This document discusses curriculum development and instructional supervision. It covers topics like curriculum adaptation, mastery learning, cooperative learning, computer-assisted instruction, and curriculum evaluation. For curriculum adaptation, it explains that this is modifying the prescribed program of studies to meet students' learning needs. Mastery learning aims to help all students achieve a high level of understanding in a given domain. Cooperative learning involves small groups working together to maximize their own and each other's learning. Computer-assisted instruction provides feedback to students on their answers. Curriculum evaluation measures the extent to which planned courses and programs achieve expected results.

1. ED 713 CURRICULUM DEVELOPMENT & INSTRUCTIONAL SUPERVISION
CURRICULUM PROCEDURE
CURRICULUM EVALUATION
Reporter:
Nancy G. Largado

2. Unit V – CURRICULUM PROCEDURE
C. Adaptive Curriculum & Instruction
- Instruction
- Mastery Learning
- Cooperative Learning
* Computer – Assisted Instruction
* Other Research on Grouping, Learning Styles
* Content Option and Self-Posed Instruction

3. CURRICULUM

4. What is curriculum adaptation?
Curriculum adaptation
• is an ongoing dynamic process that modifies and adapts the prescribed
program of studies to meet the learning requirements of a student with
special needs.
• it enables the teaching team to welcome learners of all abilities and
ensures that every student is challenged to learn

5. What does curriculum and instruction mean?
• Curriculum and instruction is a rapidly growing field that
strives to transform the educational landscape through
improved curriculum design and teaching best practices.
• Curriculum development and instruction is a popular
career option for licensed teachers and other working
professionals with their bachelor's degrees.

6. • Instructional adaptations are changes that teachers make to the
classroom environment that provide students with equal access to
the curriculum. Adaptations include accommodations, or
changes made to the way a student learns, as well as
modifications, which are changes to the actual learning content.

7. Adapting Curriculum
vIn inclusive schools, the focus is not exclusively on how
to help students fit into the existing, standard curriculum
of the school.
vThe curriculum in the regular education classroom is
adapted, when necessary, to meet the needs of any student
from whom the standard curriculum is inappropriate or
could be better served through adaptation

8. Types of Curriculum
• Overt, explicit, or written curriculum - usually confined to those written
understanding and directions formally designated and reviewed by administrators,
curriculum directors and teachers
• Societal curriculum or social curricula – this type of curricula ca now be
expanded to include the powerful effects of social media
• The hidden or covert curriculum – that which is implied by the very structure
and nature of schools, much of what revolve around daily or established routines
• The null curriculum - that which we do not teach, thus giving students the
message that these elements are not important in their educational experiences or
in our society

9. • Phantom curriculum - the messages prevalent in and through exposure to any type of media.
• Concomitant curriculum - What is taught, or emphasized at home, or those experiences that
are part of a family’s experiences, or related experiences sanctioned by the family.
• Rhetorical curriculum - This curriculum may also come from those professionals involved
in concept formation and content changes; or from those educational initiatives resulting from
decisions based on national and state reports, public speeches, or from texts critiquing
outdated educational practices.
• Curriculum-in-use - The curriculum-in-use is the actual curriculum that is delivered and
presented by each teacher.

10. • Received curriculum - those things that students actually take out of classrooms; those
concepts and content that are truly learned and remembered.
• The internal curriculum - educators can explore this curricula by using instructional
assessments like “exit slips,” reflective exercises, or debriefing discussions to see what
students really remember from a lesson.
• The electronic curriculum - these types of curriculum may be either formal or informal,
and inherent lessons may be overt or covert, good or bad, correct or incorrect depending on
ones’ views.
- students who use the Internet and electronic media on a regular basis, both for
recreational and informational purposes, are bombarded with all types of media and messages.

11. Learning to Build Your Curriculum
• Describe your vision, focus, objectives, and student needs.
• Identify resources.
• Develop experiences that meet your objectives.
• Collect and devise materials.
• Lock down the specifics of your task.
• Develop plans, methods, and processes.
• Create your students' experience.
• Go!

