The Teacher and School Notes PDF

Definitions of Curriculum (Traditional/Progressive) Traditional Points Robert M. Hutchins- Permanent studies (grammar, reading, rhetoric, logic and mathematics Learning 3R’s (Reading, Writing , ‘Rithmetic) Arthur Bestor -Intellectual training (grammar, literature ,...

Definitions of Curriculum (Traditional/Progressive) Traditional Points Robert M. Hutchins- Permanent studies (grammar, reading, rhetoric, logic and mathematics Learning 3R’s (Reading, Writing , ‘Rithmetic) Arthur Bestor -Intellectual training (grammar, literature , writing) Mathematics, Science , History and Language Joseph Schwab- Curriculum is a Discipline : Science, Mathematics, Social Studies, English etc. In College, academic disciplines: Science, Languages, Mathematics among others Philip Phoenix- Curriculum should consists entirely of knowledge which comes from various disciplines. Progressive Points of View: John Dewey - Believes that education is experiencing. - Reflective thinking is a means that unifies curricular that are tested by application. Holin Caswell & Kenn Campbell - Viewed curriculum as all experiences children have under the guidance of teachers. Othaniel Smith, William Stanley & Harlan Shore- Potential experiences, set up in schools for the purpose of disciplining childrenand youth in group ways of thinking and acting. Colin Marsh & George Willis- All experiences in the classroom which are planned and enacted by the teacher and also learned by the students. GENERAL : Curriculum ………. Is the TOTAL LEARNING EXPERIENCES of the learner.  TYPES OF CURRICULA IN SCHOOLS 1. Recommended Curriculum- Basic Education - Dept. of Education 2. TechVoc - TESDA 3. Higher Education – CHED Recommendations come in the form of policies, standards and guidelines. 2. Written Curriculum - Course Syllabi, Modules, Books, Instructional Guide, Lesson Plan 3. Taught Curriculum- From what has been planned, the curriculum has to be implemented or taught. The TEACHER and the LEARNER will put life to the written curriculum. 4. Supported Curriculum- This is described as support materials that the teacher needs to make learning and teaching meaningful. Examples: Print Materials, Movies, Museum, Books, Slides, Playground, Charts, Models Library, Posters, Laboratories 5. Assessed Curriculum- Traditional Assessment Alternative Assessment 6. Learned Curriculum- How do we know if the student has learned? * Changed of behavior Example: non-reader – to a reader disobedient – obedient * Cognitive, Affective , Psychomotor 7. Hidden/ Implicit Curriculum- Curriculum not deliberately planned : 1. Peer influence 2. School Environment 3. Media 4. Parental Pressures 5. Societal changes 6. Cultural Practices 7. Natural Calamities  The Teacher as a Curricularist Curricularist- A professional who is a curriculum specialist. A person who is involved in the curriculum. A person who implemented & evaluated the curriculum. Functions of a Teacher as a Curricularist: 1. Knows the curriculum ( knower) Learning begins with knowing. The teacher knows the curriculum and the subject matter or the content. As a teacher, one has to master what are included in the curriculum. It is mastery of the subject matter. 2. Writes the curriculum ( writer) A classroom teacher takes record of knowledge concepts, subject matter or content. The teacher writes books, laboratory manuals, instructional guides and reference materials in paper or electronic media. 3. Plans the curriculum ( planner) A good curriculum has to be planned. It is the role of the teacher to make a yearly, monthly or daily plan of the curriculum. The teacher takes into consideration several factors in planning a curriculum. : These are learners, support materials, time, subject matter or content, desired outcomes, context of the learners among others. 4. Initiates the curriculum ( initiator) Implementation of a new curriculum requires open – mindedness of the teacher, and the full belief that the curriculum will enhance learning. 5. Innovates the curriculum (innovator) Creativity and innovation are hallmark of an excellent teacher. A curriculum is always dynamic, hence keep on changing. From the content strategies, ways of holding, blocks of time, ways of evaluating, kinds of students and skills of teachers. 6. Implements the curriculum (implementor) The curriculum that remains recommended will never serve its purpose. Somebody has to implement it. Heart of schooling is the curriculum. It is in this role where the teacher becomes the implementer of the curriculum. 