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C.P.E- Section A
HANDOUTS ON
EDUCATION 203: CURRICULUM DEVELOPMENT
MODULE 1
Lesson 1 CURRICULUM:
CONCEPTS, NATURE & PURPOSE
I.
Implementation phase
Requires the teacher to
implement what has been planned. It
means to put into action the different
activities in order to achieve the
objectives through the subject matter.
Two important players are involved:
The teacher
The learner
Their interaction is important in the
accomplishment of the plan.
Evaluation phase
A match of the objectives with
learning outcomes will be made.
Information should be determined so
that the type of evaluation should be
chosen to fit the purpose.
Simply the Evaluation phase will
answer the questions if the plans and
implementation have been
successfully achieved
The assumptions on learning are:
C.P.E- Section A
HANDOUTS ON
EDUCATION 203: CURRICULUM DEVELOPMENT
as
Process
in
BASIC
ELEMENTS
CURRICULUM
OF
SUBJECT-MATTER:
INSTRUCTIONAL PLAN:
Aim:
Rationale:
C.P.E- Section A
HANDOUTS ON
EDUCATION 203: CURRICULUM DEVELOPMENT
Paragraph describing why aim is
worth achieving. This section would
include assessment of needs.
MATERIALS:
INSTRUCTIONAL PLAN:
Components of Curriculum
Component 1:
C.P.E- Section A
HANDOUTS ON
EDUCATION 203: CURRICULUM DEVELOPMENT
Curriculum Content or Subject
Matter
Component 3
Curriculum Experience
Component 4
Curriculum Evaluation
Implementation Phase:
Requires the teacher to
implement what has been planned.
Teacher and the learner are the
two important players in
implementation.
C.P.E- Section A
HANDOUTS ON
EDUCATION 203: CURRICULUM DEVELOPMENT
will ensure understanding,
application and critical thinking.
Is governed by democratic
principles.
Unintentional learning
When a child touches a lighted
candle and feels it is hot.
Two Principal Types of Learning
1. Behavioural Learning
Theories
Emphasizes observable such as new
skills, knowledge, or attributes
which can be demonstrated. The forms
of behaviour are observable and
measurable.
According to this group of theories, if
the individual has changed behaviour,
he has learned.
2. Cognitive Learning Theories
Are concerned with human learning in
which unobservable mental processes
are used to learn and remember new
information or acquire skills.
Related to Cognitive Learning
Theories
1. Discovery Learning - Jerome
Bruner
Individual learns from his
own discovery of the environment
Learners are inherently curious,
thus they can be self motivated until
they find answers to their problem.
Learners, when actively involved in
their own learning, will continuously
construct their own knowledge
Each individual is capable of learning
how to learn.
Learning is flexible, exploratory and
independent.
C.P.E- Section A
HANDOUTS ON
EDUCATION 203: CURRICULUM DEVELOPMENT
2. Reception Learning -David
Ausubel
practice, elaboration or
rehearsal.
Generalization Phase
Transfer of information to new
situation allows application of
the learned information in the
context in which it was learned.
Feedback Phase
Students must receive feedback
on their performance. This will
serve as reinforcer for
successful performance.
Apprehending Phase
Acquisition Phase
While the learner is paying
attention, the stage is set and
the information presented.
Learner transforms information
into meaningful form.
C.P.E- Section A
HANDOUTS ON
EDUCATION 203: CURRICULUM DEVELOPMENT
Ways of Learning
Learning By Insight
C.P.E- Section A
HANDOUTS ON
EDUCATION 203: CURRICULUM DEVELOPMENT
The learner matches their
behaviour to the model.
Retention Phase:
The learner copies, practice or
rehearse what has been
observed.
Integrated
Motivational Phase:
Learners will imitate the
behaviour for getting a chance
to be reinforced by becoming
like the one from whom the
behaviour has copied.
MODULE 2
Lesson 1 CURRICULUM MODELS
AND TYPES.
WHAT IS CURRICULUM MODELS?
Teaching
and
learning
and target
the needs
and
characterist
ics of
particular
groupthat
of
parts
consist of interacting
serves as a guide or procedure
According to focus
Core
According to approach
Traditional
traditional or innovative
C.P.E- Section A
HANDOUTS ON
EDUCATION 203: CURRICULUM DEVELOPMENT
Linear
Innovative
Cyclical
According to content
According to process
formative or summative
According to structure
topic-base or
competency-based
System
Linear
C.P.E- Section A
HANDOUTS ON
EDUCATION 203: CURRICULUM DEVELOPMENT
3 CURRICULUM MODEL
3.
