Scribd Logo
Upload

Welcome to Scribd!

  • 32 views

    Curriculum Content ": Information or Knowledge To Be Learned in School"

    Uploaded by

    Glenda Ortillano Lee
    The document discusses curriculum content and outlines that it must take into account the learning environment, learner needs, and teaching principles, and that its purposes include organizing materials, presenting a sequential relationship of content, providing a basic understanding of the course, furnishing valuable information, and presenting applications. It also provides information on developing curriculum maps using the Understanding by Design framework with its three stages of desired results, assessment evidence, and learning plans.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd

    Curriculum Content ": Information or Knowledge To Be Learned in School"

    Uploaded by

    Glenda Ortillano Lee
    32 views8 pages
    The document discusses curriculum content and outlines that it must take into account the learning environment, learner needs, and teaching principles, and that its purposes include organizing materials, presenting a sequential relationship of content, providing a basic understanding of the course, furnishing valuable information, and presenting applications. It also provides information on developing curriculum maps using the Understanding by Design framework with its three stages of desired results, assessment evidence, and learning plans.

    Original Title

    CIA- mam beng

    Copyright

    © © All Rights Reserved

    Available Formats

    PPTX, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    The document discusses curriculum content and outlines that it must take into account the learning environment, learner needs, and teaching principles, and that its purposes include organizing materials, presenting a sequential relationship of content, providing a basic understanding of the course, furnishing valuable information, and presenting applications. It also provides information on developing curriculum maps using the Understanding by Design framework with its three stages of desired results, assessment evidence, and learning plans.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    32 views8 pages

    Curriculum Content ": Information or Knowledge To Be Learned in School"

    Uploaded by

    Glenda Ortillano Lee
    The document discusses curriculum content and outlines that it must take into account the learning environment, learner needs, and teaching principles, and that its purposes include organizing materials, presenting a sequential relationship of content, providing a basic understanding of the course, furnishing valuable information, and presenting applications. It also provides information on developing curriculum maps using the Understanding by Design framework with its three stages of desired results, assessment evidence, and learning plans.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 8

    Curriculum Content

    “Information or knowledge to be learned in school”


    Must take account:
    - of the environment in which the course will be used
    - the needs of the learners
    - principles of teaching and learning

    Purposes:
    - to help organize materials
    - to help a sequential relationship of material
    - to present material basic to a general understanding of a course
    - to furnish a source of valuable information
    - to present application
    Steps for the Propose Solutions:
    1. Check thoroughly the alignment of the Scope and Sequence
    with DepEd Curriculum Standards (Content and
    Performance)
    2. Modify the existing curriculum map adapting the matrix of
    the Ignatian Pedagogic Paradigm (IPP)
    3. Prepare a Learning Plan using the Understanding by Design
    (UbD)
    Curriculum Map
    CONTEN CONTENT PERFORMA FORMATIO TRANSF LEARNING LEARNI
    T STANDAR NCE N ER COMPETEN NG
    DS STANDARDS STANDARD GOAL CIES MATERI
    S ALS
    Understanding by Design – Backwards Design Process
    (Adapted from format developed by Grant Wiggins and Jay McTighe, 2002)

    Stage 1 Desired Results


    Content Standard(S) – from DepEd Curriculum Guide
    Enduring Understanding
    Essential Question (s)
    Objectives:
    Stage 2 Assessment Evidence
    Performance Task (s):
    • Authentic, performance based tasks that have students apply what they have
    learned and demonstrate their understanding.
    • Designed at least at the application level or higher on Bloom's Taxonomy.
    • Rubrics can be used to guide students in self-assessment of their performance
    Other Evidences:
    • Includes pre-assessment, formative assessment, and summative assessment
    evidence
    • Can be individual or group based
    • Can include informal methods (such as thumbs up, thumbs down, and formal
    assessments, such as quiz, answers to questions on a worksheet, written
    reflection, essay)
    Stage 3 Learning Plan
    Outline the learning plan (teaching & learning activities). This plan should be aligned clearly with the
    desired results (i.e., geared towards having students meet the objectives, answer the essential
    questions, and be able to complete the assessment activities). There are many formats that you can use
    for this part of the lesson plan

    • Materials & resources: List all.


    • Timeline: next to each step, indicate approximate length of time you expect each step to take.
    • Introductory activities: hook/capture student interest, set the stage, relate to previous learning (review), how this
    fits into what is to follow (preview), tell students what they will learn and be expected to do as a result of the
    lesson.
    • Developmental activities: outline the content and outline the instructional strategies & learning activities. Include
    details what you will do, how you will organize/prepare students for tasks, and what students will do. If you plan to
    involve students in discussion, list key/stem questions that you might ask to generate discussion.
    • Closing activities: list activities that you & students will do to summarize the lesson, reinforce what was covered,
    and tie everything together so students see how the lesson fits into the context of the rest of the course (what
    they have already done and what is coming next).
    To be emphasized in the learning plan:

    • Include appropriate strategies that promote student learning, active engagement,


    manipulation and testing of ideas. Students are asked to take responsibility for their
    own learning
    • Include cultural integration. Community resources are brought into lesson.
    • Clearly tie to a standard(s). Students are asked to engage critical thinking and problem
    solving as appropriate to prior knowledge, styles and interests
    • Engage students in both individual and group learning based on personal interests.
    Students are able to make choices that help to establish meaning.
    • Include variety and accommodations for learning styles, and multiple levels of
    development. Lesson clearly ties to curriculum goals.
    • Include activating prior knowledge, anticipating preconceptions, exploration and
    problem solving, and new skill building.

    You might also like