This document discusses strategies for curriculum design and program teaching and learning. It covers aligning teaching, learning, and assessment; encouraging creativity and innovation; internalizing the curriculum; and increasing blended and online learning. For aligning teaching and learning, it emphasizes ensuring coherence between objectives, assessments, and activities. For creativity, it suggests cultivating curiosity and relevance. Internalizing curriculum discusses active learning, multiculturalism, equity, and incorporating student choice. Increasing online learning reviews synchronous, asynchronous, and blended models, noting benefits like flexibility but also challenges like digital gaps.

1. EDU204:
Curriculum Theory, Design
and Analysis

2. Program Teaching
and Learning Strategies
Chapter 9

3. Topic
9.2 Approaches to encourage creativity and innovation
9.1 Aligning Teaching, Learning, and Assessment
Strategies
9.3 Internalization of the Curriculum
9.4 Increasing blended and online learning

4. PRESENTERS
LEIAN T. MARTIN MAGIE D. OÑATE LYRA MAE L. MATABA

5. 9.1 Aligning Teaching,
Learning, and
Assessment Strategies
Ms. LEIAN T.
MARTIN

6. What do
Aligning
Teaching,
Learning,
and
Assessment
Strategies
mean?
o A process aimed at ensuring
coherence and consistency between
the intended outcomes as specified in
the formal curriculum and teaching
methods, assessment tasks, and
learning activities in the classroom.

7. Why is
alignmen
t
importan
t in the
curriculu
m?
o Clear alignment helps
students understand
how various parts of
the course fit together,
which in turn helps
them learn.

8. How does
curriculu
m
alignmen
t affect
students’
learning?
o Research on curriculum alignment
shows a strong correlation to student
achievement. It also helps to modify
courses and programs to better target
student postsecondary success and
make better use of school resources.

9. Why should
assessments
, learning
objectives,
and
instructiona
l strategies
be aligned?
o Assessments should reveal how well
students have learned what we want
them to learn while instruction ensures
that they learn it. For this to occur,
assessments, learning objectives, and
instructional strategies need to be
closely aligned so that they reinforce
one another.

11. There are three questions that can be used in an effort to
ensure that all components of your course align:
2
3
1 What are the learning goals? What objectives do I
want students to be able to reach by the end of this
course?
What kind of assessments will there be? How will I
ensure that my students can demonstrate the
learning goals that I have outlined?
What strategies can I implement to support student
understanding? What activities can the students
perform to prepare them for evaluations?

12. Consistent expectations and clear outlines are imperative in order to build trust
and motivate your students. Inconsistency between criteria and assessments
leads to frustration and a lack of engagement.
For Example:
Your assessment measures students’ ability
to compare and critique the arguments of different authors,
but your instructional strategies focus entirely
on summarizing the arguments of different authors.
Consequently, students do not learn or practice the skills of
comparison and evaluation that will be assessed.
What If The Elements Do Not Align?

13. Course Objective: Demonstrates understanding of key concepts of
sets and the real number system
Module Objectives: (1) Describes well-defined sets, subsets,
universal sets, and the null set and cardinality of sets
Resources: Ricardo Crisostomo &Alicia Padua(2018). Our World of
Math 7, Quezon City, Vibal Group, Inc
Assessment / Assignments: Written examination (Essay)
A Sample Course Alignment Map

14. 9.2 Approaches to
encourage creativity
and innovation
Ms. LEIAN T.
MARTIN

15. Motivation, Curiosity, and Relevance
• Students learn better when they are motivated and understand the
relevance of the material. Grades are one form of motivation.
• Cultivate curiosity by designing activities with a compelling mystery
or problem to be investigated or by offering students a choice in what
they investigate.
• To foster a sense of relevance, use assignments such as community-
engaged projects or service learning, case studies, or highlight ways
people use this knowledge or skill in projects and careers.

16. Interactive classroom activities
• Find ways to include activities for student
interaction in your classes.
For example:
break a lecture into shorter segments with time
for pair or small-group discussions or activities that
ask students to practice or apply what they have just
learned (e.g., solve a problem, analyze a reading
passage, compose music, etc.).

17. Communicating Expectations
• Students benefit from clear expectations for learning activities.
For example:
1. What are your expectations for class participation?
2. How does participation link to learning outcomes?
3. How should students prepare?
4. How will they be graded?
5. Similarly, what are your expectations for group collaboration on a
project?
6. Consider also asking students to work together to clarify their own
expectations for class discussions or group work.

18. 9.3 Internalization of the
Curriculum
Ms. MAGIE D.
OÑATE

19. ACTIVE LEARNING
Curriculum is a content but when contextualized, it comes
alive for students. The role of teachers in the curriculum
process is to help students develop an engaged
relationship with the content. Active learning will increase
the focus and retention of the curriculum, resulting in an
exciting learning environment. Teachers build lessons that
include simulations, experiments, case studies, and
activities to deliver the curriculum.

20. MULTICULTURALISM
During the curriculum process, teachers use a prescribed
curriculum to build lessons that have a global impact.
For example, in the field of political philosophy,
multiculturalism refers to the ways in which a multicultural
society chooses to formulate and implement official policies
related to the fair treatment of different cultures.
Multiculturalism is a society’s way of dealing with cultural
diversity at both the national and the community levels.

