SlideShare una empresa de Scribd logo
1 de 26
Descargar para leer sin conexión
Learning experiences
 Model by Taba – inclusion of selection and organization of
learning experiences as an important step in the
curriculum development in achieving a wider range of
objectives besides those of knowledge and
understanding.
 Ornstein and Hunkins (1988) – consider curriculum
experiences as the instructional component of the
curriculum which indicates the interaction between
teacher, learner and instructional materials for achieving
the goals of the school.
 Argumentation between the content and experiences
when combined constitute the whole learning package.
Learning takes place through experiencing content
mediated by social processes.
 a learner experiences the content of the book while
reading it
 understanding is facilitated by discussing the content of
what has been read with others
 vicarious experiences of different learners will vary
depending on past experiences, beliefs, interests and
motivation.
There will always be a variation in the knowledge and understanding of
objects, people and events as well as their relationships even while
reading the same book.
• Teaching methods as
lecture, discussion, demonstration, laboratory work, etc. are
planned by the teachers to bring about the type of learning
intended by the lesson.
• Educational activities such as film viewing, going on field
trips, discussing animals in the laboratory, etc. are planned to
provide learning experiences needed to achieve the goals of
instruction.
Considers the major interconnected elements:
 • Inputs
 • Throughputs (process)
 • Outputs
that comprise the educational system (Fig. 1). This basic
system is a technical framework used in the field of engineering
which is influenced by the systems theory, systems analysis,
systems engineering and cybernetics.
Learning experiences
Curricula prepared under this orientation describe :
the interaction of human resources (curriculum specialists,
trainers, teachers, students, administrators, consultants),
physical resources (instructional materials, equipment, plant
facilities, audio-visual aids) ,
as well as financial resources (funds needed for planning, training
prior to implementation, actual and evaluation of the curriculum)
with the throughput or process (curriculum and instruction) to
produce the desired outputs.
The systems-managerial approach emphasizes the managerial/leadership and
supervisory aspects of curriculum in the implementation and organization
processes. The school leader has to be competent in performing the following
self-explanatory functions to ensure the successful implementation of the
curriculum:
 • Motivate interest of all stakeholders.
 • Encourage participation and involvement of all stakeholders.
 • Arbitrate conflicting interests of various groups.
 • Synthesize divergent viewpoints.
 • Identify common vision and goals.
 • Encourage unity of purpose.
 • Translate abstract ideas into concrete ones.
• Clarify vague ideas.
• Organize and implement in-service programs.
• Communicate timely and accurate information to all
stakeholders.
• Procure needed materials.
• Monitor curriculum implementation.
• Organize and implement a mechanism for periodic evaluation.
• Create a climate of innovation and change.
Under the systems-managerial view, curriculum development acquires
more comprehensive and more dynamic meaning , may be viewed as
a never-ending process which requires incremental or even major
changes in some elements of the system that guarantees the quality of
the inputs, the processes and the outputs. The improvement is
accomplished through the effective and efficient interaction between
the inputs and the processes of the system which is the function of
management.
Ornstein and Hunkins (1988) grouped the innovations focused on
organizations under five categories:
1.) Personnel
2.) Instructional media
3.) Instructional groups
4.) Grading
5.) Schools
The feedbacks indicate whether the quality of inputs and processes
as well as their interaction produces the desired quality of results
which becomes the basis for change and innovation which the
society expects the school admin to initiate and pursue on a
continuing basis.
This model emphasizes the role of administrators and supervisors in
ensuring the effective and efficient operation of the school system.
Curriculum is the major system and the other processes related to it
such as supervision (motivation, leadership styles, communication and
decision- making) , instruction and evaluation are subsystems.
The planning, programming, budgeting system (PPBS) developed by
Rand Corporation may be applied in education where the main
system considered is the curriculum.
Program Evaluation and Review Technique (PERT) – another
engineering and business planning practice described by Ornstein and
Hunkins developed by the US Department of Justice. The progress and
delays in the program implementation are determined quantitatively ,
computed and analysed with regular and continuous updating of the
progress reports which reflects changes in schedule, problems in the
implementation and achievement rates vis-à-vis the performance
targets.An important aspect of the entire process is the evaluation of
the effectiveness of the system which provides the basis for the
subsequent improvement in the operation.
• Beauchamp’s (1975) curriculum development model identifies 5
critical decision-making areas. The following are the crucial stages for
planning which correspond to the curriculum development approach
for SEDP:
1.) Determining the setting for curriculum engineering: country,
school, classroom.
2.) Selecting key players and their involvement in the planning
process: curriculum specialists, teachers, administrators, students, lay
citizens and non-teaching staff
3.) Establishing procedures in developing the curriculum design
4.) Determining implementation procedures
5.) Evaluating the curriculum which involves four dimensions:
evaluation of teacher’s use of the curriculum; evaluation of the student
outcomes; evaluation of the curriculum design; evaluation of the
curriculum system.
The development of the New Secondary Education Curriculum (NSEC)
