EPISODE 1 LOOK DEEPER INTO THE CONCEPTS, NATURE AND PURPOSES OF THE CURRICULUM
My Target At the end of this activity, I should be able to explain the concepts, nature and purposes of the curriculum and how these are translated into the school community. Tasks
Exemplary 4
Superior
Satisfactory !
"nsatisfactory #
$bservation% &ocumentation'
y Analysis
y 2eflection
All task were All or nearly all +early all tasks done with tasks were done were done with outstandin( with hi(h )uality accepted )uality )uality* work exceeds expectations Analysis Analysis Analysis )uestions were )uestions were )uestions were answered answered not answered completely* in completely completely. depth answers* /lear thorou(hly connections with 1a(uely related (rounded on theories to the theories theories 0rammar and Exemplary spellin( are 0rammar and (rammar and superior. spellin( spellin(. acceptable. 2eflection 2eflection 2eflection statements are statements are statements are profound and clear, but not shallow* clear, supported clearly supported supported by by experiences by experiences experiences from from the episode. from the episode. the episode.
y 3ortfolio
3ortfolio is complete, clear, wellor(ani5ed and all supportin( documentation are clearly desi(nated.
3ortfolio is incomplete* supportin( documentation is or(ani5ed but is lackin(.
6efore de deadline
3ortfolio is complete, clear, wellor(ani5ed and most supportin( documentation are available and% or in lo(ical and clearly marked locations. $n the deadline
Submission
4
!
A day after the deadline.
ewer than half of tasks were done* or most ob-ectives met but with poor )uality Analysis )uestions were not answered. 0rammar and spellin( unsatisfactory.
2eflection statements are unclear and shallow and are not supported by experiences from the episode. 3ortfolio many lackin( components* is unor(ani5ed and unclear.
Two days or more after the deadline. #
My Map To reach my tar(et to (ettin( the different concepts, nature and purposes of the curriculum, do the followin( task'
1isit the school. Interview the school community and ask views about the traditional% pro(ressive curriculum. In)uire on the type of curriculum used in their school. 2e)uest for a sample of their curriculum' 4.# Scope% Se)uence /hart 4.! Teachin( 0uide 4. Sample 7esson 3lan
My Tools Accomplish the 8 /hart. Interview an administrator or a faculty member, 0et their ideas% views of the curriculum. 9rite 9rite the differences on both sides and the similarities at the center and then write your personal p ersonal insi(hts.
) traditional curriculum is an educational curriculum which follows established guidelines and practices. Teacher Teacher+centered +centered ducation for ne-t school level igh student+ teacher ratio -ternal discipline Isolated curriculum /roduct orientated
They both cater cater to the learning needs of the learners. (et of learning concepts for the learners and teachers as well as the whole school community achieve
/rogressive classroom usually has an air of informality. informality. The teacher0s voice is not the dominant one in the room but rather that of the children. (tudent centered ducation for the moment *ow student+teacher ratio /ositive discipline
My Personal Insig!: The curriculum is just a set of broad broad guidelines, a blueprint of sorts, an intention, and a direction. This has to be implemented, operationalized, converted into action, and interpreted. It is done by the teacher through her year & lesson plans & then operationalized 'in the eld' with her students. The broad goals are interpreted into achievable objectives & put into action. eedbac! from students & the dynamics of & within the classroom, help the teacher to modify"twea! the curriculum or convey suggestions to the theoreticians or planners. Thus curriculum building is a continuous, ongoing process. Types o" C#rri$#la #ame of school"$ollege "
ecomm ended $urricula
%niversity
ritten
Taught Taught
$urricul a
$urricu la
(upporte d $urricula
)ssess ed $urricul a
*earned $urricul a
1. $abugao lementary school
2. (uyo #ational igh (chool
3. Ilocos (ur /olytechnic (tate $ollege
4.5aringcucur ong lementary (chool
6.5alangsay /rimary (chool
My Personal Insig!:
(chool uses di7erent types of curricula. The curriculum re8ects current !nowledge of children's learning and therefore provides9 direct e-periences with the real world: developmentally appropriate subject matter, s!ills, and materials: content that is directly relevant to the child's environment, e-periences and interests: e-tensive opportunities for language development: integration of content areas: and activities that support di7erent approaches to learning.
