Orientation Day

Orientation Day

• Grade components include written work, oral participation, and projects.
• Written assignments account for 35% of the grade, including worksheets, facilitation plans, and unit exams.
• Oral participation also accounts for 35% of the grade, covering topic facilitation, general participation, and attendance.
• Projects contribute 30% to the final grade, consisting of curriculum plans and e-portfolios.
• There is a 15-minute grace period
• Group 2 consists of Armia, Balitos, Buyan, and Cavinta
• Assigned class managers oversee 15 minutes of preliminary activities each week, which includes prayer, review, motivational activity/energizer, and wrap-up.
• A class facilitator will be assigned per topic
• Group 2 will manage the class from February 3-7 in an online class.

Nature and Purpose of Curriculum

• "Curriculum" from the Latin "curere," meaning "to run a course".
• Curriculum vitae means the course of one's life and also a career goal.
• Curricula mentis is "The educational course of the mind.”
• Curricula can serve as specific objectives, courses of study, plans, documents, or experiences.
• Curricula as objectives achieves specific educational goals.
• Goals and content together comprise curricula as courses of study/content.
• Curricula as a plan serves as a sustained method for teaching and learning with Goals + content + methods.
• Curricula as documents are official, written programs, with Goals + content + methods + assessment.
• Curricula as experiences comprise of Goals + content + methods + assessment + extracurricular activities and learning environment + hidden curriculum + culture.
• An example of a hidden curriculum would be if the teacher were to promote healthy eating but then the students became thin.

Changing Concept of Curriculum

• Perspective curriculum is what ought to happen and to take the form of the plan.
• Descriptive curriculum means “Not merely in terms of things ought to be", and is the experience of curriculum in action.
• A curriculum development process entails objectives, content, methods, and evaluation and incorporates "outcomes".

Levels of Curriculum

• Societal curriculum refers to how far the curriculum is from the learners.
• Institutional curriculum involves modification by local educators or lay people and may include standards, philosophies, lesson plans and teaching guides.
• Instructional curriculum refers to how teachers use the curriculum developed from the societal level or what the authorities have determined.
• Experiential curriculum is perceived and experienced by each student through curriculum processes and products.

Traditional and Progressive Curriculum

• A teacher-centered approach can be effective if used properly.
• A progressive teaching approach is student-centered with experiential learning.
• A traditional teaching approach is teacher-centered with memorization.
• A progressive curriculum structure is flexible, integrated, and interdisciplinary.
• A traditional curriculum is fixed, subject-based, and follows a structured sequence.
• A progressive teacher acts as a facilitator and encourages exploration and critical thinking.
• A traditional teacher is an authority figure, delivering knowledge and ensuring discipline.
• Progressive assessment is performance-based with projects, portfolios, and self-reflection.
• Traditional assessment are tests and exams to measure learning outcomes.
• Progressive learning is dynamic, collaborative, and adapted to students' needs.
• Traditional learning is linear, standardized, and based on mastery of fixed content.

Types of Curricula (Glatthorn, Boschee, and Whitehead, 2006)

• Curriculum is a collection of lessons, assessments, and academic content taught in a school, program, or class.
• Recommended curriculum, also called the ideal curriculum, sets guidelines for what educators should deliver in the classroom.
• Written curriculum is formally written, documented, and approved for school use, intended to ensure educational goals.
• Taught curriculum is what teachers can actually teach and implement from the written curriculum, demonstrated through classroom activities.
• Supported curriculum is backed by available resources, including additional tools and experiences within and outside the classroom.
• Assessed curriculum, also known as tested curriculum, involves tools and methods to evaluate student learning progress.
• Learned curriculum includes knowledge, skills, and personal growth students gain, bridging intended learning outcomes with actual absorption.
• Hidden curriculum refers to the unintended "lessons" learned, such as norms, values, and beliefs conveyed in the classroom environment.

Goodlad and Associates (1970): 5 Forms of Curriculum

• Ideological curriculum is the ideal curriculum constructed by knowledge experts to reflect knowledge.
• Formal curriculum is officially approved by state and local school boards, representing society's interests.
• Perceived curriculum is the curriculum of the mind, what teachers, parents, and others think the curriculum should be.
• Operational curriculum is observed; of what actually goes on in the classroom.
• Experiential curriculum is what the learners actually experience.
• Intentional curriculum comprises the written, supported, taught, and tested curricula, consciously intended by the school system, unlike the hidden curriculum.

Lesley Owen Wilson: Types of Curriculum

• Overt or explicit curriculum is written as a formal part of schooling, including documents, texts, films, and teaching materials.
• Societal curriculum is a massive, informal curriculum from family, peers, media, and other socializing forces.
• Hidden or covert curriculum includes learnings derived from the public school's nature and structure, as well as the behaviors of teachers and administrators.
• The null curriculum is what is not taught in schools, consciously excluded from the overt curriculum.
• The phantom curriculum includes messages from media that influence students.
• The concomitant curriculum refers to lessons from outside formal education that shape beliefs and behaviors.
• Rhetorical curriculum involves educational ideas, policies, and reforms discussed by policymakers.
• Curriculum in use is what a teacher delivers.
• Internal curriculum combines process, content, and knowledge with experiences to create new knowledge.
• The electronic curriculum delivers education through digital tools.

