PPT (Unpacking Curriculum Standard and Competencies) Jeferson Espiritu.pptx

Unpacking Curriculum and Standard and Competencies

1. IX. Unpacking Curriculum STANDARDS AND COMPETENCIES Jeferson F. Espiritu

2. Contents………. A. Definition and Examples of Curriculum Standards and Competencies B. Steps for Unpacking Curriculum Standards and Competencies C. Curriculum Evaluation & Improvement D. Trends and Issues on Curriculum & Curriculum Development

3. A. Definition and Examples of Curriculum Standards and Competencies

4. are broad statements of what students need to know and do as a result of learning. In the K to 12, Curriculum standards are classified as: ❑ Content Standards ❑ Performance Standards Curriculum Standards

5. The Department of Education, in this Memorandum Order Number 8 Series of 2015, defined curriculum standards and competencies as: Content Standards – identify and set the essential knowledge and understanding that should be learned by the students. Performance Standards - describe the abilities and skills that the learners are expected to demonstrate in relation to the content standards and integration of 21st century skills.

6. Learning Competencies - refer to the knowledge, skills, and understanding that learners need to demonstrate in every lesson or activity. Note: Remember that the big ideas or essential knowledge in the curriculum are always selected from the content standards while the performance standards serve as a basis for the abilities and skills that the learners are expected to demonstrate in relation to the content.

7. Characteristics of a Quality Curriculum Standards ✔Standards are connected to community needs and students’ needs ✔Empower teachers ✔Based on principal procedures ✔Flexible and able to change ✔Includes timelines for student’s learning, development, and growth ✔Describe the whole curriculum ✔Hidden curriculum is considered

8. Examples of Curriculum Standards and Competencies

9. B. Steps for Unpacking Curriculum Standards and Competencies

10. Step 1: Classify standards as knowledge, skills, and values. Knowledge – if the learning competency calls for remembering and basic comprehension of a concept or a skill. Examples: ∙ Explain how the organs of each organ system work together ∙ Analyze the importance of water for living organisms ∙ Discuss rules in subject-verb agreement ∙ Define percentage

11. Step 1: Classify standards as knowledge, skills, and values. Skill – if the learning competency calls for the learner to demonstrate or apply a skill or desired behavior. Examples: ∙ Demonstrate rotation and revolution of the Earth ∙ Calculate speed, distance, and time ∙ Performs as the puppeteer ∙ Solve word problems

12. Step 1: Classify standards as knowledge, skills, and values. Values – if the learning competency calls for valuing and appreciation. Examples: ∙ Appreciate various forms of literature ∙ Recognize the importance of cooperation and unity in achieving goals ∙ Respect different national symbols of the country ∙ Give value and importance to the craftmanship of the local artist

13. Example:

14. Step 2: Identify the prerequisite knowledge, skills, and values for each learning competency. Example:

15. Step 3: Look for the desired skills or behavior in every competency. Identify the most suitable activity for each desirable behavior . Example Learning Competency: ⮚Create crafts that can be locally assembled with local materials, guided by local traditional techniques. This could be done through the following activities: ∙ Lecture-Workshop; and ∙ Project-based approach (individual or group project)

16. Step 4: Classify learning competencies to determine appropriate assessment tools. This process is based on the works of Glatthorn (1998). Assessment tools are techniques used to measure a student's academic abilities, skills, and/or fluency in a given subject or to measure one's progress toward academic proficiency in a specific subject area. Why use assessment tools? Assessment tools can be used to help support active learning, facilitate team-building activities, and foster peer-to-peer learning.

17. Step 4: Classify learning competencies to determine appropriate assessment tools. When should you use assessments? Assessments should be done at the beginning, during, and at the end of instruction. Why should assessments, learning objectives, and instructional strategies be aligned? Assessments should reveal how well students have learned what we want them to learn while instruction ensures that they learn it. For this to occur, assessments, learning objectives, and instructional strategies need to be closely aligned so that they reinforce one another.

18. Standard with Conventional Testing (SCT) ⮚ These are learning competencies that require traditional assessment tools like quizzes and exams. ⮚ Conventional, more traditional, assessment tools evaluate what skills students can perform with success.

19. OBJECTIVE : At the end of the lesson, 80% of the Grade 1 students are expected to: Cognitive : Identify the proper way of washing the hand

20. Standard with Performance Tasks (SPT) ⮚ These are learning competencies that require performance tasks for assessment or authentic assessment. ⮚ A performance task is any learning activity or assessment that asks students to perform to demonstrate their knowledge, understanding, and proficiency.

