Elements of educative process

ELEMENTS /COMPONENTSOF EDUCATIVE PROCESS

ELEMENTS/COMPONENTS OF EDUCATIVE PROCESS

• Teacher• The Learner• The Content/Teaching

Strategies• The Learning Environment• The Curriculum• The Instructional Materials• The Administration

THE CURRICULUM

THE CURRICULUM is the totality of activities

carried out under the auspices of a school, in response to societal demands.

Curriculum embraces all experiences which children have under the administration of the school.

Curriculum is a combination of classroom and out-of-classroom activities.

Palma (1982) – Basic infrastructure of a schools educational program.

Garcia (1973) –the collection of learning experiences proposed as a result of deliberation for student attainment.

THE CURRICULUM

THE CURRICULUM TYPES OF CURRICULUM

1. FORMAL CURRICULUM

sometimes referred to as the Intended or Official Curriculum

describes a deliberately planned programme of activities which educational institutions provide for learners for a specified period of time to attain specified objectives.

THE CURRICULUM

2. CORE CURRICULUM

refers to those aspects of curriculum required of all the students as opposed to those which are electives.

3. SCHOOL CURRICULUM

is the most popular form of formal curriculum refers to all the subjects offered by an educational institution.

TYPES OF CURRICULUM


4. WRITTEN CURRICULUM

It appears in school, district, division or country documents

5. RECOMMENDED CURRICULUM

proposed by scholars and professional organizations.


6. TAUGHT CURRICULUM

It what teachers implement or deliver in the classrooms and schools.

7. SUPPORTED CURRICULUM

resources textbook computers, audio visual materials which support and help in the implementation of the curriculum


8. ASSESSED CURRICULUM

which is tested and evaluated

9. LEARNED CURRICULUM

what the students actually learn and what is measured

10. HIDDEN CURRICULUM

unintended curriculum; also refers to all the various implicit values, norms and practices in the educational system.

THE CURRICULUM COMPONENTS

Aims, goals and objectives (What is to be done?)

Subject matter/content(What subject matter is to be included?

Learning approaches(What instructional strategies, resources, and activities will be employed?

Evaluation approaches(What methods and instrument will be used to assess the result of the curriculum?)

THE CURRICULUM Criteria of A Good Curriculum

1. The curriculum is continuously evolving.2. Is based on the needs of the people-

begin w/ those that concern the people themselves. We plan the curriculum with people.

3. It is democratically conceived- “Two heads are better than one”.

4. Is the result of long-term effort5. A complex in details

THE CURRICULUM

6. Provides for the logical sequence of subject

matter

7. Complements and cooperates with other programs in the community

8. Has educational quality

9. Has administrative flexibity

Criteria of A Good Curriculum

THE INSTRUCTIONAL MATERIALS

THE INSTRUCTIONAL MATERIALS These are devices that assist the

facilitator/teacher in the teaching-learning process. It is not self-supporting; they are supplementary training devices.

Are the materials that are designed for use by pupils and their teachers as a learning resource and help pupils to acquire facts, skills, or opinions or to develop cognitive processes.

THE INSTRUCTIONAL MATERIALS Instructional materials may be printed or non-

printed, and may include textbooks, technology-based materials, other educational materials, and tests.“

The educational resources used to improve students’ knowledge, abilities, and skills, to monitor their assimilation of information, and to contribute to their overall development and upbringing.


1. Concrete objects, including objects from the world of nature;

2. Representations of concrete objects and phenomena; and

3. Descriptions of such objects and phenomena by means of the signs, words, and sentences of natural and artificial languages.

3 BASIC TYPES OF INSTRUCTIONAL MATERIALS


TYPES OF INSTRUCTIONAL MATERIALS

1. Concrete objects, including objects from the world of nature

Includes such objects and phenomena as minerals, rocks, raw materials, semi-finished and finished manufactured articles, and plant and animal specimens;

Also include reagents and apparatus for producing chemical and other reactions and fordemonstrating and studying such reactions during laboratory sessions.



2. Representations of concrete objects and phenomena

Are representations of actual objects and phenomena, includes three-dimensional Materials, two-dimensional materials, and audiovisual materials



3. Representations of concrete objects and phenomena

Descriptions of such objects and phenomena by means of the signs, words, and sentences of natural and artificial languages.


Guidelines in Selecting Instructional Materials

1. Do the materials give a true picture of the ideas they present? To avoid misconceptions

2. Do the materials contribute meaningful content to the topic under study? Does the material help you achieve the instructional objective?



3. Is the material appropriate, it is always good to ask when the materials was produced for the age, intelligence and experience of the learners?

4. Is the physical condition of the material satisfactory? An example, is the

microscope properly working



5. Is there a teacher’s guide to provide for effective use?

6. Can the materials in question help to make students better thinkers and develop

their critical facilities?

7. Is the material worth the time, expense and effort involved?


“No instructional material, no matter

how superior, can take the place of an

EFFECTIVE TEACHER”

– Virginia L. Sevilla

THE ADMINISTRATION

It is defined as the organization, direction, coordination, and control of human and material resources to achieve desired ends.

School Administration provides a broad range of services to schools and in particular school administrators.

The School Administration department is directly responsible to the Director of School.

THE ADMINISTRATION


Seeing that all school money is economically expanded and accounted for

Preparing the school budget

Selecting and purchasing school sites

Planning, erecting, and equipping the school buildings

Operating the school plant and keeping it in an excellent state of repair

Functions of School Administration

Function of School AdministrationTHE ADMINISTRATION

Selecting, training, supervising teachers

Providing supplies and textbooks

Assisting in curriculum construction

Organizing an instructional program

Keeping the public informed of the aims, accomplishments, and needs of schools

Keeping school records and accounts.

Effective Strategies to Build a Community of Learners

THE ADMINISTRATION

1. Conducting an Interview

2. Dealing with difficult parents

3. Educational Leadership Philosophy

4. School Creed

5. School Gossip

6. School Improvement

Effective Strategies to Build a Community of Learners

THE ADMINISTRATION

7. School Leadership

8. School Pride

9. School Tragedy

10.Strategies for Hiring a Teacher

THE ADMINISTRATION What Makes a School Administrator an

Effective School Leader?

Leadership is an essential component of a school’s successes or failure.

The best schools will have an effective school leader or group of leaders.

This is not an easy job, but many administrators are experts at leading the various subgroups. They can effectively work with and support every person at the school.

THE ADMINISTRATION What Makes a School Administrator an

Effective School Leader?

The administrator or School Principal should be leading than managing

The administrator should be a leader not a boss

The key to successful leadership today is influence, not authority.

—Kenneth Blanchard

Presented by:

LOUISE C. INGCOTEACH 1

Thank you!!!