01#Curriculum Development-let Day 1

8/17/2019 01#Curriculum Development-let Day 1

1/101

Competencies:

Apply appropriate approaches to

lesson planning and curriculumdevelopment (6%)

Align curriculum components to

instruction and assessment (5%) Distinguish the roles of stakeholders

(students, teachers, employers,parents, and community) in the

delivery of curriculum (1%)


2/101

CURRICULUM DEVELOPMENT(PHILIPPINE CONTEXT)

Galileo C. Alesna

Suarez Review Center

Region IX, Philippines


3/101

Curriculum: Concepts,Nature and Purposes

FUNDAMENTAL CONCEPTS IN

CURRICULUM FOUNDATIONS OF CURRICULUM

TYPES AND PATTERNS OFCURRICULUM

ROLE OF STAKEHOLDERS INCURRICULUM DEVELOPMENT

CURRICULUM PROCESS

CURRICULUM ALIGNMENT

CURRICULUM INNOVATION


4/101

FUNDAMENTAL CONCEPTSIN CURRICULUM


5/101

Basic Concepts of Curriculum

Definition of the “CURRICULUM”.

Curriculum is derived from the Latin word ‘currere’ which means “to run”. Based on the

definition, Pinar (1974) highlighted the term “torun” which for the term means to live anexperience. Indeed, for many students, theschool curriculum is a race to be run, a series ofobstacles or hurdles to be passed.

It is the “what” of teaching.

It is considered as a dynamic process.


6/101

CURRICULUM MAY ACTUALLY BEDEFINED IN TWO WAYS:PRESCRIPTIVE AND DESCRIPTIVE

Prescriptive definitions- provides with what “ought” to happen, and are more often than nottake the form of a plan, an intended program, orsome kind of expert opinion about what needs to

take place in the course of study” (Ellis, 2004).

Descriptive definition- they force thought aboutcurriculum, “not merely in terms of how thingsought to be…but how things are in real classrooms”

(Ellis, 2004). Another term that could be used todefine the descriptive curriculum is experience.The experienced curriculum provides “glimpses” ofthe curriculum in action.


7/101

Tyler’s model shows that in curriculumdevelopment, the following considerationshould be made:

What re the purposes of the school? What educational experiences are related to

the purposes?

How was the experiences organized? And

What is the result of the evaluation of theexperiences?


8/101

FOUNDATIONS OFCURRICULUM


9/101

Different Points of Viewof the Curriculum

Prescriptive definitions- provides with what “ought” to happen, and are more often than nottake the form of a plan, an intended program, orsome kind of expert opinion about what needs to

take place in the course of study” (Ellis, 2004).

Descriptive definition- they force thought aboutcurriculum, “not merely in terms of how thingsought to be…but how things are in real classrooms”

(Ellis, 2004). Another term that could be used todefine the descriptive curriculum is experience.The experienced curriculum provides “glimpses” ofthe curriculum in action.


10/101

MAJOR FOUNDATIONSOF CURRICULUM

The curriculum in order to be effective should bebased on the following foundation:

Sociological and cultural

Philosophical

Historical

Psychological

The curriculum needs to be securely established insociological and cultural, philosophical, historical andpsychological bases for all-around development of theleaner.


11/101

Sociological and CulturalFoundations

Society and culture relate to curriculum in thesense that they are part of the bases and sourcesof many curriculum matters and decisions.

Whatever changes there are in them, educationin general and curriculum in particular areaffected.

The societal changes/forces affect school, andhence, the curriculum: these forces include:

Cultural tradition Textbooks

Laws

Moral values


12/101

It should be based on research and able toaddress multi-cultural concerns, poverty and theadaption of technology

May be a basis for curricularchanges/improvement, upon which curriculumshould be based


13/101

The school influences society through its traditional, butimportant purpose, which is the development amonglearners of the following:

Citizenship - teaching of cultural heritage,

desire to protect and improve society,development of desirable values

Intellectualism - essential to having animproved/developed national economy

Vocational Preparation - developing grouporiented, problem solving, abstraction skillsamong learners


14/101

Philosophical Foundations

Philosophy gives direction to curriculum in terms of itsgoals and objectives;

The schools underlying beliefs and values have impacton curriculum content and choice of appropriate

instructional strategies and learning activities inimplementing the curriculum.

