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LET'S TEST YOU!
Quiz by Tom Cruise Tahud
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​It refers to the knowledge and skills that students expected to learn.
​Central to the approach is the formulation of behavioral objectives stated as intended learning outcomes.
It refers to the knowledge and skills that students expected to learn.
Central to the approach is the formulation of behavioral objectives stated as intended learning outcomes.
Focus will be the body of knowledge to be transmitted to students using appropriate teaching method.
The curriculum is not been seen as a physical thing or a noun.
Content in the curriculum does not stand alone or in isolation. It has relatedness to other contents
What are the BASIC principles of Curriculum Content?
What are the three ways in approaching curriculum
Much content is based on knowledge , and experiences are included.
The authenticity of the subject matter forms its validity. Knowledge becomes obsolete with the fast changing times
As the content complexities progresses with the education levels bridging should be provided
Curriculum should continuously flow as it was before, to where it is now, and where it will be in the future.
Content should be fairly distributed in depth and breadth.
What are the Criteria in Selection of Content ?
What are the Four Ways of presenting the content in the curriculum?
Reflect on how the three approaches interrelate with each other. Provide examples to justify your answer.
One factor vs Two factor analysis of variance. If we look at the most common types of analysis of variance, we distinguish between the one factor and the two factor analysis of variance, and on the other hand, the analysis of variance without repeated measures and with repeated measures. What is the difference between single factorial and two factorial? Let's start with the question of what a factor actually is. A factor is, for example, the gender of a person with the characteristics male and female, or the form of therapy used for a disease with therapy A, B, and C. Or it could be the field of study with, for example, medicine, business administration, psychology, and math. 0:51 In the case of analysis of variance, a factor is therefore a categorical variable. You use an analysis of variance whenever you want to test whether these categories have an influence on the so-called dependent variable. For example, you could test whether gender has an influence on salary, whether the therapy has an influence on the blood pressure or whether the field of study has an influence on the duration of study. Salary, blood pressure and study duration are then the dependent variables. In all these cases, you could use a single factor analysis of variance. You're right if you say, well, in the first case, we have a variable with only two categories. So, of course, we could use the t-test for independent samples as well. 1:56 Now, of course, you may say, but I have another categorical variable that may also have an effect on the dependent variable and I want to include that variable as well. Maybe you would also like to know if in addition to gender the highest level of education has an impact on salary. Or in addition to the form of therapy maybe you would also like to include gender. Or in the third case you would also like to know whether in addition to the field of study, the university attended also has an influence on the length of study. Now, in these cases, you would not have one factor, but two factors in each case. 2:40 And since you now have two factors, you use the two-factor analysis of variance. With the help of the two-factor analysis of variance, you can now answer three things. Once, whether the first factor has an influence on the dependent variable. Once, whether the second factor has an influence on a dependent variable. And then you can also make a statement whether there is a so-called interaction effect between the two factors. Therefore, in the case of single factor analysis of variance, we have one factor from which 3:20 we create the groups. In the case of the two-factor analysis of variance, the group results from the combination of the expression of the two factors. If we have a factor or variable with three expressions and one with two expressions, we get a total of six groups that we want to compare. If we have a factor or variable with three expressions and one with two expressions, we get a total of six groups that we want to compare. I hope you enjoyed the video and see you next time. wb 113 Question Tags 13-5-2025I'm not late, ______? ➔ am I Sit down, ______? ➔ will you OK let's get started, ______? ➔ shall we We haven’t got a test today, ______? ➔ have we You should all be studying, ______? ➔ shouldn’t you It won’t be very difficult, ______? ➔ will it Basketball practice has changed to Thursday, ______? ➔ hasn’t it Let’s call the coach and ask him, ______? ➔ shall we This is his number, ______? ➔ isn’t it He said to call him in the evening, ______? ➔ didn’t he You really should pay attention, ______? ➔ shouldn’t you Dialogue: At the School Library Tom: Hi Mia! How was your day today? Mia: Hi Tom! My day was a little different than usual. I had a test, so I was nervous. Tom: Oh, I know. Tests are not as fun as playing outside, right? Mia: Yes! But this test was easier for me than I thought. I studied hard. Tom: That’s great! What did you do to prepare for the test? Mia: I read the book as quickly as possible because I wanted to understand it before class. Tom: Wow, you must be smart! I found out that the test was about animals. Did you like it? Mia: Yes, I like animals. I think I did well. Tom: Me too! Let’s go to the library to study for the next test. Mia: Good idea! Let’s go!Short Story: Making Good Choices Last