Anda di halaman 1dari 3

Keena Lucindivine P.

Medrano EDUC 208

November 9, 2012 2SPED1

Curriculum: Programmatic goals or targets for instruction what we teach Planned arrangement of learning experiences designed to elicit changes in childrens behaviour A series of planned, systematic learning experiences organized around a particular rationals or philosophy of education that includes goals and objectives, particular content areas (e.g. cognitive, language, perceptual, etc)

Curriculum Development: It is defined as the process of selecting, organizing, executing, and evaluating learning experiences on the basis of the needs, abilities and interests of the learners and the nature of the society or community.

Kinds of Curriculum: Essentialist school It considers the curriculum as something rigid consisting of discipline subjects. It considers all learners as much as the same and it aims to fit the learner into the existing social order and thereby maintain the status quo. Its major motivation is discipline and considers freedom as an outcome and not means of education. Its approach is authoritative and the teachers role is to assign lessons and recite recitations. It is book-centered and the methods recommended are memory work, mastery of facts and skills, and development of abstract intelligence. It has no interest in social action and life activities. Its measurement of outcomes is standard tests based on subject matter mastery. Progressive school It conceives of the curriculum as something flexible based on areas of interest. It is learner-centered, having in mind that no two persons are alike. Its factor of motivation is individual achievement believing that persons are naturally good. The role of the teacher is to stimulate direct learning process. It uses a life experience approach to fit the student for future social action. Constant revision of aims and experimental techniques of learning and teaching are imperatives in curriculum development in order to create independent thinking, initiative, self-reliance, individuality, self-expression and activity in the learner.

Its measurements of outcome are now devices taking into consideration subject matter and personality values.

Types of Curriculum Operating in School

Recommended Curriculum proposed by scholars and professional organizations. It may come from a national agency like the Department of Education (DepEd), Commission on Higher Education (CHED) Department of Science and Technology (DOST) or professional organization. Written Curriculum this includes documents, course of study or syllabi handed down to the schools, districts, division, department or colleges for implementation. Most of the written curriculums are made by the curriculum experts with the participations of the teachers. Examples of these are the Basic Education Curriculum (BEC). Another example is the written lesson plan of each classroom teacher made up of objectives and planned activities of the teachers. Taught Curriculum the different planned which are put into action in the classroom composed of taught curriculum. These are varied activities that are implemented in order to arrive at the objectives or purpose of the written curriculum. Supported Curriculum this refers to the support curriculum that includesmaterials, resources such as books, computers, audio -visual materials, laboratory equipment, playground, zoos, and other facilities. Assessed Curriculum this refers to a tested or evaluated curriculum. At the end of the teaching episodes, series of evaluation are being done by the teachers to determine the extent of teaching or to tell if the student is having a progress. Assessment tools like the pencil and paper test, authentic instruments like portfolio are being utilized. Learned Curriculum refers to the learning outcomes made by the students. Learning outcomes are indicated by the results of the tests and changes in between which can either be cognitive, affective and psychomotor. Hidden Curriculum this is unintended curriculum which is deliberately planned but may modify behavior or influence learning outcomes. Examples of these are peer influence, school environment, physical condition, teacher-learner interaction, mood of teachers and many other factors make up the hidden curriculum. Curriculum at present: The K to 12 Program covers kindergarten and 12 years of basic education (six years of primary education, four years of Junior High School, and two years of Senior High School) to provide sufficient time for mastery of concepts and skills, develop lifelong learners, and

prepare graduates for tertiary education, middle-level skills development, employment and entrepreneurship. Restructured Curriculum: The 2002 Curriculum for formal basic education aims at raising the quality of the Filipino lea rnersand graduates and empowering them for lifelong learning, which requires the attainment of functional literacy. To decongest the curriculum and make it easier for teachers and learners to contextualize it, t heDepEd has restructured the curriculum into five (5) learning areas, namely, Filipino, English, Science, Mathematics, and Makabayan with stronger integration of competencies within and across these learning areas. The restructured curriculum makes use of innovative, interdisciplinary, and integrative modes of instructional delivery, whenever these modes are possible and appropriate. The ideal teaching-learning process is interactive, and thus the curriculum has been restructured to promote more reciprocal interaction between students and teachers, between students themselves (collaborative learning), between students and instructional materials, between students and multi-media sources, and between teachers of different disciplines. Values development is integral to all the learning areas from the Elementary to the Secondary levels.

References: http://www.scribd.com/doc/78547151/2002-Basic-Education-Curriculum http://www.scribd.com/doc/18353723/Compilation-in-Curriculum