fs 4 learning activities
TRANSCRIPT
7/23/2019 FS 4 Learning Activities
http://slidepdf.com/reader/full/fs-4-learning-activities 1/23
Episode 1: The meaning Of curriculum
1.2. Visit school library/surf the internet or consult the dictionary. Write
two 2! meanings of curriculum ta"en from authoritati#e sources.
$eaning of %urriculum &eferences!
1. Curriculum refers to themeans and materials
with which students will
interact for the purposeof achieving identiededucational outcomes.
2. Curriculum is broadly
dened as the totality of student experiences thatoccur in the educational
process.
♥ education.com
by: Edward '. Ebert (()
%hristine Ebert) $ichael *.
+entley ,-/,/1!
♥ wi"ipedia.com
$y analysis:
♥ In my analysis, based from the meaning of curriculum that I got
from the internet, curriculum is the set of learning goals that the
students should be achieved in order to finish or advanced to the
next level.
7/23/2019 FS 4 Learning Activities
http://slidepdf.com/reader/full/fs-4-learning-activities 2/23
1.. E#ol#e your own de0nition of curriculum. %onsider all the
meanings you ha#e ta"en from the dierent sources and from
authoritati#e sources.
♥ or me3 curriculum is the guiding stars in education3 because
curriculum is a set of plans for learning that guides the students
to attain the predetermined goals and the teachers to identify
the learning outcomes that students should demonstrate before
they ad#anced to the ne4t le#el.
5ow did ( feel after the acti#ities6
♥ 7fter accomplishing this acti#ity3 ( felt moti#ated because as a
future teacher3 ( will be part of the curriculum as theimplementer3 planner3 and writer.
7/23/2019 FS 4 Learning Activities
http://slidepdf.com/reader/full/fs-4-learning-activities 3/23
&e8ections/insights
Why is %urriculum important6
%urriculum is important because:♥ The curriculum identi0es the learning outcomes3 standards and core
competencies that students must demonstrate before ad#ancing to the ne4t
le#el.
♥ 7dministrators follow detailed curriculum to help students achie#e state and
national standards of academic performance.
♥ 'chool9s curriculum informs teachers what s"ills must be taught at each
grade le#el to ultimately prepare students for postsecondary education or a
ob.
♥ %urriculum outlines for students a se;uence of courses and tas"s that mustbe successfully completed to master a subect and earn a diploma or
degree.
♥ %urriculum is also intended to teach students the importance of
responsibility3 hard wor" and responsible citi<enship.
5ow can one enrich the curriculum in e#ery school6
We can enrich the curriculum in e#ery school if we:♥ E4tend the regular curriculum by pro#iding students a wide range of
acti#ities to e4periences.
♥ $a"e learning more meaningful and enoyable3 by ma"ing the content and
process learned in a conte4t of real and present problems.
♥ *et the students to construct their own meaning through "nowledge and
s"ills application.
7/23/2019 FS 4 Learning Activities
http://slidepdf.com/reader/full/fs-4-learning-activities 4/23
Episode 2: The types of%urricula in schools
2.1. Visit the schools near your place or your 7lma $ater. (nter#iew a teacher3administrator or former teacher in that school. ind out what curriculumis being used in the school/colleges/uni#ersities in your place. %hec" thecorresponding column.
2.2. (nter#iew a teacher from a school. 7s" this ;uestion:“Why must the teacher be aware and sensitive to the hidden curriculum?”
7ccording to m"oren3 a social study middle school teacher. Teachers mustbe aware and sensiti#e to hidden curriculum because)
♥ 5idden curriculum often supports a #iewpoint of the maority group or
of in8uential indi#iduals. (t also may be based on speci0c religious
#iews. This would support the actions of a religious group usually themaority religious group! while ignoring or downplaying those of otherreligious groups. The hidden curriculum is dangerous because it oftenpresents a biased or stereotypical #iew of e#ents3 people3 andactions. 7s our di#ersity grows in our country and in our classrooms3teachers must be aware of this bias so they don9t falsely portray agroup of people3 a religion3 or speci0c e#ents in history.
2.. *ist down some of the tools used by the school to assess theircurriculum.
