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JOFRED M. MARTINEZ, RN
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Formal nursing education and curriculum can be
traced to the 17th century and the French Sisters of
Charity, according to Em Olivia Bevis and Jean
Watson.
Until this time, untrained helpers, mostly servants,
were nurses. When the order was formed in 1633,
the prescribed course of study was a two-month
probationary period followed by seven to eight
months of instruction and supervision. The instruction
consisted lectures, quizzes and religious exercises.
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A significant advance in the nursing curriculum,
according to Bevis and Watson, occurred in 1860 due
to the influence of Florence Nightingale.
There was a year of training and a probationary
period, followed by three years of hospital service.
Curriculum was based upon the development of 12
personal characteristics and 13 functions and skills.
Most experts consider it a well-organized and highly-
structured curriculum, and it was accepted worldwide.
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Bevis and Watson point to the establishment of
formal "Curriculum Guides" as being a turning point
in the history of the development of the nursing
curriculum.
In 1917, the Education Committee of the League of
Nursing Education produced its "Standard
Curriculum." It was designed to help nursing schools
improve their programs and standards, as nursing
requirements were minimal and not uniform.
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The work defined objectives, content and methods for
each course. It provided lists of needed materials and
equipment and bibliographies. The work was revised
in 1927 and 1937.
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The most significant advance in the nursing
curriculum came when institutes of higher learning
adopted nursing education programs, according to
Bevis and Watson.
Based on the studies of Mildred Montag, who
designed a two-year course of study for "technical
nurses" in the late 1940s and 1950s,many two-yearcolleges developed associate of arts degree
programs.
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Shortly thereafter, colleges introduced baccalaureate
programs that based a professional nursing
education on two years of prerequisite courses and
liberal arts.
College-based programs and expanding curricula
saw a "geometric explosion," or a rapid rise in the
number of nursing programs in higher education,from the 1950s through 1970s.
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In 1949, Ralph Tyler, a consultant with the University
of Washington School of Nursing, introduced
"Syllabus for Education 360," which was then revised
in 1950 to "Basic Principles of Curriculum and
Instruction."
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Tyler's model was based on objectives or "goal-
attainment," according to Keating. Tyler identified four
principles for teaching:
1. Defining appropriate learning objectives.
2. Establishing useful learning experiences.
3. Organizing learning experiences to have amaximum cumulative effect.
4. Evaluating the curriculum and revising those
aspects that did not prove to be effective.
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This is considered the Classic Curriculum Model, one
the earliest ideas in education that leads to the
measurement of outcomes. Other models have
followed, such as the CIPP and Baldridge EvaluationSystem, but the Tyler Model remains the foundation
for a performance-based nursing curriculum.
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Can a school exist without a curriculum?
Why or why not?
How does a strong belief or philosophy influencecurriculum?
As future teachers, how important will a curriculum
be to you?
What are the implications of an ever changing
curriculum to teachers?
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Curriculum, derived from a Latin word currere which
means torun,over the time it has been translated
to mean course ofstudy(Wiles & Bondi, 1989). Ronald C. Doll (1996) defined curriculum as the
formaland informal content and process by which
learners gain knowledge and understanding,develop skills and alter attitudes, appreciations and
values under the auspices of thatschool.
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William E. Doll, Jr. (2002), described curriculum in
relation to a shifting paradigm, moving from a formal
definition to a focus on ones multiple interactionswith others and ones surroundings.
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1. RECOMMENDED CURRICULUM proposed by
scholars and professional organizations
2. WRITTEN CURRICULUM appears in school, district orcountry documents
3. TAUGHT CURRICULUM what teachers implement
and deliver in the classrooms or schools.4. SUPPORTED CURRICULUM resources, textbooks,
computers, audio-visual materials which support and
help in the implementation of the curriculum
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5. ASSESSED CURRICULUM tested and
evaluated
6. LEARNED CURRICULUM What the students
actually learn and what is measured.
7. HIDDEN CURRICULUM The unintendedcurriculum
( ALLAN GLATTHORN, 2000)
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Subject- centered design model- focuses on thecontent of the curriculum
Examples:a. Subject design - centers on the cluster of content
b. Discipline design - focuses on academicdisciplines
c. Correlation design - Subjects are related to oneanother but each subject maintains its identity.