Philosophical beliefs that undergrid the curricula of schools:


15/101

Basic PhilosophicalSystem

Fundamentalidea(s)

Curricular implications

Idealism (Plato) Importance of mind andspirit and of developingthem in the learner

Reality is in the ideasindependent of sense andexperience

Subject matter/content focused on believing that this is essential tomental and oral development

Realism (Aristotle) Truth can be tested/provenKnowledge is derived fromsense experience

Curriculum is a subject-centered organized from simple to complexand stressing to mastery of fact and dev’t of process and objectiveskills and focused to Science and Math

Pragmatism ( Dewey,Rousseau, W. James)

The world is world ofchange; man can knowanything within his

experienceBelief in “learning by doing”

Provisions for direct experiencesActivity /learner-centeredBasis- problem of democratic society

Perennialism human being are rationaland their existence remainthe same throughoutdiffering environments

Subject matters consist of perennial basic education of rationalmen: history, language, math, logic, science, arts.

Existentialism Reality is a matter ofindividual existence

Focus on conscious

awareness of choice

Curriculum stresses activityRecognition of individual differencesOpportunities for making choice

Essentialism There are certain ideas thatmen should know for socialstability

Curriculum focused on assimilation of prescribed basic matter3Rs, History, science math

Reconstructionism School are the chief meansfor building new socialorder

Curriculum should include subject that deal with social and culturalcrises


16/101

Historical Foundations ofCurriculum Development

It refers the educational focusprevalent during a particular period

or event in Philippine history. The focus could be made basis or

model curriculum development ofrecent years.


17/101

Period Characteristics Curricular Focus 1. Pre-Spanish Practical training – satisfy

basic needs and to transmitsocial ideas, beliefs andtraditions

Broad/not writtenReading and writing-study ofKoran

2. Spanish Learning of the Christian Doctrine Parochial Schools /Vernacular

3. American Public school system 3RsGMRCHygiene and sanitationEnglish instruction

4. Commonwealth Dev’t of moral characterPersonal disciplineVocational efficiency

Filipino as mediumElementary (6 years) age 7Double single sessionsFilipino subject introduced

5. Japanese Prosperity sphere educationalobjective

Diffusion of elementary educationPromotion of vocational educationTermination of the use of Englishas medium of instruction

Third Republic 1935.situation

1. New society National dev’t goalsManpower trainingHigh level profession

Self-actualization

Bilingual Education PolicyDev’t of moral character, self-discipline, scientific efficiency

Love of countryGood citizenship

2. Fourth Republic Right of all citizen to qualityeducation

Teaching of valuesEmphasis on the basic in the newelementary and secondary schoolscurriculum


18/101

Psychological Foundations

Essentials of psychology to education

How do we learn (and think)?

Why do students respond to teaching? And why do they respond differently?


19/101

Psychology Curriculum

basis of understanding – John Dewey

a “screen” – Ralp Tyler modes of thinking – Jerome Bruner

“Unifying elements of the learning process.It forms the basis for the methods,materials, and activity of learning … serves. . . for many curriculum decision”


20/101

TYPES AND PATTERNSOF CURRICULUM


21/101

Two models of curriculumdevelopment & concepts

1. Ralph Tyler Model: Tyler’s rationalefour basic principles.

What educational purposes should the

school seek to attain? What educational experiences can be

provided that is likely to attain thesepurposes?

How can these educational experiences beeffectively organized?

How can we determine whether thesepurposes are being attained or not?


22/101

Two models of curriculumdevelopment & concepts

2. Hilda Taba Model: Grassrootsapproach

She improved Tyler’s Rationale by making a

linear model. She believed that teacherswho teach or implement the curriculumshould participate in developing it? Heradvocacy was commonly called the

grassroots approach


23/101

The following are the seven major stepswhich she presented where teacher couldhave a major input:

Diagnosis of learners needs and expectations of thelarger society

Formulation of learning objectives

Selection of learning content

Organization of learning content

Selection of learning experiences Organization of learning activities

Determinations of what to evaluate and the means ofdoing it.


24/101

Three Interacting Processesin Curriculum Development:

1.Planning

2.Implementing

3.Evaluating


25/101

Allan Glatthorn’s types ofCurriculum Operating in schools

1. Recommended curriculum – is thecurriculum that is proposed by individualscholars, professional associations, and reform

commissions: it also encompasses thecurriculum requirements of policy-makinggroup, such as federal and state governments.It is a curriculum that stresses “oughtness,”identifying the skill and concepts that ought to

be emphasized, according to the perceptionand value systems for the sources.


26/101


2. Written curriculum – it appears in school,district, division or country documents. Thewritten curriculum seems intended primarily to

ensure that the educational goals of the systemare being accomplished; it is curriculum ofcontrol.

