotor, social and spiritual domains.

4.       In the choice of the teaching methods, the learning styles of the students should be considered.

5.       Every method should lead to the development of the three domains: cognitive, affective and psychomotor

6.       Flexibility should be a consideration in the use of the teaching methods

Components 4- Curriculum Evaluation

All curricula, to be effective, must have the element of evaluation ( Worthen & sanders, 1987), Curriculum evaluation refers to the formal determination of the quality, effectiveness or value of the program process, and product of the curriculum. Evaluation is meeting the goals and matching them with the intended outcomes

 

The CIPP Models by Stufflebeam

CIPP- Context-Input-Process- Product. The Process is continuous and very important to curriculum managers, like principals, supervisors, department heads, deans and even teachers.

v  Context- refers to the environment of the curriculum, the real situation where the curriculum is operating. Context evaluation refers to situation analysis.

v  Input-refers to the elements of the curriculum, which include the goals, instructional strategies, the learners, the teachers, the contents and all the materials needed

v  Process-refers to the ways and means of how the curriculum has been implemented. This component of the CIPP looks into the entire operation of the curriculum.

v  Product-indicates if the curriculum accomplishes its goals. It will determine to what extent the curriculum objectives have been achieved.

Within the evaluation process, smaller and more specific activities are needed to determine the effectiveness of the curriculum. It includes assessment and measurement of learning outcomes, the ultimate product of a curriculum. Methods include diagnostic; placement; formulative or summative assessments or non-reference or criterion referenced measurement.

The components of a curriculum are distinct but are interrelated to one another as shown in the following figure.

 

 

 

                                        

 

 

 

                

 

 

 

 

 

 

 

 

 

 

                      Figure 1. Interrelationship of the components of a curriculum

 

II.-CRAFTING/DEVELOPING THE CURRICULUM

Points of View on Curriculum Development

Development connotes changes which are systematic. A change for the better means any alteration, modification or improvement of existing condition. To produce positive changes, development should be purposeful, planned and progressive. This is how curriculum evolves,

Some authors define curriculum as the total effort of the school to bring about desired outcomes in the school and out-of-school situations. It is also defined as a sequence of potential experiences set up in school for the purpose of disciplining children and youth in group ways of thinking and acting

Howel and Evans (1995) define curriculum as standard set of learning outcomes or task that educators usually call goals and objectives, while other writers define curriculum as” the what of teaching”, or listing of subjects to be taught in school.

 

Curriculum is a document which describes as structured series of learning objectives and outcomes for a given subject matter/ area. It includes  a specification of what should be learned, how it should be taught, and the plan for implementing/ assessing the learning.

Curriculum Development , therefore, may be defines as the process of selecting, organizing, executing and evaluating the learning experiences on the basis of the nature of the society or community. It is a continuous process for the possibilities of improving the teaching-learning situation. Its goal is a positive change; process and transformation in the lives of the learners based on the schools mission and goals.

Models of Curriculum Development

Ralph Tyler Model ( also known as Tyler’s Rationale)\he posited forum fundamental questions or principles in examining any curriculum:

1.       What educational purposes should schools seek to attain?

2.       What educational experiences can be provided that is likely to attain these purposes?

3.       How can these educational experiences can be effectively organized?

4.       How can we determine whether these purposes are being attained or not?

Tyler’s Model shows that in the curriculum development the following considerations should be made”

1.       Purpose of the school

2.       Educational experiences related to the purpose

3.       Organization of the experiences

4.       Evaluation of the experiences/ outcomes

Hilda Taba Model- She improved on  Tyler’s  Rationale by making a linear model.   She believes that teachers who teach  or implement the curriculum should participate in developing it. Her advocacy was called the “grassroots approach”

Presented seven majors steps her model, where  teachers could have a major input.

1.       Diagnosis of learners needs and expectations of the larger society

2.       Formulation of learning objectives

3.       Selection of the learning content

4.       Organization of the learning content

5.       Selection of the learning experiences

6.       Organization of learning  activities

7.       Determination of  what to evaluate and the means of doing it.

Thus, looking at the curriculum models , the three interacting process in curriculum development are: (1) planning; (2) implementing; and (3) evaluating.

 

 

The Francis Hunkin’s Decidion-Making Model

What sets this model a part is its recommended first stage of curricular decision-making. The first stage requires that participants to engage in deliberation regarding the nature curriculum and  also its educational and social political value.

