curr.dev. ppt myka
DESCRIPTION
Curr DevTRANSCRIPT
![Page 1: Curr.dev. Ppt Myka](https://reader034.vdocument.in/reader034/viewer/2022051216/5695d04e1a28ab9b0291e844/html5/thumbnails/1.jpg)
Components of the Curriculum
Presented By:Ms. MYKA ANDREA P. GARCIA
CURRICULUM DEVELOPMENT, EVALUATION AND IMPLEMENTATIONM.A. Ed. Educational Management
![Page 2: Curr.dev. Ppt Myka](https://reader034.vdocument.in/reader034/viewer/2022051216/5695d04e1a28ab9b0291e844/html5/thumbnails/2.jpg)
Free powerpoint template: www.brainybetty.com2
4 MAJOR COMPONENTS of the CURRICULUMFor most curricula, the major components or elements are: (1) aims, goals and objectives (2) subject matter/content
(3) learning experiences(4) evaluation approaches
(What is to be done?)
(What subject matter is to be included?)
(What instructional strategies, resources and activities will be employed?)
(What methods and instruments will be used to assess the results of the curriculum?)
![Page 3: Curr.dev. Ppt Myka](https://reader034.vdocument.in/reader034/viewer/2022051216/5695d04e1a28ab9b0291e844/html5/thumbnails/3.jpg)
Free powerpoint template: www.brainybetty.com3
COMPONENT 1: Curriculum Aims,
Goals and Objectives
![Page 4: Curr.dev. Ppt Myka](https://reader034.vdocument.in/reader034/viewer/2022051216/5695d04e1a28ab9b0291e844/html5/thumbnails/4.jpg)
Free powerpoint template: www.brainybetty.com4
The Philippine educational system is divided in three educational levels:
elementary, secondary and tertiary levels. Based on the Philippine Constitution, all schools shall aim to have the following:
![Page 5: Curr.dev. Ppt Myka](https://reader034.vdocument.in/reader034/viewer/2022051216/5695d04e1a28ab9b0291e844/html5/thumbnails/5.jpg)
Free powerpoint template: www.brainybetty.com5
Aims of Elementary Education (Education Act of 1982)FOR PRIMARY LEVEL:1. Provide knowledge and develop skills, attitudes, values
for personal development and for living in and contributing to the development of our society.
2. Provide learning experiences which increase the child’s awareness and responsiveness to the changes in the society.
![Page 6: Curr.dev. Ppt Myka](https://reader034.vdocument.in/reader034/viewer/2022051216/5695d04e1a28ab9b0291e844/html5/thumbnails/6.jpg)
Free powerpoint template: www.brainybetty.com6
Aims of Elementary Education (Education Act of 1982)
FOR INTERMEDIATE LEVEL:3. Promote and intensify knowledge, identification with and love for the nation and the people to which he/she belongs.4. Promote work experiences which develop orientation to the world of work and prepare the learner to engage in honest and gainful work.
![Page 7: Curr.dev. Ppt Myka](https://reader034.vdocument.in/reader034/viewer/2022051216/5695d04e1a28ab9b0291e844/html5/thumbnails/7.jpg)
Free powerpoint template: www.brainybetty.com7
Aims of Secondary EducationIn high school or secondary level, educational curricula aim to:1. Continue to promote the objectives of
elementary education. 2. Discover and enhance the I.N.A. of the
students to equip them with skills for productive endeavor and to prepare them for tertiary schooling.
(Interests, Needs, Abilities)
![Page 8: Curr.dev. Ppt Myka](https://reader034.vdocument.in/reader034/viewer/2022051216/5695d04e1a28ab9b0291e844/html5/thumbnails/8.jpg)
Free powerpoint template: www.brainybetty.com8
Aims of Tertiary Education
Tertiary education refers to college and university formal education based on the curricula of the different courses. The different courses should aim to:1. Provide general education programs which will
promote national identity, cultural consciousness, moral integrity and spiritual life.
2. Train the nation’s manpower in the skills required for national development.
![Page 9: Curr.dev. Ppt Myka](https://reader034.vdocument.in/reader034/viewer/2022051216/5695d04e1a28ab9b0291e844/html5/thumbnails/9.jpg)
Free powerpoint template: www.brainybetty.com9
Aims of Tertiary Education
3. Develop the professions that will provide leadership for the nation.4. Advance knowledge through research and apply new knowledge for improving the quality of human life and respond effectively to changing society.
![Page 10: Curr.dev. Ppt Myka](https://reader034.vdocument.in/reader034/viewer/2022051216/5695d04e1a28ab9b0291e844/html5/thumbnails/10.jpg)
Free powerpoint template: www.brainybetty.com10
VISION, MISSION, GOALS and
EDUCATIONAL OBJECTIVES
![Page 11: Curr.dev. Ppt Myka](https://reader034.vdocument.in/reader034/viewer/2022051216/5695d04e1a28ab9b0291e844/html5/thumbnails/11.jpg)
Free powerpoint template: www.brainybetty.com11
VISION
MISSION
GOALS
EDUCATIONALOBJECTIVES
Central point or unifying element according to which the school staff, faculty, and students perform individually or collectively as a whole.
