Professional Documents
Culture Documents
The recent dimensions in curriculum development consist of a number of innovations relevant to the curriculum.
These are the new ideas designed to meet the changing needs and conditions made since the establishment of a modern formal educational system in the Philippines in the early 1900s.
3) Whatever is taught must be 4) The organization oflearner the curriculum understood by the to be should begin with vital concerns of the in some definite manner vitally present and relate these concerns with related to the achievement of his the past as the past is recognized as essential to anpurpose. understanding of definite
concerns of the present.
5) The organization of the curriculum should lead the 6) Textbooks become source learner to project the broad next materials rather than ends in steps from the events of the themselves. present and immediate past.
7) The gradual elimination of the 8) The broad organization artificial barriers that set offof one materials and activities into unit subject from another in present situation most likely to result in curriculum practice. significant learning experience on
the part of the pupil.
9) More thorough integration of the life of the school with that of 10) The recognition that the outside the home and the community. class activities of the school are
often more significant for learning than the traditionally recognized activities.
11) The experience approach requires the teacher to draw 12) Teachers, to contribute in upon adegree wide to range of varied maximal the education of the pupil, must know intimately the resources in order to meet the home and community environment different learning situations of the learner. arising in the normal life of the learner.
13)14) Teachers must be versatile in Teachers must have a much themore use of adoption of different rigorous background of training to both in its extent and its methods meet varied learning breadth. situations.
15) Teachers The teacher have 16) mustmust have a more experienced life broadly and practical internship experience deeply to be guide and to similar to that ofa the physician meet the demands the new interpreter ofof life. curriculum.
17) Every teacher must be well 18) Primary emphasis is grounded in the broad area drawn from academic known as the social sciences.
scholarship to pedagogical and academic scholarship.
19) There is a move from the involvement of only academicscholars and teachers to the involvement of all levels of decision-makers in the schools, including parents, students and scholars, but with special emphasis on the teachers participation.
20) There is a move from child-, 21) There is a move from society-, or discipline-centered selling prepackaged programs curriculum to the total to truly experimental curriculum and humanistic programs. curriculum.
22) the 23)Focus There is is drawn a move from from the means of education to the ends, tendency to teach everything to aims,establishing objectives priorities. of education.
25) There isis aa move from offering 26) There move from mere 24) Focus is drawn from the one course at a time to higher to in-service training of teachers gifted and the deprived students education and adultdevelopment education as continuing career to all students. well. of teachers.
THE CONCEPTUAL APPROACH Concept is the categorization or classification of things, events, or ideas.
THE CONCEPTUAL APPROACH The relationship and interrelationship of concepts result into generalizations.
THE CONCEPTUAL APPROACH Structure refers to the foundational concepts and generalizations of a discipline.
Reference: Andres, Tomas Quintin D. and Francisco, Felizardo Y., Curriculum Development in the Philippine Setting, Philippine Printing Press, Q.C., 1989
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