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THE NATURE AND SCOPE OF CURRICULUM DEVELOPMENT (PHILIPPINE CONTEXT) BY: PROF. RONNIE ESPERGAL PASIGUI
Definitions of Curriculum ,[object Object],[object Object]
Definition(s) of Curriculum ,[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object]
Curriculum Planning ,[object Object],[object Object]
Curriculum Planning ,[object Object]
Curriculum Planning ,[object Object]
Curriculum Development ,[object Object]
Curriculum Laboratory ,[object Object],[object Object]
[object Object]
Two Schools of Thought Predominated Throughout History of Curriculum Development: ,[object Object],[object Object]
The Essentialist School ,[object Object],[object Object],[object Object]
The Essentialist School ,[object Object],[object Object]
The Essentialist School ,[object Object],[object Object]
Traditional Points of View of Curriculum ,[object Object],[object Object],[object Object],[object Object]
The Progressive School ,[object Object],[object Object],[object Object]
The Progressive School ,[object Object],[object Object]
The Progressive School ,[object Object]
The Progressive School ,[object Object]
Progressive Points of View of Curriculum ,[object Object],[object Object],[object Object],[object Object]
Different Theories ,[object Object],[object Object]
Different Theories ,[object Object],[object Object]
Different Emphases ,[object Object],[object Object]
Different Emphases ,[object Object],[object Object]
Different Emphasis ,[object Object],[object Object]
Ralph Tyler Model: Four Basic Principle ,[object Object],[object Object],[object Object],[object Object]
Hilda Taba : Grassroots Approach ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Steps in Curriculum Development ,[object Object],[object Object],[object Object],[object Object],[object Object]
Steps... ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Curriculum Development ,[object Object],[object Object]
Curriculum Development ,[object Object],[object Object]
Curriculum Development ,[object Object],[object Object]
Selection of Aims and Objectives ,[object Object],[object Object]
Factors in Selecting Aims ,[object Object],[object Object],[object Object],[object Object],[object Object]
Selection of Content & Learning Experiences ,[object Object],[object Object],[object Object],[object Object]
Factors in Selecting Learning Experiences ,[object Object],[object Object],[object Object],[object Object]
Selection of learning experiences… ,[object Object],[object Object]
Factors in Selecting Content ,[object Object],[object Object],[object Object],[object Object],[object Object]
CURRICULUM IN THE PHILIPPINES
Curriculum Development in the Philippines ,[object Object],[object Object]
The Need for Curriculum Framework ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
The result of lack of Framework ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
The Areas of Concern ,[object Object],[object Object],[object Object],[object Object]
Cultural Values ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Knowledge of the Learner ,[object Object],[object Object]
Determinants of Learning in Philippines ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Knowledge of Teaching-Learning Principles ,[object Object],[object Object],[object Object],The New Elementary School Curriculum (NESC) and New Secondary Education Curriculum (NSEC) - demonstrate ample evidence of the inclusion of behaviorist psychological principles through the use of behavioral objectives, drills, practices, and homeworks reinforces learning.
HISTORICAL CONTEXT ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
The Pre-Spanish Curriculum ,[object Object],[object Object],[object Object]
The Pre-Spanish Curriculum ,[object Object]
Pre-Spanish Devised-Cur ,[object Object],[object Object]
The Spanish Devised Cur. ,[object Object],[object Object],[object Object]
AMERICAN Devised Cur. ,[object Object],[object Object],[object Object]
American Devised Cur. ,[object Object],[object Object],[object Object]
Commonwealth Curriculum ,[object Object],[object Object]
Commonwealth Curriculum ,[object Object]
Japanese Devised Curriculum ,[object Object],[object Object]
Japanese Devised Curriculum ,[object Object],[object Object]
Liberation Period Curriculum ,[object Object]
Liberation Period Curriculum ,[object Object]
Philippine Republic Cur. ,[object Object]
Philippine Republic Cur. ,[object Object],[object Object]
Philippine Republic Cur. ,[object Object],[object Object],[object Object],[object Object]
[object Object]
Curriculum Approaches ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Technical – Scientific Approach ,[object Object]
Bases of Technical Scientific Approach ,[object Object],[object Object],[object Object],[object Object]
Behavioral-Rational Approach ,[object Object],[object Object]
Systems-Managerial Approach ,[object Object],[object Object],[object Object],[object Object],[object Object]
Intellectual- Academic Approach ,[object Object],[object Object]
Non-Technical / Non-Scientific Approaches ,[object Object],[object Object]
Humanistic-Aesthetic Approach ,[object Object],[object Object]
Reconceptualist Approach ,[object Object],[object Object],[object Object]
Reconstructionism ,[object Object],[object Object]
Eclectic Models ,[object Object],[object Object]
Curriculum Design ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Subject – Centered Design ,[object Object],[object Object],[object Object]
Integrated Design ,[object Object],[object Object],[object Object]
Core Curriculum Design ,[object Object],[object Object],[object Object]
Child-Centered Design ,[object Object],[object Object],[object Object]
Social Reconstructionist ,[object Object],[object Object],[object Object]
Deschooling ,[object Object],[object Object],[object Object]
[object Object]
IMPLEMENTATION MODELS ,[object Object],[object Object],[object Object],[object Object],[object Object]
ORC ,[object Object]
LOC ,[object Object]
The Linkage Model ,[object Object]
OD ,[object Object]
Rand Model ,[object Object],[object Object],[object Object],[object Object],[object Object]
Factors Affecting the Choice of Implementation Model ,[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object]
DEFINITION OF EVALUATION ,[object Object],[object Object]
Types of Evaluation ,[object Object],[object Object]
Objectives of Evaluation ,[object Object],[object Object],[object Object],[object Object],[object Object]
Role of Evaluation in Cur. Dev
Evaluation Studies in the Philippines ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
MONROE SURVEY ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
SWANSON SURVEY ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Presidential Commission to Survey Philippine Education (PCSPE) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
SURVEY OF OUTCOMES OF ELEM EDUCATION (SOUTELE) ,[object Object],[object Object],[object Object],[object Object],[object Object]
The Household and School Matching Survey (HSMS) ,[object Object],[object Object]
The Congressional Commission on Education Study (EDCOM) ,[object Object],[object Object],[object Object],[object Object]
The National Evaluation and Impact Study of PRODED ,[object Object],[object Object]
Monitoring and Evaluation of RBEC ,[object Object],[object Object],[object Object]
Presidential Commission on Educational Reform (PCER) ,[object Object],[object Object],[object Object]
[object Object]
BILINGUAL EDUCATION ,[object Object],[object Object],[object Object]
Early Childhood Care and Development (ECCD) ,[object Object],[object Object],[object Object]
Other issues ,[object Object],[object Object],[object Object],[object Object]
[object Object]

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Curriculum development

  • 1. THE NATURE AND SCOPE OF CURRICULUM DEVELOPMENT (PHILIPPINE CONTEXT) BY: PROF. RONNIE ESPERGAL PASIGUI
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  • 39. CURRICULUM IN THE PHILIPPINES
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  • 95. Role of Evaluation in Cur. Dev
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Notas do Editor

  1. Insert a map of your country.
  2. Insert a picture illustrating a season in your country.
  3. Insert a picture of an animal and or plant found in your country.
  4. Insert a picture illustrating a custom or tradition here.
  5. Insert a picture of the head leader of your country.
  6. Insert a picture that illustrates some part of your country’s economy.
  7. Insert a picture of one of the points of interest for your country.