reflection on curriculum development

Topics: Education, Curriculum, Intelligence Pages: 9 (1776 words) Published: April 25, 2015
A REFLECTION ON THE REPORTS

Submitted to:
RITZCEN A. DURANGO, PH. D

Submitted by:
APIPA U. MASNAR
Supervision of Instruction and Curriculum Development

1. THE NATURE OF LEARNING(the learner/multiple intelligence)

The theory of multiple intelligences is a theory of intelligence that differentiates it into specific (primarily sensory) "modalities", rather than seeing intelligence as dominated by a single general ability. This model was proposed by Howard Gardner in his 1983 book Frames of Mind: The Theory of Multiple Intelligences. Gardner articulated seven criteria for a behavior to be considered intelligence. These were that the intelligences showed: potential for brain isolation by brain damage, place in evolutionary history, presence of core operations, susceptibility to encoding (symbolic expression), a distinct developmental progression, the existence of savant’s prodigies and other exceptional people, and support from experimental psychology and psychometric findings. Gardner chose eight abilities that he held to meet these criteria musical–rhythmic, visual–spatial, verbal–linguistic, logical–mathematical, bodily–kinesthetic, interpersonal, intrapersonal, and naturalistic. He later suggested that existential and moral intelligence may also be worthy of inclusion. Although the distinction between intelligences has been set out in great detail, Gardner opposes the idea of labeling learners to a specific intelligence. Each individual possesses a unique blend of all the intelligences. Gardner firmly maintains that his theory of multiple intelligences should "empower learners", not restrict them to one modality of learning. Gardner argues intelligence is categorized into three primary or overarching categories, those of which are formulated by the abilities. According to Gardner, intelligence is: 1) The ability to create an effective product or offer a service that is valued in a culture, 2) a set of skills that make it possible for a person to solve problems in life, and 3) the potential for finding or creating solutions for problems, which involves gathering new knowledge. Gardner's ideas have been widely debated by psychologists, brain researchers, cultural analysts, and educational theorists. There are also ongoing debates about how Gardner's theory could (or should) be applied in schools and other domains.

2. CURRICULUM PLANNING

Curriculum planning is a continuous process which involves activities characterized by interrelationships among individuals and groups as they work together in studying, planning, developing and improving the curriculum, which is the total environment planned by the school. Planning in the first place is deciding how and where to set priorities in the use of limited human and economic resources. Decide how to accomplish not only your short-range goals but also your medium and long-range goals. Build on the strong and successful parts of the program as well as to identify and improve the weak parts. Reach the agreement in the school community about what to do and how to do it. Participants of curriculum planning get involved in variety of activities such as: ●discussing common problems

●making decisions
●developing a functional philosophy
●studying learners and the environment
●keeping up to date with the knowledge
●studying ways to improve instruction
●carrying research and evaluation

3. IMPLEMENTING THE CURRICULUM DESIGN
Stakeholders are individuals or institutions that are interested in the school curriculum. Their interest varies in degree and complexity. They get involved in many different ways in the implementation, because the curriculum affects them directly or indirectly.

Let’s take a look the LEARNERS. The learners are the very reason a curriculum is developed. It is considered that the learner is the center of the educational process. They are the primary stakeholders in the curriculum. Age,...
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