DR-00272 DR-04843 DR-26901 DR-10555 DR-15519 DR-07937 DR-04634 DR-18845 DR-13590 DR-15063 DR-22106 DR-07849 DR-07822 DR-07499 DR-05491

DR-18078 DR-00662 DR-16629 DR-12719 DR-11619 DR-02035 DR-21195 DR-00674 DR-11210 DR-16345 DR-00256 DR-00094 DR-08031 DR-10592 DR-24715 DR-08216 DR-10325 DR-19420 DR-22154 DR-25589 DR-05082 DR-24908 DR-18820 DR-00129 DR-04487 DR-23011 DR-18915 DR-08634 DR-07518 DR-01905 DR-22294 DR-08635 DR-05403 DR-08682 DR-10507

ABELLA AGBAYANI ALBAA AMURAO ANDALES-BACOLCOL ANG ARCADIO ARCILLA ARRIENDA-DORADO AZORES BAUTISTA BAUTISTA BRAGANZA CAMMAYO CANO CELLONA CHAN CHAN CHUA CLOA CORSIGA CRUZ CRUZ CU CU DAGALA DANCEL DARVIN DE JESUS DE VILLA DELA CRUZ DELA CRUZ DELOS REYES DIMAYUGA DOMINGO DOMINGO DU ESGUERRA ESPIRITU ESQUIVEL ESTANISLAO FAJARDO FERNANDO FIGUERAS GANA GANAL-ANTONIO GARCIA GARCIA GENUINO GENUINO

CRISTINA BENIGNO JR NATALIO JR LYNN SILVEROSE ANN ANTHONY RAMON ERIC PERPETUO MARIE ROCHELLE GREGORIO AIDA JOSE RICARDO JUSTO MARINO EMILIO III MARK GENARO RAFAEL MA. JESSICA MARIE MICHELLE JOSE DIONISIO JOSEPHINE DOROTHY MILDRED EUGENIO EMMANUEL ELSIE JOSEPH ARNOLD MERLYN MARIA VANESSA ELMER NELLY CHRISTOPHER EDWIN EFREN FAUSTINO RENE III ANGELA KATHERINE MAY CESAR RAMON JOSE ANTONIO IAN HERBERT THERESE NARCISA MARIE CHERRY LYNN ALMA MARIA TELESFORO JR ANNE KATHLEEN JOAN MARIA SOCORRO ROWENA VIRGILIO JR

RHEUMATOLOGY ORTHOPEDIC SURGERY GENERAL SURGERY OB-GYNECOLOGY IM-INFECTIOUS DISEASE GENERAL SURGERY PEDIATRIC PLASTIC/RECONSTRUCTIVE SURGERY OB-GYNECOLOGY ORTHOPEDIC SURGERY OB-GYNECOLOGY / ONCOLOGY ORTHOPEDIC SURGERY OB-GYNECOLOGY IM-PULMONOLOGY UROLOGY UROLOGY GENERAL SURGERY IM-GASTROENTEROLOGY PEDIATRIC IM-GASTROENTEROLOGY PEDIATRIC GENERAL SURGERY PEDIATRIC OB-GYNECOLOGY IM-PULMONOLOGY OB-GYNECOLOGY OB-GYNECOLOGY ENT / HEAD & NECK SURGERY OB-GYNECOLOGY GENERAL SURGERY ENT OB-GYNECOLOGY IM-CARDIOLOGY OB-GYNECOLOGY OB-ONCOLOGY NEUROLOGY SURGERY OB-GYNECOLOGY PEDIATRIC OPTHALMOLOGY (CORNEA, EXT. DIS UROLOGY IM-CARDIOLOGY (ADULT) IM-ONCOLOGY IM-ONCOLOGY ANESTHESIOLOGY UROLOGY ORTHOPEDIC SURGERY OB-GYNECOLOGY FAMILY MEDICINE DERMATOLOGY ORTHOPEDIC SURGERY

Contemporary designs Highlights of the characteristics of contemporary curriculum designs

