Prof. Ed. 109 Module 2: Curriculum Planning PDF

FM-AA-CIA-15 Rev. 0 10-July-2020 Study Guide in Prof. Ed. 109 – The Teacher and The School Curriculum Module No. 2 STUDY GUIDE FOR MODULE NO. 2 Curriculum Planning MODULE OVE...

FM-AA-CIA-15 Rev. 0 10-July-2020 Study Guide in Prof. Ed. 109 – The Teacher and The School Curriculum Module No. 2 STUDY GUIDE FOR MODULE NO. 2 Curriculum Planning MODULE OVERVIEW Have you ever wondered how educational institutions determine what knowledge and skills are essential for students? This process is known as curriculum planning, an important phase of educational development. It’s a crucial, multifaceted process involving a variety of stakeholders and an array of decisions that collectively shape the educational experience. What are the things that influence curriculum planning for it to remain responsive to the changing world? And what role should students play in shaping the curriculum they are taught? Reflect on these questions and consider the impact of well-planned curriculum in your educational success. MODULE LEARNING OBJECTIVES At the end of the presentation the class will be able to: 1. Discuss different curriculum sources and influences. 2. Analyze different levels of curriculum planning. 3. Identify roles of teachers and school administrators in curriculum planning. LEARNING CONTENTS Curriculum Sources and Influences Tyler (1949) identified three major sources of curriculum: subject matter, society, and learners. Accordingly, these curriculum sources need to be considered and examined to identify the four elements of curriculum: goals, content, learning experiences, and evaluation. 1. Society as Source of Curriculum Teachers need to understand the cultural, socio-economic, and political conditions of the people. Understanding the context is important in developing a relevant and responsive curriculum. It is useful in selecting curriculum goals and objectives, contents and learning experiences Science and technology continue to influence our everyday life as new science findings, new technology, and new information come in almost every single minute of a day. The new world economy also has its own issues and demands. Ex. 21 st century skills and new forms of knowledge should be developed in the curriculum in order to develop a world-class workforce. Society is becoming multilingual and multicultural, thus developing cultural understanding and socio-cultural consciousness among the learners is becoming a necessity. Other social issues like climate change, security problems, diseases, poverty, and many others also affect the everyday life of people. 2. Learners as Source of Curriculum Knowledge about the learners is one of the major sources of the curriculum. PANGASINAN STATE UNIVERSITY 1  FM-AA-CIA-15 Rev. 0 10-July-2020 Study Guide in Prof. Ed. 109 – The Teacher and The School Curriculum Module No. 2 Educators and curriculum developers have tried to align the curriculum to the needs and nature of the students. This process is done when faculty members plan their individual syllabi, unit plans, and lesson plans as an interpretation of the intended curriculum. Students come from different provinces, they have different cultures, languages, learning styles, needs and types and levels of motivation. They are also different in terms of socio-economic status and educational backgrounds. The students, as one major source of curriculum, are supported by several curriculum scholars and are well represented in their curriculum development models. 3. Discipline or Subject Matter as Source of Curriculum Different subjects are unique in terms of design and content. There are specific skills and contents that should be emphasized in each of the disciplines. In some cases, there are similarities in skills, concepts, and strands in different subjects that may be possible points for integration. Understanding the nature of the discipline or subject matter requires educators to closely analyze the contents prescribed by the Department of Education especially the K-12 Curriculum. The curriculum framework, curriculum goals, descriptions, standards, and competencies in different subjects will help educators understand what should be taught and how to teach the different subjects. CHED also prescribes guidelines in different courses. Curricular innovations and changes set by the government were considered and strictly followed in designing the official curriculum of a particular school, college, or university. The curricular requirements that include course title, course credit, and course descriptions are based on the CHED Memorandum Orders which CHED issued for different courses. TESDA also prescribes different contents of the modules offered for each particular subject for vocational or technical courses. The skills that should be learned including the materials needed and the time that is required for training are clearly specified in each module. LEARNING ACTIVITY 1 Answer the following questions. 1. Identify different social issues, needs, and demands that should be considered in the curriculum. 2. Discuss how these social issues, needs, and demands may influence the curriculum in terms of - Aims, goals, and objectives - Content - Learning experiences - Evaluation 3. Identify the learner’s need and issues that should be considered in curriculum development. 4. Discuss how learners’ needs, learning and thinking styles, and issues are considered in the curriculum specifically in the following curriculum elements. - Aims, goals, and objectives - Content - Learning experiences - Evaluation 5. Examine the K-12 Basic Education Curriculum. Identify the different learning areas, subjects, and courses included in the curriculum. 6. Identify different skills, processes, values, and concepts that are important to learn in each subject. 7. Identify suggested industry skills and habits of mind that should be included to enhance the curriculum. PANGASINAN STATE UNIVERSITY 2  FM-AA-CIA-15 Rev. 0 10-July-2020 Study Guide in Prof. Ed. 109 – The Teacher and The School Curriculum Module No. 2 Curriculum Influences Stark and Lattuca used the term curriculum influences to refer to these three factors that are very influential in curriculum development. These curriculum influences affect the whole academic plan that incorporates a total blueprint for action, including the purposes, activities, and ways of measuring success. 