Development and Educational

Objectives
Prepared by:
Precious Anne P. Marasigan, RN

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Precious Anne P. Marasigan, RN

Elements/Components of the Curriculum

Objectives
Content
Curriculum experiences
Evaluation approaches

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Precious Anne P. Marasigan, RN

Aims/Objectives

Content/Subject
Matter

Evaluation

Methods/Strategies

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Precious Anne P. Marasigan, RN

Component I
Aims, goals and objectives

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Precious Anne P. Marasigan, RN

Vision and Mission

Vision
A clear concept of what the institution would like
to become in the future.
The unifying element

Mission
Spells out how it intends to carry out its Vision
Targets to produce the kind of persons the
students will become after having been educated
over a certain period of time

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Precious Anne P. Marasigan, RN

Goals and objectives

Goals
Are broad statements or intents to be accomplished
May include learners, society and fund of
knowledge
Educational Objectives
Goals that are made simple and specific
Explicit formulation of the ways in which students
are expected to be changed by the educative
process
Intent communicated by statement describing a
proposed change in learners

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Precious Anne P. Marasigan, RN

Domains of Objectives
By Benjamin Bloom and his associates
Each composed of specific skills, attitudes and
values
In hierarchy or levels

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Precious Anne P. Marasigan, RN

Cognitive Domain
Domain of thought process
involves knowledge and the development of
intellectual skills
Six Categories:

Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation

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Precious Anne P. Marasigan, RN

Affective Domain
Domain of valuing, attitude and appreciation

Receiving
Responding
Valuing
Organization
Characterization by a value

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Precious Anne P. Marasigan, RN

Psychomotor Domain
Domain of the use of psychomotor attributes
includes physical movement, coordination and use
of motor skills

Perception
Set
Guided response
Mechanism
Complex overt response
Adaptation
Origination

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Precious Anne P. Marasigan, RN

Curriculum Aims, Goals and Objectives

The Philippine educational system is divided in three educational
levels and shall aim to:

Inculcate patriotism and nationalism

Foster love of humanity
Promote respect for human rights
Appreciate the role of national heroes in the historical development
of the country
Teach the rights and duties of citizenship
Strengthen ethical and spiritual values
Develop moral character and personal discipline
Encourage critical and creative thinking
Broaden scientific and technological knowledge and promote
vocational efficiency

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Precious Anne P. Marasigan, RN

Aims of Elementary Education

Provide knowledge and develop skills, attitudes,
values essential to personal development and
necessary for living in and contributing to a
developing and changing society
Provide learning experiences which increases the
childs awareness of and responsiveness to the
changes in the society

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Precious Anne P. Marasigan, RN

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

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Precious Anne P. Marasigan, RN

Aims of Secondary Education

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

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Precious Anne P. Marasigan, RN

Aims of Tertiary education

Provide general education programs which will
promote national identity, cultural consciousness,
moral integrity and spiritual vigor
Train the nations 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

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Precious Anne P. Marasigan, RN

Component II
Curriculum content or Subject matter

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Precious Anne P. Marasigan, RN

The Content or Subject Matter

Another term for knowledge
A compendium of facts, concepts, generalization,
principles and theories
Content selection is a very crucial stage in
curriculum development

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Precious Anne P. Marasigan, RN

Criteria in selecting the content

Self-efficiency less learners effort but more results and
effective learning outcomes
Significance if it will develop the domains of learning
Validity authenticity
Interest learner will value content if it is meaningful to him
or her.
Utility - use of the content to the learner in present or future
Learnability within the range of experiences of the learners
Feasibility time, resources expertise of instructor, nature
of the learner

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Precious Anne P. Marasigan, RN

Other considerations:
Frequently and commonly used
Suited to maturity levels and abilities of learners
Valuable in meeting the needs and competencies
of a future career
Related with other subject area
Important in the transfer of learning

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Precious Anne P. Marasigan, RN

Principles in organizing contents

Balance - level of area not overcrowded or less
crowded
Articulation smooth connections of each level
of subject matter
Sequence logical arrangement
Integration interrelationship of subject areas
Continuity - constant repetition, review, and
reinforcement of learning

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Precious Anne P. Marasigan, RN

Component III
Curriculum Experiences

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Precious Anne P. Marasigan, RN

Instructional strategies and methods

Core of the curriculum
Put into action the goals and use the contents in
order to produce an outcome

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Precious Anne P. Marasigan, RN

Guides for selection and use of teaching

methods
Teaching methods are means to achieve the end
There is no single best teaching method
Teaching methods should stimulate learners desire to develop
domains of learning
Learning styles should be considered
Should lead to development of learning outcomes
Flexibility should be considered

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Precious Anne P. Marasigan, RN

Structuring clinical learning

experience

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Precious Anne P. Marasigan, RN

Three models
Block system
Programme time is divided into blocks which are
dedicated to either classroom teaching or clinical
placement

Integrated system
Exposed to both classroom teaching and clinical
learning every week

Internship system
Consist of a service-learning period following the
formal academic programme

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Precious Anne P. Marasigan, RN

Theory-practice links
Closeness in time
The same teacher
Advanced directives
Using clinical material in the classroom

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Precious Anne P. Marasigan, RN

Component IV
Curriculum Evaluation

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Precious Anne P. Marasigan, RN

Curriculum Evaluation
Formal determinant of the quality, effectiveness
or value of the program, product and process of
the curriculum
Stufflebeams CIPP Model

Context - environment
Input ingredients
Process means; operation
Product if goals are accomplished

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Precious Anne P. Marasigan, RN

Process of Curriculum evaluation

Focus
Collect
Organize
Analyze
Report
Recycle