12. Stages in Curriculum Development
• Planning
• Content and Methods
• Implementation
• Evaluation and Reporting

13. Checklist for curriculum alignment:
vAlignment to standard
- clear objectives
- sufficient coverage
vFlexibility of delivery
- whole class/smartboard
- individual/tablets and laptops
- group work/interactive
- station-rotation/self-contained
- technically accessible/range of needs
vEngagement
- learner autonomy
- age-appropriate use of multimedia
- storylines
- characters
- real world scenarios

14. vRelevance
- a hook
- a sense of the importance of the topic
- the everyday life of the learner
- realistic settings
- topics of relevance to learners
vInstructional Approach
- direct instruction
- flipped classroom
- problem-based
- constructivist

15. vRigor
- accurate content
- an appropriate depth of understanding
- links to quality assessments
- clear feedback
- a cycle of revision and maintenance

16. INSTRUCTION

17. Instructional materials - provide the core information that students will
experience, learn, and apply during a course.
• they hold the power to either engage or demotivate students.
• therefore, such materials must be carefully planned, selected, organized, refined,
and used in a course for the maximum effect.
Effective instructional explanations should:
• be adaptive. ...
• focus on concepts and principles. ...
• take into account the student's ongoing cognitive activities. ...
• not replace the student's ongoing cognitive activities. ...
• striking a balance.

18. How to make instructional materials attractive to the
learners?
• Relevance – the materials have to be relevant to the needs
and characteristics of the learner.
• Timely - the materials have to reflect what is happening
currently in the community.
• Attention-grabber - the materials should catch the eyes of
the students.

19. MASTERY LEARNING

20. WHAT IS MASTERY LEARNING?
- is the transformational education innovation of our time.
- a mastery approach is characterized by whole class teaching.
- depth of knowledge is valued over speed of learning.
- high expectations are crucial – mastery is built on the belief that all
children can achieve.
Mastery learning is a set of group-based,
individualized, teaching and learning strategies based on the premise
that students will achieve a high level of understanding in a given
domain if they are given enough time.

21. Why is mastery learning important?
• At its core, mastery learning enables students to move forward at their own pace
as they master knowledge, skills, and dispositions. Effective implementation at
scale will completely change how students learn, how teachers teach, and how
schools work.
Who invented mastery learning?
- Benjamin Bloom
- Mastery learning (or, as it was initially called, "learning for mastery") is an
instructional strategy and educational philosophy, first formally proposed
by Benjamin Bloom in 1968.

22. ØMastery learning aims to change that, primarily by letting go of the concept that
everyone is on the same time schedule.
- It requires more differentiated learning, giving students more time to go over
the learning material, giving them extra explanation and support.
ØMastery learning focusses on mastering a topic before you move on to a more
advanced one.
ØIn Mastery learning, "the students are helped to master each learning unit before
proceeding to a more advanced learning task"

23. COOPERATIVE LEARNING
- Computer-Assisted Instruction
- Other Research on Grouping, Learning Styles
- Content Option and Self-Posed Instruction

24. Cooperative Learning
- is the instructional use of small groups so that students work together to maximize their own and
each other’s learning.
- it may be contrasted with competitive (students work against each other to achieve an academic
goal such as a grade of “A” that only one or a few students can attain) and individualistic (students
work by themselves to accomplish learning goals unrelated to those of the other students) learning.
- is the process of breaking a classroom of students into small groups so they can discover a
new concept together and help each other learn.
- the idea of cooperative learning has been around for decades, but it never got to the same
prominence as blended learning or differentiated instruction.

25. ØThe purpose of cooperative learning groups
- is to make each member a stronger individual in his or her right.
- students learn together so that they can subsequently perform higher as individuals.
- cooperative learning is promotive interaction, preferably face-to-face.
ØAccording to researchers cooperative learning can be conducive to academic success.
-Yamarik (2007) noted that “students taught by cooperative learning achieved greater
academic performance” (p. 261).
- Yamarik found that cooperative learning had a positive effect on student achievement.
ØThe basic elements are positive interdependence, individual and group accountability, face
to face interaction, interpersonal and small group social skills and group interaction
processing.

