10th Week Reflection

Here is my class reflection for week 10. This week we learnt about evaluating the curriculum which is very important to test whether the curriculum is worth pursuing.

What is evaluation? Evaluation is a systematic determination of a subject's merit, worth and significance, using criteria governed by a set of standards. It can assist an organization, program, project or any other intervention or initiative to assess any aim, realisable concept/proposal, or any alternative, to help in decision-making; or to ascertain the degree of achievement or value in regard to the aim and objectives and results of any such action that has been completed. The primary purpose of evaluation, in addition to gaining insight into prior or existing initiatives, is to enable reflection and assist in the identification of future change.

Evaluation is often used to characterize and appraise subjects of interest in a wide range of human enterprises, including the arts, criminal justice, foundations, non-profit organizations, government, health care, and other human services. It is long term and done at the end of a period of time.

Evaluation Approaches & Types

There are various types of evaluations but two main philosophical approaches: formative and summative. After a brief introduction to these two approaches, we shall share several specific types of evaluations that fall under the formative and summative approaches.

Formative evaluation is an on-going process that allows for feedback to be implemented during a program cycle. Formative evaluations (Boulmetis & Dutwin, 2005):

1.Concentrate on examining and changing processes as they occur

2.Provide timely feedback about program services

3.Allow you to make program adjustments “on the fly” to help achieve program goals

COMMON TYPES OF FORMATIVE EVALUATION

1.Needs assessment determines who needs the program, how great the need is, and what might work to meet the need.

2.Structured conceptualization helps stakeholders define the program, the target population, and the possible outcomes.

3.Implementation evaluation monitors the fidelity of the program delivery.

4.Process evaluation investigates the process of delivering the program, including alternative delivery procedures. Summative evaluation occurs at the end of a program cycle and provides an overall description of program effectiveness. Summative evaluation examines program outcomes to determine overall program effectiveness. Summative evaluation is a method for answering some of the following questions:

Were your program objectives met?

Will you need to improve and modify the overall structure of the program?

What is the overall impact of the program?

What resources will you need to address the program’s weaknesses?

Summative evaluation will enable you to make decisions regarding specific services and the future direction of the program that cannot be made during the middle of a program cycle. Summative evaluations should be provided to funders and constituents with an interest in the program.

COMMON TYPES OF SUMMATIVE EVALUATION

1.Goal-based evaluation determines if the intended goals of a program were achieved. Has my program accomplished its goals?

2.Outcome evaluation investigate whether the program caused demonstrable effects on specifically defined target outcomes. What effect does program participation have on students?

3.Impact evaluation is broader and assesses the overall or net effects — intended or unintended — of the program. What impact does this program have on the larger organization (e.g., high school or college), community, or system?

4.Cost-effectiveness and cost-benefit analysis address questions of efficiency by standardizing outcomes in terms of their dollar costs and values. How efficient is my program with respect to cost?

Below is a figure depicting the different ways formative and summative evaluation can be utilized.

9th Week Reflection

Hi, this is my class reflection for week 9. Today we were learning about topic 12 which was about Curriculum Implementation.

What is Curriculum Implementation?

This term refers to the act of working out the plans and suggestions that have been made by curriculum specialists and subject experts in a classroom or school setting. Teachers are the main curriculum implementer, while at the same time students, parents, school administrators can be directly or indirectly involved in the implementation process.

The Roles of Stakeholders in Curriculum Implementation

Stakeholders

1.They are individuals or institution that is interrelated in the school curriculum.

2.They are the one who put into action and give life to the curriculum.
3.They shape the school curriculum implementation.

Stakeholders:

# Learners

# Teachers
# Curriculum managers and administrators
# Parents
# Community members
# Other stakeholders

Learners

1.The very reason a curriculum is developed

2.The ones who are directly influenced by it
3.Make or unmake the curriculum by their active and direct involvement

The primary stakeholders in the curriculum since the learners are the primary stakeholders in the curriculum, the universal as well as the individual characteristics of the students should be considered. Age, gender, physical, mental, emotional development, cultural background, interests, aspirations and personal goals are some of the factors that should be considered in the implementation of any curriculum.

Teachers

1.The other side of the coin in teaching learning process

2.His/her primary role is the planning and writing the curriculum
a curriculum maker
3.He writes a curriculum daily through a lesson plan, a unit plan or a yearly plan
4.Prepares activities for the students to do
5.Addresses the goals, needs, interests of the learners by creating experiences where the students can learn
6.Designs, enriches and modifies the curriculum to suit learner’s characteristics
7.As a curriculum developer, they are part of textbook committees, faculty selection boards, school evaluation committees or textbook writers themselves

Curriculum Managers and Administrators

1.Supervise curriculum implementation, select and recruit new teachers, admit students, procedure equipment and materials needed for effective learning

2.Plan for the improvement of school facilities and physical plans
3.Have a great stake or concern about what kind of curriculum their schools offer and how these are implemented

Parents

1.The best supporters of the school, especially because they are the ones paying for their child’s education

2.The power of parents to influence curricula to include instructional materials and school activities is great, such that the success of the curricula would depend on their support

How do parents shape the curriculum and why they are considered as stakeholders?

