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    Ttscur Reviewer (Prelim) Obe and Curriculum Overview

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    Maezelle Anne Alivia
    This document provides definitions and overview of curriculum and outcome-based education. It defines curriculum as a plan for achieving educational goals based on various scholars' definitions. It also distinguishes between different types of curricula like recommended, written, taught, supported, assessed, learned, and hidden. The document then discusses outcome-based education, which focuses on what students can do after learning rather than educational inputs. It provides the basic principles of outcome-based education and discusses outcome-based teaching and learning. Finally, it presents a framework for an outcome-based curriculum in teacher education.

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    Ttscur Reviewer (Prelim) Obe and Curriculum Overview

    Uploaded by

    Maezelle Anne Alivia
    77 views4 pages
    This document provides definitions and overview of curriculum and outcome-based education. It defines curriculum as a plan for achieving educational goals based on various scholars' definitions. It also distinguishes between different types of curricula like recommended, written, taught, supported, assessed, learned, and hidden. The document then discusses outcome-based education, which focuses on what students can do after learning rather than educational inputs. It provides the basic principles of outcome-based education and discusses outcome-based teaching and learning. Finally, it presents a framework for an outcome-based curriculum in teacher education.

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    TTSCUR REVIEWER (PRELIM) OBE AND CURRICULUM OVERVIEW

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    This document provides definitions and overview of curriculum and outcome-based education. It defines curriculum as a plan for achieving educational goals based on various scholars' definitions. It also distinguishes between different types of curricula like recommended, written, taught, supported, assessed, learned, and hidden. The document then discusses outcome-based education, which focuses on what students can do after learning rather than educational inputs. It provides the basic principles of outcome-based education and discusses outcome-based teaching and learning. Finally, it presents a framework for an outcome-based curriculum in teacher education.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    77 views4 pages

    Ttscur Reviewer (Prelim) Obe and Curriculum Overview

    Uploaded by

    Maezelle Anne Alivia
    This document provides definitions and overview of curriculum and outcome-based education. It defines curriculum as a plan for achieving educational goals based on various scholars' definitions. It also distinguishes between different types of curricula like recommended, written, taught, supported, assessed, learned, and hidden. The document then discusses outcome-based education, which focuses on what students can do after learning rather than educational inputs. It provides the basic principles of outcome-based education and discusses outcome-based teaching and learning. Finally, it presents a framework for an outcome-based curriculum in teacher education.

    Copyright:

    © All Rights Reserved
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    of 4

    TTSCUR REVIEWER (PRELIM)

    CHAPTER 1: CURRICULUM AN OVERVIEW


    CURRICULUM (1820) Latin word which means ” to run” or “to run a course”

    1st DEFINITION: (Tyler and Taba)


    Plan for achieving goals

    Other definitions related:


    J. GALEN – a plan for providing sets of learning opportunities for persons to be educated
    DAVID PRATT – curriculum is an organized set of formal education and or training intentions.
    JON WILES AND JOSEPH BONDI – a four-step plan involving purpose, design, implementation and assessment.

    2nd DEFINITION: (Dewey, Hollis Caswell and Doak Campbell)


    As dealing with learners’ experiences - “All experiences children have under the guidance of teachers.”

    3rd DEFINITION:
    System for dealing with people

    4th DEFINITION:
    Field of study with its own foundations, knowledge domains, research, theory, principles, and specialist.

    5th DEFINITION:
    In terms of subject matter (Math, English, History etc) or content (The way we organize and assimilate
    information)

    CHARACTERISTICS OF CURRICULUM
    1. It includes all experiences of children for which the school is responsible
    2. It has content
    3. It is a system for dealing with people
    4. It is planned
    5. It is a series of courses to be taken by students

    PRESCRIPTIVE VS. DESCRIPTIVE CURRICULUM


    Prescriptive Curriculum – what is “ought to happen”
    Descriptive Curriculum – how things are in real classroom

    EMPHASIS OF CURRICULUM DEFINITION


    1. Both plans made for learning and actual learning experiences provided
    2. “Retrievable Documents” / Curricula stored in a digital form or shared on the Internet
    3. Denotes 2 key dimension of self-actualized curriculum:
    a. curriculum as experienced by the learner and;
    b. that might be observed by a disinterested observer
    4. Experienced Curriculum takes place in an environment that influences and impinges on learning,
    constituting what is usually learned the hidden curriculum

    TYPES OF CURRICULA
    1. RECOMMENDED – recommended by scholars and professional organizations (CHED/DepEd/ DOST)
    2. WRITTEN – intended primarily to ensure that educational goals of the system are being accomplished
    (“a curriculum of control”)
    3. TAUGHT – the delivered curriculum, an observer sees in action as the teachers teach. (teacher actually
    deliver day by day)
    4. SUPPORTED – those resources that support the curriculum textbooks, software, and other media
    5. ASSESSED – appears in tests and performance measures (standardized test or teacher-made test)
    6. LEARNED – the “bottom line curriculum” what students actually learn (values, perceptions, and
    behavior result of school experience)
    7. HIDDEN – “unintended curriculum” what students learn from the physical environment, policies,
    procedures of the school.