This approach addresses the concerns of reconceptualists, of putting stress on the understanding the nature and power of curriculum

The Model has seven major stages:

1.       Curriculum conceptualization and legitimization

2.       Diagnosis

3.       Content selection

4.       Experience selection

5.       Implementation

6.       Evaluation

7.       Maintenance

Curriculum Design Models

1.       Subject-Centered Design model- focuses on the content of the curriculum. Corresponds mostly to the textbook written for the specific subject. In this design, schools divided the school hours across different subjects.

v  Subject Design- this is the oldest and so far the most familiar for teachers, parents and other layman. It is easy to deliver, has complementary books, written, and available support instructional materials. The drawback is that learning is so compartmentalized. It stresses the content so much that it forgets about student’s natural tendencies, interests and experiences.

v  Discipline Design. Related to the subject design, but focuses on academic discipline. It is often used in college.

v  Correlation Design- This comes from a core, correlated curriculum designs that links separate subjects designs in order to reduce fragmentation. Subjects related to one another, but each subject maintains identity.

v  Broad Field design/interdisciplinary- it is variation of the subject-centered design. This design was made to prevent the compartmentalization of subjects and integrate the contents that are related to each other. It sometimes called a holistic curriculum because it draws around themes and integration.

2.       Learner-Centered Design- Among the progressive educational psychologists, the learner is the center of the educative process. The emphasis is very strong in the elementary level. However, more concern has been placed on the secondary and even the tertiary level. In high school, the subject or content has become the focus and in the college level, the discipline is the center. Both levels, however still recognize the importance of the learner in the curriculum.

v  Child-centered Design- attributed to the influence of John Dewey, Rouseau, Pestallozi, and Froebel. The curriculum is anchored on the needs and interest of the child. The is not considered as a passive individual, but as on, who engages with his/her environment. One learns by doing. Learners actively create and construct meaning and understanding as viewed by the constructivists. Learners interact with the teachers and environment. Thus, there is a collaborative effort on both sides of the plan lessons, select content, and do activities together. Learning is the product of the child’s interaction with the environment.

v  Experienced-Centered Design- This is similar to child-centered design. Although the child remains to be the focus, experience-centered design believes that the interests and needs of the learners cannot be pre-planned. Instead, experiences of the learners become the starting point of the curriculum. Thus, the school environment is left open and free. Learners are made to choose from various activities that the teacher provides. The learners are empowered to shape their own learning form different opportunities given by the teacher. The emergence of multiple intelligence blends well with experience-centered design curriculum.

v  Humanistic Design- The key personalities in this curriculum design were Abraham Maslow and Carl Rogers. Maslow’s theory of self-actualization explains that a person who achieves this level is accepting of self, others and nature; is simple , spontaneous and natural; is open to different experiences; possesses empathy and sympathy to wards the less fortunate, among many others, Carl Rogers, on the other hand, believed that a person can enhance self-directed learning by improving self-understanding and basic attitudes to guide behavior. In the humanistic curriculum  design, the development of self is the ultimate obje4ctice of learning. It stresses the development of positive self-concept and interpersonal skills.

3.       Problem –Centered Design- Generally, this design draws on social problems, needs, interests, and abilities of the learners. Various problems are given emphases. In this curriculum, content cuts across subject boundaries and must be based on the needs, concerns and abilities of the students.

v  Life-Situation Design- The contents are organized in ways that allow the students to clarify view problem areas. It uses the past and the present experiences of learners as a means to analyze the basic areas of living.

v  Core Design- It centers on general education, and the problems are based on common human activities. The central focus of the core design includes common needs, problems, and concerns of the learners.

Principles in organizing or putting together learning content

Dimensions of Principles of Curriculum design

v  SCOPE- Tyler and Omstein (2004) define scopes as all the content, topics, learning experiences and organizing threads comprising the educational plan. It refers to the coverage of the curriculum. It is the depth and breadth of the curriculum. It includes time, diversity and maturity of the learners.

v  BALANCE- Curriculum content should be fairly distributed in depth and breadth of the particular learning area of discipline. This will ensure that the level or are will not be overcrowded or less crowded.

v  ARCTICULATION- When each subject matter is smoothly connected to the next, glaring gaps and wasteful overlaps in the subject matter will be avoided. Teamwork among the teachers will enhance articulation of contents in the curriculum.

v  SEQUENCE- It is the logical arrangement of the subject matter. It refers to the deepening and broadening of the contest as it is taken up in the higher levels.

v  INTEGRATION- the horizontal connections are needed in subject areas that are similar, so that learning will be related to one another. This will help the learner get a holistic or unified view of reality outlook in life.

v  CONTINUITY- The content repetition, review and reinforcement of learning is what is referred to as continuity. Learning requires a continuing application of new knowledge, skills, and attitudes or values, so that these will be used in daily living.