=ame s! of
'chools/%olleges/>ni#ersities
& e c o m m e n d e d
u l u m
W r i t t e n
% u r r i c u l u m
T a u g h t
% u r r i c u l u m '
u p p o r t e d
u r r i c u l u m
7 s s e s s e d
% u r r
i c u l u m
* e a r n e d
% u r
r i c u l u m
5 i d
d e n % u r r i c u l u m
1. (saac *ope< integrated
school ilis!
2. 7rellano uni#ersity ?
@laridel campus
. Aose ri<al uni#ersity ru!
? hs di#ision
7/23/2019 FS 4 Learning Activities
http://slidepdf.com/reader/full/fs-4-learning-activities 5/23
$y &ef lectionWhy do ( need to "now the dierent the dierent types of
curricula6
♥ (n my opinion3 we need to "now the dierent types of curricula
because it was interBconnected to each other3 and all the types of
curriculum helps us3 teacher to ma"e a total ;uality education. Where
education can touch the heart3 teach the mind3 and transform li#es.
Episode : the teacher
@erformance based'trategy
&e8ecti#e 'trategy
@ersonal
%ommunication
'trategy
@aperBandBpencil
'trategy
Obser#ational 'trate
Tools used by the school to
assess their curriculum.
7/23/2019 FS 4 Learning Activities
http://slidepdf.com/reader/full/fs-4-learning-activities 6/23
7s a curricularist
1.1 (nter#iew a teacher on the speci0c role he/she plays as a curricularist.
Level Role as a Curricularist
Early Childhood
na Eva !imene"
#ulo $ay Care
Center
♥ ( play the role of curriculum planner3 because (
write and master the daily lesson plan. ( also play
the role of curriculum implementer3 as ( teach the
content of curriculum to my students.Elementary
Roland C.
$alloran !r.
!R%&Elementary
$ivision
♥ $y role is to implement the prescribe curriculum by
the CepEd as well as the uni#ersity at limit in the
classroom le#el.
'econdary Level
'egundo (.
)a*o"a+saac Lope"
+ntegrated
'chool
♥ $y role is to design3 enrich3 and modi0es the
curriculum to suit the learners9 needs.
.. &esearch in the library and loo" for the role of a teacher as a curricularist.
&esearch Title: The DVoice of the Teacher in curriculum de#elopment: a #oice
crying in the wilderness
&esearchers!: 7rend %arl aec2Fsun.ac.<a!
indings:
(n her/his research and sur#ey3 she/he found out that:
♥ The teacher clearly shows a strong desire to become in#ol#ed in the
earlier stage of decisionBma"ing processes of curriculum de#elopment.
♥ $ost of the teacher he/she inter#iewed3 stated that as a professional
and owing to their handsBon contact with daily teaching practiced3
they can ma"e a creati#e contribution to rele#ant curriculum
de#elopment.
♥ The actual participation of the teachers is an illusion3 because the 0nal
decision ha#e already been ta"en elsewhere3 and by the time they
become in#ol#ed they e4perienced curriculum as perspecti#e and
imposed upon the Dfrom the top down.
♥ The responding teacher felt that their opinion and needs should be
accommodated beforehand3 seeing that in the main policyBma"ers and
curriculum agents ha#e already lost contract with classroom and
school practice.
7/23/2019 FS 4 Learning Activities
http://slidepdf.com/reader/full/fs-4-learning-activities 7/23
G.1. (nter#iew an administrator3 a student3 a parent3 and a teacher. ind out their
#iew points on the traditional and progressi#e curriculum.
♥ 'tudent
=ame: Eullah Veronica $agboo'chool: &i<al Technological >ni#ersity &T>!
♥ aculty $ember
=ame: $s. +ernadette Halang'chool: A&>'ubect 7rea Taught/5andled: %5EC3 English3 'cience
Episode G: Teacher as a
"nower of curriculum
spects (raditional ,rogressive
Role of (eacher Cispenser of "nowledge)'oloist acilitator) %oach
Role of ,upils &eceptor of "nowledge (nitiator of "nowledge)odes of +nstruction TeacherBcentered *earnerBcentered
+nstructional )aterials $anila paper3 %artolina3
and other teacher made
materials.
'lide presentation3
proector
)odes of assessment Obecti#e type of test 'ubecti#e type of test)
outcomeBbased
spects (raditional ,rogressive
Role of (eacher %ontroller of the learning
en#ironment
acilitator3 guides the
pupils to thin"Role of ,upils @assi#e absorbers of
information andauthority.
7cti#e @articipant3
problem sol#ers3 andplanners.