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d. Broad field design/interdisciplinary
variation of the subject centered design
Compartmentalization of subjects and integratethe contents that are related to each other
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Who teaches?
The Teacher
Who do the teachers teach?The Learners
What do the teachers teach?
Knowledge, Skills and Values How do teachers teach?
Strategies and Methods
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How much of the teaching was learned?
Performance
With whom do we teach?Community Partners
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The curriculum is continuously evolving
The curriculum is based on the needs of the people. The curriculum is democratically conceived.
The curriculum is a result of a long-term effort
The curriculum is a complex of details. The curriculum provides for the logical sequence of
subject matter.
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The curriculum complements and cooperates with
other programs of the community. The curriculum has educational quality
The curriculum has administrative flexibility.
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Curriculum development describes all the ways inwhich a training or teaching organization plans and
guides learning.
This learning can take place in groups or withindividual learners. It can take place inside or outside
a classroom.
It can take place in an institutional setting like aschool, college or training centre, or in a village or a
field. It is central to the teaching and learning process
(Rogers and Taylor 1998).
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Systematic planning of what is to be taught and
learned in schools as reflected in courses of study
and school programs.
The primary focus of a curriculum is on WHAT is to be
taught and WHEN, leaving to the teaching profession
decisions as to HOW this should be done. In practice,
There is no clear distinction between curriculum
content and methodology - how a topic is taught often
determines what is taught.
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FOUR STEPS TO CURRICULUM DEVT.:"The Tyler Rationale"
1. What educational purposes should the school seek
to attain?
2. What educational experiences can be provided that
are likely to attain these purposes?
3. How can they be organized?4. How can we determine whether these purposes are
being attained?
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She believe that those who teach curriculum, the
teacher could participate in developing it.
She advocated the teachers take inductive approach
the act or process of inducting somebody into a
position or an organization .
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Diagnosis of learner's needs and expectations of the
larger society
Formulation of learning objectives
Selection of learning content
Selection of learning experiences
Organization of learning activities Determination of what to evaluate and the means of
doing it
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STEP 1:
DIAGNOSIS OFNEED
STEP 2:
FORMULATIONOF OBJECTIVE
STEP 3:
SELECTION OFCONTENT
STEP 4:
ORGANIZATIONOF CONTENT
STEP 5:
SELECTION OFLEARNING
EXPERIENCE
STEP 6:
ORGANIZING OFLEARNING
EXPERIENCE
STEP 7:
DETERMINATION OF WHAT TOEVALUATE AND OF THE WAY
AND MEAN OF DOING IT
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Curriculum conceptualization and legitimation
Curriculum diagnosis
Content selection
Experience selection Implementation
Evaluation
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Technical - relating to specializing in industrial
techniques or subjects or applied science
Scientific - relating to conforming to science or its
principles
It allows us to plan of mind
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To those who believe in approach , it is not the
vehicle for dehumanizing education , but rather a wayof planning to optimize students learning and allow
them to increase their output.
According to this point of view, curriculumdevelopment is a plan or blueprint for structuring the
learning environment and coordinating elements of
personnel, materials, equipment.
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Uses empirical methods wouldanswer the question.
WHAT SHALL BE TAUGHT?
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They tress not the outputs of production but rather
the learner, especially through activity-orientedapproaches to learning
Those favoring this approach note that not all ends of
education can be known nor indeed do they need tobe known in all cases
Considered the curriculum evolved rather than being
planned precisely
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Advocates might well identified themselves as
postmodern, realize that one cannot separatecurriculum development from the people involved in
the process or from those who will experience the
curriculum
View world not a machine but as a living organism
Focus of curriculum activity not the content but the
individual
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Curriculum Development appears to be a living,
breathing or organism, rather than a cold, precise,
exact and certain machine that dehumanizes thoseinvolved in its development and those who
experience the products of such development
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He posits technical model the one who accepts the
assumption of modernity, also limited by its sensitivity
to the politics of curriculum making and that
curriculum cannot be generated in a manner that is
neat systematic, or ends oriented.
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In this process, educators make known their ideas
and values as to what is essential for learning and
what is to be taught, what contents is to be praisedand the very function of itself
It enables individuals to realize that means and ends
affect each other, constantly modifying the very realityabout which one is deliberating
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ANALYZE PHASES in the analysis phase, the instructional problem is
clarified, the instructional goals and objectives are
established and the learning environment andlearner's existing knowledge and skills are identified.
