Curriculum and Instruction

Flashcards of key vocabulary terms and concepts from the lecture notes.

Curriculum

Planned and structured educational experiences and learning objectives designed to facilitate student development and knowledge acquisition, including courses, content, instructional methods, and assessments.

Relevance (Principles of Curriculum Development)

The curriculum must address learners’ needs and societal demands.

Continuity (Principles of Curriculum Development)

Learning experiences must build upon prior knowledge.

Integration (Principles of Curriculum Development)

Subjects should interconnect for holistic learning.

Flexibility (Principles of Curriculum Development)

The curriculum should adapt to changes in society and technology.

Accessibility (Principles of Curriculum Development)

Education must be inclusive for all learners.

Pantawid Pamilyang Pilipino Program (4Ps)

A government program providing conditional cash grants to the poorest of the poor Filipino households to improve their health, nutrition, and education.

Education Service Contracting (ESC)

A program providing subsidies for students in private high schools to help decongest public schools.

Alternative Learning System (ALS)

A parallel learning system that provides a practical option to the existing formal instruction encompassing non-formal and informal sources of knowledge and skills.

Open High School Program (OHSP)

A distance learning program for high school students unable to attend regular classes due to various reasons.

Tulong Dunong Program

A program providing financial assistance to qualified high school graduates and college undergraduates who desire to pursue college education.

School-Based Feeding Program

A program initiated by the Department of Education to address undernutrition and short-term hunger among students.

Special Education (SPED) Program

A program catering to the needs of learners with exceptionalities.

Senior High School Voucher Program

A voucher system that provides financial assistance to senior high school students to help them afford tuition in private schools, state universities and colleges, or local universities and colleges offering the K to 12 program.

Local and National Curricular Innovations

2002 Basic Education Curriculum

Third Elementary Education Program

Secondary Education Improvement and Development Program

K-12 Basic Education Curriculum

Pre-20th Century: Traditional Education

Basic literacy, numeracy, and religious instruction; Teacher-centered approach; students learn through memorization and recitation

Early 20th Century: American Influence

Introduction of American-style public schooling, secular and standardized curriculum; more structured classrooms, introduction of different subjects, and emphasis of English language learning.

Post-World War II Era: Rehabilitation and Expansion

Reconstruction of the educational system; Rebuilding of schools and introduction of more practical subjects; Teachers encouraged interactive learning

Late 20th Century: Bilingual Education Policy (1974)

Teaching in both English and Filipino; Increased focus on language proficiency

1980s-1990s: New Elementary School Curriculum (NESC) and New Secondary Education Curriculum (NESC)

Critical thinking, problem-solving, and values education; Teachers facilitating group activities, discussions, and projects

Early 21st Century: 2002 Basic Education Curriculum (BEC)

Focus on five key learning areas with interactive and integrative teaching methods; More collaborative and student-centered learning approaches

2013: K to 12 Basic Education Program

Addition of two years to high school; Introduction of different tracks; Senior high schools with specialized tracks and strands

Recent Years: 21st Century Skills and Digital Literacy

Increased use of technology in classrooms; Focus on developing digital skills; Teachers adapting to blended learning models and facilitating online interactions

Curriculum Development and Implementation (Instructional Leadership)

Focuses on designing, implementing, and assessing curriculum to ensure alignment with educational standards and student needs.

Teacher Professional Development (Instructional Leadership)

Involves providing opportunities for teachers to enhance their knowledge, skills, and instructional strategies.

Data-Driven Instruction (Instructional Leadership)

Emphasizes the use of student data to inform instructional decisions and improve student outcomes.

School-Based Management (SBM)

A decentralized approach to educational governance that aims to empower schools and communities in the decision-making process.

Empowerment of School Heads and Stakeholders (Overview of SBM)

SBM in DepEd Philippines emphasizes the role of school heads as instructional leaders and managers; They are given more authority to make decisions relates to resource allocation, curriculum adaptation, and school improvement initiatives

School Governing Councils (SGCs)

Established in each school to facilitate collaboration between school, administrators, teachers, parents, and community leader; Plays a key role in participatory decision-making and ensuring accountability

Devolution of Administrative and Financial Authority (Overview of SBM)

Schools are granted greater flexibility in managing their finances and resources; They have the autonomy to allocate funs based on their priorities and needs, which allows for more targeted and responsibe utilizat

Enhancement of Accountability and Transparency (Overview of SBM)

SBM requires schools to regularly report on their financial expenditures, academic performance, and progress toward achieving targets outlined in their SIPs

Monitoring and Evaluation Mechanisms

Established to assess the effectiveness of SBM implementation and identify areas for improvement

Promotion of Local Context and Diversity (Overview of SBM)

SBM recognizes the diverse needs and contexts of school across the Philippines; It encourages the schools to adapt curriculum, pedagogy, and policies to suit the local context and cate to the specific needs of students and communities

Flexibility in decision-making

Allows schools to innovate and implement activities that are responsive to their unique challenges and opportunities

School Improvement Plan (SIP)

A strategic document that outlines a school's goals, objectives, strategies, and action plans for improving its overall performance; Developed collaboratively by administrators, teachers, parents, students, and othe stakeholders; Serves as a roadmap for guiding the school's development

Brigada Eskwela

A program aimed at mobilizing communities, parents, teachers, and other stakeholders to prepare public schools for the opening of classes; Voluntary participation in the cleaning, repair, and maintenance of school facilities

Subject-Centered Models (Curriculum Models)

Organize the curriculum around specific subjects or disciplines with a focus on subject-content.

Student-Centered Models (Curriculum Models)

Prioritize the individual needs, interests, learning styles of students, emphasizing active participation and self-directed learning.

Spiral Curriculum Models

Revisit and build upon key concepts and skills over time. Content is introduced at a basic level and then revisited at increasing levels of complexity.

Core Curriculum Models (Curriculum Models)

Specify a set of essential knowledge and skills that all students should acquire, providing a common framework for instruction.

Integrated Curriculum Models

Combine multiple subjects or disciplines to explore connections and provide a holistic understanding of complex topics or themes.

Process-Oriented Models (Curriculum Models)

Focus on the development of skills, critical thinking, and problem-solving abilities, prioritizing how students learn rather than what they learn.

Outcome-Based Models (Curriculum Models)

Specify the learning outcomes or competencies that students are expected to achieve, with assessment aligned with these predetermined outcomes.

Humanistic Models (Curriculum Models)

Emphasize personalized learning, autonomy, and the development of the whole individual, prioritizing students’ interests and self-discovery.

Differentiated Instruction (DI)

A teaching approach that tailors instruction to meet the individual needs of students. Teachers differentiate content, process, product, and learning environment based on students' readiness, interests, and learning profiles.

Readiness (Key Principles of DI)

A student's current level of knowledge and skills

Interests (Key Principles of DI)

Topics or activities that engage students

Learning Profile (Key Principles of DI)

The way a student learns best (visual, auditory, kinesthetic, etc.).

Content (Types of Differentiation)

What the students learns

Process (Types of Differentiation)

How the students learns

Product (Types of Differentiation)

How the student shows what they learned

Learning Environment

The physical or emotional atmosphere of the class