THE CURRICULUM

Curriculum is:

From Latin word currere, which means to run the course of the race.
The sum of the learning content, experiences and resource that are purposely
selected, organized and implemented by the school in pursuit of its peculiar as a
district of learning and human development.
- De La Cruz (1982), curriculum involves the general aim, which the schools are to
pursue and about which the specific objectives of instructions are attained
- Garcia (1993), curriculum is the collection of learning experiences proposed as a
result of deliberation for student attainment.
- Grayson (1977) the term curriculum is taken to mean the organized set of content
and activities that a school uses as basis for education of students.
- Other writers on the subject define curriculum as being all those learning
experiences of children that take place under the direction or control of the school,
or all the experiences which are utilized by the school to attain aims of education.
- Alice Miel (1965) the curriculum is the resultof interaction of a complex of factors,
including the physical environment and the desires, beliefs, knowledge, attitude and
skills of the persons served by the serving school.
- Palma (1982) further defines curriculum as the basic infrastructure of a schools
educational program.

CRITERIA OF A GOOD CURRICULUM

1. The curriculum is continuously evolving
2. The curriculum is based on the needs of the people.
3. The curriculum is democratically conceived.
4. The curriculum is the result of long-term effort.
5. The curriculum is complex details.
6. The curriculum provides for the logical sequence of subject matter.
7. The curriculum complements and cooperates with other programs.
8. The curriculum has education quality.
9. The curriculum has administrative flexibility.

CRITERIA FOR SELECTING CURRICULUM CONTENT

 1. Self- sufficience
2. Significance
3. Validity
4. Feasibility
5. Learnability
6. Interes
7. Utility

THE CLASSROOM AS A THEATRE

PROLOGUE

1. The students, the stars of the show, teachers supporting role.

2. The principal prop the blackboard.
3. The Script- DIALOGUE, not SOLILOQUY.

THE PLAY

I. Use Body Language

A. Dont sit, stand! Dont just stand there, move around.

B. The eyes have it!
C. Speak LOUD enough to be heard, CLEAR ENOUGH to be understood.

II. Make FREQUENT and EFFECTIVE use of BLACKBOARD.

A. Dont talk to the board.

B. Dont DOODLE, write LEGIBLY.
C. OBSERVE some degree of order when writing on the board.
D. Whenever possible, plan board qwalk ahead.
E. Use GRAPHIC, diagrams, geometric shapes, stick figure and make use of it too.

III. Who needs the most practice talking in school? Who gets the most? JHOLT

A. Dont lecture: dont talk too much.

 B. Encourage the student to do the most of the talking.
1. Give them as many opportunities as possible.
2. When they speak, listen attentively.

IV. Students learn best by Doing.

Experiment with ACTIVITIES other than LECTURES and CLASS RECITATION

(e.g. Group Discussions, Buzz sessions, Role- playing and Singing)

EPILOGUE

As the say in show business, BREAK A LEG!

Here is what PHILIPS and GIBBONS (1985) have to say about LEARNING:

We LEARN and RETAIN about 10% of what we HEAR.

We LEARN and RETAIN about 15% of what we SEE.

We LEARN and RETAIN about 20% of what we SEE and HEAR.

We LEARN and RETAIN about 40% of what we DISCUSS with Others.

We LEARN and RETAIN about 60% of what we DO or EXPERIENCE.

We LEARN and RETAIN about 80% of what we DO or EXPERIENCE and REFLECT.

We LEARN and RETAIN about 90% of what we TEACH to SOMEONE ELSE.