21stcenturycurriculumdesign

21 Century
st

Curriculum
Design

Methusael B. Cebrian

Theme: “The World is our Classroom”

Subject: Statistics
Level: 4th Year
Textbook: Introduction to Statistics 3rd Edition by Ronald E. Walpole

Materials:
• Ruler
• Pencil and Eraser
• Ballpen
• Calculator
• Drawing Sheet

Learning Objectives:

• To be able to translate the crime data provided
by the City Police Office from 2008-2009 into
Graphic representation, provide accurate
Interpretation and present it back to the
different stakeholders in the society such as the
City Police Office, Local Barangays, Schools, Local
Civic Groups and the Local City Government.

Scenario:

• 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.

• 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.

• This will also cut cost from the City Police Office in acquiring and
training of personnel’s in the use of statistical software.

General Performance Task:

• 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.

Learning Episode 1:

• 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.

ASSESSMENT TASK:
25% 50% 75% 100%
Learning Criteria Beginning Developing Accomplished Exemplary Score
Content of the letter Unable to state the purpose Some pertinent parts are Complete parts of the Content wise is very well

(parts of the letter) and rationale in the letter. not complete. however overlook the written.
rationale as to writing
No substantial information on Vague rationale or the letter. Purpose or rationale is clearly
the different parts of the purpose. stated in the content of the
letter. letter.

Able to provide the complete
and exact parts of the letter.
Language Use (Subj- Create a letter without Able to write a letter but Some errors with the Language used is consistent

Verb Agreement and considering the grammar there are some grammatical structure. and well written.
structure. grammatical errors on the
Verb Tense
other hand verb tense is Needs to improve Extreme attention to grammar

not consistent. consistency with structure and verb tenses
regards to verb tense
agreement.
Parallelism and No connection of ideas all Create a letter with less Able to make a letter Parallelism and coherence is
throughout the letter attention on its with series and very visible.
coherence content connection. interconnected ideas
however some parts It shows smooth flow of ideas
Scattered thoughts and are not that inclined from the very start up to its
ideas of the content with the next ending.
Punctuation marks Run on sentences. Try to use the punctuation Details in punctuation Proper punctuation marks are
marks according to its marks are given accurate.
No punctuation marks at all function. attention.
It functions in the letter
No proper usage of the Create a letter with less according to its usage.
punctuation marks. error in punctuation
marks.

Learning Episode 2:

• 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.

ASSESSMENT TASK:
25% 50% 75% 100%

Tabulation of Inaccurate No enough Close to accuracy Accuracy of the
crimes interpretation of attention to the however there are still interpreted data is
data. accuracy of some errors with the consistent from the
interpreting the interpretation of very start up to the
Tendency to shift data. Crime Data. end.
from one
interpretation to Unable to come up There are some
another. with the best exact details which are not
interpretation. that clear.

There is lacking
information as to
Time Unable to present presenting the Aware of the factors There is clarity and
representation exact information of data. given but unable to conciseness of the
the crime. give enough information.
Vague attention to the
presentation of details. Data is presented in
factors given. details.
Accurately identified
top 5 crimes from the
Identification of Unable to identify Inaccurate data but unable to Very clear and well
Top 5 crimes. the top 5 crimes identification of arrange accordingly presented list of
from the data crimes from the from highest to crimes extracted from
data lowest. the crime data.

Learning Episode 3:

• Divide the class into 6 collaborative groups.

Learning Episode 4:
• 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

ASSESSMENT TASK:
25% 50% 75% 100%

Crime Intensity Unable to present exact There is lacking Aware of the There is clarity and
information of the crime. information as to factors given but conciseness of the
presenting the data. unable to give information.
enough attention to
Vague presentation of the details. Data is presented in
factors given. details.
Complete
representation but
Graph Attempted only to Incomplete graphical unable to plot the Complete and exact
Representation create graphic presentation of the details properly. presentation of the
presentation without Crime Data. graphical data.
considering the Errors are slightly
pertinent factors or visible in the Full attention to important
details. graphic information is clearly
presentation. visible to the plotted
details.
Provided complete
solutions and
Computation Unable to provide Unable to complete answers to the Computations presented
computations. the required problem with slight are well arranged and
computations. errors. accurate.

