LECTURE NOTES IN CURRICULUM DEVELOPMENT CURRICULUM – is dynamic as the changes chan ges that occur in society – Narro sense! it is mere"y as a "isting "isting o# su$%ects to $e taught in schoo" – &roader sense! it re#ers to the tota" "earning e'(eriences o# indi)idua"s not on"y in schoo" $ut in society as a ho"e Phi"i((in (ines! es! the recent recent #ormu" #ormu"ate ated d Nation Nationa" a" Com(et Com(etency ency*&as *&ased ed – In the Phi"i( Teacher Standards +NC&TS, $ecame the anchor o# educationa" re#orms in education #rom the $asic to higher education Curriculum from Different Points of View -. Traditional Points of View of Curriculum – curricu"um is the $ody o# su$%ects or su$%ect matt matter er (re( (re(ar ared ed $y the the teac teache hers rs #or #or the the stud studen ents ts to "ear "earn n +synonymous to the /course o# study0 and /sy""a$us0, – Ro$ert M. 1utchins )ies curricu"um as /(ermanent studies0 her heree the the ru" ru"es es o# gram gram mar mar! read readin ing! g! rheto rhetori ricc and and "ogi "ogicc and and mathematics #or $asic education are em(hasi2ed +$asic education shou"d shou"d em(has em(hasi2e i2e the 3R4s, 3R4s, and co""eg co""egee educat education ion shou"d shou"d $e grounded on "i$era" education – 5rthur &estor! an essentia"ist! $e"ie)es that the mission o# the schoo" shou"d $e inte""ectua" training! hence education shou"d #ocus on the #undamenta" inte""ectua" inte""ectua" disci("ines disci("ines o# grammar! grammar! "iterature and riting! mathematics! science! history and #oreign "anguage – 6ose 6ose(h (h Sch Scha$ a$ stat states es that that disc disci( i("i "ine ne is the the so"e so"e sour source ce o# curri curricu cu"u "um m mean meanin ing g curri curricu cu"u "um m is di)i di)ided ded into into chun7 chun7ss o# 7no"edge e ca"" su$%ect areas in the $asic education such as Eng"ish! Mathematics! Science! Socia" Studies and others8 and in co""ege! disci("ine may inc"ude 1umanities! Sciences! Languages and many more – Pheni'! curricu"um shou"d consist entire"y o# 7no"edge hich comes #rom )arious disci("ines. – 6ose(h 6ose(h Scha$! Scha$! "eadin "eading g curric curricu"u u"um m theori theorist st!! coined coined the term term disc disci( i("i "ine ne as a ru"i ru"ing ng doctr doctrin inee #or #or curri curricu cu"u "um m de)e de)e"o "o(m (ment ent meaning that curricu"um shou"d consist on"y o# 7no"edge hich comes #rom disci("ines hich is the so"e source. – Curricu"um can $e )ieed as a #ie"d o# study hich is made u( o# its #oundations +Phi"oso(hica"! historica"! (sycho"ogica" and socia" #oundations,8 domains o# 7no"edge as e"" as its research theories and (rinci("es 9. Progressive Points of View of Curriculum – curricu"um is a "isting o# schoo" su$%ects! sy""a$i! course o# study! and "ist o# courses or s(eci#ic disci("ine do not ma7e a curricu"um curricu"um.. This can on"y $e ca""ed ca""ed curricu"um i# the ritten materia"s are actua"i2ed $y the "earner
– &road"y s(ea7ing! curricu"um is de#ined as the tota" "earning e'(eriences o# the indi)idua"s +anchored on 6ohn Deey, – 6ohn Deey $e"ie)ed that re#"ecti)e thin7ing is a means that uni#ies curricu"ar e"ements +thought is not deri)ed #rom action $ut tested in a(("ication, – Case"" and Cam($e"" )ieed curricu"um as /a"" e'(eriences chi"dren ha)e under the guidance o# teachers0 – Smith! Stan"ey! and Shores )ie curricu"um as a conse:uence o# (otentia" e'(eriences set u( in the schoo"s #or the (ur(ose o# disci("ining chi"dren and youth in grou( ays o# thin7ing and acting. – Marsh and ;i""is )ieed curricu"um as a"" the e'(eriences in the c"assroom hich are ("anned and enacted $y the teacher! and a"so "earned $y the students 5cti)ity -< In the courses that you are current"y ta7ing! identi#y (ractices that can $e considered as #o""oing the traditiona" orientation and those that are (rogressi)e in orientation. =i)e s(eci#ic e'am("es or i""ustrations Points o# Vie o# Curricu"um Traditiona" Curricu"ar Practices Progressi)e Curricu"ar Practices
I""ustrati)e E'am("es o# Practices
