Curriculum Planning PDF

Concept of Curriculum Planning Curriculum Planning The process concerned with making decisions about what to learn, why, and how to organize the teaching and learning process taking into account existing...

Concept of Curriculum Planning Curriculum Planning The process concerned with making decisions about what to learn, why, and how to organize the teaching and learning process taking into account existing curriculum requirements and the resources available (UNESCO). How should we begin? Planning Preliminaries Cohen, Manion, & Morrison (2006) 1. The context and levels of planning 2. Elements of Planning 3. Focus of Planning Planning Preliminaries 1. Context and Levels of Planning Context - Contents - Organization - Pedagogy - Feedback Planning Preliminaries 1. Context and Levels of Planning Levels of Planning a. Long-term (involves the whole school, department, subjects, faculties, framework to fit to school VMGO) Planning Preliminaries 1. Context and Levels of Planning Levels of Planning b. Medium-term (It involves undertaking in the entire course/subject toward attainment of the program curriculum) Planning Preliminaries 1. Context and Levels of Planning Levels of Planning c. Short-term (focuses on intended learning outcomes on daily teaching basis) Planning Preliminaries 2. Elements of Planning a. Situational Analysis b. Rationale for the Curriculum c. Statement of Breadth, balance, coherence, continuity, differentiation, and relevance are addressed. Planning Preliminaries 2. Elements of Planning d. Indication of how cross- curriculum dimensions, themes, and skills will be addressed e. Indicator of how the curriculum will be addressed – sequence, organization and resourcing Planning Preliminaries 2. Elements of Planning f. Indication of teaching and learning styles to be employed g. Indication of how assessment, evaluation and record keeping operate Planning Preliminaries 3. Focuses of Planning Stage 1: A Situational Analysis Stage 2: A Scheme of Work Stage 3: Weekly and Daily Essential Steps in Planning (Aquino 1998) 1. Statement of Objectives 2. Diagnosis of the present situation 3. Formulation of the Plan 4. Implementation 5. Evaluation Source of Data in Planning (Taba 1945 & Saylor 1974) 1. Studies of Learners 2. Studies of Society 3. Studies of subject matter contents “If you fail to plan, you plan to fail.” -Winston Churchill Conception and Development of Curriculum How do we begin conceptualization and development of a curriculum? 2  Curriculum Purpose of Education Primary Source of Conception Content Cumulative tradition of To cultivate cognitive Academic disciplines, organized knowledge achievement and the intellect subject matter Social relevance- To prepare people for living Needs of society and reconstruction in an unstable, changing culture world; to reform society Self-actualization To develop individuals to Needs and interests of their fullest potential learners Development of To develop intellectual Any source, but cognitive processes processes usually subject matter Technology To make learning systematic Any source, but and efficient usually subject matter Competency-Based Curriculum Competency-Based Curriculum A competency-based curriculum is the set of specifications for a course or subject (module) which describes all the training experiences a trainee or learner undergoes. It generally includes learning outcomes, contents, conditions, methodologies and assessment methods. It specifies outcomes which are consistent with the requirements of the workplace as agreed through industry or community consultation. 2 Competency-Based Curriculum Translating the Competency Standards into specific training plans and actions towards the attainment of competencies of the qualification while ensuring the alignment of learning outcomes to industry practices and standards. 3  Competency-Based TVET Framework ▪ is a scheme introduced by TESDA to help training providers design a curriculum which is based from industry requirement. This framework describes the relationship of TVET training providers with the industry. 4 Curriculum Models Curriculum Models Theoretical frameworks used to design and organize the curriculum according to certain principles and criteria. (UNESCO) 2 Different Curriculum Models 1. Linear Model 2. Cyclical Model 3. Dynamic Model Pawilen, Greg T. (2019). The Teacher and the School Curriculum: A Guide to Curriculum Development Practice 3 Linear Model 1. Tyler Rationale Linear Model (1949) - Objectives - Selection of Learning Experiences - Organization of Learning Experience - Evaluation Pawilen, Greg T. (2019). The Teacher and the School Curriculum: A Guide to Curriculum Development Practice 4 Linear Model 2. Standard-Based Model (1998) by Allan Glatthorn - Phase 1: Develop Standards - Phase 2: Develop Benchmarks - Phase 3: Develop Final Products Pawilen, Greg T. (2019). The Teacher and the