CURRICULUM

In the past, the term ‘curriculum’ signified a course of studies followed by a pupil in a teaching institution. In the English-speaking tradition it was used as equivalent to the French concept programme d’études. Today, it means in general terms, the contract between society, the State and educational professionals with regard to the educational activities that learners should undergo during a certain phase of their lives to learn something desirable.

Definitions of curriculum

Standard dictionaries define curriculum as a course of study offered by an academic institution. According to Ronald Doll, curriculum is the formal and informal content and process by which learners gain knowledge and understanding, develop skills, and alter attitudes, appreciations, and values under the auspices of an academic institution. In other words, curriculum can be defined as the total experience. From this view point, Curriculum is not only the content selected and delivered, but also the planned and unplanned activities in which individuals’ participate as students.

In educational literature, in short, the word curriculum has been defined in the following ways:

“Curriculum is such “permanent” subjects as grammar, reading, logic, rhetoric, mathematics, and the greatest books of the Western world that embody essential knowledge”.

“Curriculum is those subjects that are most useful for living in contemporary society”. “Curriculum is all planned learning for which the institution is responsible”. “Curriculum is all the experiences learners have under the guidance of the institution” “Curriculum is the totality of learning experiences provided to students so that they can attain general

skills and knowledge at a variety of learning sites”. “Curriculum is a structured series of intended learning outcomes”. Some authors define curriculum as the total effort of the school to bring about desired outcomes in

school and out-of-school situations. It is also defined as a sequence of potential experiences set up in school for the purpose of disciplining

children and youth in group ways of thinking and acting. Curriculum – is a structured set of learning outcomes or task that educators usually call goals and

objectives. ( Howell and Evans 1995) Curriculum – is the “what” of teaching. Curriculum – listings of subjects to be taught in school.

The other terms that are commonly used as synonymous to curriculum are syllabus and course. But curriculum can refer to any level of an educational experience, from that of a particular area within a course, to the course itself, to a broader program of study that comprises a number of different courses around a particular content area. Curriculum is often used to refer to a focus of study, consisting of various courses all designed to reach a particular proficiency or qualification; Syllabus refers to the content or subject matter, instructional strategies and evaluation means of an individual course. The collective syllabus of a program of study represents a map of the curriculum for that program. A curriculum is developed through planning for a larger program of study and then building syllabi for courses to manifest the curriculum design and plan. However, even developing a syllabus for a specific course can be thought of as a form of curriculum development.

LEARNERTaking into consideration on the definition on curriculum development as a process systematically organizes what will be taught, who will be taught, and how it will be taught, the learner is the target audience in making the curriculum, the reason why the curriculum was formulated on the first place.In the development of curriculum, the learners must gain knowledge and understanding, develop skills, and alter attitudes, appreciations, and values under the auspices of an academic institution

TYPES OF LEARNERSTo understand how to move from passive to active learning, it is important to understand the different types of learners. There are four primary learning styles: visual, auditory, read-write, and kinesthetic. People learn using a variety of these methods, but one method is usually predominant. Familiarity with the characteristics of each learning style and associated strategies allows you to address the needs of each type of learner.

Visual Learners ❙ They tend to be fast talkers.❙ They exhibit impatience and have a tendency to interrupt.❙ They use words and phrases that evoke visual images.❙ They learn by seeing and visualizing.Your teaching strategy for visual learners should include the use of demonstrations and visually pleasing materials, and you should make an effort to paint mental pictures for learners.

Auditory Learners ❙ They speak slowly and tend to be natural listeners.❙ They think in a linear manner. ❙ They prefer to have things explained to them verbally rather than to read written information. ❙ They learn by listening and verbalizing.Your teaching strategy for auditory learners should sound good and should be planned and delivered in the form of an organized conversation.

Read-Write Learners ❙ They prefer for information to be displayed in writing, such as lists of ideas. ❙ They emphasize text-based input and output. ❙ They enjoy reading and writing in all forms. Your teaching strategy for read-write learners should include writing out key words in list form. The learners will learn by silently reading or rewriting their notes repeatedly; writing out in their own words the ideas and principles that were taught or discussed; organizing any diagrams, graphs, other visual depictions into statements (e.g., “The trend is . . . ”); and putting reactions, actions, diagrams, charts, and flowcharts into words. They like multiple-choice tests.