26. A. COMPUTER-ASSISTED INSTRUCTION
"Computer-assisted instruction" (CAI) refers to instruction or remediation
presented on a computer.
- Computers provide immediate feedback, letting students know
whether their answer is correct.
- if the answer is not correct, the program shows students how to
correctly answer the question
- the three major types of CAI: drill and practice, tutorials, and
simulations
- in the early stages of development, computers were involved only in
simple tasks such as performing calculations.

27. 5 Advantages of Computer Assisted Learning
- It Caters to the Individual. ...
- It Promotes Active Interaction and Use of Target Language. ...
- It Lets Students See Their Progress. ...
- It Breaks Down Complex Topics into Smaller Pieces. ...
- It's Interesting and Engaging.

28. Disadvantages of Computer Assisted Instruction
- A programmer cannot cater for every possible response and may give
unexpected and unhelpful responses to unusual input.
- A few students are intimidated by the strangeness of a computer terminal.
- Packages can become boring if a student is alone at a terminal for too long.

29. B. OTHER RESEARCH ON GROUPING, LEARNING STYLES
vBenefits of students from learning in groups
• Higher academic achievement.
• Greater persistence through graduation.
• Better high-level reasoning and critical thinking skills.
• Deeper understanding of learned material.
• Lower levels of anxiety and stress.
• Greater intrinsic motivation to learn and achieve.
• Greater ability to view situations from others' perspectives

30. What are the 4 types of learning styles?
• These different learning styles—visual, auditory, reading/writing and kinesthetic—were
identified after thousands of hours of classroom observation
What is Honey and Mumford Learning Style?
• Learning styles were developed by Peter Honey and Alan Mumford, based upon the work
of Kolb, and they identified four distinct learning styles or preferences: Activist, Theorist;
Pragmatist and Reflector. understand their learning style. ... seek out opportunities
to learn using that style.
Who created learning styles?
• David Kolb published his learning styles model in 1984 from which he developed his
learning style inventory.

31. Research Study:
The impact of learning styles on student grouping for collaborative
learning: a case study
Abstract : Learning style models constitute a valuable tool for improving individual
learning by the use of adaptation techniques based on them. In this paper, we present
how the benefit of considering learning styles with adaptation purposes, as part of the
user model, can be extended to the context of collaborative learning as a key feature
for group formation. We explore the effects that the combination of students with
different learning styles in specific groups may have in the final results of the tasks
accomplished by them collaboratively. With this aim, a case study with 166 students
of computer science has been carried out, from which conclusions are drawn. We also
describe how an existing web-based system can take advantage of learning style
information in order to form more productive groups. Our ongoing work concerning
the automatic extraction of grouping rules starting from data about previous
interactions within the system is also outlined. Finally, we present our challenges,
related to the continuous improvement of collaboration by the use and dynamic
modification of automatic grouping rules
AUTHORS: ENRIQUE ALFONSICA, ET AL

32. C. CONTENT OPTION AND SELF-POSED INSTRUCTION
- Content-Based Instruction is an approach to language teaching that focuses not on the
language itself, but rather on what is being taught through the language; that is, the language
becomes the medium through which something new is learned.
- The goal of CBI: prepare students to acquire the language while using the context of
any subject matter so that students learn the language by using it within that specific context.
Rather than learning a language out of context, it is learned within the context of a specific
academic subject.
What are the advantages of content-based instruction?
- It can make learning a language more interesting and motivating. Students can use
the language to fulfil a real purpose, which can make students both more independent and
confident.

