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2010 sec ub d report

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2010 sec ub d report

  1. 1. 2010 Secondary Education2010 Secondary Education Curriculum and UnderstandingCurriculum and Understanding by Designby Design MA17A- Teaching/InstructionMA17A- Teaching/Instruction Summer 2014Summer 2014 Reporter: Mrs. Victoria O. Superal
  2. 2. 6 Special Curricular Programs featured in6 Special Curricular Programs featured in 2010 SEC2010 SEC 1.Special Programs in the Arts (SPA) 2.Special Program in Sports (SPS) 3.Engineering and Science Education Program (ESEP) 4.Special Program in Journalism (SPJ) 5.Technical Vocational Education (TechVoc) 6.Special Program in Foreign Language (SPFL) as part of the expansion of the Career Pathways in Technology and Livelihood Education (CP-TLE)
  3. 3. The 2010 Secondary Education Curriculum still patterned the content of the curriculum to the 2002 Restructured Basic Education Curriculum. There are 8 subject areas being considered. 1.English 2.Filipino 3.Science 4.Mathematics 5.Araling Panlipunan 6.Technology and Livelihood Education (CP-TLE) 7.Music, Arts, Physical Education and Health (MAPEH) 8.Edukasyon sa Pagpapahalaga (Val.Ed)
  4. 4. The Features of 2010 Secondary Education Curriculum The 2010 Secondary Education Curriculum has the following strengths/ advantages:  It focuses on essential understandings.  It sets high expectations (standards-based) expressed in terms of what students should know and the quality of the skills that they are expected to demonstrate as evidence of learning.  It is rich and challenging as it provides a personalized approach to developing the students’ multiple intelligences.  It develops readiness and passion for work and lifelong learning.
  5. 5. The 2010 Secondary EducationThe 2010 Secondary Education Curriculum (SEC)Curriculum (SEC) focuses on teaching andfocuses on teaching and learning using thelearning using the Understanding by DesignUnderstanding by Design (UbD)(UbD) framework.framework.
  6. 6. What is UbD?What is UbD?  Understanding by Design is a framework for improving student achievement. Emphasizing the teacher’s critical role as a designer of student learning, UbD works within the standards driven curriculum to help teachers clarify learning goals, devise revealing assessments of student understanding, and craft effective and engaging learning activities.  Developed by nationally recognized educators Grant Wiggins and Jay Mc Tighe
  7. 7. UbD is based on the followingUbD is based on the following ideas:ideas: 1. A primary goal of education should be the development and deepening of student understanding “Teaching for understanding” is the main tenet of Ubd. In this framework, course design, teacher and student attitudes, and the classroom learning environment are factors not just in learning of facts but also in the attainment of an understanding of those facts, such as the application of these facts in the context of the real world or the development of an individual’s insight regarding these facts. Understanding is reached through the formulation of a “big idea” – a central idea that holds all the facts together and makes these connected facts worth knowing. After getting to the “big idea” students can proceed to an “understanding” or to answer an “essential question” beyond the lesson taught.
  8. 8. UbD is based on the following ideas:UbD is based on the following ideas: 2. Students reveal their understanding most effectively when they are provided with complex, authentic opportunities to explain, interpret, apply, shift perspective, empathize, and self-assess. When applied to complex task, these “six facets” provide a conceptual lens through which teachers can better assess student understanding. A student who really understands… Can explain- sophisticated and apt explanations and theories that provide knowledgeable and justified accounts of events, actions, and ideas. Can interpret- narratives, translations, metaphors, images and artistry that provide meaning Can apply- ability to use knowledge effectively in new situations and diverse contexts: How and where can we use this knowledge, skills, or process?
  9. 9. Facets of UnderstandingFacets of Understanding  Sees in perspective- critical and insightful point of view: From whose point of view? What is justified or warranted? Is there adequate evidence?  Demonstrates empathy- The ability to get “inside” another person’s feelings and world view: How does it seem to you? What was the author, artist, performer feeling, seeing, and trying to make me feel and see?  Reveals self-knowledge- the wisdom to know one’s ignorance and how one’s pattern of thought and action inform as well as prejudice understanding: What are my blind spots? What strategies work for me?
