System View of Curriculum

MEANS ASSESSMENT

PURPOSE

IDEALGRADUATE

System View of Curriculum

1. Purpose- which indicates the goals and directions the school should take.

2. Means- which suggest the learning experiences and resources that are to be selected, organized and implemented in pursuit of the purpose.

3. Assessment of Outcomes- which measures the degree to have been met.

The Curriculum System: A Linear Model

1. Diagnosis of learner needs and expectations of larger society.

2. Formulation of learning objectives3. Selection of learning content4. Organization learning content5. Selection of learning experiences6. Organization of learning experiences7. Determination of what to evaluate and the

means of doing it.

A Linear Model of Curriculum

Subsystem 1

Learning Objectives

Subsystem 2

Learning Content

Subsystem 3

Learning Experiences

Subsystem 4

Evaluation of Learning Outcomes

Curriculum Component Instruction Component

Feedback Loop

CDS 3-year Development Cycle

2Learning

Experiences & Resources

3Evaluation of

Learning Outcomes

1Learning

Objectives & Content

The following are the terms

Philosophy• This is a composite statement of concepts,

beliefs, and values concerning two important realities, MAN and SOCIETY, and their relationship.

Mission• This is a set of very broad statements that

spell out what the school is all about and how it intends to carry out its Vision in its educational effort.

Vision• This is the end product envisioned at the

conclusion of the educational effort based on shared beliefs and values culled from one’s philosophy

Goal• These are broad targets or statements of

intent of direction delineating the Mission Statement in the different domains or areas of schooling. Goals are general and “timeless” and are not concerned within a prescribed period of time.

Objectives• This is the most specific of the terms denoting

purpose an objective is a specific target or accomplishment that can be verified at a designated time and under specifiable conditions which, if attained, advances the school toward the achievement of a corresponding goal.

Types of School Purpose and Sample Statements

Statement of Purpose Sample Statement

PHILOSOPHYMan is a rational being; he has an intellect and is capable of understanding, reasoning and judging.

VISIONThe school will produce self-directing graduates, i.e., persons capable of logical thinking and making enlightened decisions for themselves.

MISSIONThe school will provide opportunities for the development of thought processes that will promote self-direction.

GOALTo develop the learner’s ability in critical thinking and problem solving.

OBJECTIVEGiven the problem, the student will find the solution using the scientific method of investigation.

Screening of Goals1. Philosophical Screen2. Psychological Screen

Philosophical Screen

• The question to be asked here is: Is this goal desirable?• It is against these beliefs and values that school goals

should be validated.• Tries to define the nature of the “good life” or the

“good society.”• The philosophical basis of Philippine education may be

found in our fundamental law, the Constitution.• Will also include the corresponding educational

philosophy of the Church as well as contemporary Church pronouncements on the role of the school vis-à-vis its members.

Development of School GoalsSource

Society

Source

Fund of Knowledge

Source

The Learner

Tentative Goals

Screen of Philosophy

Screen of Psychology

Final Goals

Psychological Screen

• The question has to be answered: Is the goal feasible?• The psychological screen enables the curriculum planners to

do the following:

a. Distinguish between changes in the behavior which can be result from the learning process and those that cannot.

b. Distinguish what can be done from what cannot be done because they will take much time at the age level in question.

c. Determine prerequisite conditions for certain types of learning.d. Suggest length of time over which goals should be pursued and

emphasized. e. Determine goals that are consistent with time tested principles

and practices of teaching and learning.

Levels of School Goals

1. Institutional Goals

2. School Level or Department Goals

3. Program or Curricular Goals

4. Course or Year Level Goals

5. Classroom or Instructional Level Objective

Activity

• Form group of 10.

• Discuss what is the assigned “Goal”.

• Come up with three sample statements of Goal or Objective.

• Do the activity in 10 minutes.

Institutional Goals

• These goals are formulated for the whole institution as inspired by its Vision and Mission as well as its peculiar thrusts.

• These goals may have some similarities with those of other schools but will usually contain unique statements owing to the school’s peculiar orientation and emphasis.

School Level or Department Goals

• These are amplifications of institutional goals as they apply to specific levels of instruction.

Program or Curricular Goals

• These are goals specific to each curriculum strand or subject area such as Communication Arts, Mathematics, Science Studies, etc.

• They spell out the peculiar contribution of the subject to the development of the “Ideal Graduate” of the school.

Course or Year Level Goals

• These are goals of subject areas appropriate for each grade or year level

• They provide the yardstick according to which the student is measured and deemed to have met the desired competencies at the end of the school year and is therefore eligible for promotion to the next higher level.

Classroom or Instructional Level• On this level, we no longer use the term

“goal”. The more appropriate term used is “objective” as the purpose of instruction must be very specific and verifiable.

Instructional Objectives

• Identify and state the specific overt change that is expected to happen as a result of a teaching-learning unit or lesson.

• These objectives delineate more explicitly the general goals indicated by the school for purposes of the immediate planning of day-to-day instruction in the classroom.