Points of View on Curriculum Development Curricu"um is a dynamic (rocess and de)e"o(ment that connotes changes hich are systematic – change #or the $etter means any a"teration! modi#ication or im(ro)ement o# the e'isting condition. There#ore! to (roduce (ositi)e changes! de)e"o(ment shou"d $e (ur(ose#u"! ("aned and (rogressi)e. -. Ralph Tyler Model !our "asic Principles or the Tyler#s Rationale a, ;hat educationa" (ur(oses shou"d the schoo" see7 to attain> $, ;hat educationa" e'(eriences can $e (ro)ided that are "i7e"y to attain these (ur(oses> c, 1o can these educationa" e'(eriences $e e##ecti)e"y organi2ed> d, 1o can e determine hether these (ur(oses are $eing attained or not> In summary! Ty"er4s Mode" sho that in curricu"um de)e"o(ment! the #o""oing considerations shou"d $e made< i. Pur(ose o# the schoo" ii. Educationa" e'(eriences re"ated to the (ur(oses iii. Organi2ation o# the e'(eriences i). E)a"uation o# the e'(eriences 9. $ilda Ta%a im(ro)ed on Ty"er4s rationa"e $y ma7ing a Linear Model – she $e"ie)ed that teachers ho teach or im("ement the curricu"um shou"d (artici(ate in de)e"o(ing it. 1er ad)ocacy as common"y ca""ed the Grassroots Approach. She (resented ? ma%or ste(s to her mode" here teachers cou"d ha)e a ma%or in(ut. a, Diagnosis o# "earners needs and e'(ectations o# a "arger grou( $, @ormu"ation o# "earning o$%ecti)e needs c, Se"ection o# "earning content
d, Organi2ation o# "earning content e, Se"ection o# "earning e'(eriences #, Organi2ation o# "earning acti)ities g, Determination o# hat to e)a"uate and the means o# doing it Thus! the 3 interacting (rocesses in curricu"um de)e"o(ment are ("anning! im("ementing and e)a"uating
& Types of Curriculum 'perating in (chools )*llan +latthorn ,---. -. Recommended Curriculum – (ro(osed $y scho"ars and (ro#essiona" organi2ations – Most o# the schoo" curricu"a are recommended $y nationa" agency "i7e De(artment o# Education +De(Ed,! Commission on 1igher Education +C1ED,! De(artment o# Science and Techno"ogy +DOST,! and other (ro#essiona" organi2ations "i7e Phi"i((ine 5ssociation @or Teacher Education +P5@TE, or the &io"ogy Teacher 5ssociation +&IOT5, may recommend a curricu"um to $e im("emented in the e"ementary or secondary education 9. /ritten Curriculum – a((ears in schoo"! district! di)ision or country documents hich inc"udes documents! course o# study or sy""a$i handed don to the schoo"s! districts! di)ision! de(artments or co""eges #or im("ementation – Most o# the curricu"a are made $y curricu"um e'(erts ith (artici(ation o# teachers hich ere (i"ot*tested or tried out in sam("e schoo"s or (o(u"ation "i7e the &asic Education Curricu"um +&EC, and another e'am("e is the ritten "esson ("an o# each c"assroom teacher made u( o# o$%ecti)es and ("anned acti)ities o# the teacher 3. Taught Curriculu m – are hat teachers im("ement or de"i)er in the c"assrooms and schoo"s A. (upported Curriculum – are the resources*te't$oo7s! com(uters! audio*)isua" materia"s! "a$oratory e:ui(ment! ("aygrounds! 2oos and other #aci"ities hich su((ort and he"( in the im("ementation o# the curricu"um and ena$"e each "earner to achie)e rea" and "i#e"ong "earning B. *ssessed Curriculu m – re#ers to the tested and e)a"uated curricu"um. 5t the end o# the teaching e(isodes! series o# e)a"uations are $eing done $y the teachers to determine the e'tent o# teaching or to te"" i# the students are (rogressing "i7e (enci"*and*(a(er tests! authentic instruments "i7e (ort#o"io are $eing uti"i2ed . Learned Curriculum – are hat the students actua""y "earn and hat is measured – Re#ers to the "earning outcomes achie)ed $y the students as indicated $y the resu"ts o# the tests and changes in $eha)ior hich can either $e cogniti)e! a##ecti)e or (sychomotor ?. $idden Curriculum – is the unintended curricu"um hich is not de"i$erate"y ("anned $ut may modi#y $eha)ior or in#"uence "earning outcomes "i7e (eer in#"uence! schoo" en)ironment! (hysica" condition! teacher*"earner interaction and mood o# the teachers
5cti)ity 9< Identi#y the s(eci#ic ty(es o# curricu"um $eing a(("ied or o(erating in 5SIST and categories each ty(es $ased on the ? Ty(es o# Curricu"um O(erating in Schoo"s $y 5""an ="atthorn. Do an e)a"uation and ma7e your on recommendation. Ma0or !oundations of Curriculum -. Philosophical !oundations – (hi"oso(hy (ro)ides educators! teachers and curricu"um ma7ers ith #rameor7 #or ("anning! im("ementing and e)a"uating curricu"um in schoo"s – 1e"(s in ansering hat schoo"s are #or! hat su$%ects are im(ortant! ho students shou"d "earn and hat materia"s and methods shou"d $e used #or the succeeding decision ma7ing – The (hi"oso(hy o# a curricu"um ("anner! im("ementor or e)a"uator re#"ects his or her e'(eriences! common $e"ie#s! socia" and economic $ac7ground and education "i7e 6ohn Deey! --! "oo7s at /Education as a ;ay o# Li#e0 a "a$oratory in hich (hi"oso(hy $ecomes concrete and is tested – Ra"(h Ty"er4s #rameor7 shos that (hi"oso(hy is one o# the #i)e criteria in se"ecting educationa" (ur(oses
!our 1ducational Philosophies -. Perennialism a. 5im o# Education< To educate the rationa" (erson8 to cu"ti)ate the inte""ect
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c. d. 9. 1ssentialism a.