Curriculum Approaches

v  Behavioral Approach- Anchored on the behaviorist principles, where approach to curriculum is usually based on a blue print. In the blueprint, goals and objectives are specified, and 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 begins with educational plans that start with the setting of goals or objectives. These are the important ingredients in curriculum implementation for evaluating the learning outcomes as a change of behavior. The change of behavior indicates the measure of accomplishment.

v  Managerial 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 and establishes the direction of change and innovation, and plans and organizes 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

v  System Approach- This was influenced by systems theory, where the parts of the total school district or school are determined in terms of how they relate to each other. The organizational chart of the school represents s systems approach. It shows the line-staff relationships of personal and how decisions are made. The following are equal importance: (1) Administration, (2)counseling, (3) curriculum, (4) instruction, (5) evaluation.

v  Humanistic Approach- This approach is rooted in the progressive philosophy and child-centered movement. It considers the formal or planned curriculum and the formal or hidden curriculum. It considers the whole child and believes that in a curriculum, the total development of the individual is the prime consideration. The learner is at the center of the curriculum.

Approaches to Curriculum Design

The Six (6) Features of a Curriculum

1.       Who teachers- The Teacher

2.       Who do Teachers Teach- The Learners

3.       What do the Teachers Teach- Knowledge Skills and Values

4.       How to the Teachers Teach- Strategies and Methods

5.       How much of the Teaching was Learned- Performance

6.       With whom do we Teach- Community Partners

III. IMPLEMENTING THE CURRICULUM

Teaching- Learning Process and Curriculum Development

In Curriculum development, the teaching and learning are actions necessary to accomplish a goal in education. What is the role of teaching in curriculum development?

So, what is learning in the curriculum development?

Teaching as process in Curriculum

The process of teaching replicates the process of curriculum development. The implementation phase of curriculum development is the actual teaching and experiencing of curriculum, as shown in Figure 2

 

 

 

 

 

 

 

 

 

 

 

 

Feedback and Reflections

Figure 2: The teaching Process

 

v  Planning Phase- includes decisions about: (a) the needs of the learners; (b) the achievable goals  and objectives to meet the needs; (c) the selection of the content to be taught; (d) the motivation to carry out the goals; (e) the strategies most fit to carry out the goals; and (f) the evaluation process to measure learning outcomes

v  Implementation Phase- requires the teacher to implement what has been planned.

v  Evaluation Phase- a match of the objectives with learning outcomes will be determined.

v  Process of Feedback and Reflection- to give information as to whether the three phases were appropriately done and elicited good results.

Roles of Stakeholders in Curriculum Implementation

Stakeholders are individuals or institution that are interested in the school curriculum. Their interest varies in degree and complexity. They get involved in many different ways in the implementation because the curriculum affects them directly or indirectly.

v  Learners at the Center of the Curriculum- These learners are the very reason why curriculum is developed.

v  Teachers as Curriculum Developers and Implementers- Planning and writing the curriculum are the primary roles of the teacher. The teachers writes a curriculum regularly through a lesson plan, a unit plan or a yearly plan. He prepares the activities for the students to do . the teacher addresses the goals, needs, and interest  of the learners by creating experiences from where the students can learn. He/She designs, enriches, and modifies the curriculum to suit the learners’ characteristics.” No technology can ever replace a teacher, it will only support the multifaceted role of the teacher.”

v  Curriculum Managers and Administrators- They are people who are responsible in the formulation of the school’s vision, philosophy, mission and objectives. They provide necessary leadership in evaluating teaching personnel and school programs. The principle of command responsibility and institutional leadership rests on the shoulders of the school administrators.

v  Parents as Supporters to the curriculum- Parents are the best supporters of the school, especially because they are the ones paying for their child’s education. Hence, they want to get the best of his/her investment in education. This has an implication to what kind if curriculum is being offered in the school.

v  Community Members as Curriculum Resources- Community members and materials in the existing local community can very well substitute for what are needed to implement the curriculum. Respected community members may be included in school boards; some can become resource speakers, etc.

v  Other Stakeholders in Curriculum Implementation-Professional organizations like those of teachers, lawyers, medical doctors, engineers and many others are asked by curriculum specialists to contribute in curriculum review because they have a voice in licensure examinations, curriculum enhancement and many more. Often, they have a better view of the industry where the graduates of the curriculum go.