under the SEDP is shown in Fig.2. The critical phases are :
• Initiation
• Implementation
• Institutionalization
• Evaluation
All components of the different phases require competent leaders and
skillful managers who will orchestrate the efficient utilization of all
human and material resource inputs. The SEDP came about to continue
the program started by PRODED (Gonzales, 1989).
Learning experiences
The findings (1989) revealed poor student performance in high school
science, mathematics and communication arts, ineffective teaching,
inadequate facilities and instructional materials contributing to
unsatisfactory academic performance and poor internal efficiency of
the secondary education system.
. These conditions were brought about by confusion on the orientation
of the curriculum, poor teacher preparation, teachers overloaded with
teaching and other functions, neglect by classroom supervisors, low
salaries of teachers, lack of minimum standards for the curriculum
requirements, and the language of instruction among others.
Solving the problem in Secondary Education
System:
• Revision of the Revised Secondary Education Program (RSEP)
in 1984 implemented with a package of curriculum support. Issued
raised were:
- Was secondary education intended to prepare the students
for college work?
- Was it a training ground for specific vocations or for gainful
employment requiring the development of specific skills?
- Was the aim of secondary education to generate
knowledge or the transmission of basic knowledge and skills?
The participants came to the following agreements about
secondary education which became the basis of NSEC as shown in
Fig.3.
1.) Secondary education should fulfil the requirements for entry
to college and/or field of work
2.) Secondary education should provide progression in the
development of the individual through more advanced learning
experiences than those in the elementary curriculum
3.) Human character has to be strengthened to enable the
individual to cope with the changes/pressures in the
environment
4.) Secondary schools should provide leadership in the total
development of the individual
5.) The goal of secondary education is excellence
6.) Secondary education should provide the kind of
leadership the country needs.
7.) Secondary students need guidance in the exercise of
participatory citizenship
8.) Secondary education should encourage students to
initiate development in their own communities in order to
reduce migration to the cities creating imbalances in population
distribution.
Learning experiences
The development of SEDP involved planning and writing workshops with
multi-sectoral representations, secondary education professionals,
educational researchers from the Bureau of Secondary Education of
DECS, subject supervisors, subject department heads, teachers, subject
specialists from the universities and curriculum development centers
and other resource persons. The participants prepared the guidelines
for the nationwide curriculum try out the next school year (1985-1986).
The team developed the Minimum Learning Competencies (MLC),
which became the basis for the development of instructional materials
for use by the students (textbooks) and teachers (teacher’s manual).
Teachers from selected private and public secondary schools trained
under specialists to use the materials developed for the 1st year.
The feedback obtained from the pilot testing of the textbooks and the
teacher’s manual provided an important input in the finalization of the
instructional materials. The instructional materials for the succeeding
year levels (2,3,4) were developed in the following years.
The New Secondary Education Curriculum (NSEC), which was an output
of the Secondary Education Development Program (SEDP) was
implemented on staggered basis beginning with the 1st year curriculum
in school year 1989-1990.
In 1991, nationwide monitoring was conducted to determine the extent
of the initial implementation of the NSEC intended to determine
appropriateness of sequencing, unit credit, time allotment, medium of
instruction, textbooks, activities, teacher’s load, teacher training,
grading system and intervention mechanisms and the problems
encountered by the students, teachers, principals, and supervisors.
This initial monitoring scheme pointed to:
a.) The need for a more intensive information dissemination about
the new curriculum
b.) Follow-up monitoring on the identified weaknesses,
c.) Availability and use of equipment
The development of the Basic Education Curriculum (BEC) involved the
same process as that for PRODED and SEDP. The DepEd organized
planning and writing workshops with multi-sectoral representations,
basic education professionals, experts from the various colleges of
education across the country, educational researchers, subject
supervisors, subject department heads, and other resource persons.
Since BEC is only restructuring, the curriculum is still based on the
Minimum Learning Competencies (MLC) with greater emphasis on
lifelong learning through meaningful learning (constructivism) and the
integration of values in all areas. This emphasis is shown in the
restructured basic education curriculum framework in Fig. 4.
Learning experiences
• Emphasizes the importance of theories and principles in
curriculum planning.
• This model is influenced by the philosophical and intellectual
works of Dewey (1916), Morrison (1926) and Bode (1927)
• Became popular in 30’s and 50’s (Ornstein & Hunkins, 1988)
• Attempts to analyse and synthesize historical development,
cultural demands and philosophical ideas including issues and
trends
• Curriculum boundaries expand to traditional aspects of
teaching-learning, evaluation, structure of disciplines, guidance,
study of education and administrative procedures.
• After the 50’s it lost its appeal to curricularists when the major
interest shifted to structure of disciplines and qualitative methods.
Ornstein and Hunkins (1988) argue that because of the cognitive
demands of the approach, it often overwhelms new students who
are lack of background information , philosophical and theoretical
insights on the subject.

