MIRANDA curriculum
COMPONENTS OF THE CURRICULUM
Learning Objectives
Discuss fundamentals of curriculum designing.
Identify and explain different components of the curriculum.
Classify domains of objectives according to Bloom's taxonomy.
Describe criteria for selecting content for the curriculum.
Understand guidelines for methods in curriculum implementation.
Identify importance of planning and preparing evaluation.
Pre-Assessment
What is your greatest fear in designing a curriculum?
Axioms about Curriculum (Gordon W., Taylor R., and Oliva P., 2019)
Curriculum is a product of its time.
Curriculum is a cooperative group activity.
Curriculum change depends on people who will implement the change.
Curriculum change is inevitable, necessary, and desirable.
Earlier curriculum changes can coexist with newer changes.
Curriculum development is an ongoing process.
Curriculum development starts from the current curriculum.
More effective curriculum development follows a systematic process.
Curriculum development is a decision-making process.
More effective if comprehensive rather than piecemeal.
Elements/Components of the Curriculum
Curriculum Aims, Goals, and Objectives.
Curriculum Content or Subject Matter.
Curriculum Experience.
Curriculum Evaluation.
Oliva (2019)
Intended Learning Outcomes.
Curriculum Content or Subject Matter.
Teaching Learning Methods.
Assessment of Achieved Learning Outcomes.
Curriculum Aims, Goals, and Objectives
Aims of Schools
Inculcate patriotism and nationalism.
Foster love of humanity.
Promote respect for human rights.
Appreciate role of national heroes in history.
Teach rights and duties of citizenship.
Strengthen ethical and spiritual values.
Develop moral character and personal discipline.
Encourage critical and creative thinking.
Broaden scientific and technological knowledge; promote vocational efficiency.
Aims of Education (Education Act 1982)
Elementary Education:
Provide knowledge, develop skills, attitudes, values.
Promote learning experiences and work experiences.
Secondary Education:
Continue promoting elementary education objectives.
Discover and enhance aptitudes and interests of students.
Tertiary Education:
Provide general education.
Train skilled manpower.
Develop professions and advance knowledge through research.
School Vision
A clear concept of what the institution aspires to become.
Acts as a unifying element for school staff, faculty, and students.
Example of School Vision
Form Christ-centered individuals who are intellectually excellent and socially responsible.
A high-performing school equipping students with knowledge, skills, and strong character.
School Mission
Targets to produce the desired outcomes for students post-education.
Key Questions Addressed
What is it that we do?
How do we do it?
For whom are we doing it?
Example of School Mission
Strengthen academic and co-curricular programs.
Integrate Scripture readings across subjects.
Encourage participation in community activities.
Form mature Christian conscience for decision-making.
School Goals
Translated from the school’s vision and mission into broad statements for accomplishment.
Examples of School’s Goals
Develop a Christian with knowledge of Christ's teachings.
A self-directed Filipino committed to community and nation building.
A morally strong individual contributing to community development.
Curriculum Goals
Specific aims pursued to reach organizational vision and mission.
Behavioral Objectives or Intended Learning Outcomes (ILO)
Defined as what learners will acquire and be able to do upon completion of studies.
Characteristics of ILO
Specific
Measurable
Attainable
Relevant
Time-based
Influencers in Developing Objectives
Robert Mager (1923-2020)
Known for frameworks on preparing learning objectives and criterion-referenced instruction.
Benjamin Bloom (1913–1999)
Developed taxonomy of educational objectives and associated key action verbs with learner outcomes.
Bloom's Taxonomy
Learning Domains
Cognitive Domain: Involves intellectual skills, learning outcomes—understanding, problem solving.
Affective Domain: Focuses on emotional responses and appropriate relationships.
Psychomotor Domain: Concerns physical actions and reflexes, essential for hands-on learning.
Curriculum Content or Subject Matter
Subject areas in basic education include Communication Arts, Mathematics, Science, Social Studies, Music, Physical Education, and Vocational Education.
Criteria for Selecting Content
Criteria include self-sufficiency, significance, validity, interest, utility, learnability, and feasibility.
Principles of Curriculum Content
Balance
Articulation
Sequence
Integration
Continuity
Curriculum Experience
Instructional strategies must link to experiences for active learning.
Activities like field trips and experiments form core educational experiences.
Selection and Use of Methods
Teaching methods should align with objectives and promote cognitive, affective, and psychomotor development.
Flexibility and consideration of student learning styles are essential.
Assessment vs Evaluation
Differences
Assessment: Process of collecting data for improvement.
Evaluation: Judgement based on set standards.
Nature and Purpose
Assessment is diagnostic while evaluation is judgmental.
Assessment provides performance feedback while evaluation determines objective achievement.
Methods of Evaluation
Can be diagnostic, formative, summative, or criterion-referenced.
Assessment Tools
Various forms include peer, self-assessment, reflective feedback, and teacher assessment forms.
Steps in Curriculum Evaluation
Specify objectives for evaluation.
Gather relevant information.
Organize data.
Analyze data.
Report findings.
Continuous feedback and modification.
Closure Questions
What is one important thing I have learned today?
How does this learning help in my future as an educator?
Am I ready to write a curriculum? Why or why not?