21. Example: OBJECTIVE: At the end of the lesson, 80% of the Grade 1 students are expected to: Psychomotor: Practice and apply the proper hand washing before and after eating, after using the toilet, and when the hands get dirty. ASSIGNMENT Direction: Take a video of yourself washing your hands properly. Kindly send it to my Facebook account; Jeferson F. Espiritu, with the help of your guardian/parents.

22. Standard for Continuing Development (SCD) ⮚ These are learning competencies that focus on values and attitudes that cannot be assessed. OBJECTIVE: At the end of the lesson, 80% of the Grade 1 students are expected to: Affective: Value the importance of washing hands properly before and after eating, after using the toilet, and when the hands get dirty.

23. C. Curriculum Evaluation & Improvement

24. What is curriculum evaluation? Worthen and Sanders (1987) define curriculum evaluation as “the formal determination of the quality, effectiveness, or value of a program, product, project, process, objective, or curriculum.” Ornstein and Hunkins (1998) define curriculum evaluation as “a process or cluster of processes that people perform in order to gather data that will enable them to decide whether to accept, change, or eliminate something- the curriculum in general or an educational textbook in particular.”

25. A. Reason for Evaluation Curriculum evaluation identifies the strengths and weaknesses of an existing curriculum that will be the basis of the intended plan, design, or implementation.

26. B. Types of Evaluation Formative Evaluation is generally any evaluation that takes place before or during a project’s implementation with the aim of improving the project’s design and performance

27. B. Types of Evaluation Summative evaluation aims at getting the total picture of the quality of the curriculum produced

28. C. Models of Curriculum Evaluation The following stages, that Tyler recommended in 1942 for curriculum evaluation are: o establishing broad goals/objectives; o classifying objectives; o defining objectives in behavioral terms; o finding situations in which achievements of objectives can be shown; o developing/selecting measurement techniques; o collecting student performance data, and o comparing data with behaviorally stated objectives.

29. C. Models of Curriculum Evaluation Metfessel -Michael Model Metfessel and Michael (1967) present a model with eight major steps in the evaluation process. In fact, one can see that it is a variation of what Tyler (1942) suggested.

30. C. Models of Curriculum Evaluation Congruence-Contingency Model Antecedent -This is any condition that exists prior to teaching and learning that may influence the outcomes. Transactions -Learning transactions that occur between and among teachers and students. Outcomes -These are the consequences of education.

31. C. Models of Curriculum Evaluation Discrepancy Evaluation Model This model developed by Provus (1971) has the following four components: o determining curriculum standards; o determining curriculum performance; o comparing curriculum with standards; and o determine whether any discrepancy exists between the standards set and the curriculum

32. C. Models of Curriculum Evaluation CIPP Model Stufflebeam (1971) considers evaluation a continuous process and suggests that four types of decisions are required in evaluation efforts. The four types are: • planning decisions; • structuring decisions; • implementing decisions; and • recycling decisions.

33. Corresponding to these decision types there are four types of evaluation: context, input, process, and product.

34. 1. Context Evaluation It involves studying the environment in which we run the curriculum. It helps us define the relevant environment; portray the desired conditions pertaining to that environment; focus on unmet needs and missed opportunities; and diagnose the reason for unmet needs.

35. 2. Input Evaluation The purpose of this stage is to provide information for determining how to utilize resources to meet curriculum goals. At this stage, we evaluate alternative designs in terms of how they will contribute to the attainment of the objectives stated and in terms of their demands upon resources, time, and budget

36. 3. Process Evaluation This stage addresses curriculum implementation decisions that control and manage the plan or curriculum. Through process evaluation, we can determine the level of congruency between the planned and actual activities.

37. 4. Product Evaluation It helps us determine whether the final curriculum product in use accomplishes the intended goals. Depending on the data collected, we can decide whether to continue, terminate or modify a curriculum.

38. CURRICULUM IMPROVEMENT - is the process of continuously making instruction better based on students’ needs.

39. APPROACHES TO CURRICULUM IMPROVEMENT 1. Behavioral Approach This approach started with the idea of Frederick Taylor which aimed to achieve efficiency. In education, the behavioral approach begins with educational plans that start with the setting of goals or objectives. These are the important ingredients in curriculum implementation as evaluating the learning outcomes of behavior.

