Professional Documents
Culture Documents
1. ESSENTIALISM
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Excellence in education ,back to basics and cultural literacy
2. PERENNIALISM
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Teachers help students think with reason based on socratic methods of oral exposition or recitation
,explicit or deliberate teaching of traditional values
3. PROGRESSIVSM
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Subjects are interdisciplinary,integrative and interactive
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Curriculum is focused on students interest,human problems and affairs
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School reforms ,relevant and contextualized curriculum,humanistic education
4. RECONSTRUCTIONISM
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Teacher act as agents of change and reform in various educational projects including research
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Equality of educational opportunities in education,access to global education
5. CURRICULUM
not specialist
6. BEHAVIORIST PSYCHOLOGY
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Learning should be organized so that students can experience success in the process of mastering the
subject matter
7. COGNITIVE PSYCOLOGY
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Learning constitutes a logical method for organizing and interpreting learning
8. HUMANISTIC PSYCHOLOGY
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Curriculum is concerned with the process not the products
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personal needs not subject matter
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psychological meanings and environmental situations
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Society as ever dynamic,is a source of very fast changes which are difficult to cope with
FOUNDATION OF CURRICULUM
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Helps in answering what school are for ,what subject are important, how students should learn,and
what materials and methods should be used
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Shows different changes in the purposes ,principles and content of the curriculum
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Complements and cooperates with other programs of the community
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Provides for the logical sequence of subject matter
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Continuosly involving
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Complex of detail
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Teacher Charisse implements or delivers her lessons in the classroom based on a curriculum that
appear in school,district or division documents
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Proposed by schoolars and professional organization
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Teachers implement or deliver in the classrooms or schools
17. OBJECTIVES
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Implement or component of the curriculum provides the bases for the selection of content and
learning experience which also set the criteria against which learning outcomes will be evaluated
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What instructional strategies resources and activities will be employed
19. CONTENT
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What subject matter is to be included
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What methods and instruments will be used to asses the results of curriculum
21. INTEREST
22. SIGNIFICANCE
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When content or subject matter will contribute the basic ideas,concepts,principles and generalization
to achieve the overall aim of the curriculum then it is significant
23. LEARNABILITY
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Subject matter is the curriculum should be within the range of the experience of the learners
24. UTILITY
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Usefulness of the content or subject matter may be relative to the learner who is going to use it.
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Frequently and commonly used in daily life
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Suited to the maturity levels and abilities of students
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Valuable in meeting the needs and the competences of a future career
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They provide the bases for the selection of learning content and learning experiences
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They also set the criteria against which learning outcomes will be evaluated
� � is individuals personal and social world and how he or she defines reality
It
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Refer to the formal determination of the quality,effectiveness or value of the program,process and
product of the curriculum
30. INPUT
� � the CIPP Model by Stufflebeam the goals,instructional strategies ,the learners ,the teachers the
In
content and all materials needed in the curriculum
31. CONTEXT
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Referes to the environment of the curriculum or the real situation where the curriculum is operating
32. PROCESS
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Refers to the ways and means of how the curriculum has been implemented
33. PRODUCT
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Indicates if the curriculum accomplishes its goal
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Grassroots approach-teachers who teach or implement the curriculum should participate in
developing it
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Purpose of the school
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Educational experience related to the purpose
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Organization of the experience
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Evaluatiom of the experience
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Requires the teacher to implement what has been planned
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Design model in developing curriculuk is attributed to Dewey,Rouseau,Pestallozi and Froebel
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Curriculum is ancored on the needs and interest of child
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Abraham Mashlow and Carl Rogers
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who said the development of the self is the ultimate objective of learning
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Experiemces of the learners become the starting point of the curriculum
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Draws on social problems ,needs,interest and abilities of the learners
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School principal is the curriculum leader and at the same time instructional leader
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Chagce of behavior indicates the measure of the accomplishment
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Consider the whole child
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believes that in a curriculum the total developmemt of the individual is the prime consideration
� � organizational chart of the school shows the line staff relationships of personnel and how decision
The
are made
� � give information as to whether the three phases were appropriately done and gave good results
To
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Upgrading the quality of teaching and learning in school
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Increasing the capability of the teacher to effectively inculcate learning and for students to gain
mastery of lessons and courses
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Broadening the delivery of education outside school through non traditional approaches to normal
and informal learning such as open universities and lifelong learning to adult learners
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Teacher gathers information about his students know and can do.
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A� process of gathering empirical data to support wheter tje material or the curriculum is
useful,relevant,reliable and valid
52. MONITORING
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process of obtaining informationfor judging the worth of educational program,product ,procedure
,educational objectives or the potential utility orlf alternative approaches design to attain specified
objects
� � process of selecting organizing executing and evaluating the learning experience on the basis of
The
the needs abilities and interest of the learners and on the basis of the nature of the society or
community for the possibilities of improving the teaching learning situation
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Focuses on the content and porpuses of the curicculum
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Stage 1:IDENTIFYING RESULTS/DESIRED OUTCOMES
�Content/Performance standard
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�Essential understanding
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�Objevtives-KSA
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�Essential Question
�
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Stage 2:DEFINING ACCEPTABLE EVIDENCE/ASSESSMENT
�Assessment-Product
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�Performance
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�Assessment criteria/tools
�
�
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Explain
Interpret
Apply
Perspective
Empathy
Self knowledge
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Stage 3:LEARNING PLAN/INSTRUCTION
�Explore
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�Firm up
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�Deepen
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�Transfer
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President Aquinos 10 ways to fix Phil education refers to the use of mother tounge as a medium of
instruction from pre-school to grade 3
� � the end of SY 2015-2016 every child passing preschool must be reader by grade 1
By