Más contenido relacionado

La actualidad más candente

Structure of teacher education in India || structure of Teacher Education pro...
Structure of teacher education in India || structure of Teacher Education pro...Structure of teacher education in India || structure of Teacher Education pro...
Structure of teacher education in India || structure of Teacher Education pro...Samir (G. Husain)
 
Determinants of curriculum
Determinants of curriculumDeterminants of curriculum
Determinants of curriculumRupa Gupta
 
Institutional planning
Institutional planningInstitutional planning
Institutional planningFousiya O P
 
EDUCATIONAL MANAGEMENT.pptx
EDUCATIONAL MANAGEMENT.pptxEDUCATIONAL MANAGEMENT.pptx
EDUCATIONAL MANAGEMENT.pptxMonojitGope
 
Tools of assessment
Tools of assessmentTools of assessment
Tools of assessmentHennaAnsari
 
Role of general teacher and resource teacher
Role of general teacher and resource teacherRole of general teacher and resource teacher
Role of general teacher and resource teacherKetan Kamble
 
Functions of NCERT and MSCERT
Functions of NCERT and MSCERTFunctions of NCERT and MSCERT
Functions of NCERT and MSCERTKetan Kamble
 
Curriculum Change, Planning and Transaction
Curriculum Change, Planning and TransactionCurriculum Change, Planning and Transaction
Curriculum Change, Planning and Transactionvalarpink
 
difference between naturalism,idealism and pragmatism.pptx
difference between naturalism,idealism and pragmatism.pptxdifference between naturalism,idealism and pragmatism.pptx
difference between naturalism,idealism and pragmatism.pptxDr. Harpal Kaur
 
Teacher roles and responsibilities, functions, competencies, qualities
Teacher roles and responsibilities, functions, competencies, qualities Teacher roles and responsibilities, functions, competencies, qualities
Teacher roles and responsibilities, functions, competencies, qualities Arifa T N
 
Relationship between philosophy and education.
Relationship between philosophy and education.Relationship between philosophy and education.
Relationship between philosophy and education.varshachhajera
 
Curriculum Introduction & Process
Curriculum Introduction & ProcessCurriculum Introduction & Process
Curriculum Introduction & ProcessAnamika Ramawat
 
Curriculum organization topical and concentric curriculum
Curriculum organization  topical and concentric curriculumCurriculum organization  topical and concentric curriculum
Curriculum organization topical and concentric curriculumKetan Kamble
 

La actualidad más candente (20)

Structure of teacher education in India || structure of Teacher Education pro...
Structure of teacher education in India || structure of Teacher Education pro...Structure of teacher education in India || structure of Teacher Education pro...
Structure of teacher education in India || structure of Teacher Education pro...
 
Core curriculum
Core curriculumCore curriculum
Core curriculum
 
Apscf 2011
Apscf 2011Apscf 2011
Apscf 2011
 
Approaches of Curriculum Organization
Approaches of Curriculum OrganizationApproaches of Curriculum Organization
Approaches of Curriculum Organization
 
Determinants of curriculum
Determinants of curriculumDeterminants of curriculum
Determinants of curriculum
 
Institutional planning
Institutional planningInstitutional planning
Institutional planning
 
EDUCATIONAL MANAGEMENT.pptx
EDUCATIONAL MANAGEMENT.pptxEDUCATIONAL MANAGEMENT.pptx
EDUCATIONAL MANAGEMENT.pptx
 
Tools of assessment
Tools of assessmentTools of assessment
Tools of assessment
 
concentric approach of organizing curriculum
concentric approach of organizing curriculumconcentric approach of organizing curriculum
concentric approach of organizing curriculum
 
Role of general teacher and resource teacher
Role of general teacher and resource teacherRole of general teacher and resource teacher
Role of general teacher and resource teacher
 
Year plan
Year planYear plan
Year plan
 
Functions of NCERT and MSCERT
Functions of NCERT and MSCERTFunctions of NCERT and MSCERT
Functions of NCERT and MSCERT
 
Educational technology IN SYSTEM APPROACH
Educational technology IN SYSTEM APPROACHEducational technology IN SYSTEM APPROACH
Educational technology IN SYSTEM APPROACH
 
Teaching competence
Teaching competenceTeaching competence
Teaching competence
 
Curriculum Change, Planning and Transaction
Curriculum Change, Planning and TransactionCurriculum Change, Planning and Transaction
Curriculum Change, Planning and Transaction
 
difference between naturalism,idealism and pragmatism.pptx
difference between naturalism,idealism and pragmatism.pptxdifference between naturalism,idealism and pragmatism.pptx
difference between naturalism,idealism and pragmatism.pptx
 
Teacher roles and responsibilities, functions, competencies, qualities
Teacher roles and responsibilities, functions, competencies, qualities Teacher roles and responsibilities, functions, competencies, qualities
Teacher roles and responsibilities, functions, competencies, qualities
 
Relationship between philosophy and education.
Relationship between philosophy and education.Relationship between philosophy and education.
Relationship between philosophy and education.
 
