Presented by Dr. Richlyn Vicente during the 1st Track of CITE3S Seminar entitled Multigrade Teaching and ICT Integration: Challenges to 21st Century Learners, held at Cebbans Garden Resort, Baluan, Gen. Santos City
7 Types of Curriculum Operating in SchoolsEzr Acelar
used for reporting in Curriculum Development
focuses on the 7 types of curriculum operating in schools (recommended, taught, written, supported, learned, hidden, assessed curriculum)
Presented by Dr. Richlyn Vicente during the 1st Track of CITE3S Seminar entitled Multigrade Teaching and ICT Integration: Challenges to 21st Century Learners, held at Cebbans Garden Resort, Baluan, Gen. Santos City
7 Types of Curriculum Operating in SchoolsEzr Acelar
used for reporting in Curriculum Development
focuses on the 7 types of curriculum operating in schools (recommended, taught, written, supported, learned, hidden, assessed curriculum)
The information content of this slide was taken from the book of Bilbao, Purita,. et.al, (2008) Curriculum Development,. LORIMAR Publishing Company. And I am very thankful to have further knowledge because of her book.
Tool for Analyzing and Adapting Curriculum Materia.docxVannaJoy20
Tool for Analyzing and Adapting Curriculum Materials
Overview: This tool is designed to help you prepare to use curriculum materials, particularly individual lessons that are part of larger units, with students. It supports you to do three things:
1. Identify the academic focus of the materials;
2. Analyze the materials for demand, coherence, and cultural relevance;
3. Consider student thinking in relation to the core content and activities;
4. Adapt the materials and create a more complete plan to use in the classroom.
Section 1: Identify the academic focus of the materials
Read the materials in their entirety. If you are working with a single lesson that is part of a larger unit, read or skim the entire unit, and then read the lesson closely. Annotate the materials:
1. What are the primary and secondary learning goals?
· What are the 1-2 most important concepts or practices that students are supposed to learn?
· What are students responsible for demonstrating that they know and can do in mid-unit and final assessments and performance tasks?
2. What are the core tasks and activities:
· What needs to be mastered or completed before the next lesson?
· Where is the teacher’s delivery of new information, guidance, or support most important?
· Where is discussion or opportunities for collaboration with others important?
· Are there activities or tasks that could be moved to homework if necessary?
Section 2: Analyze the materials for demand, coherence, and cultural relevance:
Use the checklist in the chart below to analyze the materials. If you mark “no,” make notes about possible adaptations to the materials. You may annotate the materials directly as an alternative to completing the chart.
Consideration
Yes or no?
Notes about possible adaptations
1.
Analyze for grade-level appropriateness and intellectual demand:
1a. Do the learning goals and instructional activities align with relevant local, state, or national standards?
1b. Are the materials sufficiently challenging for one’s own students (taking into account the learning goals, the primary instructional activities, and the major assignments and assessments)? Do they press and support students to do the difficult academic work?
2.
Analyze for instructional and academic coherence (if analyzing a unit):
2a. Do the individual lessons in a unit build coherently toward clear, overarching learning goals, keyed to appropriate standards? Name the set of learning goals.
2b. Is progress against those goals measured in a well-designed assessment?
2c. Does each lesson build on the previous one?
2d. Are there opportunities for teachers to reinforce or draw upon previously learned information and skills in subsequent lessons?
3.
Analyze for cultural relevance/orientation to social justice:
3a. Are the materials likely to engage the backgrounds, interests, and strengths of one’s own s.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
3. Curriculum and Instruction
Curriculum
- Structured set of learning outcomes or tasks that
educators usually call goals and objectives ( Howell &
Evans, 1995 )
- - knowledge of the curriculum is for successful
assessment, evaluation, decision making and teaching (
Howell and Evans, 1995 )
4. Content of Selection
Significance – brings the content to the degree to which it contributes
the basic ideas, concepts, principles and generalizations and to the
development of particular learning abilities, skills, processes and
attitudes
Validity – refers to the degree of authenticity of the content selected
and to the congruence of the content in the light of the objectives
selected
Interest – the degree to which the content either caters or fosters
particular interest in the students
Learnability – the appropriateness of the content in the light of the
particular students who are to experience the curriculum
Feasibility – content be taught in the time allowed, considering the
resources, staff and particular community
5. Other Aspect of Curriculum
- objectives, provide cue to what content
should be included
- provide condition, performance and extend
performance
- should be SMART
7. Learning experience provide:
a.) Bring about optimum benefit for the learners?
b.) Approximate real life situations?
c.) Encourage the learners to inquire further?
d.) Heighten learners interest and motivation?
e.) Involve the use of different senses?
f.) approximate real life situations?
g.) provide opportunities for broad and deep study
h.) provide mastery of total learning
8. Curriculum and Assessment
- instruction, curriculum is related assessment
Assessment
- The process of collecting information in which
describes student achievement in relation to
curriculum expectations
- Level 4
- Level 3
- Level 2
- Level 1
10. Instruction and Assessment
Instruction – refers to the various ways of
teaching, teaching styles, approaches,
techniques and steps in delivering the
curriculum
11. Factors that include
a.) Learner
b.) Teacher
c.) Learning Environment
d.) Subject Matter
e.) Methods of Teaching and Learning
f.) Measurement
12. Take Action
1.) Get a partner. Discuss your understanding
about curriculum, instruction and assessment.
2.) After your discussion, summarize your
understanding and place your answer on the
intersection between the two elements.
a.) Curriculum – Instruction
b.) Curriculum – Assessment
c.) Instruction – Assessment
13. Assignment: Reflection
1.) What do you think would be the
consequence if:
a.) curriculum does not relate to Instruction?
b.) instruction does not relate to Assessment?
c.) assessment does not relate to Curriculum?
2.) In your experience as a learner, does your
curriculum provide these connections or
matching? What is the implication of this
lesson to becoming a teacher?
14. Self-check
The ff. situations refer to the concepts of
curriculum, instruction and assessment
Answer YES or NO before each number.
1.) At the beginning of the lesson, the teacher set
an objective to identify the different animals in
the garden. On the day, the lesson was taught,
the teacher brought all the children to the school
garden to observe and list down all the animals
that they saw. In this situation, did the objective
fit the activity?
15. 2.) At the end of the year, an achievement test was
given. It covered all the knowledge, content and
skills in the list of competencies for the particular
grade level. Did the assessment fit the objectives?
3.) The curriculum provided most activities that
require outdoors or fieldwork. When the
achievement test was given, a practical test was
given. Did the assessment method match with
the activities or instruction?
16. 4.) The teacher wanted to accomplish a learning
objective that would enable the students to
write a simple letter of excuse. After the
lesson each students was made to submit a
letter or excuse and a rubric was use to rate
each. Was the assessment appropriate for the
objective?
17. 5.) I taught a lesson on the advantages of using
organic fertilizer on the plants. When I gave
the test, the items asked were all about
inorganic fertilizers. Was there a fit between
the content and the assessment.