)odes of +nstruction Te4tboo"3 lecture3 and
indi#idual written
assignments.
E4perimentation3 proect3
group wor"s3 and role
play+nstructional )aterials +lac"board3 chal"3 manila
paper3 and cartolina
%omputer3 internet3 and
proector)odes of assessment @reBtest3 postBtest3
;ui<<es3 and periodic
e4am results
&ubrics3 proect3
acti#ities3 portfolios3
summati#e and formati#e
e4am.
7/23/2019 FS 4 Learning Activities
http://slidepdf.com/reader/full/fs-4-learning-activities 8/23
♥ 7dministrator
=ame: =ida Ca#id
'chool: 5eadstart preBschool of $andaluyong=o. of years of administrati#e e4perience: years
♥ @arent
=ame: 7na E#a Aimene<5ighest Educational 7ttainment: %ollege *e#el
$y &e8ection:7fter inter#iewing the dierent sta"eholders3 ( learned their opinion about
the traditional and progressi#e curriculum. ( also was able to compare my own
opinion about the topic and ( ha#e the opportunity to debate my beliefs3 and some
educational issues. 5a#ing a con#ersation and little debate with them3 strengthen
and enhance my "nowledge and my beliefs.
spects (raditional ,rogressive
Role of (eacher TeacherBcentered *earnerBcenteredRole of ,upils &eceptacle %onstructor of "nowledge
)odes of +nstruction %hal" and tal" method (n;uiry based and
re8ecti#e+nstructional )aterials +lac"board and manila
paper
21st century materials
)odes of assessment @aper and pencil 7uthentic andperformance based
spects (raditional ,rogressive
Role of (eacher Hi#e all information Huide the studentsRole of ,upils 'tudents ta"e notes3
mastery of s"ills
'tudent performance to
demonstrate learning)odes of +nstruction Huided instruction Cisco#ery and
e4periential+nstructional )aterials %artolina3 +lac"board3
and manila paper
$ultimedia3 internet3
slide presentation)odes of assessment @aper and pencil @erformance outcome
7/23/2019 FS 4 Learning Activities
http://slidepdf.com/reader/full/fs-4-learning-activities 9/23
G.2 &esearch on the dierence of the traditional and progressi#e curriculum.
7ccomplish the 5Bchart gi#en below. Write the similarities at the center and the
dierence on each side.
$y @ersonal (nsight:
(n accomplishing this acti#ity3 ( was able to distinguish the similarities and
dierence of the traditional and progressi#e curriculum. 5owe#er after learning
the dierence and similarities of the two point of #iews in curriculum3 ( was
con#inced that we need both #iewpoints of the curriculum to further enhance our
curriculum.
Traditional
%urriculum
♥ $ore indi#idual
wor"
♥ ocused on
de0ning and
recall of
information.
♥ TeacherBdominant
♥ '"ill focused
♥ $ore on
memori<ation
for mastery
♥ @aperBandB
pencil
♥ E4ternal
e#aluation
♥ 'poon feeding♥ ocused on
learning
outcome
♥ E4ternal
e#aluation
@rogressi#e
%urriculum
♦ $ore re8ection
♦ &ubrics
♦ 'tudent
e#aluation
♦ ocused on the
application of
the ac;uired"nowledge
♦ Tas" focused
♦ 'tudent
centered
♦ @erformance
test
♦ $ore on
reasoning and
openBended
;uestions.♦ $ore on group
acti#ities
♦ *ess teacher
tal"ing
♦ ocused on the
process of the
'imilarities
ᴥ TeacherB'tudent
interaction.ᴥ +oth ha#e ways
of measuring I
e#aluating
learningᴥ +oth aim for
Episode J: 7pproaches
7bout 'chool %urriculum
7/23/2019 FS 4 Learning Activities
http://slidepdf.com/reader/full/fs-4-learning-activities 10/23
J.1. 7ccomplish the template gi#en below by following the gi#en sample.
'ub-ects Content ,rocess ,roduct
'ample:
%urriculumCe#elopment with
ield 'tudy G
Ce0nition of %urriculum
♦ %lustering
♦ &ead @ost
%ategori<e
♦ (nter#iew
E#ol#ed a
conte4tuali<edde0nition of
curriculum.
1. English@art of 'peech
♦ &ead poems
♦ 7nalyse
♦ %ategori<e
♦ %reate
Eecti#e and
creati#e writing
s"ills.
