Lecture-Intro about Curriculum and Instruction

CURRICULUM

1. Source: https://thesaurus.plus/synonyms/curriculum

2. Curriculum is what happens in the classroom. When you put all these things together, you really get at  what happens in the classroom .  All the things that teachers do to engage, excite, ignite, guide and inspire student learning make up the curriculum.  The beauty of curriculum is that it is all about the students in our classrooms and what they need in order to learn what is essential – from standards to core concepts to values to life skills. Source: https://www.onatlas.com/blog/defining-curriculum

3. Elements of a Curriculum Source: https://www.youtube.com/watch?v=ozJGi7JyKS8

4. RA 10533, Rule II. Curriculum Source: PPT Presentation of Dr. Jocelyn DR Andaya

5. K to 12 Conceptual Framework Source: PPT Presentation of Dr. Jocelyn DR Andaya

6. K to 12 Support Systems Source: PPT Presentation of Dr. Jocelyn DR Andaya

7. K to 12 Curriculum Exits Source: PPT Presentation of Dr. Jocelyn DR Andaya

8. K to 12 Curriculum Standards Source: PPT Presentation of Dr. Jocelyn DR Andaya

9. Content Standards as Benchmarks of Knowledge and Skills The content standards define what students are expected to know (knowledge: facts and information), what they should be able to do (process or skills) with what they know, and the meanings or understandings that they construct or make as they process the facts and information. Performance Standards as Benchmarks of Transfer of Learning The performance standards define the expected proficiency level which is expressed in two ways: students should be able to use their learning or understanding in real-life situations; and they should be able to do this on their own. Students are expected to produce products and/or performances as evidence that they can transfer or use their learning in real-life situations.   Learning Competency refers to “ specific skills performed with varying degrees of independence. It has different degrees of difficulty and performance levels. It also refers to the ability to perform activities according to the standards expected by drawing from one’s knowledge, skills and attitudes   Sources DO 21, s. 2019 Policy Guidelines for K to 12 Basic Education Program DO 31, s. 2012 Implementing Guidelines of the K to 10 Curriculum Source: PPT Presentation of Dr. Jocelyn DR Andaya K to 12 Curriculum Standards

10. Curriculum Development Process 1. Needs Analysis consulted with LGUs, NGOs, industry partners, relevant government agencies (CHED, TESDA, etc), stakeholders (students, parents, teachers and school administrators) and relevant organizations regarding the proposed track/strand to determine feasibility of the proposed program 2. Review of Recent Studies/Researches took into consideration the Job Opportunities, Societal Demands, Trends and Issues, Potential Enrollees, Child’s choice, community culture and economic life, career opportunities, and school capability 3. Planning for the Curriculum a. Identification of Experts b. Consultation with Stakeholders and Education Partners c. Formulation of MOA/MOU/MOC d. Determination of Resources (Human Resources, References, Equipment and Tools, Financial) 4. Writing of the Curriculum Standards a. Development of the Curriculum Guide b. Review and Validation of the Curriculum Guide (Content, Language, Proofreading) c. Finalization Source: PPT Presentation of Dr. Jocelyn DR Andaya

11. vs

12. Coherence vs Alignment A standards-based system of science education should be coherent in a variety of ways [3]. It should be horizontally coherent, in the sense that the curriculum-, instruction-, and assessment-related policies and practices are all aligned with the standards, target the same goals for learning, and work together to support students’ development of the knowledge and understanding of science. The system should be vertically coherent, in the sense that there is (a) a shared understanding at all levels of the system (classroom, school, school district, state, and national) of the goals for science education (and for the curriculum) that underlie the standards and (b) that there is a consensus about the purposes and uses of assessment. The system should also be developmentally coherent, in the sense that there is a shared understanding across grade levels of what ideas are important to teach and of how children’s understanding of these ideas should develop across grade levels.

13. Source: https://prepwithharshita.com/stages-in-the-process-of-curriculum-development/

14. Curriculum Implementation Teacher School Head Supervisor Learners