COURSE SYLLABUS
COURSE CODE : Field
Study 4
COURSE TITLE : Understanding
the Curriculum
NO.OF UNITS : One
(1)
NO. OF HOURS : Fifty
Four hours (54 hrs)
COURSE DESCRIPTION:
The
course shall facilitate the verification and application of knowledge and
information gained from curriculum development. It shall also provide
opportunities to students to develop insights on better ways to implement the
curriculum relative to the National Competency-Based Teacher Standard
COURSE OBJECTIVES:
At the end of the course the
student should be able to:
1. list and
describe best practices in the implementation of the curriculum.
2. relate theories and concepts of curriculum development to actual
school observations;
3. list and discuss insights on implementation of curriculum in
different educational levels relative to
the different domains of the National Competency-Based Teacher Standards; and
4. apply
knowledge learned on different curricular designs.
COURSE CONTENT:
1. Review of concepts and
theories on curriculum development
2. Activities for school
observation
Focus
|
Specific Tasks
|
Domain (NCBTS)
|
Competencies/Performance Indicators
|
The Intention
The Implementation
|
Ø
Visit a school
Ø
Get a copy of the schools vision and mission
Ø
Analyze the vision and mission of the school
relative to the existing school curriculum.
Ø
Submit an analysis of the report
Ø
Choose a particular subject area and grade
level in the school to be visited.
Ø
Request copies of textbook, workbook, and
other supplementary materials used by the class.
Ø
Examine resources in relation to the existing
curriculum of the school.
Ø
Reflect on the ways by which these resource
materials support the implementation of the curriculum.
Ø
Get a copy of the class schedule, room
assignment and teacher’s assignment.
Ø
Observe how the schedule, room assignment, and
teacher’s assignment contribute in the effective implementation of the
curriculum.
Ø
Validate observation through interview.
Ø
Reflect on how these items contribute to the
effective implementation of the curriculum.
|
Curriculum
Planning, Assessing and Reporting
Community linkage
Learning Environment
Curriculum
Social regard for learning
Diversity of learners
Planning assessing and reporting
Curriculum
Social regard for learning
|
Communicate clear learning goals that are appropriate for
learners.
Develop and use a variety of appropriate assessment
strategies to monitor and evaluate learning.
Establishes learning environment that responds to the
aspiration of the community.
Create healthy psychological environment for learners.
Select teaching methods, learning activities and
instructional materials or resources appropriate to the learners and aligned
to the objectives of the lessons.
Teacher’s actions demonstrate value for learning.
Determine, understand and accept the learners’ diverse
background and experience.
Determine and utilize creative and appropriate instructional
planning.
Develop and use variety of appropriate assessment
strategies to monitor and evaluate learning.
Demonstrate mastery of the subject matter.
Communicates clear learning goals to the lessons that are
appropriate for learners.
Make good use of allotted instructional time.
Elect teaching methods, learning activities and
instructional materials and resources appropriate to learners and aligned to
the objectives of the lessons.
Demonstrate that learning is of different kind and of
different styles.
|
METHODOLOGIES:
1.
Lecture Discussion
2.
Discovery Learning
4.
Demonstration
5.
Classroom observation
6.
Reporting
GRADING SYSTEM:
1.
Actual school observation
2.
Activity Portfolio/Narrative Report
3.
Attendance
4.
Written/oral examination
Total 100%
COURSE REQUIREMENTS:
1. 100 %
attendance in the following:
18 hours: lecture
17 hours: actual classroom observation
19 hours: Presentation/Narrative
report evaluation
2. Activity
portfolio
3. Narrative
report
4. Written/oral
examination
REFERENCES:
Bilbao, P. P., Lucido, P. I.,
Iringan, T. C., Javier, R. B. (2008). Curriculum
development. Cubao, Quezon City: Lorimar Publishing, Inc.
Basic Education Reform
Agenda (2008). National Competency-Based
Teacher Standards (NCBTS) Toolkit: Teacher strengths and needs assessment
(TSNA), Individual plan for professional development (IPPD). Pasig City:
Department of Education.
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