7. Evaluates the curriculum (evaluator) How can one determine if the desire learning outcomes have been achieved? Is the curriculum working?  Approaches To School Curriculum 1. Curriculum as a Content or Body of Knowledge- Set of Subjects Set of Disciplines Topics Concepts Theories Syllabus Books Mathematics (Addition, Multiplication, Subtraction, Division, Distance, Weight etc.) Science ( Biological Science, Physical Science, Environmental Science and Earth Science) 2. Curriculum as a Process- REMINDERS: 1. Curriculum process in the form of teaching methods or strategies are means to achieve the end. 2. There is no single best process or method. Its effectiveness will depend on the desired learning outcomes, the learners, support materials and teacher. 3. In the choice of methods , learning and teaching styles should be considered. 4. Curriculum as a process should stimulate the learners’ desire to develop the cognitive, affective and psychomotor.  5. Both teaching and learning are the two important process in the implementation of the curriculum. 3. Curriculum as a Product- 1. PRODUCT is what the students desire to achieve as a learning process. 2. The product from the curriculum is a student equipped with the KNOWLEDGE, SKILLS AND VALUES. 3. Curriculum is expressed in form of outcomes which are 4.referred to as the achieve learning outcomes. Curriculum Development Processes & Models  Elements or Components of a Curriculum Design 1. Learning Outcomes (Objectives) 2. Content or Subject Matter- ➔ Example: ➔ A. Filipino (Komunikasyon) ➔ B. English ( Passive and Active Voice) ➔ C. Math (Multiplication ) ➔ D. Social Studies (Ekonomiya ng Pilipinas) ➔ E. P. E ( Different Strokes in Swimming) 3. References- Books Modules Publication Online Sources 4. Teaching and Learning Methods- Cooperative Activities Individual Activities Competitive Activities  Online Activities 5. Assessment- 1. Traditional 2. Authentic Assessment /Alternative Assessment a. Performance /Product b. Portfolio Types of Curriculum Design Models 1. SUBJECT – CENTERED DESIGN 1. The primary focus is the subject matter. 2. Emphasis is on the bits and pieces of information which may be detached from life. 3. Learning means accumulation of content or knowledge. 4. Only students who master the subject content can succeed. 5. Teacher’s role is to dispense the content. 2. LEARNER – CENTERED DESIGN 1. Acknowledge and respect the fundamental rights of the child. 2. Make all activities revolve around the overall development of the learner. 3. Consider the uniqueness of every learner in a multi – cultural classroom. 4. Consider using differentiated instruction. 5. Provide a motivating supportive learning environment. 3. PROBLEM – CENTERED DESIGN 1. Learners are problem solvers themselves. 2. Learners are capable of directing and guiding themselves in resolving problems, thus developing learner to be independent. 3. Learners are prepared to assume their civic responsibilities through direct participation in different activities.  Implementing the Curriculum Daily in the Classroom 1. Lesson Plan / Learning Plan This refers to the blueprints of the daily teaching and learning activities. It is a step by step guide which helps teachers in maintaining the quality of instruction. Consist of essential components such as: Learning outcomes, Learning content, Resources and Procedure. ❖ Why do we write effective Lesson Plans? Planning is the foundation of effective teaching. ❖ “If you fail to plan, you plan to fail” ❖ Success equation is p5 = Proper Planning Prevent Poor Performance There are 3 Types of Lesson Plans: Detailed Lesson Plan -Is a teacher’s “roadmap” for a lesson. It contains a detailed description of the steps a teacher will take to teach a particular topic. Semi-Detailed Lesson Plan- Semi-detailed plans are less intricate than detailed, but they still focus on what you want to cover for that subject on that day. They act as a general game plan for what will go on in the lesson Brief Lesson Plan- A brief lesson plan is one that hits the main points of a lesson and does not involve a lot of detail. 