month, I made an important decision. I asked my parents if I could get some **pocket money**. I wanted to learn how to make **independent choices** and use the money **to buy for myself**. They agreed to give me some on a **weekly basis**. I was very happy! One day, at school, we had a **final** exam. I was very **worried**. I tried to **concentrate**, but I **can hardly** sit still when I'm nervous. My best friend, Jake, is always **fun loving**, and he didn’t **stay for long** in the classroom after the test started. He wanted to **pass notes**, but I said no. I didn’t want to **get caught**. The teacher said, “**Turn over** your papers now.” I looked at the test and felt **scared**. “What if I **lose** all my marks?” I thought. “I will look **stupid**.” I tried to **look straight into my eyes** in the small mirror on my pencil case and said, “You can do this.” Then, I started to **find** some answers and felt a little better. After school, we walked on the **sidewalk** and saw a big **crowd** of students talking about the test. Jake laughed and said, “Let’s buy some ice cream with your **pocket money**!” But I said no. “I want to save it **to buy for myself** something special.” When I got home, I helped my mom **wash up** the dishes. She smiled and said, “You made good choices today.” That night, I dreamed I was a **slave** in a boring office, working all day. But when I woke up, I laughed. I wasn’t a **slave**. I was just a kid learning to make smart choices. I **decided** to study more and use my **pocket money** wisely. I wanted to be **independent**, make good choices, and maybe be the **first** in my family to buy something big with saved money.Can you make a multiple choice of test questions regarding this information given which is Curriculum from Different Points of View There are many definitions of curriculum. Because of this, the concept of curriculum is sometimes characterized as fragmentary, elusive and confusing. However, the numerous definitions indicate dynamism that connotes diverse interpretations of what curriculum is all about. The definitions are influenced by models of thought, pedagogies, political as well as cultural experiences. Let us study some of these definitions. 1. Traditional Points of View of Curriculum In early years of the 20th century, the traditional concepts held of the “curriculum is that it is a body of subjects or subject matter prepaid by the teachers for the student’s to learn”. It was synonymous to the “course of study” and “syllabus” Robert M. Hutchins views curriculum as “permanent studies” where the rules of grammar, reading, rhetoric and logic and mathematics for basic education are emphasized. Basic education should emphasize the 3 Rs and college education should be grounded on liberal education. On the other, Arthur Bestor as an essentialist, believes that the mission of the school should be intellectual training, hence curriculum should focus on the fundamental intellectual disciplines of grammar, literature and writing. It should also include mathematics, science, history and foreign language. The definition leads us to the view of Joseph Schwab that discipline is the sole source of curriculum. Thus in our education system, curriculum is divided into chunks of knowledge we call subject areas in basic education such as English, Mathematics, Science, Social Studies and others. In college, discipline may include humanities, sciences, language and many more. To Phoenix, curriculum should consist entirely of knowledge which comes from various disciplines. Academic discipline became the view of what curriculum is after the cold war and the race to space. Joseph Schwab, a leading curriculum theorist coined the term discipline as a ruling doctrine for curriculum development. Curriculum should consist only of knowledge which comes from disciplines which is the sole source. Thus curriculum can be viewed as a field of study. It is made up of its foundations (philosophical, historical, psychological and social foundations); domains of knowledge as well as its research theories and principles. Curriculum is taken as scholarly and theoretical. It is concerned with broad historical, philosophical and social issues and academics. Most of the traditional ideas view curriculum as written documents or a plan of action in accomplishing goals. 2. Progressive Points of View of Curriculum On the other hand, to a progressivist, a listing of school subjects, syllabi, course of study, and a list of courses or specific discipline do not make a curriculum. These can only be called curriculum if the written materials are actualized by the learner. Broadly speaking, curriculum is defined as the total learning experiences of the individual. This definition is anchored on John Dewey’s definition of experience and education. He believed that reflective thinking is a means that unifies curricular elements. Thought is not derived from action but tested by application. Caswell and Campbell viewed curriculum as “all experiences children have under the guidance of teachers”. This definition is shared by Smith, Stanley and Shores when they defined “curriculum as a sequence of potential experiences set up in the schools for the purpose of disciplining children and youth in group ways of thinking and acting”. Marsh and Willis on the other hand view curriculum as all the “experiences in the classroom which are planned and enacted by the teacher, and also learned by the students”. Points of View on Curriculum Development From the various definitions and concepts presented, it is clear that curriculum is a dynamic process. Development connotes changes which are systematic. A change for the better means any alteration, modification or improvement of existing condition. To produce positive changes, development should be purposeful, planned and progressive. This is how curriculum evolves. Let us look at the two models of curriculum development and concepts of Ralph Tyler and Hilda Taba. Ralph Tyler Model: Four Basic Principles. This is also popularly known as Tyler’s Rationale. He posited four fundamental questions or principles in examining any curriculum in schools. These four fundamental principles are as follows: 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 these educational experiences be effectively organized? 