My Enri$ing A$!i%i!ies If you are to design a curriculum for your own school, what are the things you need to consider; )ccomplish the graphic organizer below.
Individual di7erences among learners
/arent0s participation
Things I need to do to consider in preparing my school0s curriculum
)vailability of The resources surrounding of the school
$ompetent teachers
My Analysis 1. hy do we need to consider the traditional and progressive points of view of curriculum; It is because in a classroom, a diverse student could be found. )s a teacher you must t your teachings to the needs of everyone in your class. )ll were not the same, you need tactics so that your students can absorb what you taught and can apply it within their lives for them to survive and to be competitive enough in this struggling world. That is why, whatever curriculum you'll choose be sure that your students will going to learn. 2. ow do the di7erent educational philosophies relate to the curriculum in the school0s you are visited; $ite e-amples" situations;
These educational philosophies are guidelines that help in designing a school0s curriculum. These philosophies provide the educators, teachers, and curriculum ma!ers to plan, implement, and evaluate curriculum in schools. hy is there a need to revise the curriculum from time to time; 5ecause society's values and needs change over time. #owadays, with technology shifts, and an economy that is based on di7erent s!ills, if we had the same curriculum, it would be a catastrophe. $urricula have changed to meet the di7erent needs that we have now. It also helps in attainment of better curriculum and improvement of the school. This is one way to accommodate and to adjust on the learning trends of education.
My Re&e$!ion' My Insig!s
My Por!"olio
Pi$!#res o" a Tra(i!ional S$ool
Pi$!#re o" a Progressi%e S$ool
Episo(e ) *HA+TS THE CURRICULUM MADE OF
My Map
For !is $on$ep!, go !ro#g !e "ollo-ing s!eps.
!. Interview a school administrator% faculty #. 1isit a school and find out how
about how they concre
they attain the aims of Elementary,
ti5e their school:s
Secondary and Tertiary education.
vision and (oals into the curriculum.
4. Interview one or two students and
.2ecord the different methods%
ask them their school:s vision%
strate(ies that they employed
mission.
to attain their school:s ob-ecti
. .
My Tools or this Episode, visit a school% university or (et a copy of the school brochure and a copy of the school % university:s vision, mission and (oals on this pa(e.
/ISION 0 The whole school community envisions a value+oriented, child
MISSION 0*ibtong $ommunity (ta7 try its best to ac=uire ade=uate resources, promotes the use of appropriate technology to enhance learning and to solicit the active and sincere support of the family a community+at+large. very child in the school will be a>rmed to be uni=ue individual from the other and that the sta7 will dedicate thei talents and energies to its realization.
2OALS 0(pecically , the following are the primordial goals and objectives in the accomplishment of the desired targets9 To provide !nowledge and develop !nowledge and s!ills, attitudes and values essential to personal development and necessary for living and in contributing to a developing and changing social community. To improve performance level of pupils in the di7erent subject areas through improved instruction, improved supervision, curricular enrichment and sta7 development. To inculcate social, spiritual and moral values based on abidin faith in ?od and genuine love of country and people. To improve school facilities and implement special thrusts and projects of the government.
My Analysis
#. 8ow important is the school:s vision, mission and (oals in desi(nin( the curriculum; The school:s vision, mission and (oals provide the direction of the learnin( experience in school. These set the atmosphere as to the needs, stren(ths and weakness of the recipients, the pupils and to the situation of the school community. !. 9hat methods and strate(ies were employed by the school community to reali5e these (oals;
. 8ow did the students manifest that they have internali5ed their vision, mission and (oals;
To attain the goals of the school: the school administration, the teaching sta7, the school com and parents must join together and help each othe The views of the school and societies are re8ected through the approaches to curriculum. These approaches further shows the viewpoints of curricu development and design, the learners and their rol the teachers and the school administrators and the that plans the curriculum. It also includes the goals objectives of the curriculum. There are also components which ma!e up the curriculum. )mong these are what they say the ma
components. irst are the aims, goals and objectiv The second are the subject matters and contents. third are the learning e-periences and the last is th evaluation approaches. )ll of these are important components which therefore guides the school.
