SEE FALCULAN TWINS’ REVIEW CENTER The Teacher and the School Curriculum Definitions of Curriculum Traditional definitions Progressive definitions «A set of courses constituting an area of specialization. * Isanidentification of proper goals. © Can be considered asa system of dealing with people and the process. Isa means of attaining the aims or philosophy of education. «Planned learning experiences # List of subjects and courses Sum total of all the learning experiences inside and outside the school Entire range of experiences, undirected and directed, concerned with the unfolding of the individual's abilities Set of learning and experiences for students planned by the school to attain the aims of education * Ordinary Sum total of all the learning, © Limited r experiences . * Enriched * Broad Types of Curricula 1. Recommended curriculum - These are recommendations in the form of memoranda or policy, standards and guidelines that came from government agencies such as TESDA, CHED, UNESCO, ete. 2. Written curriculum - Includes documents based on the recommended curriculum, 3. Taught curriculum - The teacher and the learners will put life to the written curriculum, Skills of the teacher, instructional materials and facilities are necessary. 4, Supported curriculum ~ Includes documents based on the recommended curriculum. 5. Assessed curriculum L - Thisis the curriculum that is evaluated after it has been taught. 6. Learned curriculum - These are measured by tools in assessment, which can indicate the cognitive, affective and psychomotor outcomes. 7. Hidden / Implicit curriculum + This is the unwritten curriculum-\peer influence, school environment, media, parental pressures, societal changes, ete. T ‘The Teacher as a Curricularist : Roles of a Curricularist * Initiator - Implementation of a new curriculum requires the open mindedness of the teacher and the full belief that the curriculum will enhance learning, * Innovator - Creativity and innovations are hallmarks of an excellent teacher. + Implementer - An implementer gives life to the curriculum plan. It is where the teaching, guiding, facilitating skills of the teacher are expected at the highest level.FALCULAN TWINS’ REVIEW CENTER a Evaluator - Determines if the desired learning outcomes have been achieved Knower - Asa teacher, one has to master what are included in the curriculum. Writer - A classroom teacher takes record of knowledge, concepts, subject matter or content. Planner - A teacher's role is to make yearly, monthly or daily plan of the curriculum which serves as a guide in the implementation of the curriculum Factors to Consider in Planning a Curriculum 1) The learner 2) Support materials 3) Time 4) Subject matter or content 5) The desired outcomes Views of Curriculum ' Traditional view 1 Progressive view Robert Hutchins John Dewey Arthur Bestor Holis Caswell & Kenn Campbell Joseph Schwab i Othaniel Smith, William Stanley Philip Phenix and Harlan Shore * Collin Marsh & George Willis I. Traditional View 1. Robert Hutchins - Views curriculum as “permanent studies” where rules of grammar, reading, rhetoric logic and math are emphasized. - The 3Rs should be emphasized in basic education while liberal education should be emphasized in college. 2. Arthur Bestor - Believes that the mission of the school should be intellectual training which include Math, Science, History and Foreign Language. 3. Joseph Schwab f - He thinks that the sole source of curriculum is discipline, thus the subject areas such as Science, Mathematics’ Social Studies, English and many more. - In college, academic disciplines are labelled as humanities, sciences, languages, mathematics among others. He coined the word discipline as a ruling doctrine for curriculum development. 4. Phillip Phenix v - Curriculum should consist entirely of knowledge which comes from various disciplines i Progressive View 1. John Dewey - Believes that education is experiencing. Reflective thinking is a means to unify curricular elements that are tested by applicationSE FALCULAN TWINS’ REVIEW CENTER 2. Hollis Caswell and Kenn Campbell - Viewed curriculum as all experiences children have under the guidance of teachers. 3. Othaniel Smith, William Stanley and Harlan Shore ~ Defined curriculum as a sequence of potential experiences, set up in schools for the purpose of disciplining children and youth in group ways of thinking and acting. 