EDU 532 The Teacher and the School Curriculum Syllabus PDF

SYLLABUS PEN Code: EDU 532 Credit 3 units PEN Subject Title: The Teacher and the School Prerequisite: The Teaching Profession Curriculum A. Subject Description: Th...

SYLLABUS PEN Code: EDU 532 Credit 3 units PEN Subject Title: The Teacher and the School Prerequisite: The Teaching Profession Curriculum A. Subject Description: This course includes the fundamental concepts and principles in curriculum and curriculum development as a foundation to engage prospective teachers as curricularists. The more active role of the teacher in planning, implementing and evaluating school- curriculum as well as in managing school curriculum change vis-a-vis various context of teaching-learning and curricular reforms shall be given emphasis. B. Objectives: At the end of the course, the students should be able to: analyze the changing concepts of curriculum including various foundations and how are these reflected in Philippine Education; discuss the components of curriculum design and its organization that impart essential concepts, attitude, and skills to the learning experience of the students; gain a deliberate knowledge and critical understanding of various curriculum evaluation processes and strategies and appreciate their products spelled out in innovation and change; and pass the comprehensive examination. B. Subject Outline and Time Allotment: Lesson Topics/Activities Day Orientation (Introduction Flexible Learning. Overview of subject, Explaining the Syllabus 1 First day and Distributing the materials) Definitions of Curriculum 2 Understanding Different Types of Curriculum 3 Curriculum Characteristics of a Good Curriculum 4 Quiz 1 5 Curriculum Sources of Curriculum Design 6 Planning, Design, Approaches to Curriculum Design 7 and Organization Curriculum Mapping Process 8 First Periodic Exam (P1) 9 Teachers as Historical Foundations of Curriculum 10 Curriculum Key Roles of Teachers as Curricularists 11 Leaders Guidelines in Selecting Textbooks and Other Instructional Materials 12 Quiz 2 13 Curriculum Curriculum Implementation 14 Implementation Factors Influencing the Implementation of a Curriculum in Schools 15 Curriculum Implementation Models 16  The Roles of Stakeholders in Curriculum Implementation 17 Second Periodic Exam (P2) 18 Curriculum Evaluation and Its Process 19 Curriculum Models of Curriculum Evaluation 20 Evaluation Types and Sources of Curriculum Evaluation 21 Criteria for Curriculum Evaluation 22 Quiz 3 23 Unpacking The Curriculum Standards and Competencies 24 Curriculum Unpacking Curriculum Standards and Competencies 25 Standards and Competencies Third Periodic Exam (P3) 26 C. Textbook: None (The portfolio will serve as “textbook”.) D. Other References: Bilbao, Purita P. et al. Curriculum Development. Quezon City: Lorimar Publishing Inc., 2008 CMO 07 s. 2019. Revised Policies and Standards for Teacher Education Curriculum Marsh, Collins and Willis, George. Curriculum: Alternative Approaches, On-Going Issues. 3rd ed. Columbus, Ohio: Ed. Merril, 2003. Ornstein, Allan and Hunkins, Francis.Curriculum Foundations, Principles and Issues.4th edition. USA: Pearson Educ., Inc., 2004. Pawilen, Greg Tabios. The Teacher and the School Curriculum.1st Edition. Rex Book Store, INC, 2019 E. Grading System: a. Class Standing (CS) Written Works - 30 Performance Tasks - 30 Exams - 40 100 b. The Final Grade is computed as follows: First Year and Second Year Board Subjects FG = (0.20 x P1) + (0.20 x P2) + (0.20 X CS) + (0.40 X FE) Third Year and Fourth Year Board Subjects FG = (0.18 x P1) + (0.18 x P2) + (0.17 X CS) + (0.50 X FE) Whereas: FG - Final Grade P1 - First Periodical Grade P2 - Second Periodical Grade P3 - Third Periodical Grade FE - Final Examination F. Contact Information ______________________ ______________________ Instructor’s Name Contact Number ______________________ ______________________ Email Address Consultation Hours  EDU 532: The Teacher and the School Curriculum Module #1 Student Activity Sheet Name:______________________________________________________ Class number: _______ Section: _______________ Schedule:____________________________ Date: _______________ Lesson title: Introduction and Classroom Orientation Materials: Learning Targets: SAS At the end of the module, students will be able to: 1. explain the nature of flexible learning and its relevance to the References: current education set-up Syllabus 2. familiarize oneself with the course syllabus, course requirements, grading system, and other concerns 3. note and apply class rules A. LESSON PREVIEW/REVIEW Introduction Welcome to EDU532: The Teacher and the School Curriculum! This course includes the fundamental concepts and principles in curriculum and curriculum development as a foundation to engage prospective teachers as curricularists. The more active role of the teacher in planning, implementing and evaluating school-curriculum as well as in managing school curriculum change vis-a-vis various context of teaching-learning and curricular reforms shall be given emphasis. In this module, you will be oriented with how our class will be facilitated through flexible learning. You will also know the specific topics that will be covered under this course and the requirements that you need to comply. The grading system and other class rules will also be discussed. B. MAIN LESSON I. Content Notes Read carefully the content notes and try to highlight or underline the key terms for greater level of understanding. This document is the property of PHINMA EDUCATION 1  EDU 532: The Teacher and the School Curriculum Module #1 Student Activity Sheet Name:______________________________________________________ Class number: _______ Section: _______________ Schedule:____________________________ Date: _______________ 1. Students are expected to abide by the school policies as mentioned in the PHINMA Araullo University Handout. Please refer to your student handouts. 2. Safety protocols will be strictly implemented. Students are expected to always wear face masks inside the classroom and are suggested to sanitize as frequently as possible. For non-compliance, the faculty-in-charge may opt to ask the student to leave the classroom. 3. Attendance will be checked during scheduled face-to-face classes. As part of additional instructions and learning interactions, the faculty-in-charge may set class consultation schedules while in 10-day home-study. Attendance will be checked likewise. In case of absence in either face-to-face or digital consultations, the student is expected to inform the teacher with an official letter (printed or electronic copy) and attachment of proof of absence (if there is any). 4. For off-school consultations, this course will utilize ZOOM app. For students with smartphones, it is suggested that they download the app and create their accounts using their official PHINMA Araullo University email addresses. For students with no smartphones, make sure to have an active mobile phone number for your teacher to be able to reach you even off-campus. 5. To lessen physical interactions in class, requirements are expected to be submitted using official PHINMA Araullo University email addresses or as instructed by the faculty-in-charge. For hardcopy submissions, students must prepare their clear envelope with their names (last name, first name) and section indicated on the top right corner of the envelope. 