Curriculum development report
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The document discusses principles of curriculum design including that a curriculum communicates educational proposals for critical review and practical application. It aims to represent a profession's best thinking and includes both intentional and unintentional elements determined by what is included and omitted. Values of designers, teachers, learners, and society influence curriculum which can exist at planned, delivered, and experienced levels. Approaches like subject-centered, child-centered, problem-centered and behavioral are described. The roles of curriculum supervisors and people involved in curriculum are also outlined.
Curriculum development report
- 2. Principles of curriculum design • A curriculum is : “ an attempt to communicate the essential features and principles of an educational proposal in such a form that it is open to critical scrutiny and capable of effective translation into practice. “ Stenhouse 1975
- 3. Principles of curriculum design • A curriculum is : “the public face of a profession’s best educational thinking” Fish 2003
- 4. Principles of curriculum design • A curriculum includes: formal and informal overt and covert recognised and overlooked intentional and unintentional it is determined as much by what it omits as what it contains
- 5. Principles of curriculum design • Values underpin our curriculum “They drive our actions,attitudes thoughts and beliefs. They shape what we prioritise in our professional life and how we conduct ourselves in clinical and educational settings. And that conduct reveals our values to colleagues ,patients and learners” Fish 2003
- 6. Principles of curriculum design Values which influence curriculum design are those of: the curriculum designers the teachers the learners the society in which it is delivered
- 7. Principles of curriculum design Values may be : values in use espoused values
- 8. Principles of curriculum design Every curriculum has three levels: Planned : what is intended by designers Delivered : what is organised by institution what is taught by teachers Experienced: what is learned by students
- 10. SUBJECT - CENTERED Organized on the basis of separate and distinct subjects, each of which embodies a body of knowledge and skills. The learner is expected to acquire this body of knowledge skills.
- 11. CHILD - CENTERED Child is the center of the educational process and the curriculum should be built upon interests, abilities, purposes, and needs.
- 12. PROBLEM - CENTERED A framework in which the child is guided toward maturity within the context of the social group. It assumes that in the process of living, children experience problem.
- 13. BEHAVIORAL APPROACH • Behavioral Approach. This is based on a blueprint, where goals and objectives are specified, contents and activities are also arranged to match with the learning objectives. The learning outcomes are evaluated in terms of goals and objectives set at the beginning. This approach started with the idea of Frederick Taylor which is aimed to achieve efficiency. In education, behavioral approach begins with educational plans that start with the setting of goals or objectives. These are the important ingredients in curriculum implementation as evaluating the learning outcomes as a change of behavior. The change of behavior indicates the measure of the accomplishment.
- 14. MANAGERIAL APPROACH In this approach, the principal is the curriculum leader and at the same time instructional leader who is supposed to be the general manager. The general manager sets the policies and priorities, establishes the direction of change and innovation, and planning and organizing curriculum and instruction. School administrators are less concerned about the content than about organization and implementation. They are less concerned about subject matter, methods and materials than improving the curriculum. Curriculum managers look at curriculum changes and innovations as they administer the resources and restructure the schools.
- 15. SYSTEMS APPROACH This was influenced by systems theory, where the parts of the total school district or school are examined in terms of how they relate to each other. The organizational chart of the school represents a systems approach. It shows the line-staff relationships of personnel and how decisions are made. The following are of equal importance: a) administration b) counselling c) curriculum d) instruction e) evaluation.
- 16. HUMANISTIC APPROACH This approach is rooted in the progressive philosophy and child - centered movement. It considers the formal or planned curriculum and the informal or hidden curriculum. It considers the whole child and believes that in curriculum the total development of the individual is the prime consideration. The learner s at the center of the curriculum.
- 17. ROLE OF CURRICULUM SUPERVISOR a. help develop the school's education goals b. plan curriculum with students, parents, teachers and other stakeholders c. design programs of study by grade levels d. plan or schedule classes or school calendar
- 18. e. prepare curriculum guides or teacher guides by grade level or subject area f. help in the evaluation and selection of textbooks g. observe teachers h. assist teachers in the implementation of the curriculum i. encourage curriculum innovation and change j. develop standards for curriculum and instructional evaluation
- 19. PEOPLE WHO ARE INVOLVED INTERNAL: Teachers, Students, Administration, DepEd/CHED EXTERNAL Alumni,Parents,Professional,Organizations, Business Organizations