The Teacher and the School Curriculum PDF

The Teacher and the School Curriculum  At the end of the course orientation, the students shall be able to:  demonstrate a clear understanding of the course learning outcomes, content, class management , and Objective requirement...

The Teacher and the School Curriculum  At the end of the course orientation, the students shall be able to:  demonstrate a clear understanding of the course learning outcomes, content, class management , and Objective requirements; and  express commitment and follow clear s of the guidelines on how to study The Course Teacher and the School Curriculum course. Orientati on  This course includes the study of the fundamental research-based concepts and principles in curriculum and curriculum development as a foundation to engage prospective teachers as curricularists. Course It also focuses on the more active role Descriptio of the teacher in planning a developmentally-sequenced teaching- n learning process; identifying constructively- aligned learning outcomes and competencies; contextualizing, localizing and indigenizing curricula; implementing relevant and responsive learning programs; and evaluating the curriculum towards its improvement. The teachers’ individual, collegial and collaborative roles in managing school curriculum change vis-à-vis various contexts of teaching-learning, curricular requirements and curricular reforms shall also be given emphasis. Progra 6.2.a. Articulate the rootedness of education in philosophical, socio-cultural, m historical, psychological and political Outcom contexts 6.2.b. Demonstrate mastery of subject es matter/discipline 6.2.g. Practice professional and ethical teaching standards sensitive to the changing local, national, and global realities 6.2.h. Pursue life-long learning for personal and professional growth through varied experiential and field- based opportunities  At the end of the course, the pre-service teachers can: Course 1. demonstrate research-based knowledge of learning the concepts, theories and principles in curriculum and curriculum development within Outcom and/or across curriculum teaching areas; 2. demonstrate skills in designing and es developing constructively-aligned and developmentally-sequenced learning programs, experiences and instructional processes consistent with curricular needs; 3. demonstrate knowledge in implementing contextualized learning programs and/or instructional plans that are relevant and responsive to the needs of diverse learners;  4. demonstrate knowledge of teaching strategies that are Course inclusive of learners from learning indigenous groups; Outcom es 5. demonstrate skills in the selection and use of tools appropriate for monitoring, critiquing and assessing instructional plans; and seek advice concerning strategies that can enrich teaching practice.  1.1.1 - Demonstrate content Philippine knowledge and its application within Professional and/or across curriculum teaching Standards for areas. Teachers 1.2.1- Demonstrate an understanding (PPST) – of research- based knowledge and principles of teaching and learning. Career Stage 1 3.5.1-Demonstrate knowledge of Beginning teaching strategies that are inclusive Teachers of learners from indigenous groups. Strands (BT1s) Covered in the 4.1.1- Prepare developmentally Course: sequenced teaching and learning process to meet curriculum requirements. 4.2.1- Identify learning outcomes that are aligned with learning competencies. 4.3.1- Demonstrate knowledge in the implementation of relevant and responsive learning program 4.4.1- Seek advice concerning strategies that can enrich teaching practice. 4.5.1- Show skills in the selection, development and use of a variety of teaching and learning resources, including ICT, to address learning goals.  Chapter 1 – Curriculum Essentials I. The Teacher and the School Curriculum Course A. The Curricula in School B. The Teacher as Curricularist Content II. The Teacher as a Knower of Curriculum C. The School Curriculum: Definition, Nature & Lesson Topics are Scope based on the Textbook D. Approaches to the School Curriculum Contents & E. Curriculum Development: Processes & Compendium 1 of Models the Prototype F. Foundations of Curriculum Syllabi for Pre- Chapter 2 – Designing the Curriculum service Teacher III. The Teacher as Curriculum Designer Education G. Fundamentals of Curriculum Design H. Approaches to Curriculum Designing I. Curriculum Mapping & Curriculum Quality Audit  Chapter 3 – Implementing the Curriculum IV. The Teacher as Curriculum Implementor and a Manager J. Implementing the Designed Curriculum as a Change Process K. Implementing the Curriculum Daily in the Classroom Course L. The Role of Technology in Delivering the Content Curriculum M. Stakeholders in Curriculum Implementation Chapter 4- Evaluating the Curriculum V. Curriculum N. Evaluation and the Teacher O. What, Why & How to Evaluate a Curriculum P. Learning Assessments Q. Connections between Planning, Implementing & Evaluating  Chapter 5- Curriculum Development Reforms and Enhancement VI. Curriculum Reforms: Q. Basic Education R. Teacher Education S. Outcome-Based Education Course VII. Curriculum Landscape in the 21st Century: Content T. In the Classrooms U. Education 4.0 V. Post Pandemic Curricular Modification W. Higher Education Response to Teacher Education Amid the Pandemic & Beyond  Quizzes, Recitation/Discussion/ Participation, Course Assignments/Worksheets, Requireme Individual & Creative Group nts Tasks, Project, Written Examination Textbo ok