Interpretation Unable to interpret the Interpretation Interpretation Complete and accurate
crime data. presented is not presented is aligned interpretations of the
aligned to the raw to the raw data data.
data provided. provided but
unable to see its Able to see its
implications to the implications to the
society. society.

Learning Episode 5:
• 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)

Analysis
Higher Order Intellectual Quality Curriculum
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.

Social Regard for Learning

• 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 to 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.

• 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 design such that the learner 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.
• 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.

Authentic Task
• 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.

• 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 and present
it back to the different stakeholders in the society such as
the City Police Office, Local Barangays, Schools, Local
Civic Groups and the Local City Government.

Diversity of Learners

• 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.

Multiple Intelligences
• 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.
• In this curriculum design, five out of eight multiple
intelligences identified by Dr. Howard Gartner are
included among these are:

Linguistic Intelligence
• Learner 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.

Logical-Mathematical Intelligence

• 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, learner with high aptitude for
numbers will be able to excel easily.

Spatial Intelligence

• 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.

Interpersonal Intelligence

• Given the collaborative nature of the curriculum design,
learner 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.

Intrapersonal Intelligence

• 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.

Learner and Learning Centered
• The curriculum is design where the teacher would only
act as the facilitator of learning. Students will be working
in a collaborative environment where the learner can be
actively involved. In this type of environment, the
learners are the once who evaluate, make decisions and
be responsible for their learning. They likewise master
the lesson by constructing knowledge themselves.
• 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.

Metacognition

• The curriculum is design 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 entire learning task and to the
recommendation they may submit at the end of the
entire task.

• The learners develop their plan of action, at the initial
stage of the activity; 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.

Transactional Approach

• 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.

Integrative Learning

• 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 and to the different stakeholders in the
society.

• 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.

• 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.

Transformed Teaching
• 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.
• 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.

• 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, he learners are on
the job training status.

Higher Order Thinking
• This curriculum is design for higher order thinking, the
learner 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.
• 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.

Academic Engagement

• 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.

Problem Based Curriculum
• 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.

Proof of Learning

• 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.

Authentic Assessment

• 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.

• 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.

Action Plan
Role of the Stakeholders in the Curriculum

• After completing the learning task of interpreting the
raw crime data and presenting it in a graphical
Representation together with the Recommendation
the students will present it to the various
stakeholders in the community.

• Hereunder is the plan for the dissemination of
information to the various sectors of the community
concerned;

City Police Office- since they are the source of the
information, they are given a chance to get the
interpretation first.

• Group of students will present it to them in order also to
verify the crime data.
• They will provide recommendation to the City Police to
improve their service in terms of handling the crime rate.

Local Barangay- of course the barangay has the role
to play since it is within their vicinity.

• This can be done through organizing a forum
within the barangay in order for the community
people to be informed.
• In a very simple way they can also give
recommendation to minimize crime rates.

Different High Schools in the city- most of the persons who
are involved in committing crimes are those high school
students. That is why it is very important to inform the
school with the interpretation of the crime data in order
for them to be aware.
• The school can provide various activities in order to shift
students’ mind and be more productive rather done
being involved in crimes.
• The school is given copies of interpretation for them to
act on it.
• Students can set for a meeting to present their data and
if not they can just provide the tabulation and
interpretation.

Local Civic Groups- they are groups of people that also be
given the interpretation of crime data.

• They can create activities for the youth in order to
minimize the crime in the community.
• - They can take actions if they are informed of the data.

City Government- it is very important for them to know
about the interpretation of crime data since they are also
concern about this thing.

• They have the bigger share of action because they are
the one handling the people in the community.
• If to set a forum or meeting would not be possible,
students can just send the copy of interpretation of
information for the city government to be aware.
• But as much as possible, it would be a great advantage if
students can meet the officials in person so that they can
explain the information if ever they are very complicated
to understand.

Resources:

Curriculum Development (2008)
By
Dr. June P. Salana
Dr. Rolando A. Bernales

21stcenturycurriculumdesign

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