1.Effective parental involvement in school affairs maybe linked to parent educational programs which is central to high quality educational experiences of the children

2.The parent’s involvement extends from the confine of the school to the homes
In most schools the Parent Associations are organized

Community Members

1.Success in the implementation of the curriculum requires resources

2.The community members and materials in the existing local community can very well substitute for what is needed to implement the curriculum
3.Respected community members may be included in school boards
4.Some can become resource speakers
5.They can provide local and indigenous knowledge in school curriculum

Other Stakeholders

1.Professional organizations have shown great influence in school curriculum

2.They are asked by curriculum specialists to contribute in curriculum review since they have a voice in license examinations, curriculum enhancements and many more often, professional organization has a better view of the industry where the graduates of the curriculum go.

Some of these organizations are those of each profession, like teachers’ organization, lawyers’ organization, medical doctors’ association, engineers’ organization and many others. On the other hand, since all schools in the country are under the regulation of the government as provided for in the Philippine Constitution, then the government has a great stake in curriculum implementation.

The government is represented by the:

1.Department of Education (DepEd) for basic education curricula

2.Commission on Higher Education (CHED) for the tertiary and graduate education
3.The Professional Regulations Commission (PRC)

8th Week Reflection

Today I want gave my class reflection for week 8. The topic that have been taught was about the curriculum theory.

Theory

A supposition or a system of ideas intended to explain something, especially one based on general principles independent of the thing to be explained.

Sources of Curriculum Theory

Curriculum theory draws heavily from our philosophical beliefs - our understanding of knowledge and our understanding of the world.

Curriculum development work is greatly influenced by the values we bring to the curriculum development process.

-Philosophy
-Change Theory
-Organisational Development Theory
-Group behaviour
-Non-Mainstream

Theory Building
a)Deduction
-Deductive reasoning works from the more general to the more specific.Sometimes this is informally called a "top-down" approach.
-We might begin with thinking up a theory about our topic of interest.
-We then narrow that down into more specific hypotheses that we can test.
-We narrow down even further when we collect observations to address the hypotheses.
-This ultimately leads us to be able to test the hypotheses with specific data.



b)Induction
-Inductive reasoning works the other way,moving from specific observations to broader generalizations and theories.
-Informally, we sometimes call this a "bottom-up" approach.
-In inductive reasoning, webegin with specific observations and measures,begin to detect patterns and regularities,formulate some tentative hypotheses that we can explore,and finally end up developing some general conclusions or theories.

Steps in Theory Building
-Defining terms
-Classifying
-Beauchamp's Process of Building Theory Formulation of definitions:
  -Classification of relevent information into categories.
  -Utilization of inductive and deductive processes.
  -Making of inferences and predictions and testing them
  -Development of models
   -Sub-theory formation.



Metaphors and Theoretical Camps
-Traditionalists
-Conceptual Empiricists
-Reconceptualists/Critical Theorists
-Postmodernists

a)Traditionalists
-Service to practitioners
-Structural Theorizing

b)Conceptual Empiricists
-Theory produced through research
-Substantive Theorizing (broadly)

c)Reconceptualists/Critical Theorists
-Distance between theory and practice.
-Liberation
  -the act or process of freeing someone or something from another's control.

d)Postmodernists
-Many ways to interpret or theorize about curriculum.

Directions for the future
-Curriculum Inquiry
-Conceptualizing the Task

7th Week Reflection

This is my week 7 class reflection. Mr Wan taught us a new topic at that time which was Topic 7 -Curriculum approaches.

There are four curriculum approaches that will presented in this topic. Curriculum practitioners and implementer may use one or more approaches in planning, implementing and evaluating the curriculum. Even textbook writers or instructional material producers have different curricular approaches. Let us study and understand each example.

 Behavioral approach 

 Anchored on the behaviorist principles, behavioral approach to curriculum is usually based on a blueprint. In the blueprint, goals and objectives are specified, contents and activities are also arranged to match with the learning objectives. The learning outcomes are evaluated in terms of goals and objectives set at the beginning. Behavioral approach which was started with the idea of Frederick Taylor is aimed to achieved efficiency. In the factory for example, the worker will be paid according to his output produced with in a specific period of time. In education, behavioral approach begins with educational plans that start with the setting of goals or objectives. These are considered as important ingredients in curriculum implementation as evaluating the learning outcomes as a change of behavior. The change in behavior indicates the measure of the accomplishments.