My Re&e$!ions' My Insig!s Pas!e !e s$ool+s 3ro$#re on !is page
Proof/ Activities / Ways to help the students internalize their school’s vision, mission, and goals.
Ther ear ewayst ohel pt hel ear ner si nt er nal i z et he school ’ svi si on,mi ssi onandgoal s.Amongt hesear e: I nt e gr at i onofv al ue si nal lt hel e ar ni ngar e asi n anywaypossi bl e. Maki ngt hes choolcl eanandgr ee ni nsi deand out si det heschool ’ ssur r oundi ngbypl ant i ngan cl eani ngar oundt hesc hool . Us i ngofal lt heme t hodsands t r at e g i e soft e ac h t hats ui t swi t ht hel e ar ni ngabi l i t i e soft he l e ar ne r s . Gr oupac t i v i t i e swhi c hwi l lt he nde v e l op cooper at i vel ear ni ngamongt hel earner sandt h soci alski l l s. Di scover yl ear ni ngt hr oughexper i ment s,fiel dt andot he rac t i v i t i e s. Us i ngofe ffe c t i v et e ac hi ngai ds .
Put a simple of any of the folloing on this page. Academic !udget
"cope and se#uence chart Teaching guide $ourse guide
EPISODE 4 *HAT+S NE* IN TEACHIN2 an( LEARNIN2
%& '()*( T' (*A$+ M TA(-*T % "+') )' T+* 0''W%&- "T*P" %& T+* P(AM%)1
3. rite your insights on teaching and learning.
2. @bserve a class
1. rite your ideas on teaching and learning.
My Tools 0or this *pisode, % ill use the activity form given !elo.
Interview a teacher. Ask if they perform thes series of actions in the teachin( process.
PLAN
IMPLEMENT
E/ALUATE
'!serve a class, record the situations here these !ehavioral learning theories a applied in real classroom or2.
3ehavioral earning Theories emphasi5e observable behavior such as new skills, knowled(e or attitudes which can be demonstrated.
$ognitive earning Theories unobservable mental processes used to learn and remember new information or ac)uire skills.
$ognitive earning Theories unobservable mental processes used to learn and remember new information or ac)uire skills.
(eception earning learners are actively involved in their own learnin(
My Analysis #. Explain why teachin( and learnin( (ive life and meanin( to the curriculum. Teachin( and learnin( (ive life and meanin( to the curriculum because throu(h the teachin( and learnin( process the curriculum used by the school is (iven such importance for it serves as (uidelines in the process. Teachin( and learnin( will supplement and complement each other. The value placed in teachin( will reap the same value in learnin(, thus a (ood curriculum can be -ud(ed by the kind of teachin( and the )uality of learnin( derived from it. !. &iscuss why the delu(e of information poses a (reat challen(e to both teachin( and learnin(. The delu(e of information poses a (reat challen(e to both teachin( and learnin( process because from time to time the teacher and the learner needs to ad-ust to the new information. They must adapt themselves on the process to enhance the teachin( and learnin( process.
My Re&e$!ions ' My Insig!s
I LIKE TEACHIN2 5ECAUSE6
Tis pro"ession as !ey say is !e no3les! pro"ession 3e$a#se i!+s no! only ar( -or7 3#! gi%ing yo#r ear!. Tea$e are igly regar(e( as 8o(els no! only i !e s$ool 3#! !o !e -ole $o88#ni!y. Tea$ing is a $allenging role in saping one $o#n!ry+s "#!#re 3#il(ers.
My Portfolio
Makeacol l ageofpi ct ur esoft het eachi ngpr ocess.
Makeac ol l ag eofpi c t ur e soft he l ear ni ngpr ocess.
/I(@A( 4 LET+S CRAFT THE CURRICULUM
My Map To rea$ 8y !arge!, I so#l( (o !ese s!eps.
'!serve a class.
1
curriculum design
2
%dentify the
sed !y
(eflect and rite my
learning gained
2
the schools.
3
insight /
from the activities
My Tools A curriculum can be or(ani5ed either hori5ontally or vertically. 9rite samples of them on the illustrations.