4. Colin Marsh and George Willis = Viewed curriculum as alll the experiences in the classroom which are planned and enacted by the teacher and also learned by the students. ‘Three Ways of Approaching a Curriculum * Curriculum as a Content or Body of Knowledge ~The knowledge to be transmitted * Curriculum as a Process - What actually happens in the classroom when the curriculum is practiced © Curriculum as a Product - Learning outcomes desired of learners. Principles of Curriculum Content B- Balance A - Articulation $ -Scope I- Integration C- Continuity Y Balance - equitable assignment of content, time, experiences and other elements Y Articulation - curriculum is arranged vertically or horizontally © Vertical alignment- to arrange the learning outcomes of a specific subject grade-wise (content in a lower level is connected to the next level). What student will learn in one grade level prepares them for the next grade level. ; © Horizontal Alignment- to arrange the learning outcomes across subjects per grade. This happens at the same time like social studies in Grade Six related to science inGradeSix Scope - coverage or boundaries Integration - curriculum is integrated and interconnected. ¥ Continuity - vertical repetition and recurring approaches of content SS Curriculum Development i + Itisa dynamic process involving many different people and procedures + Four Phases of Curriculum Development 1. Planning + Vision, mission, goals (philosophies of the school), learning outcomes (objectives) Designing 2. DesigningMES FALCULAN TWINS’ REVIEW CENTER Selection and organization of content, activities, assessments and resources 3. Implementing Putting into action the plan (all learning activities that transpire in the classroom) 4. Evaluating Determines the extent to which the learning outcomes have been achieved. Curriculum Development Process Models 4 © Ralph Tyler - Father of Behavioral Objectives - Grand Father of Curriculum Design - Ralph Tyler Model ; - Tyler's Rationale + Linear Model + 4 basic Principles - This model emphasizes the PLANNING PHASE FOUR BASIC PRINCIPLES: 1) Purpose of the School. 2) Educational Experiences related to the Purpose 3) Organization of the Experiences 4) Evaluation of the Experiences * Hilda Taba Grassroots Approach 7 Major Steps in Curriculum 1) Diagnosis of learners’ needs 2) Formulation of Learning Objectives 3) Selection of Learning contents 4) Organization of learning contents 5) Selection of learning experiences 6) Organization of learning experiences 7) Determination of what to evaluate and the means of doing it. © Gaylen Saylor and William Alexander Curriculum Model Described curriculum as a “plan for providing sets of learning ‘opportunities to achieve board educational goals and related specific objectives for an identifiable population served by.a single school center. 1. Goals, Objectives, and Domains 2.Curriculum Designing 3.Curriculum Implementation 4, Evaluation Foundations of CurriculumMES FALCULAN TWINS’ REVIEW CENTER L Historical foundations - These are the chronological development of curriculum along a timeline, Franklin Bobbit Y He started the curriculum development movement Y Curriculum is a science that emphasizes students’ needs. Y Curriculum prepares learners for adult life. ¥ Objectives and activities should group together when tasks are clarified. tg! Werret Charters Y Like Bobbit, he posited that curriculum is science and emphasizes students’ needs. Y Objectives and activities should match. Subject matter or content relates to objectives. William Kilpatrick \ Y Curricula are purposeful activities which are child centered. Y The purpose of the curriculum is child development and growth. ¥ He introduced this project method where teacher and student plan the activities. ¥ Curriculum develops social relationships and small group instruction, Harold Rugg Y Curriculum should develop the whole child. Y With the statement of objectives and related learning activities, curriculum should produce outcomes. ¥_ Emphasized social studies and suggested that the teacher plans curriculum in advance. Hollis Caswell Y Curriculum is organized around social functions of themes organized knowledge and learner's interest. Y Curriculum, instruction and learning are interrelated. Y Curriculum is a set of experiences. Subject matter is developed around social functions and learners’ interests. Ralph Tyler Th, ¥ Curriculum is a science and an extension of schools’ philosophy. It is based on students’ néeds and interests. Y Curriculum is always related to instruction. Subject matter is, organized in terms of knowledge, skills, and values. Y The process emphasizes problem solving. Curridulum aims to educate generalists and not specialists. Hilda TabaSH FALCULAN TWINS’ REVIEW CENTER 1. ¥ She contributed to the theoretical and pedagogical foundations of concepts development and critical thinking in social studies curriculum. V She helped lay the foundation for diverse