6. Refer to your syllabus for the topics covered in this course, grading system, and other academic requirements. This document is the property of PHINMA EDUCATION 2  EDU 532: The Teacher and the School Curriculum Module #1 Student Activity Sheet Name:______________________________________________________ Class number: _______ Section: _______________ Schedule:____________________________ Date: _______________ II. Skill-building Activity Circle the face mask if the statement is correct and shade the alcohol if stated otherwise. Students will go to school four days every week. The lesson proper portion in the flexible learning materials will cover the content notes under the topic being discussed. Students should wear their masks all the time while inside the school premises. Flexible learning requires technology as it is tantamount to online schooling. Students will not be allowed to enter the school premises during their 10-day off- campus schedule. III. Check for Understanding Now that you are done with our lesson, let us check if you have fully understood our contents for today. Identify the concept being talked about in each statement. Write your answers on the spaces provided before each number. _______________________ 1. PHINMA Education will implement 4-____ set-up for Academic Year 2020-2021. _______________________ 2. The ability to customize the pace, place, and mode of learning depending on the situation of the students. _______________________3. It is the part of the FLM which gives the students an overview of the topic for the day and a preview of what was tackled in the previous module. _______________________4. The part of the FLM that checks the progress of the students. _______________________5. Under the new set-up, students will have the opportunity to work on their modules at home for _____ days. This document is the property of PHINMA EDUCATION 3  EDU 532: The Teacher and the School Curriculum Module #1 Student Activity Sheet Name:______________________________________________________ Class number: _______ Section: _______________ Schedule:____________________________ Date: _______________ C. LESSON WRAP-UP FAQs Food for Thought! If you have questions that you cannot ask to your teacher, this may help you clarify things out. 1. During off-campus schedules, will the faculty-in-charge reach us for online classes? Your professor will reach out to you for off-campus consultations but not merely via online platforms. It is highly suggested that you disclose your active contact details so that your teacher may have more options to reach you. Please write your contact information below. ___________________________________________________________________________________ 2. In case of online consultations, can I use my other email addresses? For security reasons, you are required to use your PHINMA AU email for all your academic transactions. This will secure all our files in class and will also reduce privacy breaches. THINKING ABOUT LEARNING Congratulations for finishing this module! Shade the number of the module that you finished. Great Job! Did you finish all parts of the module? Do you have any questions you may want to ask to clarify the topic? You may write any question to further help you learn and your teacher will get to you on the answers. 1. What part of the lesson seems difficult for you to understand? ____________________________________________________________________________ 2. Is there a question you would like to ask your teacher about the lesson? ____________________________________________________________________________ This document is the property of PHINMA EDUCATION 4  EDU 532: The Teacher and the School Curriculum Module #1 Student Activity Sheet Name:______________________________________________________ Class number: _______ Section: _______________ Schedule:____________________________ Date: _______________ KEY TO CORRECTIONS Answers on Skill-building Activity 1. Alcohol 2. face mask 3. face mask 4. alcohol 5. face mask Answer on Check for Understanding Activity 1. 10 2. Flexible Learning 3. Lesson Preview/Review 4. Lesson Wrap-up 5. 10 This document is the property of PHINMA EDUCATION 5  EDU 532: The Teacher and the School Curriculum Module #2 Student Activity Sheet Name:______________________________________________________ Class number: _______ Section: _______________ Schedule:____________________________ Date: _______________ Lesson title: Definitions of Curriculum Materials: Learning Targets: SAS At the end of the module, students will be able to: 1. define curriculum from different perspectives; and References: 2. describe the nature and scope of curriculum Bilbao, Purita, Filomena T. Dayagbil & Brenda B. Corpuz. 2015. Curriculum Developmexnt for Teachers Lorimar Publishing. Quezon City Metro Manila A. LESSON PREVIEW/REVIEW Introduction Hello, students! I hope by now, you have fully understood our NEW set-up practicing flexibility to achieve learning. Always keep in mind the rules that were discussed in our previous module and don’t forget to sanitize with alcohol or wash your hands with soap, as frequent as possible. You did a great job in accomplishing Day 1 and I commend you for keeping track of your tasks. You are now starting your journey to the topics under this course. ClipartLibrary. com In this particular module, we will have a clear definition about curriculum and learn about the concepts, nature and purposes of curriculum! B.MAIN LESSON I. Content Notes Read carefully the content notes and try to highlight or underline the key terms for greater level of understanding. Have you ever imaged a high-rise building structure without any blueprints? How about taking a roller-coaster without the driver? It’s risky, right? This is why we need to have standards and basis for everything we do! Let us take a look at the definition of curriculum both from traditional and progressive point of view and see its importance to education. This document is the property of PHINMA EDUCATION 1  EDU 532: The Teacher and the School Curriculum Module #2 Student Activity Sheet Name:______________________________________________________ Class number: _______ Section: _______________ Schedule:____________________________ Date: _______________ Traditional Points of View of Curriculum Progressive Points of View of Curriculum Body of subjects or subject matter prepared Listing of subjects, syllabi, course of study by the teachers for the students to learn. and list of courses or specific discipline (https://www.coursehero.com/file/p6f43ja7/4- can only be called curriculum if these CURRICULUM-A-document-which- written materials are actualized by the describes-a-structured-series-of-learning/) learner. Synonymous to “course study”. (https://idoc.pub/documents/curriculum- “Permanent studies” where the rule of development-k6nqde1vpq4w) grammar, reading, rhetoric, logic and Total learning experiences of the mathematics for basic education individual. emphasized. (Robert Hutchins) (https://idoc.pub/documents/curriculum- Curriculum should focus on the fundamental development-k6nqde1vpq4w) intellectual disciplines of grammar, literature All experiences children have under the and writing. It should also include guidance of teachers. (Caswell & mathematics, science, history and foreign Campbell) language. (Arthur Bestor) Experiences in the classroom which are Discipline is the sole source of curriculum planned and enacted by the teacher, and (Joseph Schwab) also learned by the students. (Marsh and Curriculum should consist entirely of Willis) knowledge which comes from various Curriculum is a sequence of potential disciplines. (Phenix, 1964) as cited by experiences set up in schools for the Bilbao, P., Dayagbil, F. & Corpuz, B. (2015) purpose of disciplining children and youth in group ways of thinking and acting." (Smith, Stanley, & Shore) Experiences in the classroom which are planned and enacted by teacher, and also learned by the students. (Marsh and Willis) Concepts, Nature and Purposes of Curriculum According to Bilbao, Purita (2015), the word curriculum is derived from the Latin currere meaning ‘to run’. This implies that one of the functions of a curriculum is to provide a template or design which enables your learning to take place. The concept of curriculum is dynamic and has many definitions. It can be defined simply as a listing of subjects to be taught in school or in a broader sense, as the total learning experiences of an individual not only in school but in society as well. This document is the property of PHINMA EDUCATION 2  EDU 532: The Teacher and the School Curriculum Module #2 Student Activity Sheet Name:______________________________________________________ Class number: _______ Section: _______________ Schedule:____________________________ Date: _______________ The following are some of the definitions of the curriculum that you need to reflect: Curriculum is the