Ro"e o# Education< Teachers he"( students thin7 ith reason. &ased on the Socratic Methods o# ora" e'(osition or recitation. E'("icit or de"i$erate teaching o# traditiona" )a"ues. @ocus in the Curricu"um< C"assica" su$%ects! "iterary ana"ysis and curricu"um is constant Curricu"um Trends< Use o# great $oo7s and return to "i$era" arts
5im o# Education< To (romote the inte""ectua" groth o# the indi)idua" and educate a com(etent (erson $. Ro"e o# Education< The teacher is the so"e authority in his or her su$%ect area or #ie"d o# s(ecia"i2ation c. @ocus in the Curricu"um< Essentia" s7i""s o# the 3 R4s and essentia" su$%ects o# Eng"ish! Science! 1istory! Math and @oreign Language d. Curricu"um Trends< E'ce""ence in education! $ac7 to $asics and cu"tura" "iteracy 3. Progressivism a. 5im o# Education< To (romote democratic and socia" "i)ing $. Ro"e o# Education< no"edge "eads to groth and de)e"o(ment o# "i#e"ong "earners ho acti)e"y "earn $y doing c. @ocus in the Curricu"um< Su$%ects are interdisci("inary! intergrati)e and interacti)e. Curricu"um is #ocused on student4s interest! human (ro$"ems and a##airs d. Curricu"um Trends< Schoo" re#orms! re"e)ant and conte'tua"i2ed curricu"um! humanistic education A. Reconstructionism a. 5im o# Education< To im(ro)e and reconstruct society education #or change $. Ro"e o# Education< Teachers act as agents o# change and re#orm in )arious educationa" (ro%ects inc"uding research c. @ocus in the Curricu"um< @ocus on (resent and #uture trends and issues o# nationa" and internationa" interests d. Curricu"um Trends< E:ua"ity o# educationa" o((ortunities in education! access to g"o$a" education Educationa" Phi"oso(hy "ays the #oundation o# any curricu"um. 5 curricu"um ("anner or s(ecia"ist! a curricu"um im("ementor or the teacher! schoo" administrator or curricu"um e)a"uator hether schoo"*$ased or e'terna""y anchors hisFher decision ma7ing (rocess on a sound (hi"oso(hy Re#"ection -< /My Phi"oso(hy o# Education0 ,2 $istorical !oundations a.
!ran3lin "o%%it )45&674896 , – (resented curricu"um as a science that em(hasi2es on students4 need. Curricu"um (re(ares students #or adu"t "i#e. To &o$$it! o$%ecti)es ith corres(onding acti)ities shou"d $e grou(ed and se:uenced. This can on"y $e done i# instructiona" acti)ities and tas7s are c"ari#ied
$.
