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CURRICULUM, PLANNING AND ASSESSING
Transcript of CURRICULUM, PLANNING AND ASSESSING
Decide how and where to set priorities in the use of limited human and economic resources.
Decide how to accomplish not only your short-range goals but also you medium and long-range goals.
Build on the strong and successful parts of the program. As well as to identify and improve the weak parts.
Reach agreement in the school community about what to do and how to do it.
CURRICULUM, PLANNING AND ASSESSING
- is broadly defined as the totality of student experiences that occur in the educational process. The term often refers specifically to a planned sequence of instruction, or to a view of the student's experiences in terms of the educator's or school's instructional goals.
Curriculum may incorporate the planned interaction of pupils with instructional content, materials, resources, and processes for evaluating the attainment of educational objectives.
Curriculum is split into several categories, the explicit, the implicit (including the hidden), the excluded and the extra-curricular.
Essential Elements and Importance
WHY PLAN IN THE FIRST PLACE?
It is organized thinking that helps in deciding what needs to be done, how it will happen, and who will do it.
It is the setting of priorities in the use of resources: people, money, time and materials It is trying to anticipate the future.
It is adapting and modifying steps or processes until they work for you.
It is using leadership to motivate people and to coordinate their activities.
It is reflecting on what has been planned already and how it is working It includes the periodic recording of planning decision for future reference.
It should stimulate change and improvement.
It should help you figure out what will happen and how it should happen.
It should raise awareness about what is being done and why. It should build a trail of activities over time so you can look at what has worked well and what has not.
It should produce a blueprint, road map, or recipe to be used.
It should decrease fear about the process of change and its result.
WHAT A GOOD PLANNING PROCESS SHOULD DO...
- Is a continuous process which involves activities characterized by interrelationships among individuals and Groups as they work together in studying, planning, developing and improving the curriculum, which is the total environment planned by the school.
Participants of curriculum planning get involved in variety of activities such as:
1. Discussing common problems.
2. Making decisions.
3. Developing a functional philosophy.
4. Studying learners and the environment.
5. Keeping up to date with the knowledge.
6. Studying ways to improve instructions.
7. Carrying research and evaluation.
ESSENTIAL ELEMENTS OF CURRICULUM PLANNING
FOUR STEPS TO ACHIEVEMENT
- William A. Ward
Importance of Curriculum Planning
“ Unplanned teaching and learning is a recipe of wasting time”
Curriculum planning develop well-coordinated, quality teaching, learning and assessment programs, which build students’ knowledge, skills and behaviors in the disciplines, as well as their interdisciplinary and/or physical, personal and social capacities.
a shared vision
shared understandings and a common language in the school community
optimum coverage of all domains within the curriculum
continuity of learning between domains across year levels
the full range of learning needs of students are addressed
students are given opportunities to develop deep understanding
cohesiveness in teaching, learning and assessment practices elimination of repetition of learning activities without depth or breadth across levels
Improved student learning outcomes.
Curriculum planning ensures:
The Curriculum is likely to be good one if there is good curriculum planning; and conversely, the curriculum is likely to be mediocre one if there is a mediocre curriculum planning .
HOW DO WE DEFINE CURRICULUM?
Curriculum is that which is taught at school.
Curriculum is a set of performance objectives.
Curriculum is all the experiences learners have under the guidance of the school.
John Delnay (1959)
Curriculum is a design
for learning that requires the purposeful and proactive ,organization sequencing, and management of the interactions among the teacher, the students and the content knowledge we want students to acquire.
Caswell and Campbell
viewed curriculum as ”all experiences children have under the guidance of teachers".
Smith, Stanley and Shores
defined curriculum ”as a sequence of potential experiences set up in the schools for the purpose of disciplining children acting“ in group ways of thinking.
- is simply the design by which schools fulfill their responsibilities on behalf of .children and society as well. However, plans may exist on a continuum from hastily prepared and superficially developed to.carefully and thoughtfully constructed. We can have a curriculum planning according to different models of curriculum.
When planning for curriculum improvement, some categories of bases should be understood, those that are institutional in nature and those that affect people directly . The institutional bases for curriculum planning include planning domains, the context or characteristics of the school situation, the impact of current trends and issues, and the use of strategic planning.
Definition of Curriculum