sequence of potential experiences set up in school for the purpose of disciplining children and youth in group ways of thinking and acting. (https://studymoose.com/historical-perspectives-on- curriculum-development-essay) Curriculum is a structured set of learning outcomes or tasks that educators usually call goals and objectives. (https://idoc.pub/documents/curriculum-development-k6nqde1vpq4w) Curriculum is the “what” of teaching. Curriculum is the listings of subjects to be taught in school. Curriculum is a document which describes a structured series of learning objectives and outcomes for a given subject matter area (https://phdessay.com/curriculum-development/) Curriculum includes a specification of what should be learned, how it should be taught, and the plan for implementing/assessing the learning II. Skill-building Activity Are you familiar with the terms below? Tick the words with which you are familiar and put a star next to the ones that you feel not sure. instructional course strategies subject instructional content plan learning syllabus outcomes instruction This document is the property of PHINMA EDUCATION 3  EDU 532: The Teacher and the School Curriculum Module #2 Student Activity Sheet Name:______________________________________________________ Class number: _______ Section: _______________ Schedule:____________________________ Date: _______________ Choose three concepts that you would like to explain. 1._______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 2._______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 3._______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ III. Check for Understanding Now that you are done with our lesson, let us check if you have fully understood our topic for today! Identify the concept being talked about in each statement. Write your answers on the spaces provided before each number. ________________________1. This view highlights that discipline is the sole source of curriculum. ________________________2. It provide a template or design which enables learning to occur. ________________________3. It views that curriculum is total learning experiences of the individual. ________________________4. These are techniques that the teachers use to help students become independent, strategic learners. ________________________5. It contains learning plan and design which can be divided into several parts. C. LESSON WRAP-UP FAQs Food for Thought! If you have questions that you cannot ask to your teacher, this may help you clarify things out. 1. What is curriculum? A curriculum consists of the "roadmap" or "guideline" of any given discipline. A curriculum is the combination of instructional practices, learning experiences, and students' performance assessment that are designed to bring out and evaluate the target learning outcomes of a particular course. This document is the property of PHINMA EDUCATION 4  EDU 532: The Teacher and the School Curriculum Module #2 Student Activity Sheet Name:______________________________________________________ Class number: _______ Section: _______________ Schedule:____________________________ Date: _______________ THINKING ABOUT LEARNING Congratulations for finishing this module! Shade the number of the module that you finished. Great Job! Did you finish all parts of the module? Do you have any questions you may want to ask to clarify the topic? You may write any question to further help you learn and your teacher will get to you on the answers. 1. What part of the lesson seems difficult for you to understand? ____________________________________________________________________________ 2. Is there a question you would like to ask your teacher about the lesson? ____________________________________________________________________________ KEY TO CORRECTIONS Answers on Skill-building Activity (answers may vary) 1. Subject – it deals with the parts into which learning can be divided. 2. Course – it is usually an individual subject. It has a fixed program of learning sessions completed by the learners. 3. Syllabus – it is a document that contains important information about specific subject or program. 4. Content – it refers to a defined domain of knowledge and skill in an academic program. 5. Instruction – it deals with a purposeful direction of the learning process. This is carried out by the teacher. 6. Instructional Strategies – these are set of learning techniques that encourage students to take more of an active role in learning. 7. Learning Outcomes - measurable skills, abilities, knowledge or values that students should be able to demonstrate as a result of a completing a lesson or course. 8. Instructional Plan – it is a process of the teacher using appropriate curricula for create learning plans. Answer on Check for Understanding Activity 1. Traditional Point of View of Curriculum 2. Curriculum 3. Progressive Point of View of Curriculum 4. Instructional strategies 5. Subject This document is the property of PHINMA EDUCATION 5  EDU 532: The Teacher and the School Curriculum Module #3 Student Activity Sheet Name:______________________________________________________ Class number: _______ Section: _______________ Schedule:____________________________ Date: _______________ Lesson title: Different Types of Curriculum Materials: Learning Targets: SAS At the end of the module, students will be able to: 1. describe the different types of curriculum; References: 2. provide examples of the different types of curriculum Bilbao, Purita, Filomena T. implemented in schools Dayagbil & Brenda B. Corpuz. 2015. Curriculum Developmexnt for Teachers Lorimar Publishing. Quezon City Metro Manila A. LESSON PREVIEW/REVIEW Introduction Hello, Future Teachers! Today is a great day! Before we talk about today’s lesson, let us have a review of the different concepts of curriculum that we have learned. Write them down on the spaces provided below. 1._____________________ 5._____________________ 2._____________________ 6._____________________ 3._____________________ 7._____________________ 4._____________________ 8. _____________________ B.MAIN LESSON I. Content Notes Read carefully the content notes and try to highlight or underline the key terms for greater level of understanding. Types of Curriculum According to Allan Glathorn (2009) as cited by Bilbao, Purita (2015), there are seven (7) types of curriculum operating in schools. But for purpose of identifying some of the types which may not be operating in schools, 10 are presented below. Now, read and study the different types of curriculum! This document is the property of PHINMA EDUCATION 1  EDU 532: The Teacher and the School Curriculum Module #3 Student Activity Sheet Name:______________________________________________________ Class number: _______ Section: _______________ Schedule:____________________________ Date: _______________ Type Description 1. Proposed by scholars and professional organizations. The curriculum may come from Recommended a national agency or any professional organization Curriculum (https://www.slideshare.net/lollimallow/curriculum-development-lesson-1-concepts- nature-and-purposes-of-curriculum-purita-b-bilbao) wo has stake in education. 2. Written Includes documents, course of study or syllabi for implementation. Most written Curriculum curricula are made by curriculum experts with participation of teachers. An example of this is the Basic Education Curriculum (BEC) and the written lesson plan of each classroom teacher made up of objectives and planned activities of the teacher. https://www.slideshare.net/lollimallow/curriculum-development-lesson-1-concepts- nature-and-purposes-of-curriculum-purita-b-bilbao 3. Taught The different planned activities teachers implement or deliver in the classrooms and Curriculum schools, which are put into action compose the taught curriculum. These are varied activities that are implemented in order to arrive at the objectives or purposes of the written curriculum. It varied according to the learning styles of the students and the teaching styles of the teacher. https://www.slideshare.net/lollimallow/curriculum- development-lesson-1-concepts-nature-and-purposes-of-curriculum-purita-b-bilbao 4. Supported Includes material resources such as textbooks, computers, audio-visual materials, Curriculum laboratory equipment, playgrounds, zoos and other facilities, which support and help in the implementation of the curriculum. (https://www.slideshare.net/lollimallow/curriculum-development-lesson-1-concepts- nature-and-purposes-of-curriculum-purita-b-bilbao) Support curriculum enables each learner to achieve real and lifelong learning. 