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    Parsley Thyme Painaga Hipolito
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    CURRICULUM PLANNING

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    18 views13 pages

    Curriculum Planning

    Uploaded by

    Parsley Thyme Painaga Hipolito

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
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    of 13
    TEACHING MULTI-GRADE CLASSES CURRICULUM ADAPTATION AND PLANNING In this learning experience, you are expected to: 1. select and adopt topics from national curriculum; 2. identify criteria for the selection of subject -matt content of curriculum; and 3. organize curriculum content for multi-grade cla: CURRICULUM The term curriculum refers to the lessons and academic content taught in a school or in a specific course or program. An individual teacher's curriculum, for example, would be the specific learning standards, lessons, assignments, and materials used to organize and teach a particular course. Racer CMC an divided into chunks of knowledge called subject areas in basic education including English, mathematics, science, and social studies. In college, discipline may include humanities, sciences, languages, and many more. ... Thus, curricula can be NICU CORCE Mile Rel mciatle\ A Every aspect of the curriculum should have a clear objective or end goal to achieve. A good curriculum is not rigid- it allows room for flexibility, monitoring and evaluation by administration. It should provide sufficient scope for the cultivation of unique skills, interest, attitudes and appreciations. Curriculum Provision: In multi-grade situations teachers have increased curricular responsibility. They are accountable for curriculum mandates and student learning ‘outcomes for a greater number of courses over several grade levels. They must be knowledgeable of the curriculum for each grade level and develop. strategies for its provision. Responding to Student Needs: It is generally acknowledge that in a multi- grade situation there may be a greater range in student ability and attainment. Meeting the needs of this broader range of students may be quite demanding. Extended Time Frame Biegeed ime FRRIEpEA ides both teachers and students with Snumberofpetentiatiad\artaces. the teacher has the GODOMUMIMOBEEEGNOL, the students extremely well. S/he is, SieteiGreneipesmionmmplan for and monitor each student's Tearsine anGevelopmient in 2 continuous and more responsive ¢ fashion overatwoorthrel yea: perce , Broad Range of Curricu.t.7: SHSERESVEINEISBBP tunity to experience and participate Sie much Widemtetieey>f educational experiences, (pOMURINESIATeere for students to encounter academic EhalleneeeMNaBeteth their abilities and to review and ReVsiEWOrENAE IAA not have been mastered. They can do Both wiheUelesWips: their classroom. LOOK TOM topics sang objectivessinethe curriculum for the given subject and classes. 2. Select a theme to organize these objectives. 3. Decide an activity for whole class to start. 4. Break into class specific groups to meet class- specific objectives PLANNING FOR MUGEEEGRADE TEACHING 1. Select one subject covered in a primary se@tioms 2. From the textbooks from Grades 1-5, look (Othe topics that are common in these classes 3. Develop class-specific activities to achievel@lases specific objectives CRT) o) lela mama Uma am, specific areas 5. Share plans to another group and receiv@iieegpaek ard Four (4) identified key instructional dimensions affecting successful Multi-grade teaching: 1.) Group strategically. Encourage students of different backgrounds to include each other inf! «#14 2.) Prepare flexible and appropriate materials. ES Ie srnine Beed= Or students With diferenh level= OF abINEDEVSIODANatIeRy/of worksheets to be used with diverse iproups in) multlsg/ade claceroom situations\these could include teacher ged activity sheets, group learning worksheets, individual practice worksheets, and peer directed instruction =~... eo 3.) Promote self paced learning. while helping students to perform activities together, at the same tine e>sure twat they are 9 allowed to move through the curriculum at their own pace. This shoy.d help them acheve tre ° set learning objectives for each grade's curriculum. 4.) Give extra attention to children with special education needs. Ensure tab students) With Gisabilitiesslearnine difficultiessandyother needs can achieve milestones as others do. i) Understand the diversity and complexity of Your students = byetnder, age, family and socio- Scone ile! bacheround laneualeNabilinysand|=pecieUedUeationimeeds — and see this diversity not as a problem to be solved but as an opportunity to be used to produce better learning. Dipereonalize your teaching (and eventually YOUN sesesemeneimethed-) to respond to the different backgrounds and learning styles/needs of each of your students. Se Make your classroom childsiriendiyylespecialiyfornewistudentsleoming directly from their families to the school; this means not only teaching what needs to be taught but also ensuring that the classroom is healthy, welcoming, inclusive and protective of

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