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CURRICULUM

CURRICULUM
53問 • 1年前
  • Princess ann Laral
    • 通報

    問題一覧

  • 1

    Curriculum cam from _____ word

    latin

  • 2

    Curriculum came from latin word "currere" meaning

    run or proceed

  • 3

    Types of curriculum

    written, assessed, supported, hidden, learned, taught, recommended

  • 4

    Refers to syllabi, lesson plans, etc..,

    written

  • 5

    Teaching materials like ppts, visual aids, graphic organizers

    supported

  • 6

    Assessment of learning

    post test

  • 7

    Assessment for learning

    pre test

  • 8

    Assessment as learning

    self assessment

  • 9

    Values, experiences, factors that affect students learning experience

    hidden

  • 10

    Must be aligned with cognitive, affective and psychomotor

    learned

  • 11

    Foundations of curriculum

    philosophical, historical, psychological and social

  • 12

    Rhetoric/Speech/Logic

    Trivium

  • 13

    Arithmetic/Geometry/Music/Astronomy

    Quadrivium

  • 14

    number itself

    arithmetic

  • 15

    number in space

    geometry

  • 16

    number in time

    music

  • 17

    number in time and space

    astronomy

  • 18

    Consists of the list of subjects matter/topics to be discussed, and the teaching-learning activities. Assessment tasks and resource materials are also included

    syllabus

  • 19

    Refers to the academic programs which can lead in obtaining a certificate or diploma after finishing the particular program.

    course of study

  • 20

    plan of action which organizes the teaching-learning activities. It shows the list of subject matter/topics which could be covered and discussed for one week, one month, per semester or even one year depending on the duration of the course

    scheme of work

  • 21

    content is based on knowledge and experiences are included

    topical approach

  • 22

    combination of concepts that develop conceptual structure

    thematic approach

  • 23

    leads to complete units of instruction

    modular approach

  • 24

    fewer topics in clusters around major ad sub concepts

    concept approach

  • 25

    CRITERIA IN THE SELECTION OF CONTENT

    significance, validity, utility, learnability, feasibilty, interest

  • 26

    DIMENSIONS IN CURRICULUM DESIGN

    balance, articulation, sequence, integration, continuity, scope

  • 27

    equitable distribution of content, times, experiences, and other elements of design

    balance

  • 28

    interrelatedness of various aspects of the curriculum both vertical and horizontal.

    articulation

  • 29

    Contents are arranged from level to level so that the content in the lower level is connected to the next level

    vertical articulation

  • 30

    Association among or between elements that happens at the same time at different learning areas

    horizontal articulation

  • 31

    provide continuous and cumulative learning.

    sequence

  • 32

    refers to the linking of all types of knowledge and experiences contained within the curricular plan

    integration

  • 33

    Isolation is eliminated

    integration

  • 34

    vertical repetition and recurring of the content

    continuity

  • 35

    the breaths and depths of the curriculum

    scope

  • 36

    LEVELS OF CURRICULUM

    societal, institutional, instructional, experential

  • 37

    Farthest from the learners

    societal

  • 38

    Designed by the public stakeholders which identifies the: • Goals • Topics to be studied • Time to be spent • Materials to be used

    societal

  • 39

    Derived from societal curriculum with modifications by local educators and lay people

    institutional

  • 40

    Based on what the authorities have determined

    instructional

  • 41

    Perceived and experienced by students which differ from one another because of differences in background, motivations, levels of aspirations, etc.

    experiential

  • 42

    he started the curriculum development movement. Curriculum as a science that emphasizes students’ needs. Curriculum prepares learners for adult life. Objectives and activities should group together when tasks are clarified.

    Franklin Bobbit

  • 43

    curriculum should develop the whole child. It is child-centered. With the statement of objectives and related learning activities, curriculum should produce outcomes. He emphasized social studies and suggested that the teacher plans curriculum in advance.

    Harold Rugg –

  • 44

    curriculum is a science and an extension of school’s philosophy. It is based on students’ needs, and interest. Curriculum is always related to instruction. Subject matter is organized in terms of knowledge, skills, and values. The process emphasizes problem solving. Curriculum aims to educate generalists and not specialists.

    Ralph Tyler

  • 45

    a relevant curriculum should respond to changes brought about by current social forces, philosophical positions, psychological principles, new knowledge, and educational reforms. This is also called timeliness

    Curriculum is a product of its time

  • 46

    allow the students to work together. Students are guided to learn on their own to find solutions to their problems.

    Cooperative Learning activities

  • 47

    links separate subject designs in order to reduce fragmentation. Subjects are related to one another and still maintain their identity.

    Correlation design

  • 48

    this design is often attributed to the influence of John Dewey, Rouseau, Pestallozi, and Froebel.