The
Hidden
Curriculum
Explicit
or
Written
2. Societal Curriculum
The
massive,
ongoing,
informal
curriculum of family, peer group,
neighborhoods,
churches
organizations, mass, media and other
socializing forces that educate all of
us throughout our lives.
or
Covert
7. Rhetorical Curriculum
C.P.E- Section A
HANDOUTS ON
EDUCATION 203: CURRICULUM DEVELOPMENT
Ideas offered by policy makers, school
officials, administrators, or politicians.
8. Curriculum-in-use
Is the actual curriculum that is
delivered and presented by each
teachers.
9. Received Curriculum
Those things that students actually
take out of classroom; those concepts
and content that are truly learned and
remembered.
10. The Internal Curriculum
Processes,
content,
knowledge
combined with the experiences and
realities of the learners to create new
knowledge. While educators should be
aware of this curriculum, they have
little
control
over
the
internal
curriculum since it is unique to each
students.
11. The Electronic Curriculum
Those
lessons
learned
through
searching the internet for information,
or
through
using
e-forms
of
communication.
Scope
defines as all the content, topics,
learning experiences and organizing
threads comprising the educational
plan.
provides boundaries in curriculum as
it applies to the different educational
levels.
it should include time, diversity and
maturity of the learners, complexity of
content, and level of education.
Dimensions of the curriculum design
Sequence
contents and experiences are
arranged in hierarchical manner,
where the basis can either be logic of
the subject or on the developmental
patterns of growth of the cognitive,
affective and psychomotor domains.
Four
principles
of
Sequence
(Smith, Stanley and Shore, 1957)
Simple to Complex learning
content and experiences are
organized from simple to complex,
from concrete to abstract, form easy
to difficult.
Prerequisite learning
it means that there are fundamental
things to be learned ahead.
Whole to part learning
C.P.E- Section A
HANDOUTS ON
EDUCATION 203: CURRICULUM DEVELOPMENT
the meaning can very well be
understood if everything will be taken
as a whole.
Chronological learning
the order of events is made as a
basis of sequencing the content and
the experiences. This can be arranged
from the most recent to the distant
past or vice versa.
Five major principles for organizing
content
(Posner and Rudnitsky 1957)
1. World-related sequence
a. Space
- spatial relation will be the
basis for the sequence.
b. Time
- the content is based from the
earliest to the more recent.
c. Physical attributes
- this principles refers to the
physical
characteristics
of
the
phenomena.
2. Concept-related sequence
a. Class relation
- refers to the group or set of
things that share common practices.
Teaching the characteristics of the
class ahead of the member of the
class.
b. Proportional relations
- a statement that asserts
something. Sequence are arranged so
C.P.E- Section A
HANDOUTS ON
EDUCATION 203: CURRICULUM DEVELOPMENT
interrelationship between the
structure of the basis ideas of a major
discipline.
identify
approaches
curriculum.
Integration
Everything is integrated and
interconnected. Life is a series of
emerging themes.
- organization is drawn from the
world themes from real life concerns.
Dimensions of the curriculum design
Articulation
Vertical Articulation
- the contents are
arranged from level to level or grade
to grade so that the content in the
lower level is connected to the next
level.
Horizontal Articulation
- happens when the
association is among or between
elements that happen at the same
time.
the
in
commonly
used
the
design
of
Balance
- equitable assignment of
content, time, experiences and other
elements to establish balance is
needed in curriculum design.
Lesson 3 APPROCHES TO CURRICULUM
DESIGN
Objective
this lesson will bring the various
phases of designing a curriculum.
C.P.E- Section A
HANDOUTS ON
EDUCATION 203: CURRICULUM DEVELOPMENT
Teachers should select teaching
methods, learning activities and
instructional materials or resources
appropriate to learners and aligned to
the objective of the lesson. Situations
should be creative to encourage
learners to use higher order thinking
skills.
-- Performance
These learning outcomes
indicate the performance of both
teachers and the learners. Learning
outcomes
are
the
product
performance of the learners as the
result of teaching. Performance is the
Teaching
undertaking
is
collaborative