 

The role of Technology in Implementing the Curriculum

 

Technological changes in education make it’s impact on the delivery of more effective, efficient and humanizing teaching-and-learning. Increase in the use of information and communication technology or ICT is an explosive trend that made it influence education, Educational technology has the following roles in delivering the school curriculum’s instructional program.

v Upgrading the quality of teaching-and-learning in schools

v Increasing the capability if the teacher to effectively inculcate learning, and for students to gain mastery of lessons and courses.

v Broadening the delivery of education outside schools through non-traditional approaches to formal and informal learning such as open universities and lifelong learning to adult learners.

v Revolutionizing the use of technology to boost educational paradigm shifts that give importance to student- centered and holistic learning.

Pilot Testing, Monitoring and Evaluating the Implementation of the Curriculum

v  Pilot testing- this is a process where empirical data are gathered to support whether the material or the curriculum is useful, relevant, reliable and valid

v  Monitoring- is a periodic assessment and adjustment during the try out period. It determines how the curriculum is working so that the monitoring report becomes the basis of decision on what aspects have to be retained, improved or modified.

v  Curriculum Evaluation- as part of total educational evaluation refers to a systematic process of judging the value, effectiveness and adequacy of a curriculum. It is a process, product and setting which will lead to informed decisions.

 

There are two ways of curriculum evaluation

(1)    School-Based Evaluation (SBE)- an approach to curriculum evaluation which places the content, design, operation, and maintenance of evaluation procedure in the hands of school personnel.

(2)    Accreditation-this is a voluntary process of submitting a curricular program to an external accrediting body foe review in any level of education: basic, tertiary or graduate school, to ensure that standards are met. Accreditation studies the statement of the educational intentions of school and affirms the standard of excellence.

IV. ASSESSING/EVALUATING THE CURRICULUM

Curriculum assessment is the process of collecting information for use in evaluation

Curriculum assessment may achieve the following purposes:

1.       Highlight curriculum expectations;

2.       Gather information about what  students know and can do,

3.       Motivate and encourage teachers to meet the identifies needs of students

4.       Provide evidence to tell how well the students have learned ; and

5.       Obtain feedback that helps teachers, students and parents make good decisions to guide instruction

Intended Curriculum- refers to a set of objectives identified set at the beginning of any curricular plan. It establishes the goal, the specific purposes, and the immediate objectives to be accomplished. The intended curriculum specifies what the curriculum maker wants to do.

Implemented Curriculum- refers to the various learning activities or experiences of the students in order to achieve the intended curricular outcomes.

Achieved  curriculum- refers to the curriculum outcomes based on the first two types of curriculum, the intended and implemented. The achieved curriculum is considered the product. It can be the learning outcomes, or a material product itself, like a book, modules or instructional material.

What is evaluation?

Evaluation is the process of determining the value of something or the extent to which goals are being achieved. It is a process of making decisions or reaching a conclusion. It involves decision making about student performance based on information obtained from assessment process. Assessment id the process of collecting information by reviewing the products of student works, interviewing, observing or testing.

Evaluation is the process if using information that is collected through assessment. The ultimate purpose of any evaluation process that takes place in schools is to improve student learning.

It entails a reasoning process that is based on inference. Inference, which the process of arriving at  a logical conclusion from a body of evidence. Inference  usually refers to the process of developing a conclusion on the basis of some phenomenon that is not experienced or observed directly by the person drawing inference.

Evaluation is thoughtful process, used to understand things. Evaluation has been defined is a variety of ways, all of which have at their core the idea of comparison. When we evaluate, we make comparison between things, not the differences, summarize our findings and draw conclusion about results.

Evaluation is the judgment made about the assessments of students learning based on established criteria. It involves a process of integrating information from various sources and using this information to make inferences and judgments about how well the students have achieved curriculum expectations. Evaluation involves placing a value on and determining the worth of students assessment. Evaluation is usually made so that progress can be communicated to students and parents.

Evaluation provides information

v  Directly to the learner for guidance

v  Directly to the teacher for orientation of the next instruction activities; and

v  Directly to external agencies for their assessment of schools functioning in the light of national purpose.

What is Curriculum Evaluation

Curriculum Evaluation is the process of obtaining information for judging the worth of an educational program, product, procedure, educational objectives or the potential utility of alternative approaches designed to attain specified objectives,

Curriculum evaluation focuses on determining whether the curriculum as recorded in the master plan has been carried out in the classroom. In evaluating a curriculum, the following key questions are usually asked:

1.       Are the objectives being addressed?

2.       Are the contents presented in the recommended sequence?

3.       Are the students being involved in the suggested instructional experiences?

4.       Are the students reaching to the contents?

Suggested Plan of Action for Curriculum Evaluation

1.       Focus in one  particular component of the curriculum. Will it be the subject area, the grade level, the course or the degree program? Specify the objectives of evaluation.