Kinesthetic Learners ❙ They tend to be the slowest talkers of all. ❙ They tend to be slow to make decisions. ❙ They use all their senses to engage in learning. ❙ They learn by doing and solving real-life problems. ❙ They like hands-on approaches to things and learn through trial and error.Your teaching strategy for kinesthetic learners should include hands-on demonstrations and case examples to be discussed and solved.TEACHER

The teacher's role, behavior, and strategies must stem deliberately from established mission and goals, the curriculum, and agreed-upon learning principles. In other words, the particular approaches, methods, and resources employed are not primarily subjective “choices” or mere matters of style. They logically derive from the desired student accomplishments and our profession's understanding of the learning process. The teacher teaches to cause a result. He or she is successful only if he or she causes learning related to purpose.

A teacher's role involves more than simply standing in front of a classroom and lecturing. In fact, even though a teacher spends the majority of the day in the classroom, the actual teaching component is only part of the job. An effective teacher understands that teaching involves wearing multiple hats to ensure that the school day runs smoothly and all students receive a quality education.In many countries, a person who wishes to become a teacher must first obtain specified professional qualifications or credentials from auniversity or college. These professional qualifications may include the study of pedagogy, the science of teaching. Teachers, like other professionals, may have to continue their education after they qualify, a process known as continuing professional development. Teachers may use a lesson plan to facilitate student learning, providing a course of study which is called the curriculum.

LEARNING ENVIRONMENT

Learning environment refers to the diverse physical locations, contexts, and cultures in which students learn. Since students may learn in a wide variety of settings, such as outside-of-school locations and outdoor environments, the term is often used as a more accurate or preferred alternative to classroom, which has more limited and traditional connotations—a room with rows of desks and a chalkboard, for example.The term also encompasses the culture of a school or class—its presiding ethos and characteristics, including how individuals interact with and treat one another—as well as the ways in which teachers may organize an educational setting to facilitate learning—e.g., by conducting classes in relevant natural ecosystems, grouping desks in specific ways, decorating the walls with learning materials, or utilizing audio, visual, and digital technologies. And because the qualities and characteristics of a learning environment are determined by a wide variety of factors, school policies, governance structures, and other features may also be considered elements of a “learning environment.”Educators may also argue that learning environments have both a direct and indirect influence on student learning, including their engagement in what is being taught, their motivation to learn, and their sense of well-being, belonging, and personal safety. For example, learning environments filled with sunlight and stimulating educational materials would likely be considered more conducive to learning than drab spaces without windows or decoration, as would schools with fewer incidences of misbehavior, disorder, bullying, and illegal activity. How adults interact with students and how students interact with one another may also be considered aspects of a learning environment, and phrases such as “positive learning environment” or “negative learning environment” are commonly used in reference to the social and emotional dimensions of a school or class.

21st century learning environmentThe term “learning environment” suggests place and space – a school, a classroom, a library. And indeed, much 21st century learning takes place in physical locations like these. But in today’s interconnected and technology-driven world, a learning environment can be virtual, online, remote; in other words, it doesn’t have to be a place at all. Perhaps a better way to think of 21st century learning environments is as the support systems that organize the condition in which humans learn best – systems that accommodate the unique learning needs of every learner and support the positive human relationships needed for effective learning. Learning environments are the structures, tools, and communities that inspire students and educators to attain the knowledge and skills the 21st century demands of us all. Experts say 21st century learning must take place in contexts that “promote interaction and a sense of community [that] enable formal and informal learning.”

MICHAEL L. LIM

Early Life My name is Michael L. Lim and I was born in Guadalupe, Cebu City on April 11, 1983 and live

there for 30 years. I am the youngest of the two siblings of Mr. Emmanuel and Guillerma Lim. My brother is four years older than me. My father and mother met in Tacloban, Leyte in 1974 while my father was working there.

Educational Accomplishments I had my primary and intermediary schooling at the Cebu Normal University, and finished my

secondary education at Blessed John XXIII Seminary. After graduating my secondary education, I decided to continue my seminary formation at the

San Carlos Seminary College, taking up BS Philosophy up until third year because I was advised to have a two-year regency, where we have to leave the seminary for discernment.

I continued my studies at the University of San Jose – Recoletos under a different degree, BS Psychology.

Work Experience On March 2005, I finished my degree and a few months after, I was hired by University of Cebu

METC for nine years. For the nine-year employment year, I worked as testing In-charge, giving psychological testing to

students and employees alike. June 2014, I decided to transfer to University of Cebu Main Campus as a Life Coach.

Professional Appraisal Few Months before my transfer to UC Main Campus, I filed for PRC Licensure for

Psychometrician. On the later part of December, a resolution from the PRC stated that I am already a registered

Psychometrician.