The curriculum framework provides guidance for curriculum development committees on how to address state standards. It summarizes key educational issues, discusses how state goals relate to those issues, and provides a structure to help address student standards. The framework also guides professional development and recommends instructional and assessment strategies. It is not a detailed set of lesson plans, scope and sequence, or mandate for specific methodologies. The framework serves to outline meaningful curriculum experiences and activities, as well as constraints, in order to clarify what will and will not be covered.

1. The Curriculum Framework
 Discussant:  Professor:
 Michelle M. Gumangan  Dr. Alegria C. Rivera

2. What Is This Curriculum
Framework?

3. A Curriculum Framework is a :
 summary of the educational issues facing curriculum
development committees;
 discussion of how state goals and standards relate to
those issues;
 structure to help district curriculum development
committees address the student standards;
 guide for planning professional development;
 guide to recommended instructional and assessment
strategies;
 description of effective instruction and assessment
strategies with an analysis of how they address the
standards;
 collection of reference materials to assist curriculum
development committees and other educators; and
 tool to communicate the goals of the standards to the
community.

4. This Curriculum Framework is NOT a :
 set of detailed lesson plans;
 detailed scope and sequence of
curriculum objectives; or
 mandate for specific methodologies or
programs.

5. Nature of the Curriculum
Framework :

6. The curriculum framework serves to
display meaningful curriculum
experiences and activities as well as
identified constraints. It is extremely
important to clarify exactly what will be
provided in the curriculum and the
reasons why. Spelling out the content
and constraints associated with a
curriculum enables everyone to see just
what limitations are imposed on the
content. An additional benefit has to do

7. Developing the Framework :

8. Objectives
Although there is widespread
agreement about the importance of
transferring knowledge into action, we
still lack high quality information about
what works, in which settings and with
whom. While there are a large number
of models and theories for knowledge
transfer interventions, the majority are
untested.

9. Methods
A narrative review of the knowledge
transfer literature identified 28 different
models which explained all or part of
the knowledge transfer process. The
models were subjected to a thematic
analysis to identify individual
components and the types of
processes used when transferring
knowledge into action.

10. Results
Five common components of the
knowledge transfer process were
identified:
1. problem identification and
communication;
2. knowledge/research development
and selection;
3. analysis of context;
4. knowledge transfer activities or
interventions; and
5. knowledge/research utilization

11. .We also identified three types of
knowledge transfer processes:
1. a linear process;
2. a cyclical process; and
3. a dynamic multidirectional process.

12. Conclusion
 Our framework provides a foundation for
gathering evidence from case studies of
knowledge transfer interventions. We
propose that future empirical work is
designed to test and refine the
relevance, importance and applicability
of each of the components in order to
build a more useful model of knowledge
transfer which can serve as a practical
checklist for planning or evaluating
knowledge transfer activities.

13. Table of contents from a curriculum
framework document :
I. Philosophy and Goals of the Institution 1
II. Students Served 2
III. Instructional and Support Staff
4
IV. Curricular Arrangement
6
V. Employment Setting 10
VI. Content Coverage
12
A. Vocational Technical 12
B. General Education