2. 'ocial
'tudies
5istory ♦ (dentify
♦ %ompare lifein the past
to life today
♦ E4plain
♦ %reate
chronologica
l se;uence
7c;uiring
"nowledge aboutsigni0cant e#ents3
de#elopments3
indi#iduals3
groups3
documents3
places3 and ideas
to support
in#estigations. 'cience @art of 'peech ♦ (dentify
♦ amiliari<e♦ Craw
Craw the function
of dierent partsof the body.
/. 0ilipino @aniti"an ♦ @agbasa
♦ @agBunawa
♦ @agsasadula
$apanuri at
masusing pagB
unawa sa te"sto
at babasahin.
$y &e8ection:
(n accomplishing this acti#ity3 ( was able to apply the dierentapproaches about school curriculum3 and also ( learned how to identify
the process of curriculum and its possible outcomes. 7lso3 ( was able
to learn the importance of this approaches to the curriculum and to
the learning process.
7/23/2019 FS 4 Learning Activities
http://slidepdf.com/reader/full/fs-4-learning-activities 11/23
J.2 There are si4 criteria in the selection of "nowledge/subect matter. (nter#iew ateacher3 the indicators for each of the criteria by answering the gi#en ;uestion.
Criteria uestions +ndicators1. 'ignicance ♥ 5ow do you "now
the signi0cance in
the content of the
curriculum6
♦ (t9s signi0cant if it will
de#elop the
cogniti#e3 aecti#e3
and psychomotor
s"ills of the students
and also the cultural
aspects.
2. alidity ♥ 5ow do you "now ifthe curriculum is
#alid6
♦ The content of thesubect matter is
authentic. Kou9ll "now
if the content is
authentic if the
students create a
tangible3 useful
product to be shared
with their world.. %sefulness ♥ When do we "now
that the curriculum isuseful6
♦ The content of the
subect matter mayrelati#e to the
learners who is going
to use it./. Learnability ♥ When do you "now
that the content is
within the range of
your learner9s
e4perience6
♦ The subect matter in
the curriculum should
be within the range of
e4periences of the
learners.3. 0easibility ♥ When do you "now
that the content iswithin the time3
resources and
e4pertise of teacher
and e4periences of
the learners6
♦ *ess teaching eorts
and educationalresources but more
eLcient result and
eecti#e outcomes.
4. +nterest ♥ When do you "now
that the learners are
♦ The learners are
interested in the topic
7/23/2019 FS 4 Learning Activities
http://slidepdf.com/reader/full/fs-4-learning-activities 12/23
interested in
content6
if he/she is acti#ely
participating to the
discussion.
&e8ection:
7fter inter#iewing some of the faculty teachers in A&>3 ( was able to indicatewhether the "nowledge or subect matter is signi0cant3 #alid3 useful3 learnable3
feasible3 and interesting to my students. 7lso3 while ( was inter#iewing them3 they
ga#e me some useful ad#ices and strategies that ( can use3 they also gi#e me
some techni;ues to on how to use the si4 criteria in selection of "nowledge or
subect matter.
J. +.7.'.(.%. is an acronym to state the principles of curriculum content.
,rinciple 15 Curriculum $evelopment 'ample
6alanceEquitable assignments of contents,
time, experiences, and other elements.
irst Hrading:
1. +ranches of earth science
2. &ealms of the eartha. $eteorology
1. Element of weather2. Earth9s atmosphere. +iochemical cycle
rticulation
Curriculum is arranged vertically or
horizontally.
Hrade 1
1. 7dd I
subtract
(ntegers2. $ultiply I
di#ide
integers
Hrade 21. 7dd I
subtract
decimals2. $ultiply I
di#ide
decimals
Hrade 1. 7pply
arithmeti
c
operation
s to sol#e
problems.
'cope
Content, topics, learning experience
and organizing the threads of an
educational plan.
1. Heneral subect: 5istory of Western
$usic'peci0c Topic: &enaissance musical
instruments.2. $odule 1: %urriculum concepts3 nature
and purposes*esson 1: %oncept nature and purpose
of curriculum
+ntegration
Curriculum is integrated and
interconnected.
$ath arithmetic operations! @hysics law
of motions!:
Write the contents in one subect area
for the 0rst grading period.