/erret Charters )45&97489,. – "i7e &o$$it! to Charters curricu"um is a science. It gi)es em(hasis on student4s needs. The "isting o# o$%ecti)es and matching these ith corres(onding acti)ities ensures the content or su$%ect matter is re"ated to o$%ecti)es. The su$%ect matter and the acti)ities are ("anned $y the teacher c. /illiam :ilpatric3 )45&474869. – curricu"a are (ur(ose#u" acti)ities hich are chi"d*centered. The (ur(ose o# the curricu"um is chi"d de)e"o(ment and groth. The (ro%ect method as introduced $y i"(atric7 here teacher and student ("an the acti)ities. The curricu"um de)e"o(s socia" re"ationshi(s d. $arold Rugg )45567486-. – curricu"um shou"d de)e"o( the ho"e chi"d. ;ith the statement o# o$%ecti)es and re"ated "earning acti)ities! curricu"um shou"d (roduce outcomes. 1e em(hasi2ed socia" studies and the teacher ("ans curricu"um in ad)ance $ollis Caswell )48-474858. – sees curricu"um as e. organi2ed around socia" #unctions on themes! organi2ed 7no"edge and "earner4s interest. Case"" $e"ie)es that curricu"um is a set o# e'(eriences. Su$%ect matter is de)e"o(ed around socia" #unctions and "earners4 interest #. Ralph Tyler )48-,7488;. – as one o# the ha""mar7s o# curricu"um! he $e"ie)es that curricu"um is a science and an e'tension o# schoo"4s (hi"oso(hy. It is $ased on student4s needs and interest. To Ty"er! curricu"um is a"ays re"ated to instruction. Su$%ect matter is organi2ed in terms o# 7no"edge! s7i""s and )a"ues. The (rocess em(hasi2es (ro$"em so")ing. The curricu"um aims to educate genera"ists and not s(ecia"ists 1istorica" de)e"o(ment shos the di##erent changes in the (ur(oses! (rinci("es and con tent o# the curricu"um. The di##erent changes are in#"uenced $y educationa" (hi"oso(hy! (sycho"ogy and (edagogica" theories. This im("ies that curricu"um is e)er changing (utting in 7no"edge and content #rom many #ie"ds o# disci("ines. Midterms 1
3. Psychological !oundations – Psycho"ogy (ro)ides a $asis #or the teaching and "earning (rocess. It uni#ies e"ements o# the "earning (rocess and some o# the :uestions hich can $e addressed $y (sycho"ogica" #oundations o# education. a. "ehaviorist psycholog y – dominated the 9Gth Century (sycho"ogy – Inc"udes among others connectionism o# Edard Thorndi7e! hich in#"uenced $oth Ra"(h Ty"er and 1i"da Ta$a ho are considered to $e one o# the e"" 7non curricu"arists
– I)an Pa)"o)4s c"assica" conditioning and &.@. S7inner4s o(erant conditioning ere a"" $eha)iorists in character – 5"$ert &andura4s mode"ing and o$ser)ation theory! is a"so re"ated to $eha)ior – 5mong the $eha)iorists! Ro$ert =agne4s hierarchica" "earning or sets o# $eha)ior! -H?! and #i)e "earning outcomes $ecame c"assic e'am("es. -. Inte""ectua" S7i""s or /7noing ho0 to categori2e and use sym$o"s! #orming conce(ts and (ro$"em so")ing 9. In#ormation or /7noing hat0 7no"edge a$out #acts! dates and names 3. Cogniti)e strategies or "earning s7i""s A. Motor s7i""s B. 5ttitudes! #ee"ings and emotions "earned through e'(eriences – To $eha)iorists! "earning shou"d $e organi2ed in order that students can e'(erience success in the (rocess o# mastering the su$%ect matter. The method is introduced in a ste( $y ste( manner ith (ro(er se:uencing o# tas7 hich is )ieed $y other educationa" (sycho"ogists as sim("istic and mechanica" $. Cognitive Psychology – ho do "earner4s store in#ormation> 1o do they retrie)e data and generate conc"usions> 5re the :uestions as7ed $y cogniti)e (sycho"ogists – Cogniti)e (sycho"ogists #ocus their attention on ho indi)idua"s (rocess in#ormation and ho they monitor and manage thin7ing – 5mong the ad)ocates o# cogniti)e (sycho"ogy are 6ean Piaget #or his Cogniti)e De)e"o(ment stages! Le) Vygost7y #or his Socia" Constructionism! 