33. CHAPTER 6
CURRICULUM EVALUATION
F. Perspective on Curriculum Evaluation
G. Using the Result of Evaluation
H. Practicum

34. PERSPECTIVE ON CURRICULUM EVALUATION
What is curriculum evaluation?
• it is the process of measuring and judging the extent to which the planned courses,
programs, learning activities and opportunities as expressed in the
formal curriculum actually produce the expected results.
• it is a competent of curriculum development that responds to public accountability.
• it looks into educational reforms or innovations that happen in the teacher’s
classrooms, the school, district division or the whole educational system as well
What is the importance of curriculum evaluation?
• The goal of curriculum evaluation is to ensure that the curriculum is effective in
promoting improved quality of student learning.
• Student assessment connotes assessment of student learning.

35. STEPS IN CONDUCTING A CURRICULUM EVALUATION
Steps What to Consider
1. Identifying primary audiences Ø Curriculum Program Sponsors, Managers and
Administrators, School Heads, Participants (Teacher and
Students) Content Specialist; other stakeholders
2. Identifying critical issues/problems Ø Outcomes (expected, desired, intended) Process
(Implementation) Resources (Inputs)
3. Identifying data source Ø People (teachers, students, parents, curriculum developers)
Existing documents: Available records; evaluation studies
4. Identifying techniques for collecting data Ø Standardized Test, Informal tests: Samples of Students Work;
Interviews; Participant Observations, Checklist, Anecdotal
records
5. Identifying established standards and criteria Ø Standards previously set by agency: DepEd, CHED,
Professional Organization
6. Identifying techniques in data analysis Ø Content Analysis, Process Analysis, Statistics, Comparison,
Evaluation Process

36. 7. Preparing evaluation report Ø Written; Oral; Progress; Final; Summary;
Descriptive; Graphic, Evaluation and
Judgmental; List of Recommendation
8. Preparing modes of display Ø Case Studies; Test Scores Summary;
Testimonies; Multi media representation;
Product Display (exhibits); Technical Report

37. USING THE RESULT IN EVALUATION
What is result evaluation?
• Process Evaluation determines whether program activities have been
implemented as intended and resulted in certain outputs.
• Outcome Evaluation measures program effects in the target population by
assessing the progress in the outcomes that the program is to address.

38. 7 New ways to present evaluation findings
1. Summary sheets
2. Finding tables
3. Scorecards
4. Interactive web page
5. Photo story
6. Blogs
7. Multimedia video report

39. PRACTICUM
ØPracticums (also called internships or work placement programs)
- designed to provide students with practical work experience.
- they emphasize the importance of learning by doing.
- students can transfer their knowledge to actual work.
- to provide an opportunity for you to synthesize, integrate, and apply practical skills,
knowledge, and training learned through courses, to gain professional experience in a professional
public health work environment, and to work on public health practice projects that are of
particular .

40. REFERENCES
• https://thesecondprinciple.com/instructional-design/types-of-curriculum/
• https://www.bookwidgets.com/blog/2017/03/what-is-mastery-learning-a-different-approach-to-
learning
• https://www.google.com/search?q=Adopting+instruction&sxsrf=ALeKk01vPAw-
w5fypC3XvK0LlOpqj0qwsA:1615036912498&ei=8IFDYMnzHdDR-
QaVoqGwDg&start=0&sa=N&ved=2ahUKEwjJq9-
r4ZvvAhXQaN4KHRVRCOY4ChDy0wN6BAgEEDU&biw=755&bih=699
• http://www.co-operation.org/what-is-cooperative-learning
• https://www.google.com/search?q=what+is+coperative+learning&oq=what+is+coperative+learning
&aqs=chrome..69i57j0i10l9.9017j0j7&sourceid=chrome&ie=UTF-8
• https://www.google.com/search?q=The+impact+of+learning+styles+on+student+grouping+for+col
laborative+learning%3A+a+case+study&oq=The+impact+of+learning+styles+on+student+groupin
g+for+collaborative+learning%3A+a+case+study&aqs=chrome..69i57j69i60.1536j0j7&sourceid=c
hrome&ie=UTF-8
• https://www.slideshare.net/goneil/communication-evaluation-challenges-and-
complexities?next_slideshow=1

41. THANK YOU FOR LISTENING!
GOD BLESS!