Exploring Acrostics and the Multifaceted Roles of a Curricularist
Here are my own acrostic definitions of:
CURRICULUM
C = Crafting creative lessons for diverse learners
U =Understanding individual needs
R = Reflecting for growth
R = Recognizing inquiry's value
I = Implementing innovation
C = Continuous adaptation
U = Universal principles in action
L = Lifelong learning modeled
U = Unique strategies employed
M = Meaningful connections made
As an educator, a curriculum serves as a meticulously designed blueprint for learning. It refers to the comprehensive set of courses and educational experiences designed to meet the academic needs and goals of students. It encompasses the subjects, assessments, learning outcomes, teaching methodologies, and extracurricular activities that contribute to the holistic development of students. It should not only show the content delivered but also the methods of delivery and the rationale behind them. Within it lie the array of subjects explored as well as the array of activities engaged inside and outside the classroom. Curriculum revolves around fostering student development, knowledge acquisition, and success in school and beyond.
TEACHING
T = Taming knowledge into accessible concepts
E = Engaging students through thought-provoking lessons
A = Adapting to diverse learner needs
C = Caring for student well-being
H = Happy to embrace challenges
I = Inspiring inquirers
N = Naturally fostering curiosity
G = Genuine connections with students.
It is the act of transmitting knowledge. It involves guiding students through a comprehensive curriculum that emphasizes critical thinking and international mindedness. It involves not just imparting knowledge but also fostering a deep understanding of concepts, encouraging independent thinking, and developing skills for lifelong learning. To teach well is to strive to create a supportive and inclusive learning environment where students are challenged to reach their full potential and become active, compassionate, and lifelong learners.
LEARNING
L = Love for knowledge
E = Equitable opportunities
A = Accessible resources
R = Radiating passion for curiosity
N = Neutralizing barriers
I = Individual support
N = Nurturing growth
G = Growth mindset
It transformative process where students actively engage with information, concepts, and skills to construct their understanding of the world. It involves acquiring knowledge, developing critical thinking skills, fostering curiosity, and promoting lifelong learning habits. It encompasses the application of knowledge in new contexts, the ability to analyze and evaluate information critically, and the cultivation of a growth mindset to embrace challenges and learn from failures. Learning should be holistic, intercultural, and aims to develop knowledgeable, reflective, and principled individuals who contribute positively to a global society.
METHODS
M = Measure progress, effectiveness and understanding,
E = Enhancing learning through innovation
T = Technology integration
H = Handle with care and consideration
O = Open minds to new ideas and perspectives
D = Designing engaging and effective lessons
S = Structured approach for clarity and organization
It typically refer to the various strategies, approaches, techniques, and procedures
used by educators to teach and facilitate student learning in a particular subject or discipline. These methods encompass a wide range of instructional practices, assessment strategies, and classroom management techniques tailored to the specific requirements and objectives of the curriculum. Appropriate methods are crucial to ensure a stimulating and enriching educational experience for students, enabling them to develop a deep understanding of subject matter, cultivate essential skills, and achieve academic excellence.
Types of Curriculum
- Recommended Curriculum
- This curriculum comes in the form of memoranda or policies, standards, and guidelines from organizations such as DepEd, CHED, TESDA, and UNESCO.
- Written Curriculum
- These include print materials like books, charts, posters, worksheets, or non-print materials like PowerPoint presentations, movies, slides, models, realias, mock-ups, and other electronic illustrations, as well as facilities for formal and informal learning.
- Taught Curriculum
- This curriculum depends largely on the teaching style of the teacher and the learning style of the learners, with the aid of instructional materials and facilities.
- Supported Curriculum
- These come in the form of courses of study, syllabi, modules, books, or instructional/teaching guides, among others.
- Assessed Curriculum
- In the process of teaching and at the end of every lesson or teaching episode, an assessment is made to ascertain learning progress.
- Learned Curriculum
- The positive outcome of teaching is an indicator of learning. These are measured by tools in assessment, which can indicate cognitive, affective, and psychomotor outcomes.
- Hidden/Implicit Curriculum
- This curriculum is not deliberately planned but has a great impact on the behavior of the learner.
Sample Scenarios and Roles of the Teacher as a Curricularist
I need a poem to celebrate World Teachers’ Day. I composed one to be used in my class in Literature.
I have a good idea on how to make my learners pay attention to the lesson. I will use the new idea and find out if it will work.
My class is composed of learners from different home backgrounds and cultures. I cannot use a “one-size-fits-all strategy” in teaching, so I can respond to the diverse backgrounds. In my readings, I discovered various ways of teaching. I tried one myself, and it worked.
There is so much to do in one school day. I seem unable to do all, but I have to accomplish something for my learners. I have made a daily activity plan to guide me.
Knowledge is limitless. What I learned in college is not enough. I need to know more, so I enrolled in graduate school to advance my learning.
At the end of the year, my performance as a teacher is reflected in the school performance of my students. So, I need to provide a monitoring tool to measure how they are progressing. The result will inform me how I will address my learners’ weaknesses and enhance their strengths.
DepEd sent the standards, competencies, and guidelines in teaching the Mother Tongue in Grade 1 in our school. I will study and use it in the coming school year.
My principal asked me to attend a write shop to create lesson exemplars for teaching science in Grade 8. In the write shop, I used my experiences as a science teacher for 10 years, and my knowledge of the subject matter to produce the lesson exemplars.
I am teaching in a very remote barangay with no electricity. Many of the instructional aides for teaching sent to our school were films and videotapes, which need power. I cannot use them, but the lessons are very important. So, I thought of making an alternative activity. I took my class to the river and forest instead of doing the lesson.
In Grades 7 to 10 of the K-12 Enhanced Curriculum, science as a subject is presented, taught, and learned in a spiral manner. I am a Biology major, and I have insufficient knowledge about the other areas of science, such as Physics, Chemistry, and Earth Science. Because of this dilemma, I have to request the principal for support.
Reflections
The Many Roles of a Teacher as a Curricularist: The Role Most Challenging for Me
Combining the roles of Implementor and Innovator while sticking to a required curriculum can be tough for me as a teacher. On one hand, I have to follow the curriculum rules and cover all the required content. But on the other hand, I need to be creative and adapt to my students' different needs. This gets even trickier when I want to make sure everyone feels included and respected in my classroom. It means I have to find a balance between following the curriculum and finding new, exciting ways to teach that suit everyone. It's not easy, but I do my best to be flexible and come up with creative solutions to make learning enjoyable and inclusive for all my students
Navigating Competencies in the PPST Survey: The Challenge of Domain 4 - Curriculum and Planning
Domain 4, Strand 4.3 - Relevance and responsiveness, can be quite challenging for me. While I strive to ensure that my teaching remains relevant and responsive to the needs of my students, there are occasions when doubts arise about whether my methods truly engage and meet the diverse requirements of each learner. Balancing innovation with the practical implementation of a curriculum adds an extra layer of complexity, especially when I want to effectively bridge the gap between prescribed standards and the dynamic needs of my students.
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