3. Taught curriculum – it is the deliveredcurriculum, a curriculum that an observerwould see in action as the teacher taught.


27/101


4. Supported curriculum – it is the curriculumas reflected in and shaped by the resourcesallocated to support or deliver the curriculum.

It includes materials resources that supportand help in the implementation of the writtencurriculum such as textbook, computers,audio-visual materials, laboratory equipment,playgrounds, zoos, and other facilities.


28/101


5. Assessed/tested curriculum – this refers totested or evaluated curriculum. It is the set oflearning that are assessed in teacher-made

classroom test, in district developedcurriculum-referenced test, and in standardizedtest. Assessment tools like pencil-and-papertest, authentic instrument like portfolio arebeing utilized.


29/101


6. Learned curriculum – the tern learnedcurriculum is used hereto denote all thechanges in values, perceptions, and behaviorthat occur as a result of school experiences. Itusually includes what the student understands,learns, and retains from both the intentionalcurriculum and the hidden curriculum. In short,it refers to the learning outcomes achieved by

the students, these are indicated by the resultof tests and changes in behavior which caneither be cognitive, affective, or psychomotor.


30/101


7. Hidden curriculum – the hidden curriculum,which is sometimes called the “unstudiedcurriculum” or the “implicit curriculum” might bestbe define as those aspects of schooling, other than

the intentional curriculum that seem to producechanges in student values; perceptions, andbehavior. Or in a more specific way, it is theunintended curriculum which is not deliberatelyplanned but may modify behavior or influenceoutcomes. It is made up of peer influence, socialenvironment, physical condition, teacher-learnerinteraction, mood of the teacher and many otherfactors.


31/101

ROLE OF STAKEHOLDERS INCURRICULUM DEVELOPMENT


32/101

The role of the stakeholdersin the curriculum

Stakeholders are individuals or institutionsthat are interested in the school curriculum

Their interest vary in degrees and

complexity They get involved in many ways in the

implementation, because the curriculumaffects them directly or indirectly

These stakeholders shape the schoolcurriculum implementation


33/101

Learners at the Center of the curriculum

Teachers as curriculum developers andimplementers

Curriculum managers andadministrators

Parents as supporters to the curriculum

Community members as curriculumresources

Other stake holders in curriculumimplementation


34/101

Characteristics of an effectivecurriculum

Curriculum objective should be conciseand understandable

Curriculum objective should integrate

and apply certain knowledge, skills andattitude.

o Durable- useful to student to

considerable period of his lifetimeo Significant- has a major effect upon how

the student will function

o Transferable- used in meeting needs


35/101

Evaluating the Curriculum

Herrick (1962) identifies the roles that can be assumedby person’s involved in curriculum assessment:

The doer- child, teacher, or person whose behavior is beingevaluated

The observer- person who is looking at what the learner is

doing The judge- person who is taking the results of observations

and judging their value and adequacy. The actor- the individual who acts on the results of the

evaluation

Measuring Devices in Assessment

Paper-pencil test Observation

Self-Evaluation Analysis of projects Unobtrusive measure


36/101

There are two types of assessment (Scrivens, 1967) Formative Evaluation - the purpose is to provide the

developer with useful information for on-goingadjustments during the program. Formal/informal-used during period of instruction

Embedded tests- as part of instructions strategies Use of data- diagnose and remedial actions by teachers to

monitor their instruction

Summative Evaluation- the purpose is making thesummary or judgment on the quality or adequacy of acourse (Nation, 1996). Presented in a report Use of date- to determine if students have mastered the

preceding instruction To reveal whether or not pre-specified learning outcomes

have been achieved To revise program and methods of subsequent groups.


37/101

CURRICULUM PROCESS


38/101

Principles of Curriculum Design A curriculum includes

Formal and Informal Overt and Covert Recognized and Overlooked Intentional and Unintentional

Values which influences curriculum design are those of:

The curriculum designers The teachers The learners The society in which it is delivered

Three levels of the Curriculum: Planned What is intended by designer (objectives) Delivered What is organized by institution (philosophy)

What is taught by teachers (content) Experienced What is learned by student (goals)

Designing the Curriculum


39/101

Curriculum Approaches

Subject Centered Child is the center of the education process and the curriculum should be built

upon interests, abilities, purposes, and needs. A framework in which the child is guided toward maturity within the context of

the social group. It assumes that in the process of living, children experiencedproblem.