student population. ©. Peter Oliva Y He described how curriculum change is a cooperative endeavor. ¥ Teachers and curriculum specialist constitute the professional core of planners ¥ Significant improvement is achieved through group activity. Sociological Foundations - Issues from society including groups and institutions in the culture and their contribution to education - Society as a source of change - Schools as agents of change - Knowledge as an agent of change © Emile Durkheim Y Considered two fundamental elements - schools and civil society- to be major topics needing attention and reconstruction to encourage experimental intelligence and plurality. Alvin Toffler Y Wrote the book Future Shock. ¥ Believed that knowledge should prepare student for the future. Y Suggested that in the future, parents might have the resources to teach prescribed curriculum from home as a result of technology, not in spite of it. (Home Schooling) © Paolo Freire Y Education asa means of shaping the person and society through critical reflections and "conscientization". ¥ Teachers use questioning and problem posing approach to raise students’ consciousness ¥_ Emphasis on questioning problem posing and Y critical thinking, John Goodlad Y Curriculum organized around needs of society and the students. Reduce student conformity in classroom. Constant need for school improvement. Emphasis on active learning and critical thinking. Involvement of students in planning. curriculum content and instructional activities. ¥ Need to align content with standards © William Pinar ¥ Broaden the conception of curriculum to enrich the practice. ¥ Understand the nature of the educational experience. Y Curriculum involves multiple disciplines. S488FALCULAN TWINS’ REVIEW CENTER Y Curriculum should be studied from a historical, racial, gendered, phenomenological, postmodern, theological and international perspectives. Oliva’s 10 Axioms for Curriculum Designers o Peter Oliva - He created the 10 Axioms for Curriculum Designers - Axioms are principles that practitioners as curriculum designers can use as guidelines or a frame of reference. 10 Axioms 1 1. Curriculum change is inevitable, necessary and desirable. ~ Societal development & knowledge revolution come so fast and requires new curriculum designs. 2. Curriculum is the product of its time. - Curriculum is timeless which means it responds to changes that came from current social fotces, educational reforms, etc. 3. Curriculum changes made earlier can\exist concurrently with newer curriculum changes. + Curriculum development changes can co-exist and overlap 4. Curriculum change depends on people who will implement the change. ~ Itis best that teachers design and own the changes. 5. Curriculum changes is a cooperative group activity. - Group decisions in some aspects of curriculum development are suggested. Consultations with stakeholders, when possible, will add a sense of ownership. 6. Curriculum Development is a decision-making process made from choices of alternatives. - Acurriculum developer/ designer must decide what contents to teach and what methods or strategies to use. 7. Curriculum development is an on-going process. - As the needs of the learners change, as society changes, and as new knowledge and technology appear, the curriculum must change. 8. Curriculum development is more effective if it is a comprehensive process rather than a piecemeal. - Acurriculum design must be based on careful plan, intended outcomes clearly established | 9. Curriculum Development is more effective when it follows a systematic process. + A curriculum design should always be SMART 10. Curriculum development starts from where the curriculum is. - Anexisting design is a good starting point for any teacher who plans to enhance and enrich a curriculum Components of Curriculum Design Curriculum Design - means the organization of curriculum componentsSES FALCULAN TWINS’ REVIEW CENTER + itcanbe: ¥ lesson plan (miniscule curriculum) ¥ syllabus ¥ unit plan Y course design ‘Major Components 1. Behavioral components © The objectives should be SMART: Specific, Measurable, , Attainable, Result-oriented and Time-bound. J 2. Conteni/Subject Matter : { © Subject matter should be relevant to the outcomes of the curriculum. Teaching and Learning Methods ©. These are the activities where the learners derive experiences. ig, and Learning Methods © Cooperative learning activities allow students to work, together, Students are guided to learn on their own to find solutions to their problems. The role of the teachers is to guide the learners. © Independent learning activities allow learners to develop personal responsibility. The degree