Explains the vision’s intentions and carries out the purpose of the institution or the school
The school’s vision and
mission are translated into
broad statements or
intents to be accomplished.
Direct the change in behavior which is the ultimate aim of learning. They also set the specific criteria against which learning outcomes will be evaluated.
(S.M.A.R.T.)
-Specific-Measurable-Attainable-Relevant-Time-bound
![Page 12: Curr.dev. Ppt Myka](https://reader034.vdocument.in/reader034/viewer/2022051216/5695d04e1a28ab9b0291e844/html5/thumbnails/12.jpg)
12
The school’s vision can be very ambitious but that is a characteristic of a vision.Examples of a school’s vision: • A model performing high school where
students are equipped with knowledge, skills and strength of character to realize their potential to the fullest.
• Commits to the exemplary Christian
education for life and responsive to the needs of the total person and the world.
![Page 13: Curr.dev. Ppt Myka](https://reader034.vdocument.in/reader034/viewer/2022051216/5695d04e1a28ab9b0291e844/html5/thumbnails/13.jpg)
13
The school’s MISSION statement, spells out how it intends to carry out its vision and to produce the kind of persons the students will become after having been educated over a certain period of time.Examples of school’s mission:• To produce globally competitive lifelong
learners.
• Commits to the total development of individuals for life adjustment and to the enlistment of the economically deprived but deserving students through quality instruction, updated facilities and curricula responsive to the needs of the times.
![Page 14: Curr.dev. Ppt Myka](https://reader034.vdocument.in/reader034/viewer/2022051216/5695d04e1a28ab9b0291e844/html5/thumbnails/14.jpg)
14
The school’s vision and mission are further translated into GOALS.
Examples of school goals:• Build a strong foundation of skills
and concepts.
• Efficient and effective administration responsive of the needs of the university and community
![Page 15: Curr.dev. Ppt Myka](https://reader034.vdocument.in/reader034/viewer/2022051216/5695d04e1a28ab9b0291e844/html5/thumbnails/15.jpg)
15
In a curriculum, these 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:
• Explicit formulations of the ways in which students are expected to be changed by the educative process, and
• Intent communicated by statement describing a proposed change in learners.
![Page 16: Curr.dev. Ppt Myka](https://reader034.vdocument.in/reader034/viewer/2022051216/5695d04e1a28ab9b0291e844/html5/thumbnails/16.jpg)
Free powerpoint template: www.brainybetty.com16
The 3 Domains of Educational
Objectives by Benjamin Bloom and
Associates
![Page 17: Curr.dev. Ppt Myka](https://reader034.vdocument.in/reader034/viewer/2022051216/5695d04e1a28ab9b0291e844/html5/thumbnails/17.jpg)
Free powerpoint template: www.brainybetty.com17
Cognitive Domain (Bloom et al 1956) – domain of thought process
1. Knowledge – recall, remembering of schema, 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
![Page 18: Curr.dev. Ppt Myka](https://reader034.vdocument.in/reader034/viewer/2022051216/5695d04e1a28ab9b0291e844/html5/thumbnails/18.jpg)
Free powerpoint template: www.brainybetty.com18
Cognitive Domain (Bloom et al 1956) – domain of thought process
4. Analysis – ability to breakdown material into component parts so that its organizational structure may be understood5. Synthesis – ability to put parts together to form a new whole6. Evaluation – ability to pass judgment on something based on given criteria
![Page 19: Curr.dev. Ppt Myka](https://reader034.vdocument.in/reader034/viewer/2022051216/5695d04e1a28ab9b0291e844/html5/thumbnails/19.jpg)
Free powerpoint template: www.brainybetty.com19
![Page 20: Curr.dev. Ppt Myka](https://reader034.vdocument.in/reader034/viewer/2022051216/5695d04e1a28ab9b0291e844/html5/thumbnails/20.jpg)
Free powerpoint template: www.brainybetty.com20
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 phenomena, object or behavior
![Page 21: Curr.dev. Ppt Myka](https://reader034.vdocument.in/reader034/viewer/2022051216/5695d04e1a28ab9b0291e844/html5/thumbnails/21.jpg)
Free powerpoint template: www.brainybetty.com21
Affective Domain (Krathwohl, 1964) – domain of valuing, attitude and appreciation
4. Organization – concerned with bringing together different values and building a value system
5. Characterization or value complex – developing a lifestyle from a value system
![Page 22: Curr.dev. Ppt Myka](https://reader034.vdocument.in/reader034/viewer/2022051216/5695d04e1a28ab9b0291e844/html5/thumbnails/22.jpg)
Free powerpoint template: www.brainybetty.com22
Psychomotor Domain (Simpson, 1972) – domain of the use of psychomotor attributes (mind and physical movement)1. Perception – use of sense organs to guide motor
activities2. Set – refers to the readiness to take particular type
of action3. Guided response – Imitation and trial and error are
some of the ways of doing it.4. Mechanism – responses have become habitual.
