EDUC 203 Curriculum Development and Design

A. Critical Components of curriculum design and development. The principle of constructive

alignment is central to curriculum design and development. Biggs (1999) describes teaching as a
balanced system in which all components support each other.
Biggs outlines the critical components of teaching as follows:
1. The curriculum we teach;
The K to 12 Program covers Kindergarten and 12 years of basic education (six years of
primary education, four years of Junior High School, and two years of Senior High School
[SHS]) to provide sufficient time for mastery of concepts and skills, develop lifelong learners,
and prepare graduates for tertiary education, middle-level skills development, employment,
and entrepreneurship.

2. The teaching methods and strategies we use to facilitate student learning;

Differentiated instruction is a mode of teaching that accounts for students’ individual needs
and learning styles before designing a lesson plan. Instructors who incorporate differentiated
instruction into their classroom may group students by shared interests, assess students’
learning via formative assessment, and continually assess and adapt lessons to serve
students’ best interest.

Differentiated instruction refers to instructors providing their diverse class with a range of
ways to understand content in the classroom. Four ways to differentiate instruction include
content, process, product and learning environment. Content refers to various activities that
help students learn information while process refers to various learning styles such as visual
or auditory methods. Product describes the end result of a project to demonstrate
comprehension where learning environment may include a flexible classroom with group
work.

3. The assessment process we use and the methods of reporting results;

Formative assessments are quizzes and tests that evaluate how someone is learning material
throughout a course. Summative assessments are quizzes and tests that evaluate how much
someone has learned throughout a course.
Assessments of learning are usually grade-based, and can include:

Exams
Portfolios
Final projects
Standardized tests
They often have a concrete grade attached to them that communicates student achievement to
teachers, parents, students, school-level administrators and district leaders.

Common types of assessment of learning include:

Summative assessments
Norm-referenced assessments
Criterion-referenced assessments

5. The institutional climate, the rules and procedures we are required to follow.

The institutional climate or climate of an educational institution is basic requirement of an

educational institution and is the basis of health of a school. The cause is that the smooth
functioning of an educational institution or school depends on the maintenance of discipline
and co-ordination among the different persons such as head of the educational institution,
teachers, students and other staff of the educational institution or school. The climate is the
process while health is its end product which is also the result of growth and development of
an institution.
Components:
(1) Maintenance of Discipline:
(i) The base of discipline should be love, trust and goodwill.

(ii) Discipline should be based on co-operation.

(iii) The entire climate of the educational institution of school should be made beautiful and
coordinating.

(iv) The children should be imparted knowledge about the importance of discipline
(v) Adequate liberty and facilities should be given to students and teachers for ensuring their
duties in the school.

(vi) For maintaining discipline, punishment should not be used.

(vii) The guardians should be-encouraged for making family life beautiful and comfortable.

(viii) Various creative activities should be given place in the school programme

2. Co-ordination in Management:
It is the process of putting things together in a harmonious relationship so that they may
function more effectively. The administrator has to carry on a wide variety of activities. For
this co-ordination is necessary to bring unity in diversity of relationship to produce a unified
and integrated total effect. Achievement of this needs deliberate efforts. Co-ordination is
required in all the fields of administration like as planning, organisation etc.
It is also needed in respect of purpose, time and place of the various activities, like laying
down policies, preparing the budget, selection of staff and development of the curriculum etc.
Co-ordination depends upon the nature of the particular problem, circumstances, and
availability of resources and the final goal. The administrator should possess a good skill for
harmonizing all these diverse relationships.

(3) Growth and Development:

Education is a process of development. Educational institutions are established for human
development. Education creates an ideal society. In this context Kothari Commission (1964-
66) has stated that destiny of India is being shaped in her classroom.

The schools and classrooms are responsible for social, national and personal development. It
is the role of principal and teachers to create suitable environment for the growth and
development of children. The main focus of school management is to bring desirable
behavioural changes among children.

B. On understanding competency-Based Curriculum and Instruction (30 pts.)

 Explain the differences between standards, outcomes, and competencies and how they
can be integrated into curriculum.

a) The standards-based curriculum or the intended curriculum is the official or adopted

curriculum contained in state or district policy. A body of content knowledge that
students are expected to learn based on their participation within the school
experience, standards-based curriculum includes broad descriptions of content areas
and often specifies performance standards that students are expected to meet. State
and district assessments are linked directly to the content and performance standards
contained in the standards-based curriculum. The standards-based curriculum
outlines graduation requirements, which are taken from state department of
education guidelines that specify the subjects and skills that should be taught at each
grade level.
b) Outcome-based education (OBE) is education in which an emphasis is placed on a
clearly articulated idea of what students are expected to know and be able to do, that
is, what skills and knowledge they need to have, when they leave the school system. It
is sometimes also called performance-based education and is an attempt to measure
educational effectiveness based on results rather than on inputs such as time students
spend in class. The student learning outcomes constitute the criteria by which
curriculum is developed or redesigned, instructional materials are selected, teaching
methods are adopted, and evaluation is conducted.
c) A competency-based curriculum is a curriculum that emphasizes what learners are
expected to do rather than mainly focusing on what they are expected to know. In
principle, such a curriculum is learner-centred and adaptive to the changing needs of
students, teachers, and society.