of independence to learn how to learn is enhanced. This strategy is more appropriate for fast learners © Competitive activities, where students will test their competencies against another in a healthy manner, allow learning to perform to their maximum. They mostly become the survivors in a very competitive world. Direct Instruction: Barak Rosenshine Model (in Ornstien & Hunkins, 2018) Detailed Steps Goginlesgon witha shorigtatement of objective Inttoduce short review of previous oF prerequsitelearning, Coe Present malerialin small, sequenced manner in ‘ Give clearand detailed 4 instructions and oxpanations Provide active practice forall students }/ "| Guide students during initial practice Provide seatwork activities Cree Ask several questions Peery ‘Assess students comprehension Fron sytraicfoebeck end 8 conectionsSEE FALCULAN TWINS’ REVIEW CENTER rere Obtain student success rate of 80 percent ee) (or more during practice session Provide for spaced review and testing Focus on previous lesson, ask students to summarize main points Focus student's attention on new lesson Stimulate interest in the new materials State explicitly what is to be learned State rationale or how it will be useful Identify needed knowledge and skills for 4 learning new lesson Present materials in ‘sequenced steps Provide several examples or demonstrations throughout the lesson Monitor students’ work before they become involved in lesson activities, check to see they understand directions or tasks fom) Periodically ask students questions and check ers their answers Assign independent work or practice “when itis reasonably sure that students 8 can work on their own with understanding and minimal frustration + Mastery Learning; JH Block and Lorin Anderson Model (in Ornstein & Hunkins, : 2018)SEE FALCULAN TWINS’ REVIEW CENTER 10 cra Explain etsoesitdivitiatttizeyiass into expotdigdatleammastery groups (80% is. considered mastery) een ‘Gacretinichessohinetiyiatjom tre aettety correct group ifitractorective (practice/drill) to non- mastery group Wpstoretistanenreazans a no fault-basis, Yarernaunt chieaehesit ome pd sepport for each group based on group size and performance Give a summary test for non-mastery group At least 75% of the students should achieve mastery by the summative test If not, repeat procedures Starting with corrective instructions (small study groups, individual tutoring, alternative instructional materials, extra homework, reading materials practice and dril) + Systematic Instruction: Thomas Good and Jere Brophy (in Ornstein and Hunkins, 2018) Review concepts arid skills related to homework and provide review exercises ence Promote students understanding and provide controlled practice ‘Ask questions and provide controled practice Provide uninterrupted seatwork 4 Get everyone involved ‘Sustain momentum untabilty ‘Check the students work ‘Assign homework regularly and provide review problems Provide weekly reviews t6 ¢heok and further maintain and enhance learningFALCULAN TWINS’ REVIEW CENTER 7 Criteria in Selecting Teaching Learning Methods © Adequacy - This refers to the actual learning space or classrooms (space, light, ventilation, technology available). © Suitability + This relates to planned activities, It considers chronological and developmental ages of learners. ©. Efficiency + This refers to operational and instructional effectiveness. © Economy ~ This refers to cost effectiveness. 5. Assessment/Evaluation © Learning occurs most effectively when students receive feedback. When they receive information on what they have already (and have not) learned. ©. Self-assessment, through which students learn to monitor and evaluate their own learning. © Peer assessment, in which students provide feedback on each other's learning. This can be viewed as an extension of self- assessment and presupposes trust and mutual respect. © Teacher assessment, in which the teacher prepares and administers tests and gives feedback on the student's performance. + Formative (providing feedback to help the student learn more) * Summative (expressing a judgment on the student's achievement by reference to stated criteria) Major Components of a Course Design 1. _ Intended Outcomes (or Objectives) I. Content/Subject Matter (with references) Ill. Methods/Strategies (with needed resources) IV. _ Evaluation (means of assessment) Curriculum Design Models © Subject-Centered © Subject design - Itstresses so much to the content that it forgets students’ natural tendencies, interests and experiences. The drawback of this design is that learning is sometimes compartmenialized © Discipline design - Discipline refers to specific knowledge and method which