    Child-centered design

  • 49

    the development of self is the ultimate objective of learning.

    humanistic design

  • 50

    the design was made to cure the compartmentalization of the separate subjects and integrate the contents that are related to one another. Sometime called as a holistic curriculum.

    Broad field design/Interdisciplinary

  • 51

    sometimes called as “pacing guide” will make all teachers, teaching the same subject in a grade level follow the same timeline and accomplishing the same learning outcomes.

    Horizontal alignment

  • 52

    concept development which may be in spiral form does not overlap but building from a simple to more complicated concepts and skills.

    Vertical alignment

  • 53

    a model for designing, refining, upgrading and reviewing the curriculum resulting in a framework that provides form, focus, and function. It is a reflective process that helps teacher understand what has been taught in class, how it was taught and how learning outcomes are assessed. The process was introduced by Heidi Hayes Jacobs.

    curriculum mapping

    • TTP

    TTP

    Princess ann Laral · 5問 · 2年前

    TTP

    TTP

    5問 • 2年前
    Princess ann Laral

    UTS

    UTS

    Princess ann Laral · 100問 · 2年前

    UTS

    UTS

    100問 • 2年前
    Princess ann Laral

    PURPOSIVE COM

    PURPOSIVE COM

    Princess ann Laral · 89問 · 2年前

    PURPOSIVE COM

    PURPOSIVE COM

    89問 • 2年前
    Princess ann Laral

    NSTP

    NSTP

    Princess ann Laral · 46問 · 2年前

    NSTP

    NSTP

    46問 • 2年前
    Princess ann Laral

    MMW

    MMW

    Princess ann Laral · 42問 · 2年前

    MMW

    MMW

    42問 • 2年前
    Princess ann Laral

    FACILITATING

    FACILITATING

    Princess ann Laral · 69問 · 2年前

    FACILITATING

    FACILITATING

    69問 • 2年前
    Princess ann Laral

    T&COM

    T&COM

    Princess ann Laral · 100問 · 2年前

    T&COM

    T&COM

    100問 • 2年前
    Princess ann Laral

    SPED

    SPED

    Princess ann Laral · 37問 · 2年前

    SPED

    SPED

    37問 • 2年前
    Princess ann Laral

    teachcom finals

    teachcom finals

    Princess ann Laral · 7問 · 1年前

    teachcom finals

    teachcom finals

    7問 • 1年前
    Princess ann Laral

    MMW FINALS

    MMW FINALS

    Princess ann Laral · 14問 · 1年前

    MMW FINALS

    MMW FINALS

    14問 • 1年前
    Princess ann Laral

    FACI 2ND SEM

    FACI 2ND SEM

    Princess ann Laral · 47問 · 1年前

    FACI 2ND SEM

    FACI 2ND SEM

    47問 • 1年前
    Princess ann Laral

    RIZAL

    RIZAL

    Princess ann Laral · 75問 · 1年前

    RIZAL

    RIZAL

    75問 • 1年前
    Princess ann Laral

    SCIENCE

    SCIENCE

    Princess ann Laral · 96問 · 1年前

    SCIENCE

    SCIENCE

    96問 • 1年前
    Princess ann Laral

    ENGLISH

    ENGLISH

    Princess ann Laral · 36問 · 1年前

    ENGLISH

    ENGLISH

    36問 • 1年前
    Princess ann Laral

    STS

    STS

    Princess ann Laral · 44問 · 1年前

    STS

    STS

    44問 • 1年前
    Princess ann Laral

    SOCSTUD

    SOCSTUD

    Princess ann Laral · 18問 · 1年前

    SOCSTUD

    SOCSTUD

    18問 • 1年前
    Princess ann Laral

    UTS

    UTS

    Princess ann Laral · 100問 · 1年前

    UTS

    UTS

    100問 • 1年前
    Princess ann Laral

    SCIENCE 2ND SEM

    SCIENCE 2ND SEM

    Princess ann Laral · 40問 · 1年前

    SCIENCE 2ND SEM

    SCIENCE 2ND SEM

    40問 • 1年前
    Princess ann Laral

    Curriculum FINALS

    Curriculum FINALS

    Princess ann Laral · 36問 · 1年前

    Curriculum FINALS

    Curriculum FINALS

    36問 • 1年前
    Princess ann Laral

    問題一覧

  • 1

    Curriculum cam from _____ word

    latin

  • 2

    Curriculum came from latin word "currere" meaning

    run or proceed

  • 3

    Types of curriculum

    written, assessed, supported, hidden, learned, taught, recommended

  • 4

    Refers to syllabi, lesson plans, etc..,

    written

  • 5

    Teaching materials like ppts, visual aids, graphic organizers

    supported

  • 6

    Assessment of learning

    post test

  • 7

    Assessment for learning

    pre test

  • 8

    Assessment as learning

    self assessment

  • 9

    Values, experiences, factors that affect students learning experience

    hidden

  • 10

    Must be aligned with cognitive, affective and psychomotor

    learned

  • 11

    Foundations of curriculum

    philosophical, historical, psychological and social

  • 12

    Rhetoric/Speech/Logic

    Trivium

  • 13

    Arithmetic/Geometry/Music/Astronomy

    Quadrivium

  • 14

    number itself

    arithmetic

  • 15

    number in space

    geometry

  • 16

    number in time

    music

  • 17

    number in time and space

    astronomy

  • 18

    Consists of the list of subjects matter/topics to be discussed, and the teaching-learning activities. Assessment tasks and resource materials are also included

    syllabus

  • 19

    Refers to the academic programs which can lead in obtaining a certificate or diploma after finishing the particular program.

