elements of the curriculum
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ELEMENTS OF THE CURRICULUM
A. Curriculum Objectives/ School Purpose
SPECIFIC OBJECTIVES
Upon completion of the lesson, the learner is expected to:
discuss the sources, screening andlevels of educational objectives
differentiate between the domainsof objectives
formulate behavioral objectives onthe three domains using the principleslearned
appreciate the importance ofeducational objectives
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Sources of Objectives
A. Data on the learner
Learner himself
is a prime sourceof inputs for setting schoolgoals.
is the subject of the schooling process.
.
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Sources of Objectives
Data on the learner maybe selected from different theories in
developmental psychology, on needs and interests of learners.
Needs is a psychological construct indicating a certainlack of deficiencywhich creates a tension in the individual.
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Sources of Objectives
B. Data on contemporary society
The school needs to bring into accord contemporary
development in society in order to be able to put on its effortsto the critical aspects of living in contemporary society.
Dogmatic trends, changes in family and community
living and scientific and technologicalchanges are some of the sensitive areas
that need to be studied and reflected in
the curriculum.
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Sources of Objectives
C. Fund of knowledge
The most common and readily available source of school
goals. There must be careful selection to include only the
relevant or the necessary at the level of maturity of the
learner.
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Sources of Objectives
D. Nature of the teaching-learner process.
Teaching is specialized application of knowledge, skills and
attributes designed to provide unique service to meet the
educational needs of the individual and of society.
The choice of learning activities whereby the goals of
education are realized in the school is the responsibility of the
teaching profession.
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Sources of Objectives
e. Philosophy of the school.
f. Professional goals and trends.
g. Theoretical construct of nursing discipline.
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Development of School Goals
Philosophy Psychology
Tentative Goals
Final Goals
Source
Society
Source
Learner
Source
Fund of knowledge
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Screening of Goals
Schools operate on a
number of philosophical assumptions and
values.
It is against these beliefs and
values that school goals be validated. The
question to be asked here is, Is this goal
desirable?
a. Philosophical screen
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Screening of Goals
After a goal statement has finished the first
screen, it passes thru this screen.
Assuming that the goal is acceptable, the
question has to be answered.
Is the goal feasible?Can it be attained realistically in the school
program?
b. Psychological screen
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Screening of Goals
1. Distinguish between changes in behaviorwhich can result from the learning process
and those that cannot.
2. Distinguish what can be done from whatcannot be done because they will take much
time at the age level in question.
3. Determine prerequisite conditions forcertain types of learning.
The psychological screen enables the curriculum plannersto do the following:
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Screening of Goals
4. Suggest length of time over which goals
should be pursued and emphasized.
5. Determine goals that are consistent with
time tested principles and practices of
teaching and learning.
The psychological screen enables the curriculum plannersto do the following:
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Level Of School Goal
1. Institutional Goal
2. School Level or Department Goal
3. Program or curricular goals4. Course or Year level goal
5. Classroom or Instructional Level
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Instructional Objectives
an initial step in planning of instruction.
is an intent communicated by a statementdescribing a proposed changed in a learner of
what the learner is to be like when he has
successfully completed a learning experience
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Purposes of instructional objectives in
curriculum planning
Define the direction in which desired growth
and development should take place.
Provide a basis for the selection of learning
experiences.
Provide a basis for evaluating learning
outcomes
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Limitations and some considerations of
instructional objectives in planning
curriculum and instruction
The difficulty of defining exactly what
instructional objective really means. The difficulty of specifying the instructional
objectives in the fullness of details.
The problem of specifying the appropriatelevel of habitual change in behavior.
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Taxonomy of Objectives
Categories of Learning Objective by Bloom
1. Cognitive Domain (knowing/Head)
2. Affective Domain (Feeling/ Heart)3. Psychomotor Domain (doing/ Hands)
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Cognitive Domain
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Structure of Observed Learning
Outcome Taxonomy
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Psychomotor Domain
The information is based on the theories of
Harrow (1972 ),Dave (1975) and Simpson
(1972)Taxonomy of Psychomotor Domain
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Harrow Taxonomy (1972)
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Dave and Harrow Taxonomy (1975)
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Simpson (1972)
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Checklist for Evaluation of
Instructional Objectives
1. Is the objective clearly related to the goal from which it isderived?
2. Does the objective include only one learning outcome?
3. Is the objective stated in terms of student behavior notteachers performance?
4. Is the objective stated as a learning product, not processor activity?
5. Is the minimum level of performance indicative of
acceptable achievement clearly specified?6. Does the objective state the circumstances or conditions
under which the student will exhibit the desired learningoutcome?
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References
Online
http://www.teachers.ab.ca/About%20the%20ATA/Governance/PolicyandPositionPapers/Position%20Papers/Pages/Nature%20of%20Teaching%20and%20Teaching%20as%20a%20Profession.aspx
Bloom's Taxonomy of Learning Domains
http://www.nwlink.com/~donclark/hrd/bloom.html
Harrow Taxonomy Psychomotor Domain
http://cehdclass.gmu.edu/ndabbagh/Resources/IDKB/harrowstax.htm
Learning Taxonomy - Simpson Psychomotor Domain
http://assessment.uconn.edu/docs/LearningTaxonomy_Psychomotor.pdf
https://giftedmmiller.wikispaces.com/file/view/Affective_Taxonomy.gif/54918972/Affective_Taxonomy.gif
Print/ Book
Palma, J. C. (1992). Curriculum Development System a handbook for school Practitioners in Basic Education(pp. 26-57). Manila,Philippines: National Bookstore, Inc. & Jesus C. Palma.
Ornstein, A. C., & Hunkins, F. P. (1988). CURRICULAR Foundation, Principle, and Issue(pp. 150-162). N.p.: Prentice Hall International.
Gutierrez, D. S. (2008).Assessment of Learning Outcome (Affective and Psychomotor Domain)(Book 2 ed., pp. 13-19). Valenzuela,Philippines: Kerusso Publishing House.
Tanner, D., & Tanner, L. (1988). CURRICUlUM DEVELOPMENT Theory and Practice(third ed., pp. 200-208). Saddle River, NJ: PrenticeHall International.w
https://giftedmmiller.wikispaces.com/file/view/Affective_Taxonomy.gif/54918972/Affective_Taxonomy.gif
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