p2 Edu 532 Pointers

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EDU 532 POINTERS

 ELEMENT OF CHANGE
 Developmental: develop multiple perspectives
 Participatory: stakeholders like peers, school leaders, parents and curriculum specialists are necessary
 Supported: material support like supplies, equipment and conducive learning environment

 CURRICULUM MODELS
 ORC MODEL: developer and consumer
 LOC MODEL: nature and extent of staff’s resistance to change
 LINKAGE MODEL: problem should match the innovation
 RCA MODEL: organizational dynamics as chef barriers

 SCHOOL-BASED STAKEHOLDERS
 Teachers
 Students/ learners
 School administrators

 COMMUNITY-BASED STAKEHOLDERS
 Parents
 Publishers
 Law Makers/ Government
 Community at-large

 KURT LEWIN’S FORCE FIELD THEORY


 DRIVING FORCES
 Governments intervention
 Society’s values
 Technological changes
 Knowledge Explosions
 Administrative support

 RESTRAINING FORCES
 Fear of the unknown
 Negative Attitude
 Obsolete equipment
 Traditional Values
 Limited resources

 HISTORICAL FOUNDATION IN CURRICULUM CHANGE


 PRE-SPANISH PERIOD: education for survival
 SPANISH PERIOD: Acceptance of Catholicism
 AMERICAN PERIOD: democratic way, public school system
 COMMONWEALTH: elimination of Grade VII, provided double single session
 JAPANESE PERIOD: love for labor
 LIBERATION PERIOD: restoration of Grade VII
 PHILIPPINE REPUBLIC: vernacular for 1st two primary grades
 NEW SOCIETY: 3R’s, Mastery of learning, YDT & CAT, Bilingualism
 PRESENT: RBEC and K-12

 CURRICULAR THEORIST
 FRANKLIN BOBBIT: instructional activities and tasks are clarified/ preparation for adult life
 WERRET CHARTERS: listing of objectives and matching these with corresponding activities/ subject
matter and the activities are planned by the teacher
 WILLIAM KILPATRICK: purposeful activities which are child-centered/ child development and growth
 HAROLD RUGG: curriculum should produce outcomes / developed a whole child
 HOLLIS CASWELL: curriculum is a set of experiences
 RALPH TYLER: aims to educate generalists and NOT specialists
 JOHN DEWEY: constructivist learning and reflective thinking
 HILDA TABA: teachers must be involved in the development of the curriculum

 HILDA TABA’s MODEL OF LEARNING


 Diagnosis of needs
 Formulating of objectives
 Selecting the content
 Organizing the content
 Selecting learning experiences
 Organizing learning experiences
 Evaluating

 ROLES OF A TEACHER
 Knower: Mastery of content
 Writer: Writes content
 Planner: create a daily, weekly, monthly and yearly plan
 Innovator: creative, flexible, resources
 Initiator: implements new curriculum
 Implementor: implements the curriculum
 Evaluator: evaluate the curriculum

 GUIDELINES IN SELECTING SUPPLEMENTARY MATERIALS


 Instructional materials: any devices that aids or facilitate teaching and learning process
 Textbooks: systematically organized and comprehensive
 Supplementary materials: materials that complements the lessons

 GUIDELINES
 wide range of materials: enrich and support curriculum
 stimulate growth: factual, provides literary appreciation
 background of information: determines the roles as a citizen
 various points of view: controversial issues
 resource representatives: contributes to learners’ heritage
 principle above personal opinion: avoids prejudices and biases

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