2.       Collect or gather the information is made up of data needed regarding the object of evaluation

3.       Organize the information. This step will require coding, organizing, strong and retrieving data for interpretation

4.       Analyze information. An appropriate way of analyzing will be utilized

5.       Report information. The result of evaluation should be reported to specific audiences

6.       Reporting can be done formally in conferences with stakeholders, or informal through roundtable discussion and conversation.

7.       Recycle the information for continuous feedback, modification and adjustments to be made.

V. CURRICULUM INNOVATION

Innovations are inevitable as man continues to seek for development. With the demand brought about by the fast-changing society. It is most likely that innovations will occur. In curriculum, changes and modifications are being introduced to keep pace with the changing world. With emerging theories of learning, instructional delivery and management, learning and teaching styles, modes of living and other societal changes in science and technology led educator to introduce innovations.

Local and National Curricular Innovations

1.       The 2002 Basic Education Curriculum

The Vision, Mission, and Rationale of the Curriculum

 

The Department of Education envisions every learner to be functionally literate equipped with life skills, appreciative of arts and sports and imbued with the desirable values of a person who is makabayan, makatao, makakalikasan at maka- Diyos.

 

This vision is in line with DepEds’ mission to provide quality basic education that is equitably accessible to all and lays the foundation for lifelong learning and service for the common good.

The BEC was developed through a dynamic process. It started with the review of the existing basic education curriculum in 1997, which look into consideration world wide trends and Philippine realties.

 

Integrative Teaching as Mode of Instructional Deliver

 

Integrative teaching works best in the BEC because the curriculum is treated in a holistic manner. The process is interactive, collaborative and innovative.

v Thematic Teaching- requires organization of themes around ideas. The theme provide focus and helps learners to see the meaningful connections across subject areas. It links ideas to actions and learning to life.

v Content- Based Instruction (CBI)- it is the integration of content learning with language teaching. The language curriculum centered on the academic needs and interests of the learners. Thus, it crosses the barriers between language and subject matter content. This approach aims at developing  the learner’s language skills.

v Focusing inquiry-it  is an interdisciplinary approach that uses questions to organize learning. Learners  become creators rather than recipients of knowledge. Contents and concepts are given less importance than the process of conducting an investigation and communicating what was learned to others. Instructional process is built around inquiry, where teachers guide the students to discover answers to questions. Using what learners already know as a starting point, they generate questions about things they do not know yet. The design a method of investigation and gather information on their own.

v Generic Competency Model- the learners are enrolled in three to four linked or related courses or subject areas. In Makabayan, for instance, competencies subject and can be clustered into personal development, social competencies and work and special skills, the subject specialist teaches his/her subject and activities will draw on processes and skills important to each discipline.

2.       Third Elementary Education Program

Begun in 1996 and concluded in 2005 it was funded by the WB and JBIC, in response to the Social Reform Agenda of the government. It is focused only on the elementary level with the goal to improve learning achievement; improve completion rates and access to quality elementary education.

 

Advocacies:

In- service Training for Teachers (INSET); school improvement and innovation Facility;(SIIF) Student Assessment;(SA), Educational Management Information System (E-MS); Procurement and Monitoring Evaluation ; Principal Empowerment

 

3.       Secondary Education Development and Improvement Program (SEDIP)

It is a curriculum innovation that dovetailed the TEEP. It started in 2000 and ended in 2006. Its purpose is to improve equitable access to secondary education in poverty affected areas.

 

Curriculum Reforms revolved around;

(a)Improving Teaching and Learning; (b) Improving Access to Secondary Education; (c) Facilitating Decentralized Secondary Education Management.

4. The  New Teacher Education Curriculum for BEED and BSED

Implemented by CMO 30,s 2004

v  There are two streams in Basic Education; BEED- structured to meet the need of professional teachers for elementary and special education program; and the BSED-need of professional teachers in the high school in the Philippines

v  The Curriculum is aligned to the National Competency-Based Teachers Standards (NCBTS)

v  It is made up of three components- (1) General Education (2) Professional Education (3) Specialization or content courses.

