Unit Ii Prof Ed 5
Unit Ii Prof Ed 5
Unit Ii Prof Ed 5
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There are four major components
1 or elements of a curriculum and,
the curriculum design reflects the
nature and the organization of
these elements. The elements are
ELEMENTS OF CURRI
the following:
CULUM DESIGN
Behavioral Objectives or Intended Learning O
1
utcomes
2 Content/Subject Matter
ELEMENTS O 3 References
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1. Behavioral Objectives or Intended Lear
ning Outcomes
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CONSTRUCTIVE ALIGNMENT IN DESIGNI
NG CURRICULUM
BO/ILO Content
Learning Experiences
Assessment
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2. Content/Subject Matter
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In selecting content, Bilbao, et al (2015), remind us of the
following:
Significance Interest
Utility
Self-sufficiency
Validity
Feasibility Learnability
ty
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ti o
io
ce
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at
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tin
ue
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Effective organization of content will also guarantee that the most learning compete
ncies as stated in the curriculum will be acquired by students.
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3. REFERENCES
Internet sources or materials are also used as references and must also be cited properly. Ho
wever, you are advised to exercise precaution in utilizing sources from the internet. Obtain an
d use only those coming from legitimate sources and sites. A proper citation must also be obs
erved to avoid plagiarism issues. 18
Some examples are the following in APA format:
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How to cite a website:
Mendeley, J.A., Thomson, M., & Coyne, R.P. (2017, January 16). How and wh
en to reference. Retrieved from https://www.howandwhentoreference.com
(Retrieved from https://aut.ac.nz.libguides.com/APA6th/referencelist).
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How to cite a webpage:
Mitchell, J.A., Thomson, M., & Coyne, R.P. (2017, January 25) APA citation. H
ow and when to reference. Retrieved from
https://www.howandwhentoreference.com/APAcitation
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• Curriculum experiences are the heart and core • The curriculum should provide physical,
of the curriculum. mental, and emotional experiences or their
integration to the learners.
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According to Bilbao, et al (2015), the
teaching and learning methods should
Cooperative Learning Activities
allow cooperation, competition as 1
well as individualism, or independent
learning among our students. Independent Learning Activities
2
Examples are:
3 Competitive Activities
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4. Assessment/Evaluation
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Ornstein & Hunkins (1998) as cite
d by Reyes et al (2015) stated that
evaluation may be undertaken to
gather data and relevant informati
on that would assist educators in
deciding whether to accept, chan
ge, or eliminate the curriculum in
What to Evaluate? general or educational material in
particular.
The most widely used is th
e Stufflebeam's CIPP Mode
l. This model of Curriculum
Evaluation was a product o
f the Phi Delta Kappa com
mittee chaired by Daniel St The model made emphasis that the r
ufflebeam. esult of the evaluation should provid
e data for decision making. An evalu
ator can only take any of the four sta
ges as the focus of the evaluation (Bil
bao, et al 2015).
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Process in CIPP Model
stage 1 assesses needs and problems in the context for decision-makers to deter
Context Evaluation mine the goals and objectives of the program/curriculum.
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Five steps suggested for Curriculum Evaluation for all stages of the CIP
P MODEL OF CURRICULUM EVALUATION
2. Input Evaluation Step 2: Identify the kinds of data to make that decision.
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There are different models of curriculu
A Simple way of m evaluation that schools may utilize if t
hey would like their curricula to be subj
Curriculum Evalu ected to evaluation. Bilbao, et al (2015) s
bao, et al 2015)
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Just ask the following questions and any no answer to an item will ind
icate a need for a serious curriculum evaluation process.
Does the curriculum provide quanti Can the curriculum provide the data nee
ded for decision making?
7 tative methods of assessment? 9
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Steps for a suggested plan action for process of curriculu
m evaluation
1. 2. 3.
4. 5. 6.
2. ASSESSMENT AS LEARNING
Assessment as learning employs tasks or activities that provide students with an opportu
nity to monitor and further their learning – to think about their learning habits and how t
hey can adjust their learning strategies to achieve their goals.
3. ASSESSMENT OF LEARNING
Assessment of learning is summative and done at the end of the unit, task, process or
period. Its purpose is to provide evidence of a student's level of achievement concerni
ng curricular outcomes.
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APPROACHES AND TYPES TO CURRICU
LUM DESIGN
There are three types of curriculum design models. These are subjec
t-centered design, learner-centered design, and problem-centered d
esign (Bilbao, et al 2015).
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FOUR subtypes of subject-centered
Subject-centered Design focus design
es on the content of the curric
ulum. It corresponds mostly to 1 Subject Design
focuses on the cluster of content
the textbook written for the sp
ecific subject, thus, this type of 2 Discipline Design
design aims for excellence in t focuses on academic disciplines
Icon
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Problem-Centered design
Draws on a more progressive view of the curriculum and has two types, the life-
situation design, and the core design.
LIFE-SITUATION DESIGN
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Add an image
1. 2. 3.
A curriculum map is a planning tool, a procedure for examining and organizing a curriculum that
allows educators to determine how content, skills, and assessments will unfold over the year.
It is a visual timeline that outlines the desired learning outcomes to be achieved, the lesson cont
ent, skills, and values to be taught, the strategies to be utilized, and how the progress of the stud
ents will be measured.
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At the tertiary level, a curriculum map is a tool to validate
if a match exists between core program outcomes (comp
etencies) and the content of a curricular program (on a p
er course or subject basis).
In a curriculum map, the following letter symbols are us
ed: L, P, and O.
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"L" refers to learning outcomes such as knowledge, skills, and values or outcomes achiev
ed in the subject. This demonstrates whether the subject course facilitates learning of th
e competency.
“P” denotes to practiced outcomes. This shows whether the subject course allows the st
udents to practice the competency prescribed.
"O" signifies the opportunity to learn and practice. This presents whether a subject c
ourse is an opportunity for development. This represents opportunities to learn and
practice knowledge, skills, and values but they are not taught formally
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Process of Curriculum Mapping
Enter the teaching-learning
methods to achieve outco
Enter the content areas/ subj mes.
Place a timeline that you need to
cover. (E.g. One quarter, one sem ect areas to be covered.
ester, one year)
• List the degree program outcomes along with horizontal cells (use code such as PO1, PO2, etc., if t
oo long to fit in a cell). Example of codes:
Po1= Applied basic/higher 21st-century skills.
PO2= Comprehended knowledge of the content they will teach.
PO3= Demonstrated different teaching approaches.
• Cross the subject and the outcomes. Determine if such subject accomplishes the outcomes as eith
er:
Learned (L),
Performed (P) or
given Opportunity (O) 46
Curriculum Mapping for Higher Education (The Proc
ess)
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General Curriculum Map for the BSED major i
n Science
Program Outcomes
Courses
PO1 PO2 PO3
Genetics L P O
Environmental Science L P L
Inorganic Chemistry L P O
Organic Chemistry L P O
Research in Teaching L P L
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Thank You!!