August 1, 2022
8:00 PM
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Tonight, our invited plenary speaker talked about Big Ideas and its important role in curriculum development. He has been working closely with the Department of Education in terms of their curriculum work. The Department of Education is refining the current status of Curriculum. Initial stages of his work was shared in this session - Big Ideas.
Although Big Ideas is a work in progress and still has to be applied in the field, this initial insights regarding big ideas especially in Mathematics. Widely accepted example of Big Idea in Mathematics: Relationships can be described and generalizations made for mathematical situations that have numbers or objects that repeat in predictable ways. Related topics, concepts, or skills with this are skip counting, or patterns with multiplying or dividing whole numbers and decimals by powers of 10, or some sequences of geometric objects change in predictable ways. It can be simply put big ideas as the most important ideas that students should encounter in a domain - or learning area. This will serve as the focal point of curricula, instruction, and assessment.
It is like providing a bridge for linking specific facts or skills. In a practical sense, it is the general statement of the most important topics you want your students to learn. Why are these important? It serves as a foundation of content knowledge, teaching practice, and the curriculum. Understanding it develops a deep understanding of a domain, providing a coherent set of ideas. Help teachers connect ideas and lessons between and across grade levels and learning areas. Also, it guides the building and use of curricula.
It is like providing a bridge for linking specific facts or skills. In a practical sense, it is the general statement of the most important topics you want your students to learn. Why are these important? It serves as a foundation of content knowledge, teaching practice, and the curriculum. Understanding it develops a deep understanding of a domain, providing a coherent set of ideas. Help teachers connect ideas and lessons between and across grade levels and learning areas. Also, it guides the building and use of curricula.
We learned today that this Big Ideas is a new concept in curriculum development, it was not the precursor for the formulation of MELCS that aims to decongest the curriculum but this is done using thematic learning approach.
Its name speaks for itself, Big Ideas. Indeed, as B.J. Palmer quotes, "get the big idea and all else follows." Brighter and wider exploration of big ideas could pose a greater reach of curriculum development that we envision.
This concludes the start of our taking part in the learning journey of curriculum development as a teacher.
Its name speaks for itself, Big Ideas. Indeed, as B.J. Palmer quotes, "get the big idea and all else follows." Brighter and wider exploration of big ideas could pose a greater reach of curriculum development that we envision.
This concludes the start of our taking part in the learning journey of curriculum development as a teacher.
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