  10. 10. UbD is based on the following ideas:UbD is based on the following ideas: 3. Effective curriculum development reflects a three-stage design process called “backward design” that delays the planning of classroom activities until goals have been clarified and assessments designed. This process helps to avoid the twin problems of “textbook coverage” and “activity-oriented” teaching, in which no clear priorities and purposes are apparent. It seems “backward” in that it starts from the opposite end of the planning process we typically go through to design courses- we usually start by thinking about how to teach our content. Backward design leaves teaching activities until the end and starts with the desire results of that teaching. You can’t start planning how you’re going to teach until you know exactly what you want your students to learn.
  11. 11. 3 Stages of Backward Design3 Stages of Backward Design
  12. 12. 3 stages of backward design3 stages of backward design 1. Identifying desired results-  defining the objectives or learning goals of the course/class.  Desired results cannot be just limited to traditional parameters such as good performance in National Achievement Test , but rather include specific goals that contribute to a deeper understanding of a topic.
  13. 13. 3 stages of backward design3 stages of backward design 2. Determine acceptable evidence  Decide if students are starting to master the knowledge and skills you want them to gain. Collect evidence and consider a wide range of assessment methods in order to and attain the exact evidence that match the learning goals. Use GRASPS format to make assessment task more authentic and engaging. G- goal or challenge statement in the scenario R-role of the student plays the scenario A-audience or client that the student must be concerned with in doing the task S-situation or setting P-performance or product expected S-standard or criteria by which the work will be judged
  14. 14. Performance Task ScenarioPerformance Task Scenario G.R.A.S.P.S.- Social Studies example Goal: Your goal is to help a group of foreign visitors understand the key historic, geographic and economic features of Negros Oriental. Role: You are an intern at the Provincial Office of Tourism. Audience: The audience is a group of nine foreign visitors (who speak English) Situation: You have been asked to developed a plan, including a budget, for a four-day tour of Negros Oriental .Plan your tour so that the visitors are shown sites that best illustrate the key historic, geographic and economic features of Neg. Or.
  15. 15. G.R.A.S.P.S.G.R.A.S.P.S. Products: You need to prepare a written tour itinerary and a budget for the trip. You should include explanation of why each site was selected and how it will the visitors understand the key historic, geographic and economic features of Neg. Or.. Include a map for the route of the tour. Standards & Criteria for success: Your proposed tour plan needs to include…. -an itinerary route map -the key historic, geographic and economic features of Neg. Or. -a clear rationale for the selected sites
  16. 16. 3 stages of backward design3 stages of backward design 3.Planning learning experiences and instruction The last stage, planning learning experiences and instruction, details students’ activities throughout the class, lists which resources to be used, and evaluates if these activities and resources follow the WHERETO criteria.
  17. 17. WHERETOWHERETO anan indicators to see if the courseindicators to see if the course fits the idea of “teaching for understandingfits the idea of “teaching for understanding  Where is the unit heading and why?  Hook and hold students’ attention.  Equip students with necessary experiences, tools, knowledge to meet goals.  Allow students to rethink ideas , reflect on progress, and revise their work.  Allow opportunities for students to evaluate progress.  Tailor to students needs  Organize to optimize understanding
  18. 18. STAGE 3STAGE 3 Teaching Guide Steps 1.Explore 2.Firm Up 3.Deepening 4.Transfer
  19. 19. IF A CHILD CAN’T LEARN THE WAY WE TEACH, MAYBE WE SHOULD TEACH THE WAY THEY LEARN. -IGNACIO “NACHO ESTRADA
  20. 20. Thank you very much

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