5. Assessed This refers to a tested or evaluated curriculum. Series of evaluations are being done Curriculum by the teachers at the duration and end of the teaching episodes to determine the extent of teaching or to tell if the students are progressing. Assessment tools like pencil-and-paper tests, authentic instruments like portfolio are being utilized. https://www.slideshare.net/lollimallow/curriculum-development-lesson-1-concepts- nature-and-purposes-of-curriculum-purita-b-bilbao) 6. Learned This refers to the learning outcomes achieved by the students. Learning outcomes Curriculum are indicated by the results of the tests and changes in behavior which can be either cognitive, affective or psychomotor. (https://www.slideshare.net/lollimallow/curriculum-development-lesson-1-concepts- nature-and-purposes-of-curriculum-purita-b-bilbao) In other words, this pertains to what you as students actually learn and what is measured. 7. Hidden This is the unintended curriculum which is not deliberately planned but ay modify Curriculum behavior or influence learning outcomes. Peer influence, school environment, physical condition, teacher-learner interaction, mood of the teacher and many other factors make up the hidden curriculum. (https://www.slideshare.net/lollimallow/curriculum-development-lesson-1-concepts- nature-and-purposes-of-curriculum-purita-b-bilbao) 8. Concomitant Things that are taught at home; those experiences that are part of a family's Curriculum experiences, or related experiences sanctioned by the family. This type of curriculum This document is the property of PHINMA EDUCATION 2  EDU 532: The Teacher and the School Curriculum Module #3 Student Activity Sheet Name:______________________________________________________ Class number: _______ Section: _______________ Schedule:____________________________ Date: _______________ may be received at church, in the context of religious expression, lessons on values, ethics or morals, molded behaviors, or social experiences based on a family's preferences. (https://www.slideshare.net/lollimallow/curriculum-development-lesson- 1-concepts-nature-and-purposes-of-curriculum-purita-b-bilbao) 9. Phantom This refers to the messages prevalent in and through exposure to any type of media. Curriculum These components and messages play a major part in your enculturation into the predominant meta-culture or in acculturating you into narrower or generational subcultures. (www.researchgate.net, 2017) 10. Null Various contents that must not be taught to you. (Tanner and Tanner, 2007) Curriculum Sometimes your teacher ignores some content or skill, deliberately or unknowingly. (Excluded S/He may consider some idea unimportant and ignore it. Similarly, your teacher may Curriculum) avoid detailed description of some topic for the one or other reason. Sometimes also, you fail to learn certain knowledge, skills or attitude for various reasons. II. Skill-building Activity By now, you have ideas about how each type of curriculum differs or affects the other types. Broaden your understanding by giving at least (3) examples of the different types of curriculum. Types of Curriculum Examples 1. Recommended Curriculum 2. Written Curriculum 3. Taught Curriculum 4. Supported Curriculum 5. Assessed Curriculum 6. Learned Curriculum 7. Hidden Curriculum This document is the property of PHINMA EDUCATION 3  EDU 532: The Teacher and the School Curriculum Module #3 Student Activity Sheet Name:______________________________________________________ Class number: _______ Section: _______________ Schedule:____________________________ Date: _______________ 8. Null Curriculum 9. Phantom Curriculum 10.Concomitant Curriculum III. Check for Understanding It is time to check if you have fully understood our topic for today! Identify the concept being talked about in each statement. Circle the letter of the correct answer. 1. What type of curriculum is commonly proposed by scholars and professional organizations? A. recommended curriculum B. taught curriculum C. written curriculum 2. Which curriculum is visible in school, district, division or country documents? A. written curriculum B. hidden curriculum C. taught curriculum 3. Which curriculum includes varied activities that are implemented in order to arrive at the objectives or purposes of the written curriculum. A. phantom curriculum B. assessed curriculum C. taught curriculum 4. Which curriculum is concerned with materials that should support or help in the implementation of written curriculum? A. assessed curriculum B. supported curriculum C. hidden curriculum 5. What type of curriculum pertains to the learning outcomes achieved by the students? A. taught curriculum B. learned curriculum C. assessed curriculum 6. Which curriculum is concerned with the unintended curriculum? A. written curriculum B. assessed curriculum C. hidden curriculum 7. What type of curriculum is taught at home and can be based on family preferences? A. concomitant curriculum B. phantom curriculum C. assessed curriculum This document is the property of PHINMA EDUCATION 4  EDU 532: The Teacher and the School Curriculum Module #3 Student Activity Sheet Name:______________________________________________________ Class number: _______ Section: _______________ Schedule:____________________________ Date: _______________ C. LESSON WRAP-UP FAQs Food for Thought! If you have questions that you cannot ask to your teacher, this may help you clarify things out. 1. Why curriculum is important? It serves as a guide or roadmap where teachers and student work together to achieve the learning goals. 2. What is the role of teachers in curriculum? Teachers are designers, innovators and direct implementers of curriculum. THINKING ABOUT LEARNING Congratulations for finishing this module! Shade the number of the module that you finished. Great Job! Did you finish all parts of the module? Do you have any questions you may want to ask to clarify the topic? You may write any question to further help you learn and your teacher will get to you on the answers. 1. What part of the lesson seems difficult for you to understand? ____________________________________________________________________________ 2. Is there a question you would like to ask your teacher about the lesson? This document is the property of PHINMA EDUCATION 5  EDU 532: The Teacher and the School Curriculum Module #3 Student Activity Sheet Name:______________________________________________________ Class number: _______ Section: _______________ Schedule:____________________________ Date: _______________ KEY TO CORRECTIONS Answers on Skill-building Activity Types of Curriculum Examples 1. Recommended K-12 Curriculum CHED curriculum TESDA curriculum Curriculum (Dep.Ed) Schools’ course Lesson plan / Basic Education 2. Written Curriculum syllabus Learning plan curriculum Learning modules Lectures Laboratory 3. Taught Curriculum experiment Textbooks Audios / visual Educational tours 4.Supported Curriculum Materials Pencil and paper Portfolios Performance- 5. Assessed Curriculum tests based exams Poem recital Writing compositions Culminating 6. Learned Curriculum activities Bullying and Drop-outs low graduation and 7. Hidden Curriculum conflicts college-enrollment rates Students’ Parenting and sportsmanship 8. Null Curriculum psychology counselling Information Online learning Computer-assisted 9. Phantom Curriculum technology-based classroom activities activities Religious belief or Superstitious belief Behavior / conduct 10.Concomitant expression (positive and Curriculum negative) Answer on Check for Understanding Activity 1. A 2. A 3. C 4. B 5. B 6. C 7. A This document is the property of PHINMA EDUCATION 6  EDU 532: The Teacher and the School Curriculum Module #4 Student Activity Sheet Name:______________________________________________________ Class number: _______ Section: _______________ Schedule:____________________________ Date: _______________ Lesson title: Characteristics of a Good Curriculum Materials: Learning Targets: SAS At the end of the module, students will be able to: 1. describe the different characteristics of curriculum; and References: 2. discuss the unique characteristics of curriculum Martin M (2011). “The curriculum a comparative perspective” A. LESSON PREVIEW/REVIEW Introduction Hello, Future Teachers! By now, you must have already understood how curriculum is in education. Last meeting, you have learned about the types of curriculum and all other concepts related to this topic. You are making a good progress in this course! Keep it up! As we move forward, you will learn through this module the different characteristics of curriculum and how it impacts teaching and learning. Now, pause for a moment and think about this question: What one characteristic of learning do you consider as the most important? Why? __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ This document is the property of PHINMA EDUCATION 1  EDU 532: The Teacher and the School Curriculum Module #4 Student Activity Sheet Name:______________________________________________________ Class number: _______ Section: _______________ Schedule:____________________________ Date: _______________ B.MAIN LESSON I. Content Notes Read carefully the content notes and try to highlight or underline the key terms for greater level of understanding. The effectiveness of the development of a curriculum determines the quality of the curriculum itself. According to Stabback, Philip (UNESCO, 2015), the following should be the characteristics of a good quality curriculum: Values you as a child and holds that every child matters equally; Is comprised of high quality ‘content’ which is up-to-date and relevant; Suitably demanding; Appropriately sequenced and progressive; Balanced; Integrated; Is well-organized and structured; Clearly documented or comprises a number of inter-related components expressed in consistent and coherent documents; and Is underpinned by a set of theoretical and philosophical beliefs about how children learn. Furthermore, in their article published in the IOSR Journal of Nursing and Health Science (IOSR- JNHS), Mrs. Subharani P, Mrs. Bhuvaneswari G., Mrs. Tamil Selvi S. &, Mrs. Sujithra. S. identified the following characteristics of a good curriculum: Characteristics of a Good Curriculum 1. The Curriculum is continuously evolving. It evolved from one period to another, to the present. For a curriculum to be effective, it must have continuous monitoring and evaluation. Curriculum must adapt its educational activities and services to meet the needs of a modern and dynamic community 2. The Curriculum is based on the needs of the people. A good curriculum reflects the needs of the individual and the society as a whole. The curriculum is in proper shape in order to meet the challenges of times and make education more responsive to the clientele it serves. 3. The Curriculum is democratically conceived. A good curriculum is developed through the efforts of a group of individuals from different sectors in the society who are knowledgeable about the interests, needs and resources of the learner and the society as a whole. The curriculum is the product of many minds and energies. This document is the property of PHINMA EDUCATION 2  EDU 532: The Teacher and the School Curriculum Module #4 Student Activity Sheet Name:______________________________________________________ Class number: _______ Section: _______________ Schedule:____________________________ Date: _______________ 4. The Curriculum is the result of a long-term effort. A good curriculum is a product of long and tedious process. It takes a long period of time in the planning, management, evaluation and development of a good curriculum. 5. The Curriculum is a complex of details. A good curriculum provides the proper instructional equipment and meeting places that are often most conducive to learning. It includes the student-teacher relationship, guidance and counseling program, health services, school and community projects, library and laboratories, and other school- related work experiences. 6. The Curriculum provides for the logical sequence of subject matter. Learning is developmental. Classes and activities should be planned. A good curriculum provides continuity of experiences. 7. The Curriculum complements and cooperates with other programs of the community. The curriculum is responsive to the needs of the community. The school offers its assistance in the improvement and realization of ongoing programs of the community. There is cooperative effort between the school and the community towards greater productivity. 8. The Curriculum has educational quality. Quality education comes through the situation of the individuals intellectual and creative capacities for social welfare and development. The curriculum helps the learner to become the best that he can possibly be. The curriculum support system is secured to augment existing sources for its efficient and effective implementation. 9. The Curriculum has administrative flexibility. A good curriculum must be ready to incorporate changes whenever necessary. The curriculum is open to revision and development to meet the demands of globalization and the digital age. This document is the property of PHINMA EDUCATION 3  EDU 532: The Teacher and the School Curriculum Module #4 Student Activity Sheet Name:______________________________________________________ Class number: _______ Section: _______________ Schedule:____________________________ Date: _______________ II. Skill-building Activity Now that you’ve learned the characteristics of curriculum, let us accomplish this activity to further enhance your understanding about this topic. Using the chart below, discuss how curriculum can be effective. What characteristics a future teacher like YOU should consider? Use your own words and concepts. Curriculum is effective if it… __________________________________ __________________________________ __________________________________ __________________________________ _ ____________________________ _________________________ ____________________________ _________________________ ____________________________ _________________________ ____________________________ _________________________ _________________________ _________________________ ____________ Effective _________________________ _________________________ _________________________ _________________________ _________________________ Curriculum _________________________ _________________________ _________________________ _________________________ _________________________ ____________ ____________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ _________________________ _________________________ __________________________________ __________________________________ __________________________________ __________________________________ _ This document is the property of PHINMA EDUCATION 4  EDU 532: The Teacher and the School Curriculum Module #4 Student Activity Sheet Name:______________________________________________________ Class number: _______ Section: _______________ Schedule:____________________________ Date: _______________ III. Check for Understanding Encircle the letter of the correct answer. 1. The following are the characteristics of a good curriculum, EXCEPT: A. The curriculum is continuously evolving. B. The curriculum is based on the needs of the people. C. The curriculum is the result of a long-term effort. D. The curriculum promotes conformity to some hypothetical standard. 2. What do you think would be the consequence if instruction does not relate to curriculum? A. It heightens learners’ interest and motivation. B. It provides minimum opportunities for broad study. C. It gives the quantitative measure of the instruction. D. It provides the teacher the value of their work. 3. Why is there a need to innovate the curriculum? A. To keep pace with the changing world. B. To maintain what is being introduced in the past. C. To solve the problem on poverty. D. To produce quantity graduates. 