Performance skills are with ease and confidence.
![Page 23: Curr.dev. Ppt Myka](https://reader034.vdocument.in/reader034/viewer/2022051216/5695d04e1a28ab9b0291e844/html5/thumbnails/23.jpg)
Free powerpoint template: www.brainybetty.com23
Component 2: Curriculum Content or
Subject Matter
![Page 24: Curr.dev. Ppt Myka](https://reader034.vdocument.in/reader034/viewer/2022051216/5695d04e1a28ab9b0291e844/html5/thumbnails/24.jpg)
Free powerpoint template: www.brainybetty.com24
The CONTENT of a particular curriculum is more than simply information to be learned in school.
Content selection is a very crucial stage in curriculum development.
To some curriculum specialists, content or subject matter is another term for knowledge.
![Page 25: Curr.dev. Ppt Myka](https://reader034.vdocument.in/reader034/viewer/2022051216/5695d04e1a28ab9b0291e844/html5/thumbnails/25.jpg)
Free powerpoint template: www.brainybetty.com25
Here are some criteria which can be utilized in the selection of subject matter content or knowledge for the curriculum:
1. Self-sufficiency – According to Scheffler (1970) self-sufficiency is learning in the most economical manner.
![Page 26: Curr.dev. Ppt Myka](https://reader034.vdocument.in/reader034/viewer/2022051216/5695d04e1a28ab9b0291e844/html5/thumbnails/26.jpg)
Free powerpoint template: www.brainybetty.com26
2. Significance – the subject matter is significant if it will develop the cognitive, affective and psychomotor skills of the learners.
3. Validity – the subject matter should be checked or verified at regular intervals, to determine if the content that was originally valid continues to be.
![Page 27: Curr.dev. Ppt Myka](https://reader034.vdocument.in/reader034/viewer/2022051216/5695d04e1a28ab9b0291e844/html5/thumbnails/27.jpg)
Free powerpoint template: www.brainybetty.com27
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.
5. Utility – Usefulness of the content or subject matter may be relative to the learner who is going to use it.
![Page 28: Curr.dev. Ppt Myka](https://reader034.vdocument.in/reader034/viewer/2022051216/5695d04e1a28ab9b0291e844/html5/thumbnails/28.jpg)
Free powerpoint template: www.brainybetty.com28
6. Learnability – Subject matter in the curriculum should be within the range of experiences of the learners.
7. Feasibility - Content selection should be considered within the context of the existing reality in school, in society and government.
![Page 29: Curr.dev. Ppt Myka](https://reader034.vdocument.in/reader034/viewer/2022051216/5695d04e1a28ab9b0291e844/html5/thumbnails/29.jpg)
Free powerpoint template: www.brainybetty.com29
In organizing or putting together the different learning contents Palma, 1992 suggested the following B.A.S.I.C. principles:
Balance Articulation Sequence Integration Continuity
![Page 30: Curr.dev. Ppt Myka](https://reader034.vdocument.in/reader034/viewer/2022051216/5695d04e1a28ab9b0291e844/html5/thumbnails/30.jpg)
Free powerpoint template: www.brainybetty.com30
BALANCE
Curriculum content should be fairly distributed in depth and breadth of the particular learning area or discipline.
![Page 31: Curr.dev. Ppt Myka](https://reader034.vdocument.in/reader034/viewer/2022051216/5695d04e1a28ab9b0291e844/html5/thumbnails/31.jpg)
Free powerpoint template: www.brainybetty.com31
ARTICULATION
When the level of subject matter is smoothly connected to the next, glaring gap and wasteful overlaps in the subject matter will be avoided.
![Page 32: Curr.dev. Ppt Myka](https://reader034.vdocument.in/reader034/viewer/2022051216/5695d04e1a28ab9b0291e844/html5/thumbnails/32.jpg)
Free powerpoint template: www.brainybetty.com32
SEQUENCE
The logical arrangement of the subject matter.
![Page 33: Curr.dev. Ppt Myka](https://reader034.vdocument.in/reader034/viewer/2022051216/5695d04e1a28ab9b0291e844/html5/thumbnails/33.jpg)
Free powerpoint template: www.brainybetty.com33
INTEGRATION
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 and outlook in life.
![Page 34: Curr.dev. Ppt Myka](https://reader034.vdocument.in/reader034/viewer/2022051216/5695d04e1a28ab9b0291e844/html5/thumbnails/34.jpg)
Free powerpoint template: www.brainybetty.com34
CONTINUITY
Learning requires a continuing application of the new knowledge, skills, and attitudes so that it will be used in daily living.