HORIon!ally a8ong is!ory, geograpy, $i%i$s an( $#l!#re. Ta7ing $on!en! in 8a!e8a!i$s an( rela!ing !ose !o s$ien$e is also an e;a8ple o" !is ar!i$#la!ion.
/er!i$al Ar!i$#la!ion Te se9#en$e o" $#rri: C#lar ele8en!s "ollo- a %er!i$al (esign . For e;a8ple, so$ial S!#(ies $on!en!, p#!!ing
Te "a8ily aea( o" !e !opi$ $o88#ni!y. In s$ien$e, !e 3igger !opi$ on li%ing !ings $o8es aea( o" !opi$s on plan! an( ani8als
My Analysis 1. Examine the 6asic Education /urriculum. 9hat aspects do you want to modify. 9hy;
2. hat curriculum models do you prefer; hy;
My Por!"olio Ma7e an ill#s!ra!ion o" any o" !e !ree $#rri$#l#8 (esign 8o(els. 5e s#re !o in$orpora!e !e salien! "ea!#res o" !e (esign.
EPISODE ? *a!+s !e 5asi$ O" !e C#rri$#l#8
My Map To hit my target, % must do the folloing tas2.
E;a8ine a C#rri$#l#8
I(en!i"y !e (i8ensions o" !e $#rri$#l#8 (esign
My Tools 5orro- a $#rri$#l#8 "ro8 !e s$ool near yo#r pla$e. A$$o8plis !e sa8ples !o so!e (i8ensions o" $#rri$#l#8 (esign.
5ASIC =uitable assignment of content, time, e-periences and other elements. rite the contents in one B1C subject area for the rst grading period.
2i%e so8e si!#a!ion sa8ples o" ea$ (i8ension
A
$urriculum is arranged
vertically or horizontally. RTICULATI
ON DTI$)* )TI$%*)TI@# rite a sample content of one B 1C topic in a subject area from level to level or grade to grade. )ssociation happens among or between elements that happens at the same time. -ample9
STheCOPE content, topics, learnin( experience and or(ani5in( threads of a educational plan. rite sample topics in a subject area.
$ontent and e-perience are arranged in a hierarchical order. rite a topic arranged from simple to comple-.
INTE2RATI
verything is integrated
ONinterconnected. and
Dertical repetition and recurring approaches of the content provide ONTINUI
C
T@
continuity.
My Analysis 1. hy is there a need to articulate the lessons from grade school to high school;
My Re&e$!ion' My Insig!s
My Por!"olio
EPISODE TELL ME @OUR FEATURES
My Tools Interview a teacher in the school you visited and in=uire how they have utilized their parents as school partners in education.
My Analysis 1. )s a future teacher, I need to !now and understand the si-BEC features of the curriculum because
My Por!"olio Fa!e twoB2C posters " placards on the features" approaches of the curriculum.
pisode G THE *H: OF THE CURRICULUM
My Map To attain my target, I should do the following9
Identify the various implementers of the curriculum.
(tate the role of technology in delivering the curriculum. -plain the di7erent ways on assessing the curriculum.
My Tools 1. -plain on how e7ectively implement the curriculum. Interview the school administrator " principal.
2. Disit the *earning esource $enter of a school. Interview the media" learning resource sta7. ow does technology help in delivery the curriculum.
3. Interview a faculty member or an administrator. )s! what criteria they use in evaluating their school curriculum.
My Enri$ing A$!i%i!ies $omplete the wall and as! students to write what tools learned in assessing the curriculum.
My Por!"olio rite an acronym for curriculum assessment.
/I(@A H
)T0( # I# T
$%I$%* %F My Map
To attain my tar(et, I should do the followin('
3. rite insights " re8ections on these innovations.
2. Interview faculty members on the merits and demerits of these innovations.
1. Disit Aepd or interview school administrators on various curricular issues and concerns.
y Tools
Interview school officials, faculty members or read education -ournals and ma(a5ines to complete the matrix. Innovations
Advanta(es
&isadvanta(es
y Insi(hts
y Enrichin( Activities Select one innovation and complete the discussion web below. Interview Education students to (et their ideas on curricular innovations. @ES
NO
Ao we really need to innovate;
My $onclusions