5.The Ladderized Curriculum for Bachelor of Technical Teacher Education (BTTE)

v  The BTTE prepares teachers in technical-vocational education and training (TVET) and higher education institutions that are equipped not only with strong theoretical understanding of teaching and technology but also with exposure to industry

v  The course is composed of four components;

1.  General education- consistent with CMO 59

2.  Professional Studies component

3.  Specialization component, and

4.  Instructional Technology component

 

6.Understanding the  Design (ubD)-Based Curriculum

v  UbD is a framework for improving student achievement and was designed by internally recognized educators Grant Wiggins and Jay Mctighe, published bu ASCD

v  The emphasis on” Backward Design”.

v  It is a tool utilized for educational planning focused on teaching for understaning

v  It works within the” standard-driven curriculum” to help teachers clarify learning goals, device revealing assessment of students understanding and craft effective and engaging learning activities.

Understanding by Design (UbD)-Based Curriculum

Begun as early as 2007 and was formally implemented in the Philippines thru the 2010 Secondary Education Curriculum.

3 Stages of  ‘Backward Design”

Stage 1- indentifying Results/Desired Outcomes ( Content/Performance Standards, Essential Understanding, Objectives- KSA, Essential Questions)

Stage 2- Defining Acceptable Evidence/Assessment ( Product/ Performance, Assessment Criteria/Tools) Six Facets of Understanding ( Explain, Interpret. Apply Perspective, Empathy, Self-knowledge

Stage 3- Learning Plan/Instruction (WHERTO

W-where us the unit going? What is expected? Where are the students coming from?

H- Hooks all students and holds their interest

E- Equipped students, help them experience the key idea an explore the issue

R- Rethink

E- Evaluate

T- Tailors

O- Organize

 

7.K-12 Basic Education Curriculum

Republic Act 1053 (may 15, 2013)

The Enhanced Basic Education Act of 2013’

v  The overall Goal of the K to 12 Curriculum

Kindergarten +(6) six years primary education +(4) four years of junior highschool +(2) two years senior high school

 

Salient Features of the K-12 Curriculum

v  Strengthening Early Childhood Education ( Universal Kindegarten)

v  Making the Curriculum Relevant to the Learners ( Contextualization and Enhancement)

v  Ensuring integrated and Seamless Learning ( spiral Progression)

v  Building Proficiency Through Language ( Mother Tongue-Based Multilingual Education)

v  Gearing Up for the Future ( Senior High School)

v  Nurturing the Historically Developed ( College and Livelihood Readiness, 21^st  Century Skils)

The 21^st Century Trends in Philippine Education

Relevance and Responsiveness

Benefit from Industry-University Collaboration

v  For Students- ensure workplace orientation and opportunity to apply their skills, knowledge and proper work attitudes; opportunities for enhance employability

v  For Industry- prospective workers are developed according to the companies specifications

v  For the University- reduced need for sophisticated equipment and facilities; responsiveness to industry needs and better employment for graduates.

Efficiency and Effectiveness

Pres. Aquino’s 10 Ways to Fix Philippine Education

1.       12-Year Basic Education Cycle- expand the basic education cycle from a short of 10 year cycle to a globally comparable 12 years before 2016.

2.       Universal Pre-Schooling for All- All public school children ( and all public schools) will have pre-schooling as their introduction to formal schooling by 2016.

3.       Madaris Education as a Sub-system within the Education System- Madaris education with subjects in Arabic Language and Islamic Values education will be integrated in the public school curriculum as additional subject with the view to keeping the Muslim Filipino children in school.

4.       Technical Vocational Education as an Alternative Stream in Senior High School-Provide education alternative to better prepare students for the world of work. Re –introducing technical vocational  education in the public high schools to better link and match schooling ti local industry needs and employment.

5.       “every Child a Reader” by Grade 1- by the end of SY 2015-2016, every child passing pre-school must be a reader by Grade 1.Library infrastructures with appropriate reading materials will be built in schools, and elementary teachers shall be trained how to teach reading.

6.       Science and Math Proficiency- Rebuild the science and math infrastructure in schools to produce more scientists, engineers, technicians, technologist and teachers in the universities so that this country can be more globally competitive in industry and manufacturing.

7.       Assistance to private schools as essential Partners in Basic Education- Expand the Government Assistance to Students and Teachers in Private Education to a target of 1 million HS students through education service contra ting and do away with wasteful education voucher system

8.       Medium of Instruction Rationalized- Support UNESCO’s tried and tested formula on mother tongue instruction. Use mother tongue as medium of instruction from pre- school to Grade III

9.       Quality Textbooks-Produce books according to these criteria; quality, better quality and more quality

10.   Covenant with Local Government to build more schools- the support of the LGU’s is necessary to build more classrooms with smaller population, so that teachers and students, and parents can form a real learning community.