1oard =ardner #or his Mu"ti("e Inte""igences! @e"der and Si")erman #or their Learning Sty"es and Danie" =o"eman #or Emotiona" Inte""igences – Cogniti)e theorists! "earning constitutes a "ogica" method #or organi2ing and inter(reting "earning – Learning is rooted in the tradition o# su$%ect matter and is simi"ar to the cogniti)e de)e"o(ment theory – Teachers use a "ot o# (ro$"em and thin7ing s7i""s in teaching "earning and e'em("i#ied $y (ractices "i7e re#"ecti)e thin7ing! creati)e thin7ing! intuiti)e thin7ing and disco)ery "earning c. $umanistic Psychology – humanist (sycho"ogists are concerned ith ho "earners can de)e"o( their human (otentia" – Traditiona" (sycho"ogists do not recogni2e humanistic (sycho"ogy as a schoo" o# (sycho"ogy. 1oe)er! o$ser)ers )ie humanistic (sycho"ogy as the third #orce "earning theory a#ter $eha)iorism and cogniti)e de)e"o(ment. It is $ui"t on =esta"t (sycho"ogy here "earning can $e e'("ained in terms o# the ho"eness o# the (ro$"em and here the en)ironment is changing and the "earner is continuous"y reorgani2ing his or her (erce(tions. 5side #rom the theory o# =esta"t! 5$raham4s
Mas"o4s Theory o# 1uman Needs #or se"# actua"i2ing (erson4s and Car" Roger4s Non*directi)e "i)es! a"so #a"" under humanistic (sycho"ogy – 5mong the humanistic (sycho"ogy! curricu"um is concerned ith the (rocess not the (roducts8 (ersona" needs not the su$%ect matter8 (sycho"ogica" meaning and en)ironmenta" situations Psycho"ogy has a great in#"uence in the curricu"um. Learners are not machines and the mind is not a com(uter. 1umans are $io"ogica" $eings a##ected $y their $io"ogy and their cu"tures. The (sycho"ogica" #oundations i"" he"( curricu"um ma7ers in nurturing a more ad)anced! more com(rehensi)e and com("ete human "earning
A. (ocial !oundations – Schoo"s e'ist ithin the socia" conte't – Societa" cu"ture a##ects and sha(es schoo"s and their curricu"a – The ay schoo" $ui"dings are structured! the ay c"assrooms and students are organi2ed re#"ect the cu"tura" )ies and )a"ues o# the society – Society as e)er dynamic is a source o# )ery #at changes hich are di##icu"t to co(e ith and to ad%ust to – Thus! schoo"s are made u( to he"( to understand these changes – 1oe)er! some o$ser)ations (oint out to the #act that schoo"s are conser)ati)e institutions that "ag $ehind hen they are su((osed to $e agents o# change – Thus! in order #or schoo"s to $e re"e)ant! schoo" curricu"a shou"d address di)ersity! e'("osion o# 7no"edge! schoo" re#orms and education #or a"" – The re"ationshi( o# curricu"um and society is mutua" and encom(assing! hence! to $e re"e)ant! the curricu"a shou"d re#"ect and (reser)e the cu"ture o# society and its as(irations – 5t the same time! society shou"d a"so im$i$e the changes $rought a$out $y the #orma" institutions ca""ed schoo"s
1lements=components of the Curriculum 5. 5ims! goa"s and o$%ecti)es &. Su$%ect matterFcontent C. Learning e'(eriences D. E)a"uation a((roaches ;hen trans"ated into :uestions! each com(onent can $e addresses $y the #o""oing< a, ;hat is to $e done> $, ;hat su$%ect matter to $e inc"uded> c, ;hat strategies! resources and acti)ities i"" $e em("oyed> d, ;hat methods and instruments i"" $e used to assess the resu"ts o# the curricu"um> *2 Curriculum *ims> +oals and '%0ectives 5 #orma" curricu"um is em$edded in a #orma" institution ca""ed schoo"s
Schoo"s are esta$"ished institutions hich are either run $y the go)ernment or $y the (ri)ate sector Phi"i((ine educationa" system is di)ided in three educationa" "e)e"s< (rimary! secondary and tertiary "e)e"s. &ased on the Phi"i((ine Constitution o# -H?! a"" schoo"s aim to< a. Incu"cate (atriotism and nationa"ism $. @oster "o)e o# humanity c. Promote res(ect #or human rights d. 5((reciate the ro"e o# nationa" heroes in the historica" de)e"o(ment o# the country e. Teach the rights and duties o# citi2enshi( #. Strengthen ethica" and s(iritua" )a"ues g. De)e"o( mora" character and (ersona" disci("ine h. Encourage critica" and creati)e thin7ing i. &roaden scienti#ic and techno"ogica" 7no"edge and (romote )ocationa" e##iciency
