CURRICULUM CRAFTMANSHIP – Bridging KNOWLEDGE & CONTEXT [Autosaved].pptx
- 1. CURRICULUM CRAFTMANSHIP – BRIDGING KNOWLEDGE & CONTEXT Oscar C. Saribong II – Teacher II
- 2. OBJECTIVES 1. Be adept with the history of the basic educational curriculum of the Philippines. 2. Compare and contrast the different reforms promulgated among different periods. 3. Reflect on the impacts on the amendments implemented in the Basic Education Curriculum. 2
- 3. HISTORY Before the Philippines attained complete independence in 1946, the country's education system was patterned on the systems of Spain, the United States and Japan-- countries which colonized and governed the country for more than three hundred years. However, after independence, the country's educational system has constantly undergone reform. 3
- 4. PRE-COLONIAL PERIOD • During the pre-colonial period, most children were provided with solely vocational training, which was supervised by parents, tribal tutors or those assigned for specific, specialized roles within their communities • Some communities utilized a writing system known as baybayin, whose use was wide and varied, though there are other syllabaries used throughout the archipelago. 4
- 5. SPANISH REGIME • Formal education was brought to the Philippines by the Spaniards, which was conducted mostly by religious orders. Upon learning the local languages and writing systems, they began teaching Christianity, the Spanish language, and Spanish culture. • Schools for boys and for girls were then opened. • Subjects taught are Languages, History, Mathematics, Philosophy, Geography, Psychology, Religion • 3Rs – Reading, Writing and Religion 5
- 6. FIRST REPUBLIC • The schools maintained by Spain for more than three centuries were closed briefly, but were reopened on August 29, 1898 by the Secretary of Interior. The Burgos Institute (the country's first law school), the Academia Militar (the country's first military academy), and the Literary University of the Philippines were established. • Article 23 of the Malolos Constitution mandated that public education would be free and obligatory in all schools of the nation under the First Philippine Republic. However, the Philippine-American War hindered its progress. P 6
- 7. AMERICAN REGIME • American Soldiers were the first teachers • Thomasites • American teachers infused their students the spirit of democracy and progress as well as fair play • English was the medium of instruction • The Focus is on body training and mental training • Basic education requires Arithmetic, Geography, Civics, Science, English, Plant life, Physiology and Sanitation • Tertiary is on Teacher Training/Normal Schools 7
- 8. COMMONWEALTH PERIOD • Period of expansion and reform in the Phil Curriculum • Americans trained Filipino teachers and send them to study in US • Expanded the curriculum in farming, trade and business science • All schools should develop moral character, personal discipline, civic conscience and vocational efficiency • Promote effective participation of the citizens in the processes of democratic society 8
- 9. JAPANESE REGIME • Period of expansion and reform in the Phil Curriculum • Americans trained Filipino teachers and send them to study in US • Expanded the curriculum in farming, trade and business science • All schools should develop moral character, personal discipline, civic conscience and vocational efficiency • Promote effective participation of the citizens in the processes of democratic society 9
- 10. JAPANESE REGIME • 6 Basic Principles of Japanese Education/Curriculum 1. Realization of the NEW ORDER 2. Foster a new Filipino Culture 3. Elevate the morals of the people, giving up over emphasis of materialism 4. Diffusion to the Japanese Language in the Philippines 5. Promotion of the Vocational Course 6. To inspire people with the spirit to love neighbor 10
- 11. JAPANESE REGIME • Class size increased to 60 • Nihongo was introduced to learn Japanese Culture • Social Studies • Banned the influences of the Americans • No summer vacation • No school calendar 11
- 12. SUMMARY TABLE PERIOD GOAL FOCUS METHOD Course of Study General Characteristics Pre-Hispanic Era Integration of Individuals into Tribe Customs and Traditions Oral Immersion None Not Formal, community based, No Educational System Spanish Era Spread of Christianity Religion Catechetical instruction, use of corporal punishment, rote memorization Not prescribed, flexible, not centralized No grade level, Church based, No Educational System American Era Spread of Democracy Academic English, Language and Literature Democratic English as medium of Instruction Prescribed, Uniform, Centralized Formal, Structured, Existence of an Educational System Japanese Era Spread of the New Asian Order Principle of the New Order Rote Memorization, use of threat and punishment Prescribe, Uniform, Centralized Propaganda tool, repressively anti- American/British 12
- 13. LIBERATION PERIOD Philippine Education was to establish integrated, nationalistic and democracy – inspired educational system • Moral Spiritual values by abiding the faith in God • To develop an enlighten, patriotic, useful and upright citizenry in a democratic society • Conservation of national resources • Promote science, arts and letters • Reproduction of instructional materials such as books • Preservation of our cultural heritage 13
- 14. LIBERATION PERIOD • Bilingual education scheme “English and Filipino” • Science and Math subjects as well as English language and literature classes were taught in English while the rest were taught in Filipino • Improvement of home industries so that it will be patronized 14
- 15. NEW SOCIETY • Bilingual policy was reiterated • Republic Act 7796 of 1994 (CHED and TESDA) • Basic Education governing body was Department of Education in 2001 • The quality of public school education is generally considered to have declined since the post-war years, mainly due to insufficient funds thus affected the literacy till 2010. • K to 12 was introduced in 2016 (MTB-MLE, learner centered, researched based, culturally sensitive, localization and indigenization) 15
- 16. COMPONENTS OF CURRICULUM Curriculum is the outline of concepts to be taught to students to help them meet the content standards. Curriculum is what is taught in a given course or subject. Curriculum refers to an interactive system of instruction and learning with specific goals, contents, strategies, measurement, and resources.
- 17. COMPONENT 1: CURRICULUM AIMS, GOALS AND OBJECTIVES AIMS : Elementary, Secondary and Tertiary GOALS : Vision and Mission OBJECTIVES : Educational Objectives DOMAINS: Cognitive, Affective and Psychomotor 17
- 18. COMPONENT 2: CURRICULUM CONTENT AND SUBJECT MATTER • Facts, Concepts, Generalization, Principles and Theories 1. Subject-centered 2. Learner-centered 18
- 19. COMPONENT 3: CURRICULUM EXPERIENCE • Instructional Strategies and Methods - Converts the written curriculum to instruction - links the curriculum to core and heart that will materialize its goals and the use of content in order to produce an outcome 19
- 20. COMPONENT 4: CURRICULUM EVALUATION CIPP Model – Context (environment of the curriculum), Input (Ingredients of the curriculum) Process(ways and means of implementing and Product accomplishment of goals. - formal determination of the quality, effectiveness or value of the program, process and product of the curriculum. 20
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- 24. “Teachers play a crucial role in curriculum development as they translate the curriculum into meaningful student learning experiences.” 24
- 25. THANK YOU! Ora et Labora 25