Indicate what students should know and be able to do within a particular content area

A curriculum is developed by teachers/schools/teams and lays out HOW the teacher is ensuring the students learn the material.

shapes how students will gain the knowledge, skills and abilities as described in the standards.

can be used to gather evidence related to student learning. It may include summative, benchmark or interim tests or may involve more informal methods of data collection through a formative assessment process.

Educational curriculum standards are learning goals of what students should know and be able to do at each grade level

Give the Enumeration of Bloom taxonomy

Give three types of goals

The broad statements written from an instructor's or institution's perspective that give the general content and direction of a learning experience.

The Kindergarten curriculum sims to produce active young Pilipino learners who are holistically developed and century skills.

The statements of what the teacher intend to teach or cover in a learning experience

More specific than learning goals , this is a ?

• Not necessarily observable nor measurable •Instructor-centered rather than student-centered • Useful in helping you formulate more specific learning outcomes they're are

Students will understand the impacts and effects of new media on identity formation.

give the (SPECIFICITY) yung nakabaliktad na triangle

• It is important to understand that the knowledge, skills, and abilities outlined in standards documents should build upon one another from grade to grade

the curriculum associated with the standards should also be logical and coherent within grade levels.

All classes with the same name teach the same concepts ( Horizontal or Vertical)

Remediation and review are built in, but are short, self-contained days, not repeated units. ( Horizontal or Vertical)

Each class follows from and leads seamlessly to the next. ( Horizontal or Vertical )

Concepts in each class not repeated. ( Horizontal or Vertical)

Each class uses identical: ( Horizontal or Vertical)

Grading Scale and Homework ( Horizontal or Vertical)

Tests/Quizzes/Assessments ( Horizontal or Vertical)

Each teacher's lesson plans are unique ( Horizontal or Vertical)

Learning Domains

Core Learning Areas: Mother Tongue until Grade 3: Science starting Grade 3: Edukasyong Pantahanan at Pangkabuhayan starting Grade 4

Core Learning Areas and exploratory TLE Core

Core Learning Areas plus elective TLE

Science, Math, English, Contemporary Issues and Specializations

•Alignment is the process of ensuring that the specified curriculum is consistent with enabling students to reach the milestones outlined in the standards. A curriculum that is aligned to standards is a curriculum that ensures that students have the opportunity to access the content and skills outlined in those standards.

describe what students are intended to learn; ( Standard or Curriculum)

describes how they are intended to access the knowledge, skills, and abilities embedded within the standards.

CURRICULUM ALIGNMENT ( yung VENN DIAGRAM) What are the Curriculum Alignment?

This is can identify and set the essential knowledge and understanding that should be learned. They cover a specified scope of sequential topics within each learning strand, domain, theme, or component. •Content standards answer the question, "What should the learners know?"

describe the abilities and skills that learners are expected to demonstrate in relation to the content standards and integration of 21st-century skills.

Learning competencies refer to the knowledge, understanding, skills, and attitudes that students need to demonstrate in every lesson and/or learning activity.

refer to learning targets that require the development of tangible and high-quality product or output.

refer to learning targets that require the development and demonstration of behavioral or physical task.

To be able to demonstrate skills or act skillfully, students must be able to possess the knowledge and reasoning ability elated or relevant to the skills to be demonstrated.

What are three types of learning targets can be best assessed using alternative assessments.

assessing student learning by requiring a student to perform a task or develop a product as a demonstration of one's learning. ( next topic)

pertains to students' construction and use of portfolios in a purposeful and systematic manner in order to document their progress in the attainment of learning targets

this is a collection of learning and performance artifacts by a student and is typically accompanied by personal narratives and reflections

Another word of Affect??

Emergent Assessment is based on

examines how and what the educational program and instruction are doing to address the needs of the students.

MICHAEL SCRIVEN'S GOAL FREE EVALUATION ( DIAGRAM)

focuses on determining the extent that students have developed their competencies from instruction

This model adopts a pre-test and post-test methodology to collect information if a student has developed or improves after instruction

use of assessment strategies or tools that allow learners to perform or create a product that is meaningful to the learners as they are based on real-world contexts

The most authentic assessment are the ones that allow performances that most closely resemble real-world tasks or applications in a real-world setting or environments.

