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COMPONENTS OF TEACHING, CURRICULUM, Specific and measurable statements…

- - - - The process of collecting information which describes student achievement in relation to curriculum expectations
- - - - Curriculum as "permanent studies where the rules of grammar, reading, rhetoric, and logic and mathematics for basic education are emphasized. Basic Education should emphasize 3Rs and College education should be grounded on liberal education.
    - - Coined the term "Discipline" as a ruling doctrine for curriculum development and as the sole source of curriculum
      - Academic Discipline became the view of what curriculum after the cold war and race space and divides the curriculum into chunks of knowledge we call subject areas in basic education.
    - - As the mission of school is intellectual training, curriculum should focus on the fundamental intellectual disciplines of grammar, literature, and writing and should also include mathematics, science, history and foreign language.
- - - - LEARNING COMPETENCIES
        
        CHECK FOR LEARNERS' UNDERSTANDING OR EVALUATION
        
        REFERENCES
- - - - What educational purpose should the school seek to attain?
      - What educational experiences can be provided that are likely to attain these purposes?
      - How can these education experiences be effectively organized?
      - How can we determine whether these purposes are being attained or not?
  - - - Diagnosis of needs
        
        Formulating Objectives
        
        Selecting Content
        
        Organizing Content
        
        Selecting Learning Experiences
        
        Organizing Learning Experiences
        
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- - - - What do I expect my students to learn?
      - What is the best way for my students to demonstrate their achievement?
      - How will I provide an on-going feedback to help improve learning?
      - What are the other ways to facilitate learning so that learner will succeed?
    - - Is the curriculum addressing the learner's needs?
      - Is there a need to modify the objectives?
      - How will I monitor learner's progress?
      - What does the feedback tell about the curriculum?
      - Are the intended contents too high or too low for the learners?
    - - Are the objectives set in the curriculum accomplished?
      - What is the level of performance in the various tasks?
      - Are there gaps between the set of objectives and the performance?
      - Are the outcomes truly the result of curriculum?
      - Have the learner's acquired the intended knowledge, skills, and attitudes plannedin the curriculum?