Write a sample content of one topic in
a subect from le#el to le#el or grade to
Write a sample topics in a subect area.
%ite a lesson which is integrated in
other sub ects.
7/23/2019 FS 4 Learning Activities
http://slidepdf.com/reader/full/fs-4-learning-activities 13/23
Continuity
Vertical repetition and recurring
approaches of content
7rade three5 7dding
thousands
7rade two: 7dding5undreds
7rade one5 7dding
Tenths
M.2. There are steps in the model of 5ilda Taba. (nter#iew a teacher and in;uire
how these steps are applied by accomplishing the gi#en chart by gi#ing concrete
e4amples.
Write sample topics in a subect area
where content is organi<ed in spiral
fashion in breadth and depth.
Episode M: %urriculum
Ce#elopment: @rocess and models
'teps 7pplication to &eal Teaching
1. Ciagnosis of learners9 needs and
e4pectations of larger society.♦ Teachers identify the needs of
the students preBtest!
2. ormulation of learningobecti#es.
♦ Teachers will specify obecti#esbased to the student needs and
to the CepEd curriculum guide.
. 'election of learning content. ♦ The obecti#e suggests the
curriculum9s content. The
obecti#e and content should
match3 also the #alidity and
signi0cance of the content area
are also determined.
G. Organi<ation of learning content. ♦ The teacher organi<e the content
into a se;uence3 ta"ing intoconsideration of learners9
maturity3 academic
achie#ements and interest.
J. 'election of learning e4perience. ♦ Teacher select instructional
methods that will engage the
students with the content.
M. $odes of e#aluation. ♦ The teacher will de#elop means
of e#aluation. They will
determined which obecti#es
ha#e been accomplished.
7/23/2019 FS 4 Learning Activities
http://slidepdf.com/reader/full/fs-4-learning-activities 14/23
M. %omplete the staircase of the curriculum de#elopment process
according to Tyler. Write the answer in the steps. Hi#e e4amples for each
steps.
G
'tep /5Evaluation ofob-ectives.
E4. The teacher
could ha#e the
students write an
essay without
assistance.
2
'tep 5
8rgani"ing theexperience.
E4. The teacher
needs todetermine a
logical order of
e4perience for the
students.
'tep 25 +dentifyeducational
experiences
related to
purpose.
E4. The students
need to meet the
obecti#e of writing
an essay.
'tep 15$etermine theschool9s purpose.
E4. 7 school is
de#eloping an
English curriculum
may create anobecti#e that
7/23/2019 FS 4 Learning Activities
http://slidepdf.com/reader/full/fs-4-learning-activities 15/23
-.2. (nter#iew an administrator3 a faculty and cite speci0c e4amples in each of the items
gi#en below. %omplete the table.
0oundation of curriculum 'ample: situation1. ,hilosophical 0oundation • *earning by doing3 by Aohn Cewey
• The constructi#ism through
e4periments or laboratory wor"s.2. #istorical 0oundation • ield trips3 historical tour3 outbound/
. ,sychological 0oundation • +eha#iourism3 case study
/. 'ocial 0oundation • @eer teaching3 mentoring and small
group discussion
$y @ersonal (nsight
1
Episode -: oundation of
%urriculum de#elopment
7/23/2019 FS 4 Learning Activities
http://slidepdf.com/reader/full/fs-4-learning-activities 16/23
The philosophical3 historical3 psychological and social foundation contributes to the better
understanding of what a curriculum is3 these are also the basis of "nowledge that
pro#ides the foundation of curriculum.
-. E#ol#e your philosophy based on the e4isting philosophies of education. (llustratethrough a graphic organi<er. E4plain how this will be applied3 if you are going to put your
own school.
( were going to put my own school
N.1 7ccomplish the matri4 by inter#iewing an administrator and a teacher to e4plain how
the ten a4ioms are reali<ed in the school setting. The teacher or the administrator has the
option to choose the a4iom that he/she wishes to e4plain.
(en axioms for curriculum $esigners 'ituations:'amples on how theseaxioms are reali"ed in the school
setting1. Curriculum change is inevitable;
necessary and desirable.• ormulating and implementing new
curriculum designs.2. Curriculum re<ects its own
time. +t is a product of its time.• 7s the time changes the curriculum
also changes.. Curriculum changes made • The new curriculum is in use while
7s a teacher3 ( belie#ed that my tas" is:
• To as" openBended ;uestions.