School Curriculum: A Guide to Curriculum Development Practice 5 Cyclical Model 1. Daryl Kenneth Wheeler’s Model (1998) Pawilen, Greg T. (2019). The Teacher and the School Curriculum: A Guide to Curriculum Development Practice 6 Cyclical Model 2. Audrey Nicholls & Howard Nicholls Model (1978) Pawilen, Greg T. (2019). The Teacher and the School Curriculum: A Guide to Curriculum Development Practice 7 Dynamic Model 1. Decker Walrker (1971) - Platform - Deliberation - Curriculum Design Pawilen, Greg T. (2019). The Teacher and the School Curriculum: A Guide to Curriculum Development Practice 8 Dynamic Model 1. Malcolm Skilbeck (1976) Pawilen, Greg T. (2019). The Teacher and the School Curriculum: A Guide to Curriculum Development Practice 9 Curriculum Sources and Influences  2 Stakeholders Contributes to the welfare and development of the institution. More info on how to use this template at www.slidescarnival.com/help-use-presentation-template This template is free to use under Creative Commons Attribution license. You can keep the Credits slide or mention SlidesCarnival and other resources used in a slide footer.  3 Who are the stakeholders? Administrators, teachers, staff members, students, parents, families, community members, local business leaders, and elected officials such as school board members, city councilors, and state representatives.  TVET Stakeholders 1. Industry Experts 2. Curriculum Developers 3. Trainers or Teachers  5 “Quotations are commonly printed as a means of inspiration and to invoke philosophical thoughts from the reader.” Curriculum Organization Curriculum Organization Are creative, innovative ways to package content that is independent of course design and can be applied to any course design chosen, whether they be integrated, discipline specific, or customized. Curriculum Organizations provide choice and opportunity for school sites to allow their individuality, autonomy, and school identity to shine. https://iusd.org/sites/default/files/iusd_curriculum_organizations_2017.pdf, (2015-16 CA Draft Science Framework, Introduction to Grades 6-8) 2 Curriculum Organization Is typically based on one dominant source of curriculum content, including subjects matter or the disciplines, needs of society and culture, or needs and interests of learners. Sowell, E. (2005). Curriculum An Integrative Introduction (3rd Edition). New Jersey: Pearson Education Inc. 3 Curriculum Designs 4 Curriculum Designs Curriculum design is a term used to describe the purposeful, deliberate, and systematic organization of curriculum (instructional blocks) within a class or course. Source: https://www.thoughtco.com/curriculum-design-definition-4154176 5  Curriculum Designs 1. Subject Matter Designs 2. Learner-centered Designs 3. Society & Culture or Problem- centered Designs Sowell, E. (2005). Curriculum An Integrative Introduction (3rd Edition). New Jersey: Pearson Education Inc. 6 1 Subject Matter Designs Subject-centered curriculum design describes what needs to be studied and how it should be studied. Core curriculum is an example of a subject-centered design that can be standardized across schools, states, and the country as a whole. Sowell, E. (2005). Curriculum An Integrative Introduction (3rd Edition). New Jersey: Pearson Education Inc. 1. Subject Matter Designs A. Single Subject Design* B. Discipline Design C. Correlated (Multidisciplinary) Subject Design* D. Broadfield or Interdisciplinary Integrated Studies Design Sowell, E. (2005). Curriculum An Integrative Introduction (3rd Edition). New Jersey: Pearson Education Inc. 8 2 Learner-centered Designs Students help select and organize the purposes for learning. Subject areas become the means by which students pursue problems or topics from their interests. These designs typically used experiences approaches to curriculum development. Sowell, E. (2005). Curriculum An Integrative Introduction (3rd Edition). New Jersey: Pearson Education Inc. 2. Learner-centered Designs A. Organic Curriculum or Activity/Experience- centered Design B. Developmental Curriculum or Humanistic/Child-centered design Sowell, E. (2005). Curriculum An Integrative Introduction (3rd Edition). New Jersey: Pearson Education Inc.10  Society & Culture or Problem- 3 centered Designs These designs emphasizes the problem-solving processes and social-human relations skills rather than on acquiring content. Sowell, E. (2005). Curriculum An Integrative Introduction (3rd Edition). New Jersey: Pearson Education Inc. 3. Society & Culture or Problem-centered Designs A. Life-situation Design B. Social Problem Design Sowell, E. (2005). Curriculum An Integrative Introduction (3rd Edition). New Jersey: Pearson Education Inc.12 Principles in Content Organization 13  BASICS Content Organization 1. Balance 2. Articulation 3. Sequence* 4. Integration 5. Continuity 6. Scope Bilbao et. al. (2015) Curriculum Development. Lorimar Publishing: Quezon City 14