Elements Components of Curriculum - XXX
Elements Components of Curriculum - XXX
Elements Components of Curriculum - XXX
1. aims, goals and objectives 2. subject matter/content 3. learning experiences 4. evaluation approaches
When translated into questions, each component can be addressed by the following:
ELEMENTS/COMPONENTS OF THE CURRICULUM
1. What is to be done? 2. What subject matter is to be included? 3. What instructional strategies, resources and activities will be employed? 4. What method and instruments will be used to assess the results of the curriculum?
1. 2. 3. 4.
inculcate patriotism and nationalism foster love of humanity promote respect for human rights appreciate the role of national heroes in the historical development of the country 5. teach the rights and duties of citizenship
6. strengthen ethical and spiritual values 7. develop moral character and personal discipline 8. encourage critical and creative thinking 9. broaden scientific and technological knowledge and promote vocational efficiency
identification with and love for the nation and the people to which he belongs; and
promote
work experiences which develop orientation to the world of work and prepare the learner to engage in honest and gainful work
Aims of Secondary Education In high school or secondary level, educational curricula aim to:
and enhance the different aptitudes and interests of students in order to equip them with skills for productive endeavor and or to prepare them for tertiary schooling
promote national identity, cultural consciousness, moral integrity and spiritual vigor; train the nations manpower in the skills required for national development; and advance knowledge through research and apply new knowledge for improving the quality of human life and respond effectively to changing society.
The schools vision and mission are further translated into goals which are broad statements or intents to be accomplished. Data for the sources of school goals may include the learners, the society and the fund of knowledge.
The schools mission statement, spells out how it intends to carry out its Vision. the mission targets to produce the kind of persons the students will become after having been educated over a certain period of time. The schools vision and mission are further translated into goals which are broad statements or intents to be accomplished. Data for the sources of school goals may include the learners, the society and the fund of knowledge.
In a curriculum, these goals are made simple and specific for the attainment of each learner. These are called educational objectives. Benjamin Bloom and Robert Mager defined educational objectives in two ways:
Component 1- Curriculum Aims, Goals and Objectives
1. explicit formulation of the ways in which students are expected to be changed by the educative process 2. intent communicated by statement describing a proposed change in learners
direct the change in behavior which is the ultimate aim of learning - provide the bases for the selection of learning content and learning experiences - also set the criteria against which learning outcomes will be evaluated
Bloom and his associates classified three big domains of objectives. These are:
Component 1- Curriculum Aims, Goals and Objectives
1. Knowledge recall, remembering of prior learned materials, in terms of facts, concepts, theories and principles. It is the lowest cognitive level. 2. Comprehension ability to grasp the meaning of material. It indicates the lowest form of understanding.
3. Application the ability to use learned material in new and concrete situation 4. Analysis ability to break down material into component parts so that its organizational structure may be understood 5. Synthesis ability to put parts together to form a new whole 6. Evaluation ability to pass judgment based on given criteria
4. Organization concerned with bringing together different values and building a value system 5. Characterization by a value or value complex developing a lifestyle from a value system
4. Mechanism responses have become habitual. Performance skills are with ease and confidence 5. Complex overt responses skillful performance and with complex movement patterns 6. Adaptation skill well developed that the ability to modify is very easy 7. Origination refers to creating new movement patterns to fit the situation. Creativity is evident.
Regardless of their design or models, all curriculum have content. Content is: - simply more than information to be learned in school - another term for knowledge
What criteria should be used in selecting the content?
Some criteria which can be used in the selection of subject matter content or knowledge for the curriculum.
1. Self-sufficiency 2. Significance 3. Validity 4. Interest 5. Utility 6. Learnability 7. Feasibility
1.
Self-sufficiency
the prime guiding principle for content selection is helping the learner attain self-sufficiency in learning in the most economical manner (Scheffler, 1970). Economy means less teaching effort and educational resources, less learners effort but more results and effective learning outcomes
2. Significance
Content or subject matter is significant if it will contribute to basic ideas, concepts, principles and generalizations to achieve the overall aim of the curriculum. it will develop the cognitive, affective and psychomotor skills of the learners if the cultural aspects will be considered
4. Interest
this is the key criterion for a learner-centered curriculum. A learner will value the content if it is meaningful to him/her. Students interests should be adjusted taking into consideration maturity, prior experiences, educational and social value of their interest among others.
5. Utility usefulness of
the content or subject matter may be relative to the learner who is going to use it. Usefulness may be either be for the present or the future.
6. Learnability subject matter in the curriculum should be within the range of the experiences of the learners.
7.
Feasibility content selection should be considered within the context of the existing reality in schools, in society and government.
Other considerations that maybe used in the selection of the learning content:
a. frequently and commonly used in daily life b. Suited to the maturity levels and abilities of students c. valuable in meeting the needs and competencies of a future career; d. related with other subject areas e. important in the transfer of learning
In organizing or putting together the different learning contents; the following suggestions are given (Palma)
1. Balance 2. Articulation 3. Sequence 4. Integration 5. Continuity
Component 3 Curriculum Experiences Different instructional strategies provide the experiences. The
instructional strategies and methods will put into action the goals and the use of contents in order in order to produce an outcome. Teaching strategies convert the written curriculum into action. Both the teacher and the learner take actions to facilitate learning.
The action are based on planned objectives, the subject matter to be taken and the support materials to be used. This will include a multitude of teaching methods and educational activities which will enhance learning. Whatever methods the teacher utilizes to implement the curriculum, there will be some guide for the selection and use. Among these are:
1. Teaching methods are means to achieve ends. They are used to translate the objectives into action. 2. There is no single best teaching method 3. Teaching method should stimulate the learners desire to develop the cognitive, psychomotor, social and spiritual domain of the individual 4. In the choice of the teaching methods, learning styles of the students should be considered.
4. In the choice of the teaching methods, learning styles of the students should be considered. 5. Every method should lead to the development of the learning outcomes in the three domains: cognitive, affective and psychomotor 6. Flexibility should be a consideration in the use of the teaching methods
All curricula to be effective must have the element of evaluation(Worthen and Sanders, 1987). This refer to the formal determination of the quality, effectiveness or value of the program, process, product of the curriculum. Evaluation is meeting the goals and matching them with the intended outcomes. There are different evaluation methods that can be utilized like diagnostic, placement, formative or summative evaluation or the norm or criterion referenced evaluation.
Regardless of the methods and materials evaluation will utilize, a suggested plan of action for the process of curriculum evaluation is introduces with these steps
1. Focus on one particular component of the curriculum 2. Collect or gather the information 3. Organize the information 4. Analyze information 5. Report the information 6. Recycle the information for continuous feedback, modifications and adjustments to be made
Aims Objectives
Evaluation
PLAN
IMPLEMENT
EVALUATE
Teaching Process
1. Subject-centered design model a. Subject design b. Discipline design c. Correlation design d. Broad field design/interdisciplinary