Behavioral Approach Goals and objectives are specified, contents and activities are also arranged tomatch the learning objectives.

Learning outcomes are evaluated in terms of goals and objectives set at thebeginning Started with Frederick Taylor aimed to achieve efficiency.

Begins with educational plans that start with the setting of goals or objective.

Managerial Approach The principal is the leader/instructional leader who is also a general manager

The general manager sets the policies and priorities, establish direction, plan andorganize curriculum instruction. School administrators are less concerned about the content than about

organization and implementation. Curriculum managers look at curriculum changes and innovations as they

administer the resources and restructure the schools.


40/101

Systems Approach Administration

Counseling

Curriculum

Instruction

Evaluation

Humanistic Approach Child-centered movement

Formal or planned curriculum and informal or hidden curriculum

Whole child believes that in curriculum the total development of

individual is the prime consideration. The learner is the center of the curriculum.


41/101

Role of curriculum supervisor Help develops the schools education goal

Plan curriculum with students, parents, teachers andother stakeholders

Design programs of the study by grade levels

Plan or schedule classes or school calendar

Prepare curriculum guides or teacher guides by gradelevel or subject area

Help in the evaluation and selection of textbooks

Observe teachers

Assist teachers in the implementation of the curriculum

Encourage curriculum innovation and change

Develop standard for curriculum and instructionalevaluation


42/101

People who are involved

Internal

o Teachers

o Students

o Administrationo DepEd/CHED/TESDA

External

o Alumni

o Parents

o Professional organization

o Business organization


43/101

CURRICULUM MODELS

1. Subject-Centered Curriculum Subject Design Discipline Design Correlation Design Board filed design/interdisciplinary

2. Learner-Centered Curriculum3. Problem-Centered Curriculum Life situation design Core design


44/101

The six features of thecurriculum

1.Teachers

2.Students or learners

3.Knowledge, skills and attitudes4.Strategy and methods

5.Community

6.School performance


45/101

CURRICULUM ALIGNMENT


46/101

Major Theories of Learning

1. behaviorism – stimulus and reinforces2. cognitivism – mental operation3. humanistic psychology – whole child ( social,

psychology, and cognitive development)

1. Behaviorism connectionism (Thorndike)

laws of learning (learning connection) law of readiness, law of exercise, law of effect specific stimuli and specific response

influences Tyler – generalized view of learning Bobbitt and Charters – specific habits to be acquired Taba – problem-solving and inquiry-discover Bruner – “learning how to learn


47/101

Classical conditioning ( Pavlov )

Stimuli association (bell and food)

Key to learning is to condition the child in early years of life totrain them what you want them to be

Operant Conditioning ( skinner )

Elicited responses – definite stimulus Emitted responses - unrelated identifiable stimulus

Key to learning – operant behavior where the role of stimuli is lessdefinite (emitted); reinforcement (positive and negative)

Lead to acquisition of new operant leading to behavior modification

Observational learning and modeling (bandura)

People learn through observation and modeling

Key to learning – through models, learner can learn how toperform at sophisticated levels of performance


48/101

Hierarchical learning ( Gagne )

The behavior are based on prerequisite conditions.

8 types of learning: signal learning, stimulus response,motor chains, verbal associations, multiple discrimination,concepts, rules, and problem solving.

Key to learning - cumulative process of learning: learningoutcomes can be measured

Behaviorism and curriculum

Curriculum should be organized so students experiencesuccess in master the subject matter

Behaviorist are very prescriptive and diagnostic in theirapproach

Rely on step-by-step structured methods for learning

Behaviorist in curriculum includes careful analyzing andsequencing of the learners’ needs and behaviors.


49/101

2. Cognitivism

Theories of Jean Piaget

Describes cognitive development in terms of stages frombirth to maturity;

Cognitive Stages of Development Sensorimotor stage (0-2)

Preoperational stage (2-7)

Concrete stage (7-11)

Formal operation (11-ownwards);

Key to learning – assimilation (incorporation of newexperience), accommodation (learning modification andadaptation) and equilibration (balance between previousand later learning)


50/101

Influence

Tyler’s method:

1. Continuity – Vertical curriculum

2. Sequence – Spiral curriculum of which pastexperience builds upon the preceding one

3. Integration – Horizontal curriculum Taba - curriculum strategies for learning (Based

on assimilation, accommodation and equilibration)

Bruner – acquisition, transformation andevaluation

Kohlberg – preconventional (no sense of right orwrong), conventional (concerned about whatpeople think), postconventional (morality is basedon what other people feel)


51/101

Theory of Lev Vygotsky Zone of Proximal Development Cultural transmission and development Children could, as a result of their interaction with

society, actually perform certain cognitive actionsprior to arriving at developmental stage Learning precedes development Sociocultural development theory Key to learning

Pedagogy creates learning process that lead todevelopment

Child is an active agent in his or her educationalprocess


52/101

Thinking and Learning Theories Gardner’s multiple intelligences

Learning styles: Myth Goleman’s emotional intelligence. – Emotion contain the

power top affect action.

