japanese vover

8/17/2019 Japanese Vover

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The Yanagita

Kunio the Japanese

Folk TaleMs. Marlyn Tolosa

1.Propitious Births

2.Rikitaro

Rowe Lolit D.

Bsed 1


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Curriulu! De"elop!ent | Nature, Concepts, and Purposes

##. $i!s o% &eondar' (duation#n )igh &hool or &eondar' Le"el* (duational Curriula $i! To+

Continue to promote the objectives of elementary education; and

Discover and enhance the dierent aptitudes and interests of

students in order to euip them !ith s"ills for productive endeavor

and or to prepare them for tertiary schoolin#

###. $i!s ,% Tertiar' (duation

The Di-erent Courses &hould $i! To+

$rovide #eneral education pro#rams !hich !ill promote national

identity% cultural consciousness% moral inte#rity and spiritual vi#or;

Train the nation&s manpo!er in the s"ills reuired for national

development; and

'dvance "no!led#e throu#h research and apply ne! "no!led#e for

improvin# the uality of human life and respond eectively to

chan#in# society.

The &hools /ision

(s a clear concept of !hat the institution !ould li"e to become in the

future) provides the focal point or unifyin# element accordin# to

!hich the school sta% faculty% students perform individually or

collectively) is the #uidin# post around !hich all educational eorts

includin# curricula should be directed.

The &hools 0ission &tate!ent

- *pells out ho! it intends to carry out its +ision) the mission tar#ets

to produce the "ind of persons the students !ill become after

havin# been educated over a certain period of time.


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- The school&s vision and mission are further translated into #oals

!hich are broad statements or intents to be accomplished. Data for

the sources of school #oals may include the learners% the society

and the fund of "no!led#e.

- The school&s mission statement% spells out ho! it intends to carry

out its +ision. The mission tar#ets to produce the "ind of persons the

students !ill become after havin# been educated over a certain

period of time. The school&s vision and mission are further translated

into #oals !hich are broad statements or intents to be

accomplished. Data for the sources of school #oals may include the

learners% the society and the fund of "no!led#e.

Bena!in Bloo! and Roert 0ager de,ned educational objectives in

t!o !ays-

1. /plicit formulation of the !ays in !hich students are epected to be

chan#ed by the educative process.

. (ntent communicated by statement describin# a proposed chan#e in

learners.

1. Cogniti"e- mental skills (knowledge)

2. $-eti"e3 growth in feelings or emotional areas (attitude or self )

4. Ps'ho!otor3 manual or physical skills (skills)

1. Cogniti"e Do!ain

(Bloom et. Al. 1956)- domain of thouht process

1. Knowledge 2 recall% rememberin# of prior learned materials%

in terms of facts% concepts% theories and principles. (t is the

lo!est co#nitive level.

. Co!prehension 2 ability to #rasp the meanin# of material. (t

indicates the lo!est form of understandin#.


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3. $ppliation 2 the ability to use learned material in ne! and

concrete situation.

2. $-eti"e Do!ain

2 domain of valuin#% attitude and appreciation (!rath"ohl, 196#)

1. Reei"ing 2 students& !illin#ness to pay attention to particular

event% stimuli% classroom activities

. Responding 2 active participation on the part of the students

3. /aluing 2 concerned !ith the !orth or value a student attaches to a

particular phenomena% object or behavior

4. ,rgani5ation 2 concerned !ith brin#in# to#ether dierent values and

buildin# a value system

5. Charateri5ation by a /alue or /alue /o!ple6 2 developin# a

lifestyle from a value system

4. Ps'ho!otor Do!ain

6*impson% 178

2 Domain of the use of psychomotor attributes

1. Pereption 2 use of sense or#ans to #uide motor activities

. &et 2 refers to the readiness to ta"e a particular type of action

3. 7uided response 2 concerned !ith the early sta#es in learnin#

comple s"ills. (mitation and trial and error are some of the !ays of doin#

Component

Curriulu! Content or &uet 0atter

9e#ardless of their desi#n or models% all curriculums have content.Content is-

- *imply more than information to be learned in school

- 'nother term for "no!led#e.

-:hat criteria should be used in selectin# the content


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*ubject area in basic and ciency in learnin# in the most

economical manner 6*che?er% 1780. /conomy means less teachin#

eort and educational resources% less learners& eort but moreresults and eective learnin# outcomes

/alidit' 2 the authenticity of the of the subject matter. *ubject

matter should be chec"ed or veri,ed at re#ular intervals to

determine if the content that !as ori#inally valid continues to be.

#nterest 2 this is the "ey criterion for a learner)centered curriculum.

' learner !ill value the content if it is meanin#ful to him@her.

*tudents& interests should be adjusted ta"in# into consideration

maturity% prior eperiences% educational and social value of theirinterest amon# others.

9tilit' 2 usefulness of the content or subject matter may be relative

to the learner !ho is #oin# to use it. Asefulness may be either be for

the present or the future.

Learn $ilit' 2 subject matter in the curriculum should be !ithin

the ran#e of the eperiences of the learners.