21. EQUITY MINDED INSTRUCTION
A well-intended curriculum cannot always meet the need of all learners in
the classroom. Teachers are the experts when it comes to understanding the
individualized needs of each student.
Differentiated or Adaptive instruction is critical so that it ensures that each
each student will maximize their potential. Teachers may group students by
interest to encourage collaborative learning or to assess student progress so
that the teacher can determine the pace of curriculum delivery. Teachers
may also create groups with varying levels of student achievement to
encourage collaborative learning and success. The curriculum process
relies on teachers to modify content delivery, as needed.

22. INCORPORATING STUDENT CHOICE
During the curriculum process, teachers consider how they can incorporate
student choice into classroom learning. Teachers can help students connect
content to an individualized plan that reflects a career interest. Project-
based learning is a dynamic option that teachers must plan in advance,
during the curriculum process. This hands-on technique immerses students
in a practical project that brings alive the classroom curriculum. Providing
a wide variety of learning options speaks to the needs of all students and
optimizes learning potential. Teachers use the curriculum process to plan
and coordinate student choice options.

23. The curriculum consists of plans for the learning experiences
through which children acquire knowledge, skills, abilities, and
understanding. Implementing a curriculum always yields
outcomes those are and how a program achieves them is critical.
In developmentally appropriate practice, the curriculum helps
young children achieve goals that are meaningful because they
are culturally and linguistically responsive and developmentally
and educationally significant. The curriculum does this through
learning experiences that reflect what is known about young
children in general.

24. Educators use the curriculum framework in their planning to make sure there is ample attention
to important learning goals and to enhance the coherence of the overall experience for children.
1. Educators are familiar with the understandings and skills in each domain
(physical, social, emotional, linguistic, and cognitive) that are key for the children
in their group.
2. In their planning and follow-through, educators use the curriculum framework
along with what they know(for their observation, documentation, and other
assessment) about the children’s knowledge, interests, progress, languages, and
learning needs.
3. In determining the sequence and pace of learning experiences, educators consider
the learning progression that children typically follow, including the typical
sequences in which skills and concepts develop.

25. 1. Educators plan curriculum experiences that integrate
children’s learning.
2. Educators plan curriculum experiences to build on the funds
of knowledge of each child, family, and community in order
to offer culturally and linguistically sustaining learning
experiences.
3. Educators plan curriculum experiences that follow logical
sequences and that allow for depth, focus, and revisiting
concepts.
Educators make meaningful connections a priority in the learning
experiences they provide each child.

26. 9.4 Increasing blended
and online learning
Ms. Lyra Mae
Mataba

27. ONLINE LEARNING
Online learning is education that takes place over the
Internet. It is often referred to as “e-learning” among other
terms. However, online learning is just one type of
“distance learning” - the umbrella term for any learning
that takes place across distance and not in a traditional
classroom.

28. TYPES OF ONLINE LEARNING
Synchronous Online Learning
• This recreates the typical classroom format through an online platform
with the instructor joining the class via video conference. They can use
this platform to share lecture slides while teaching class live.
Asynchronous Learning
• This involves a fixed time for class, asynchronous learning goes the
opposite route with online learning classes that can be taken up during
one’s own time. While they also come in the form of pre-recorded
lectures or voice recordings that are combined with predetermined outputs
that students can submit for the grading of their instructors.

29. BLENDED LEARNING
Blended learning is a learning approach that combines
traditional face-to-face teaching methods with online-
based instructions.
"Blended learning" or “hybrid learning” is a fusion of
“online distant learning” and “in-person” delivery of printed
materials to the homes of the learners through the
barangays (villages) for those who don’t have internet
access and interactive facilities in the comfort of their
homes. In localities where this is not possible, the DepEd
will use television and radio-based instructions. Radios and
televisions across the country will be used to broadcast
lessons, materials, and instructions to those who don't have
access to a computer or the internet.

30. • Printed modules
• Self Learning Kit
• Non-Printed
Material(e-book)
• Learning
Management System
(LMS)
• Educational Video
Conference
• Traditional Class

31. Benefits of Adapting Blended Learning
oEnhances Safety
oPromotes Autonomy
oImproves Feedback System
oBoosts Efficiency
oAllows Flexibility

32. Blended Learning Models
oExample #1:
Station Rotation
-allows students to
rotate through
stations on a fixed
schedule, where at
least one of the
stations is an online
learning station.

33. Blended Learning Models
o Example #2:
Flipped Classroom
-Students watch lectures or
complete other assignments
outside of class in this model.
Then they come to class ready
to participate in hands-on
activities, discuss what they’ve
learned, or worked on projects.
This model allows educators to
spend more time working with
students one-on-one or in small
groups.

34. Blended Learning Models
o Example #3: Individual
Rotation
-each student has a
customized blended
learning experience based
on their own needs and
interests. Students might
work on different
assignments at different
times, with some working
online and others working in
person.

35. Challenges to Blended Learning
o Digital Gap
o Many Think Blended Learning Is Not
Effective
o Time management

36. THANK YOU