 To be coherent in your explanation, discuss mapping competencies to outcomes and

aligning standards to competencies and outcomes.
 a) Curriculum mapping is a method to align instruction with desired goals and program
outcomes. It can also be used to explore what is taught and how. The map or matrix:
b) Benefits:
 Improves communication among faculty
 Improves program coherence
 Increases the likelihood that students achieve program-level outcomes
 Encourages reflective practice

 Cite an example where competency-based curriculum is integrated into lesson planning

with best practice teaching approach and develop competency-based classroom
management techniques.

C. On digital citizenship and technology applications in curriculum (20 Pts.)

 Implications of technological developments in education are recently integrated into
the curriculum development course to enable students and teachers become
responsible digital citizens.
Digital citizenship refers to the responsible use of technology by anyone who uses computers, the
Internet, and digital devices to engage with society on any level.
This is why digital citizenship is such a crucial topic to teach today’s students.
As the rate of technological advancement continues to increase, the world as a whole is becoming
more dependent on the Internet for day-to-day activities.

That can mean checking a bank account, purchasing a product, or simply keeping in touch with a
friend.
As a result, there’s a major difference between good digital citizenship and bad digital citizenship.
Good digital citizenship engages young students and shows them how to connect with one another,
empathize with each other, and create lasting relationships through digital tools.
Bad digital citizenship, on the other hand, entails cyberbullying, irresponsible social media usage, and
a general lack of knowledge about how to safely use the Internet.
Fortunately, almost all of the requirements to be a good digital citizen can be taught in the classroom.

Today, with digital technology, employers track and judge students or potential employees on their
social media profiles.
So it is important to teach students how to create characters online that show a positive and
constructive image.
Teaching digital citizenship helps ensure that students are successfully practicing both respect and
responsibility for themselves and others in a virtual environment.
Digital citizenship supports children and youth to participate safely, critically, effectively, and
responsibly in the world of digital technologies and social networking sites.
Lack of awareness about digital citizenship can lead to cyber-bullying which often has serious
consequences. Cyberbullying is a form of bullying or harassment using digital devices such as
smartphones, computers, laptops, and tablets.
We can prevent cyber-bullying only by educating students about responsible digital citizenship.
The concept of digital citizenship has evolved to incorporate many capabilities, competencies,
characteristics, and behaviors that exploit the opportunities and benefits the digital world affords
while creating resilience to potential disadvantages.
Digital citizenship education helps children learn to be smart and secure in their use of electronic
devices and social networking sites and to avoid cyberbullying, sexting and more in this growing
digital world.

Digital citizenship education helps in acquiring knowledge and skills of effective communication and
construction, through the responsible use of technology, to practice forms of social participation and
interaction that respect human rights and dignity.

There are a lot of resources available online, not all of them are genuine and authentic.

Digital Citizenship education enables students to find, identify, and simplify information and to
choose an original and authentic source of information.

 so learners apply best practices for responsibly accessing, evaluating and using online
resources and social media to address emerging concerns on digital citizenship, cyber-ethics,
cyber-safety, and cyber-bullying
 STATISTICS- REVIEWER

A. ANSWER THE FOLLOWING QUESTIONS AS DIRECTED:

1. Descriptive Statistics VS. Inferential Statistics

Descriptive statistics refers to the analysis of data. Sample data is summarized using charts,
tables, and graphs. Quantitative analysis is difficult when the population is large. Therefore, a
small data sample is interpreted.

Inferential statistics helps study a sample of data and make conclusions about its population.
A sample is a smaller data set drawn from a larger data set called the population. If the sample
does not represent the population, one cannot make accurate estimations related to the latter.
The purpose of studying inferential statistics is to infer the behavior of a population.