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DESIGN PHASES
The design phase deals with learning objectives,assessment instruments, exercises, content, subject
matter analysis, lesson planning and media selection.
The design phase should be systematic and specific.
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DEVELOP PHASES
The development phase is where instructionaldesigners and developers create and assemble the
content assets that were blueprinted in the design
phases.
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IMPLEMENT PHASES
During the implementation phase, a procedure fortraining the facilitators and the learners is developed.
The facilitators' training should cover the course
curriculum, learning outcomes, method of delivery,and testing procedures.
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EVALUATION PHASES
Ongoing cycle of (formative and summative)evaluation of all aspects of the curriculum in order to
understand how the program works, how successfully
it works, and whether it, in all its complexity, isresponding to students needs, teachers abilities.
INDUSTRY EXPERTS EXPERIENCE TEACHERS
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INDUSTRY EXPERTS EXPERIENCE TEACHERS
DRIVE JOB FUNCTIONIDENTIFY COMPETENCIES FOR EACH JOB FUNCTIONS
CLASSIFY GENERIC AND TECHNICAL SKILLS
LIST SKILLS WHICH CAN BE DEVELOPED
THROUGH THEORY INSTRUCTIONS
LIST SKILLS WHICH CAN BE DEVELOPED
THROUGH LABORATORY INSTRUCTIONS
DEVELOP PROGRAMME STRUCTURE
DETAIL OUT
CONTENTS FOR
THEORY
DETAIL LABORATORY
CONTENTS FOR THE TOTAL
PROGRAMMEPREPARE APPROPRIATE
INSTRUCTIONAL MATERIAL
TRY OUT IMPLEMENTATION
FEEDBACK FROM STUDENTS, TEACHERS, INDUSTRY EXPERTS
REVISE THE CURRICULUM
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1. Aim: one sentence (more or less) description ofoverall purpose of curriculum, including audience and
the topic
2. Rationale: paragraph describing why aim is worthachieving. This section would include assessment of
needs.
3. Goals and objectives: list of the learning outcomesexpected from participation in the curriculum. This
section includes a discussion of how the curriculum
supports national, state, and local standards.
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4. AUDIENCE AND PRE-REQUISITES: describes who
the curriculum is for and the prior knowledge, skills,
and attitudes of those learners likely to be successful
with the curriculum.
5. SUBJECT-MATTER DESCRIPTION: designation of
what area of content, facts, arena of endeavor, that
the curriculum deals with. (This is a furtherelaboration of the "topic" description in the Aim.)
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6. INSTRUCTIONAL PLAN: describes the activities
the learners are going to engage in, and the
sequence of those activities. Also describes what
the TEACHER is to do in order to facilitate those
activities.
7. MATERIALS: lists materials necessary for
successful teaching of the curriculum. Includes a listof web pages
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8. ASSESSMENT AND EVALUATION PLAN: includes
plan for assessing learning and evaluating the
curriculum as a whole. May include description of a
model project, sample exam questions, or otherelements of assessment. Also should include plan
for evaluating the curriculum as a whole, including
feedback from learning
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Based on the 1987 Philippine Constitution, all schoolsshould aim to:1. inculcate patriotism and nationalism2. foster love of humanity
3. promote respect for human rights.4. appreciate the role of national heroes in the historicaldevelopment of the country.
5. teach the rights and duties of the citizenship.
6. strengthen ethical and spiritual values7. develop moral character and personal discipline8. encourage critical and creative thinking9. broaden scientific and technological knowledge and
promote vocational efficiency
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It is a clear concept of what the institution would liketo become in the future.
It provides the focal point or unifying element
according to which the school staff, faculty, studentsperform individually or collectively.
It is a guiding post around which all educational
efforts including curricula that should be directed. It should be ambitious
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It spells out how it intends to carry out its vision.
It targets to produce the kind of persons the
students will become after having been educatedover a certain period of time.
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These are translated vision and mission which arebroad statements or intents to be accomplished.
These are called educational objectives.
Objectives direct the change in behavior which isthe ultimate aim of learning.
They provide the bases for the selection of learning
content and experiences. They also set the criteria against which learning
outcomes will be evaluated.
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Information to be learned in school.
It is another term for knowledge.