Curriculum Introduction & Process
Curriculum Introduction & ProcessCurriculum Introduction & Process
Curriculum Introduction & Process
 
Curriculum organization topical and concentric curriculum
Curriculum organization  topical and concentric curriculumCurriculum organization  topical and concentric curriculum
Curriculum organization topical and concentric curriculum
 

Destacado

Selection of content and organization of learning experiences
Selection of content and organization of learning experiencesSelection of content and organization of learning experiences
Selection of content and organization of learning experienceszulfiqaralibehan
 
Models of curriculum dvelopment
Models of curriculum dvelopmentModels of curriculum dvelopment
Models of curriculum dvelopmentjasleenbrar03
 
Peter Senge's Learning Organization
Peter Senge's Learning OrganizationPeter Senge's Learning Organization
Peter Senge's Learning OrganizationAlyssaGracia
 
Curriculum Development Process
Curriculum Development ProcessCurriculum Development Process
Curriculum Development ProcessSathish Rajamani
 
Curriculum design and models
Curriculum design and modelsCurriculum design and models
Curriculum design and modelsPrincess Lalwani
 
Curriclum types
Curriclum typesCurriclum types
Curriclum typesdsmru
 

Destacado (8)

Selection of content and organization of learning experiences
Selection of content and organization of learning experiencesSelection of content and organization of learning experiences
Selection of content and organization of learning experiences
 
Models of curriculum dvelopment
Models of curriculum dvelopmentModels of curriculum dvelopment
Models of curriculum dvelopment
 
Tyler objective model
Tyler objective modelTyler objective model
Tyler objective model
 
Peter Senge's Learning Organization
Peter Senge's Learning OrganizationPeter Senge's Learning Organization
Peter Senge's Learning Organization
 
Curriculum Development Process
Curriculum Development ProcessCurriculum Development Process
Curriculum Development Process
 
Curriculum design and models
Curriculum design and modelsCurriculum design and models
Curriculum design and models
 
Curriculum design
Curriculum designCurriculum design
Curriculum design
 
Curriclum types
Curriclum typesCurriclum types
Curriclum types
 

Similar a Learning experiences

Curriculum Approaches (Systems-managerial and Intellectual-academic Approach)
Curriculum Approaches (Systems-managerial and Intellectual-academic Approach)Curriculum Approaches (Systems-managerial and Intellectual-academic Approach)
Curriculum Approaches (Systems-managerial and Intellectual-academic Approach)Angie Magdasoc
 
KNOWLEDGE AND CURRICULUM PPT
KNOWLEDGE AND CURRICULUM PPTKNOWLEDGE AND CURRICULUM PPT
KNOWLEDGE AND CURRICULUM PPTLovelydwivedi4
 
Examination of relevant syllabi and curriculum guides
Examination of relevant syllabi and curriculum guidesExamination of relevant syllabi and curriculum guides
Examination of relevant syllabi and curriculum guidesleesha roberts
 
Group 5 phases_of_curriculum_development
Group 5 phases_of_curriculum_developmentGroup 5 phases_of_curriculum_development
Group 5 phases_of_curriculum_developmentJohn Ervin
 
IMPLEMENTING THE CURRICULUM (curriculum development)
IMPLEMENTING THE CURRICULUM (curriculum development)IMPLEMENTING THE CURRICULUM (curriculum development)
IMPLEMENTING THE CURRICULUM (curriculum development)Mayla Gimpao-Bertez
 
PNU CTP Ed 3 Curriculum implementation through developments
PNU CTP Ed 3 Curriculum implementation through developmentsPNU CTP Ed 3 Curriculum implementation through developments
PNU CTP Ed 3 Curriculum implementation through developmentsJosephine Ann Necor
 
intended vs implemented vs achieved curriculum
intended vs implemented vs achieved curriculumintended vs implemented vs achieved curriculum
intended vs implemented vs achieved curriculumobemrosalia
 
Elements Of Curriculum Development
Elements Of Curriculum DevelopmentElements Of Curriculum Development
Elements Of Curriculum DevelopmentShaikh Mustafa
 
Course evaluation summary report
Course evaluation summary reportCourse evaluation summary report
Course evaluation summary reportScottish TNE
 
Process and steps of curriculum development
Process and steps of curriculum developmentProcess and steps of curriculum development
Process and steps of curriculum developmentSoumya Ranjan Parida
 
The roles of stakeholders in curriculum implementation presentation transcript
The roles of stakeholders in curriculum implementation presentation transcriptThe roles of stakeholders in curriculum implementation presentation transcript
The roles of stakeholders in curriculum implementation presentation transcriptTacker Sio
 
The roles of stakeholders in curriculum implementation presentation transcript
The roles of stakeholders in curriculum implementation presentation transcriptThe roles of stakeholders in curriculum implementation presentation transcript
The roles of stakeholders in curriculum implementation presentation transcriptTacker Sio
 