The two statistical approaches differ in the following ways:

 Descriptive statistics summarizes raw data information in a tabular format to test the
hypothesis. In contrast, inferential statistics makes inferences based on collected data.
 Descriptive analysis is used for the organization and presentation of data in a
meaningful manner. Inferential statistics, on the other hand, compares data, runs
hypotheses, and makes predictions.
 Descriptive analysis merely depicts a situation. Inferential statistics ventures further;
it is used to make conclusions. Researchers use inferential statistics to predict
possibilities, probabilities, and the occurence of events.
  Characteristically, descriptive analyses consider small data. Inferential statistics is
used to apply the findings to the whole population.
 For description, researchers use charts, graphs, and tables. In inferential statistics,
researchers use probability to draw conclusions.
2. Variable versus constant
 Constant: A constant can be defined as a fixed value, which is used in algebraic expressions
and equations. A constant does not change over time and has a fixed value. For example, the
size of a shoe or cloth or any apparel will not change at any point.
 Variables: Variables are the terms which can change or vary over time. It does not remain
constant, unlike constant. For example, the height and weight of a person do not remain
constant always, and hence they are variables.

3. Population versus Sample

 In statistics, population is the entire set of items from which you draw data for a statistical
study. It can be a group of individuals, a set of items, etc. It makes up the data pool for a
study.

Generally, population refers to the people who live in a particular area at a specific time. But
in statistics, population refers to data on your study of interest. It can be a group of
individuals, objects, events, organizations, etc. You use populations to draw conclusions.
An example of a population would be the entire student body at a school. It would contain all
the students who study in that school at the time of data collection. Depending on the problem
statement, data from each of these students is collected. An example is the students who speak
Hindi among the students of a school.
 A sample is defined as a smaller and more manageable representation of a larger group. A
subset of a larger population that contains characteristics of that population. A sample is used
in statistical testing when the population size is too large for all members or observations to
be included in the test. The sample is an unbiased subset of the population that best represents
the whole data.
e process of collecting data from a small subsection of the population and then using it to
generalize over the entire set is called Sampling.

Samples are used when :

a) The population is too large to collect data.
b) The data collected is not reliable.
 c) The population is hypothetical and is unlimited in size. Take the example of a study
that documents the results of a new medical procedure. It is unknown how the
procedure will affect people across the globe, so a test group is used to find out how
people react to it.
4. Measures of central tendency versus measures of variability
 Measure of central tendency is a single value that attempts to describe a set of data by
identifying the central position within that set of data. As such, measures of central tendency
are sometimes called measures of central location. They are also classed as summary
statistics. The mean (often called the average) is most likely the measure of central tendency
that you are most familiar with, but there are others, such as the median and the mode.

The mean, median and mode are all valid measures of central tendency, but under different
conditions, some measures of central tendency become more appropriate to use than others. In
the following sections, we will look at the mean, mode and median, and learn how to
calculate them and under what conditions they are most appropriate to be used.

 Measures of Variability are statistics that describe the amount of difference and spread in a
data set. These measures include variance, standard deviation, and standard error of the mean.
If the numbers corresponding to these statistics are high it means that the scores or values in
our data set are widely spread out and not tightly centered around the mean.
5. Probability versus Non probability sampling
 Probability sampling means that every member of the population has a chance of being
selected. It is mainly used in quantitative research. If you want to produce results that are
representative of the whole population, probability sampling techniques are the most valid
choice.
There are four main types of probability sample.
a) Simple random sampling- In a simple random sample, every member of the population has an
equal chance of being selected. Your sampling frame should include the whole population. To
conduct this type of sampling, you can use tools like random number generators or other
techniques that are based entirely on chance.
b) Systematic sampling is similar to simple random sampling, but it is usually slightly easier to
conduct. Every member of the population is listed with a number, but instead of randomly
generating numbers, individuals are chosen at regular intervals.
c) Stratified sampling involves dividing the population into subpopulations that may differ in
important ways. It allows you draw more precise conclusions by ensuring that every subgroup
is properly represented in the sample. To use this sampling method, you divide the population
into subgroups (called strata) based on the relevant characteristic (e.g. gender, age range,
income bracket, job role). Based on the overall proportions of the population, you calculate
how many people should be sampled from each subgroup. Then you use random or
systematic sampling to select a sample from each subgroup.
d) Cluster sampling also involves dividing the population into subgroups, but each subgroup
should have similar characteristics to the whole sample. Instead of sampling individuals from
each subgroup, you randomly select entire subgroups. If it is practically possible, you might
include every individual from each sampled cluster. If the clusters themselves are large, you
can also sample individuals from within each cluster using one of the techniques above. This
is called multistage sampling. This method is good for dealing with large and dispersed
populations, but there is more risk of error in the sample, as there could be substantial
differences between clusters. It’s difficult to guarantee that the sampled clusters are really
representative of the whole population.