curriculum planning & conducting classes (MATE)

CURRICULUM

CURRICULUM

Refers to a planned set of learning experiences that the educational institution intends to provide its learners.

CONSERVATIVE VIEW

PROGRESSIVE VIEW

RADICAL VIEW

THREE EDUCATIONAL PHILOSOPHIES IN THE DEVELOPMENT OF A CURRICULUM

CONSERVATIVE VIEW

Stresses that there are certain truths that should be taught and learned.

PROGRESSIVE VIEW

Associated with the rise of dissatisfaction with traditional education practices which places emphasis on content and totally disregards learner's needs and interest in education.

RADICAL VIEW

States that education should do more than preparing learners for participatory democratic citizenship.

Curriculum is an ________ conceived to promote mastery of the subject matter

INTELLECTUAL DEVELOPMENT PROCESS

BUILDING A STOREHOUSE OF INFORMATION, SKILLS, AND VALUES (Keating 2006)

Primary Purpose of Curriculum

● Philosophy of Nursing Education

● Educational Psychology

● Society

● Students

● Life Activities

● Knowledge

Factors which influence curriculum development

Philosophy of nursing education

Constitutes the basis for the final selection of the aims and objectives of the nursing curriculum.

Educational Psychology

Refers to the science which develops learning through behavior development and experimentation.

Society

Serves as an important guide in the selection of educational objectives and the development of the curriculum in nursing. This also serves as basis for educators to revise, refine, or change the curriculum as necessary.

Students

The curriculum recognizes the importance of the individual needs of students as individuals.

Life Activities

Refer to the personal activities in which students engage information as a nurse and as an individual.

Onlooker and Participamt

two roles of knowledge

ONLOOKER

an individual who needs background knowledge to understand te principles fro a particular field of study or inquiry

PARTICIPANTS

a scholar of a particular discipline who needs more mastery of the field where the curriculum is developed

FOUNDATIONAL

PROFESSIONAL

TYPES OF CURRICULUM PREPARATION

FOUNDATIONAL

Includes the liberal arts program which leads to the personal development of the student.

PROFESSIONAL

Major courses in nursing and related fields including theoretical and related nursing experiences.

UNITARY TEACHING

A method of teaching planned to facilitate and to attain a common framework or unitary learning specific to what should be learned and expected or desired output.

SUBJECT-MATTER UNITS

PROCESS UNITS

TYPERS OF UNIT PLANS

SUBJECT-MATTER UNITS

Primary emphasis: Assimilation of knowledge

Secondary Emphasis: Learner

PROCESS UNITS

Primary Emphasis: Learner

Secondary Emphasis: Materials to be used for learning

Course objectives

Related to previous work

Selection and organization of the subject matter

ELEMENTS OF GOOD PLANING

COURSE OBJECTIVES

The plan should state clearly the desired outcomes to be achieved. Objectives must be student centered and focused on terminal behavior desired to be achieved.

RELATED TO PREVIOUS WORK

The plan should relate each class session to the previous work of the course. This serves as basis for coherence, consistency and continuity the presentation of the course or subject matter.

SELECTION AND ORGANIZATION OF THE SUBJECT MATTER

The plan should provide for selection and organization of the subject matter or its content, the knowledge component, and materials to be used, such as textbooks and references.

● A Guide not a Crutch

● Continous Growth

● Special Work

● Daily Class Plans

● Enthusiasm

GUIDEPOST FOR THE DEVELOPMENT OF THE DAILY CLASS PLAN

A GUIDE NOT A CRUTCH

The daily plan should serve as a guide for activities to be taken up for the day that will make the student work together to achieve specific behavior change.

CONTINOUS GROWTH

The daily plan should be the basis for continuous improvement and development of teacher and student activities. It should not be used over and over again with the same content but rather revised or modified according to the current trends or issues in the discipline.

SPECIAL WORK

It should provide for students who consider individual differences.

DAILY CLASS PLANS

These are specific activities consistent with the day's teaching objectives that should be covered, so no topics are missed. There is a corresponding time allotted with specific reference and evaluation materials.

ENTHUSIASM

These are specific activities consistent with the day's teaching objectives that should be covered, so no topics are missed. There is a corresponding time allotted with specific reference and evaluation materials.

FORMULATE THE OBJECTIVES

Identify what knowledge, skills, and values are expected of the students.

COGNITIVE DOMAIN

Measures knowledge, comprehension, application, analysis, synthesis and evaluation using oral tests

PSYCHOMOTOR DOMAIN

measures the actual performance skill in doing a nursing procedure

AFFECTIVE DOMAIN

measures beliefs, attitudes, and values regarding the course given

SELECTING CONTENT

Course content is usually prescribed in the curriculum.

ORGANZING CONTENT

Course content must be designed and structured in a logical sequence.

OBJECTIVES

- Objectives and the type of learning the teacher is trying to achieve.

- Example: If the teacher wants to develop attitude, case study or role-playing may be used.

COURSE CONTENT

- The subfeature and informative context of the subject matter to be taught specific to what the students must learn.

- Example: Ethical aspects of euthanasia could be handled through discussions and audio-visuals.

ABILITIES AND INTERESTS OF THE TEACHER

- The teacher’s comfort in teaching the topic that will capitalize her strengths and personality

COMPATIBILITY BETWEEN TEACHERS AND TEACHING METHODS

- Compatibility between teachers and teaching methods and between learners and learning methods. The teacher's awareness of her capabilities and background knowledge regarding the subject matter.

EDUCATIONAL RESOURCES AVAILABLE IN AN INSTITUTION

- Adequacy of classroom size, furniture, lighting, ventilation, availability of technology, availability of instructional and multimedia equipment and materials. Lack of these resources may limit the teachers’ creativity and resourcefulness in the choice of strategies of teaching.

IMPLEMENTING TEACHING PROGRAMS

- Students must first be taught what specific needs and problem areas they need to attend first.