Access and Equity in Education

Legal Bases on the Access Equity of Education in the Philippines

v  The 1987 Philippine Constittuition ( Section 1, Article IV). The state protect and promote the right of all citizens to quality education at all levels and shall take appropriate  steps to make such education accessible to all’.

v  RA 9155 9Governance of Basic Education Act of 2001)- Remaining DECS to DepEd and reiterating the constitutional mandate. Establish  free compulsory public education at the elementary and high school level of education

v  RA 6655 ( The Free Secondary Education Act)- providing free four  years of secondary schooling for those ages 12 to 15 in the public schools

Alternative Modes of Learning/Acquiring Qualification

v  Ladderized Education Program (LEP)

v  Expanded Tertiary Education Equivalency and Accreditation Program ( ETEEAP)

v  Ladderized Model Curricula

v  Distance Education Learning

v  Distance Education Learning

Accreditation : Enhancing the Quality of Education

Accreditation – is a concept of self-regulation which focuses on self-study and evaluation and on the continuing improvement of educational quality. It is both a process ( form of peer review) and a result ( a form of certification granted by recognized and authorized accrediting agency)

v  Program accreditation- accreditation of academic course

v  Institutional accreditation- accreditation of the school, college, university or institution as a whole

 

 

 

The 21^st  Century Teaching Skills

v  Learning and Innovation Skills- recognized as the skills that separate students who are prepared for increasingly complex life and work environments in the 21^st century have; focus on creativity, critical thinking, communication and collaboration

v Creativity and Innovation- Think creativity, Work Creatively with others, implement innovations

v Critical Thinking and Problem Solving-reason Effectively, Use Systems, Thinking, Make Judgment and Decisions, Solve Problems

v Communication and Collaboration- Communicate Clearly, Collaborate with others.

A.     Information, Media and Technology Skills- 1) access to an abundance of information; 2) rapid changes in technology tools; and 3) the ability to collaborate and make individual contributions on an unprecendented scale. To be effective in the 21^st century, citizens and workers must be able to exhibit a range of functional and critical thinking skills related to information, media and technology.

v Information Literacy-Access and Evaluate information, use and Manage information\

v Media Literacy- analyze Media, Create media Products,

v ICT Literacy- Apply Technology Effectively

B.      Life and Career Skills- Today’s life and work environments require far more than thinking skills and content knowledge. The ability to navigate the complex life and work environments in the globally competitive information age requires students to pay rigorous attention to developing adequate life and career skills.

v Flexibility and Adaptability-Adapt to Change , Be Flexible

v Initiative and Self- Direction- Manage Goals and Time, Work Independently, Be self directed Learners.

v Social and Cross Cultural Skills- Interact Effectively with others, Work Effectively in Diverse Teams

v Productivity and Accountability- Manage Projects, Products Results

v Leadership and Responsibility- Guide and Lead Others, Be Responsible to Others

Brain- Based Learning (BBL)

v  It is an approach to teaching based on research in neuroscience

v  It suggests that the brain learns naturally

v  This techniques allows teachers to connect learning to students real life experiences

v  This kind of learning encompasses education concepts like

ü Mastery learning

ü Problem-based learning

ü Cooperative education

ü Multiple intelligence

ü Learning styles

ü Experimental learning

Emerging Interactive Teaching Elements from BBL

v  Orchestrated Immersion- Learning environment are created to provide authentic learning experiences. Ex. In the elementary level, teachers can use the school’s miniforest to identify trees, animals and other plants and find out how they  live together.

v  Relaxed Alertness- in BBL, efforts are made to eliminate fear while maintaining a highly challenging environment. Ex. Teachers may play classical music when appropriate to set a relaxed tone in the classroom. Bright lights are dimmed. Scented candles are lit to calm the senses. All learners are accepted regardless of their various learning styles, capabilities and liabilities. This will provide a relaxed and accepting environment. Children are motivated to bring the best of them and bring out their potential

Outcome-Based Education (OBE)

OBE is an approach to education in which decisions about the curriculum are driven by the exit learning outcomes that the students should display at the end of the course.

In OBE, Product defines Process. It can be summed up as”results-oriented thinking”

Learning Outcome-Oriented Teaching and Learning?

