Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
PURPOS
E
IDEAL
GRADUA
TE
MEANS
ASSESSME
NT
System View of
Curriculum
1. Purpose
- which indicates the goals and directions the
school should take.
2. Means
- which suggest the learning experiences and
resources that are to be selected, organized and
implemented in pursuit of the purpose.
3. Assessment of Outcomes
- which measures the degree to have been met.
A Linear Model of
Curriculum
Curriculum Component
Instruction Component
Subsystem
1
Subsystem
2
Subsystem
3
Subsystem
4
Learning
Objectives
Learning
Content
Learning
Experience
s
Evaluation
of Learning
Outcomes
Feedback Loop
2
Learning
Experienc
es &
Resources
3
Evaluation
of
Learning
Outcomes
Philosophy
This is a composite statement of
concepts,
beliefs,
and
values
concerning two important realities,
MAN and SOCIETY, and their
relationship.
Mission
This is a set of very broad
statements that spell out what the
school is all about and how it intends
to carry out its Vision in its
educational effort.
Vision
This is the end product envisioned at
the conclusion of the educational
effort based on shared beliefs and
values culled from ones philosophy
Goal
These
are
broad
targets
or
statements of intent of direction
delineating the Mission Statement in
the different domains or areas of
schooling. Goals are general and
timeless and are not concerned
within a prescribed period of time.
Objectives
This is the most specific of the terms
denoting purpose an objective is a
specific target or accomplishment
that can be verified at a designated
time and under specifiable conditions
which, if attained, advances the
school toward the achievement of a
corresponding goal.
Sample Statement
PHILOSOPHY
VISION
MISSION
GOAL
OBJECTIVE
Screening of Goals
1. Philosophical Screen
2. Psychological Screen
Philosophical Screen
Source
Source
Society
The Learner
Fund of
Knowledge
Tentative Goals
Screen of
Philosophy
Screen of
Psychology
Final Goals
Psychological Screen
The question has to be answered: Is the goal feasible?
The psychological screen enables the curriculum
planners to do the following:
a.
b.
c.
d.
e.
Activity
Form group of 10.
Discuss what is the assigned Goal.
Come up with three sample
statements of Goal or Objective.
Do the activity in 10 minutes.
Institutional Goals
These goals are formulated for the
whole institution as inspired by its
Vision and Mission as well as its
peculiar thrusts.
These goals may have some
similarities with those of other
schools but will usually contain
unique statements owing to the
schools peculiar orientation and
emphasis.
Instructional Objectives
Identify and state the specific overt
change that is expected to happen
as a result of a teaching-learning unit
or lesson.
These objectives delineate more
explicitly the general goals indicated
by the school for purposes of the
immediate planning of day-to-day
instruction in the classroom.
Characteristics of Instructional
Objectives
1. Are the objectives clearly stated? Do they specify
what the learner must be able to do or perform when
he is exhibiting mastery of the objectives?
2. Are they limited to those which is clearly the school
has a reasonable chance of achieving?
3. Have they been understood and accepted by those
whose work they are supposed to influence?
4. Do they reflect both individual and group concise?
5. Are the reasonably comprehensive but concise?
6. Do they have unity and consistency?
7. Do they lend themselves easily to evaluation of
outcomes?
What is Learning
Content
Content is the medium through which
the objectives are accomplished.
There are three basic questions
related to learning content:
1. What knowledge, skills, attitudes or
values are most worthwhile to be
taught and learned?
2. Why are they considered worthwhile?
3. How are they acquired?
Complementary BASIC
Principles
1. Balance
2. Articulation
3. Sequence
4. Integration
5. Continuity
Balance
This refers to the equitable and fair
distribution of content among the
different levels of instruction to
ensure that no level is unduly
overburdened or under burdened.
Articulation
This refers to the provisions for
establishing the vertical linkage from
level to level. Proper articulation
promotes team work among the
instructional staff and will prevent
the perennial blaming syndrome so
prevalent in schools where this
principle is not observed.
Sequence
This term is used to describe the
sequential and graded arrangement
of subject matter. It refers to the
deepening and broadening of content
as it is taken up on the higher levels.
Integration
This denotes the horizontal link of
content on related subject areas.
Integration helps a person to get a
unified view of reality and to use it to
improve his total behavior pattern
and outlook in life.
Continuity
This refers to a constant and
consistent repetition, review and
reinforcement of major learning
elements to bring about mastery or
executive control of subject matter.
8 Ms of Teaching
1. Milieu
2. Matter
3. Method
4. Material
5. Media
6. Motivation
7. Mastery
8. Measurement
MIND
E
N
V
I
R
O
N
M
E
N
T
S
E
N
S
E
S
Stimulus
Change in
Behavior
Response
Ideal
Perso
n
TEACHINGS
A
B
- MILIEU
C
-MATTER
-METHOD
-MATERIAL
-MEDIA
D
- MOTIVATION
E
- MASTERY
- MEASUREMENT
1. Milieu
2. Matter
3. Method
4. Materials
5. Media
6. Motivation
7. Mastery
8. Measurement
Is the final element in the teachinglearning sequence. This part involves the
systematic collection of the evidence of
learning.