WRITTEN REPORT

IN
CURRICULUM
DEVELOPMENT
(Curricular Landscape in the 21st
Century Classrooms)

Submitted to:

Dr. RAISALAM B. MAUNTE, PhD

Submitted by:

JOHAIRAH M. MASANANG
 CURRICULUM DEVELOPMENT

Module 8: Curricular Landscape in the 21st Century Classroom

Module Overview:

A dramatic technological revolution ushered the 21st century. We live in a society that has become
diverse, globalized, complex and media-saturated. Current education breaks the mold that we know of the
past. It has to be flexible, creative challenging and complex.
Module 8 makes students aware of the current landscape in curriculum and the skills that the
curriculum have to develop.

LESSON 1: The 21st Century Curricular Landscape in the Classrooms

Learning Outcomes
 Described the curricular landscape of the 21st century
 Identified the 21st century skills to be developed in the curriculum
 The world has shrunk because of technology. Classrooms have become virtual and global. Current
students are facing emerging issues like global warming, poverty, health issues, war, population growth
and, many more. What would all of these require?

Content Focus
Emerging Curricula of the 21st Century Learners
 How does the curriculum for the 21st century look like? What are the emerging factors and conditions
that will shape the curriculum of the century?
 Discussion in various for here and abroad revolve along the different issues:
 Globalization of economies and independence on international markets
 Increased concerns and actions about environmental degradation, water and energy shortages,
global warning, pandemic (HIV, Ebola, etc.)
 Nations competing for power block thus generating conflict but gives opportunities to build
alliances and cooperation
 Increased global migration and opportunities for working overseas
 Science and technological revolution
 Knowledge economy as a generator of wealth and jobs

All of these issues need a curriculum that will address global solutions to environmental problems,
environmental sustainability, cultural diversity, global conflicts, technology revolution, and science
breakthrough.
Thus, an integrative approach to curriculum is absolutely necessary. There should be unity in core
academic subjects where life and career skills are included. Curriculum includes interdisciplinary themes,
development of essential skills for modem pedagogies and technologies.
The curriculum incorporates higher order thinking skills, multiple intelligences, technology and
multi-media and multiple literacies of the21st century skills. The 21st century curriculum includes
innovation skills, information and media and ICT literacy.

The curriculum for this century should inspire and challenge both the teacher and the learner. These
are some of the characteristics of this curriculum. It is a curriculum that...
 provides appropriate knowledge, skills and values to face the future.
 is based on knowledge drawn from research.
 is a product of consultative, collaborative development process.
 Supports excellence and equity for all learners.
Need to Develop 21st Century Skills of Learners in the Curriculum
What are the skills needed by 21st century learners in order to cope with the curriculum? Will the
curriculum likewise develop these skills, too? According to the Singapore Ministry of Education, such
clusters of the competencies are seen in the matrix below:

CLUSTER OF SKILLS FOR THE 21ST CENTURY SPECIFIC DESCRIPTORS

Critical Thinking and Problem Solving
Learning and Innovation Skills Creativity and Innovation
Oral and Written Communication
Content Mastery
Knowledge, Information, Media and Technology Information Literacy Media Literacy
Literacy Skills ICT Literacy
Flexibility and Adaptability
Initiative and Self Direction
Life skills Teamwork and Collaboration
Social and Cross-Cultural Skills
Productivity and Accountability
Leadership and Responsibility
Valuing of Diversity
Citizenship Skills Global Awareness
Environmental Awareness
Values, Ethics and Professionalism

Howard Gardner (2006) from his book Five Minds of the Future, sees that the five frames of thinking which
would help in the development of thinking skills. Each frame of thinking is attributed to the type of mind
the learner has to use in order to survive the future

THE FIVE FRAMES OF THINKING

FIVE FRAMES OF THINKING DESCRIPTION
The Disciplined Mind Makes use of the ways of thinking necessary for major scholarly work and
profession
The Synthesizing Mind Selects crucial information from the voluminous amounts available,
processing such information in ways that make sense to self and others
The Creating Mind Goes beyond existing knowledge. Posse new questions, offers new solutions
The Respectful Mind Sympathetically and constrictively adjusts to individual differences
The Ethical Mind Considers one's role as citizen consistently and strives toward good work and
good citizenship.