    course of study

  • 20

    plan of action which organizes the teaching-learning activities. It shows the list of subject matter/topics which could be covered and discussed for one week, one month, per semester or even one year depending on the duration of the course

    scheme of work

  • 21

    content is based on knowledge and experiences are included

    topical approach

  • 22

    combination of concepts that develop conceptual structure

    thematic approach

  • 23

    leads to complete units of instruction

    modular approach

  • 24

    fewer topics in clusters around major ad sub concepts

    concept approach

  • 25

    CRITERIA IN THE SELECTION OF CONTENT

    significance, validity, utility, learnability, feasibilty, interest

  • 26

    DIMENSIONS IN CURRICULUM DESIGN

    balance, articulation, sequence, integration, continuity, scope

  • 27

    equitable distribution of content, times, experiences, and other elements of design

    balance

  • 28

    interrelatedness of various aspects of the curriculum both vertical and horizontal.

    articulation

  • 29

    Contents are arranged from level to level so that the content in the lower level is connected to the next level

    vertical articulation

  • 30

    Association among or between elements that happens at the same time at different learning areas

    horizontal articulation

  • 31

    provide continuous and cumulative learning.

    sequence

  • 32

    refers to the linking of all types of knowledge and experiences contained within the curricular plan

    integration

  • 33

    Isolation is eliminated

    integration

  • 34

    vertical repetition and recurring of the content

    continuity

  • 35

    the breaths and depths of the curriculum

    scope

  • 36

    LEVELS OF CURRICULUM

    societal, institutional, instructional, experential

  • 37

    Farthest from the learners

    societal

  • 38

    Designed by the public stakeholders which identifies the: • Goals • Topics to be studied • Time to be spent • Materials to be used

    societal

  • 39

    Derived from societal curriculum with modifications by local educators and lay people

    institutional

  • 40

    Based on what the authorities have determined

    instructional

  • 41

    Perceived and experienced by students which differ from one another because of differences in background, motivations, levels of aspirations, etc.

    experiential

  • 42

    he started the curriculum development movement. Curriculum as a science that emphasizes students’ needs. Curriculum prepares learners for adult life. Objectives and activities should group together when tasks are clarified.

    Franklin Bobbit

  • 43

    curriculum should develop the whole child. It is child-centered. With the statement of objectives and related learning activities, curriculum should produce outcomes. He emphasized social studies and suggested that the teacher plans curriculum in advance.

    Harold Rugg –

  • 44

    curriculum is a science and an extension of school’s philosophy. It is based on students’ needs, and interest. Curriculum is always related to instruction. Subject matter is organized in terms of knowledge, skills, and values. The process emphasizes problem solving. Curriculum aims to educate generalists and not specialists.

    Ralph Tyler

  • 45

    a relevant curriculum should respond to changes brought about by current social forces, philosophical positions, psychological principles, new knowledge, and educational reforms. This is also called timeliness

    Curriculum is a product of its time

  • 46

    allow the students to work together. Students are guided to learn on their own to find solutions to their problems.

    Cooperative Learning activities

  • 47

    links separate subject designs in order to reduce fragmentation. Subjects are related to one another and still maintain their identity.

    Correlation design

  • 48

    this design is often attributed to the influence of John Dewey, Rouseau, Pestallozi, and Froebel.

    Child-centered design

  • 49

    the development of self is the ultimate objective of learning.

    humanistic design

  • 50

    the design was made to cure the compartmentalization of the separate subjects and integrate the contents that are related to one another. Sometime called as a holistic curriculum.

    Broad field design/Interdisciplinary

  • 51

    sometimes called as “pacing guide” will make all teachers, teaching the same subject in a grade level follow the same timeline and accomplishing the same learning outcomes.

    Horizontal alignment

  • 52

    concept development which may be in spiral form does not overlap but building from a simple to more complicated concepts and skills.

    Vertical alignment

  • 53

    a model for designing, refining, upgrading and reviewing the curriculum resulting in a framework that provides form, focus, and function. It is a reflective process that helps teacher understand what has been taught in class, how it was taught and how learning outcomes are assessed. The process was introduced by Heidi Hayes Jacobs.

    curriculum mapping