1. External Influences – Society/Government, Discipline Associations; Marketplace/Alumni 2. Organizational Influences – Program Relationships, Resources, Governance 3. Internal Influences – Faculty, Students, Discipline, and Program Mission Understanding the different curriculum influences is useful in knowing the different factors that are needed to be considered in developing a curriculum. It provides the sources of data and information for developing curriculum. Knowing these curriculum influences is useful in making the curriculum more relevant and responsive to the educational system of the Philippines. a. Students – Teachers believe that the students could learn more if their interest and learning styles are considered when planning their courses. Many students want a variety of learning experiences in their classes and practical application of their lessons in real-life situations. b. School’s Vision, Mission and Core Values – Fundamental bases in developing the four elements of curriculum. All faculty members are required to reflect this type of education in their teaching, lesson plans, and in the syllabus. These are reflections of what the institution can contribute to the society and to the development of individuals. Students and alumni are expected to possess the core values of their schools. c. Admission and Retention Policies – These policies sets the standards of what kind of students are admitted and what are the things they need to do as students of the institution until they graduate. School rules are set to give order and provide smooth implementation of the curriculum. Rules also develop the hidden curriculum of the school. d. Faculty Members – They bring with them their educational background, experiences, expertise, and personal, professional, and political views on the institution. They also have different interests, teaching styles, and philosophies, which influence the way they plan, develop, and implement the curriculum. e. School Administrators – Their abilities and skills as curriculum leaders and managers are essential in curriculum development, implementation, and evaluation. The academic preparation and previous and experiences of the administrators can also be noted to influence the development of the curriculum. f. Requirements from Government Agencies – The respondents identified government policies and agencies as most influential in curriculum planning and development. g. Accreditation Standards – They set the necessary standards for curriculum, instruction, faculty, and facilities, and influence how the curricular programs are governed. They determine the quality of the courses being offered in an institution. h. Market Demands – it is expected that students are prepared in terms of knowledge, values, and skills to meet the needs and demands of different institutions in the society. Students are also expected to develop various literacies including functional literacy. Schools are also expected to develop graduates that can be assets and good citizens of the society. PANGASINAN STATE UNIVERSITY 3  FM-AA-CIA-15 Rev. 0 10-July-2020 Study Guide in Prof. Ed. 109 – The Teacher and The School Curriculum Module No. 2 i. Alumni and Funding Sources - Helpful in terms of donating money for supporting programs for students’ faculty scholarship, professional chairs, school facilities and financing student activities. Their comments or their evaluation feedback based on their previous experiences as students are very useful information for improving the implemented curriculum of the school. j. Media and Information and Communication Technologies (ICT) - Allows the students and faculty members to access online journals, papers and other information from the internet to be used for teaching and learning. It connects the school to the global community. ICT integration. k. Church and Church-related Agencies (for religious schools) – Many religious institutions serve as extension programs or mission programs of the churches and religious orders that established them. They also offer retreats, chapel services, and other religious activities to their students. l. School Facilities and other Resources – School facilities like classrooms, libraries, laboratories, ICT equipment, dormitories, school clinics, counseling office, canteen, chapel for sectarian schools, and laboratories are very useful in providing quality education, especially in implementing the curriculum. m. Student Services – Existing student support system institutionalized by the schools. Ex. Campus Ministry Guidance and Counseling Services Health Services Financial Assistance and Scholarships Student Affairs Office Responding to these curriculum sources and influences helps curriculum workers and developers in planning, developing, and implementing a relevant and responsive curriculum for different learners and schools. They help everyone involved in and affected by a curriculum understand the context in which one is developed. SUMMARY Curriculum planning is a essential part of curriculum development. It sets the tone for curriculum development activities. In curriculum planning, we are taught to examine the needs and demands of the society, understand the nature of the discipline and structure of knowledge, and analyze the nature and needs of the learners. ❖ Knowledge about the learners – helps us to understand that curriculum must respond to the nature, needs, interest, learning styles, and thinking preferences of every learner. It makes us realize that the purpose of the curriculum is not just to develop knowledge and skills but for the holistic development of every learner. ❖ Knowledge about the society – helps us to realize that a curriculum must be made relevant and responsive to the needs and demands of the society. A curriculum should be context- based and it must uphold social values and edify democratic principles of the society. ❖ Knowledge about the discipline of subject matter – helps us to understand the different disciplines, subjects, and academic fields. It enables every curriculum worker to understand essential contents that should be covered in a particular discipline. There are also different curriculum influences: organizational, internal, and external influences. Understanding these curriculum influences helps us appreciate the educational and social context where each curriculum is developed and implemented. PANGASINAN STATE UNIVERSITY 4  FM-AA-CIA-15 Rev. 0 10-July-2020 Study Guide in Prof. Ed. 109 – The Teacher and The School Curriculum Module No. 2 REFERENCES 1. The Perspective of William H. Schubert (1987) and Ralph W. Tyler’s (1957) in the definition of curriculum. 2. The Decker Walker’s curriculum model (1971) suggested the better curriculum planning and development. 3. The Teacher and The School Curriculum of Greg Tabios Pawilen (2019) 4. 21 Tan, Charlene (2006). Philosophical perspectives on education. In Tan, C., Wong, B., Chua, J.S.M. & Kang, T. (Eds.), Critical Perspectives on Education: An Introduction (pp. 21-40). Singapore: Prentice. PANGASINAN STATE UNIVERSITY 5