4. How can we determine whether these purposes are being attained or not? In summary, Tyler’s Model show that in curriculum development, the following considerations should be made: (1) Purpose of the school, (2) Educational experiences related to the purposes, (3) Organization of the experiences, and (4) Evaluation of the experiences. On the other hand, Hilda Taba improved on Tyler’s Rationale by making a linear model. She believed that teachers who teach or implement the curriculum should participate in developing it. Her advocacy was commonly called the grassroots approach. She presented seven major steps to her model where teachers could have a major input. These steps are as follows: 1. Diagnosis of learner’s needs and expectations of the larger society. 2. Formulation of learning objectives. 3. Selection of learning content. 4. Organization of learning content. 5. Selection of learning experiences. 6. Organization of learning activities. 7. Determination of what to evaluate and the means of doing it. Thus as you look into curriculum models, the three interacting processes in curriculum development are planning, implementing and evaluating. Types of Curriculum Operating in Schools From the various concepts given, Allan Glatthorn(2000) describes seven types of curriculum operating in the schools. These are (1) Recommended curriculum- proposed by scholars and professional organizations. (2) Written Curriculum- appears in school, district, division or country documents. (3) Taught Curriculum- what teacher’s implement or deliver in the classrooms and schools. (4) Supported Curriculum- resources-textbooks, computers, audio- visual materials which support and help in the implementation of the curriculum. (5) Assessed Curriculum- that which is tested and evaluated. (6) Learned Curriculum- which the students actually learn and what is measured and (7) Hidden Curriculum- the unintended curriculum. 1. Recommended Curriculum- Most of the school curricula are recommended. The curriculum may come from a national agency like the Department of Education, Commission on Higher Education (CHED), Department of Science and Technology (DOST) or any professional organization who has stake in education. For example the Philippine Association for Teacher Education (PAFTE) or the Biology Teacher Association (BIOTA) may recommend a curriculum to be implemented in the elementary or secondary education. 2. Written Curriculum- This includes documents, course of study or syllabi handed down to the schools, districts, division, departments or colleges for implementation. Most of the written curricula are made by curriculum experts with participation of teachers. These were pilot-tested or tried out in sample schools or population. Example of this is the Basic Education Curriculum (BEC). Another example is the written lesson plan of each classroom teacher made up of objectives and planned activities of the teacher. 3. Taught Curriculum- The different planned activities which are put into action in the classroom compose the taught curriculum. These are varied activities that are implemented in order to arrive at the objectives or purposes of the written curriculum. These are used by the learners with the guidance of teachers. Taught curriculum varies according to the learning styles of students and the teaching styles of teachers. 4. Supported Curriculum- In order to have a successful teaching, other than the teacher, there must be materials which should support or help in the implementation of a written curriculum. These refer to the support curriculum that includes material resources such as textbooks, computers, audio-visual materials, laboratory equipment, playgrounds, zoos and other facilities. Support curriculum should enable each learner to achieve real and lifelong learning. 5. Assessed Curriculum- This refers to a tested or evaluated curriculum. At the duration and end of the teaching episodes, series of evaluations are being done by the teachers to determine the extent of teaching or to tell if the students are progressing. This refers to the assessed curriculum. Assessment tools like pencil-and-paper tests, authentic instruments like portfolio are being utilized. 6. Learned Curriculum- This refers the learning outcomes achieved by the students. Learning outcomes are indicated by the results of the tests and changes in behavior which can either be cognitive, affective or psychomotor. 7. Hidden Curriculum- This is the unintended curriculum which is not deliberately planned but may modify behavior or influenced learning outcomes. There are lots of hidden curricula that transpire in the schools. Peer influence, school environment, physical condition, teacher-learner interaction, mood of the teachers and many other factors made up the hidden curriculum. Ms. Jill: Hello, class! We will have a spelling test tomorrow. Are you ready? Timmy: No, I'm not ready... Ms. Jill: Cindy, can you spell the word "blue"? Cindy: Yes, I can spell it. It's very easy, "B-L-U-E". Ms. Jill: Who can spell the word "orange"? Sam: Let me have a try, Ms. Jill. "O-R-A-N-G-E". Ms. Jill: Correct, Sam! Ms. Jill: Anna, can you spell the word "pink"? Anna: Yes, I can. It's very easy. "P-I-N-K". Ms. Jill: Well done!3/25/20 Ch 15 Pre-test ( lets gauge what you know) Let's Test your Number concept!