Constructivism (Vygotsky) Individual as the active person in the process of thinking,

learning and coming to know Learner is the key player Key to learning

The learner constructs understanding from the inside, not from

an external source. Learners must make knowledge personally relevant Individual must construct own knowledge – make meaning


53/101

Other Problem Solving and Thinking Theories Reflective thinking (Dewey) Critical thinking (Ennis, Lipman and Sternberg) Creative thinking (Fromm, Sternberg, Picasso, Dylan) Intuitive thinking (Bruner)

Discover Learning (Phenix, Bruner, Taba)Cognitivism and Curriculum Why use cognitivism in curriculum making? Cognitive approach constitutes a logical method for

organizing and interpreting learning Rooted in the traditional of subject matter

Educators been trained in cognitive approaches Schools are the place for cognitive learning Students should not afraid to ask, not afraid of being

wrong, not afraid of not please teacher, and not afraid iftaking risk and playing with ideas.


54/101

3. Phenomenology/Humanistic Psychology Gestalt Theory

Learning is explained in terms of “wholeness” of theproblem

Human beings do not respond to isolated stimuli bit anorganization or pattern of stimuli.

Key to learning:

Learning is complex and abstract

Learner analyzes the problem, discriminates betweenessential and nonessential data, and perceive

relationships Learners will perceive something in relation to the whole.

What/how they perceive it’s related to their previousexperiences.


55/101

Self-Actualization Theory (Maslow) Classic theory of human needs A child whose basic needs are not met will not be interested in

acquiring knowledge of the world Put importance in human emotions, based on love and trust

Key to learning – produce a healthy and happy learner whocan accomplish, grow and actualize his or her human self

Nondirective and Therapeutic Learning (Rogers) Established counseling procedures and methods for facilitating

learning Children’s perceptions, which are highly individualistic,

influence in their learning behavior in class Key to learning – Curriculum concerns with process, notproduct; personal needs, not subject matter, psychologicalmeaning, not cognitive scores.


56/101

Phenomenology/Humanistic Psychology and Curriculum

Motivation and Achievement Self-esteem and self-concept must be recognized as essential factors

Affective needs are more important than cognitive needs

Support and nurture

The concept of Freedom Freedoms permits learner to probe, explore and deepen understanding

Enhance learning opportunities and alternatives

In search Curriculum Learners draw on experiences, subject matter, and intellectual skills to

attain full potential

Affection is measured thorough testimonials

Curriculum that enhance the self-actualizing and self-determininglearning process


57/101

PsychomotorCognitiveAffective

Components of the Curriculum Curriculum has an important role in an

educational system. It is somehow a blueprintwhich leads the teacher and the learner to reach

the desired objectives. As a result, authoritieshave to design in such a way that it could leadthe teacher and the learner meet the desiredlearning outcomes.

Domains that affect learning process


58/101

These four components of thecurriculum are essential. These areinterrelated to each other. Each of these

has a connection to one another.The four components of Curriculumare:

1. Curriculum Aims, Goals and Objectives

2. Curriculum Content or Subject Matter3. Curriculum Experience

4. Curriculum Evaluation


59/101

1. Curriculum Aims, Goal and Objectives Tries to capture what goals are to be achieved, the

vision, the philosophy, the mission statement andobjectives

It clearly defines the purpose and what thecurriculum is to be acted upon and try what to deriveat

Education is purposeful

It is concerned with outcomes that are expressed atseveral levels:

AIMS- the most general GOALS- reflect the purpose with some outcomes in mind

OBJECTIVES- reflect the most specific level of educationaloutcomes


60/101

2. CURRICULUM CONTENT OR SUBJECT MATTER Contains information to be learned in school An element or medium through which the objectives are accomplished A primordial concern of formal education is primarily to transmit organized

knowledge in distilled form to a new generation of young learners The traditional sources of what is taught and learned in school is precisely

the foundation of knowledge, therefore, the sciences and humanities

provide the basis of selecting the content of school learning In organizing the learning contents, balance, articulation, sequence,

integration, and continuity form a sound content Content must take account of the environment in which the course will be

used, the needs of the learner, and principles of teaching and learning.(Nation, 1996)

