21ST CENTURY<br />CURRICULUM DESIGN<br />Methusael B. Cebrian<br />Table of Contents<br />                                ...
Logical-Mathematical Intelligence16
Spatial Intelligence17
Interpersonal Intelligence17
Intrapersonal Intelligence17</li></ul>      Page<br />Learner and Learning Centered18<br />Metacognition18<br />Transactio...
Pencil and Eraser
Ballpen
Calculator
Drawing Sheet</li></ul>Learning Objectives: <br />To be able to translate the crime data provided by the City Police Offic...
21st Century Curriculum Design
21st Century Curriculum Design
21st Century Curriculum Design
21st Century Curriculum Design
21st Century Curriculum Design
21st Century Curriculum Design
21st Century Curriculum Design
21st Century Curriculum Design
21st Century Curriculum Design
21st Century Curriculum Design
21st Century Curriculum Design
21st Century Curriculum Design
21st Century Curriculum Design
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21st Century Curriculum Design

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This Curriculum Design is an example of what a 21st Century Curriculum Design should be. The type of Curriculum (called Lesson Plan in the past) that is a Higher Order Intellectual Quality in nature. An Authentic Task that is also assessed using Authentic Assessment.

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21st Century Curriculum Design

  1. 1. 21ST CENTURY<br />CURRICULUM DESIGN<br />Methusael B. Cebrian<br />Table of Contents<br /> Page<br />Goal of Curriculum Development5<br />Curriculum Design6<br /> Analysis 14 <br /> Higher Order Intellectual Quality Curriculum<br />Social Regard for Learning14<br />Authentic Task15 <br />Diversity of Learners15<br />Multiple Intelligences16<br /><ul><li>Linguistic Intelligence16
  2. 2. Logical-Mathematical Intelligence16
  3. 3. Spatial Intelligence17
  4. 4. Interpersonal Intelligence17
  5. 5. Intrapersonal Intelligence17</li></ul> Page<br />Learner and Learning Centered18<br />Metacognition18<br />Transactional Approach19<br />Integrative Learning19<br />Transformed Teaching20<br />Higher Order Thinking21<br />Academic Engagement21<br />Problem Based Curriculum21<br />Proof of Learning22<br />Authentic Assessment22<br />Resources23<br />Goal of Curriculum Development<br />The goal of the curriculum development is to train future mentors and facilitators the right methods of delivering instruction and stimulate learning through collaborative learning tasks that are connected to the community outside the classroom. Thus, turning the world into a giant classroom for experimentation of the learners and the school classroom for meeting place and discussion of core topics only, with an end result of producing graduates that are intellectually proficient, multi-tasker, information seeker, morally upright and sensitive to the societal needs of the country. Critical thinkers not critics is the goal of the 21st education, people who are not afraid to venture into the unknowns, people who would not allow themselves to sit only on the sidelines and criticize only like loose guns, people who are fit to be called the 21st century Filipino as envisioned by this author. <br />Curriculum Design<br />Theme: “The World is our Classroom”<br />Subject: Statistics<br />Level: 4th Year<br />Textbook: Introduction to Statistics 3rd Edition by Ronald E. Walpole<br />Materials:<br /><ul><li>Ruler
  6. 6. Pencil and Eraser
  7. 7. Ballpen
  8. 8. Calculator
  9. 9. Drawing Sheet</li></ul>Learning Objectives: <br />To be able to translate the crime data provided by the City Police Office from 2008-2009 into Graphic representation, provide accurate Interpretation and recommendation for the City Police Office.<br />Scenario: <br />Crimes are alarmingly on the rise in the city, local television station have shown that most of their newscast airtime were spent on crimes committed on a daily basis. The City Police Office does not have statistical tools to interpret the crime data they have. <br />But they know that most crimes are committed by people in their teens and early 20’s. So to encourage, participation and awareness among the students, the City Police Office is inviting High School and College Students to Help the City maximize the information they could get from their data.<br />This will also cut cost from the City Police Office in acquiring and training of personnel’s in the use of statistical software.<br />General Performance Task:<br />To gather Crime Data from the City Police Office from 2008-2009 and translate the data into Graphic representation, Interpret the result and presented a recommendation to the Chief of the City Police Office. <br /><ul><li>Write a letter addressed to the Chief of the City Police office, requesting access to crime data from 2008-2009 as part of the academic requirements. The students will volunteer to provide a graphic representation and accurate interpretation of the Crime Data and it will be presented back to the City Police Office.Learning Episode:</li></ul>Assessment Tasks:<br />Learning Criteria25%Beginning50%Developing75%Accomplished100%ExemplaryScoreContent of the letter (parts of the letter)Unable to state the purpose and rationale in the letter.No substantial information on the different parts of the letter.Some pertinent parts are not complete.Vague rationale or purpose.Complete parts of the however overlook the rationale as to writing the letter.Content wise is very well written.Purpose or