 Managerial approach 

The managerial approach became a dominant curriculum approach in the 1950's and 1960's. The principal is the curriculum leader and at the same time instructional leader who is supposed to be the general manager. The general manager sets the policies and priorities, establish the direction of change and innovation, and planning and organizing curriculum and instruction. School administrators are less concerned about the content than about organization and implementation. They are less concerned about subject matter, methods and materials than improving curriculum. Curriculum manager look at curriculum changes and innovations as they administer the resources and restructure the schools.

 System approach 

The system approach to curriculum was influenced by system theory. In the systems approach to curriculum, the parts of the total school district or school are examined in terms of how they relate to each other. The organizational chart of the school represents a systems approach. It shows the line-staff relationships of personnel and how decisions are made. To George Beauchamp, the system theory of education see the following to be of equal importance are (1) administration (2) counseling (3) curriculum (4) instruction and (5) evaluation.

Humanistic approach 

This approach is rooted in the progressive philosophy and child-centered movement. The humanistic approach considers the formal of planned curriculum and the informal or hidden curriculum. It considers the whole child and believes that in curriculum the total development of the individual is the prime consideration. The learner is at the center of the curriculum.

6th Week Reflection

This is my reflection class for week 6th. 

The topic was been taught by Mr.Wan was Topic 6 which is domains of Curriculum. 

The domain components 

~Principle, guidelines,types and categories of curriculum

Multiple definition of curriculum

~A series of planned instruction that is coordinated and articulated in a manner designed to result in the achievement by students of specific knowledge and skills and the application of this knowledge.

Five principle development

Seven types of curriculum as follows:

Recommended Curriculum
Perhaps you have asked these questions: Why should I take all these subjects and follow the course flow religiously? Why is there a need to implement the K to 12?The answer is simple! The Ministry of Education, the Commission on Higher Education, or any professional organization can recommend and implement a curriculum.

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Written Curriculum

This refers to a lesson plan or syllabus written by teachers. Another example is the one written by curriculum experts with the help of subject teachers. This kind of written curriculum needs to be pilot tested or tried out in sample schools to determine its effectiveness.

Taught Curriculum

This is about the implementation of the written curriculum. Whatever is being taught or an activity being done in the classroom is a taught curriculum. So, when teachers give a lecture, initiate group work, or ask students to do a laboratory experiment with the their guidance, the taught curriculum is demonstrated. This curriculum contains different teaching styles and learning styles to address the students’ needs and interests.

Supported Curriculum

Instructional materials, such as textbooks, audio visual materials, blogs, wikis, and others are examples of support curriculum. Other examples are playgrounds, zoos, gardens, museums, and real life objects. It is called supported curriculum because it helps teachers implement a written curriculum thus enables the students to become life-long learners.

Assessed Curriculum

When students take a quiz or the mid-term and final exams, these series of evaluations are the so-called assessed curriculum. Teachers may use the pencil and paper tests, and authentic assessments like portfolio and performance based assessments in order to know if the students are progressing or not.

Learned Curriculum

This type of curriculum indicates what the students have actually learned. This can be measured through learning outcomes. A learning outcome can be manifested by what students can perform or do either in their cognitive, affective or psychomotor domains. The learning outcome can be determined by the results of the tests, and it can be achieved by the students through the use of learning objectives.

Hidden Curriculum

This refers to the unplanned or unintended curriculum but plays an important role in learning.

5th Week Reflection

      Hi, here is my 5th week reflection. We have no class this week too because of Deepavali holiday from last week to 6 November. We are going to start the class normally on 7 November.
 
   I still do not complete the assignment. So, i am continues to finish it.

Not much that I did during this holiday. Just sitting at home and watch movies on Facebook. I'm a big fan of Korean drama, because not all about love. But it's fun story line,example doctors drama starring Park Shin Hye. They taking seriously their portray as a doctor. They show agenda patients and dissect the word doctorate in storytelling.

Doctors

 

4th Week Reflection

   Hi. Rita here. Today we have no class because of college have an event. I take this opportunity to do the assignment while I watch movies at home. I Whats app to my friends to discuss on a group assignment. In our group , we are share ideas and opinions to each other. I'm glad nowadays there have a technology to connect us without meeting face to face. from chat only we can discuss.

So, this is our group whats-app.

In the evening. I going to picnic with my friend. We decided to go on a picnic to the Ranchan ,Serian. It flows at a distance of two kilometers from our place. We were ten in all. We purchased all the food and cold drinks from the market. 

 Beautiful panorama at Ranchan,Serian.