Contents of the Curriculum should consider the following:

Learner

Teachers Situation

Needs Lacks Wants Necessities


61/101

3. Curriculum Experiences Curriculum experience together with the different instructional strategies

and methods are the core of the curriculum. These instructional strategies and methods will put into action the goals and

use of the content in order to produce an outcome. These would convert the written curriculum to instruction. Mastery is the function of the teacher direction and student activity with the

teacher supervision Curriculum experienced simply means the extension of the normal activities

of daily life into direct instructional situations. (Johnson, 1938) Curriculum encompasses the entire scope of formative deed and experience

occurring in and out of school, and not only experiences occurring inschool; experiences that are unplanned and undirected, and experiencesintentionally directed for the purposeful formation of adult members ofsociety. (Bobbit, 1918)

Quality and nature of the learning experience in developing attributes and

capabilities and in achieving active engagement, motivation and depth oflearning.

The totality of experiences which are planned for children and youngpeople, including the ethos and life of the school and interdisciplinarystudies as well as learning within curriculum areas and subjects.


62/101

4. Curriculum Evaluation An element of an effective curriculum Identifies the quality, effectiveness of the program, process and product of

the curriculum Tyler (1949) defines assessment as – essentially the process of

determining to what extent of educational objectives are actually beingrealized by the program of curriculum and instruction

Tyler suggested 4 fundamental questions in connection with anycurriculum:1. What educational purposes should the school seek to obtain?2. What educational experiences can be provided that are likely to attain these

purposes?3. How can these educational experiences be effectively organized?4. How can we determine whether these purposes are?

Assessment sets to ascertain students’ achievement and to identify thequality and quantity of the curriculum/syllabus.

It is concerned with deciding on the value or the purpose of a learningprocess and the effectiveness with which it is being carried out.

Concern with preparing adequate and efficient measuring devices forevaluating purposes.

Evaluation is the process in which a decision is made on how well thestudents have done to whatever they were trying to do (Beane, 2004)


63/101

SUMMARY

The components of a curriculum aredistinct but interrelated to each other

These four components should be

always present in a curriculum

These are the essential items to havean effective curriculum


64/101

In a Curriculum, evaluation isimportant so one could assesswhether the objectives and aims have

been meet or if not, he could employanother strategy which will easilywork out.

Curriculum experience could not beeffective if the content is not clearlydefined.


65/101

The aims, goals and directions serve as theanchor of the learning journey, the contentor subject matter serves as the meat of theeducational journey

Curriculum experience serves as the hands-on exposure to the real spectrum oflearning

The curriculum evaluation serves as thebarometer as to how far had the learnersunderstood on the educational journey.


66/101



67/101


Local and National Curricular Innovations:

1. The 2002 Basic Education Curriculum(BEC)

2. Third Elementary Education Program(TEEP)

3.Secondary Education Developmentand Improvement Program (SEDIP)


68/101


4. The New Teacher EducationCurriculum for BEEd and BSEd

5. The Ladderized Curriculum forBachelor of Technical Teacher

Education (BTTE)6.Understanding by Design (UbD)-

Based Curriculum


69/101


7. K-12 Basic Education Curriculum

Republic Act 10533 (May 15, 2013)

“The Enhanced Basic Education Act of 2013”


70/101

K-12 Basic Education Curriculum

The Overall Goal of the K to 12 Curriculum

• “The holistic development of every

Filipino learner, with 21st-centuryskills to be adequately prepared forwork, entrepreneurship, middle-level skills development and higher

education.”


71/101

K-12 Basic Education Curriculum

Structure of the K to 12 Curriculum

• Kindergarten + (6) six years

primary education + (4) four yearsof junior high school + (2) twoyears senior high school

Salient Features of the K 12


72/101

Salient Features of the K-12Curriculum

Strengthening Early ChildhoodEducation (Universal Kindergarten)

Making the Curriculum Relevant tothe Learners (Contextualization andEnhancement)

Ensuring Integrated and SeamlessLearning (Spiral Progression)

Salient Features of the K 12


73/101

Salient Features of the K-12Curriculum cont’d

Building Proficiency ThroughLanguage (Mother Tongue-Based

Multilingual Education) Gearing Up for the Future (Senior

High School)

Nurturing the Holistically Developed(College and Livelihood Readiness,21st Century Skills)


74/101

K to 12 Model as developed by DepEd

Phases of Implementation Universal Kindergarten offered starting SY 2011-2012

DepEd began unclogging the basic educationcurriculum in SY 2012-2013

The enhanced 12 year curriculum was implementedstarting with incoming Grade 1 students of SY 2012-2013

Incoming freshmen last SY 2012-2013 was the firstbeneficiary of a free Senior High School educationthat was made available by DepEd in public schoolsbeginning SY 2016-2017

Electives to be offered in Senior HS (arts, music,tech-vocational, etc.)