*ims of 1lementary 1ducation )1ducation *ct of 485,. In the e"ementary "e)e"! schoo"s through their curricu"a shou"d aim to< a. Pro)ide 7no"edge and de)e"o(ment s7i""s! attitudes! )a"ues essentia" to (ersona" de)e"o(ment necessary #or "i)ing in and contri$uting to a de)e"o(ing and changing society $. Pro)ide "earning e'(eriences hich increase the chi"d4s aareness and res(onsi)eness to the changes in the society c. Promote and intensi#y 7no"edge! identi#ication ith and "o)e #or the nation and the (eo("e to hich he $e"ongs d. Promote or7 e'(eriences hich de)e"o( orientation to the or"d o# or7 and (re(are the "earner to engage in honest and gain#u" or7 *ims of (econdary 1ducation )1ducation *ct of 485,. In the high schoo" or secondary "e)e"! educationa" curricu"a aim to< a. Continue to (romote the o$%ecti)es o# e"ementary education $. Disco)er and enhance the di##erent a(titudes and interests o# students in order to e:ui( them ith s7i""s #or (roducti)e endea)or and or to (re(are them #or tertiary schoo"ing *ims of Tertiary 1ducation )1ducation *ct of 485, , Tertiary education re#ers to co""ege and uni)ersity #orma" education $ased on the curricu"a o# the di##erent courses. The di##erent courses shou"d aim to< a. Pro)ide genera" education (rograms hich i"" (romote nationa" identity! cu"tura" consciousness! mora" integrity and s(iritua" )igor $. Train the nation4s man(oer in the s7i""s re:uired #or nationa" de)e"o(ment c. De)e"o( the (ro#essions that i"" (ro)ide "eadershi( #or the nation d. 5d)ance 7no"edge through research and a(("y ne 7no"edge #or im(ro)ing the :ua"ity o# human "i#e and res(ond e##ecti)e"y to changing society &ased on the mandate o# the constitution! each schoo" there#ore shou"d $e guided $y its )ision! mission and goa"s and its curricu"a shou"d a"so re)o")e around it. Reaction 5re the aims o# the Education 5ct o# -H9 #or tertiary education $eing (racticed $y 5SIST> I# yes in hat ay> I# not ho> +SuggestionsFRecommendation,
(chool#s Vision – is a c"ear conce(t o# hat the institution ou"d "i7e to $ecome in the #uture – Pro)ides the #oca" (oint or uni#ying e"ement according to hich the schoo" sta##! #acu"ty! students (er#orm indi)idua""y or co""ecti)e"y – Is the guiding (ost around hich a"" education e##orts inc"uding curricu"a shou"d $e directed – Is )ery am$itious $ut that is a characteristic o# a )ision E'. 5 center o# (ro#essiona" e'ce""ence and :ua"ity education in the Pro)ince o# 5$ra (ro)iding o((ortunities to young 5$renios to ac:uire 7no"edge! de)e"o( s7i""s and #orm attitudes needed #or nationa" de)e"o(ment and g"o$a" com(etiti)eness. (chool#s Mission – s(e""s out ho it intends to carry out its )ision – Targets to (roduce the 7ind o# (ersons the student i"" $ecome a#ter ha)ing $een educated o)er a (eriod o# time E'. The co""ege sha"" (rimari"y (ro)ide techno"ogica" and )ocationa" education and sha"" ins(ire "eadershi( in the #ie"d o# agricu"ture! #orestry! home techno"ogy! agricu"tura" education and industry! through scienti#ic research and e'tension! and such other courses as the &oard o# trustees may deem ise and necessary. (chool#s +oals – are $road statements or intents o# the )ision and mission hich is to $e accom("ished – Source data in ma7ing goa"s inc"ude the "earners! the society and the #und o# 7no"edge E'am("e< -. To (roduce :ua"ity graduates ho are "oca""y and g"o$a""y com(etiti)e8 9. To disseminate and shocase c"ient*res(onsi)e techno"ogies and other so"utions to de)e"o(ment (ro$"ems8 3. To de)e"o(Fo(erate ne 7no"edge and )eri#y c"ient*oriented techno"ogies and other so"utions to "oca" and nationa" de)e"o(ment (ro$"ems8 A. To de)e"o( and o(erate Income generating Pro%ects +I=P4s, to augment the #inance o# the co""ege8 B. To rea"i2e 5SIST as a dynamic and res(onsi)e "earning and (er#orming organi2ation e##icient"y and e##ecti)e"y managing its resources. In curricu"um! these goa"s are made sim("e and s(eci#ic #or the attainment o# each "earner! hich are ca""ed /educationa" o$%ecti)es0
1ducational '%0ectives )"en0amin "loom and Ro%ert Mager. -. E'("icit #ormu"ations o# the ays in hich students are e'(ected to $e changed $y the educati)e (rocess 9. Intent communicated statements descri$ing a (ro(osed change in "earners O$%ecti)es – direct change in $eha)ior hich is the u"timate aim in "earning – Pro)ide the $ases #or the se"ection o# "earning co ntent and "earning e'(eriences – Set o# criteria against hich "earning outcomes i"" $e e)a"uated ? Domains of '%0ectives )"en0amin "loom and *ssociates.
