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Curriculum development for teachers / Purita P. Bilbao, Ed.D., Filomena T. Dayagbil, Ed.D., Brenda B. Corpuz, Ph.D.

By: Bilbao, Purita PContributor(s): Dayagbil, Filomena T | Corpuz, Brenda BDescription: 184 pages : illustrations (black and white) ; 25 cmContent type: text Media type: unmediated Carrier type: volumeISBN: 9716857825Subject(s): Curriculum developmentDDC classification: 375.001 Summary: "This book on Curriculum Development for Teachers is aligned with the National Competency-Based Teacher Standards (NCBTS), the standards of good teaching in the Philippines. The NCBTSs consist of seven (7) integrated domains, twenty-one (21) strands and eighty (80) performance indicators of good teaching. The NCBTSs are focused on the development of the 21st century teacher who can respond to the demands of the K to 12 Basic Education Curriculum which the Department of Education began implementing in SY 2012-2013. This book is dotted with activities and exercises which are keeping with current trends in education such as integrative, interactive, inquiry-based, brain-based and research-based teaching, constructivism, and multiple intelligences. It is an instructional materials in module from which complements the 3-unit course of the New Teacher Education Curriculum. The Chapter 1 captures the essential concepts, nature and purpose as well as various meanings, types, foundations, and approaches of curriculum. It also explains the teaching-leaning processes and curriculum development models. Chapter 2 is all about crafting the curriculum. It includes curriculum design models, dimensions and principles of curriculum design and approaches to curriculum designs. Chapter 3 is on implementing the curriculum. It covers topics about the stakeholders in curriculum implementation, roles of technology in curriculum delivery, monitor4ing and evaluating curriculum implementation. Chapter 4 tackles assessment of curriculum in terms of the intended, implemented, and achieved outcomes. Criteria for curriculum evaluation and tools for assessment are also taken up. Lastly, the concepts of curriculum instruction and assessment are linked up. Chapter 5 addresses curriculum reform s enhancement, local and global, as well as issues and concerns." -- Provided by the authors.
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Holdings
Item type Current library Call number Status Date due Barcode
Reserved Books Main Library
Filipiniana Section
375.001 .B595 2014 (Browse shelf(Opens below)) Available 0113911

"OBE-Kto12-Based"

Includes bibliography.

"This book on Curriculum Development for Teachers is aligned with the National Competency-Based Teacher Standards (NCBTS), the standards of good teaching in the Philippines. The NCBTSs consist of seven (7) integrated domains, twenty-one (21) strands and eighty (80) performance indicators of good teaching. The NCBTSs are focused on the development of the 21st century teacher who can respond to the demands of the K to 12 Basic Education Curriculum which the Department of Education began implementing in SY 2012-2013. This book is dotted with activities and exercises which are keeping with current trends in education such as integrative, interactive, inquiry-based, brain-based and research-based teaching, constructivism, and multiple intelligences. It is an instructional materials in module from which complements the 3-unit course of the New Teacher Education Curriculum. The Chapter 1 captures the essential concepts, nature and purpose as well as various meanings, types, foundations, and approaches of curriculum. It also explains the teaching-leaning processes and curriculum development models. Chapter 2 is all about crafting the curriculum. It includes curriculum design models, dimensions and principles of curriculum design and approaches to curriculum designs. Chapter 3 is on implementing the curriculum. It covers topics about the stakeholders in curriculum implementation, roles of technology in curriculum delivery, monitor4ing and evaluating curriculum implementation. Chapter 4 tackles assessment of curriculum in terms of the intended, implemented, and achieved outcomes. Criteria for curriculum evaluation and tools for assessment are also taken up. Lastly, the concepts of curriculum instruction and assessment are linked up. Chapter 5 addresses curriculum reform s enhancement, local and global, as well as issues and concerns." -- Provided by the authors.

Text in English.

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