75/101

CORE CURRICULUM There are seven Learning Areas under the Core Curriculum.

These are Languages, Literature, Communication,Mathematics, Philosophy, Natural Sciences, and SocialSciences. Current content from some General Educationsubjects are embedded in the SHS curriculum.

TRACKS Each student in Senior High School can choose among three

tracks: Academic; Sports; Arts and Design; and Technical-Vocational-Livelihood. The Academic trackincludes three strands: ACCOUNTANCY, BUSINESS ANDMANAGEMENT (ABM) STRAND; HUMANITIES AND SOCIALSCIENCES STRAND (HUMSS); SCIENCE, TECHNOLOGY,

ENGINEERING AND MATHEMATICS (STEM) STRAND; andGENERAL ACADEMIC STRAND. Students undergo immersion, which may include earn-while-

you-learn opportunities, to provide them relevant exposureand actual experience in their chosen track.


76/101

TVET (TECHNICAL VOCATIONAL EDUCATION & TRAINING)NATIONAL CERTIFICATE

After finishing Grade 10, a student can obtain Certificatesof Competency (COC) or a National Certificate Level I (NCI). After finishing a Technical-Vocational-Livelihood track inGrade 12, a student may obtain a National CertificateLevel II (NC II), provided he/she passes the competency-based assessment of the Technical Education and SkillsDevelopment Authority (TESDA).

NC I and NC II improves employability of graduates infields like Agriculture, Electronics, and Trade.

AIMS of the K-12 Curriculum

Every graduate will be equipped with:

Information, media and technology skills, Learning and innovation skills, Effective communication skills, and Life and career skills.

THE 21ST CENTURY TRENDS


77/101

THE 21ST CENTURY TRENDSIN PHILIPPINE EDUCATION

Relevance and Responsiveness:

Industry-Academe Linkages

Benefits from Industry-University

Collaboration

1. For Students – ensure workplaceorientation and opportunity to apply

their skills, knowledge and properwork attitudes; opportunities toenhance employability.


78/101


Benefits from Industry-UniversityCollaboration cont’d

2. For Industry – prospective workersare developed according to the

companies’ specifications.


79/101


Benefits from Industry-UniversityCollaboration cont’d

3. For the University – reduced need forsophisticated equipment and

facilities; responsiveness to industryneeds and better employment forgraduates


80/101

Efficiency and Effectiveness:

Pres. Aquino’s 10 Ways to Fix PhilippineEducation

1. 12-Year Basic Education Cycle

2. Universal Pres-Schooling for All

3. Madaris Education as a Sub-systemwithin the Education System


81/101

Pres. Aquino’s 10 Ways to Fix PhilippineEducation cont’d

4. Technical Vocational Education as anAlternative Stream in Senior HighSchool

5. “Every Child a Reader” by Grade 1

6. Science and Mathematics Proficiency

7. Assistance to private schools asessential Partners in Basic Education


82/101

Pres. Aquino’s 10 Ways to Fix PhilippineEducation cont’d

8. Medium of Instruction Rationalized

9. Quality Textbooks

10.Covenant with Local Government tobuild more schools


83/101

Access and Equity in Education:

Legal Bases on the Access Equity ofEducation in the Philippines

• The 1987 Philippine Constitution(Section 1, Article IV) – “The stateshall protect and promote the right

of all citizens to quality education atall levels, and shall take appropriatesteps to make such educationaccessible to all.”


84/101

Legal Bases on the Access Equity ofEducation in the Philippines cont’d

• RA 9155 (Governance of Basic

Education Act of 2001) – RenamingDECS to DepEd and reiterating theconstitutional mandate. Establishfree a compulsory public education

at the elementary and high schoollevel education.


85/101

Legal Bases on the Access Equity ofEducation in the Philippines cont’d

• RA 6655 (The Free Secondary

Education Act) – providing free fouryears of secondary schooling forthose ages 12 to 15 in the publicschools.


