THE CURRICULUM (continuation…)
Jelina Mira C. Fernando, REGISTERED NURSE
CURRICULUM AND INSTRUCTION
• is a discipline within education which seeks to research, develop, and implement curriculum changes that increase pupil achievement within and outside of schools
• focuses on just how students find out and the best ways to educate
• is usually interested in new trends in teaching and learning method. It attempts to find answers to questions such as " why to teach", " what to teach", " tips on how to teach" and " tips on how to evaluate" in instructional procedure
• The relationship among curriculum and instruction is actually a very close one. Curriculum is essentially a design, or roadmap for learning, therefore focuses on expertise and abilities that are judged important to learn. Instruction is definitely the means by which usually that learning will be obtained.
What is Learning?
• An alteration in response or perhaps behaviour triggered partly or perhaps wholly by simply experience – Dictionary of Education
• The conversation of the scholars with circumstances in the environment which results in a change in behaviour for the better outcome – CDS
What is Teaching?
• The process of " helping” the learners study economically, successfully, and effectively
• The " facilitating” learning
almost 8 M's of TEACHING
1 . CENTRE: The Learning Environment
• The teacher need to make the learning environment as revitalizing as possible.
• The teacher should certainly so set up the class room setting about ensure learning. Every stimulation must contribute to learning, virtually any stimulus that distracts the students or detracts from the learning target must be removed or rule out.
• The teacher need to pay attention to the material stimuli abounding in the classroom.
• There is also a need for the instructor to spot examine the receptors with the learning stimuli, the sensory faculties especially those of sight and hearing.
2 . MATTER: The niche Content
• One very important rule of thumb is that of aiming for " mastery” of each lesson instead of its pure coverage by the class.
• The instructor should prevent giving " too much, also soon” also to teach just " very little matter, nevertheless well mastered”
3. METHOD: Teaching-Learning Approaches
• Contains purposeful, planned activities and tasks which might be undertaken by teacher as well as the students in the classroom to bring about the intended instructional aim.
• " Variety may be the spice of teaching and understanding breeds boredom”
• The strategy has to be appropriate for the level of maturity and style of the students. �
5. MATERIAL: The Resources of Learning
• Elements are resources available to the teacher and learners which will serve as stimuli in the teaching-learning situation. This can be either a " human person" or a " physical object. "
• Instructional materials represent elements found in that world are meant to help college students understand and explain truth.
• Portraying reality may be by immediate experience, reproduction, representation or perhaps abstraction
1 ) Direct Knowledge
• Employing most, if perhaps not all the 5 detects
• Contains exposure to actuality or true-to-life objects, and artifacts, reference persons in the classroom or in the field (ex. Educational field trip)
2 . Duplication
• Loyal impression in the real issue
• To some degree limited to possibly or both these styles 2 sensory faculties: seeing and hearing
• Audio-visual components (films, movies, cassette tapes)
• Limited to only 1 perception ( Look!
• Designs, dioramas, mock-ups, puppets/moppets, maps/graphs
• Spoken symbols are being used (ex. Spiel, teacher talk)
5. MULTIMEDIA: Communication in Teaching and Learning
• This pertains to the connection system inside the teaching-learning condition. This provides dual purpose: to market common understanding in instructions and to set and...