13. • provide knowledge
• develop skills, attitudes, values
Essential
• to personal
development
• for living in and
contributing to a
developing and
changing society
19. Discover and enhance the different
skills and interests of students
• in order to equip them with skills for productive effort
• and/or to prepare them for tertiary schooling.
20.
21. Provide general education programs
Promote
• national identity
• cultural
consciousness
• moral integrity
• spiritual strength
35. “less teaching effort and
educational resources, less
learner’s effort but more results
and effective learning outcomes
– most economical manner
(Scheffler, 1970)
Self-sufficiency
Criteria Used in Selection of Subject Matter for the Curriculum
36. contribute to basic ideas to
achieve overall aim of
curriculum, develop learning
skills
Significance
Criteria Used in Selection of Subject Matter for the Curriculum
37. meaningful to the learner
based on maturity, prior
experience, educational and
social value
Validity
Criteria Used in Selection of Subject Matter for the Curriculum
38. usefulness of the content
either for the present or the
future
Utility
Criteria Used in Selection of Subject Matter for the Curriculum
39. within the range of the
experience of the learners
Learnability
Criteria Used in Selection of Subject Matter for the Curriculum
40. can be learned within the
time allowed, resources
available, expertise of the
teacher, nature of learner
Feasibility
Criteria Used in Selection of Subject Matter for the Curriculum
41. to follow in organizing the
Principles
learning contents
(Palma 1992)
42. Content curriculum
should be fairly
distributed in depth and
breadth of the particular
learning or discipline.
This will ensure that the
level or area will not be
overcrowded or less
crowded.
Principles to Follow in Organizing the Learning Contents l Palma 1992
43. Each level of subject matter
should be smoothly
connected to the next,
glaring gaps or wasteful
overlaps in the subject
matter will be avoided.
Principles to Follow in Organizing the Learning Contents l Palma 1992
44. This is the logical
arrangement of the
subject matter. It
refers to the
deepening and
broadening of content
as it is taken up in the
higher level
S
E
Q
U
E
N
C
EPrinciples to Follow in Organizing the Learning Contents l Palma 1992
45. The horizontal connections
are needed in subject areas
that are similar so that
learning will be related to one
another. This is….
Principles to Follow in Organizing the Learning Contents l Palma 1992
46. The horizontal connections
are needed in subject areas
that are similar so that
learning will be related to one
another. This is….
Principles to Follow in Organizing the Learning Contents l Palma 1992
47. Learning requires a continuing
application of the new knowledge,
skills, attitudes or values so that
theses will be used in daily living. The
constant repetition, review and
reinforcement of learning is what is
referred to as….
Principles to Follow in Organizing the Learning Contents l Palma 1992
48. Learning requires a continuing
application of the new knowledge,
skills, attitudes or values so that
theses will be used in daily living. The
constant repetition, review and
reinforcement of learning is what is
referred to as….
Principles to Follow in Organizing the Learning Contents l Palma 1992
54. •constructivist
Among these are...
Learners are the makers of
meaning and knowledge.
The learners are actively involved in a
process of meaning and knowledge
construction as opposed to passively
receiving information.
62. Teaching methods should
stimulate the learner’s
desire to develop the
cognitive, affective,
psychomotor, social
and spiritual domain of the
individual.
63.
64. In the choice of
teaching methods,
learning styles
of the students
should be considered.
73. environment of curriculum
Stufflebeam’s CIPP Model
• What is the relation of the
course to other courses?
• Is the time adequate?
• Should courses be
integrated or separated?
74. Stufflebeam’s CIPP Model
ingredients of curriculum
• What are the learning skills of
students?
• What is the motivation of students?
• What are the living conditions of
students?
75. ways and means
of implementing
Stufflebeam’s CIPP Model
• How well/actively do students
participate?
• Is knowledge only transferred to
students, or do they use and apply it?
• Is the teaching and learning process
continuously evaluated?
76. accomplishment of goals
Stufflebeam’s CIPP Model
• Is there one final exam at the end
or several during the course?
• Is there any informal assessment?
• What is the quality of assessment
78. A SUGGESTED PLAN OF ACTION FOR THE
PROCESS OF CURRICULUM EVALUATION
1.Focus on one particular
component of the curriculum.
2.Specify objectives of evaluation.
3.Collect or gather the
information.
4.Organize the information
79. A SUGGESTED PLAN OF ACTION FOR THE
PROCESS OF CURRICULUM EVALUATION
5. Analyze information.
6. Report the information.
7. Recycle the information.