4. Curriculum can be said to be logical in sequence if__________. A. it has quality standards. B. it follows rules and regulations of school C. it provides fun and excitement to the learners. D. it has continuity of learning process. 5. A good curriculum is a product of careful planning, management and evaluation. What characteristic of curriculum is observed in this statement? A. It complements and cooperates with other programs of the community. B. It has administrative flexibility. C. It is the result of a long-term effort. D. It is continuously evolving. This document is the property of PHINMA EDUCATION 5  EDU 532: The Teacher and the School Curriculum Module #4 Student Activity Sheet Name:______________________________________________________ Class number: _______ Section: _______________ Schedule:____________________________ Date: _______________ C. LESSON WRAP-UP FAQs Food for Thought! If you have questions that you cannot ask to your teacher, this may help you clarify things out. 1. What makes the curriculum effective? An effective curriculum has instructional strategies and learning experiences built on theoretical approaches, practical insights and quality outcomes. 2. Why curriculum can be said to be dynamic and innovative? Our curriculum can be said to be dynamic and innovative because time flies with society’s values and technology shifts. Every child interest is shifting because of the environment involvement and society. Curricula are changing in order to meet the different needs that we have now. Curriculum needs to address the needs and interest of students so they can be ready to become successful professionals in the future. THINKING ABOUT LEARNING Congratulations for finishing this module! Shade the number of the module that you finished. Great Job! Did you finish all parts of the module? Do you have any questions you may want to ask to clarify the topic? You may write any question to further help you learn and your teacher will get to you on the answers. 1. What part of the lesson seems difficult for you to understand? ____________________________________________________________________________ 2. Is there a question you would like to ask your teacher about the lesson? ____________________________________________________________________________ This document is the property of PHINMA EDUCATION 6  EDU 532: The Teacher and the School Curriculum Module #4 Student Activity Sheet Name:______________________________________________________ Class number: _______ Section: _______________ Schedule:____________________________ Date: _______________ KEY TO CORRECTIONS Answers on Skill-building Activity (Suggested Answers) 1. Provides age-appropriate and developmentally-appropriate information and learning strategies. An effective curriculum addresses students’ needs, interests, concerns, developmental and emotional maturity levels, experiences, and current knowledge and skill levels. Learning is relevant and applicable to students’ daily lives. Concepts and skills are covered in a logical sequence. 2. Focuses on clear goals and related behavioral outcomes. An effective curriculum has clear health-related goals and behavioral outcomes that are directly related to these goals. Instructional strategies and learning experiences are directly related to the behavioral outcomes. 3. Uses strategies designed to personalize information and engage students. An effective curriculum includes instructional strategies and learning experiences that are student-centered, interactive, and experiential (for example, group discussions, cooperative learning, problem solving, role playing, and peer-led activities). 4. Addresses individual values, attitudes, and beliefs. An effective curriculum fosters attitudes, values, and beliefs that support positive behaviors. 5. Incorporates learning strategies, teaching methods and materials that are culturally inclusive. An effective curriculum has materials that are free of culturally biased information but includes information, activities, and examples that are inclusive of diverse cultures and lifestyles (such as gender, race, ethnicity, religion, age, physical/mental ability, appearance, and sexual orientation). 6. Builds personal competence, social competence and self-efficacy An effective curriculum builds essential skills — including communication, refusal, assessing accuracy of information, decision-making, planning and goal-setting, self-control, and self-management — that enable students to build their personal confidence, deal with social pressures, and avoid or reduce risk behaviors. 7. Provides adequate time for instruction and learning. An effective curriculum provides enough time to promote understanding of key concepts and practice skills. Behavior change requires an intensive and sustained effort. 8. Includes teacher information and plans for professional development and training that enhance effectiveness of instruction and student learning. An effective curriculum is implemented by teachers who have a personal interest in promoting positive health behaviors, believe in what they are teaching, are knowledgeable about the curriculum content, and are comfortable and skilled in implementing expected instructional strategies. Answer on Check for Understanding Activity (Act. 5) 1. D 2. B 3. A 4. D 5. C This document is the property of PHINMA EDUCATION 7  EDU 532: The Teacher and the School Curriculum Module #5 Student Activity Sheet Name:______________________________________________________ Class number: _______ Section: _______________ Schedule:____________________________ Date: _______________ Materials: QUIZ #1 SAS Quiz Topics covered: Definition and concepts of curriculum Score: Different types of curriculum Characteristics of a good curriculum I. Curriculum Type Scenario: Match the scenarios to the most appropriate concept/idea. ____1. Recommended Curriculum a) trying out for the varsity soccer team ____2. Syllabus b) answering pencil & paper assessment ____3. Traditional Point of view c) incorporating macro-skills in communication ____4. Written Curriculum d) hiring a new teacher at your high school ____5. Progressive Point of View e) discussing the specific subject or program f) checking if all students are prim and proper II. Multiple Choice: Read the following statements carefully. Circle the letter of the best answer. 1.It is the Department of Education, the CHED, or any professional organization that implements the curriculum. a. Written Curriculum b. Recommended Curriculum c. Supported Curriculum 2. Instructional material such as textbooks, vlogs and audio-visual material is under in what curriculum? a. Supported b. Written c. Taught 3. It is the curriculum prescribed by the government. a. Recommended b. Supported c. Written 4. Series of evaluation like quiz, or different kind of tests is under in what curriculum? a. Learned b. Tested c. Taught 5. This curriculum needs to be tried out in sample schools to determine its effectiveness. a. Supported b. Written c. Recommended 6. This type of curriculum indicates what the students have actually learned. a. Taught b. Written c. Learned 7. This refers to the unplanned or unintended curriculum. a. Tested b. Hidden c. Learned This document is the property of PHINMA EDUCATION 1  EDU 532: The Teacher and the School Curriculum Module #5 Student Activity Sheet Name:______________________________________________________ Class number: _______ Section: _______________ Schedule:____________________________ Date: _______________ III. Enumeration: 1-3. List three (3) examples of written curriculum. 