40. APPROACHES TO CURRICULUM IMPROVEMENT 2. Managerial Approach -in this approach, the principal is the curriculum leader who is supposed to be the general manager.

41. APPROACHES TO CURRICULUM IMPROVEMENT 3. Systems Approach -this was influenced by systems theory, where the parts of the total school district or school are examined in terms of how they relate to each other.

42. APPROACHES TO CURRICULUM IMPROVEMENT 4. Academic Approach -this approach attempts to analyze and synthesize major positions, trends, and concepts of the curriculum.

43. APPROACHES TO CURRICULUM IMPROVEMENT 5. Humanistic Approach -this approach is the progressive philosophy and child-centered movement.

44. APPROACHES TO CURRICULUM IMPROVEMENT 6. Reconceptualists Approach - the re-conceptualist represent an approach to curriculum design without a model to guide the design, tending rather focus on larger ideological and moral issues relating to education (not only curriculum) and economic and political institutions of society (not only of schools).

45. D. Trends and Issues on Curriculum & Curriculum Development

46. A. Poor academic performance of learners. • Issues with the varied implementation of the curriculum among schools and teachers seem to be one of the reasons for the prevailing low performance of schools all over the country. • There is a perennial complaint about books and other instructional materials. • Overcrowded classrooms do not provide a good learning environment. • In addition, the teachers have been identified as one of the influencing factors in the varied implementation of the curriculum. Issues like ill-prepared teachers, poor attitudes toward change, and low morale have been thrown at teachers. Leadership support from principals is also mentioned.

47. B. Curricular innovations lack a sense of ownership from stakeholders. • Most of the curricular innovations are handed down from the top management. Those who are going to implement simply low the line or follow blindly. • Sometimes the implementers lack full understanding of the changes or modifications that they are doing. • The goal is unclear, thus there are a lot of questions in the implementation as well as evaluation from the concerned persons. • Because of this concern, there is little support that comes from other stakeholders. They just leave the school to do it on their own, thus giving the classroom teacher the burden.

48. C. Some curricular innovations are results of bandwagon but are not well supported by managers. • In the desire of some schools to be part of the global educational scenario, changes and innovations are drastically implemented even if the school is not ready. • Some schools for example implement a curriculum that is technology dependent when there are not enough computers in the classroom. There are no internet connections either. • But they have to show that they are also keeping abreast of the development even if their equipment is insufficient.

49. D. Lack of regular monitoring and evaluation. • After a new curriculum has been installed, it is left unattended. • Inadequate monitoring activities to find out curricular strengths or weaknesses and problems are being encountered. • Very little means is provided to find out if the implementation is running smoothly or not. • When the time of implementation ends, sometimes there is no evaluation aspect, thus the innovation cannot be judged as a failure or success for it to be continued or not.

50. E. Innovations result in teacher burnout. • With so many new changes taking place in the curriculum, many teachers are getting burned out. • They get tired so easily and motivation is very low. It is so because they cannot cope with the rapid changes that take place. • They themselves cannot adjust to the changes that are being introduced. • They would prefer the “good old” days and stick to what they had been doing which is not anymore compatible with the times.

51. f. Innovations are not communicated to all. • Only the managers or the proponents understand the changes. • Those who are directly involved merely follow hook line and sinker. This is called regimentation. • Changes when introduced this way, may falter along the way because the people involved are not empowered.

52. The many faces of curriculum development:

53. 1. FRANCE France’s educational roots date back to the time of Charlemagne and the modern form of the Republican School. • Their educational system is a three-tier system that consists of primary, secondary, and tertiary levels. • The current literacy rate is 99% • Homologation (French Authority Authorization) • To be authorized by the French authorities, a school needs to follow the French curriculum set by the French Ministry of Education. The schools fill out an extensive application by the French authorities. The application together with the results of the audit is then reviewed by the French Ministry of Education and the French Ministry of Foreign Affairs in Paris will grant the authorization. • Follow-up and Quality Assessment Post-Homologation • The school is audited on a regular basis (usually once a year) by French inspectors. Schools are also overseen locally by the French authorities through the French Embassy. Regular meetings and development program for leadership teams and teachers are held on a regular basis. • The dropout rate is less than 20% for those who attend secondary education.