1. Learning Outcomes - are statements that describe the knowledge or skills students should acquire by the end of a particular assignment, class, course, or program, and help students understand why that knowledge and those skills will be useful to them. THE THREE DOMAINS: COGNITIVE- It is the “thinking” domain. It deals with how we acquire, process, and use knowledge. (Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating) AFFECTIVE- It is the "valuing" domain. It deals with our attitudes, values, and emotions. (Receiving, Responding, Valuing, Organizing and Characterization) PSYCHOMOTOR- It is the "doing" domain. It deals with manual or physical skills. (Observing , Imitation, Practicing , Adapting ) 2. Learning Contents - The topics, themes, beliefs, behaviours, concepts and facts, often grouped within each subject or learning area under knowledge, skills, values and attitudes, that are expected to be learned and form the basis of teaching and learning. 3. Learning Resources - are materials that are used for teaching a course. These resources include things such as : full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials, or techniques used to support access to knowledge. 4. Learning Procedures - The procedure is the body of your lesson plan, the ways in which you'll share information with students and the methods you'll use to help them assume a measure of mastery of that material. The three stages (a motivational opening, the development of the lesson, and the closing). STAKEHOLDERS IN CURRICULUM Stakeholders- Are individuals or institutions that are interested in the school curriculum. Learners- is the center of the Curriculum. Teachers as Curriculum Developers and Implementers. A teacher is a curriculum maker. He/She writes a curriculum daily through a lesson plan/yearly plan. The teachers address the goals, needs and interests of the learners by creating experiences from where the students can learn and suit the learners characteristics Teachers shape the school curriculum by sharing the experiences that they have and the resources they are capable of giving to the learners. “No technology can ever replace a teacher, it will only support the multifaceted role of the teacher”. Curriculum Managers and Administrators Parents “My child and my money go to this School” The parents are the best supporters of the school, especially because they are the ones paying for their child’s Education. Parents involvement extends from the confine of the school to the homes, they become part of the environment of learning at home. Community Member as Curriculum Resources  Other Stakeholders in Curriculum Implementation Curriculum Evaluation Through Learning Assessment Assessment Tools to Measure (KPU) KNOWLEDGE- What do you want your students to KNOW? PROCESS- What do you want your students TO DO? UNDERSTANDING- What do you want your students TO UNDERSTAND? Assessment Tools to Measure (Performance/Products) PERFORMANCE/PRODUCTS Tests to Measure Knowledge, Process and Understanding : A. Objective Tests SIMPLE RECALL- This is the common tool to measure knowledge. There are varieties of Simple Recall Test, to include: A. Fill in the blanks B. Enumeration C. Identification Fill in the blanks: Dr Jose P. Rizal was shot in Bagumbayan last ______________. Enumeration: Enumerate the siblings of Dr Jose P. Rizal 1. 2. 3. Identification: Who is the common –law wife of Dr Jose P. Rizal ALTERNATIVE RESPONSE TEST- This is the type of test where two options or choices are provided. Example: True or False – The Philippine Population has reached one million. Yes or No – Has the Philippine population reached one million. MULTIPLE CHOICE TEST- This is the type of test identified as the most versatile test because it can measure a variety of learning outcomes. The statement is called the STEM. The words, numbers, symbols or phrase are called ALTERNATIVES, OPTIONS or CHOICES. The correct alternative is called the ANSWER. The remaining alternatives are called DISTRACTERS, DISTRACTORS or Decoys. Types of Multiple Choice: Correct Answer (Direct/Incomplete) Direct: What is not a member of ASEAN 2015 Economic Community? Vietnam c. Malaysia Korea d. Philippines Incomplete: A country in Southeast Asia which is not a member of the ASEAN 2015 economic community is ______________. Vietnam c. Malaysia Korea d. Philippines Best Answer Type (Direct/Incomplete) Direct: What do progressive educators consider as the most important factor in the teaching - learning process? Teacher c. Books Learner d. Principal Incomplete: According to progressive educators, the most important factor in the teaching – learning process