Lastly, Tony Wagner in his book The Global Achievement Gap mentioned the Seven Survival Skills for the
21st century curriculum.

SEVEN SURVIVAL SKILLS

1. Critical Thinking and Problem Solving
2. Collaboration Across Networks and Leading by Influence.
3. Agility and Adaptability
4. Initiative and Entrepreneurship
5. Effective Oral and Written Communication
6. Accessing and Analyzing Information
7. Curiosity and Imagination
Activity 1: The 21st Century Classroom
Draw a classroom of the 21st century

The 21st-century classroom

 focuses on asking questions to encourage critical
thinking, inquiry, and reasoning.
 student centered, not teacher centered.
 Teachers no longer function as lecturers but as
facilitators of learning.
 The students are learning by doing, and the teacher
acts as a coach, helping students as they work on
projects.
 students should use higher order thinking skills to solve
complex problems. All students should use media and
technology effectively.

LESSON 2: The Final Action for a Curriculum Material: A Celebration!

Learning Outcomes:
Viewed and valued the big picture of the whole module on Curriculum Development for Teachers
 Captures your view of Curriculum Development as course to prepare you as teachers as reflected in
the Curriculum Development for Teachers Module. It will put together your experiences from the
whole the series of modules, lessons and-activities.
 At the end of the journey, this lesson will further find out the depth of your understanding, the
intensity of your involvement, the excitement you went through, the difficulties you have
experienced, and the learning adventures which you have enjoyed.
 This lesson will require your reflection, critical thinking and decision making as a curriculum evaluator.
In the end, we will find out if this is worth a CELEBRATION!

The 7 Rs of QUALITY CURRICULUM MATERIAL

(Modified from Ron Ritchart, Cuture of Thinking Project, Bialik College, Melbourne)

The Seven Rs of Quality Curriculum

(7) Material Description of the R
1 Rigorous Requires students to demonstrate a high level of understanding and
thinking
2 Real Authentic quality that mirrors what the students will do as teachers
3 Requires independence Students are self-directed in doing their tasks
4 Rich in thinking Requires students more than memorization
5 Revealing Uncovers students’ level of understanding and misconceptions
6 Rewarding Intrinsically motivating the students to do the task
7 Reflective Makes students more reflective in the learning process that contributes to be
performance

Here is the more detailed explanation of the, R.

1. Rigorous-
 A curriculum material is rigorous if it provides students opportunities to develop higher order thinking
skills, decision-making and deep understanding.
 It also points the direction for learning but opens for students understanding beyond a minimal
outcome. Do the activities in the lessons allow students to develop higher order thinking? How do the
activities launch learning?
2. Real
 A curriculum material is real if it builds understanding to engage in real life activities related to
becoming teachers.
 Are the topics significant or important to the life of the students. How do the topics intersect their
lives as students and as future teachers?
3. Requires Independence
 A curriculum material requires independence if students are given opportunities to make appropriate
choices, like, who to interview or what class to observe and when to-do it.
 This will make students engage in deep learning and also allow students to learn from their mistakes.
4. Rich in thinking
 A curriculum material is rich in thinking if it asks students more than just memorization or repetition.
(Memorize less)
 The curriculum materials make students do observations, ask questions, consider alternatives,
evaluate outcomes, reflect and make judgment based on evidence.
5. Revealing-
 A quality curriculum material is revealing if it seeks to show what the students do and do not
understand, but how they understand it.
 Does the curriculum material reveal what they understand from their answers in the activities, self-
check and self-reflection?
6. Rewarding-
 A quality curriculum material is rewarding if students can articulate what they are learning, if they can
share clearly the results of their individual and group tasks. This is indicative of the students' effort
which is directed toward a well-defined learning goal.
 The sense of purpose is shown in their work as the intrinsic rewards they gain. In short, they are
happy with what they are doing.
7. Reflective-
 A quality curriculum material is reflective if it allows students to think about ones’ learning not only
about feelings.
 Allows the students to reflect on learning

 These are the seven Rs of the quality curriculum material. Collectively focused on the topics to be
covered, skills to be mastered, facts to be learned and outcomes to be achieved. These are the
aspects of quality curriculum material.