Useful Purposes in Curriculum Planning

1. Define the direction on which desired growth and development should take place.

2. Provide a basis for the selection of learning experiences.

3. Provide basis for the evaluating learning outcomes.

Limitations and Some Considerations

1. The difficulty of defining exactly what instructional objective really means.

2. The difficulty of specifying the instructional objective in the fullness of details.

3. The problem of specifying the appropriate level habitual change in behavior.

Characteristics of Instructional Objectives1. Are the objectives clearly stated? Do they specify what the

learner must be able to do or perform when he is exhibiting mastery of the objectives?

2. Are they limited to those which is clearly the school has a reasonable chance of achieving?

3. Have they been understood and accepted by those whose work they are supposed to influence?

4. Do they reflect both individual and group concise?5. Are the reasonably comprehensive but concise?6. Do they have unity and consistency?7. Do they lend themselves easily to evaluation of outcomes?

Box 2-1 contains some pointers in evaluating instructional objectives.

Checklist for Evaluating Instructional Objectives

1. Is the objective clearly related to the goal from which it is derived?

2. Does the objective include only one learning outcome?3. Is the objective stated in terms of student behavior, not teacher

performance?4. Is the objective stated as a learning product, not process or

activity?5. Is the minimum level of performance indicative of acceptable

achievement clearly specified?6. Does the objective state the circumstances or conditions under

which the student will exhibit the desired learning outcome?

What is Learning Content

Content is the medium through which the objectives are accomplished.

• There are three basic questions related to learning content:1. What knowledge, skills, attitudes or values are

most worthwhile to be taught and learned?2. Why are they considered worthwhile?3. How are they acquired?

Key Criteria for Selecting Learning Content

1. Usefulness In contributing to the attainment of conceptual, process, skills and affective objectives.

2. Relevance to the significant human experiences, problems, and issues and frequency and criticality of use.

3. Reliability, authoritativeness, validity and up-to-dateness.4. Adaptability in terms of learner’s abilities and background.5. Usefulness in planning and organizing instructions, in generating

questions and learning activities, and in making applications in a variety of situations.

6. Usefulness in developing skills and modes, and processes of inquiry.7. Usefulness in explaining a wide variety of phenomena and developing a

sense of structure of the field of study.8. Usefulness in developing competence in clarifying values, attitudes, and

value-laden issues and problems with social relevance.9. Availability in textbooks, AV resources, and other instructional media.

Complementary BASIC Principles

1. Balance2. Articulation3. Sequence

4. Integration5. Continuity

Balance

• This refers to the equitable and fair distribution of content among the different levels of instruction to ensure that no level is unduly overburdened or under burdened.

Articulation• This refers to the provisions for establishing

the vertical linkage from level to level. Proper articulation promotes team work among the instructional staff and will prevent the perennial “blaming syndrome” so prevalent in schools where this principle is not observed.

Sequence

• This term is used to describe the sequential and graded arrangement of subject matter. It refers to the deepening and broadening of content as it is taken up on the higher levels.

Integration

• This denotes the horizontal link of content on related subject areas. Integration helps a person to get a unified view of reality and to use it to improve his total behavior pattern and outlook in life.

Continuity

• This refers to a constant and consistent repetition, review and reinforcement of major learning elements to bring about mastery or “executive control” of subject matter.

Suggested Criteria for Selection of Learning Experiences

1. Can the experience bring optimum benefits to the learners?2. Does the experience help meet the evident needs of the learners?3. Are the learners likely to be interested in the experience?4. Does the experience encourage the learners to inquire further?5. Does the experience stimulate the learners to engage in higher level of

thinking and reasoning?6. Does the experience involve the use of different senses and sense

perceptions?7. Does the experience approximate real life situations?8. Is the experience in accord with the life patterns of the learners?9. How contemporary is the experience? Is it timely and relevant?10. How fundamental to mastery of total learning is the experience?11. Do the major experiences provide for the attainment of a range of

instructional objectives?12. Do the experience provide opportunities for both broad and deep study?

8 M’s of Teaching

1. Milieu2. Matter

3. Method4. Material5. Media

6. Motivation7. Mastery

8. Measurement

Teaching Learning Interface: The 8 M’s of Teaching

MIND

Change in BehaviorStimulus Response Ideal

Person

ENVIRONMENT

SENSES

A

- MILIEU

B-MATTER

-METHOD-MATERIAL-MEDIA

C

- MOTIVATION

D

- MASTERY

E

- MEASUREMENT

TEACHINGS

1. Milieu • Is the environment of learning. Since learning is

triggered off by stimuli in the environment, it assumes primarily importance in teaching and learning.

2. Matter• Refers to the content of learning or what is to be

learned as specified in the instructional objective.

3. Method• Is known as teaching-learning “strategy”. This

consist of purposeful, activities and tasks that are undertaken by the teacher and the students in the classroom to bring about the intended instructional objective.

4. Materials• Refers to the resources available to the teacher

and learners which serve as stimuli in the teaching-learning situation.

5. Media• Pertains to the communication system in the

teaching-learning situation.

6. Motivation• Is a cardinal principle in learning, a learner will

learn only those things he wants to learn.

7. Mastery• Means the internalization of learning resulting in

automatic or habitual change in behavior through meaningful repetition and application.

8. Measurement• Is the final element in the teaching-learning

sequence. This part involves the systematic collection of the evidence of learning.