Curriculum

Involvement
JIEZEL C. DEL CASTILLO
 Curriculum
 Curriculum is that which is taught at school.
 Curriculum is a set of subjects.
 Curriculum is content.
 Curriculum is a set of performance objectives.
 Curriculum is all planned learning experiences for
which the school is responsible.
 Curriculum is all the experiences learners have
under the guidance of the school.

John Delnay (1959.) TREY
Add a footer 2
research
 Curriculum
●According to Bandi & Wales (2005), the
most common definition derived from
the word Latin root, “curere” which
means “race course.”
●Bandi & Wales (2005) also stated that “
for many students, the school curriculum
is a race to be run, a series of obstacles or
hurdles (subjects) to be passed.” TREY
Add a footer 3
research
 Involvement-the fact or condition of being
involved with or participating in
something(dictionary.cambridge.org)
 Stakeholders-Individuals/ institutions that
are involved in school curriculum.
 Curriculum affects them either
directly/indirectly

Add a footer TREY 4

research
Learners at the
Core of the
Curriculum

TREY 5
research
Learners at the core of the Curriculum
- OLD VIEW: Learners are mere recipients of the
curriculum  this idea has changed
- Learners are the very reason a curriculum is
developed : they are the ones who are directly
influenced by it
- They now have a more dynamic participation
from the planning, designing, implementing
and evaluating the curriculum TREY 6
research
Learners at the core of the Curriculum
- However, the degree of involvement depends
on their maturity
- They either make or unmake the curriculum by
their active and direct involvement regardless
on what age they are
- Learners, together with teachers, place action
to the curriculum
TREY 7
research
Learners at the core of the Curriculum
- At the end of the implementation, the
concluding question will always be:

Have the students learned?

TREY 8
research
Learners at the core of the Curriculum
- From the learners’ point of view:
“It is true that as students, our learning is the
basis of the success or failure of the
curriculum. For example, if all of us will pass
the board examination, it will mean that the
teacher education curriculum is a success.”
TREY 9
research
Learners at the core of the Curriculum
- Learners are the primary stakeholders of the
curriculum
- They make the curriculum ALIVE
- Success of curriculum is measured by the
extent of learning the learners have achieved

TREY 10
research
Learners at the core of the Curriculum
SUCCESS IN EDUCATION

PLANNED OR WRITTEN CHARACTERISTICS OF

CURRICULUM THE LEARNER
TREY 11
research
Teachers as
Curricularists

TREY 12
research
Teachers as Curricularists

Planning and Writing

Primary roles of teacher
Curriculum maker/writer

TREY 13
research
 Teachers as Curricularists
Designer or Developer
Designs, enriches, and modifies the
curriculum to suit the learner’s
characteristics
Teachers are part of textbook committees,
teacher selection boards, school evaluation
committee, or textbook/module writers
themselves. TREY
research
14
Teachers as Curricularists

Implementer
Teacher becomes decision-maker
Gives life to the written curriculum

TREY 15
research
Teachers as Curricularists
Roles:
Guiding, facilitating, and directing the activities of
the learners
Choosing the activities and methods to be utilized
 Choosing the materials that are necessary for the
activity
 Evaluating the whole implementation process
 Making a decision whether to continue, modify or
terminate the curriculum. TREY 16
research
Teachers as Curricularists
- From the learners’ point of view:
“I believe my teachers know very well our
curriculum. She knows what to teach and how to
teach it well…without our teacher, I am not sure if
we can learn more than what we are achieving
now.”
“Teachers shape the curriculum by sharing the
experiences that they have and the resources they
are capable of giving...” TREY
research
17
School Leaders are
Curriculum
Managers

TREY 18
research
 School Leaders are Curriculum Managers
They should understand fully the need
for change and implementation process
Should be ready to assist the teachers
and the students
Communication line should be open to
all concerned
TREY 19
research
School Leaders are Curriculum Managers
Supervise curriculum implementation
Select and recruit new teachers
Admit students
Procure equipment and materials needed
Plan for the improvement of school
facilities and physical plants
TREY 20
research
School Leaders are Curriculum Managers
“The school administrators play an important
role in shaping the school curriculum because
they are the people who are responsible in the
formulation of the school’s vision, philosophy,
mission and objectives. They provide necessary
leadership in evaluating teaching personnel and
school program…”
TREY 21
research
Parents are
Supporters of the
Curriculum

TREY 22
research
Parents as Supporters to the Curriculum
Best supporters of the school,
especially because they are the ones
paying for their child’s education
Any parent would like to get the
best of his/her investment in
education
TREY 23
research
Parents as Supporters to the Curriculum
Schools have one way of engaging parents’
cooperation through Brigada Eskwela, co-
curricular activities such as Boy and Girl
Scouting, Science Camp, etc.
May not be directly involved in
implementation, but are important partners
for the success of any curricular endeavor
TREY 24
research
 Parents as Supporters to the Curriculum
How do parents help shape the curriculum?
A school composed of positively involved
parents have better achievement than schools
with uninvolved parents
There is better communication between home
and school
Lesser disciplinary problems; higher motivation
TREY 25
research
Parents as Supporters to the Curriculum
How do parents help shape the curriculum?
Parents can help see to it that what children
learn in school are practiced at home
Follow up lessons, and are able to provide
materials for learning that are not in school
They give permission for children to participate
in activities outside the school campus
TREY 26
research
Parents as Supporters to the Curriculum
How do parents help shape the
curriculum?
In most schools, parent associations are
organized (provided by the law)
Many school projects and activities are
supported by this organization
Considered as the best practice in most
performing schools TREY
research
27
Community
Members as
Curriculum
Resources

