BENLAC p1

• Curriculum


  Guides the instructional lessons that teachers use, defines what the learner will learn and can possibly guide when the learner learns the information from the lesson, offers teachers the ideas and strategies for assessing student progress
• Academic requirements


  Students must meet certain academic requirements in order to go to the next level
• Without the guidance of a curriculum, teachers cannot be certain that they have supplied the necessary knowledge or opportunity for student success at the next level, whether the levels involve, college or career</b>
• Curriculum


  Can help students to achieve some personal control over their learning, to plan their semester, and to manage their time effectively, and describes Active Learning
• Students often conceive of learning as the acquisition of correct information, but they may not know what it means to take an active role in the process, beyond rote memorization and recall
• Students should be given some idea about what they should already know and what skills they should already have before taking the course so they can realistically assess their readiness
• Curriculum


  Sets the course in a Broader Context for Learning, describes Available Learning Resources
• Teacher


  Writes a curriculum daily through a lesson plan, a unit plan or yearly plan, prepares activities for the students to do, addresses the goals, needs, interests of the learners by creating experiences from where the students can learn, enriches, and modifies the curriculum to suit the learner's characteristics
• Teachers are part of textbooks committees, faculty selection boards, school evaluation committee or textbooks writers themselves
• Teachers are empowered to develop their own school curricula taking into consideration their own expertise, the context of the school and the abilities of the learners
• Teachers as curriculum makers

  Architects of the school curriculum
• Curriculum manager/school administrator


  Supervise curriculum implementation, select and recruit new teachers, admit students, procure equipment and materials needed for effective learning, plan for the improvement of school facilities and physical plants
• The principal of command responsibility and institutional leadership rests on the shoulders of the school administrators. The final decision making in terms of the school's purpose rests on the shoulder of school administrators.
• Teachers know the needs of all stakeholders, understand the psychology of the learner, are aware about the teaching methods and teaching strategies, play the role as evaluator for the assessment of learning outcomes
• Teachers must possess qualities such as planner, designer, manager, evaluator, researcher, decision maker and administrator
• Curriculum planning


  Analysis of vision, mission, philosophy, social forces, needs, goals and Objectives, treatment of knowledge, human development, learning process & instruction, and decision
• Curriculum preparation


  Systematic data, content, selection, collection, assessment, organization
• Design factors


  School (levels, types, Structures), educational technology, systemic vocational, social reconstruction
• Curriculum development


  Analysis of social needs, translating the needs into course/general/ learning/terminal objectives, splitting the objectives into specific objectives, grouping the specific objectives into subjects, deriving the subjects from the above classification, specifying enabling objectives, unitizing each subject matter, specification of required time, and syllabus formulation
• Curriculum development phases


  Instructional development, Materials & media development, Methods of teaching & testing
• Implementation of the Curriculum

  Instructional scheme of each subject to be completed in the semester, Planning the lessons as per timetable, Using the transactional strategies, Using the appropriate media, Providing the learning resources, Promoting classroom learning experiences, Progressive testing
• Curriculum evaluation


  Intra-curricular evaluation, Teacher evaluation of students, Student evaluation of teachers, Materials evaluation, Verification of methods, Evaluation of tests and examinations, Checking the learning outcomes while on the field, Curriculum review/ improvement/ change/ modification, System revision
• After evaluating the prepared curriculum, if it is observed that the curriculum is not satisfactory then the developer turns for revising and improving phase
• Building and Enhancing New Literacies Across the Curriculum

  Avoid mismatching labor and services to the community counterparts of the institutionalized curriculum, "fit and merit" the "educational qualification, relevant experience and performance
• Program of Studies


  Should meet prescribed standards, work the Vision, Mission and Goals (VMGs) of the college towards the specific objectives of the institution and of the courses concerned, provide for a curriculum with clear-cut goals for human and national development and for practical experience directly related to the professional roles for which the students are being prepared, involve planned interaction and periodic reassessment of the curriculum with community counterpart, alumni, parents, administration, faculty and students
• Instructional Procedures


  Outcomes-Based Teaching Learning Plan (OBTLP), variety of instructional procedures such as lectures, team-teaching, group techniques, cooperative, collaborative, buzzing, dialectic, panel, video conferencing, computer – aided Instruction, simulation, report, collage making, pictorial, think piece & journal making, analysis, laboratory, field trip, experimentation, use of teaching devices such as audio-visual aids, computer – aided instruction, modern information technology, graphical, covers the prescribed CHED/ TESDA/DepEd required minimum Prescribed Standard Guides (PSG) and number of hours needed for the program of studies
• Classroom Management


  Rules and practices relating to classroom management should be conducive to effective instruction, number of students in the classroom may vary according to the available size of the classroom, measures should be undertaken to ensure punctuality of attendance of faculty members in their scheduled classes, student absences should not exceed the number specified by the institution, support program and services to the student must be made available, overcrowding of classrooms should be avoided, proper discipline should be maintained, the classroom atmosphere should be conducive to learning, hygienic teaching learning environment must be upholded as child friendly and considered as the second home of the child
• Class size will be considered satisfactory if they remain within the following limits: For regular lecture classes, the class size shall have a maximum of 50 students; For language courses, the class size shall have a maximum of 40 students; For laboratory and research classes, the class size shall have a maximum of 25 students; For computer laboratory classes, a ratio of one computer per student is recommended; For special lectures with class size of more than 50 students may be allowed as long as the appropriate facilities are provided; For purely lecture classes, the class size will be considered depending on appropriate physical facilities
• Assessment of the Academic Performance

  Students' response to instruction should be evaluated according to procedures which ensure just appraisal of student performance, individual differences (the exceptional, the slow but persevering student) should be considered, graphs should be drawn up showing percentages of promotions and failures, score must be given with the over-all items below, if possible, give the equivalent percentage so as to make clear to the child/learner regarding to the performance shown, do not allow the student to check the paper, give the non-traditional assignment as prepared in the OBTLP, outline and the learning plan being the checker of the learner to follow-up their lesson at home and away from home, allow the teaching learning student-centered/child centered/learner centered atmosphere free from moral and legal impediments
• The Controller


  The teacher is in complete charge of the class, what students do, what they say and how they say it. In the classroom, the teacher is mostly the center focus.
• The Prompter


  The teacher encourages the students to participate and makes suggestions about how students may proceed in an activity. When learners are literally 'lost words', the prompter can encourage by discreetly nudging students.
• The Resource


  The teacher is a kind of walking resource center ready to offer help if needed, or provide learners with whatever language they lack when performing communicative activities. Teachers, as a resource can guide learners to use available resources for learning. Teachers must make her available for consultation of the students.
• The Assessor


  The teacher assumes this role to see how well students are performing or how well they performed. Feedback and correction are organized and carried out.
• The Organizer


  Giving instructions is vital in this role as well as setting up activities. The organizer can also serve as a demonstrator, this role allows a teacher to get involved and engaged with learners.
• The Participant


  This role improves the atmosphere in the classroom in the class when the teacher takes part in an activity. However, the teacher takes a risk of dominating the activity when performing it. Here the teacher can enliven a class.
• The Tutor


  The acts as a coach when students are involved in project work or self-study. The teacher provides advice and guidance and helps students clarify ideas and limit tasks