4-10 Give seven (7) characteristics of a good curriculum 1. ________________________________________ 2. ________________________________________ 3. ________________________________________ 4. ________________________________________ 5. ________________________________________ 6. ________________________________________ 7. ________________________________________ 8. ________________________________________ 9. ________________________________________ 10. ________________________________________ IV. Essay: (10 points) Discuss the difference between traditional and progressive views on curriculum. Cite examples to support your answer. _______________________________________________________________________________________________________ _______________________________________________________________________________________________________ _______________________________________________________________________________________________________ _______________________________________________________________________________________________________ _______________________________________________________________________________________________________ _______________________________________________________________________________________________________ _______________________________________________________________________________________________________ _______________________________________________________________________________________________________ _______________________________________________________________________________________________________ _______________________________________________________________________________________________________ _______________________________________________________________________________________________________ _______________________________________________________________________________________________________ _______________________________________________________________________________________________________ _______________________________________________________________________________________________________ _______________________________________________________________________________________________________ _______________________________________________________________________________________________________ _______________________________________________________________________________________________________ _______________________________________________________________________________________________________ _______________________________________________________________________________________________________ This document is the property of PHINMA EDUCATION 2  EDU 532: The Teacher and the School Curriculum Module #6 Student Activity Sheet Name:______________________________________________________ Class number: _______ Section: _______________ Schedule:____________________________ Date: _______________ Lesson title: Sources of Curriculum Design Materials: Learning Targets: SAS At the end of the module, students will be able to: 1. match the ideas/concept to the most appropriate curriculum References: sources https://ww2.odu.edu/~jritz/oted885/ 2. give examples of factors that influence curriculum planning ntg4.shtml A. LESSON PREVIEW/REVIEW Introduction Good day, Future Teachers! This is our 6th day in this course, and I know that you are now excited to have another activity and new learnings today! To begin, think about this question: Where do you commonly find information sources? List down as many ideas that come to your mind. ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ This document is the property of PHINMA EDUCATION ______________________________ ______________________________ ______________________________ ______________________________ 1 ______________________________ ______________________________  EDU 532: The Teacher and the School Curriculum Module #6 Student Activity Sheet Name:______________________________________________________ Class number: _______ Section: _______________ Schedule:____________________________ Date: _______________ B.MAIN LESSON I. Content Notes Read carefully the content notes and try to highlight or underline the key terms for greater level of understanding. Sources of Curriculum Design There is no doubt that schools’ philosophies, vision and mission, practices, as well as teachers, parents and the community all play important roles in influencing the development of curriculum and instructional programs, their implementation, and thus, influence the way education is delivered. Exploring curriculum as a channel of influence means addressing: Policy decisions about curriculum and resources to support the curriculum, Development of instructional materials and programs, and Processes and criteria for selecting instructional materials. According to Dr. John Ritz, Professor and Graduate Program Coordinator for Occupational and Technical Studies https://ww2.odu.edu/~jritz/oted885/ntg4.shtml, the arrangement of curriculum elements has a substantive entity and is based on a number of sources. Let us study each curriculum source below. Based on the scientific method; the design contains observable and quantifiable elements. The scientific method provides meaning for the curriculum design. Only those items that can be observed and quantified should be included. Problem-solving should have the prime position in the curriculum, i.e., higher Science as a order thinking. Source The curriculum teaches rational processes for dealing with reality. Curriculum are designed to serve the broad social interests of society, as well as the local community. Curriculum designers must notice the role that society will play in their curricular ideas and analyze the social situation. Society as a Political issues such as: No Child Left Behind and Race to the Top are still Source being used and revised in curriculum. Society shows where to modify the curriculum. Curriculum design should be intended to perpetuate society. It should pass on the significance of people's values and personal morality. Divine will, eternal truth from the Bible. This document is the property of PHINMA EDUCATION 2  EDU 532: The Teacher and the School Curriculum Module #6 Student Activity Sheet Name:______________________________________________________ Class number: _______ Section: _______________ Schedule:____________________________ Date: _______________ Today these sources are reflected through the curriculum designer's values External and and personal morality. Divine/Moral It is a consideration of viewing curriculum as religious text may allow for a Sources blending of truth, faith, knowledge, ethics, thought, and action. One of the prime sources of curriculum. This is subject centered view in which a teacher needs to decide what knowledge is most valuable. Disciplined vs Undisciplined Knowledge Knowledge as a Disciplined = unique and Undisciplined = various (training) Source This returns to the ideas of Science as a Source by putting an emphasis on the way our brain reacts and how we can develop curriculum through the brain activity, learning modes and pattern and styles The Learner as a Curriculum is derived from what we know about the learner. Source We draw much from the psychological foundations like Rousseau’s theory of development. Every learner is unique. Emphasizes "learning by doing". II. Skill-building Activity Now that you’ve learned the sources of curriculum, it’s time to take them personally! Think about your degree program, either elementary or secondary education. What do you think are the sources that affect your curriculum? Do you find them helpful? Explain and give examples using the diagram below. This document is the property of PHINMA EDUCATION 3  EDU 532: The Teacher and the School Curriculum Module #6 Student Activity Sheet Name:______________________________________________________ Class number: _______ Section: _______________ Schedule:____________________________ Date: _______________ III. Check for Understanding Match the Curriculum Sources: Match the ideas/concept to the most appropriate curriculum sources: a. intellectual skills must be taught and practice _______1. Science as Source b. problem solving is most important basis. _______2. Society as Source c. it follows subjects as a hierarchy of system and _______3. Eternal and Divine Sources spirituality _______4. Knowledge as a Source d. the learning modalities, and attitudes are needed to _______5. The Learner as a Source generate interest and develop values. e. the need for collaboration among diverse individuals and groups. C. LESSON WRAP-UP FAQs Food for Thought! If you have questions that you cannot ask to your teacher, this may help you clarify things out. 1. What are factors that influence curriculum? students’ academic performance, instructional materials and program, community, This document is the property of PHINMA EDUCATION 4  EDU 532: The Teacher and the School Curriculum Module #6 Student Activity Sheet Name:______________________________________________________ Class number: _______ Section: _______________ Schedule:____________________________ Date: _______________ 2. How the curriculum can be improved? Curriculum can be improved by means of revisiting the schools’ philosophies, vision and mission, standards being set by national or international education sectors, by considering the needs and interests of the learners THINKING ABOUT LEARNING Congratulations for finishing this module! Shade the number of the module that you finished. Great Job! Did you finish all parts of the module? Do you have any questions you may want to ask to clarify the topic? You may write any question to further help you learn and your teacher will get to you on the answers. 