Educ 318: The Teacher and the School Curriculum PDF

Educ 318 The Teacher and the We Build Dreams Without Limits School Curriculum Group 4 Dela Cruz | Lemosnero | Lim | Linares | Liscano | Macabane | Malbas | Marcelo |...

Educ 318 The Teacher and the We Build Dreams Without Limits School Curriculum Group 4 Dela Cruz | Lemosnero | Lim | Linares | Liscano | Macabane | Malbas | Marcelo | Odiong | Olorvida | Rulona THE MULTIFACETED ROLE OF A SCHOOL TEACHER TEACHER AS CURRICULARIST CURRICULARIST A professional who is a curriculum specialist, involved in curriculum: KNOWING IMPLEMENTING WRITING EVALUATING PLANNING INNOVATING INITIATING CURRICULARIST: Past vs Present KEY FIGURES TRADITIONAL ROLE MODERN ROLE OF CURRICULARISTS OF CURRICULARIST Theorists Practioners John Dewey Classroom Ralph Tyler Teachers Hilda Taba Franklin Bobbitt CURRICULARIST: Past vs Present FOCUS TRADITIONAL ROLE MODERN ROLE OF CURRICULARISTS OF CURRICULARIST Theory Practice Frameworks for Lesson plans standards Instructional Educational materials philosophy Customized content CURRICULARIST: Past vs Present FOCUS TRADITIONAL ROLE MODERN ROLE OF CURRICULARISTS OF CURRICULARIST Theory Practice Frameworks for Lesson plans standards Instructional Educational materials philosophy Customized content CURRICULARIST: Past vs Present STUDENT INTERACTION TRADITIONAL ROLE MODERN ROLE OF CURRICULARISTS OF CURRICULARIST Indirect Direct daily engagement develops curriculum with students without daily allows for real-time student engagement curriculum modifications CURRICULARIST: Past vs Present GOAL ORIENTATION TRADITIONAL ROLE MODERN ROLE OF CURRICULARISTS OF CURRICULARIST Long-term Short-term extensive immediate learning educational outcomes and skill goals and ideas development What does a teacher do to DESERVE the label as CURRICULARIST? ATTRIBUTES/ROLES KNOWER (The teacher knows the curriculum) Deep understanding of the curriculum’s content. Objectives Materials Essential concepts ATTRIBUTES/ROLES WRITER (Writes the curriculum) Takes record of knowledge, concepts, and subject matter Textbooks Instructional modules Laboratory manuals Guides ATTRIBUTES/ROLES PLANNER (Plans the curriculum) Creation of structured yearly, monthly, or daily plans that align with the curriculum objectives ATTRIBUTES/ROLES INITIATOR (initiates the curriculum) Initiate something new and challenging for the attainment of quality education. ATTRIBUTES/ROLES INNOVATOR (innovates the curriculum) Curriculum is always dynamic. A good teacher always dares to innovate. ATTRIBUTES/ROLES IMPLEMENTER (implements the curriculum) Where teaching, guiding, and facilitating skills of the teacher are expected to be at the highest level. ATTRIBUTES/ROLES EVALUATORA (evaluates the curriculum) Teachers contribute to help inform decision-makers in determining whether or not a curriculum should be modified, terminated, or continued. INITIATING INITIATING The Teacher as Curriculum Designer INITIATING INITIATING INITIATING  Assessment / Evaluation It has three main forms: Self assessment Peer assessment Teacher assessment INITIATING  Types of Curriculum Design Models There are three basic types of curriculum design Subject-Centered Design Learner-Centered Design Problem-Centered Design INITIATING Approaches to Curriculum Design Child or Learner-Centered Acknowledge and respect the fundamental rights of the child. Consider the uniqueness of every learner in multicultural classroom. Consider using differentiated instruction or teaching. Provide motivating supportive learning environment for all the learner. INITIATING  Subject-Centered Problem-Centered The primary focus is the The learners are capable of subject matter. directing and guiding The subject matter serves themselves in resolving problems, thus developing as a means of identifying every learner to be problems of living. independent. Learning means The curriculum leads the accumulation of content learners in recognition of or knowledge. concerns and problems in seeking solutions. Learners are problem-solvers themselves.  