Curriculum development & management of learning by ricky20

RICKY P. DALWAMPO

CURRICULUM DEVELOPMENT &

MANAGEMENT OF LEARNING

DECEMBER 1.2012

RICKY P. DALWAMPO

LET’S WATCH THE VIDEO CLIP

DECEMBER 1.2012

RICKY P. DALWAMPO

THE NATURE OF CURRICULUM DEVELOPMENT SYSTEMCURRICULUM DEVELOPMENT

Development is a specific word that connotes change. Change means any alternation or modification in the existing order of things.

Change may not necessarily result in development. Only positive change brings about development. For change to be positive and result in development, it must be Purposeful, Planned, and Progressive.

DECEMBER 1.2012

RICKY P. DALWAMPO

CURRICULUM DEVELOPMENT SYSTEMA system is an assemblage of objects in

some form of regular interdependence or interaction; an organic organized whole. It is generally defines as some form of structure or operation, concept or function, composed of united and integrated parts.

A system then is the integration of separate but interdependent and interacting parts into an organic whole which meant to accomplish a certain purpose or perform a specific function.DECEMBER 1.2012

RICKY P. DALWAMPO

Curriculum Development System is defined as an integrated, coherent and comprehensive program for continually updating and improving curriculum and instruction in a school so that it can be better attain its purpose.

DECEMBER 1.2012

RICKY P. DALWAMPO

CURRICULUM APPROACHES1. BEHAVIORAL APPROACH2. MANAGERIAL APPROACH

Some of the roles of the Curriculum Supervisora. Help develop the school’s education goalsb. Plan curriculum with students, parents, teachers &

stakeholdersc. Design programs of study by grade levelsd. Plan or schedule classes or school calendare. Prepare curriculum guides by subject areaf. Help in the evaluation and selection of textbookg. Assist teachers in implementation of the curriculumh. Encourage curriculum innovation and change

DECEMBER 1.2012

RICKY P. DALWAMPO

CURRICULUM APPROACHES3. SYSTEMS APPROACH4. HUMANISTIC APPROACH

CURRICULUM IMPLEMENTATIONThere are 2 extreme views about curriculum implementation

I. LAISSEZ-FAIRE APPROACHII. AUTHORITARIAN CONTROL

DECEMBER 1.2012

RICKY P. DALWAMPO

CURRICULUM LEADERSHIPTHE ROLES AND FUNCTIONS OF A

CURRICULUM LEADER: (by Glatthorn 1997)AT THE SCHOOL LEVEL;

a) Develop the school’s vision of a quality curriculumb) Supplement the state’s or district’s educational

goalc) Develop the school’s own program of studiesd) Develop learning-centered schedulee) Determine the nature and extent of curriculum

integrationf) Align the curriculumg) Monitor and assist in curriculum implementation

DECEMBER 1.2012

RICKY P. DALWAMPO

CURRICULUM LEADERSHIP FUNCTIONS AT THE CLASSROOM LEVEL:Develop yearly planning calendars for

operationalizing the curriculumDevelop unit of studyEnrich the curriculum and remediate

learningEvaluate the curriculum

DECEMBER 1.2012

RICKY P. DALWAMPO

ELEMENTS/COMPONENTS OF THE CURRICULUMCOMPONENT I: Curriculum Aims, Goals &

ObjectivesAIMS: Elementary, Secondary and TertiaryGOALS: School Vision, Mission OBJECTIVES: Educational

DOMAINS:1. Cognitive2. Affective3. Psychomotor

DECEMBER 1.2012

RICKY P. DALWAMPO

COMPONENT II: Curriculum Content or Subject Matter1. Subject-centered view curriculum2. Learner-centered view curriculum

Criteria used in selection of subject matter for the curriculum:

Self-sufficiency UtilitySignificance LearnabilityValidity Feasibility

DECEMBER 1.2012

RICKY P. DALWAMPO

COMPONENT III: Curriculum Experience

Guides for the selection and use of methods:Teaching methods are means to achieve the endThere is no single best teaching methodTeaching methods should stimulate the learner’s

desire to develop the cognitive, affective, psychomotor, social& spiritual domain of an individual.

In the choice of teaching methods, learning styles of the students should be considered.

Flexibility should be a consideration in the use of teaching methods

In every method should lead to the development of the learning outcome in three domains

DECEMBER 1.2012

RICKY P. DALWAMPO

COMPONENT IV: Curriculum EvaluationSuggested Steps or Plan of Action for

the process of curriculum evaluation.Focus on one particular component of the

curriculum. Will it be subject area, the grade level, the course, or the degree program? Specify objectives of evaluation

Collect or gather the information.Organize the informationAnalyze the informationReport the informationRecycle the information for continuous

feedback, modification and adjustment to be made.DECEMBER 1.2012

RICKY P. DALWAMPO

RESPONSE OF DEPED TO EDUCATION FOR

SUSTAINABLE DEVELOPMENT IN THE K TO 12 CURRICULUM

DECEMBER 1.2012

RICKY P. DALWAMPO

How is K TO 12 anchored in

Education for Sustainable Development?