It is a collection of facts, concepts generalization,
principles and theories
Two types of curriculum
a. SUBJECT CENTERED VIEW It represents therepository of accumulated discoveries and
inventions of man down the centuries, due to
mans exploration of his world.
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b. LEARNER CENTERED CURRICULUM
relates knowledge to the individual's personal
and social world and how he or she defines
reality.
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EDUCATION EXPERIENCES MUST BE ORGANIZEDTO REINFORCE EACH OTHER.
Continuity - refers to the vertical reiteration of major
curricular elements. Sequence - refers to experiences built upon
preceding curricular elements but in more breadth
and detail. Integration - unified view of things. Solving problems
in arithmetic as well as in other disciplines.
We aim for educational effectiveness & efficiency.
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That ordering of the experience had to be somewhatsystematic so as to produce a maximum cumulative
effect
Organizing elements such as: ideas, concept, valuesand skills showed be a woven as a threads into a
curriculum fabric
These elements could serve as organizer and meansand method of instruction and could relate the
different learning experiences among different
subjects
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They have all content, regardless of
Their design or developmental models
How individuals view the content is affected by theirview of knowledge and reality their philosophical
posture
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What will lead to student self-sufficiency?
What is significant?
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Two definitions of "significant":
1. having or conveying a meaning; expressive,
suggesting or implying deeper or unstated
meaning important, notable; consequential
2. what is valid?
3. what is interesting?
NOTE: Student may not even KNOW his own interests
What is useful? What is learnable? What is feasible?
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The core of the heart of the curriculum
Instructional strategies, methods, educational
activities like field viewing, conducting experiments,
interacting with computer programs, field trips and
other experiential learning.
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1. Valid in light of the ways in which knowledge and
skills will be applied in out-of-school situations
2. Feasible In terms of time, staff expertise, facilities
available within and outside of the school ,
community expectations
3. Optimal in terms of students learning the content
4. Capable of students to develop their thinking skills
and rational powers
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5. Such students can broaden their interest
6. Capable of stimulating students greater
understanding of their own existence as individual oras a member of a group
7. Capable of fostering students an openness to new
experience &tolerance acts diversity8. To facilitate learning and motivates students continue
learning
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9. Capable of allowing students to address their needs
10. Such that they will foster the total devt. of students
cognitive, affective, psychomotor, social and spiritual
domain
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It may refer to the formal determination of the
quality, effectiveness or value of the program,
process, product of the curriculum
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Context refers to the environment of the curriculum.Context evaluation refers to situation analysis
Input refers to the integration of the curriculum which
include goals, instructional strategies, the learners, theteachers, the contents and all the materials needed
Process refers to the ways and means of howcurriculum has been implemented.
Product Indicates if the curriculum accomplishes itsgoal. It will determine to what extent the curriculumobjectives have been achieved.
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PROCESS OF THE CURRICULUM EVALUATION
1. Focus on one particular component of the
curriculum
2. Collect or gather information
3. Organize the information
4. Analyze information5. Report the information
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Upgrading the quality of the teaching - learning
process Increasing the capability the teacher
Broadening the delivery of education
Revolutionizing the use of technology to boost
educational paradigm shifts.
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Pilot Testing or Field try out- this process involves
gathering empirical data to support whether thematerial or the curriculum is useful, reliable, relevantand valid
It is a developmental process that gives the signal asto whether the particular curriculum can already beimplemented with confidence.
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Curriculum Monitoring - a periodic assessment and
adjustment during the try - out period. It provides a decision that would even end or
terminate the program
Curriculum Evaluation - refers to the systematicprocess of judging the value , effectiveness andadequacy of a curriculum
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TWO WAYS OF CURRICULUM EVALUATION
1. School Based evaluation- an approach to curriculumevaluation which places the content, design,operation, and maintenance of evaluation procedurein the hands of the school personnel.
2. Accreditation- voluntary process of submitting acurricular program to the external accrediting bodyfor review in any level of education.
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Curriculum and Program studies
Classroom Management
Instructional Processes or methodologies
Graduation requirements
Administrative Support for Effective Instruction
Evaluation of Academic Performance of students
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Highlight curriculum expectations
Gather information about what students know and
can do Motivate student to learn better
Motivate and encourage teachers to meet theidentified needs of students
Provide evidence to tell how well the students havelearned.
Obtain feedback that helps teachers, students and
parents make good decisions to guide instruction
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What shall be included for purpose of learning? After
that, the deal with HOW to present, and arrange theWHAT that is selected for learning, so that students
can learn or experience.