UNIT 3 CURRICULUM PLANNING AND ITS PROCESSES notes (1).docx.pptx
UNIT 3 CURRICULUM PLANNING AND ITS PROCESSES notes (1).docx.pptxUNIT 3 CURRICULUM PLANNING AND ITS PROCESSES notes (1).docx.pptx
UNIT 3 CURRICULUM PLANNING AND ITS PROCESSES notes (1).docx.pptxElieser Sheya
 
educational curriculum part one
educational curriculum part one educational curriculum part one
educational curriculum part one Taghreed Hawsawi
 
The roles of stakeholders in curriculum implementation
The roles of stakeholders in curriculum implementationThe roles of stakeholders in curriculum implementation
The roles of stakeholders in curriculum implementationChoc Nat
 

Similar a Learning experiences (20)

Curriculum Approaches (Systems-managerial and Intellectual-academic Approach)
Curriculum Approaches (Systems-managerial and Intellectual-academic Approach)Curriculum Approaches (Systems-managerial and Intellectual-academic Approach)
Curriculum Approaches (Systems-managerial and Intellectual-academic Approach)
 
Currr devvvvv
Currr devvvvvCurrr devvvvv
Currr devvvvv
 
Curriculum
CurriculumCurriculum
Curriculum
 
KNOWLEDGE AND CURRICULUM PPT
KNOWLEDGE AND CURRICULUM PPTKNOWLEDGE AND CURRICULUM PPT
KNOWLEDGE AND CURRICULUM PPT
 
Examination of relevant syllabi and curriculum guides
Examination of relevant syllabi and curriculum guidesExamination of relevant syllabi and curriculum guides
Examination of relevant syllabi and curriculum guides
 
Group 5 phases_of_curriculum_development
Group 5 phases_of_curriculum_developmentGroup 5 phases_of_curriculum_development
Group 5 phases_of_curriculum_development
 
IMPLEMENTING THE CURRICULUM (curriculum development)
IMPLEMENTING THE CURRICULUM (curriculum development)IMPLEMENTING THE CURRICULUM (curriculum development)
IMPLEMENTING THE CURRICULUM (curriculum development)
 
PNU CTP Ed 3 Curriculum implementation through developments
PNU CTP Ed 3 Curriculum implementation through developmentsPNU CTP Ed 3 Curriculum implementation through developments
PNU CTP Ed 3 Curriculum implementation through developments
 
intended vs implemented vs achieved curriculum
intended vs implemented vs achieved curriculumintended vs implemented vs achieved curriculum
intended vs implemented vs achieved curriculum
 
Elements Of Curriculum Development
Elements Of Curriculum DevelopmentElements Of Curriculum Development
Elements Of Curriculum Development
 
838-2.docx
838-2.docx838-2.docx
838-2.docx
 
Course evaluation summary report
Course evaluation summary reportCourse evaluation summary report
Course evaluation summary report
 
Process and steps of curriculum development
Process and steps of curriculum developmentProcess and steps of curriculum development
Process and steps of curriculum development
 
Aaaagroup3 130725095934-phpapp01
Aaaagroup3 130725095934-phpapp01Aaaagroup3 130725095934-phpapp01
Aaaagroup3 130725095934-phpapp01
 
The roles of stakeholders in curriculum implementation presentation transcript
The roles of stakeholders in curriculum implementation presentation transcriptThe roles of stakeholders in curriculum implementation presentation transcript
The roles of stakeholders in curriculum implementation presentation transcript
 
The roles of stakeholders in curriculum implementation presentation transcript
The roles of stakeholders in curriculum implementation presentation transcriptThe roles of stakeholders in curriculum implementation presentation transcript
The roles of stakeholders in curriculum implementation presentation transcript
 
UNIT 3 CURRICULUM PLANNING AND ITS PROCESSES notes (1).docx.pptx
UNIT 3 CURRICULUM PLANNING AND ITS PROCESSES notes (1).docx.pptxUNIT 3 CURRICULUM PLANNING AND ITS PROCESSES notes (1).docx.pptx
UNIT 3 CURRICULUM PLANNING AND ITS PROCESSES notes (1).docx.pptx
 
educational curriculum part one
educational curriculum part one educational curriculum part one
educational curriculum part one
 
Cd assignment 1111
Cd assignment 1111Cd assignment 1111
Cd assignment 1111
 
The roles of stakeholders in curriculum implementation
The roles of stakeholders in curriculum implementationThe roles of stakeholders in curriculum implementation
The roles of stakeholders in curriculum implementation
 

Último

How to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 SalesHow to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 SalesCeline George
 
How to Add Existing Field in One2Many Tree View in Odoo 17
How to Add Existing Field in One2Many Tree View in Odoo 17How to Add Existing Field in One2Many Tree View in Odoo 17
How to Add Existing Field in One2Many Tree View in Odoo 17Celine George
 
CapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapitolTechU
 
EBUS5423 Data Analytics and Reporting Bl
EBUS5423 Data Analytics and Reporting BlEBUS5423 Data Analytics and Reporting Bl
EBUS5423 Data Analytics and Reporting BlDr. Bruce A. Johnson
 
