La Carlota City College Graduate School Division

La Carlota City
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NAME: Marfe Jan A. Montelibano COURSE & YEAR Ed-Management-106 SCORE__________

EDUCATION MANAGEMENT 106

CURRICULUM DEVELOPMENT

1. Please explain your personal philosophy about the importance of educational technology for
teaching and learning. Include examples of some specific activities or engagements involving
technology that you believe would be effective in enhancing learning in your professional
setting.

As a 21st century Teacher and also a science teacher, I infuse technology

through-out my lesson. It is important to me that technology not just be a fancy add-
on, but that should be a tool with which to help students understand the new normal
way of teaching. Using educational technology is to enhance pedagogy and enable
students to learn. As a educator we have many tools to use in our lesson and different
types of technology. By using technology is that it can greatly expand the variety of
types of lessons students can participate in. In my experience students learn fast and
easy to understand the lesson if I show to them the example picture or video than
letting them to image what I am saying to them. This style of instruction is aided by
the powerful technological tools of today. Educational technology allows me to be
more compassionate in that I can differentiate a lesson better, understand my
students through their work and provide more opportunities for student voice. It also
we as educator give excite to the students about our subject, they will put tremendous
effort to learning it.

2. How do you define the multiple aspects of diversity as it relates to the educational setting?
 Most people would say it’s to learn the three R’s: reading, writing and arithmetic. But
a  school culture  that promotes  diversity in the classroom  teaches students something
that’s more important: how to live and work in a society where every individual is unique. In
an increasingly fragmented society, the ability to connect with peers, coworkers and
neighbors with diverse backgrounds and abilities is invaluable. Diversity improves critical-
thinking skills, builds empathy and encourages students to think differently. Diversity is
everything that makes people different from each other.  This includes many different
factors: race, ethnicity, gender, sexual orientation, socio-economic status, ability, age,
religious belief, or political conviction. All these factors work together to inform how
students (and teachers, and everyone else) encounter the world.

What do educational professionals today need to know about diversity issues?

 The first challenge lies in identifying underlying problems keeping students from learning
today. The fact that the problems may change considerably depending on who is
labeling them, whether it is students, parents, educators or lawmakers. Challenges
currently facing public schools, based on the perspective of many involved in the world
of education today. Classroom- When money gets tight, classroom numbers are often
impacted. Yet, most teachers agree that they cannot effectively teach every student in a
classroom, if the class size exceeds about 30 Size, Poverty- Students living at or below
poverty level  tend to have the highest dropout rates. Studies show that students who do
not get enough food or sleep are less likely to perform at their full academic potential.
 Schools know these truths first-hand, and despite efforts to provide students with basic
essentials, teachers, administrators and lawmakers know there is simply not enough to
go around.  Family Factors-Family factors also play a role in a teacher’s ability to teach
students. Principals and teachers agree that what is going on at home will impact a
student’s propensity to learn.

Why is diversity awareness so critical?

 Diversity awareness is one’s ability to embrace the uniqueness of all individuals along
several dimensions such as race, religious beliefs, ethnicity, age, gender, physical
abilities, political beliefs, and socio-economic status. to improve diversity awareness as a
skill. Knowing the several benefits (to the organizational and individual career growth) of
a healthy work environment that they help to develop, following are some helpful tips
for improving your diversity awareness skills: Communication is your key to achieving
the level of transparency and openness required for diversity awareness.   It encourages
them to accept the uniqueness of others while maintaining their own cultural identity.

What are best practices for encouraging an inclusive classroom?

 There are several ways teachers and administrators, such as principals and coaches,
can ensure that both the classroom environment and curriculum are responsive to
the increasing cultural diversity of our society. These strategies will encourage all
students’ cultural awareness, enhancing each student’s sense of identity, and foster
inclusion in the classroom community.
1. Get to Know Your Students-Take the time to learn about each student’s cultural background,
hobbies, learning styles, and what makes them unique. Demonstrating a genuine interest in
learning about each student and their culture will help establish trust and allow you to form a
bond with them so they feel valued.
2. Maintain Consistent Communication-Scheduling 1-on-1 meetings with students to “check in”
every so often will allow you to consistently improve how accessible the classroom is to
everyone. Students can talk about whether they felt included in the classroom culture. This
can help identify issues or ways to improve the overall experience. It’s also an opportunity to
discuss their progress in the class and offer guidance on how they can improve, based on
their individual needs as a student.
3. Acknowledge and Respect Every Student- When appropriate, teachers should encourage
students to research and learn about their own ethnic and cultural backgrounds. This allows
them to better understand their own culture as well as the differences and nuances with their
peers.
4. Practice Cultural Sensitivity- Take the time to understand each student’s cultural nuances –
from learning styles to the language they use – and use these insights to design your lesson
plans. For example, provide English language learners with appropriate and relevant
resources that help them improve their English comprehension skills. Rather than teach with
a traditional lecture style, create learning experiences that are more interactive and require
collaboration. These considerations will help ensure that every student feel included, is given
the space to learn in their own way and is given a chance to succeed.
5. Incorporate Diversity in the Lesson Plan-The classroom environment is important for
fostering cultural awareness, but you also should ensure diversity is represented in your
actual lesson plan. For example, broaden history lessons so that they encompass the world
beyond United States history and culture. Or, use references and analogies to other cultures
in your lessons and assignments to help students with diverse backgrounds personally
connect. Another great strategy is bringing in diverse speakers to add varying points of view
 and real-life context to different subjects. There are several ways you can ingrain cultural
awareness and diversity into your lesson plan, and it will vary depending on the cultures
represented in your classroom and the course you’re teaching. Regardless of the subject,
always try to present and connect lessons to real-world issues. It’s easier to promote cultural
awareness within your lessons when there’s a real example for students to relate to.
6. Give Students Freedom and Flexibility-Teachers often feel like they need to take on a strict,
authoritative approach when it comes to managing their classroom. The most valuable
lessons are often learned through a student’s own experiences, so giving them some freedom
in the course encourages more connection to the curriculum. Allow students to read and
present their own materials that relate to the fundamental lesson so they can approach the
topic from their own perspective. As a teacher, you can act as a facilitator and encourage
conversation and healthy debate between diverse opinions. Group assignments are also a
great way to expose students to diverse perspectives, allowing them to work together to
explore and solve a problem. This will also help prepare them for a diverse workforce where
they’ll have to partner with a range of people to accomplish their professional goals.