is _________. Teacher c. Books Learner d. Principal  MATCHING TYPE TEST- Type of test which is made of 2 parallel columns. Column A (Premise) Column B (Response) Types of Matching Type Test: 1. Perfect 2 Imperfect Perfect Matching Type: Column A is less than the number of responses in Column B. The response can only be used ONCE. EXAMPLE: Column A Column B 1. Man of the masses a. Ramon Magsaysay 2. People Power President b. Carlos P. Garcia 3. Filipino First Policy c. Corazon Aquino d. Gloria Arroyo Imperfect Matching Type Column A is not equal to the numbers of the responses in Column B , or the other way around. The response can be used more than once. EXAMPLE: Column A Column B 1. Consumer Oriented Model a. Michael Scriven 2. Responsive Model b. Daniel Stuffle Beam 3. CIIP Model c. Rober Stake 4. Goal Free Model d. Ralph Tyler 5. Phi Delta Kappa Model B. Subjective Test Type of Test which indicate learner’s ability to express ideas. Answers through reflections, insights and opinions. EXAMPLE: Essay A. Restricted -There is a limit on both the content scope and the form of student response. EXAMPLE: What are the main body parts of plant? Describe each part. Why is the barometer one of the most useful instruments to forecast the weather? Explain in one paragraph B. Extended the student is generally FREE to select any factual information that can help in organizing the response. EXAMPLE: What can you say about the position of NATO’s position on the ISIS? Comment on the term “New Normal” that refers to the environmental condition and climate change. ASSESSMENT TOOLS TO MEASURE PERFORMANCE & PRODUCTS -What do you want your students to PERFORM and CREATE? EXAMPLES OF ASSESSMENT TOOLS TO MEASURE PERFORMANCE & PRODUCTS 1. Checklist- Checklist is a tool that consists of a list of qualities that are expected to be observed as present or absent. The present is to be marked (✔) and the absence to be marked (x). EXAMPLES: ___ 1. Wipes the slide with lens paper. ___ 2. Places drop or two of culture on the slide. ___ 3. Adds few drops of water. ___ 4. Places slides on the stage. ___ 5. Turns to low power lens. ___ 6. Looks through eyepiece with one eye. ___ 7. Adjust mirror. ___ 8. Turns high power lens. ___ 9. Adjusts for maximum enlargement and resolution ___ 10. Records results 2. Rating Scale- Rating Scale is a tool that uses a scale in a number line as basis to estimate the numerical value of a performance or product. The value is easier to score if the points are in whole numbers. EXAMPLES: 3. Rubrics for Portfolio- A portfolio is a compilation of the experiences as authentic learning outcomes presented with evidence and reflections. To assess the total learning experiences as presented in a wholistic package, an assessment tool called a RUBRIC is utilized. Planning, Implementing and Evaluating: Understanding the Connections Planning includes: setting the intended outcomes planning the ways to achieve the outcomes identifying the supporting materials determining the needs through assessment Implementing putting into practice the written curriculum a process wherein the learners acquire the planned or intended knowledge, skills, and attitudes that are aimed at enabling the same learners to function effectively in the society. plementing is one of the major roles of a teacher. Teacher can execute this with the help of instructional materials, equipment and enough time. A teacher’s skills and abilities are necessary in implementation. Evaluating It is necessary to find out at this point, if the planned or written curriculum was implemented successfully and the desired learning outcomes were achieved. EDUCATION IN THE PHILIPPINES: (K to 12 Implementation) Enhanced Basic Education Act of 2013 R.A 10533 R.A #10533- It is signed into law by President Benigno Aquino III last May 15, 2013. Salient Features of the K-12 Curriculum: 1. Strengthening Early Childhood Education 2. Making Curriculum Relevant to Learners 3. Ensuring Integrated and Seamless Learning 4. Building Proficiency Through Language 5. Gearing Up for the Future 6. Nurturing the Holistically Developed Filipino PHILIPPINES: Basic Education ( K to 12 ) K – Kindergarten 1 & 2 Grade 1- 6 (Elementary) Grade 7 – 10 (Junior High School ) Grade 11 – 12 (Senior High School) Mother Tongue is used as the medium of instruction from Kindergarten to Grade 3. (MTB – MLE) DepEd identified 19 Local Languages as medium of instruction: