Three Big Domains Of Objectives (Benjamin
Bloom)
(1) Cognitive; (2) affective; and
(3) Psychomotor
1.
Knowledge - recall,
remembering of prior learned materials in terms of facts, concepts, theories
and principles. It is the lowest cognitive level.
2.
Comprehension
-ability to grasp the meaning of material. It indicates the lowest form of
understanding.
3.
Application - the
ability to use learned material in new and concrete situation.
4.
Analysis - ability to
break down material into component parts so that its organizational structure
may be understood.
5.
Synthesis - ability
to put parts together to form a new whole
6.
Evaluation - Ability
to pass judgment on something based on given criteria.
Affective Domain (Krathwohl, 1964) Domain Of
Valuing Attitude And Appreciation
1.
Receiving- students
willingness to pay attention to particular event, stimuli or classroom activities
2.
Responding- active
participation on the part of the students
3.
Valuing-concerned
with the worth or value a student attaches to a particular phenomenon, object
or behavior
4.
Organization-concerned
with bringing together different values and building a value system
5.
Characterization of
value or value complex-developing a lifestyle based on a value system
Psychomotor Domain Simpson 1972
1.
Perception-use of
sense organs to guide motor activities
2.
Set-refers to the
readiness to take a particular type of action
3.
Guided Response-
concerned with early stages in learning complex skills imitation and trial and
error are some of the ways of doing.
4.
Mechanism-responses
become habitual. Performance skills are executed with ease and confidence
5.
Complex over responses-skillful
performance and with complex movement patterns
6.
Adaptation-well
developed skills is now very easy to
7.
Origination-refers to
creating new movements and patterns to fit the situation, showing creativity.
Components 2 Curriculum Content or Subject
matter
All curricula have content, regardless of their design or models. To the
subject centered view, content or subject matter is another term for knowledge.
It is compendium of facts, concepts generalization, principles and theories. To
the learner-centered view, the content relates knowledge to the individual‘s
personal and social world and how he/she defines reality. According to Jerome
Bruner,‖ knowledge is a model
we construct to give meaning and structure to regularities in experience‖
Criteria in the selection of subject matter content or knowledge for the
curriculum (Bilbao, 2009)
1. Self-sufficiency - According to
Scheffler (1970), the prime guiding principle for content selection is helping
learners to attain maximum self-sufficiency in learning, but in the most
economical manner. Economy means less teaching effort and educational
resources, less learner‘s effort, but more results and effective learning
outcomes.
2. Significance - when content or
subject matter will contribute to basic ideas, concepts principles, and
generalization to achieve the overall aim of the curriculum, since it is
significant. It also significant if it will develop learning abilities, skills,
processes and attitude.
Subject matter is significant if it will develop the cognitive,
affective, and psychomotor skills of the learners. It can also be significant
if the cultural aspect will be considered.
3. Validity - The authenticity of the
subject matter selected is it validity. With information explosion, oftentimes,
knowledge selected for school content may become obsolete. Thus, subject matter
should be checked or verified at regular intervals, to determine if the content
that was originally valid continues to be so.
4. Interest - For a learner –centered
curriculum, this is the key criterion. A learner will value the content if it
is meaningful to him or her. Students‘ interests should be considered and
adjusted taking into consideration maturity, prior experiences, educational and
social value of their interest among others.
5. Utility - Usefulness of the content or
subject matter may be relative to the learner who is going to use it.
Usefulness may either be for the present or the future questions like ―will I
use it in my future job? will it add meaning to my life or develop my human
potential?‖ or‖ will the subject matter be useful in solving my
current problems?‖ are considered.
6. Learnability - Subject matter in
the curriculum should be within the range of the experiences of the learners.
This is clearly suggested by the psychological foundations of a curriculum.
There are ways of presenting subject matter or content which can easily be
learned. Optimal placement and appropriate organization and sequencing of
contests are the two ways by which these can be done.
7. Feasibility - can the subject
matter or content be learned within the time allowed, resources available,
expertise of the teacher, and the nature of the learners? Content selection
should be considered within the context of the existing reality in schools, in
society and government.
Component 3 Curriculum Experiences
The core or the heart of the curriculum includes the
different instructional strategies and methods that realize the goals and use
the content in order to produce an outcome teaching strategies convert the
written curriculum into instruction. Both the teacher and learner take actions to
facilitate learning.
Whatever methods the teacher utilizes to implement the curriculum, there
will be some guide for the selection and use, such as:
1.
Teaching methods are
means to achieve the end. They are used to translate the objectives into
action.
2.
There is no single
best teaching method. Its effectiveness will depend on the learning objectives,
the learners, and skill of the teacher.
3.
Teaching methods
should stimulate the learners desire to develop in the cognitive, affective,
psychomotor, social and spiritual domains.
4.
In the choice of the
teaching methods, the learning styles of the students should be considered.
5.
Every method should
lead to the development of the three domains: cognitive, affective and
psychomotor
6.
Flexibility should be
a consideration in the use of the teaching methods
Components 4 Curriculum Evaluation
All curricula, to be effective, must have the element of evaluation
(Worthen & sanders, 1987), Curriculum evaluation refers to the formal
determination of the quality, effectiveness or value of the program process,
and product of the curriculum. Evaluation is meeting the goals and matching
them with the intended outcomes
The CIPP Models by Stufflebeam
CIPP - Context-Input-Process- Product. The Process is
continuous and very important to curriculum managers, like principals,
supervisors, department heads, deans and even teachers.
·
Context - refers to the environment of the curriculum, the real situation where
the curriculum is operating. Context evaluation refers to situation analysis.
·
Input - refers to the elements of the curriculum, which include the goals,
instructional strategies, the learners, the teachers, the contents and all the
materials needed
·
Process - refers to the ways and means of how the curriculum has been
implemented. This component of the CIPP looks into the entire operation of the
curriculum.
·
Product - indicates if the curriculum accomplishes its goals. It will determine
to what extent the curriculum objectives have been achieved.
Within the evaluation process, smaller and more specific activities are
needed to determine the effectiveness of the curriculum. It includes assessment
and measurement of learning outcomes, the ultimate product of a curriculum.
Methods include diagnostic; placement; formulative or summative assessments or
non-reference or criterion referenced measurement.
The components of a curriculum are distinct but are interrelated to one
another as shown in the following figure.