Elements of educative process
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Transcript of Elements of educative process
ELEMENTS /COMPONENTSOF EDUCATIVE PROCESS
ELEMENTS/COMPONENTS OF EDUCATIVE PROCESS
• Teacher• The Learner• The Content/Teaching
Strategies• The Learning Environment• The Curriculum• The Instructional Materials• The Administration
THE CURRICULUM
THE CURRICULUM is the totality of activities
carried out under the auspices of a school, in response to societal demands.
Curriculum embraces all experiences which children have under the administration of the school.
Curriculum is a combination of classroom and out-of-classroom activities.
Palma (1982) – Basic infrastructure of a schools educational program.
Garcia (1973) –the collection of learning experiences proposed as a result of deliberation for student attainment.
THE CURRICULUM
THE CURRICULUM TYPES OF CURRICULUM
1. FORMAL CURRICULUM
sometimes referred to as the Intended or Official Curriculum
describes a deliberately planned programme of activities which educational institutions provide for learners for a specified period of time to attain specified objectives.
THE CURRICULUM
2. CORE CURRICULUM
refers to those aspects of curriculum required of all the students as opposed to those which are electives.
3. SCHOOL CURRICULUM
is the most popular form of formal curriculum refers to all the subjects offered by an educational institution.
TYPES OF CURRICULUM
THE CURRICULUM TYPES OF CURRICULUM
4. WRITTEN CURRICULUM
It appears in school, district, division or country documents
5. RECOMMENDED CURRICULUM
proposed by scholars and professional organizations.
THE CURRICULUM TYPES OF CURRICULUM
6. TAUGHT CURRICULUM
It what teachers implement or deliver in the classrooms and schools.
7. SUPPORTED CURRICULUM
resources textbook computers, audio visual materials which support and help in the implementation of the curriculum
THE CURRICULUM TYPES OF CURRICULUM
8. ASSESSED CURRICULUM
which is tested and evaluated
9. LEARNED CURRICULUM
what the students actually learn and what is measured
10. HIDDEN CURRICULUM
unintended curriculum; also refers to all the various implicit values, norms and practices in the educational system.
THE CURRICULUM COMPONENTS
Aims, goals and objectives (What is to be done?)
Subject matter/content(What subject matter is to be included?
Learning approaches(What instructional strategies, resources, and activities will be employed?
Evaluation approaches(What methods and instrument will be used to assess the result of the curriculum?)
THE CURRICULUM Criteria of A Good Curriculum
1. The curriculum is continuously evolving.2. Is based on the needs of the people-
begin w/ those that concern the people themselves. We plan the curriculum with people.
3. It is democratically conceived- “Two heads are better than one”.
4. Is the result of long-term effort5. A complex in details
THE CURRICULUM
6. Provides for the logical sequence of subject
matter
7. Complements and cooperates with other programs in the community
8. Has educational quality
9. Has administrative flexibity
Criteria of A Good Curriculum
THE INSTRUCTIONAL MATERIALS
THE INSTRUCTIONAL MATERIALS These are devices that assist the
facilitator/teacher in the teaching-learning process. It is not self-supporting; they are supplementary training devices.
Are the materials that are designed for use by pupils and their teachers as a learning resource and help pupils to acquire facts, skills, or opinions or to develop cognitive processes.
THE INSTRUCTIONAL MATERIALS Instructional materials may be printed or non-
printed, and may include textbooks, technology-based materials, other educational materials, and tests.“
The educational resources used to improve students’ knowledge, abilities, and skills, to monitor their assimilation of information, and to contribute to their overall development and upbringing.
THE INSTRUCTIONAL MATERIALS
1. Concrete objects, including objects from the world of nature;
2. Representations of concrete objects and phenomena; and
3. Descriptions of such objects and phenomena by means of the signs, words, and sentences of natural and artificial languages.
3 BASIC TYPES OF INSTRUCTIONAL MATERIALS
THE INSTRUCTIONAL MATERIALS
TYPES OF INSTRUCTIONAL MATERIALS
1. Concrete objects, including objects from the world of nature
Includes such objects and phenomena as minerals, rocks, raw materials, semi-finished and finished manufactured articles, and plant and animal specimens;
Also include reagents and apparatus for producing chemical and other reactions and fordemonstrating and studying such reactions during laboratory sessions.
THE INSTRUCTIONAL MATERIALS
TYPES OF INSTRUCTIONAL MATERIALS
2. Representations of concrete objects and phenomena
Are representations of actual objects and phenomena, includes three-dimensional Materials, two-dimensional materials, and audiovisual materials
THE INSTRUCTIONAL MATERIALS
TYPES OF INSTRUCTIONAL MATERIALS
3. Representations of concrete objects and phenomena
Descriptions of such objects and phenomena by means of the signs, words, and sentences of natural and artificial languages.
THE INSTRUCTIONAL MATERIALS
Guidelines in Selecting Instructional Materials
1. Do the materials give a true picture of the ideas they present? To avoid misconceptions
2. Do the materials contribute meaningful content to the topic under study? Does the material help you achieve the instructional objective?
THE INSTRUCTIONAL MATERIALS
Guidelines in Selecting Instructional Materials
3. Is the material appropriate, it is always good to ask when the materials was produced for the age, intelligence and experience of the learners?
4. Is the physical condition of the material satisfactory? An example, is the
microscope properly working
THE INSTRUCTIONAL MATERIALS
Guidelines in Selecting Instructional Materials
5. Is there a teacher’s guide to provide for effective use?
6. Can the materials in question help to make students better thinkers and develop
their critical facilities?
7. Is the material worth the time, expense and effort involved?
THE INSTRUCTIONAL MATERIALS
“No instructional material, no matter
how superior, can take the place of an
EFFECTIVE TEACHER”
– Virginia L. Sevilla
THE ADMINISTRATION
It is defined as the organization, direction, coordination, and control of human and material resources to achieve desired ends.
School Administration provides a broad range of services to schools and in particular school administrators.
The School Administration department is directly responsible to the Director of School.
THE ADMINISTRATION
THE INSTRUCTIONAL MATERIALS
Seeing that all school money is economically expanded and accounted for
Preparing the school budget
Selecting and purchasing school sites
Planning, erecting, and equipping the school buildings
Operating the school plant and keeping it in an excellent state of repair
Functions of School Administration
Function of School AdministrationTHE ADMINISTRATION
Selecting, training, supervising teachers
Providing supplies and textbooks
Assisting in curriculum construction
Organizing an instructional program
Keeping the public informed of the aims, accomplishments, and needs of schools
Keeping school records and accounts.
Effective Strategies to Build a Community of Learners
THE ADMINISTRATION
1. Conducting an Interview
2. Dealing with difficult parents
3. Educational Leadership Philosophy
4. School Creed
5. School Gossip
6. School Improvement
Effective Strategies to Build a Community of Learners
THE ADMINISTRATION
7. School Leadership
8. School Pride
9. School Tragedy
10.Strategies for Hiring a Teacher
THE ADMINISTRATION What Makes a School Administrator an
Effective School Leader?
Leadership is an essential component of a school’s successes or failure.
The best schools will have an effective school leader or group of leaders.
This is not an easy job, but many administrators are experts at leading the various subgroups. They can effectively work with and support every person at the school.
THE ADMINISTRATION What Makes a School Administrator an
Effective School Leader?
The administrator or School Principal should be leading than managing
The administrator should be a leader not a boss
The key to successful leadership today is influence, not authority.
—Kenneth Blanchard
Presented by:
LOUISE C. INGCOTEACH 1
Thank you!!!