What limitations currently exist to creating such a setting how might you improve upon this
within your own practice?
The term  school  culture  generally refers to the beliefs, perceptions, relationships, attitudes, and
written and unwritten rules that shape and influence every aspect of how a school functions, but
the term also encompasses more concrete issues such as the physical and emotional safety of
students, the orderliness of classrooms and public spaces, or the degree to which a school
embraces and celebrates racial, ethnic, linguistic, or cultural diversity.   to improve my own
practice is to: Establishing  professional learning communities  that encourages teachers to
communicate, share expertise, and work together more collegially and productively. Providing
presentations, seminars, and learning experiences designed to educate staff and students about
bullying and reduce instances of bullying. Creating events and educational experiences that
honor and celebrate the racial, ethnic, and linguistic diversity of the student body, such as
hosting cultural events and festivals, exhibiting culturally relevant materials throughout the
school, inviting local cultural leaders to present to students, or making explicit connections
between the diverse cultural backgrounds of students and what is being taught in history, social
studies, and literature courses.  For related discussions, see  multicultural
education  and  voice.Establishing an  advisory program  that pairs groups of students with adult
advisor to strengthen adult-student relationships and ensure that students are well known and
supported by at least one adult in the school.Surveying students, parents, and teachers about
their experiences in the school, and hosting community forums that invite participants to share
their opinions about and recommendations for the school and its programs.Creating
a  leadership team  comprising a representative cross-section of school administrators, teachers,
students, parents, and community members that oversees and leads a school-improvement
initiative.

Cite theory and research to support your answer.

3. Discuss how learner’s needs, learning and thinking styles and issues are considered in the curriculum
specifically in the following elements:
a. aims and Objectives
ELEMENTARY LEVEL AIMS :
 to Provide knowledge and develop skills, attitudes, values essential to personal
development.
 Provide learning experiences which increase the child’s awareness of and
responsiveness to the changes in the society.
  Promote and intensify knowledge, identification with and love for the nation and
the people to which he belongs; and
 Promote work experiences which develop orientation to the world of work and
prepare the learner to engage in honest and gainful work.
SECONDARY LEVEL AIMS:
 Continue to promote the objectives of elementary education; and
 Discover and enhance the different aptitudes and interests of students in order to
equip them with skills for productive endeavor and or to prepare them for tertiary
schooling.
TERTIARY LEVEL
 Provide general education programs which will promote national identity, cultural
consciousness, moral integrity and spiritual vigor;
 Train the nation’s manpower in the skills required for national development;
 Develop the professions that will provide leadership for the nation; and
 Advance knowledge through research and apply new knowledge for improving the
quality of human life and respond effectively to changing society.
b. Content
 Curriculum content simply means the totality of what is to be taught in a school
system. The content component of teaching learning situation refers to the
important facts, principles and concepts to be taught. These contents must be in line
with the learning experiences and there must be clear cut objective to be achieved
by the end of each respective lesson. It can be in form of knowledge, skills, attitude
and values that learners are exposed to. Content involves subject matter drawn on
the basis of problems, themes or topics cutting across traditional subjects
c. learning Experiences
 In the classroom setting or the learning environment. The teacher who is the
facilitator of learning, leads in putting into action the plan which is based on the
curriculum design. Together with the learners, the curriculum design guides what
will transpire in the classroom with the end in view achieving the intended learning
outcomes.it involves the activities that transpires in every teacher’s classroom where
learning becomes an actives process.
d. Evaluation
 Determines the extents to which the desired outcomes have been achieved. This
procedure is ongoing as in finding out the progress of learning (formative) or the
mastery of learning (summative). It will also pinpoint where improvement can be
made and corrective measures introduced. The result of evaluation is every
important for decision making of curriculum planners, and implementors.

HELEN C. DONGUINES, PhD

Professor