• To ma"e a distinction between psychologic
;uestions and moral ;uestions.
• To inculcate good #alue and ethics through
modelling.
• To facilitate learning and de#elopment3
considering multiBculturalism and di#ersity
( will belie#ed that e#ery child:
• (s special.
• 5as dierent learning styles.
• 5as dierent interests and intelligences.• %an choose what she wants to be.
Episode N: %rafting the %urriculum:
the teacher as a designer
7/23/2019 FS 4 Learning Activities
http://slidepdf.com/reader/full/fs-4-learning-activities 17/23
earlier can exist concurrentlywith newer curriculum changes.
the old is functioning.
/. Curriculum change depends onpeople who will implement thechange.
• The lesson plans of the teachers are
aligned with the new curriculum.
3. Curriculum development is acooperative group activity.
•
To help promote the curriculum3parents3 teachers3 learners and
other sta"eholders cooperate and
supports the curriculum.4. Curriculum development is a
decision&ma=ing process madefrom choices or alternatives.
• The curriculum de#eloper will
design the curriculum and decide on
the contents and strategies to use.>. Curriculum development is an
on&going process.• %urriculum is always changing.
?. Curriculum development ismore e@ective if it is acomprehensive process notpiecemeal.
• %urriculum design is '$7&T
'peci0c3 $easurable3
achie#able/a#ailable3 rele#ant andtime bound.A. Curriculum development is
more e@ective when it follows asystematic process.
• %urriculum is carefully planned and
not ust from a guess wor".
1B. Curriculum developmentstarts from where thecurriculum is.
• The e4isting curriculum is used as
the basis in creating new
curriculum.
N.2 Obser#e a class or get a sample lesson. >sing the elements/components3 write
a sample curriculum using the template gi#en below.
(ntended
*earning
Outcomes
'ubect $atter or
*earning %ontent
Teaching or
*earning $ethods
7ssessment/E#alua
tion
7. (dentify the
sounds
each ?ed
ending
1. Topic:a. Words with
B/ed/ endingb. >nderstandi
7. @reparatory
7cti#itiesa. Caily
&outine
WW1:
%ategori<e the
words according to
the sound the ?ed
7/23/2019 FS 4 Learning Activities
http://slidepdf.com/reader/full/fs-4-learning-activities 18/23
words
stands for
B/d/3 B/</ or
B/ed/+. $a"e
udgementon the
actions/
solutions
gi#en by
the
characters
in the story.
ng
inference.2. &eference
• @honics
&eaders
'cholastic (nc.. $aterials
• 'lide
@resentation
• $ultimedia
b. &e#iewc. $oti#ation
+. *esson
Ce#elopmenta. @resentatio
nb. Ciscussionc. Henerali<ati
onsummari<e
the topic for
the day!%. 7pplication
a. Crill on
reading
words that
contains ?
ed ending.
ending sounds for.
.1 These are types of curriculum design models. %omplete the template gi#en below by
citing their best features.
Episode : approaches to
%urriculum design
7/23/2019 FS 4 Learning Activities
http://slidepdf.com/reader/full/fs-4-learning-activities 19/23
Curriculum Design Models 6est 0eatures. !ub"ect#Centered Design ♦ ocused on the content of
curriculum1.1 Subject Design ♦ %orresponds mostly to the boo"s.
♦ Easy to deli#er.
1.2 Discipline Design ♦ ocused on the academic discipline.1. !orrelation Design ♦ *in"s separate subect designs in
order to reduce fragmentation.1." Scrap #eld Design$ %nterdisciplinary
Design♦ (t integrate the subect contents
that are related to each other.$. %earner#Centered Design ♦ *earner is the centered of the
educati#e process.2.1 !hild&!entered Design ♦ ocused on the needs and interests
of the child.2.2 '(perience&!entered Design ♦ *earners9 e4periences become the
starting points of curriculum.
♦ *earners9 are made to choose from#arious acti#ities that the teacher
pro#ide.2. )umanistic Design ♦ The de#elopment of self is the
ultimate obecti#e of learning.
♦ (t focus on the de#elopment of
positi#e selfBconcept and
interpersonal s"ills.&. 'roblem#Centered Design ♦ Various problem are gi#en
emphases..1 *i+e Situation Design ♦ 7llows students to clearly #iew
problems area clearly.♦ >se the past and the present
e4perience of the learners9..2 !ore ,roblem Design ♦ (t centers on general education and
the problem are based on common
human acti#ities.
