Documente Academic
Documente Profesional
Documente Cultură
Objectives
After 1 hour discussion, the learner should be able to:
Explain the curriculum planning and its factor
Analyze the implementation of curriculum changes
Discuss the approaches to curriculum design
CURRICULUM PLANNING
Is the process whereby the
advance arrangement of
learning opportunities for a
particular population of
learners is created
Curriculum Planning
Is a process whereby the advance arrangement of
Curriculum Planning
Developing a curriculum:
Identifying relevant substantive decisions at increasing
levels of specificity and precision
Checking for consistency between and among the endsand-means- decisions by a two way process of derivation
and evaluation at each stage and by referring to data
sources for basic information
IMPORTANCE OF CURRICULUM
PLANNING
Curriculum planning develop well-coordinated,
quality teaching, learning and assessment programs,
which build students knowledge, skills and behaviors in
the disciplines, as well as their interdisciplinary and/or
physical, personal and social capacities.
The full range of learning needs of students are
addressed
History
Philosophy
Social forces
Psychology
Religion
Contemporary Issues
control.
2. Relationship of Stakeholder, academic
scholars, and elementary school and
secondary school and collegiate educators
in curriculum planning, parents and etc.
ROLE OF STAKEHOLDERS IN
CURRICULUM IMPLEMENTATION
Stakeholders are individuals or
institutions that are interested in school
curriculum.
These stakeholders shape the school
curriculum implementation.
CONTINUATION:
The teacher designs, enriches and modifies the
curriculum to suit the learners characteristics.
As a curriculum developer, teachers are part
of textbooks committees, faculty selection boards,
school evaluation committee or textbook writers
themselves.
2 FACTORS IN CURRICULUM
PLANNING
Identifying relevant substantive decisions at increasing
levels of specificity and precision
2. Checking for consistency between and among the ends
andmeans decisions by a twoway process of
derivation and evaluation at each stage and by referring
to data sources for basic information
1.
CHARACTERISTICS OF A
CURRICULUM PLANNER
Open-minded
Willing to listen
Ready to Adapt
OPENMINDED
Is an indispensable characteristics in those who plan
the curriculum
Understanding of the values of the past practices and
of school community and traditions is important.
Must analyze and evaluate all aspects of the
program of schools to make certain in providing the
best program. And to avoid hindering the
acceptance of new ideas.
WILLING TO LISTEN
Well-founded criticisms on the curriculum and
program.
READY TO ADAPT
There is a wisdom adopting relevant foreign
INTERNAL:
Teachers, Students, Administration, DepEd/CHED
EXTERNAL
Alumni,Parents,Professional,Organizations,Business
Organizations
personnel administration
Equilibrium
Driving Forces
Restraining Forces
a) Fear of the unknown
a) Government intervention
b) Societys values
c) Technological changes
knowledge/skills
d) knowledge explosion
e) Administrative processes
b) Threats to power
c) Obsolete
d) Limited resources
Interest Groups
The School Environment
Culture & Ideology
Instructional Supervision
Assessment
4. Available resources
5. Urgency of the situation
Continuation
This approach considers thefollowing:
The primary focus is the subject matter
The emphasis is on bits and pieces of information which
are detached from life
The continuing pursuit of learning outside the school is
not emphasized.
Learning should only take place inside the classroom
The subject matter serves as a means of identifying
problems in living
CHILD - CENTERED
Continuation
This approach considers the following:
A new respect for the child is fundamental
A new freedom of action is provided
The whole activity is divided into units of work
Self-discovery and self-direction is embraced
PROBLEM - CENTERED
A framework in which the child is
guided toward maturity within the
context of the social group. It assumes
that in the process of living, children
experience problem.
Continuation
This approach is characterized by :
The learners become independent learners
The learners are responsibile through direct
participation in different activities
Recognize the concerns and problems and in seeking
solutions.
The learners are considered problem solvers
BEHAVIORAL APPROACH
This is based on a blueprint, where goals and objectives are