rationale is clearly stated in the content of the letter.Able to provide the complete and exact parts of the letter.Language Use (Subj-Verb Agreement and Verb TenseCreate a letter without considering the grammar structure.Able to write a letter but there are some grammatical errors on the other hand verb tense is not consistent.Some errors with the grammatical structure.Needs to improve consistency with regards to verb tense agreement.Language used is consistent and well written.Extreme attention to grammar structure and verb tensesParallelism and coherenceNo connection of ideas all throughout the letter contentCreate a letter with less attention on its connection.Scattered thoughts and ideas of the contentAble to make a letter with series and interconnected ideas however some parts are not that inclined with the nextParallelism and coherence is very visible.It shows smooth flow of ideas from the very start up to its ending.Punctuation marksRun on sentences.No punctuation marks at allTry to use the punctuation marks according to its function.No proper usage of the punctuation marks.Details in punctuation marks are given attention.Create a letter with less error in punctuation marks.Proper punctuation marks are accurate.It functions in the letter according to its usage.<br /><ul><li>Consolidate all the data separating different crimes such as kidnap, theft, homicide etc.Tally all the number of crimes separated by its nature of crime and month occurred.Identify the top 5 crimes in City.Learning Episode:</li></ul>Assessment Tasks:<br />Learning Criteria25%Beginning50%Developing75%Accomplished100%ExemplaryScoreTabulation of crimesInaccurate interpretation of data.Tendency to shift from one interpretation to another.No enough attention to the accuracy of interpreting the data.Unable to come up with the best exact interpretation.Close to accuracy however there are still some errors with the interpretation of Crime Data.There are some details which are not that clear.Accuracy of the interpreted data is consistent from the very start up to the end.Time representationUnable to present exact information of the crime.There is lacking information as to presenting the data.Vague presentation of factors given.Aware of the factors given but unable to give enough attention to the details.There is clarity and conciseness of the information.Data is presented in details.Identification of Top 5 crimes.Unable to identify the top 5 crimes from the dataInaccurate identification of crimes from the dataAccurately identified top 5 crimes from the data but unable to arrange accordingly from highest to lowest.Very clear and well presented list of crimes extracted from the crime data.<br />Learning Episode:<br /><ul><li>5. Divide the class into 6 collaborative groups.</li></ul>Learning Episode:<br /><ul><li>5 groups will work on the top 5 crimes.Plot the occurrence of the crime per month and indicate the number of crimes committed.Identify the Mean, Media, and Mode of the crimes.Compute for the Variance and Standard Deviation.Identify the different crime occurrences using the Linear Regression and Time Series.All computations must be coupled with a graphic (histogram) presentation.Group members can verify the accuracy of the results in consultation with the teacher using the statistical software SPSS.</li></ul>Assessment Tasks:<br />Learning Criteria25%Beginning50%Developing75%Accomplished100%ExemplaryScoreCrime Intensity Unable to present exact information of the crime.There is lacking information as to presenting the data.Vague presentation of factors given.Aware of the factors given but unable to give enough attention to the details.There is clarity and conciseness of the information.Data is presented in details.Graph RepresentationAttempted only to create graphic presentation without considering the pertinent factors or details.Incomplete graphical presentation of the Crime Data.Complete representation but unable to plot the details properly.Errors are slightly visible in the graphic presentation.Complete and exact presentation of the graphical data.Full attention to important information is clearly visible to the plotted details.ComputationUnable to provide computations.Unable to complete the required computations.Provided complete solutions and answers to the problem with slight errors.Computations presented are well arranged and accurate.InterpretationUnable to interpret the crime data.Interpretation presented is not aligned to the raw data provided.Interpretation presented is aligned to the raw data provided but unable to see its implications to the society.Complete and accurate interpretations of the data.Able to see its implications to the society.