Friday, July 23, 2010

Approaches to the Curriculum

Approaches to the Curriculum

(Iringan, 2008, p. 67-73)

The Six Features of a Curriculum

1. The Teacher(s)

-the one who teach

-they are the shining light to the learning environment

-needed to get the wisdom from the knowledge

2. The Learners

-being taught by the teacher

-the center of the curriculum

-there is no teaching without them

3. Knowledge, Attitude and Skills

-the output or the achieve result attained by the learners

4. Teaching Strategies and Methods

-refer to the special facility or technique used by the teacher in facilitating learning

5. Learners Performance

-the degree or amount of teaching was learned

-results from good skills, moral values and knowledge of facts

6. Community Partners

-Community linkages to the school

-the partnership of Non Government Organizations’ to the school

Approaches to the Curriculum

  • Child-centered Approach = is a loom of teaching focusing on the needs of the students, rather than those of others involved in the educational process, such as teachers and administrators. Student-centered learning, that is, putting students first, is in stark contrast to existing establishment/teacher-centered lecturing and careerism. Student-centered learning is focused on the student's needs, abilities, interests, and learning styles with the teacher as a facilitator of learning.

  • Subject-centered Approach = also called Traditional education which focused on rote learning and memorization. Teachers are the instruments by which this knowledge is communicated and these standards of behavior are enforced.

  • Problem-centered Approach = students collaboratively solve problems and reflect on their experiences. Learning is driven by challenging, open-ended, ill-defined and ill-structured, practical problems. Instructional activities are based on learning strategies involving semantic reasoning, case based reasoning, analogical reasoning, causal reasoning, and inquiry reasoning, These activities include creating stories; reasoning about cases; concept mapping; causal mapping; cognitive hypertext crisscrossing; reason analysis un-redoing; analogy making; and question generating.

  • Human Relation Approach = deal with human beings and their relationships to one another. Conrad & Poole (1998) refer to as a "relational strategy of organizing" is more commonly called the "human relations approach" or "human relations school" of management by organizational theorists. This human relations approach can be seen as being almost entirely antithetical to the principles of classical management theory. Where classical management focused on the rationalization of work routines, human relations approaches stressed the accommodation of work routines and individual emotional and relational needs as a means of increasing productivity. To a great extent, the human relations approach can be seen as a response to classical management -- an attempt to move away from the inflexibility of classical management approaches (Retrieve from: http://comminfo.rutgers.edu/~whitew/357lecture_3.htm).

Prepared by: Archie Ryan B. Cutanda

Thursday, July 8, 2010

Learning Communities

Learning Communities

Introduction:

When you are in school, you are so busy finishing curriculum that you has no time to get educated. Real learning takes place after you’re gone from the campus. We know that education is continuous process. It’s been known that, it a learning from womb to tomb. There are many factors that learning communities may occur.

Finishing a course is justifiable, time for celebration. It may not be a pessimist by any means but in the midst of abounding happiness and exuberant joy, may it sound warning signal. A time can be the most dangerous time in life. The exercises may happen outside the campus. It is the beginning of a real life; now that the academic enterprise has finally come to its happy termination. Education inside the campus is the beginning, not the conclusion but the introduction, not the termination but the deeper and greater pilgrimage in the exciting, exhilarating adventure of learning. However, high your education attainment might be, it is still true that all that has gone before in the educational experience. We were convincing beyond the shadow of the slightest doubt that we had mastered everything under the bun as well as above it. We believe, we comprehended the whole range of human wisdom forwards and backwards. Needless to say, someone experiences outside the campus were seldom went wrong.

Conclusion:

Education is a lifetime process which will goon-on even in the school of the here-after. Therefore, continue the never-ending quest for intellectual excellence. Knowledge certainly is no limit to the wisdom.

In the final analysis, the precious values which our alma mater instilled in our young minds are more enduring that any material rewards, education may give, and don’t you think so? As one who has spent most of the active lifetime around the school – first as a student and later as a teacher… If we were so, then we, our elders, parents, teachers, etc. are of all people most miserable indeed…

Reference:

Herald for Teacher (Magazine) 2001