Re: Curriculum Development By Purita Bilbao Pdf Download
Beatris Ninh
CURRICULUM DEVELOPMENT FOR TEACHERS isan instructional material in module form which complementsthe 3-unit course of the New Teacher Education Ciuriculum. Itclosely approximates the contents of the course on Curriculmn. Development as prescribed by CMO 30-s 2004 and amended byCAO No,s 2014Similar to the other materials in Project WRITE, Curriculum; Development for Teachers balances theory, and practice. Eachmodule follows a distinct pattern or format with a shortintix>ductory part or Take Off, advanced reading or Content Focus,activities to strengthen the fpcus of Take Action, a Reflection for_ higher order thinking and Self-Check for evaluation.Chapter 1 captuTB the esseihia! concepts, nature anti puiposeas well as vantnB meanings, types, foundations, and approachesof eurxtcultim. Chapter 1 also explains the teaching-leamingprocesses and cumculum development modelsChapter 2 is all about crafting the curriculum. It includes. urriculnm design models, dimensions and principles ofcumculum design and approaches to curriculum designs^ Chapter 3 is on implementing the curriculum. It covers
Module 1 is all about school curricula and the teacher. Thisintroductory module exposes the different types of curricula that existin the teacher's classroom and school. Further, Module 1 describes theimportant roles of the teacher as a curricularist who engages in thedifferent facets of curriculum development in any educational level.
> Discussed the different curricula that exist in the schools.> Enhanced understanding of the role of the teacher as a qurricularist> Analyzed the significance, of curriculum and curriculum development in the teacher's classroom
Galen Sylor and William Alexander (1974) viewedcurriculum development as consisting of four steps. Curriculum is"a plan for providing sets of leaming opportunities to achieve broadeducational goals and related specific objectives for an identifiablepopulation served by a single school center."
Goals, Objectives and Domains: Curriculum planners begin by specifying the major educational goals andspecific objectives they wish to accomplishmajor goal represents a curriculum domain:-personaldevelopment, human relations, continued learningskills and specialisation. The goals, objectives anddomains are identified and chosen based on researchfindings, accreditation standards, views of the differentstakeholders.
Curriculum Designing: Designing of a curriculum follows where appropriate learning opportunities are determined and how each opportunity is provided. Willthe curriculum be designed along the lines of academicdisciplines, or according to student needs and interests oralong themes? These are some of the questions that needto be answered at this stage of the development processCurriculum Implementation: A designed curriculumis now ready for implementation. Teachers then prepareinstructional plans where instructional objectives arespecified and appropriate teaching methods and strategiesare utilized to achieve the desired learning outcomesamong students.
Curriculum development is anchored on a very solid foundation.Although considered to be a new discipline, its significance in the lightof global developments has now been acknowledged. What philosphical,historical, psychological and sociological influences inform the cuirentschool curriculum? How do these foundations reflect the developmentof curriculum in our 21st century classrooms and learning environment?Who are the identified curricularists with these foundations? Let us findout!
The historical development shows the different changes in the purposes, principles andcontent of the curriculum. The different changes are influenced by educational philosophy,psychology and pedagogical theorist. This implies that curriculum is ever changing putting inknowledge and content from many fields of disciplines.
A curriculum approach shows the viewpoints of curriculum development and design, therole of the learner, the teacher, the curriculum specialist in planning the curriculum. It alsoincludes the goals and objectives of the curriculum.
What subject matter will be taught in the different clusters in order to achieve theobjectives? What criteria should be used in selecting the content? Content selection is a verycrucial stage in curriculum development.
A curriculum can be seen from different perspectives. What societies envisage as important teaching and learning constitutes the "intended" curriculum.[16] Since it is usually presented in official documents, it may be also called the "written" or "official" curriculum.[16] However, at a classroom level this intended curriculum may be altered through a range of complex classroom interactions, and what is actually delivered can be considered the "implemented" curriculum.[16] What learners really learn (i.e. what can be assessed and can be demonstrated as learning outcomes or competencies) constitutes the "achieved" or "learned" curriculum.[16] In addition, curriculum theory points to a "hidden" curriculum (i.e. the unintended development of personal values and beliefs of learners, teachers, and communities; the unexpected impact of a curriculum; or the unforeseen aspects of a learning process).[16] Those who develop the intended curriculum should have all these different dimensions of the curriculum in view.[16] While the "written" curriculum does not exhaust the meaning of curriculum, it is important because it represents the vision of the society.[16] The "written" curriculum is usually expressed in comprehensive and user-friendly documents, such as curriculum frameworks or subject curricula/syllabi, and in relevant and helpful learning materials, such as textbooks, teacher guides, and assessment guides.[16]
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