First they deal with knowledge & content specificallythey deal with teaching and learning experience
Regardless of their philosophical orientation, this
elements will not ignore
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Meat of curriculum plan but can consider the
experiences planned for students as the heart.
Key factors that shape the learners orientation to the
content and understanding to it.
TABA noted perhaps the first important consideration
in achieving the wider range of objectives is the fact
that the learning experience not the content means ofachieving the all objectives besides those knowledge
and understanding.
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Patrick Slattery noted education is a human
activity that is greatly affected by the environment It
is a placed in which individual affects their inner
experiences
John Holt pointed out space creates activity it
allows students to generate places and moods.
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Should address social needs, security needs
and belongingness, as well as development of
self awareness and empathy for other
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HAWKINGS AND VINTON
Stated long ago that classroom can no longer be the
sole learning environmentLANG
Noted that occupants of classroom must peek out
with windows, to the world beyond for illuminationand views
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He Is referring to educational elements/essential criteriain school for optimal educational space like;
Volume - must consider the scale and shape of the
educational activity ex. Silent reading in classroom,instance of quietness
Acoustic - auditory, audile, sound that conducive to
learning
Illumination - lights present in the educational
environment
Temperature - not too cold and not too hot classroom
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In developing the curriculum involves a large number
of persons, both school based, and community based.
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SCHOOL PARTICIPANTS
TEACHER
Most powerful implementers in curriculum
development
Decide the what aspects of curriculum new
developed and undergoing, determined the spent
time and how much of it on developing basic skills orcritical thinking skills
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Involved in curriculum committee which organized
curriculum by grade level, some organized according
to type of students under consideration
ex. Gifted child or committee of disabled learning
teaching is implementing curriculum development
activity, from formation of goal and aims to the
evaluation and maintenance of the curriculum
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Teachershould be viewed as an intellectual engaged
in some form of thinking.
Teacher should not be viewed as a Performer
Professionally equipped to realizes effectively any
goals set for them
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STUDENTS
Secondary students are more involved in curriculum
planning development
RONALD DOLL note:
Students are the consumers of education and they
deserved to supply input to educators regarding
curricular matters
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PRINCIPALS
Curriculum leaders, they restructure the school
MARY RAYWID note;
considered restructuralists, proposed 2 broad
strategies to attain their goals regarding the changing
authorities and governance
Return authority for decision making to the school site
and to democratize the process of decision making
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JOHN GOODLAD school site management
School site should be recognized as the primary unit
of education
A place ofaction with regard to curriculum decision
making, then the principal must be a visionary leader
possessing a clear view of mission of the school and
a strong belief on her professional values
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Large school they are facilitator of curriculum:
furnishing time for current curricular activities
arranging for in services training, sitting on curriculum
advisory committee as a resource agent, and refiningthe mission of the school.
In small school principal actively more on curriculum
initiators, developers and implementers
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CURRICULUM SPECIALIST
Major role in curriculum development and
implementation
Chairpersons, supervisors, coordinators, directors or
curriculum generalists.
Expert in creating and implementing curricula, no
content major
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ASSISTANT SUPERINTENDENT Primary responsible for curriculum activities
Line administrator, report directly to the
superintendent Is a chair or serves as advisor to the general
curriculum advisory committee
Responsible in Informing major trends occurring in
the field of curriculum and how these trends being
translated to the school system to the superintendent
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SUPERINTENDENT
Chief administrator of school system and keep it
running
Responds the matter before the school boards,
initiate curriculum activities, starts program for in
service training for teacher, informing district
personnel of changes
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BOARD OF EDUCATION
Legal agents of school & Representative of general
public: spokesperson in the community which
responsible for overall management of the school
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Lay Citizens
Non professionals
Few people would contest that the school belongs tothe public
Concerned in general terms but really not interested
in becoming actively engaged in curriculum
development because of little knowledge about
course content
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1. "Curriculum Development & Evaluation in Nursing";
Sarah Keating; 2006
2. "Toward a Caring Curriculum: A New Pedagogy for
Nursing"; Em Olivia Bevis and Jean Watson; 1989
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Good teaching is one-fourth
preparation and three-fourths theater.~Gail Godwin
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Who dares to teach must
never cease to learn.~John Cotton Dana