Ligad, hwarlyn curriculum devt
- 13. How to ensure that instruction addresses the curriculum? ◦Itisimportantthatthecurriculumcontentandobjectiveshould matchwiththeinstructionfromwherelearningexperiencesare provided
- 14. PURPOSE OF CURRICULUM STUDY The first is to use a simple definition that reflects how most educational leaders use the term: Curriculum is the skills and knowledge that students are to learn. A more complex approach is to analyze the several sources of curriculum; from this perspective there are eight different kinds (Allan A. Glatthorns): • The recommended curriculum derives from experts in the field. Almost every discipline-based professional group has promulgated curriculum standards for its field. Kendall and Marzano's comprehensive report Content Knowledge: A Compendium of Standards and Benchmarks for K-12 Education, 2nd Edition (1997) is an excellent compilation of these standards. • The written curriculum is found in the documents produced by the state, the school system, the school, and the classroom teacher, specifying what is to be taught. At the district level, the documents usually include a curriculum guide and a scope-and-sequence chart; many school systems make their curriculum documents available though their databases and the Internet. The written curriculum also includes materials developed by classroom teachers. The written curriculum is the one usually meant by leaders who say, "We're going to develop a mathematics curriculum." • The supported curriculum is the one for which there are complimentary instructional materials available, such as textbooks, software, and multimedia resources. • The tested curriculum is the one embodied in tests developed by the state, school system, and teachers. The term "test" is used broadly here to include standardized tests, competency tests, and performance assessments.
- 15. ◦ The taught curriculum is the one that teachers actually deliver. Researchers have pointed out that there is enormous variation in the nature of what is actually taught, despite the superficial appearance of uniformity (Gehrke, Knapp, & Sirotnik, 1992). ◦ The learned curriculum is the bottom-line curriculum—what students learn. Clearly it is the most important of all. ◦ The hidden curriculum (a term coined by Jackson, 1968) is the unintended curriculum-what students learn from the school's culture and climate. It includes such elements as the use of time, allocation of space, funding for programs and activities, and disciplinary policies and practices. For example, if an elementary school allocates 450 minutes each week to reading and 45 minutes to art, the unintended message to students is that "art doesn't matter." ◦ The excluded curriculum is what has been left out, either intentionally or unintentionally. Eisner (1979) terms this the "null curriculum," since it is not readily apparent. For example, U.S. history curricula often have omitted or covered only briefly such topics as the labor movement, the importance of religion in American life, or the internment of Japanese Americans during World War II. Gehrke, Knapp, and Sirotnik (1992) point out that the excluded curriculum is "powerful by virtue of its absence" (p. 53).
- 16. ◦ Wiles and Bondi (1989) use the terms analyze, design, implement, and evaluate to describe four stages often referred to by strategic planners and others in the field of planning. These planning processes include four board stages of involvement: (1) the analysis stage - scrutiny of pluses and minuses of the current program plan, including determination of future needs and requirements, (2) the design stage - selection of preferred direction for the future and preferred methods and solutions, (3) the implementation stage - development of action plans to facilitate initiation of the program plan, and (4) the evaluation stage - collection of data to allow determination of program effectiveness.
- 18. There are certain factors to consider when “planning” for the current curriculum, namely: (1) the nature of the learner, (2) the nature of the community/ society, (3) the possible future, and (3) core principles, studies and research-based findings. Thus, needs assessment of the learners, the society, as well as the emerging conditions of the present and future environments (i. e. diagnosis of learners, society and learning/ life situations) come into play. From the study of Andres Francisco
- 19. REFERENCES ◦ https://cte.tamu.edu/getattachment/Faculty-Teaching-Resource/Program-ReDesign/Orientation-and-Team- Formation/Book-Summary-Learner-Centered-Teaching-by-Maryellen-Weimer.pdf.aspx ◦ https://www.slideshare.net/DaisyVillaflor/learner-centered-education-65303953 ◦ https://study.com/academy/lesson/what-is-curriculum-instruction.html Learner centered instruction Curriculum and instruction ◦ Wiles, J., and Bondi, J. (1989). Curriculum development: A guide to practice. Columbus, OH: Merrill. ◦ Philippine Journal of Education Volume 59 Page 459 ◦ Andres, T.Q. D. & Francisco, F. Y. (1989). Curriculum Development in the Philippine Setting. Mandaluyong: National Bookstore.