-. Cognitive Domain )"loom et al 4896. – domain o# thought (rocess a. no"edge – reca""! remem$ering o# (rior "earned materia"s in terms o# #acts! conce(ts! theories and (rinci("es +"oest cogniti)e "e)e", $. Com(rehension – a$i"ity to gras( the meaning o# materia" +"oest #orm o# understanding, c. 5(("ication – the a$i"ity to use "earned materia" in ne and concrete ays d. 5na"ysis – a$i"ity to $rea7 don materia" into com(onent (arts so that its organi2ationa" structure may $e understood e. Synthesis – a$i"ity to (ut (arts together to #orm a ne ho"e #. E)a"uation – a$i"ity to (ass %udgment on something $ased on gi)en criteria 9. *ffective Domain ):rathwohl> 486;. – domain o# )a"uing! attitude and a((reciation a. Recei)ing – student4s i""ingness to (ay attention to (articu"ar e)ent! stimu"i or c"assroom acti)ities $. Res(onding – acti)e (artici(ation on the (art o# the students c. Va"uing – concerned ith the orth or )a"ue a student attaches to a (articu"ar (henomena! o$%ect or $eha)ior d. Organi2ation – concerned ith $ringing together di##erent )a"ues and $ui"ding a )a"ue system e. Characteri2ation $y a )a"ue or )a"ue com("e' – de)e"o(ing a "i#esty"e #rom a )a"ue system 3. Psychomotor Domain )(impson> 48&,. – domain o# the use o# Psychomotor attri$utes a. Perce(tion – use o# sense organs to guide motor acti)ities $. Set – re#ers to the readiness to ta7e a (articu"ar ty(e o# action c. =uided Res(onse – concerned ith the ear"y stages in "earning com("e' s7i""s +imitation and tria" and error are some o# the ays o# doing, d. Mechanism – res(onses ha)e $ecome ha$itua" +Per#ormance s7i""s are ith ease and con#idence, e. Com("e' o)ert res(onses – s7i""#u" (er#ormance and ith com("e' mo)ement (atterns #. 5da(tation – s7i"" e"" de)e"o(ed that the a$i"ity to modi#y is )ery easy g. Origination – re#ers to creating ne mo)ement (atterns to #it the situation +creati)ity is e)ident, "2 Curricular Content or (u%0ect Matter Is (resent in any curricu"a regard"ess o# their design or mode"s Is more than sim("y in#ormation to $e "earned in schoo" Is a com(endium o# #acts! conce(ts! genera"i2ation! (rinci("es and theories 5nother term #or 7no"edge (u%0ect7centered View of Curriculum means that the #und o# 7no"edge re(resents the re(ository o# accumu"ated disco)eries and in)entions o# man don the centuries! due to man4s e'("oration o# his or"d Learner7centered View of Curriculum re"ates 7no"edge to the indi)idua"4s (ersona" and socia" or"d and ho he or she de#ines rea"ity +erome "runer states that /7no"edge is a mode" e construct to gi)e meaning and structure to regu"arities in e'(erience0 (u%0ect *reas in "asic or +eneral 1ducation with their (u%0ect Matter
-. Communication 5rts – inc"ude s7i""s in "istening! s(ea7ing! reading and riting as e"" as the e##ecti)e use o# "anguage in dai"y "i)ing 9. Mathematics – inc"udes numeric and com(utationa" s7i""s! geometry and measurement! a"ge$ra! "ogic and reasoning 3. Science – inc"udes a"" $ranches o# the natura" sciences! e'("oration and disco)ery dea"ing ith the natura" (henomena and the use o# scienti#ic method o# in)estigation A. Socia" Studies – inc"ude $asic e"ements o# =eogra(hy! 1istory! Socio"ogy! 5nthro(o"ogy! Economics! Ci)ics! Po"itica" Science and Psycho"ogy B. Physica" Education – inc"udes hea"th and (hysica" #itness! indi)idua" and team s(orts! s(ectatorshi( and ise use o# "eisure . Vocationa" Education – inc"udes (sychomotor and mani(u"ati)e s7i""s in $asic cra#ts and trades! design! or7 ethic and a((reciation o# manua" (roducti)e or7 Criteria in the (election of (u%0ect Matter content or 3nowledge for the curriculum -. (elf7sufficiency – according to Sche##"er +-?G, the (rime guiding (rinci("e #or content se"ection is he"(ing the "earners to attain ma'imum se"#*su##iciency in "earning $ut in the most economica" matter – means "ess teaching e##ort and educationa" resources! "ess "earner4s e##ort $ut more resu"ts and e##ecti)e "earning outcomes 9. (ignificance – hen content or su$%ect matter i"" contri$ute to $asic ideas! conce(ts! (rinci("es and genera"i2ation to achie)e the o)era"" aim o# the curricu"um! then it is signi#icant. It is a"so signi#icant i# it i"" de)e"o( "earning a$i"ities! s7i""s! (rocesses and attitude. Su$%ect matter is signi#icant i# it i"" de)e"o( the cogniti)e! a##ecti)e and (sychomotor s7i""s o# the "earner8 and i# the cu"tura" as(ects are a"so considered 3. Validity – authenticity o# the su$%ect matter is its )a"idity. ;ith in#ormation e'("osion! o#tentimes! 