<br /><ul><li>7. The excess group will work on the other crimes not included in the top 5 crimes. Plot the occurrence of the crime per month and indicate the number of crimes committed.Identify the Mean, Media, and Mode of the crimes.Compute for the Variance and Standard Deviation.All computations must be coupled with a graphic (histogram) presentation.Group members can verify the accuracy of the results in consultation with the teacher using the statistical software SPSS.Learning Episode:</li></ul>Assessment Tasks:<br />Learning Criteria25%Beginning50%Developing75%Accomplished100%ExemplaryScoreCrime Intensity Unable to present exact information of the crime.There is lacking information as to presenting the data.Vague presentation of factors given.Aware of the factors given but unable to give enough attention to the details.There is clarity and conciseness of the information.Data is presented in details.Graph RepresentationAttempted only to create graphic presentation without considering the pertinent factors or details.Incomplete graphical presentation of the Crime Data.Complete representation but unable to plot the details properly.Errors are slightly visible in the graphic presentation.Complete and exact presentation of the graphical data.Full attention to important information is clearly visible to the plotted details.ComputationUnable to provide computations.Unable to complete the required computations.Provided complete solutions and answers to the problem with slight errors.Computations presented are well arranged and accurate.InterpretationUnable to interpret the crime data.Interpretation presented is not aligned to the raw data provided.Interpretation presented is aligned to the raw data provided but unable to see its implications to the society.Complete and accurate interpretations of the data.Able to see its implications to the society.<br />Analysis<br />Higher Order Intellectual Quality Curriculum<br />This curriculum will never be a 21st century, higher order intellectual quality curriculum if it does not quality to the basic requirements of what a 21st century curriculum should be. The Curriculum Design must reveal the different areas which the curriculum belongs. A curriculum that takes on the present challenges of the society and integrating that into the classroom application where the learners become flexible critical thinkers, collaborative communicators, visionary leaders, information managers and active community members. These are the qualities of learners that we want to produce as teachers of the 21st century.<br />Social Regard for Learning<br />The very first domain in the National Competency Based Teacher Standard (NCBTS), states that the learner must be able to connect classroom learning to the social environment. Hence, the learner must see that the society outside the classroom is the practical test for all the knowledge the learner has acquired in the school. This will develop a sense of participation and understanding to the needs of the society and become part of the solution to the problem.<br />In this curriculum, Social regard for learning had been the foremost requirement in its design. The curriculum integrated the biggest problem in the community, In this case the alarming rise of crimes in the City, the curriculum is designed such that the learners will be able to see for themselves these problems, analyze the cause of the problem and provide recommendation based on their assessment of the situation.<br />The learners are given the chance to participate in the community, thus making them part of the solution instead of the problem. Since it is believed that most of the crimes are committed by people in their teens and 20’s, making them part of the crusade is already a big step forward. <br />Authentic Task <br />The learning task does not rely on what the textbook has provided, the textbook only served as the reference and a guide by the students. The task is real time and cannot be placed on a textbook, the problem we have tackled in this curriculum design might not be applicable to some other community, and thus a different authentic task should be created. In a bookish type of instruction, the examples are not relevant to the students thus making them bored in participating in the learning activity. The students are not to be blamed for that behavior because the learning task is too bookish, routine and rudimentary in nature. <br />An authentic task like this takes on societal challenges that the learners can easily verify and relate to, and bringing the classroom instruction to that end. In this curriculum design the societal problem is a present one, which is the alarming rise of crime in the city. And the students task would be to interpret the data that will be provided by the City Police Office and provide recommendation based on the interpretation of the crime data. <br />Diversity of Learners<br />In this curriculum design, the learners will be working collaboratively with a group regardless of their race, color or creed. Diversity is in fact being promoted in order to allow the students to share their own personal experiences that are related to the learning tasks. Likewise, learners of different learning abilities and skills will be able to work together with peers in order to achieve their objectives.<br /> <br />Multiple Intelligences<br />Collaboration is intended to group people together to work on a specific task. Hence, learners with different experiences, skills and learning abilities are part of the group. In this curriculum design, learners with different multiple intelligences will be able to work well in this kind of learning environment because they can contribute to the completion of the learning task using the skills they are more confident to work with.<br />In this curriculum design, five out of eight multiple intelligences identified by Dr. Howard Gartner are included, among these are:<br />Linguistic Intelligence<br />Learners with high aptitude for language will be able to contribute to the success of the learning task. The very first learning task in the curriculum design is for the students to transmit a formal communication letter to the Chief of the City Police Office requesting access to the crime data for interpretation. In this learning task, learners that are very good in crunching numbers would find it hard to construct a grammatically correct letter, much more when the recipient is the Chief of the City’s Police force. Learners that are good in words and language will be the one to handle the task of constructing a formal letter.