The Bologna Process

v  Quality assurance in the higher education

v  A unifies educational system (mobility, transparency, and mutual recognition of qualifications)

v  Revise curricula; integrate student-centeredness and learning outcomes orientation

v  Pedagogical issue became central, along with the alignment of teaching and assessment methods in accordance with learning outcomes

Experiential Learning Courses (ELC)

v  This is anchored on the NCBTS in CMO, 30, 2004

v  This feature of the new teacher education curriculum provides students with rich practical learning experiences which are drawn out from the actual environment.

v  Field study courses enable the students to observe, verify and reflect on various events which relate to the concepts, methods and strategies previously learned

v  These courses provide opportunities to capture other experiences which can be further verified, confirmed and reflected on in relation to their becoming a teacher

Field Study Course Experiential Learning

v  (FS1) Learner’s Development an Environment

v  (FS 2) Experiencing the Teaching-Learning Process

v  (FS3) Technology in the Learning Environment

v  (FS4) Understanding Curriculum Development

v  (FS5) Learning Assessment Strategies

v  (FS6) On Becoming a Teacher

Practice Teaching (Student Teaching)- this is the apex of all the ELCs. It is the total immersion of the prospective teacher in the real-life of becoming a teacher

·         It is an integrated theoretical framework that  defines the different dimensions of effective teaching.

NCBTS define good teaching through the following:

ü  Domains-distinctive spheres of the learning process, and also a well defined arena for demonstrating positive teacher practices

ü  Strands- specific dimensions of positive teacher practices under the broad conceptual domain

ü  Indicators- concrete, observable, and measurable teacher behaviors, actions, habits, routines, and practices know to create, facilitate and support enhanced student learning.

The & domains of the NCBTS Framework

v  Social Regard for Learning

v  The Learning Environment

v  Diversity of Learners

v  Curriculum

v  Planning , Assessing and Reporting

v  Personal Growth & Professional Development

This Framework will allow teachers to self-assess their own performance against the Competency Standards in order to identify area of strength, as well as areas that need to be developed further in order for them more effectively as facilitators of learning.

Domain 1. Social Regard for Learning (SRFL)

This domain focuses on the ideal that teachers serve as positive and powerful role models of the value in the pursuit of different types of social interactions with students exemplify this ideal.

Domain 2. Learning Environment (LE)

This domain focuses on importance of providing a social, psychological and physical environment within which all students, regardless of their individual differences in learning, can engage in the different learning activities and work towards attaining high standards of learning.

Domain 3. Diversity of Learners (DOL)

The DOL domain emphasizes the ideal that teachers can facilitate the learning process even with diverse learners, by recognizing and respecting individual differences and by using knowledge about their differences to design diverse sets of learning activities, to ensure that all learners can attain the desired learning goals

Domain 4. Curriculum (Curr)

The curriculum domain refers to all elements of the teaching-learning process that work in the convergence to help students achieve their curricular goals and objectives, and to attain high standards of learning defines in the curriculum. These elements include teacher’s knowledge of the subject matter and the learning process.

Domain 5. Planning, Assessing & Reporting (PAR)

This domain refers to the alignment of assessment and planning activities. In particular, the PAR focuses on the (1) use of assessment data to plan and revise teaching-learning plans; (2) integration of assessment procedures in the plan and implementation of teaching-learning activities; and (3) reporting of the learners actual achievement and behavior

Domain 6. Community Linkages (CL)

The CL domain refers to the ideal that classroom activities are meaningfully linked to the experiences and aspirations of the learners in their homes and communities. This, this domain focuses on teachers’ efforts directed at strengthening the links between schools and communities to help in the attainment of the curricular goals.

Domain 7 Personal Growth & Professional Development (PGD)

The PGD domain emphasizes that ideal that teachers value having a high personal regards for the teaching profession, concern for professional development, and continuous improvement as teachers.

DepEd order No. 40 s. 2012

(DepEd Child Protection Policy)

v  “Policy Guidelines on Protecting Children in School from Abuse, Violence, Exploitation, Discrimination, Bullying and other Forms of Abuse”

v  Purpose of the Policy- DepEd shall promulgate a zero-tolerance policy for any act of child abuse, exploitation, violence, discrimination, bullying and other forms of abuse”

Some Legal Bases of the CPP

Philippine Constitution: Article XV Sec. 3(b)-…the state shall defend the right of children to assistance, including proper care and nutrition, and special protection  all forms of neglect, abuse, cruelty exploitation and other conditions prejudicial to their development

PD No. 63 Art 59 (1974)- Child and Youth Welfare Code- Prohibiting any mental and physical violence against children

RA7610- Special Protection of Children Against Abuse, Exploitation and Discrimination