10 Topics For MBA Project Report [HR].pdf
10 Topics For MBA Project Report [HR].pdf10 Topics For MBA Project Report [HR].pdf
10 Topics For MBA Project Report [HR].pdfJayanti Pande
 
HED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdfHED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdfMohonDas
 
ARTICULAR DISC OF TEMPOROMANDIBULAR JOINT
ARTICULAR DISC OF TEMPOROMANDIBULAR JOINTARTICULAR DISC OF TEMPOROMANDIBULAR JOINT
ARTICULAR DISC OF TEMPOROMANDIBULAR JOINTDR. SNEHA NAIR
 
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRADUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRATanmoy Mishra
 
Over the counter (OTC)- Sale, rational use.pptx
Over the counter (OTC)- Sale, rational use.pptxOver the counter (OTC)- Sale, rational use.pptx
Over the counter (OTC)- Sale, rational use.pptxraviapr7
 
Prescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxPrescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxraviapr7
 
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptxClinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptxraviapr7
 
Slides CapTechTalks Webinar March 2024 Joshua Sinai.pptx
Slides CapTechTalks Webinar March 2024 Joshua Sinai.pptxSlides CapTechTalks Webinar March 2024 Joshua Sinai.pptx
Slides CapTechTalks Webinar March 2024 Joshua Sinai.pptxCapitolTechU
 
3.26.24 Race, the Draft, and the Vietnam War.pptx
3.26.24 Race, the Draft, and the Vietnam War.pptx3.26.24 Race, the Draft, and the Vietnam War.pptx
3.26.24 Race, the Draft, and the Vietnam War.pptxmary850239
 
Easter in the USA presentation by Chloe.
Easter in the USA presentation by Chloe.Easter in the USA presentation by Chloe.
Easter in the USA presentation by Chloe.EnglishCEIPdeSigeiro
 
In - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptxIn - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptxAditiChauhan701637
 
Unveiling the Intricacies of Leishmania donovani: Structure, Life Cycle, Path...
Unveiling the Intricacies of Leishmania donovani: Structure, Life Cycle, Path...Unveiling the Intricacies of Leishmania donovani: Structure, Life Cycle, Path...
Unveiling the Intricacies of Leishmania donovani: Structure, Life Cycle, Path...Dr. Asif Anas
 
Ultra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptxUltra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptxDr. Asif Anas
 
Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.raviapr7
 

Último (20)

How to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 SalesHow to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 Sales
 
How to Add Existing Field in One2Many Tree View in Odoo 17
How to Add Existing Field in One2Many Tree View in Odoo 17How to Add Existing Field in One2Many Tree View in Odoo 17
How to Add Existing Field in One2Many Tree View in Odoo 17
 
CapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptx
 
EBUS5423 Data Analytics and Reporting Bl
EBUS5423 Data Analytics and Reporting BlEBUS5423 Data Analytics and Reporting Bl
EBUS5423 Data Analytics and Reporting Bl
 
10 Topics For MBA Project Report [HR].pdf
10 Topics For MBA Project Report [HR].pdf10 Topics For MBA Project Report [HR].pdf
10 Topics For MBA Project Report [HR].pdf
 
Finals of Kant get Marx 2.0 : a general politics quiz
Finals of Kant get Marx 2.0 : a general politics quizFinals of Kant get Marx 2.0 : a general politics quiz
Finals of Kant get Marx 2.0 : a general politics quiz
 
HED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdfHED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdf
 
ARTICULAR DISC OF TEMPOROMANDIBULAR JOINT
ARTICULAR DISC OF TEMPOROMANDIBULAR JOINTARTICULAR DISC OF TEMPOROMANDIBULAR JOINT
ARTICULAR DISC OF TEMPOROMANDIBULAR JOINT
 
Prelims of Kant get Marx 2.0: a general politics quiz
Prelims of Kant get Marx 2.0: a general politics quizPrelims of Kant get Marx 2.0: a general politics quiz
Prelims of Kant get Marx 2.0: a general politics quiz
 
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRADUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
 
Over the counter (OTC)- Sale, rational use.pptx
Over the counter (OTC)- Sale, rational use.pptxOver the counter (OTC)- Sale, rational use.pptx
Over the counter (OTC)- Sale, rational use.pptx
 
Prescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxPrescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptx
 
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptxClinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptx
 
Slides CapTechTalks Webinar March 2024 Joshua Sinai.pptx
Slides CapTechTalks Webinar March 2024 Joshua Sinai.pptxSlides CapTechTalks Webinar March 2024 Joshua Sinai.pptx
Slides CapTechTalks Webinar March 2024 Joshua Sinai.pptx
 
3.26.24 Race, the Draft, and the Vietnam War.pptx
3.26.24 Race, the Draft, and the Vietnam War.pptx3.26.24 Race, the Draft, and the Vietnam War.pptx
3.26.24 Race, the Draft, and the Vietnam War.pptx
 
Easter in the USA presentation by Chloe.
Easter in the USA presentation by Chloe.Easter in the USA presentation by Chloe.
Easter in the USA presentation by Chloe.
 
In - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptxIn - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptx
 
Unveiling the Intricacies of Leishmania donovani: Structure, Life Cycle, Path...
Unveiling the Intricacies of Leishmania donovani: Structure, Life Cycle, Path...Unveiling the Intricacies of Leishmania donovani: Structure, Life Cycle, Path...
Unveiling the Intricacies of Leishmania donovani: Structure, Life Cycle, Path...
 
Ultra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptxUltra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptx
 
Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.
 

Learning experiences

  • 2.  Model by Taba – inclusion of selection and organization of learning experiences as an important step in the curriculum development in achieving a wider range of objectives besides those of knowledge and understanding.  Ornstein and Hunkins (1988) – consider curriculum experiences as the instructional component of the curriculum which indicates the interaction between teacher, learner and instructional materials for achieving the goals of the school.  Argumentation between the content and experiences when combined constitute the whole learning package. Learning takes place through experiencing content mediated by social processes.
  • 3.  a learner experiences the content of the book while reading it  understanding is facilitated by discussing the content of what has been read with others  vicarious experiences of different learners will vary depending on past experiences, beliefs, interests and motivation. There will always be a variation in the knowledge and understanding of objects, people and events as well as their relationships even while reading the same book.
  • 4. • Teaching methods as lecture, discussion, demonstration, laboratory work, etc. are planned by the teachers to bring about the type of learning intended by the lesson.
  • 5. • Educational activities such as film viewing, going on field trips, discussing animals in the laboratory, etc. are planned to provide learning experiences needed to achieve the goals of instruction.
  • 6. Considers the major interconnected elements:  • Inputs  • Throughputs (process)  • Outputs that comprise the educational system (Fig. 1). This basic system is a technical framework used in the field of engineering which is influenced by the systems theory, systems analysis, systems engineering and cybernetics.
  • 8. Curricula prepared under this orientation describe : the interaction of human resources (curriculum specialists, trainers, teachers, students, administrators, consultants),
  • 9. physical resources (instructional materials, equipment, plant facilities, audio-visual aids) , as well as financial resources (funds needed for planning, training prior to implementation, actual and evaluation of the curriculum) with the throughput or process (curriculum and instruction) to produce the desired outputs.
  • 10. The systems-managerial approach emphasizes the managerial/leadership and supervisory aspects of curriculum in the implementation and organization processes. The school leader has to be competent in performing the following self-explanatory functions to ensure the successful implementation of the curriculum:  • Motivate interest of all stakeholders.  • Encourage participation and involvement of all stakeholders.  • Arbitrate conflicting interests of various groups.  • Synthesize divergent viewpoints.  • Identify common vision and goals.  • Encourage unity of purpose.  • Translate abstract ideas into concrete ones.
  • 11. • Clarify vague ideas. • Organize and implement in-service programs. • Communicate timely and accurate information to all stakeholders. • Procure needed materials. • Monitor curriculum implementation. • Organize and implement a mechanism for periodic evaluation. • Create a climate of innovation and change.
  • 12. Under the systems-managerial view, curriculum development acquires more comprehensive and more dynamic meaning , may be viewed as a never-ending process which requires incremental or even major changes in some elements of the system that guarantees the quality of the inputs, the processes and the outputs. The improvement is accomplished through the effective and efficient interaction between the inputs and the processes of the system which is the function of management. Ornstein and Hunkins (1988) grouped the innovations focused on organizations under five categories: 1.) Personnel 2.) Instructional media 3.) Instructional groups 4.) Grading 5.) Schools The feedbacks indicate whether the quality of inputs and processes as well as their interaction produces the desired quality of results which becomes the basis for change and innovation which the society expects the school admin to initiate and pursue on a continuing basis.
  • 13. This model emphasizes the role of administrators and supervisors in ensuring the effective and efficient operation of the school system. Curriculum is the major system and the other processes related to it such as supervision (motivation, leadership styles, communication and decision- making) , instruction and evaluation are subsystems. The planning, programming, budgeting system (PPBS) developed by Rand Corporation may be applied in education where the main system considered is the curriculum. Program Evaluation and Review Technique (PERT) – another engineering and business planning practice described by Ornstein and Hunkins developed by the US Department of Justice. The progress and delays in the program implementation are determined quantitatively , computed and analysed with regular and continuous updating of the progress reports which reflects changes in schedule, problems in the implementation and achievement rates vis-à-vis the performance targets.An important aspect of the entire process is the evaluation of the effectiveness of the system which provides the basis for the subsequent improvement in the operation.
  • 14. • Beauchamp’s (1975) curriculum development model identifies 5 critical decision-making areas. The following are the crucial stages for planning which correspond to the curriculum development approach for SEDP: 1.) Determining the setting for curriculum engineering: country, school, classroom. 2.) Selecting key players and their involvement in the planning process: curriculum specialists, teachers, administrators, students, lay citizens and non-teaching staff 3.) Establishing procedures in developing the curriculum design 4.) Determining implementation procedures 5.) Evaluating the curriculum which involves four dimensions: evaluation of teacher’s use of the curriculum; evaluation of the student outcomes; evaluation of the curriculum design; evaluation of the curriculum system.