Tagalog, Kapampangan, Pangasinense, Iloko, Bikol, Cebuano, Hiligaynon, Waray, Tausug, Maguindanaoan, Maranao, Chabacano, Ybanag, Ivatan, Sambal, Aklanon, Kinaray-a , Yakan and Surigaonon. Grades 11 – 12 is on the specialization subjects that equip the learner for the career path of his or her choice. These career paths come in 4 tracks: 1. Academic, -STEM - Science, Technology, Engineering, Math  Science, Technology, Engineering, and Mathematics are intertwining disciplines when applied in the real world. the STEM curriculum focuses on advanced concepts and topics. path to becoming a pilot, an architect, an astrophysicist, a biologist, a chemist, an engineer, a dentist, a nutritionist, a nurse, a doctor, marine engineer and a lot more. Part of the curriculum includes Earth Science, Physics, Pre-Calculus, Basic Calculus specialization subjects HUMSS – Humanities and Social Sciences- designed for learners who are ready to take on the world and talk to a lot of people and who are considering to take up journalism, communication arts, liberal arts, education, and other social science-related courses in college. this strand focuses on improving communication skills path to becoming a teacher, a psychologist, a lawyer, a writer, a social worker, a reporter or priesthood Part of the curriculum includes introduction to world religions, Philippine and world literature, political and community development specialization subjects ABM - Accounting, Business and Management- focus on the basic concepts of financial management, business management, corporate operations, and all things that are accounted for. lead to careers on management and accounting which could be sales manager, human resources, marketing director, project officer, bookkeeper, accounting clerk, internal auditor, and a lot more. Part of the curriculum includes Fundamentals of Accounting, Business Math, Business Management, Business Ethics specialization subjects GAS – General Academic Strand- for learners who are still undecided on which track to take. learners can choose electives from the different academic strands under this track. subjects include Humanities, Social Sciences, Applied Economics, Organization and Management, and Disaster Preparedness. Technical - Vocational- will equip the learners with job-ready skills in the future. invests primarily on skills that can gain the learners requisite COCs (Certificates of Competency) and NCs (National Certifications) which would be essential when looking for better career opportunities in agriculture, electronics, and trade. TVL specializations may be taken between Grades 9 to 12. Exploratory Subjects at 40 hours per quarter are taken during Grades 7 to 8. TVL STRANDS: 1. Agri-Fishery Arts Strand - designed for hands-on learning and application of skills that are related to agriculture and aquaculture. - subjects taught are connected to other jobs such as food processing, rubber production, animal production, or landscape installation 2. Home Economics Strand - various specializations that can lead to livelihood projects at home. - aims to give you job-ready skills that can help you in finding the right employment. 3. Industrial Arts Strand - Technical Livelihood Education subjects under this track are following the TESDA curriculum - Industrial Arts will provide the learners with skills and knowledge on carpentry, automotive servicing, driving, electronics repair, electrical installation, welding, plumbing, and tile setting 4. Information and Communications Technology (ICT) Strand - use information and communication technological tools to contextualize, collaborate, and create experiences for learning. Sports- Aims to give the learners understanding of the basic principles and techniques in relation to physical education and recreation. Discuss various factors that affect social, psychological, and cognitive development in sports leadership and management. Physical Education includes an understanding of human movements through anatomy and physiology. Part of the curriculum is Safety and First Aid to have the life skills and competencies in safety, injury prevention and management Part of the career track is to learn the right ways in administering tests and programs for physical fitness and performance enhancement. Professions that are related in this track are fitness trainers, game officials, tournament manager, recreation attendant, masseur, or gym instructor Arts