<br /> Logical-Mathematical Intelligence<br />This is a statistics subject which is focused on numbers, huge volume of crime data are to be provided by the City Police Office as part of their Learning Task. Students with this kind of intelligence can provide an expert skill in crunching numbers and interpretation of the results. While all of the students are expected to become proficient on the subject, learners with high aptitude for numbers will be able to excel easily.<br />Spatial Intelligence<br />One of the requirements in the curriculum design is for the students to construct a graphical representation of the crime data. Students with high aptitude for drawing and other spatial abilities will be able to contribute to the success of the learning task. The learners at their own predisposition may add colors to the graph to give emphasis on a specific time or crime.<br />Interpersonal Intelligence<br />Given the collaborative nature of the curriculum design, learners with good skills in interpersonal relationship will be able to support to the success of the learning task. They may even be in fact, be the key to the unity and smooth working relationship with other members of the group. Learners with this kind of intelligence will even excel in the learning task since the environment provided is designed for communication and active participation of every member.<br />Intrapersonal Intelligence<br />Number crunching subjects are the favorite arena for learners with this kind of intelligence, the curriculum design being a statistic subject will enhance the ability of learners who are capable of working silently. Most of the learners who are intrapersonal are the ones who are good in numbers, they may not be good in communication but they can certainly work with huge volume of numbers to crunch. These learners are self believers and smart, they can produce results when given a task and allowed to work alone or behind the limelight. <br />Learner and Learning Centered<br />The curriculum is designed such that the teacher would only act as the facilitator of learning. Students will be working in a collaborative environment where the learners are actively involved. In this type of environment, the learners are the ones who evaluate, make decisions and be responsible for their learning. They likewise master the lesson by constructing knowledge themselves. <br />In this type of environment, the learners work together and cooperate with each other. The individual learner’s skills and abilities complement each other, the learners does not compete with each other but instead work together in order to complete the task.<br />Metacognition<br />The curriculum is designed to be metacognitive in nature, meaning each group while expected to come up with the same answer to statistical questions and interpretation of the data, they may vary in terms of approach to the solution of the problem and to the recommendation they may submit at the end of the entire task.<br />The learners develop their plan of action, at the initial stage of the activity where the different collaborative groups may differ in their plan for action. During the execution of the plan the learners continue to monitor and evaluate whether they are on the right track and continue until they complete the learning task. At the end of the activity, the learners will be able to interpret the results of the computations and submit their own recommendations to the teacher. The different collaborative groups while doing and working on the same raw crime data may differ in their recommendations to solve the societal problem which is the alarming rise of crime in the city.<br />Transactional Approach<br />This curriculum is designed to allow students to work actively, interpret and reorganize knowledge in individual ways. The teacher simply acts as the facilitator for learning. In this type of environment knowledge comes as the result of the student’s collaborative activity and not sourced to the book. The book only serves as a reference and guide but the students will be working on an “Authentic Task”. Likewise the activities is not limited to a single learning task but can be multiple, this allows the students to function based on their multiple intelligence. This type of environment is not restrictive as compared to a “transmissionist” approach, it gives room for the learners to work and improve on their task as they progress. Furthermore, the learning task of the students is assessed using authentic assessment.<br />Integrative Learning<br />This curriculum is specifically designed as integrative in nature, meaning we don’t just simply do exercises found in the statistics textbook but we venture out to find practical applications for the subject. In this curriculum design, the students went to the City Police Office to access crime data gathered from 2008-2009, interpret the result and submit recommendations back to the City Police Chief. <br />In an integrative curriculum, the world is the classroom; the classroom is just a meeting place to discuss practical applications to the subject. Teacher-focused instruction is only limited to core learning activities that is usually done at the start of the lesson and at each end of the topic. In this type of learning the teacher only provides directions, encourage the students as role organizers and initiator and processor of learning processes.