7no"edge se"ected #or schoo" content may $ecome o$so"ete. Thus! su$%ect matter shou"d $e chec7ed or )eri#ied at regu"ar inter)a"s! to determine i# the content that as origina""y continues to $e A. Interests – #or a "earner*centered curricu"um! this is the 7ey criterion $ecause a "earner i"" )a"ue the content i# it is meaning#u" to him or her. Students4 interests shou"d $e considered and ad%usted ta7ing into consideration maturity! (rior e'(eriences! educationa" and socia" )a"ue o# their interest among others B. Utility – use#u"ness o# the content or su$%ect matter may $e re"ati)e to the "earner ho is going to use it – may$e either $e #or the (resent or the #uture. uestions "i7e /i"" I use it in my #uture %o$>0! /i"" it add meaning to my "i#e or de)e"o( my human (otentia">0 or /i"" the su$%ect matter $e use#u" in so")ing my current (ro$"ems>0 . Learna%ility – su$%ect matter in the curricu"um shou"d $e ithin range o# the e'(eriences o# the "earners. O(tima" ("acement and a((ro(riate organi2ation and se:uencing o# contents are the to ays $y hich these can $e done ?. !easi%ility – can the su$%ect matter or content $e "earned ithin the time a""oed! resources a)ai"a$"e! e'(ertise o# the teacher and the nature o# the "earner> Content se"ection shou"d $e considered ithin the e'isting rea"ity in schoo"s! in society and go)ernment
'rgani@ing Different Learning Contents )Palma> 488,. -. "alance – curricu"um content shou"d $e #air"y distri$uted in de(th and $readth o# the (articu"ar "earning area or disci("ine hich ensures that the "e)e" or area i"" not $e o)ercroded or "ess croded 9. *rticulation – hen each "e)e" o# su$%ect matter is smooth"y connected to the ne't! g"aring ga(s and aste#u" o)er"a(s in the su$%ect matter i"" $e a)oided – teamor7 among teachers is needed 3. (eAuence – is the "ogica" arrangement o# the su$%ect matter – re#ers to the dee(ening and $roadening o# the content as it is ta7en u( in the higher "e)e" A. Integration B means that hori2onta" connections are needed in su$%ect areas that are simi"ar so that "earning i"" $e re"ated to one another – he"( the "earner get a ho"istic or uni#ied out"oo7 in "i#e B. Continuity – "earning re:uires a continuing a(("ication o# 7no"edge! s7i""s! attitudes or )a"ues so that these i"" $e used in dai"y "i)ing – re#ers to the constant re(etition! re)ie and rein#orcement o# "earning
C. Curriculum 1
– Tuc7man +-HB, de#ines e)a"uation as meeting the goa"s and matching them ith the intended outcome – Most ide"y use is Stu##"e$eam4s CIPP +Conte't! In(ut! Process! Product, Mode" – Conte't< re#ers to the en)ironment o# the curricu"um – In(ut< re#ers to the ingredients o# the curricu"um hich inc"udes the goa"s! instructiona" strategies! the "earners! the teachers! the contents and a"" the materia"s needed . – Process< re#ers to the ays and means o# ho the curricu"um has $een im("emented +"oo7s into the entire o(eration o# the curricu"um, – Product< indicates i# the curricu"um accom("ishes its goa"s +determine to hat e'tent the curricu"um o$%ecti)es ha)e $een achie)ed, CIPP Mode" Com(onent Conte
Input Process
Products
Use #or Curricu"um E)a"uation To de#ine the en)ironment re"e)ant to the curricu"um! descri$ing the actua" and intended conditions o# the (rogram! identi#ying unmet needs! and diagnosing $arriers that (re)ent needs #rom $eing met. To determine to hat e'tent a)ai"a$"e resources ere used to achie)e the curricu"um o$%ecti)es. To identi#y de#iciencies in the (rocedura" design or in the im("ementation o# the curricu"um! i.e.! hat actua""y too7 ("ace during instruction> To (ro)ide in#ormation necessary to ma7e modi#ications to the im("ementation strategies used during instruction. To maintain (rocedura" documentation. To com(are actua" outcomes against a standard o# hat is acce(ta$"e to ma7e %udgments to continue! terminate! modi#y! or re#ocus an acti)ity.
– CIPP mode" can $e ta7en as a ho"e or each com(onent ta7en se(arate"y +"ong and continuous (rocess, – ;ithin the e)a"uation (rocess! sma""er and more s(eci#ic acti)ities are needed to determine the e##ecti)eness o# the curricu"um hich inc"ude assessment and measurement o# the "earning outcomes! the u"timate (roduct o# the curricu"um! diagnostic! ("acement! #ormati)e and summati)e e)a"uation or the norm*re#erenced or criterion*re#erenced measurement Curricu"um E)a"uation Suggested P"an o# 5ction -. @ocus on one (articu"ar com(onent o# the curricu"um +i"" it $e the su$%ect area! the grade "e)e"! the course! or the degree (rogram>, S(eci#y the o$%ecti)es o# e)a"uation. 9. Co""ect or gather the in#ormation. In#ormation is made u( o# data needed regarding the o$%ect o# e)a"uation. 3. Organi2e the in#ormation hich re:uires coding! organi2ing! storing and retrie)ing data #or inter(retation.
A. 5na"y2e in#ormation +an a((ro(riate ay o# ana"y2ing i"" $e uti"i2ed, B. Re(ort the in#ormation +resu"t o# the e)a"uation shou"d $e re(orted to s(eci#ic audiences and re(orting can $e done #orma""y in con#erences ith sta7eho"ders or in#orma""y though roundta$"e discussion and con)ersations, . Recyc"e the in#ormation #or continuous #eed$ac7! modi#ication and ad%ustments to $e made.
Interre"ationshi( o# the com(onents o# a curricu"um
Aims Objectiv es
Evaluati on
Content / Subject Matter
Methods / Strategi es
