LEARNING EXPERIENCES AND RESOURCES

Lesson 3

Curriculum and Instruction

Curriculum a race course or a prescribed course to follow Instruction activities that take place in different settings
Consists

of: experiences and resources

How are these related?

CURRICULUM BLUEPRINT

LEARNING CONTENT

IMPLEMENTATIO N

INSTRUCTIO N

Instructional Paradigm

Phase 1
Identifying

sources of objectives STATING OBJECTIVES

A.

Stating objectives of instruction as observable student behavior

Selecting and Organizing the content of Instruction

B.

Instructional Paradigm

Phase 2
Pre-assessment
A.

Students status in relation to objective May suggest revision of objective

B.

Instructional Paradigm

Phase 3
Instructing

A.

Selecting learning activities Selecting techniques of instruction

B.

Instructional Paradigm

Phase 4
Evaluation

A.

Selecting devices to measure student learning Measuring student learning (behavior change)

B.

Instructional Paradigm

Phase 5
Evaluating

the effectiveness of Instruction

A.

Were objectives appropriate? Was instruction effective?

B.

Instructional Paradigm
Phase 1
Phase 3

Phase 2
Phase 4 Phase 5

Indicators of a Good Curriculum in Developing Instructional Experiences

1. Provide rich experiences: varied and designed for culturally diverse students
Content

tune with social and cultural realities of

the time Subject matter meaningful , understandable, and acceptable Classroom activities provide balanced program and learning opportunities

Indicators of a Good Curriculum in Developing Instructional Experiences

2. Organized flexibly to serve the educational objectives

Practices:

No Discrimination to Student Formal & Informal methods to promote individual instruction Time allotments and Schedule are enough for individual and group activities

Indicators of a Good Curriculum in Developing Instructional Experiences

3. Appropriate resources for the needs and interests of the learner

Relevance

of resources to the goal-seeking

activities Materials: Free from biases to SEXISM & RACISM Student Skills: Sorting out message from mass media

Indicators of a Good Curriculum in Developing Instructional Experiences

4. Appropriate teaching strategies

Teaching

Strategies consider characteristics of

learners Cooperative shares learning resources and talents Class Practice: Aim for maturity and learning problem of students Appropriate teaching strategies

Indicators of a Good Curriculum in Developing Instructional Experiences

5. Professional & GE courses: Emphasis to broad principles 6. Opportunity to concentrate on electives in one or more special areas other than nursing/allied subjects

Indicators of a Good Curriculum in Developing Instructional Experiences

7. Nursing Practice should offer rich bases of learning experience in humanities, social studies & natural sciences

8. Nursing program should be planned on an academic terms basis.

Assignment

of credit for courses and clinical practice should be in accord with the institutional policies

9. COMPETENCIES INCLUDES:
1.Technical, Social, Communications Teaching and Managerial Skills in the nursing care and rehabilitation of the ill in: A. Homes B. Community Agencies C. Hospitals

2. Knowledge, Understanding, Attitude which will aid students in analyzing nursing problems

INCLUDES:
3. Understanding, Skills, Knowledge & Attitude needed in working with others 4. Ability to plan, to administer, and to evaluate skilled nursing care and to assist others to give skilled nursing care
5. Increasing competence in accepting responsibility for continuous selfimprovement and for continued professional growth

Indicators of a Good Curriculum in Developing Instructional Experiences

10. Specialization in Professional Nursing is reserved for graduate study.

INSTRUCTIO N

TEACHING

LEARNING

Teachers

Learners

Learning

Change in response or behavior cause partly or wholly by experience Webster The interaction of learners with conditions in the environment which brings about a change in behavior for the better Palma

Learning

The mental activity by means of which knowledge, skills, attitudes, appreciations and ideals are acquired, resulting in the modification of behavior. This modification comes through knowledge and experience; it involves no additions or subtractions of knowledge and experience as such, but rather implies something new which has not existed for that individual before. Therefore, Learning is the addition of new knowledge and experience interpreted in the light of past

LEARNING

ACQUISITION OF ATTITUDE SKILLS

KNOWLEDGE and EXPERIENCE

MODIFICATION OF BEHAVIOR

STEPS IN LEARNING

1. Observation 2. Description 3. Analysis 4. Validation 5. Evaluation

INSTRUCTIO N

TEACHING

LEARNING

Teachers

Learners

Teaching

A system of action intended to induce learning. It is also the art of helping people learn Smith

Course Outline

Principle Features or General Principle of a Subject Must be LOGICALLY ORGANIZED to facilitate LEARNING Guides the teacher and the students the things to be discussed in a particular time

Tips: Divide main topics & subtopics into a CLEARLY delineated sections

Developing Course Outline

1. Settle upon the stated principal objectives

Provide

basis for guiding all subsequent courses Certain aspects maybe over emphasized while others neglected

2. Decide which major topics or units will be taken up in the course of their order. (Scope of the course)
Is

the topic important? Is it fundamental that other topics cannot be understood, unless this one is thoroughly mastered. Is the topic appropriate to the course? Is the topic one which the instructor is capable of

Developing Course Outline

2. Decide which major topics or units will be taken up in the course of their order. (Scope of the course)
Are

there adequate resources? Is the topic of special interest to students? Would it be preferable to limit the number of topics and study them thoroughly? What is the desirable order of topic in the course

Developing Course Outline

3. Determine major learning activities.

Those

which are primarily engaged in by the instructors Those which are undertaken by the students Select appropriate instructional materials Develop a course calendar for the entire term State the basis upon which student performance will be judged (Evaluation)

Resource Unit

Resource from which teachers may draw materials to be used in unit plans A carefully planned series of suggestions centered in some broad problem, topic, or area of experience and organize to serve as a source of ideas, materials & procedures to help a teacher in replanning a learning unit.
- KLOHR

Resource Unit

Refined editions of broad curriculum guides and are more DETAILED

Constructed by FACULTY GROUPS than by INDIVIDUAL TEACHERS

Resource Units contain the following characteristics

Offers innumerable suggestions Indicate the scope of particular area of knowledge Contain behaviorally defined objectives Principle of Individual differences Work of a teacher representing the polled resources and the strength of the group Contain an extensive annotated bibliography including books, pamphlets, periodicals, community resources, audiovisual materials,

Properly used resources units can serve the following purposes:

1. Basis for developing teaching units 2. Provide for a type of in-service education 3. Lay a groundwork for good teaching through the extensive pre-planning which they entail 4. Stimulates the teacher activity by offering a variety of suggestions and materials 5. Can be substituted for textbooks 6. An excellent source of information for beginning teachers and point out teh where and the how of procuring audio-visual

7. Helps the teacher to assist students insetting definite & attainable goals 8. Emphasizes evaluation and offer various approaches

Content of Resource units

1. Significance of the topic or area

A

paragraph or two explaining the central problem, question, need, or interest around which the unit can develop
list of concepts and specific attitudes developed by or planned for the unit-developed in such details appropriate to the subject matter involved is the expository outline of the subject matter or the things to be discussed

2. Inventory of possible objectives

A

3. Content Outline
It

Content of Resource units

4. Suggested Activities
Lists
A.

of specific aids actually used or definitely available, including:

Printed aids books, magazines, pamphlets B. Visual Aids Films, film strips, slides etc C. Community resources D. Other aids

5. Bibliographies
List

of material references used

Content of Resource units

6. Evaluation techniques
A

brief description of the means which could be used: 1. To determine whether the unit was successful and what changes might be made another time 2. To determine what progress was made by individual pupils.

Course Syllabus

It is a summary outline of a course Includes the following item:

Course

title Course number Course description General and specific objectives Scope Course procedure Name of the textbook Reference

Module

A self contained package of learning activities designed to help the student accomplish certain well-defined primarily through independent study.

Module

It is a self-instructional package (SIP) that tells the student:

1.

What he/she expected to know or do by the end of the module 2. How the competencies knowledge and skills required can be achieved How the knowledge and skills beyond that expected in the module can be gained How the mastery of the objectives is to be demonstrated

Module can be described in several Ways

Chaining of Learning Modules when one learning module is built on the presumption that the content of the previous module is prerequisite.
Anatomy and Physiolog y Care of Mother, Child and Family

Care of Mother, Child and Family- at Risk

Modules Pyramid

When one wishes the learner to be able to gain depth in a subject.

Care of Mother, Child and Family Pharmacolo gy Anatomy and Physiolog y-Lec Anatomy and Physiolog y-Lab Health Education Care of Mother, Child and Family- at Risk Nutrition and Diet Therapy

Fundamenta ls of Nursing Practice

Health Assessme nt

Module Cluster

When there is an objective on a group of objectives to be achieved, the module form clusters because each one contributes to meeting the objectives or part of the objectives. The learners may select in order to achieve the objectives

Modules are autonomous

When they stand completely alone. They can be taken smorgasbord fashion by the learner. The learner practices a self-selection process.

Sequence of Elements

1. Introduction it provides a first glimpse at the program and may strongly influence the readers attitude. It serves to interest the learner in what he/she is about to learn and to provide an orientation with what he/she knows.

Sequence of Elements

2. Objectives it should be a behavioral objective. It describes the desired outcome which is expected to result upon successful completion of the module.

Sequence of Elements

3. Recommended Preparation it is useful to include a brief statement at the beginning of a program the pre-requisite skills or knowledge expected from the learner. This can be recommended reading materials, glossary of terms or any other learning activity. If there is no recommended pre-requisites, it must be stated to inform the user.

Sequence of Elements

4. Content the text portion of the SIP should be logically organized to facilitate learning. The content should not exceed the amount normally covered in a one or two lecture. This serve two purpose: it allows for a greater focusing of attention to the learner and thus, lightens comprehension and retention of information; and it becomes a time saving mechanisms or both instructor and student, since learning may be individually paced.

Sequence of Elements

5. Content Summary this should highlight the most important points in the SIP. The summary helps learners retrieve the thing they have learned from the different sections. Also it reinforces retention of the contents of the program.

Sequence of Elements

6. References and/or Bibliography sources of information should be documented properly. 7. Post-test Questions and Answers these are simulated at the end of the materials. It covers the content of the entire materials. Likewise, answers should be provided for immediate feedback.

Sequence of Elements

8. Recommended Follow-up it may be in the form of additional reading materials or experiment. It maximizes the learning experience by projecting it beyond the immediate time period spent studying the material.

Thank you for listening!