Two types of contemporary curriculum designs 1. Learner Centered 2. Problem Centered Learner Centered Considers the student to be at the centre of teaching and learning activities Catering for diverse learner needs and characteristics GOAL = facilitate learners in becoming active, self-directed and self-responsible participants in the learning process

a. Child centered design Premise: to optimize learning, students must be active in his or her environment It is anchored on the needs and interests and developmental level of the child The learner is not considered as a passive individual but as one who engages with his/her environment Gives the child opportunities to participate in the planning and direction of activities The child's interests influence the choice of activities carried out in the classroom. Seeks to provide natural flow of activity and spontaneous growth of the child Teachers share the role of leader with the children

Example

b. Experience centered design Experiences of the learners become the starting point of the curriculum Gives rich and varied experience of knowledge, skills, attitudes and appreciation Means a series of educative experiences which grow out of pupil's needs, interests and purposes Learners are made to choose from various activities that the teacher provides The learners are empowered to shape their own learning from the different opportunities given by the teacher At first, the experiences of the child are taken into account. On the basis of these experiences, some new problems, activities or projects are planned. These provide him more experiences and enrich his previous knowledge or experiences. In this way, experience curriculum is ever developing. Experience-centered curriculum is framed according to the psychological bases of education. o The child gets direct experience when the information presented is live. o It creates a social environment. o It develops social qualities like cooperation, sympathy, love, belongingness and others. o Experiences are generated out of curiosity.

c. Humanistic design The development of self is the ultimate objective of learning Focuses on individualism. This curriculum is aimed to help students discover themselves as they move through school. The teacher builds relationships with the students and promotes individual learning. These relationships and beliefs will inspire students to innovate, and help students confidently take risks in learning. The teacher promotes cooperative learning, independent learning, small-group learning, and social activities instead of competitive, large-group learning. It is the means to progress towards the pinnacle of self-development, which Maslow terms 'Self-actualisation'. A child learns because he or she is inwardly driven, and derives his or her reward from the sense of achievement that having learned something affords. Much of a humanist teacher's effort would be put into developing a child's self-esteem. It would be important for children to feel good about themselves (high self-esteem), and to feel that they can set and achieve appropriate goals (high self-efficacy). The humanist teacher is a facilitator, not a disseminator, of knowledge. Participatory and discovery methods would be favoured instead of traditional didacticism. As well as the child's academic needs the humanistic teacher is concerned with the child's affective (or emotional) needs. Feeling and thinking are very much interlinked. Feeling positive about oneself facilitates learning.

Problem Centered Organizes subject matter around a problem, real or hypothetical, that needs to be solved. Inherently engaging and authentic, because the students have a real purpose to their inquiry -- solving the problem.

a. Life situation It uses the past and present experiences of learners as a means to analyze the basic areas of living. As a starting point, the pressing immediate problems of the society and the students existing concerns are utilized. Emphases were activities that sustain life, enhance life, and in rearing children, maintain the individuals social and political relations and enhance leisure, tasks and feelings. The connection of subject matter to real situations increases the relevance of the curriculum. Contents are organized in ways that allows students to see problem areas clearly

Others designs a. Competency based Developed to help learners achieve defined competencies Curriculum is built around competencies Competency statements can be used as milestones or benchmarks to assess the progress of learners through training, with the ultimate goal of assuring the public that graduates have the knowledge, skills, and abilities required to perform their roles in society. Learners work on one competency at a time, which is likely a small component of a larger learning goal. The student is evaluated on the individual competency, and only once they have mastered it do they move on to others. Implies that learning activities and environments are chosen so learners can experience and practice the skills and attitudes applied to problems they are likely to encounter in practice. Example:

b. Concept based Fosters higher level thinking skills, and its engaging approach to teaching enriches student thinking and learning. Focuses on providing students with opportunities to think abstractly and to make meaningful connections rather than focusing on memorizing facts Concepts integrate thinking and allow for the transfer of knowledge. Concepts are : o Abstract: Concepts stimulate higher level thinking by causing students to rise above the fact base to gain understanding. Timeless: Concepts remain constant even though the fact base that supports the concepts may change over time. Universal: Concepts can be applied across the fields of knowledge. Develop life-long learners by teaching students how to learn. Facilitate students ability to use reasoning by teaching them how to think. Create a student who is able to function in complex settings by facilitating a deep understanding of critical concepts along with their interrelationships and use across contexts. Prepare students to be able to care for clients in the future, by teaching them how to access, evaluate, manage and use knowledge rather than forcing thousands of facts into their heads. Example: