Beruflich Dokumente
Kultur Dokumente
The Challenge of Curriculum Reform Imperatives of Curriculum Reform Design of the Curriculum The Role of the Teachers in the Implementation of the Curriculum: Key Teaching Qualities Advocating the implementation of the curriculum: School Readiness for Reform Teaching for Excellence: The Teacher as Culture Builder, Leader Builder, and Leader for Learning WHERETO SAMPLE
Maximize the potentials of curriculum change by linking it to increasing student participation and improving the internal efficiency of schooling
FACTS
FLEMMS disclosed that out of 57.4 million Filipinos who are 10-64 years old, 3.8 million ten years old and above do not know how to read and write
9.2 million are not functionally literate
National EFA committee survey revealed that 7 21 years old, 65% do not participate in any community activities; 37% can sing the national anthem; 38% can recite the Panatang Makabayan 90.32% of the total population of children 6-11 years old enrolled at the start of the school year
9.68 % or 1.2 million children most likely will eventually join the ranks of the adult illiterate For every 1000 Grade I entrants, 312 or 31.2% will leave school before finishing Grade 6 249 or 24.9% will finish the 6-year program at an average of 9.6 years, each one repeating some grade levels two to three times
439 or 43.9% will graduate in 6 years Only 6 will have sufficient mastery of English, Science and mathematics For every 1000 entrants (secondary) to first year high school, 389 or 38.9 will leave school without completing four years 353 or 35.3% will graduate after repeating two to three times
353 or 35.3% will graduate after repeating two to three times 248 or 24.8% will graduate within the required four years A very small number of high school graduates will have acquired the necessary competencies
PHILIPPINES
100 74 66 65 46
20
16
Grade 1
Grade 4
Elem Graduates
HS New Entrants
HS Graduates
College Graduates
2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 37.75 46.8 44.33 46.64 49.26
Inventive Thinking
Adaptability/ability to manage complexity Curiosity, creativity, and risk taking Higher-order thinking and sound reasoning
Effective Communication
Teaming, collaboration, and interpersonal skills Personal and social responsibility Interactive communication skills
High Productivity
Ability to prioritize, plan, and manage for results Effective use of real-world tools Ability to create relevant, high-quality products
Teaching practices that prevent our children from thinking Teachers need to teach for understanding, and do it by design.
To develop a highly competent, protect The State shallcivic spirited, the skilled To promote Filipino anddevelop lifethe right Provide quality basic learners by providing them and God-loving of all citizens equality education that is basic competencies in literacy Filipino youth education at all levels and and equitably critical thinking numeracy, accessible actively participated shall take appropriate steps and learning skills, lay the to all and and desirable in and contribute self to make such education values to become for lifefoundation caring, towards the to all. accessible building reliant, productive, socially long learning and of a humane, healthy aware, patriotic, and service for the responsible citizens. and productive common good. society
Lean is better.
SPJ
Content
Objectives
Materials
Assessment
Strategies
Feedback
Outcomes
Instructional/Learning Plan
Assessment
Essential Questions
Results/Outcomes
Products/ Performances Assessment Assessment Criteria/ Tools
Learning Plan
Learning Activities
Resources/ Materials
Results/Desired Outcomes
Defines what students should be able to know and do at the end of the program, course, or unit of study; generally expressed in terms of overall goals, and specifically defined in terms of content and performance standards
Learning standards may be classified into Content standards, which specify the essential knowledge (includes the most important and enduring ideas, issues, principles and concepts from the disciplines), skills and habits of mind that should be taught and learned. They answer the question, What should students know and be able to do?
Performance standards, which express the degree or quality of proficiency that students are expected to demonstrate in relation to the content standards. They answer the question, How well must students do their work? or At what level of performance would the student be appropriately qualified or certified?
Essential Understandings
These are the big and enduring ideas at the heart of the discipline.
Essential Questions
These are open-ended, provocative questions that spark thinking and further inquiry into the essential meanings and understandings.
Assessment
It defines acceptable evidence of students attainment of desired results. It determines authentic performance tasks that the student is expected to do to demonstrate the desired understandings. It defines the criteria against which the students performances or products shall be judged.
Facets of Understanding
Concept
A student who has understanding of a current event should be able to do the following:
Explain the event Interpret it Apply it Give his/her own perspective about the event Show empathy with the people who figure in the event Reveal self-knowledge about the event
A student who has understanding of a current event should be able to do the following:
A student who has understanding of a current event should be able to do the following:
Share their thoughts about why the MILF believes its actions are justified (Empathy) Express their level of confidence about making a judgment on the crisis in Mindanao in light of what they have read or heard, or the background knowledge they have about the local history of the people of Mindanao (Self Knowledge)
Instructional/Learning Activities
The learning activities are aligned with the standards and are designed to promote attainment of desired results. They include instructional resources, both digital and non-digital that students will need to perform the activities and produce the products and performances.
Flexibility
Openness to change
Implementing the curriculum and being accountable for higher learning outcomes
Child-friendly
Retention Rate
Curriculum
Policies
School climate
Child-friendly school
Achievement Level
Completion Rate
Child-friendly
school
The learning-centered teacher moves from working with individual student to working with teams of students in order to promote student learning. S S
S
S S
S S
S
S S
S
SS SS SS SS
SS
U N D E R STAN D I N G
Content Standard
Perf. Standard
Assessment
WHERETO
Firm Up
Deepen
Explore
WHERETO
W- How shall we help students know where theyre
headed and why theyre going there? Where is the unit/lesson going? What is expected? In what ways will students be evaluated?
WHERETO
E- What experiences shall we provide to help
students make their understandings real? How shall we equip them for success throughout the unit or course?
WHERETO
T- How shall we tailor (differentiate)
our instruction to address the unique strengths and needs of every learner? O- How shall we organize learning experiences so that students move from teacher-guided and concrete activities to independent applications that emphasize growing conceptual understandings?
Ref. Brown, J. (2004). Making the Most of Understanding by Design. VA:ASCD.
Learning/Instructional Plan
I. Explore
Diagnose. Activate prior knowledge. Clarify expectations and how learning shall be assessed: standards; products/performances; criteria, tools. Hook and engage student interest. Ask EQ; encourage student questions; welcome tentative responses as guide to further exploration.
Learning/Instructional Plan
II. Firm Up
Provide a variety of learning resources (books, videos, readings/documents, webbased resources, etc.) and differentiated activities to validate responses to EQ; process students meanings and check these against the EU. Encourage students to reflect, revise, or rethink their understanding. Check for understanding; provide feedback; check against content standard.
Learning/Instructional Plan
III. Deepen
Provide a variety of learning resources and differentiated activities/learning experiences in similar contexts to further validate student understanding. Encourage students to reflect, rethink, revise their understanding. Have students express their understanding Check for mastery of EU; provide feedback; check against content standard.
Learning/Instructional Plan
IV. Transfer
Provide for transfer of learning to a new or different context. Evaluate product/performance; check against performance standard.
SAMPLE
First Year
SCIENCE
TEACHING Should reflect the instructional approaches most appropriate to the goals ( not what is easiest or most comfortable for the teacher). Should employ resources most appropriate to the goals (not simply march through a textbook or commercial program).
NOT
B U
Back to
Usual Design
Balik Ugali
Dati
General Standard
The learner demonstrates understanding of basic science concepts and processes in an integrative way to solve problems critically, think innovatively/creatively and make informed decisions in order to protect the environment, conserve resources and sustain quality life.
Content
Stage 1: Results/Outcomes
Standard Content Essential Understanding Question
Performance
Learners perform in groups at least one teacher-guided community-based investigation using scientific methods
Stage 1: Results/Outcomes
Standard Content Performance Essential
Understanding
Question
Scientific methods are valuable when internalized as a process to solve problems in life.
Stage 1: Results/Outcomes
Standard Content Performance Essential Understanding
Question
Stage 2 : Assessment
Product/ Performance At the level of
Understanding
Performance
EXPLANATION How is scientific knowledge acquired and validated? Criteria: a. Thorough (explaining all needed steps of scientific methods used until conclusions are reached to generate scientific knowledge; and explaining how results of science investigations are subjected to review and testing of other scientists) b. Clear (expressing with clarity scientific thought in oral or written form) c. Justifiable ( providing depth and breadth of scientific reasoning)
Stage 2 : Assessment
Product/ Performance At the level of
Understanding
Performance
INTERPRETATION Why is it important to translate the data collected through tables and graphs while using scientific methods? Criteria: a.Meaningful ( giving brief yet substantial discussion on the importance of graphing/ tabulating data while using scientific methods)
Stage 2 : Assessment
Product/ Performance At the level of
Understanding
Performance
b. Illustrative (using given graphed or tabulated data to show relationships or connections between organizing or transforming raw data and the provision of a more compact and organized way based on specific purposes; and how relationships or connections can be used in determining patterns and trends)
Stage 2 : Assessment
Product/ Performance At the level of
Understanding
Performance
APPLICATION How will you use scientific methods in solving problems at home/community (e.g. Increase of insect pests) considering economic, social, cultural and other factors? Criteria: a. Appropriate (illustrating how scientific methods can be used/ adapted/ customized in solving problems at home or community) b. Practical( discussing how scientific methods can be done easily to solve a problem at home or in the community)
Stage 2 : Assessment
Product/ Performance
At the level of
Understanding
Performance
PERSPECTIVE How are approaches/ procedures of investigations done by some scientists different/ similar from those of others? Criteria: a. Insightful (providing similarities and differences on the approaches/ procedures after considering all situations/ views)
Stage 2 : Assessment
Product/ Performance
At the level of
Understanding
Performance
b. Credible (using authoritative sources of information while expounding similarities and differences)
c. Critical-minded (combining research, knowledge of historical context, and balanced judgment to prove similarities and differences; becoming skeptical of another view point based on very small sample of data; distinguishing between irrelevant and relevant or inaccurate and accurate information, and appropriate and inappropriate analogies)
Stage 2 : Assessment
Product/ Performance At the level of
Understanding
Performance
EMPATHY What would it be like to work as a scientist? Would you emulate scientists the way they develop their attitudes and values while using scientific methods? Criteria: a. Perceptive (recognizing scientific attitudes and values developed by scientists while doing scientific methods)
Stage 2 : Assessment
Product/ Performance At the level of
Understanding
Performance
EMPATHY What would it be like to work as a scientist? Would you emulate scientists the way they develop their attitudes and values while using scientific methods? Criteria: a. Perceptive (recognizing scientific attitudes and values developed by scientists while doing scientific methods)
Stage 2 : Assessment
Product/ Performance At the level of
Understanding
Performance
b. Open-minded/Receptive (accepting readily/ willingly that these scientific attitudes and values must be developed by scientists and oneself) c. Sensitive/Responsive (exhibiting how scientists develop scientific attitudes and values while using scientific methods)
Stage 2 : Assessment
Product/ Performance At the level of
Understanding
Performance
SELF-KNOWLEDGE Question learners need to ask themselves: How can I give my best contribution to the community using scientific methods? Criteria: a. Reflective (becoming aware of ones limitations in applying scientific methods, and of how ones thoughts are influenced/ shaped by these) b. Responsive (reacting positively as a result of having scientific methods changed ones view; reacting positively to how the learner can use scientific methods in the community)
Stage 2 : Assessment
Product/ Performance
At the level of
Understanding
Performance
c. Efficient ( expounding how time and resources can be used productively, how safety measures can be done throughout the investigation, and how data can be recorded objectively or honestly) d. Effective (discussing how the desired/ expected results/outputs can be achieved after using scientific methods)
Stage 2 : Assessment
Product/ Performance At the level of Understanding
Performance
Performance assessment of a science investigation based on the following criteria: Community-based Using scientific methods