•Process-oriented learning - is a teaching and learning approach that focuses on the journey of acquiring knowledge rather than just the end result.

*It values the process of learning as much as the final outcome and encourages students to take ownership of their learning journeyhhh

Process-oriented learning encourages students to actively participate in the learning process through activities such as discussions, projects, and hands-on experiments. This active engagement helps students develop critical thinking skills and a deeper understanding of the material.

focuses on developing students' problem-solving skills by presenting them with real-world challenges and encouraging them to find creative solutions.

emphasizes the importance of reflection in the learning process. Students are encouraged to reflect on their learning experiences, identify areas for improvement, and set goals for future learning

promotes collaboration among students by encouraging them to work together on projects, share ideas, and learn from each other

often involves inquiry-based approaches where students are encouraged to ask questions, explore topics of interest, and conduct research to find answers.

By focusing on the process of learning, students develop a deeper understanding of concepts and are better able to apply their knowledge in real-world situations.

Process-oriented learning helps students develop critical thinking skills, problem-solving abilities, and the capacity to analyze and evaluate information.

Active engagement in the learning process and the opportunity to explore topics of interest can increase students' motivation and enthusiasm for learning.

Process-oriented learning promotes collaboration and communication skills, which are essential for success in the workplace

Through reflection and self-assessment, students develop metacognitive skills that enable them to monitor and regulate their own learning processes.

Implementing process-oriented learning requires time, resources, and support from educators and administrators, which may be limited in some educational settings.

Traditional assessment methods focused on outcomes may not align with the process-oriented approach, making it challenging to evaluate students' learning effectively.

Shifting from a more traditional, outcome-oriented approach to a process-oriented one may face resistance from students, parents, and educators who are accustomed to a different teaching and learning style.

Educators may require additional training and professional development to effectively implement process-oriented learning strategies in their classrooms.

Ensuring that process-oriented learning aligns with curriculum standards and educational goals can be a complex task that requires careful planning and coordination.

Students work on long-term projects that require research, problem-solving, and collaboration to develop a deeper understanding of a topic

Students analyze real-world scenarios, apply their knowledge to solve problems, and reflect on their decision-making process.

Students engage in debates, discussions, and Socratic seminars to explore different perspectives, develop critical thinking skills, and communicate their ideas effectively.

Students conduct experiments, observe phenomena, and draw conclusions based on their observations to develop scientific inquiry skills.

Students visit museums, historical sites, or natural environments to engage with the material in a real-world context and make connections between theory and practice.

refers to how a learner went about completing a task or achieving an outcome

the end result of a process.

what kind of model that focuses on how the learner achieves their goals over time and gives space for feedback to inform the learning process.

focused on the result of a task rather than the process through which the student achieved that result.

Designing authentic tasks that reflect real-world problems or situations, and setting clear criteria for evaluation

the student as they work on the task or problem, and documenting their steps, decisions, and problem-solving skills.

Providing immediate feedback to students and encouraging them to reflect on their learning process, problem-solving strategies, and decision-making

Providing temporary support to students to help them reach higher levels of comprehension and skill acquisition

Allowing students to assess their own work and the work of their peers, which can help them develop a deeper understanding of the assessment criteria and their own learning process

Providing ongoing feedback to students during the learning process to monitor progress, give feedback, and prevent students from copying

•Breaks out criteria for distinguishing between levels of performance on each criterion. •Useful for detailed assessment and feedback. •Descriptions are organized in a matrix.

• Provides comprehensive descriptions of each level of performance. • Useful for quick and general assessment and feedback • Descriptions may be organized in columns or rows

who's Composed Of Educators and education researchers from the U.S and the Philippines . headed ny __________ then Director of Institute of Teacher's College, Columbia University.

■The Economic Survey Committee was formed through a legislature mandate in 1927, headed by

government-commissioned like Quezon Educational Survey in 1935 headed by

when study made as a sequel to the Quezon Educational Surveys which made a thorough study of existing educational methods, curricula and facilities and recommended changes on financing public education in the country.

when the congressional survey done by the Joint Congressional Committee on Education to look into the independence of the Philippines from America. The study employed several methodologies.

UNESCO undertook a survey on Philippine Education headed by Mary Trevelyan

■March 30 to April 16, 1948 - UNESCO undertook a survey on Philippine Education headed by Mary Trevelyan