and Design- prepare the learners in design, performative, and creative industry. aims is to get a career in the creative field. to instill the right employment skills part of the curriculum is to expose the learners to various form of media such as architecture, interior design, industrial design, graphic design, animation, painting, fashion design, photography, and film B. Higher Education Higher education institutions are supervised by a government agency called the Commission on Higher Education or CHED. Most of the College Degree Programs require passing a Licensure Examination for the specific profession. After completing the bachelor’s degrees, courses in the master’s program and doctoral programs are offered by authorized Colleges and Universities. O.B.E OUTCOME – BASED EDUCATION FOR TEACHER PREPARATION CURRICULUM) CHED MEMO 46, S. 2012 As the name implies, it is an education that is anchored and focused on OUTCOMES. Focuses on the intended learning outcomes resulting to from instruction. Actions, performances, products and output of learning. Application of learning. Application of the principles of learning. Two Types of Outcomes: 1. Immediate Outcomes – Competencies/ skills acquired upon completion of a subject. Examples: Analytical Ability Problem Solving Skill Ability to communicate in writing , reading and speaking. 2. Deferred Outcomes – Ability to apply cognitive, psychomotor and affective skills competencies in the various aspects of the professional and workplace practice. Example: Professional recognition, awards , distinctions as evidence of civic responsibility. Success in professional practice. Promotion in job position. What to consider in OBE? 1. Planning - Identify desired outcomes 2. Delivering – Strategies & Methods to achieve the outcome. 3. Assessing – Determining assessment measures for the achieve of outcomes. Learning Principles of OBE: 1. Clarity of Focus * Teachers will be focused on what they want students: A. To KNOW, B. To UNDERSTAND C. ABLE TO DO 2. Designing Down Once the intended outcome is clear, teachers now design instruction including designing assessment tasks. 3. High Expectation Encourage the students to produce an output and deeply engage in what they are learning. 4. Expanded opportunities - Teachers will allow the learners to explore to achieve the expected outcome. According to SPADY: Made use of two terms, namely : 1. Enabling outcomes - Small outcomes 2. Exit / Terminal Outcomes – Big outcomes Examples: ENABLING OUTCOMES: A. To explain the principles of teaching SCIENCE. B. To choose an appropriate teaching method. EXIT OUTCOME: A. To apply the principles of teaching science with the use of an appropriate method in a demonstration teaching. OBE Alignment: The relationship among : 1. Institutional outcomes- 2. Program outcomes- 3. Course outcomes 4. LEARNING OUTCOMES  EDUCATION 4.0 in the School Curriculum Education 4.0 is a technique of learning that is connected with the fourth industrial revolution and focuses on transforming the future of education through advanced technology and automation. Smart technology, artificial intelligence and robotics are part of this industrial revolution. Schools have no choice but to respond to the dramatic changes brought about by IR 4.0. Higher education institutions cannot ignore these developments or else become irrelevant. Data: 80% - of the skills trained in the last 50 years can now be outperformed by machines. 65% - of children who entered in 2018 will work in a job that have not invented yet. 40% - of current jobs have the potential for machine replacement. With the efficiency of machines, routinize jobs can be done by machines with greater efficiency than human laborers. But machines lack important human characteristics such as creativity, flexibility, compassion and empathy. School curricula then should focus on the development of these innately human characteristics. 10 Skills Demanded by IR 4.0 1. Complex Problem Solving 2. Critical Thinking 3. Creativity 4. People Management 5. Coordinating with others 6. Emotional Intelligence 7. Judgement and Decision Making 8. Service Orientation 9. Negotiation 10. Cognitive Flexibility Reminders: In Education 4.0 Modes of Teaching must be flexible (one can combine face to face instruction with online learning) Assessment – will not be limited to traditional (paper & pencil test). Assessment must be authentic (product & performance based)