Lesson 2

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LESSON 2 4.

Promote learning experiences which develop


Components of curriculum and curricular approaches orientation to the world of work and prepare the
learner to engage in honest and gainful work
-What parts or components should a curriculum have?
-How should these components should be arranged? AIMS OF SECONDARY EDUCATION

ELEMENTS/COMPONENTS OF THE 1. Continue to promote the objectives of


CURRICULUM elementary education and
MAJOR COMPONENTS OR ELEMENTS 2. Discover and enhance the different aptitudes and
interest of students in order equip then with
1. Aims, goals and objectives skills for productive endeavor and or to prepare
2. Subject matter/content them for tertiary schooling.
3. Learning experiences
4. Evaluation approaches AIMS OF TERTIARY EDUCATION
Tertiary education refers to college and university
ELEMENTS/COMPONENTS OF THE formal education based on the curricula of the different
CURRICULUM courses
When translated into questions, each component can be The different courses should aim to:
addressed by the following:
1. What is to be done 1. Provide general education program which will
2. What subject matter to be included? promote national dignity, cultural consciousness,
3. What instructional strategies, resources and moral integrity and spiritual vigor;
activities will be employed? 2. Train the nations manpower in the skill required
4. What methods and instruments will be used to for national development;
assess the result of the curriculum? 3. Develop professions that will provide leadership
for the nation; and
Based on the Philippine Constitution of 1987 4. Advance knowledge through research and apply
All schools shall aim to: new knowledge for improving the quality of
1. Inculcate patriotism and nationalism human life and respond effectively to changing
2. Foster love and humanity society.
3. Promote respect for human rights
4. Appreciate the role of national heroes in the EACH SCHOOL THEREFORE SHOULD BE
historical development of the country GUIDED BY ITS
5. Teach the rights and duties of citizenship
6. Strengthen ethical and spiritual values  VISION
7. Develop moral character and personal discipline  MISSION
8. Encourage critical and creative thinking  GOAL
9. Broaden scientific and technological knowledge Its curricula should also revolve around these
and promoted vocational efficiency
SCHOOLS VISION
AIMS OF ELEMENTARY EDUCATION  Is a clear concept of what the institution would
(EDUCATION ACT 1982) like to become in the future.
In the elementary level, schools through their curricula  Provides the focal point or unifying element
should aim to: according to which the school staff, faculty,
students perform individually or collectively
1. Provide knowledge and develop skills, attitudes,  Is the guiding post around which all educational
values essential personal development and efforts including curricula should be directed.
necessary for living in and contributing to a  Can be very ambitious but that is characteristic
developing and changing society of a vision
2. Provide learning experiences which increase the EXAMPLES OF VISION
child’s awareness of and responsiveness to the 1. A model performing high school where students
changes in the society are equipped with knowledge, skills and strength
3. Promote the intensify knowledge, identification of character to realize their potential to the
with love for the nation and the people to which fullest
he belongs; and
2. Commits to the Exemplary Christian Education
for Life and responsive to the needs of the total = Each domain is composed of specific skills, attitudes
person and the world and values which are presented in hierarchical order.
THE SCHOOL’S MISSION STATEMENT =Modification in the concepts of behavioral objectives
Spells out how it intends were made. The original ideas are presented below:
To carry out a its VISION
COGNITIVE DOMAIN (Bloom at el 1956)
Targets to produce the kind of person the students will DOMAIN OF THOUGHT PROCESS
become after having been educated over a certain period 1. Knowledge
of time - Recall, remembering of prior learned
EXAMPLES OF THE SCHOOL’S MISSION materials in terms of facts, theories and
STATEMENT principles
1. To provide globally lifelong learners - It is the lowest cognitive level,
2. Commits to the total development of individuals 2. COMPREHENSION
for life adjustment and to the upliftment of the - Ability to grasp the meaning of material
economically deprived but deserving students - It indicates the lowest form of understanding
through quality instruction, updated facilities 3. APPLICATION
and curricula responsive to the needs of the - The ability to used learned material in new
times concrete situation
4. ANALYSIS
GOALS - Ability to break down material into
The school’s vision, and mission are further translated component parts so that its organizational
into goals which are broad statements or intents to be structure may be understood
accomplished. 5. SYNTHESIS
- Ability to put parts together to form a new
Data for the sources of school goals may include the whole
learner’s, the society and the fund of knowledge. 6. EVALUATION
- Ability to pass judgement on something
GOALS based on given criteria
Are made simple and specific for the attainment of each
learner AFFECTIVE DOMAIN (Krathwohl, 1964)
=Are called educational objectives DOMAIN OF VALUING, ATTITUDE AND
APPRECIATION
BENJAMIN BLOOM AND ROBERT MAGER 1. RECEIVING
defined the curriculum in two ways: - Students’ willingness to pay attention to
particular event, stimuli or classroom
1. Explicit formulation of the ways in which activities
students are expected to be change by the 2. RESPONDING
educative process, and - Active participation on the part of the
2. Intent communicated by the statement students.
describing a proposed changed in learners 3. VALUING
- Concerned with the worth or value a student
OBJECTIVES attaches to a particular phenomena, object or
= Direct the change in behavior which is the ultimate behavior
aim of learning 4. ORGANIZATION
= They provide bases for the selection of learning - Concerned with bringing together different
content and learning experiences. values and bringing a value system
= They also set the criteria against which learning 5. CHARACTERIZATION by VALUE or
outcomes will be evaluated. VALUE SYSTEM
- Developing a lifestyle from a value system
OBJECTIVES
Benjamin Bloom and his associates classified three big PSYCHOMOTOR DOMAIN (Simpson, 1972)
domains of objectives. DOMAIN OF THE USE OF PSYCHOMOTOR
1. Cognitive ATTRIBUTES
2. Affective 1. PERCEPTION
3. Psychomotor - Use of sense organs to guide motor activities
2. SET Economics, Civics, Political Science and
- Refers to the readiness to take a particular Psychology.
type of actions
3. GUIDANCE RESPONSE
- Concerned with the early stages in learning  MUSIC – Includes basic theory, practice in
complex skills. Limitation and trial and listening, singing, playing musical instruments
error are some of the ways of doing. and music preparation.
4. MECHANISM
- Response have become habitual. Criteria which can be Utilized in the Selection of
Performance skills are with ease and Subject Matter Context or Knowledge for the
confidence. Curriculum
5. COMPLEX OVERT RESPONSES
- Skillful performance and with complex 1. SELF SUFFICIENCY = is the prime guiding
movement patterns principles for content selection is helping the
6. ADAPTATION learners to attain maximum self-sufficiency to
- Skills are well developed that the ability to learning but in the most economic manners.
modify is very easy
7. ORIGINATION ECONOMY means less teaching effort and
- Refers to creating new movement patterns to educational resources, less learners effort but more
fit the situation. CREATIVE is evident. results and effective learning outcomes.

COMPONENT 2 2. VALIDITY
CURRICULUM CONTENT OF SUBJECT - Is the authenticity of the subject matter
MATTER - Subject matter should be checked or verified
= information to be learned in school at regular intervals to determine if the
=another term for knowledge content that was originally valid continues to
be.
= It is a compendium of facts, concepts generalization, 3. SIGNIFICANCE
principles and theories. - Contributes to the basic ideas, concepts,
principles and generalization.
The fund of human knowledge represents the repository - Develops learning abilities, skills, processes
of accumulated discoveries and inventions of man down and attitude
the centuries, due to man’s exploration of his world. - If it will develop the cognitive, affective and
psychomotor skills of the learners
“Knowledge” according to GEROME BRUNER is a - If the cultural aspects will be considered
model we construct to give meaning and structure to 4. INTEREST
regularities in experience. - Is the key criterion for a learner-centered
curriculum
Subject Areas in Basic or General Education - A learner will value the content if its
 COMMUNICATION ARTS – Includes skills meaningful to him or her
in listening, speaking, reading and writing as - Students’ interest should be considered and
well as the effective use of language in daily adjusted taking into consideration maturity,
living prior experience, educational and social
value of their interest among others
 MATHEMATICS - Includes numeric and 5. UTILITY
computational skills, geometry ad measurement, - Usefulness of the content or subject matter
algebra, logic and reasoning may be relative to the learner who is going
to use it.
- It may be for the present or for the future
 SCIENCE - Includes all branches of the natural - Will I use it for my future job?
sciences, exploration and discovery dealing with - Will it ad meaning to my life or develop my
natural phenomena and the use of scientific human potential?
method of investigation - Will the subject matter be useful in solving
my current problems?
6. LEARNABILITY
 SOCIAL STUDIES – Include basic elements of
Geography, History, Sociology, Anthropology,
- Subject matter in the curriculum should be 5. CONTINUITY
within the range of experience of the - Is the constant repetition, review and
learners reinforcement of learning
- Suggest by the psychological foundations of - Learning requires a continuing application
a curriculum of the new knowledge, skills or values so
(1) Optimal placement and appropriate organization that these will used in daily living.
(2) and sequencing of contents are two ways byt
which these can be done
7. FEASIBILITY
- Subject matter or content can be learned
within the time allowed, resources,
available, expertise of the teacher, and the
nature of the learners
- Content selection should be considered
within the context of the existing reality in
schools, in society and government.

Subject matter or conent can be selected for use if


these are:

1. Frequently and commonly used in daily life


2. Suited to the maturity levels and abilities of
students;
3. Valuable in meeting the needs and the
competencies of a future career;
4. Related with other subject areas; and
5. Important in the transfer of learning

In organizing or putting together different learning


contents, Palma 1992 suggested the following
principles:

1. BALANCE
- Is the fair distribution in depth and breath of
the particular learning areas or discipline
- This will ensure that the level or area will
not be overcrowded or less crowded.
2. ARTICULATION
- When each level of subject matter is
smoothly connected to the next, glaring gaps
and wasteful overlaps in the subject matter
will be avoided.
- Teamwork among the teachers will enhance
ARTICULATION of contents in the
curriculum.
3. SEQUENCE
- Is the logical arrangement of the subject
matter
- It refers to the deepening and broadening of
context as it is taken up in the higher levels.
4. INTEGRATION
- Is the horizontal connection needed in
subject areas that are similar so that learning
will be related to one another.
- This will help the learner get a wholistic or
unified view of reality and outlook in life.

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