Types of Curriculum Design Models There are three basic types of curriculum design Subject-Centered Design Learner-Centered Design Problem-Centered Design INITIATING I. Intended Learning Outcomes (ILO) The process of a teacher becoming a curriculum designer starts by recognizing the specific goals for what students should learn. SADC MoE Africa, 2000 INITIATING What is Curriculum Implementation? Curriculum implementation means putting into practice the written curriculum that has been designed in syllabi, course studies, curricular guides, and subjects. SADC MoE Africa, 2000 Curriculum implementation implies the following: Shift from what is current to a new or enhanced curriculum. Change in knowledge, actions, attitudes of the persons involved. Change in behavior using new strategies and resources. Change which requires efforts hence goals should be achievable Ornstein and Hunkins (1998) Curriculum implementation is the trying out of a new practice and what it looks like when actually used in a school system. It simply means that implementation should bring the desired change and improvement. Loucks and Lieberman (1983)  Curriculum Curriculum implementation means implementation putting the curriculum means "teaching" into operation with the what has been written different implementing in the lesson plan. agents. Classroom Context Large-Scale Context  The Teacher as Curriculum Implementer and Manager  "Teachers are the most crucial persons in the implementation of a curriculum." The teacher's role in curriculum implementation and management is multifaceted and crucial. As active agents, teachers shape the learning experience by interpreting, adapting, and delivering the curriculum to their students. A developed curriculum remains inactive, if it is not implemented. The Roles of the Teachers Developer Implementer The Roles of the Teachers Developer Implementer The Roles of the Teachers Designer Decision Maker The Teacher as Curriculum Evaluator A. Curriculum Evaluation is a component of curriculum development that responds to public accountability. Curriculum Evaluation premised on the concept of alignment of planned, written, and implemented curriculum Orhein & Hunkins (1998) Curriculum evaluation is a process done in order to gather data that enables one to decide whether to accept, change, or eliminate the whole curriculum of a textbook. McNeil (1977) Evaluation answers two questions: 1) Do planned learning opportunities, programmes, courses and activities as developed and organized actually produce the desired results? 2) How can a curriculum be improved? Gay ( 1985) Evaluation is to identify the weaknesses and strengths as well as problems encountered in the implementation, to improve the curriculum development process. It is to determine the effectiveness of and the returns on allocated finance. Oliva (1988) It is a process of delineating, obtaining and providing useful information for judging alternatives for purposes of modifying or eliminating the curriculum. B. Reasons for Curriculum Evaluation It identifies the strengths and weaknesses of an existing curriculum that will be the basis of the intended plan, design or implementation. It will guide whether the results have equaled or exceeded the standards. It provides information necessary for teachers, school managers, curriculum specialists for policy recommendations that will enhance achieved learning outcomes. C. Example of Curriculum Evaluation Model The Tyler Objectives Centered Model (Tyler, 1950) D. Simple Way of Curriculum Evaluation Process (Bilbao, et al., 2015) Emphasis on Learning Outcomes Appropriateness for Level (kindergarten, elementary, secondary, tertiary) Inclusion of Assessment Methods Data Usefulness for Decision-Making Stakeholder Involvement E. Curriculum Evaluation Through Learning Assessment 1.What is achieved learning outcome? An achieved learning outcome is defined in outcomes-based education (OBE) as a product of what has been intended in the beginning of the learning process. 2.Types of Tests to Measure Knowledge, Process and Understanding (KPU) Objective Tests These include multiple-choice questions and true/false items, which are useful for assessing factual knowledge. Subjective Tests Essays or open-ended questions are ideal for gauging a student’s ability to express and justify ideas. 3.Assessment Tools to Measure Authentic Learning Performance and Products (KPUP) A. Introduction to tools Checklist Rating Scale Rubrics B. How these tools Evaluate Authentic Learning Experiences and Products Levels of Assessment for the Levels of Learning Outcomes Knowledge: Focus on factual recall. Process Skills: Evaluate the application of knowledge to processes. Understanding: Test higher-order thinking like analysis and interpretation. Products/Performance: Assess real-life applications and outputs, such as presentations or projects.  