scholars use to study a specific content of their fields. From subject centered movesFALCULAN TWINS’ REVIEW CENTER 7 higher to a discipline when students are mature and already moving towards their career path or discipline © Correlation design - Comes from a core, correlated curriculum design that links separate subject designs in order to reduce fragmentation. Subjects are related to one another but each subject maintain its identity © Broadfield - _ Itis made to prevent compartmentalization of subjects and integrate the contents that are related to each other © Learner-Centered © Child-centered design - _isanchored on the needs and interests of the child © Experience-centered design ~ experiences of the learners become the starting point of the curriculum o Humanistic design = the development of self is the ultimate objective of learning o Problem-Centered - This design draws on social problems, needs, interest, and abilities of the learners ©. Life-situation design - _ituses the immediate problems of the society and the students’ existing concerns - it uses the immediate problems of the society and the students’ existing concerns © Core problem design - centers on general education and the problems are based on common human activities (common problems) Curriculum Mapping and Quality Audit Curriculum Mapping + Itisa model for designing, refining, upgrading and reviewing the curriculum resulting in a framework that provides form, focus and function. * Benefits of Curriculum Mapping 1. Curriculum mapping ensures alignment of the desired learning outcomes, learning activities and assessment of learning. 2. Curriculum mapping addresses the gaps or repetitions in the curriculum, 3. Curriculum mapping verifies, clarifies and establishes alignment between what students do in their courses and what is taught in the classrooms and assessed as their learning. 4, The curriculum maps visually show important elements of the curriculum and how they contribute to student learning. 5. Curriculum mapping connects all initiatives from instruction, pedagogies, assessment and professional development. Curriculum Map - Curriculum maps are visual timelines that outline desired learning, outcomes to be achieved, contents, skills and values taught,SEES FALCULAN TWINS’ REVIEW CENTER 7 instructional time, assessment to be used, and the overall student movement towards the attainment of the intended outcomes. - This map can reassure stakeholders specific information for pacing, and alignment of the subject horizontally or vertically. It will also avoid redundancy, inconsistencies and misalignment, + Horizontal alignment, called sometimes as "pacing guide’, will make all teachers, teaching the same subject in a grade level follow the same timeline and accomplishing the same learning outcomes ~ Vertical alignment, will see to it that concept development which may be in hierarchy or in spiral form does not overlap but building from a simple to more complicated concepts and skills Curriculum Quality Audit (CQA) A form of curriculum mapping - _Itisa process of mapping the curricular program or syllabus against established standards - Itrequires a written curriculum and the tested curriculum linked to both the taught and the written curricula * Benefits of Curriculum Mapping 1. Identify gaps, under and overrepresentation of the curriculum based on the standards. 2, Ensures alignment of learning outcomes, activities and assessment to the standards 3. Achieves an internationally comparable curriculum as standards become the basis of the curriculum analysis Standards Use in CQA Philippine Professional Standards for Teachers (PPST) CMO 74. S. 2017 (Bachelor of Elementary Education) CMO 75, s. 2017 (Bachelor of Secondary Education) Curriculum Implementation as a Change Process + Omstein and Hunkins defined curriculum implementation as the interaction between the curriculum that has been written and planned and the persons (teachers) who are in charge to deliver it, - Inthe classroom context, curriculum implementation means "teaching" what has been written in the lesson plan. - When we implement or put into action the curriculum, there is always a change. o Kurt Lewin + The father of social psychology - His model “Force Field Theory” explains this change process _ + Government * Fear of the Unknown Intervention + Negative Attitude to privine = Society's Value Branco FORCE RESTRAINING. FORCE = Technological ‘Changes * Tradition Values BT lodge EEE * Limited Resources = Administrative + Obsolete Equipment SupportFALCULAN TWINS’ REVIEW CENTER fi Categories of Curriculum Change Y Substitution - replace the present with a new one (complete overhaul) v