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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 of the curriculum understood by the learner to be should begin with vital concerns of the in some definite manner vitally present and relate these concerns with related toas theachievement of as the past is recognized his the past 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 that set off one artificial barriersorganization of 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 wide range of varied maximaladegree to the education of the pupil, must know to meet the resources in order intimately the home and community situations environment different learning of the learner. arising in the normal life of the learner.
13)14) Teachers must have a muchin Teachers must be versatile themoreof adoption of different use rigorous background of training both in its extent and its methods to meet varied learning breadth. situations.
15) The teacher have have 16) Teachers mustmust a more experienced life broadly and practical internship experience deeply to be the physician similar to that ofa guide and to meet the demands of the new interpreter of 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) Focus is drawn from the 23) There is a move from the means of education to the ends, tendency to teach everything to aims,establishing priorities. objectives of education.
25) There isis a move from mere a 26) There is move from offering 24) Focus drawn from the one course at a time teachers to in-servicethe deprived students training of to higher gifted and education and adultdevelopment continuing career education as 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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