Exercising Curriculum Leadership in Selecting Textbooks and Other Instructional Materials INTRODUCTION EXERCISING CURRICULUM LEADERSHIP IS CRUCIAL in guiding the quality and relevance of instructional materials, including textbooks. Teachers as CURRICULUM LEADERS, play an essential role in ensuring that materials align with educational standards and respond to students’ learning needs. With the shift toward a MORE TEACHER- EMPOWERED MODEL, educators are encouraged to take active roles in selecting, evaluating, and even developing instructional resources. Role of Teachers as Curriculum Leaders Curriculum leadership encompasses a broad range of responsibilities where teachers are not only implementers but also advocates for curricular improvement. Role of Teachers as Curriculum Leaders This involves making informed decisions that support student engagement, understanding, and instructional innovation. Teachers are tasked with curriculum planning, content evaluation, and instructional innovation. Such roles contribute to a collaborative effort that reflects the curriculum’s vision, mission, and value. Framework for Textbook and Instructional Material Selection The Department of Education’s 2015 framework outlines standards for the instructional materials, requiring that they: 1. Align with the K-12 Curriculum Textbooks must reflect curriculum standards, ensuring that all materials support defined competencies. Framework for Textbook and Instructional Material Selection 2. Incorporate Expert Knowledge Materials should be created by knowledgeable authors, ensuring accuracy and contemporary relevance. Framework for Textbook and Instructional Material Selection 3. Support Differentiated Instruction Recognizing the diversity in learning styles and paces, materials must include varied strategies to engage both fast and slow learners. Framework for Textbook and Instructional Material Selection 4. Encourage Reflective Thinking Texts should prompt critical thinking and deeper understanding. 5. Involve Community Engagement Instructional materials should foster real- world connections, parental involvement, and community-based learning experiences. Teacher Empowerment In Material Selection Teachers, as the primary implementers of curricula, should have a voice in selecting textbooks and resources. By including teachers in the selection process, schools ensure that materials are not only aligned with curricular goals but are also tailored to student needs. Empowering teachers in this way promotes ownership and accountability in curriculum delivery and fosters a more collaborative school environment. Essential Characteristics of Effective Instructional Materials Quality instructional materials should meet the following criteria: Relevance and Responsiveness Cultural and Contextual Adaptability Technology Integration Challenges and Opportunities for Teachers as Curriculum Leaders While teachers have a critical role in the curriculum, many still face challenges in exercising full curriculum leadership due to bureaucratic structures. To overcome these barriers, a cultural shift is needed in the education sector to foster teacher empowerment and development opportunities further strengthen teachers’ capacity to lead in curriculum decisions, textbook selection. Conclusion Exercising curriculum leadership in textbook and instructional material selection is a dynamic process that directly influences educational quality and student success. Teachers, as curriculum leaders, bring unique insights and expertise to this process, ensuring that instructional resources are not only educational but also engaging, inclusive, and reflective of current standards. Their empowerment in this role supports a collaborative educational environment where teachers, students, and the community contribute to a more responsive and effective curriculum. Developing Teachers as Curriculum Leaders Curriculum leaders are trained and developed. They are products of different in-service and pre- service teacher education programs. They also develop their skills from their teaching experiences and encounter with great teachers. They are products of mentors and they are formed by supportive professional work environments. There are few important factors that need to be considered in the development of teachers as curriculum leaders: 1. Teacher Empowerment 2. Efficient System 3. Mentoring System 4. Administrative Support 5. Learning Community