  • 15. The development of the New Secondary Education Curriculum (NSEC) under the SEDP is shown in Fig.2. The critical phases are : • Initiation • Implementation • Institutionalization • Evaluation All components of the different phases require competent leaders and skillful managers who will orchestrate the efficient utilization of all human and material resource inputs. The SEDP came about to continue the program started by PRODED (Gonzales, 1989).
  • 17. The findings (1989) revealed poor student performance in high school science, mathematics and communication arts, ineffective teaching, inadequate facilities and instructional materials contributing to unsatisfactory academic performance and poor internal efficiency of the secondary education system.
  • 18. . These conditions were brought about by confusion on the orientation of the curriculum, poor teacher preparation, teachers overloaded with teaching and other functions, neglect by classroom supervisors, low salaries of teachers, lack of minimum standards for the curriculum requirements, and the language of instruction among others.
  • 19. Solving the problem in Secondary Education System: • Revision of the Revised Secondary Education Program (RSEP) in 1984 implemented with a package of curriculum support. Issued raised were: - Was secondary education intended to prepare the students for college work? - Was it a training ground for specific vocations or for gainful employment requiring the development of specific skills? - Was the aim of secondary education to generate knowledge or the transmission of basic knowledge and skills? The participants came to the following agreements about secondary education which became the basis of NSEC as shown in Fig.3. 1.) Secondary education should fulfil the requirements for entry to college and/or field of work 2.) Secondary education should provide progression in the development of the individual through more advanced learning experiences than those in the elementary curriculum
  • 20. 3.) Human character has to be strengthened to enable the individual to cope with the changes/pressures in the environment 4.) Secondary schools should provide leadership in the total development of the individual 5.) The goal of secondary education is excellence 6.) Secondary education should provide the kind of leadership the country needs. 7.) Secondary students need guidance in the exercise of participatory citizenship 8.) Secondary education should encourage students to initiate development in their own communities in order to reduce migration to the cities creating imbalances in population distribution.
  • 22. The development of SEDP involved planning and writing workshops with multi-sectoral representations, secondary education professionals, educational researchers from the Bureau of Secondary Education of DECS, subject supervisors, subject department heads, teachers, subject specialists from the universities and curriculum development centers and other resource persons. The participants prepared the guidelines for the nationwide curriculum try out the next school year (1985-1986). The team developed the Minimum Learning Competencies (MLC), which became the basis for the development of instructional materials for use by the students (textbooks) and teachers (teacher’s manual). Teachers from selected private and public secondary schools trained under specialists to use the materials developed for the 1st year. The feedback obtained from the pilot testing of the textbooks and the teacher’s manual provided an important input in the finalization of the instructional materials. The instructional materials for the succeeding year levels (2,3,4) were developed in the following years.
  • 23. The New Secondary Education Curriculum (NSEC), which was an output of the Secondary Education Development Program (SEDP) was implemented on staggered basis beginning with the 1st year curriculum in school year 1989-1990. In 1991, nationwide monitoring was conducted to determine the extent of the initial implementation of the NSEC intended to determine appropriateness of sequencing, unit credit, time allotment, medium of instruction, textbooks, activities, teacher’s load, teacher training, grading system and intervention mechanisms and the problems encountered by the students, teachers, principals, and supervisors. This initial monitoring scheme pointed to: a.) The need for a more intensive information dissemination about the new curriculum b.) Follow-up monitoring on the identified weaknesses, c.) Availability and use of equipment
  • 24. The development of the Basic Education Curriculum (BEC) involved the same process as that for PRODED and SEDP. The DepEd organized planning and writing workshops with multi-sectoral representations, basic education professionals, experts from the various colleges of education across the country, educational researchers, subject supervisors, subject department heads, and other resource persons. Since BEC is only restructuring, the curriculum is still based on the Minimum Learning Competencies (MLC) with greater emphasis on lifelong learning through meaningful learning (constructivism) and the integration of values in all areas. This emphasis is shown in the restructured basic education curriculum framework in Fig. 4.
  • 26. • Emphasizes the importance of theories and principles in curriculum planning. • This model is influenced by the philosophical and intellectual works of Dewey (1916), Morrison (1926) and Bode (1927) • Became popular in 30’s and 50’s (Ornstein & Hunkins, 1988) • Attempts to analyse and synthesize historical development, cultural demands and philosophical ideas including issues and trends • Curriculum boundaries expand to traditional aspects of teaching-learning, evaluation, structure of disciplines, guidance, study of education and administrative procedures. • After the 50’s it lost its appeal to curricularists when the major interest shifted to structure of disciplines and qualitative methods. Ornstein and Hunkins (1988) argue that because of the cognitive demands of the approach, it often overwhelms new students who are lack of background information , philosophical and theoretical insights on the subject.