DECEMBER 1.2012

RICKY P. DALWAMPO

Education for Sustainable Development • Seeks to engage people in negotiating a sustainable future, making decisions, and acting on them

• Creates settings in which students can make their own their own experiences, can try things, have organize things for themselves and have to cope with challenges (learning by doing)

• Requires at least a holistic approach

Tilbury and Wortman, 2004

DECEMBER 1.2012

RICKY P. DALWAMPO

FROM TO

Passing on knowledge

Teaching attitudes and values

Seeing people as the problem

Sending messages

Behaving as expert - formal & authoritarian

Raising awareness

Changing behaviour

Understanding and getting to the root of issues

Encouraging values clarification

Seeing people as facilitators of change

Dialogue, negotiation and action

Acting as a partner - informal & Egalitarian

Changing the mental models which influence decisions & actions

More focus on structural and institutional change

Proposed Educational Shifts

Tilbury and Wortman, 2004DECEMBER 1.2012

RICKY P. DALWAMPO

With K to 12, we will..Produce holistically developed learners

who have 21st century skills and are prepared for higher education, middle-level skills development, employment,

and entrepreneurship.

“..country with an organized and shared rapid expansion of our economy through a government dedicated in honing and mobilizing our people’s skills and energies..”

-Philippine Development Plan 2011-2016DECEMBER 1.2012

RICKY P. DALWAMPO

Holistic Development

Improved

Teaching

Mastery Learning

DECEMBER 1.2012

RICKY P. DALWAMPO

Possesses a healthy mind and body Has solid moral and spiritual grounding Has essential knowledge, skills and

attitudes to continuously develop himself/herself to the fullest

Engages in critical thinking and creative problem solving

Contributes to the development of a progressive, just and humane society

Is proud of being a Filipino Appreciates and cares for the humanity, the

world and the environment

DESIRED OUTCOMES

DECEMBER 1.2012

RICKY P. DALWAMPO

K to 12 and ESD Convergence

A.Skills Development1. Envisioning

2. Critical Thinking and Reflection

3. Systemic Thinking

4. Building Partnerships

5. Participation in Decision-makingDECEMBER 1.2012

RICKY P. DALWAMPO

K to 12 and ESD Convergence

B. Pedagogical Strategies

• Role-playing

• Group discussions

• Stimulus Activities

• Debates

DECEMBER 1.2012

RICKY P. DALWAMPO

K to 12 and ESD Convergence

B. Pedagogical Strategies

• Critical reading and writing

• Problem-based learning

• Fieldwork and outdoor learning

DECEMBER 1.2012

RICKY P. DALWAMPO

Is Language Development Essential in Education for Sustainable Development?

DECEMBER 1.2012

RICKY P. DALWAMPO

Language

is a bridge, a connection to the environment

transmits our thoughts, ideas, information and messages to other people, a social process that binds people together.

engages people in negotiating a sustainable future, making decisions, and acting on them.

DECEMBER 1.2012

RICKY P. DALWAMPO

Language Development in K to 12

Every child-a-reader in grade 1 in his/her mother tongue.

Every child-a-reader in grade 3 in Filipino and English.

Communicative competence and critical literacy

DECEMBER 1.2012

RICKY P. DALWAMPO

How important are teachers in the k to 12 BEP and in sustainable

development?

DECEMBER 1.2012

RICKY P. DALWAMPO

Teachers are Leaders in k to 12 and SD

Teaching and Leading are about People,

People developing People, People developing Teachers, People moulding the Life of Children,

People shaping the Country’s Destiny.

DECEMBER 1.2012

RICKY P. DALWAMPO

“Excellence is an art won by training and habituation.

We are what we repeatedly do. Excellence, then, is not an act,

but a habit”Aristotle

DECEMBER 1.2012

RICKY P. DALWAMPO

References:Curriculum Principles and Social Trends,

J. Minor Gwynn & John B. ChaseCurriculum Development Theory &

practice, Hilda TabaFundamentals of Curriculum

Development, O.N. Saguil et.alhttp//www.slideshare.nethttp//www.googledocs.net.phdeped central office

DECEMBER 1.2012

RICKY P. DALWAMPO

Thank you!

Presented by:RICKY P. DALWAMPO

MAED- Student

DECEMBER 1.2012