<br />Likewise, in an integrative curriculum it is not limited to statistics but may integrate various subjects into the whole curriculum design. In this case, English is integrated as part of the learning episodes. The very first learning episode is for the students to write a communication letter to the Chief of the City Police force requesting access to the crime data. <br />Transformed Teaching<br />This curriculum is designed as a curriculum of the 21st century. 21st century education is designed to meet 21st century needs and produce products that are fit for the 21st century knowledge economy. Among the most important part of a 21st century curriculum is its ability to adapt to the present societal needs and allow the learners to critically examine their lives and to take action to change societal conditions.<br />A transformed teaching allows the learners to critically analyze, reflect, participate and contribute to the betterment or solution of the problem. This also enables the learners to find opportunities and look beyond the problem in sight.<br />In this curriculum design, the most pressing societal concern is the alarming rise of crimes in the city. Which the students themselves understand and can easily relate to, that is why the curriculum is designed to bring the classroom outside the walls of the school facility and start becoming problem solvers, troubleshooter and analysts to help the community deal with the problem. This fundamentally puts the future of the society in the hands of its future leaders without them controlling the helm of decision making. In a sense, the learners are on the job training status.<br />Higher Order Thinking<br />This curriculum is designed for higher order thinking, the learners are not expected to do rote memorization or perform routine and rudimentary tasks but rather to analyze the situation, synthesize the given information and evaluate options for recommendation.<br />The learners are given real world situations and problems and it is up to them to analyze the situation and provide solution to the problem. In this way, the learners become visionary leaders, collaborators, information managers and even out-of the box thinkers. Their solution to societal problem may not be even found or at least mentioned in their textbooks. <br />Academic Engagement<br />When the learners are tasked to perform things that they can literally see or relate to, the learners become attentive and perform their learning task well compared to doing exercises written in the book that are not relevant to the daily lives of the students. The learners become attentive and participant because their grade depends on their outputs. The collaboration of group members results to active participation in the learning task, thus enabling the group to complete the activity with optimum performance.<br />Problem Based Curriculum<br />This curriculum design enables the learners to identify societal problems and contribute to the solution of the problem. The solution to the problem may vary depending on the idea, belief or ideology of the learners. Based on the information gathered by the group, they can identify ways to deal and solve the problem. There no single correct solutions requiring the construction of knowledge by the students. Also, the learners can make their own plans, develop their own rules and argue among them whether the plan is appropriate. And finally the learners can focused on the development of skills needed for solving real world problems.<br />Proof of Learning<br />Professor Ikujiro Nonaka emphasized that unless the participants/learners can make new strategies, plan for action and practice new skill, the participants haven’t learned yet. The learners can only prove their learning or have developed new knowledge if they can manipulate and interpret the crime data provided as well as provide interpretation of the data and submit recommendation that would help solve the problem.<br />Authentic Assessment<br />This curriculum is designed to assess the authentic task of the learner with an authentic assessment. The authentic task as mentioned previously, is a task that relates the learning activity to the real life situation or problem within the society in which the learner belongs. These types of tasks can never be found on textbooks because societal problems changes from time to time while the book is updates only after a year or two.<br />The authentic assessment adopted in this curriculum design is the Product Oriented Assessment, where the learners are assessed based on the product they were able to come up with. The criterion for assessment is based on the quality of the output of the learners. The product oriented assessment is the best authentic assessment for use in this curriculum design because the learner will be creating graphs, solve problems and interpret the result of the data. These products are the manifestation of the knowledge the learners have acquired through collaboration. <br />Resources:<br />Curriculum Development (2008)<br /> By<br /> Dr. June P. Salana<br />Dr. Rolando A. Bernales<br />

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