$y @ersonal (nsights
(n completing this acti#ity3 ( was able to distinguish the best features of the dierentcurriculum design models and as a teacher ( was able to learn dierent ways to deli#ery
my lesson. 7lso3 upon accomplishing this acti#ity ( was able to choose what curriculum
design suited for me and also for my future students3 because with this "nowledge3 ( may
able to formulate a strategies3 method3 and techni;ues that will help my students to
enhance their s"ills.
Episode 1,: implementing the curriculum: the
teacher as curriculum implementer and manager
7/23/2019 FS 4 Learning Activities
http://slidepdf.com/reader/full/fs-4-learning-activities 20/23
1,.2 These are the categories of curriculum change. Het
sample/situations for these categories from the school you #isited.
Categories of CurriculumChanges
'ituation: 'amples
1. 'ubstitutionReplace the present with anew one.
♦ One element is substitute
by the other3 e4ample one
course paper3 one unit is
replaced with another.
2. lteration+ntroduce minor changes or
modication on the currentone.
♦ (f some material3 content3
item or procedure is
introduced into the e4istingmaterials and adopted.
. Restructuring+ntroduce ma-ormodication of the currentcurriculum.
♦ $odi0cation of the system
itself for instance3 team
teaching3 proect method or
competency3 based
teaching and e#aluation.
/. ,erturbationChanges happen within afairly short time.
♦ 'ome changes when
introduced disturb the
programme for some time
and later on they get
adusted or adopted into the
programme.
3. alue 8rientationResponds to shift inemphasis within thevision:mission of the
school.
♦ The change basically brings
a shift from one9s
philosophy or basis ideology
towards a particular.
1,. 7nswer the ;uestion brie8y. Why do we need to change the
curriculum from time to time6
♦ (n my opinion3 we ha#e to change curriculum because our society
change o#er time and we should ha#e our education system
7/23/2019 FS 4 Learning Activities
http://slidepdf.com/reader/full/fs-4-learning-activities 21/23
meet this changes or else it will cause chaos3 because of lac" of
"nowledge and misunderstanding. We pre#ent those things to
happen3 that9s why we re#ise the curriculum from time to time to
cope with the dynamic society.
11.1 (nter#iew dierent sta"eholders and in;uire about their roles in curriculum
de#elopment.
'ta"eholders of the %urriculum
Ce#elopment
&oles in %urriculum Ce#elopment
1.Learners ♦ E#erything in the curriculum
should re#ol#e around her
interests3 needs3 abilities3 and
capacities.
2.(eachers ♦ They holds the "ey in
operationali<ing what acti#ities
ha#e been planned.
.'chool Leaders: dministrator ♦ They pro#ide necessary
leadership in e#aluating teaching
personnel and school programs./.,arents ♦ They are the best supporters of
the school.
3.Community ♦ They pro#ide the necessary
materials and resources for
learning.
4.8ther gencies ♦ They re#iew the curriculum
because professional
organi<ation ha#e better #iew of
the industry.
$y &e8ection(n this acti#ity3 ( further understand the role of the dierent
sta"eholders in de#eloping curriculum and it was great to "now that
Episode 11: sta"eholders incurriculum de#elopment
7/23/2019 FS 4 Learning Activities
http://slidepdf.com/reader/full/fs-4-learning-activities 22/23
e#eryone in the society participate in de#eloping the curriculum
because in that way we can assure the #alidity3 reliability3 and
signi0cance of the content of our curriculum.
12.1 7s" at least si4 teachers3 why there is a need to e#aluate the curriculum.
Episode 12: curriculum e#aluation
and the teacher
7/23/2019 FS 4 Learning Activities
http://slidepdf.com/reader/full/fs-4-learning-activities 23/23
Why do we
need toe#aluate thecurriculum6
1. To allow thecurriculum
de#elopers andimplementers tobe certain aboutthe functions of
the curriculum putin place.
2. it pro#idese#idence to tell
how well thestudents ha#e
learned.
/. meetingaccreditationstandards bymeasuring
student andprogram
performance.
G. it deteminesthe worth of thecurriculum to the
institution.
J. it gi#einformation oneecti#eness ofthe curriculum.
M. it gi#esinformation on therele#ancy of thecurriculum in the
society.