86/101

Alternative Modes of Learning / AcquiringQualification

• Ladderized Education Program (LEP)

• Expanded Tertiary EducationEquivalency and AccreditationProgram (ETEEAP)

•Ladderized Model Curricula

• Distance Education Learning


87/101

Accreditation: Enhancing the Quality ofEducation

Accreditation – is a component of self-

regulation which focuses on self-studyand evaluation and on the continuingimprovement of educational quality. Itis both a process (form of peer review)

and a result (form of certificationgranted by recognized and authorizedaccrediting agency)


88/101

Accreditation: Enhancing the Quality ofEducation cont’d

• Program accreditation –

accreditation of academic course

• Institutional accreditation – accreditation of the school, college,university or institution as a whole.


89/101

The EFA 2015 Plan of Action

EFA means Education For All. EFA is a UNESCO Program.Who are referred to by the catchword ALL?

• The 1987 Philippine Constitution affirms thateducation is the birthright of all Filipinos. This

means that education should be available to allFilipinos whatever their age, creed, abilities, socialand economic status. Educating all Filipinos is avery great challenge to our educational system. Asa teacher, you are partly responsible for addressingthis educational challenge.


90/101

Who are these educationally challenged Filipinos? The EFA2015 Plan of Action (DepEd, 2004) identifies thefollowing:

1. Those who are disadvantaged because of inadequate

competencies. Inadequate competencies translate into thefollowing conditions:

Those who are:

not fully functionally literate in the regional language (Ex.Cebuano, Tagalog, Ilocano) Filipino or English;

unable to communicate in English and therefore cannotmake use of available knowledge and opportunities inEnglish; and

able to communicate in Filipino, but get limited benefitsfrom less abundant existing knowledge and opportunities in

the Filipino language,


91/101

2. Those who are disadvantaged in terms of schooling are thosechildren and youth who:

were unable to enter school. They are found in the farflung barangays where there are no schools, or in otherareas where because of poverty or neglect, they don’t avail

of the opportunities for schooling,

were unable to finish the full 10 years of basic education.In other words these are the children who drop out beforethey finish their elementary/ secondary schooling, and

were able to finish 10 years of basic schooling, but havenot attained the standard 75% mastery of basiccompetencies.


92/101

Choose who among these children areeducationally challenged.

A. Pedro, Grade III, can read in Filipino but not in English

B. Nancy, drop-out at Grade IV

C. Jose and Greg, street children

D. Jane, finished high school, lacks numeracy skills

question


93/101

WHY RESTRUCTURE THE CURRICULUM

The studies and the findings follow:


94/101


95/101


96/101

LET'S REVIEW

Q: Among the following curriculumstakeholders who has the most


97/101

stakeholders, who has the mostresponsibility in curriculum implementation?

A. The learners

B. The school heads

C. The teachers

D. The parents

Q: Everytime Mr. Robles passed by the school on his way to the farm heobserved a number of students loitering around the school premises. Hewas wondering why the students were out of the classrooms whenclasses were going on During a PTA meeting Mr Robles reported his


98/101

classes were going on. During a PTA meeting, Mr. Robles reported hisobservations which the principal did not like. Does Mr. Robles have theright to report his observations?

A. No, because he is not a member of the school staff.

B. No, because he is not paid to observe what ishappening in the school.

C. Yes, because he was asked by the mayor to

observe the principal.D. Yes, because he is a community member and a

stakeholder in the school.

Q: The use of mother tongue-based multi-lingual education (MTB MLE) in the curriculum


99/101

lingual education (MTB-MLE) in the curriculumof basic education, means that learners ____.

A. continue to use the local dialect all throughoutschooling

B. shifts only to the second language after themastery of the first language

C. are not allowed to learn the second or the thirdlanguage

D. Should immediately master the second language


100/101

[email protected]


101/101

References

Conception, B. et al (2015). Reviewer: LicensureExamination for Teachers, NCBTS Oriented – 2015Edition. Manila, Philippines.

Gines, A. et al (2013). A Reviewer for the Licensure

Examination for Teachers: Professional Education.PNU Press, Manila, Philippines.

Santos, L. (2010). Module 2: The Philippine BasicEducation Curriculum. Teacher Induction Program.Teacher Induction Council, Department of Education,

Philippines. Experiential Learning Courses Handbook. (2006)

Philippines: Department of Education and TeacherEducation Council

01#Curriculum Development-let Day 1

Documents

Transcript of 01#Curriculum Development-let Day 1