Good Curriculum Characteristics

• It is continuously evolving, based on people's needs, democratically conceived, and is the result of a long-term effort.
• It is a complex of details, provides for the logical sequence of the subject matter, should complement and cooperate with the community, and has educational quality.
• It has administrative feasibility.

Motives to Develop a Curriculum

• Religion, politics, utilitarian, mass education, and excellence in education.

Trinidad and Tobago’s Curriculum Development

• The curriculum development process includes design, develop, implement, monitor, evaluate, and review.
• Curriculum design ensures work is relevant and workable and includes philosophical underpinnings and goals.
• Curriculum development 'involves planning, construction, and the procedures used to produce written documents and resources.
• Curriculum implementation puts the plan into action and requires interaction between officers, principals, teachers, students, and the public.
• Curriculum monitoring is part of the implementation process used to verify class practice that is consistent with established goals and where data is also gathered for the curriculum design.
• The process entails comprehensive study of data to identify deficiencies and root causes.
• Curriculum review uses data analysis to adjust curriculum documents, addresses weaknesses, geared towards curriculum improvement.

Foundations of Curriculum

• Curriculum sets the external boundaries of knowledge, defines sources for theories, principles, and ideas.
• Philosophy provides frameworks for school organization, subject value, learning methods, and materials.
• Philosophy is the basis for textbooks, homework, testing, and subject matter emphasis.
• Psychology provides foundations to understand teaching, learning, and the value of knowledge.
• History avoids repeating mistakes, to better prepare for the future.
• Sociology is the balancing act between improving a society and developing an individual.

Philosophical Questioning

• Some questions include little questions, big questions, and fundamental questions.

Educational Philosophies

• Idealism emphasizes mind, soul or spirit, and that schools should exist to sharpen the mind.
• Realism views reality based on observation, and that schools should exist to reveal the order of the world and universe.
• Pragmatism believes that people should find processes that work in order to attain desired goals, and that schools are for discovering.
• Existentialism believes school should assist students in knowing themselves and learning of their place in society.
• Perennialism believes that human beings should use reason, that rationality should be focused on and that education should prepare people for life.
• Progressivism believes that beings are capable of improving their environment.
• Essentialism believes that it is traditionalism and conservatism, and that values of men are ingrained.
• Reconstructivism is to plan and control his society, that in a democratic society this should be done in the public interest, society should be in constant reconstruction.

Psychological Foundation of Curriculum

• It provides the understanding of how students learn and know a body of knowledge.
• Ralph Tyler said, "Anything that is to be taught in the classroom should be subjected to a psychology 'screen'..."

Psychological Perspectives Influencing Curriculum and their Proponents

• Behaviorism by Pavlov, Thorndike, Bandura, Skinner.
• Cognitivism by Wertheimer, Kohler, Miller, Craik, Tulving, Ausubel.
• Humanism by Maslow, Rogers, and Combs.
• Constructivism by Bruner, Piaget, Vygotsky, and Von Glaserfield.
• Traditional philosophical ideas come from Aristotle, Descartes and Lock.

Behaviorism curriculum includes acquisition of skills, short term and long-term objectives, appropriate instructional materials and media, shaping behavior through tasks; and diagnosing objectives.

Behaviorist Principles in Teaching and Learning

• a system of rewards should be used and there to be is frequent feedback, drills, etc.
• the model behavior should be repeated as needed.

Cognitivism

• there should be instructional strategies implemented that encourage thoughts.

Cognitive Learning Impact on Teaching and Learning

• learning should support a child, an environment of materials, maximization, discussions, etc.
• that children will be able to use their social interactions and their cognitive development through instruction.

Constructivism

• learners can construct their own ideas and learning
• that the learner is most important.
• should always include activity, student learning, and previous learned information.

Phenomenology views the individual in the relation to the field of which he or she operates

Human Motivation (Abraham Maslow)

• Hierarchy of needs encompasses basic needs to demonstrate what motivates people.
• These needs are physiological, safety needs; as non-judgemental atmosphere
• Love being with Teacher, peer and parental approval. Students' ideas should be approved. Self-esteem includes building self-confidence through roles.
• Abraham Maslow was all about client-centered, a learner, student learning.

Historical Foundation of Curriculum in the Philippines (1946-2013)

• Moral character, personal discipline, civic conscience, vocational efficiency and citizenship training was encouraged.
• Vernacular was the auxiliary medium of instruction, English was offered as subjects.
• Curriculum changes was to help empower the Filipino learners.

Pre-Colonization Era

• education was oral and practical.
• Spanish was a language and religion curriculum.
• English was a taught as the medium of instruction for the Philippines.

American Devised Curriculum

• the education has designed was so to incorporate the Philippines into their ideology.

Japanese Occupation

• to have friendly relations.
• Japanese occupied education, there was less class time and no summer.

There are always great impacts from political standpoints. Economics, and religion.

Sociological curriculum includes special interest group that affect curriculum, the most important is technology and change.

• There are two societal factors that influence the type of curriculum to use.
• There is a need to facilitate how to learn.

Burks Curriculum

• Burks said that a curriculum should relate to the general body of knowledge and be easily translated to real life.
• 1.Agrarian society curriculum includes basic skills, Apprenticeship and Didactic teaching Gender determines the role of individuals Men worked at their various crafts or the farm Women maintained the house, caring for children, and training the girls

###Industrial society curriculum a. Factory mode; Decline in the extended family to a nuclear family

• Information society curriculum had Individualized approach Critical thinkers and problem solvers Information technology and long life learning