TREY 28
research
Community Members as Curriculum Resources
Success of implementation requires
resources
“It takes the whole village to educate the
child.” – former first lady, Hillary Clinton
community is the extended school ground
Barangay leaders, elders, other citizens and
residents and others are a rich human
resources for the community TREY
research
29
Community Members as Curriculum Resources
Respected community members may be
included in school boards (as in some
schools), may be resource speakers, may be
interviewed, may provide indigenous
knowledge in the school curriculum
The community is the reflection of the
school’s influence and the school is a
reflection of community support
TREY 30
research
Other
Stakeholders

TREY 31
research
May not have direct influence in the school
curriculum.

Agencies or organizations that are involved in the

planning, design, implementation and evaluation
of the school curriculum.

TREY 32
research
Government Agencies

TREY 33
research
Government Agencies

Trifocalized agencies that have regulatory and

mandatory authorities over the implementation
of the curricula

TREY 34
research
Government Agencies

TREY 35
research
Government Agencies
PRC certifies and issues teacher licenses to
qualify one to teach

CSC affirms and confirms the appointment of

teachers in the public schools

TREY 36
research
Government Agencies
Local Government Units (LGU) include municipal
and barangay officials. Some teachers are paid
through the LGU budget and some school
buildings, equipment, school supplies, books
and support for professional development of
teachers are also provided.

TREY 37
research
Non-Government Agencies
Gawad Kalinga
To build communities means to
include education.
Full support of GK to early
childhood education is very
significant. A school for pre-
school and out-of-school youth
have been established in each
village. TREY 38
research
Non-Government Agencies
Synergeia
A foundation that
supports basic
education through
Reading, Science,
Mathematics and
English.
TREY 39
research
Non-Government Agencies
Metrobank Foundation

Supports continuing teacher development

programs.
TREY 40
research
Professional Organizations
- Philippine Association for Teacher Education
(PAFTE)
- State Universities and Colleges Teacher Educators
Association (SUCTEA)
- National Organization of Science Teachers and
Educators (NOSTE)
- Mathematics Teachers Association of the
Philippines (MTAP)
TREY 41
research
Add a footer TREY 42
research
 Additional Game Elements, Lifelines

15 $ 1 MILLION
14 $ 500.000
13 $ 125.000 Phone a Friend
12 $ 64.000
11 $ 32.000
10 $ 16.000
9 $ 8.000
8 $ 4.000 Ask the Audience
7 $ 2.000
6 $ 1.000
5 $ 500
4 $ 300
3 $ 200 50/50 50/50
2 $ 100
1 $ 50
Which of the following scientists concluded that
all ANIMALS are made of cells?

A Rudolf Virchow B Robert Hooke

C Matthais Schleiden D Theodor Schwann

 Which of the following scientists concluded that
all ANIMALS are made of cells?

A Rudolf Virchow B Robert Hooke

C Matthais Schleiden D Theodor Schwann

 Which of the following scientists concluded that all
PLANTS are made of cells?

A Rudolf Virchow B Robert Hooke

C Theodor Schwann D Matthais Schleiden

 Which of the following scientists concluded that
all PLANTS are made of cells?

A Rudolf Virchow B Robert Hooke

C Theodor Schwann D Matthais Schleiden

 The basic unit of life is called a (n)?

A Atom B Energy

C Element D Cell
The basic unit of life is called a (n)?

A Atom B Energy

C Element D Cell
 Who was the first person to see cells under the
microscope and give them a name?
Anton van
A
Leeuwenhoek
B Robert Hooke

C Theodor Schwann D Matthias Schleiden

 Who was the first person to see cells under the
microscope and give them a name?
Anton van
A B Robert Hooke
Leeuwenhoek

C Theodor Schwann D
Matthias Schleiden
He advanced the cell theory with his conclusion that
cells could only come from other cells:
Anton van
A
Leeuwenhoek
B Rudolph Virchow

C Theodor Schwann D Matthias Schleiden

He advanced the cell theory with his conclusion that
cells could only come from other cells:
Anton van
A B Rudolph Virchow
Leeuwenhoek

C Theodor Schwann D
Matthias Schleiden
Which of the following is NOT one of the main
components of the cell theory?
Only animal cells are all living things are
A B
composed of cells made of cells

cells can only come from cells are the basic unit of
C D
pre existing cells life
Which of the following is NOT one of the main
components of the cell theory?
Only animal cells are all living things are made
A B
composed of cells of cells
cells can only come from
C D cells are the basic unit of
pre existing cells life
References
Bilbao, Dayagbil and Corpuz (2014). Curriculum
Development for Teachers. Quezon City: Lorimar
Publishing, Inc.

TREY 57
research