Alteration = _ Introduce minor changes or modification on the current one ¥ Restructuring = Introduce major modification of the current curriculum ¥ Perturbation = Changes happen within a fairly short time Y Value orientation - Respond to shift in emphasis within the vision/ mission of the school Elements of Curriculum Change ‘* Developmental - Itshould develop multiple perspectives, increase integration and make learning autonomous, create a climate of openness and trust, and appreciate and affirm strengths of the teacher. Participatory - For curriculum implementation to succeed, it should be participatory, especially because other stakeholders like peers, school leaders, parents and curriculum specialists are necessary. © Supportive - Material support like supplies, equipment and conductive learning environment like classrooms and laboratory should be made available. Human support is also needed. Implementing a Curriculum Daily in the Classrooms DepEd Order No. 70 s. 2012 Teachers of all public elementary and secondary schools will not be required to prepare detailed lesson plans. However, teachers with less than 2 years teaching experience shall be required to prepare Daily Lesson Plans Main Parts of a Lesson Plan. 1. Objectives or Intended learning outcomes (ILO) ~ Learning outcomes are based on Taxonomy of Objectives presented to us as cognitive, affective and psychomotor. Lots + Levels of Knowledge * Factual Knowledge - ideas, specific data or information,SEES FALCULAN TWINS’ REVIEW CENTER 45 * Conceptual Knowledge - concepts are facts that interrelate with each other to function together. * Procedural knowledge - how things work, step-by-step actions, methods of inquiry. + Metacognitive knowledge - knowledge of cog) awareness of knowledge of one’s own cognition, thinking about thinking SMART nl © jon in general, 2. Subject matter (SM) = It comes from the body of knowledge that will be learned through the guidance of the teacher. Subject matter is the WHAT in teaching, 3. Procedure or Strategies of teaching - This is the crux of curriculum implementation. How a teacher will put to the intended outcomes and the subject matter to be used depends to on this component. o> Ae 4, Assessment of Learning Outcomes 5. Assignment or Agreement Stakeholders ¥ Teachers - They are the curricularists v Learners - They are the core of the curriculum Y School Leaders/Administrators - They are the curriculum managersMER FALCULAN TWINS’ REVIEW CENTER 16 Y Parents - They are the significant school partners ¥ Community + It serves as curriculum resource and learning environment Y Other stakeholders - These are government agencies (LGU’s, DepEd, TESDA, CHED, PRC, CSO) and non- government agencies Curriculum Evaluation 2 Two Ways of Looking at Curriculum Evaluation © Curriculum Program Evaluation ~ It focuses on the over-all aspect of the curriculum. It refers to big curriculum program, © Curriculum Program Component Evaluation - Itincludes separate evaluation of (a) achieved learning outcomes (b) curriculum process and (¢) instructional materials. Important Process of Evaluation I. Needs assessment I. Monitoring Ill. Terminal assessment IV. Decision making Reasons for Curriculum Evaluation 1. It identifies the strengths and weaknesses of an existing curriculum. 2. it will tell if the designed or implemented curriculum can produce or is, producing the desired results 3. It guides whether the results have equaled or exceeded the standards 4. It provides information necessary for teachers, school managers, curriculum specialist for policy recommendations Curriculum Evaluation Models Teeter on rom er Lo) ae ey (1985) Indicators Descriptive Questions Yes or No Vertical > Does, the curriculum reflect the format (i.e K Curriculu to 12, OBE, Inquiry, etc.) that enables m teachers quickly access what is being taught Continuity in the grade/year levels below or above the current level? (Example: If you are looking at Science 5, below means Science 4 and above means, Science 6.)FALCULAN TWINS’ REVIEW CENTER v7 Indicators Descriptive Questions Yes or No Horizontal > Does the curriculum provide content and curriculum objectives that are common to all classes of the same grade level? (Example: All English 101 for all 1 year college students.) Instruction > Are lesson plans/ syllabi/ course design Based on derived from the curriculum and strategies? Curriculum Are materials used correlated with the content, objectives and activities? Indicators Descriptive Questions Yes or No aroatl > Is there evidence of involvement of Involvement the different curriculum stakeholders in the planning, designing and implementation and review of the curriculum? LongRange > |s review cycle followed within the Planning : E : : period of planning and implementation of the curriculum? Indicators: Descriptive Questions Yes or No Positive > Did the initial thoughts about the curriculum come Human from teachers, principals, curriculum leaders and Relations other stakeholders? Theory-Into > Is there clarity of vision, mission, graduation Practice outcomes, program sophy, learning outcomes in the curriculum? Planned > Are there tangible evidence to show that the Change internal and external publics accept the developed program? If any of the indicators is answered with a “No”, actions should be made to make it Yes.SEEN FALCULAN TWINS’ REVIEW CENTER Tyler Objectives Centered Model (1950) Curriculum Elements Evaluation Process Action Taken: 18 Yes or No 1. Objectivesiintended 1. Pre- determine intended learning Learning Outcomes outcomes or objectives. 2. Situation or Context 2. Identify the situation/context that gives opportunity to develop behavior or achieve objectives. Curriculum. Evaluation Process Action Taken: Elements Yes or No 4. Utilization of 4. Utilize the tools to obtain results. Tool Compare the results obtained from several instruments before and after to determine the change. 5. Analysis of 5. Analyze the results obtained to, Results determine strength and weaknesses. Identify possible explanation about the reasons for the particular pattern. Context Evaluation - assess needs and problems in the context for decision makers to determine the goals and objectives of the program/ curriculum, © Input Evaluation - asses alternative means based on the inputs for the achievement of objectives to help decision makers to choose options for optimal means. © Process Evaluation ~ monitors the processes both to ensure that the means are actually being implemented and make necessary modifications. © Product Evaluation ~compares actual ends with intended ends and leads to a series of recycling decisionsSEEN FALCULAN TWINS’ REVIEW CENTER 7 See ee Ree ete eee ea na) Stages of the CIPP Steps Taken in All the Stages Model 1. Context Evaluation Step 1: Identify the kind of decision to be made. Step 2: Identity the kinds of data to make that decision. 2. Input Evaluation +25 3: Collect the data needed Step 4: Establish the criteria to determine quality of 3. Process data. Evatetion Step 5: Analyze data based on the criteria. Step 6: Organize needed information needed for, 4, Product Evaluation decision makers. Stake Responsive Model ( The curriculum evaluator follows the steps below. Step 1 Meets with stakeholders to identify their perspectives and intentions regarding curriculum evaluation. Step 2 Draws from Step 1 documents to determine the scope of the evaluation. Step 3 Observes the curriculum closely to identify the unintended sense of implementation and any deviations from announced intents. Step 4 Identifies the stated real purposes of the program and the various audience.FALCULAN TWINS’ REVIEW CENTER of Rit Responsive Model (1975) The curriculum evaluator follows the steps below. Step 5 Step 6 Step7 Steps Step 9 Identifies the problems of the curriculum evaluation at hand and identifies an evaluation design with needed data. Selects the means needed to collect data or information. Implements the data collection procedure. Organizes the information into themes. Decides with stakeholders the most appropriate formats for the report. RU RCC MOM CCN Ld) Criteria + ° - NAnot yes allright no —_ applicable or butnot ~— or good so good poor 1. Content covers a significant portion of the course competencies. 2. Content are up-to-date. 3. Reading level is appropriate for most students who will use the material 4. Intended learning outcomes, competencies are stated 5. Formative and summative assessments are included,FALCULAN TWINS’ REVIEW CENTER Bt © Consumer-oriented evaluation uses criteria and checklist as a tool for formative or summative evaluation PIE (Planning, Implementing, Evaluating) “am SERENE] Evaluation cycle - Planning, implementing and evaluating are three processes in curriculum, development that are taken separately but are abana | connected to each other. 1. Planning - Itincludes determining the needs through an assessment. - Needs would include those of the learners, teachers, the community and the society as these relate the curriculum. 2. Implementing ~The planned curriculum which was written should be implemented. - thas to be put into action or used by a curriculum implementor who is the teacher. 3. Evaluating - Ibis very necessary to find out at this point, if the planned or written curriculum was implemented successfully and the desired learning outcomes were achieved.