Feasiilit' 2 content selection should be considered !ithin thecontet of the eistin# reality in schools% in society and #overnment.


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Bther considerations that maybe used in the selection of the

learnin# content

a. freuently and commonly used in daily life

b. *uited to the maturity levels and abilities of students

c. valuable in meetin# the needs and competencies of a future career;

d. related !ith other subject areas important in the transfer of learnin#

(n or#ani=in# or puttin# to#ether the dierent learnin# contents; the

follo!in# su##estions are #iven 6$alma

:B.$.&.#.C. Priniples;

1. alance

. 'rticulation

3. *euence

4. (nte#ration

5. Continuity

Component 3

C9RR#C9L90 (


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The actions are based on planned objectives% the subject matter to

be ta"en and the support materials to be used. This !ill include a

multitude of teachin# methods and educational activities !hich !ill

enhance learnin#.

&o!e guide %or the seletion and use+

1. Teachin# methods are means to achieve ends. They are used

to translate the objectives into action.

. There is no sin#le best teachin# method.

3. Teachin# method should stimulate the learner&s desire to

develop the co#nitive% psychomotor% social and spiritual domain of the

individual.

4. (n the choice of the teachin# methods% learnin# styles of the

students should be considered.

5. /very method should lead to the development of the learnin#

outcomes in the three domains- co#nitive% aective and psychomotor.

. Eleibility should be a consideration in the use of the teachin#

methods.

Component 4

C9RR#C9L90 (/$L9$T#,= 'll curricula to be eective must have the element of evaluation

6:orthen and *anders% 17F8.

This refers to the formal determination of the uality% eectiveness

or value of the pro#ram% process% and products of the curriculum.


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/valuation is meetin# the #oals and matchin# them !ith the

intended outcomes.

There are dierent evaluation methods that can be utili=ed li"e

dia#nostic% placement% formative or summative evaluation or the

norm or criterion)referenced evaluation.

9e#ardless of the methods and materials evaluation !ill utili=e% a

su##ested plan of action for the process of curriculum evaluation is

introduces !ith these steps-

*teps-

1. Eocus on one particular component of the curriculum

. Collect or #ather the information3. Br#ani=e the information

4. 'naly=e information

5. 9eport the information

. 9ecycle the information for continuous feedbac"% modi,cations and

adjustments to be made

C9RR#C9L90 $PPR,$C)(&$nterrelationship of Components %f A Curriculum

Curriculum practitioners and implementers may use one or more

approaches in plannin#% implementin# and evaluatin# the curriculum.


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/ven tetboo" !riters or instructional materials producers have dierent

particular approaches.

Beha"ioral $pproah

This is based on a blueprint% !here #oals and objectives arespeci,ed% contents and activities are also arran#ed to match !ith

the learnin# objectives.

The learnin# outcomes are evaluated in terms of #oals and

objectives set at the be#innin#. This approach started !ith the idea

of Erederic" Taylor !hich is aimed to achieve e>ciency.

(n education% behavioral approach be#ins !ith educational plans

that start !ith the settin# of #oals or objectives.

These are the important in#redients in curriculum implementation

as evaluatin# the learnin# outcomes as a chan#e of behavior. The

chan#e of behavior indicates the measure of the accomplishment.

0anagerial $pproah

(n this approach% the principal is the curriculum leader and at the

same time instructional leader !ho is supposed to be the #eneral

mana#er.

The #eneral mana#er sets the policies and priorities% establishes the

direction of chan#e and innovation% and plannin# and or#ani=in#

curriculum and instruction.

*chool administrators are less concerned about the content than

about or#ani=ation and implementation. They are less concerned

about subject matter% methods and materials than improvin# the

curriculum

Curriculum mana#ers loo" at curriculum chan#es and innovations asthey administer the resources and restructure the schools.

&o!e o% the Roles o% the Curriulu! &uper"isors are the

Following+

Gelp develop the schoolHs education #oals

$lan curriculum !ith students% parents% teachers and other

sta"eholders

Desi#n pro#rams of study by #rade levels

$lan or schedule classes or school calendar


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$repare curriculum #uides or teacher #uides by #rade level or

subject area

Gelp in the evaluation and selection of tetboo"s

Bbserve teachers

'ssist teachers in the implementation of the curriculum /ncoura#e curriculum innovation and chan#e

Develop standards for curriculum and instructional evaluation

&'ste!s $pproah

This !as inIuenced by systems theory% !here the parts of the total

school district or school are eamined in terms of ho! they relate to each

other.

The or#ani=ational chart of the school represents a systemsapproach. (t sho!s the line)sta relationships of personnel and ho!

decisions are made.

The %ollowing are o% e>ual i!portane+

a 'dministration

b Counselin#

c Curriculum

d (nstruction

e /valuation

)u!anisti $pproah

This approach is rooted in the pro#ressive philosophy and child)

centered movement. (t considers the formal or planned curriculum and the

informal or hidden curriculum.

(t considers the !hole child and believes that in curriculum the total

development of the individual is the prime consideration. The learners are

at the center of the curriculum.

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