Curriculum Implementation and Support

Study Notes

The community is considered an extended school ground, providing a learning environment for children.
The community's rich natural and human resources can assist in educating children.
The school and community are interconnected, with the community reflecting the school's influence and the school reflecting the community's support.

Government agencies (DepEd, TESDA, CHED) have regulatory and mandatory authorities over curriculum implementation.
These agencies provide material support, such as supplies and equipment, and human support, including training for teachers.

Time is essential for successful curriculum implementation, with a suggested period of 3-5 years for institutionalization.
Support from peers, principals, and external stakeholders is crucial for successful implementation.
Teachers should share ideas, work together, and solve problems to ensure successful implementation.

Factual knowledge: ideas, specific data, or information.
Conceptual knowledge: interrelated facts, concepts, and common features.
Procedural knowledge: step-by-step actions, methods of inquiry.
Metacognitive knowledge: awareness of one's own cognition, thinking about thinking.

ILOs should be written in a SMART way: Specific, Measurable, Attainable, Result-oriented, and Time-bound.
ILOs should be matched with appropriate teaching methods.

The CONE OF LEARNING suggests that learning retention rates vary based on the method of instruction:
- Reading: 10%
- Hearing: 20%
- Seeing: 30%
- Hearing and Seeing: 50%
- Saying: 70%
- Saying and Doing: 90%
Teachers should choose instructional support materials based on learning styles and outcomes to be achieved.

Direct purposeful experience (e.g., field trips, practice teaching) retains almost all learning outcomes.
Participation in class activities (e.g., discussion, reporting) retains around 70% of learning.
Passive participation (e.g., watching a movie, viewing exhibit) retains around 50% of learning.
Non-projected media (e.g., real objects, models, printed materials) and projected media (e.g., overhead transparencies, slides) can be used to support instruction.

Practicality: Is the equipment or lesson material available?
Appropriateness: Is the medium suitable for the learners' ability to comprehend?
Activity/suitability: Does the medium fit the instructional event?
Objective-matching: Does the medium help achieve the learning objective(s)?