1. What part of the lesson seems difficult for you to understand? ____________________________________________________________________________ 2. Is there a question you would like to ask your teacher about the lesson? ____________________________________________________________________________ KEY TO CORRECTIONS Answers on Skill-building Activity Suggested responses: Science as Source – changes in the subjects being taken such as the newly implemented curriculum. Society as Source – efforts to prepare and produce students who are both locally and globally ready and competitive. Eternal and Divine Sources - an emphasis on moral values and ethics for future teachers. Knowledge as a Source – topics must be valuable and applicable to real-life situations. The Learner as a Source –academic performance, board exam preparations, students’ skills Answer on Check for Understanding Activity 1. b 2. e 3. c 4. a 5. d This document is the property of PHINMA EDUCATION 5  EDU 532: The Teacher and the School Curriculum Module #7 Student Activity Sheet Name:______________________________________________________ Class number: _______ Section: _______________ Schedule:____________________________ Date: _______________ Lesson title: Approaches to Curriculum Design Materials: Learning Targets: SAS At the end of the module, students will be able to: 1. explain the approaches to curriculum designs; and References: 2. relate curriculum design to classroom scenarios and teaching Kelly AV (1999) The Curriculum: practices Theory and Practice (4th ed). London: Sage. Young M and Muller J (2010) Three educational scenarios for the future: Lessons from the sociology of knowledge. European Journal of Education 45: 11–27. A. LESSON PREVIEW/REVIEW Introduction Good day, Future Teachers! Hello! How are you today? May this day bring you extra fun and excitement as we study the next topic. Have you ever designed clothes? Perhaps you tried mix-match of clothes when you were choosing for your OOTD! Let’s say that you have just been transformed into a fashion designer and you are given a task to design a cool outfit. This document is the property of PHINMA EDUCATION 1  EDU 532: The Teacher and the School Curriculum Module #7 Student Activity Sheet Name:______________________________________________________ Class number: _______ Section: _______________ Schedule:____________________________ Date: _______________ I am designing a ________________ (T-shirt, skirt, jeans, vest, blouse, polo, etc.) Sketch Final design What factors will you consider in doing the final design? ______ _______ _______ B.MAIN LESSON I. Content Notes Read carefully the content notes and try to highlight or underline the key terms for greater level of understanding. Approaches to Curriculum Design There are three commonly used approaches to curriculum design. These approaches are subject- centered, curriculum, learner-centered curriculum, and problem-centered. Each of these approaches has several specific examples. 1.Subject-Centered Designs by far the most popular and widely used curriculum design. This is because knowledge and content are well accepted as integral parts of the curriculum. This model focuses on the content of the curriculum. This corresponds mostly to the textbook, written for the specific subject. Henry Morrison and This document is the property of PHINMA EDUCATION 2  EDU 532: The Teacher and the School Curriculum Module #7 Student Activity Sheet Name:______________________________________________________ Class number: _______ Section: _______________ Schedule:____________________________ Date: _______________ William Harris- are the few curricularists who were firm believers of this design. 2. Learner-Centered Curriculum The philosophy underlying in this curriculum design is that the child is the center of the educational process and the curriculum should be built upon his interest, abilities, purposes and needs. Abraham Maslow and Carl Rogers- are the key lead proponents in this curriculum design. 3. Problem-Centered Curriculum This design draws on social needs, problem, interest and abilities of the learners. Howard Burrows, an American physician and medical educator is one key person to introduce this design. Summary of major curriculum designs a) Academic Subjects Separate subjects or courses Design ---------------------------------------------------------- Use structure of the discipline b) Discipline Based Approach physics as a physicist Design Use inquiry methods of the discipline ---------------------------------------------------------- Interdisciplinary or cross-disciplinary Subject-Centered c) Broad Fields Eg. Integrated science, whole language Designs Design ---------------------------------------------------------- Relate one subject to another with each keeping its identity d) Correlation Thematic approach or Team teaching Design ---------------------------------------------------------- Teaching thinking processes such as critical & creative thinking, problem solving e) Process Design Metacognitive training a) Child-centered Child’s interest, need and experiences are Design emphasized Eg. project method ---------------------------------------------------------- Learning is reflective and not externally imposed Learner-centered b) Radical Design Society is flawed and curriculum should emancipate the Designs learner ---------------------------------------------------------- c) Humanistic Stress development of self-concept of students Design Uniqueness of individuals and importance of self actualization This document is the property of PHINMA EDUCATION 3  EDU 532: The Teacher and the School Curriculum Module #7 Student Activity Sheet Name:______________________________________________________ Class number: _______ Section: _______________ Schedule:____________________________ Date: _______________ Life situations design. a) Life-Situations Subject matter focuses on pressing social issues and Design solutions Problem-centered --------------------------------------------------------- Designs Social functions core b) Core Design Students work on problems crucial in today’s society --------------------------------------------------------- Social problems and reconstructionist designs c) Social Problems Analyze severe problems confronting humankind Design Source: adapted from Allan Ornstein and Francis Hunkins, Curriculum: Foundations, Principles and Issues. Boston: Allyn & Bacon, 1998. p.264 II. Skill-building Activity Now that you’ve learned the approaches to curriculum design, it’s time to find their connection to classroom setting. For each approach, think of the focus of each design and how it is applied to classroom situations. Provide a brief explanation and support your answer with examples. ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ This document is the property of PHINMA EDUCATION 4  EDU 532: The Teacher and the School Curriculum Module #7 Student Activity Sheet Name:______________________________________________________ Class number: _______ Section: _______________ Schedule:____________________________