54. 2. CAMBODIA • Education was originally offered by the Buddhist temples. • Females were excluded in education for many years. • Due to widespread poverty, girls must drop out for school to care for their home or go to work. • In 1917, the French colony establish a primary and secondary educational system. • The country has been through many government and education reconstructions trough Cambodian history. The schools are operated by the local government. • The literacy rate is 76% for males and 46% for females. Cambodia’s education system faces many problems such as: • Lack of facilities • Few qualified teachers • Low morale • Low Attendance • Few have computer access

55. 3. SOUTH AFRICA • South Africa reconstructed their education system in 1994. • They have a national department of education. • The local governments direct the schools. • In South Africa, they have three levels of education including college. • The national literacy rate is 24% • The national government is trying to get technology to disadvantaged schools

56. 4. INDIA • Education in India was traditionally a Hindu-initiated system. • In the 19th century, a Western Style of education was introduced and founded by the British. • In 1976, the educational responsibility was shared between the central (finances) and state governments (planning and implementation). • India’s literacy rate is 65% • They enroll 190 million students in a three-tier system. • India’s education system is now focused on primary education. Building more schools is another goal of the national government. • There are various types of technical schools available for the working-class poor. • India has limited funds for educating their enormous population of students.

57. 5. VIETNAM • The Vietnamese education system was modeled after a Chinese-Confucian System. • In 1975, the communist system was applied to the whole nation. • The literacy rate in Vietnam is 94% • Only 24% of the population has computer assets. • In Vietnam only 5% of college-age students attend higher education. • Their education system is five levels: • Preprimary (18 MONTHS TO 5 YEARS OF AGE) • Primary (6 YEARS OLD) • Intermediate (Junior high school includes grades 6, 7, 8, and 9) • Secondary (grades 10 to 12) • Higher education (college)

58. 6. CHINA • China is the world’s largest communist nation. • In 1978, four modernizations were outlined for China: • Agriculture • Industry • Technology • Defense • The local Communist Party community groups govern the schools. • Since 1950, literacy has risen from 20% to 95% in China. • China’s fast development of high-quality education programs is due to exams, key schools, and study abroad policy.

59. 7. PAKISTAN • Education was originally offered by the Religious Madrassahs or Masajids (Islamic religious schools). • Federal Ministry of Education is responsible for the making of curriculum, syllabus, Planning, Policy, and Education Standards. • In 1973’s constitution, the Government placed education on the concurrent list. • Each province has its own Provincial Textbook Board. • Studies scheme based on the three key factors: National education policy, Market demand, and Global issues. • Literacy rate 2015: according to UNESCO overall literacy rate of Pakistan stands is 55% (male-67%, female-42%) • Education system in Pakistan is decentralized. • Levels/Stages of Education in Pakistan: • Pre-primary stage (ages from 3-5) • Elementary education (primary- grades 1-5 and middle-grades 6-8) • Secondary (grades 9-10) • Higher secondary (grades 11-12) • Tertiary education/higher education

60. DEVELOPED NATIONS 1. JAPAN • Japanese education was traditionally based on Buddhist and Confucian teachings from China. • In the late 19th century, schools began to place more emphasis on university and academics and the military. • Their education system is now based on the American model. • Their test scores are among the highest in the world. • Japanese schools have a three-tier system, elementary, middle, and high school. • As of 2012, Japan’s literacy rate was 99% • Their schools are highly competitive for success.

61. 2. SCOTLAND • The Scottish Education Act of 1696 established the first national system of education in the world. • The literacy rate is 99% • The local authorities own and operate the schools in Scotland. • Students have to take exams to be able to attend college. • Scotland is also struggling with high unemployment. • Scotland plans to create close ties with China in order to become a favored trade partner in the future.

62. 3. UNITED STATES • In the 19th century, plans were being made for free education through grade 12. • During the 20th century, the curriculum was being adjusted to include more diversity. • Each state has the right to create a curriculum that does not violate the rights of its citizens. • As of 2008, the literacy rate was 98% • Curriculum leaders need to collaborate with leaders from subgroups of different cultural backgrounds to develop a new curriculum.

63. 4. CAYMAN ISLANDS • Cayman Islands is a small nation that has a population of 45,000 people. • As of 2007, the literacy rate was 98% • This nation is still controlled by the British. • The islands have governors appointed by the British. • The Caymans modeled their education system after the English system. • The Cayman Islands Education Council directs the school systems. • After the conference the islands came up with goals to reform their falling education system.

64. Thank you for your Cooperation and Listening!