    CHARACTERISTICS OF GOOL CURRICULUM


    1. Continuously improving
    2. Based the needs of the people
    3. Democratically conceived
    4. Result of a long-term effort
    5. Complex of details
    6. Provides for the logical sequence of subject matter
    7. Complements and cooperates with other programs of the community
    8. Has educational quality
    9. Has administrative flexibility

    DISTINCTION BETWEEN CURRICULUM AND OTHER RELATED TERMINOLOGIES

    SYLLABUS
    - a part of curriculum
    - a content of the school subjects offered in school
    - a subset of curriculum
    - contains what students will learn in various subjects in a year or for a longer period of schooling leading
    to a certification
    - long-term plan of work for students and normally prepared by the classroom teachers

    SCHEME OF WORK
    - breakdown of syllabus
    - breakdown of the contents of what students are expected to learn in a given period
    - systematic arrangement of subject-matter and activities within a given time period (term/semester)

    COURSE OF STUDY
    - programme of learning that are offered to students which they will be awarded a certificate

    LESSON NOTE
    - breakdown of scheme of work into daily lessons
    - a guide for teachers to assist them in the orderly presentation of a lesson to the learners in order to
    facilitate learning

    NATURE OF CURRICULUM IN SCHOOL


    1. OBJECTIVES - What educational purpose school should the school seek to attain
    2. ACTIVITIES- What educational experiences can be provided to attain these purposes
    3. TEACHER-CENTERED OR CHILD-CENTERED LEARNING - How can these educational experiences be
    organized effectively to achieve these purposes
    4. Using TEST, PERFORMANCE OBSERVATION AND OTHER FORMS OF EVALUATION - How can we
    determine whether or not the expected objectives have been achieved

    IMPORTANCE OF CURRICULUM IN SCHOOLS


    - Curriculum is the very “heart” of school system
    - Reason for existence of the school

    CURRICULUM AS PROCESS AND PRODUCT

    Curriculum Process
    - are procedures involved creating, using, and evaluating the curricula
    - collective term that encompasses all of the considerations about which curriculum workers ponder
    and ultimately use to make choices

    4 PHASES OF CURRICULUM DEVELOPMENT TOP-DOWN PROCESS


    1. Curriculum PRESENTED TO TEACHERS
    2. Curriculum ADOPTED BY TECAHERS
    3. Curriculum ASSIMILATED BY LEARNERS
    4. EVALUATED Curriculum

    4 PHASES OF CURRICULUM DEVELOPMENT BOTTOM-UP PROCESS


    1. What the SOCIETY AND PARENTS WANTS
    2. RESPONSES PROVIDED BY TEACHERS in the schools
    3. THE COLLECTION OF RESPONSES AND EFFORT to identify some common aspects
    4. THE DEVELOPMENT OF COMMON STANDARDS and their EVALUATION

    Curriculum Evaluation – processes used in the systematic investigation of the worth or merit of programs of
    study.

    Curriculum Product – result from curriculum development process and provide the bases for instructional
    decision in classrooms

    Curriculum Guide – include details about the topics to be taught, predetermined teaching goals, and
    suggestions for instructional strategies

    Resource unit – includes learning outcomes, suggestions for teaching, sources of information and prepared
    instructional units

    CONCLUSION (CURRICULUM)
    - “Total Package” of what schools do to make learners become what society expects them to become
    (good citizens)

    OUTCOME-BASED EDUCATION

    IBE OBE
    (Input-Based (Outcome-Based
    Education) Education)

    Outcome-Based Education (OBE)


    - process of curriculum design, teaching, learning and assessement that focus what students can
    actually do after they are taught
    - A comprehensive approach organizing and operating an education system that is focused on and
    defined by the success demonstrations of learning sought from each students (William Spady)
    - Benchmarking concept trending in Higher Education

    OBE (According to CHED)


    - Approach that focuses and organizes the educational system around what is essential for all to know,
    value and do to achieve a desired level of competence at a time of graduation

    OBE OLD APHORISM


    “It takes a village to educate a child.”

    *Outcomes – clear learning results that we want students to demonstrate at the end of significant learning
    experiences and are actions and performances that embody reflect learners’ competence in using content,
    information, ideas and tool successfully.

    BASIC PRINCIPLES OF OBE according to William Spady


    1. Clarity of focus about outcomes (learner certain about goal)
    2. Designing backwards (major learning outcomes is the focus)
    3. Consistent, High expectations of success (help students succeed)
    4. Expanded opportunity (developing curriculum allow learners progress)
    OUTCOME-BASED TEACHING AND LEARNING (OBTL)
    3 PRONGED IMPLICATIONS
    1. LEARNERS/STUDENTS – promote deep lifelong skills
    2. TEACHERS – promote reflective teaching practices
    3. INSTITUTION – address continuous program improvement

    Other terms related to OBE:


    A. Institutional Intended Learning Outcomes (IILO) – what graduates of university supposed to do
    B. Program Intended Learning Outcomes (PILO) – what graduates from particular degree program
    should be able to do
    C. Course Intended Learning Outcomes (CILO) – what students should be able to do at completion of a
    given course
    D. Intended Learning Outcomes (ILO) – what students should be able to do at the completion of a unit
    of study of course

    OBE CURRICULUM FRAMEWORK OF ADRIANA’S TEACHER EDUCATION

    Intended learning outcomes


    IILO PILO CILO
    (CMO 30, s. 2004) (Teacher Education Curriculum) (Teacher Education Course)

    OUTCOME-BASED LEARNING TASKS


    SECTION ILOs ASSESSMENT TASK
    ENGAGE (Input phase)
    (Formative, Authentic,
    CHAPTER ILOs Performance)
    EXPLORE (Processing of input)

    APPLY (Application Task Activities)

    SUMMATIVE ASSESSMENT

    TYPE OF ASSESSEMNT
    A. Formative Assessment – measure how a student is learning during a course of study
    B. Summative Assessment – measure “how much” student learned after a unit or course has reached
    C. Authentic – involve the application of knowledge and skills in “real-world” situation

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