MEE FALCULAN TWIN’S REVIEW CENTER The Teacher and the School Curriculum ‘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. ‘Taught curriculum = The teacher and the learners will put life to the written curriculum. Skills of the teacher, instructional materials and facilities are necessary. Written curriculum = Includes documents based on the recommended curriculum. Supported curriculum = Includes documents based on the recommended curriculum. Learned curriculum ~ Includes documents based on the recommended curriculum. Assessed curriculum - Includes documents based on the recommended curriculum. Hidden / Implicit curriculum + Thisis the unwritten curriculum- peer influence, school environment, media, parental pressures, societal changes, etc. ‘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. Evaluator - Determines if the desired learning outcomes have been achieved. Knower - As a 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’ role isto 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) 4) Subject matter or content 5) The desired outcomesME FALCULAN TWIN’S REVIEW CENTER Definitions of Curriculum Traditional definitions Progressive definitions * Asset of courses constituting an . area of specialization, * Is an identification of proper goals. * Can be considered as a system of . dealing with people and the process + Isa means of attaining the aims or philosophy of education. . * Planned learning experiences 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 © List of subjects and courses * Ordinary «Sum total of alll the learning + Limited’ experiences . + Enriched * Broad Views of Curriculum, Traditional view Progressive view * Robert Hutchins * John Dewey * Arthur Bestor * Holis Caswell & Kenn Campbell * Joseph Schwab © 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 eclucation 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 - 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 + Curriculum should consist entirely of knowledge which comes from various disciplines.MEN FALCULAN TWIN’S REVIEW CENTER IL Progressive View 1. John Dewey ~ Believes that education is experiencing, Reflective thinking is a means to unify curricular elements that are tested by application 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 all 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 S -Scope I- Integration C - Continuity ¥ Balance - equitable assignment of content, time, experiences and other elements ¥ 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 in Grade Six Scope - coverage or boundaries Integration - curriculum is integrated and interconnected ¥ Continuity - vertical repetition and recurring approaches of content SS Curriculum Development - Ibis a dynamic process involving many different people and procedures + Four Phases of Curriculum Development 1. Planning,MG FALCULAN TWIN’S REVIEW CENTER - Vision, mission, goals (philosophies of the school), learning outcomes (objectives) Designing 2. Designing ~ 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 beert achieved. Curriculum Development Process Models © Ralph Tyler ~ Father of Behavioral Objectives - Grand Father of Curriculum Design - Ralph Tyler Model - Tyler's Rationale - Linear Model - 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, Diagnosis of learners’ needs Formulation of Learning Objectives Selection of Learning contents Organization of leaming contents Selection of learning experiences Organization of learning experiences Determination of what to evaluate and the means of doing it soveesre 2 Gaylen Saylor and William Alexandet Curriculum Model + Described curziculum as a “pla for providing sets of leaming 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MER FALCULAN TWIN’S REVIEW CENTER Foundations of Curriculum L Historical foundations = These are the chronological development of curriculum along a timeline. Franklin Bobbit V He started the curriculum development movement. Curriculum is a science that emphasizes students’ needs. Curriculum prepares leamers for adult life. Objectives and activities should group together when tasks are clarified ANN 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 V Curricula aze purposeful activities which are child centered. V The purpose of the curriculum is child development and growth. V He intzoduced this project method where teacher and student plan. the activities. Y 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. ¥_ Emphasizéd social studies and suggested that the teacher plans curriculum in advance. Hollis Caswell ¥ Curriculum is organized around social functions of themes organized knowledge and learner's interest. Y Curriculum, instruction and learning are interrelated. V Curriculum is a set of experiences. Subject matter is developed around social functions and learners’ interests. John Dewey V Curriculum is a science and an extension of schools’ philosophy. It is based on students’ needs and interests. Y Curriculum is always related to instruction, Subject matier is organized in terms of knowledge; skills, and values, Y The process emphasizes problem solving, Curriculum aims to educate generalists and not specialists.MG FALCULAN TWIN’S REVIEW CENTER mL. © Hilda Taba V She contributed to the theoretical and pedagogical foundations of concepts development and critical thinking in social studies curriculum. ¥ She helped lay the foundation for diverse student population. ©. Peter Oliva Y He described how curriculum change is a cooperative endeavor Y 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 tw 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. V 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 V Education.as a means of shaping the person and society through critical reflections and "conscientization". V Teachers usé questioning and problem posing approach to raise students! consciousness V Emphasis on quéstioning problem posing and ¥ caitical thinking. John Goodlad Curriculum organized around needs of society and the students. Reduce student conformity in lassroom, Constant need for schooliimprovement, Emphasis on active learning and critical thinking. Involvement of students in planning, curriculum content and instructional activities. V_ Need to align content with standards William Pinar ¥ Broaden the conception of curriculum to enrich the practice. Y Understand the nature of the educational experience Y Curriculum involves multiple disciplines. < KA88FALCULAN TWIN’S REVIEW CENTER V Curriculum should be studied from a historical, racial, gendered, phenomenological, postmodern, theological and international perspectives. Oliva’s 10 Axioms for Curriculum Designers © 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. 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 forces, éducational 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. ~ Iti 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 isa 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. - Acurriculum 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 = itean be:SE FALCULAN TWIN’S REVIEW CENTER 8 Y lesson plan (miniscule curriculum) ¥ syllabus Y unit plan Y course design Major Components 1. Behavioral components © The objectives should be SMART: Specific, Measurable, Attainable, Result-oriented and Time-bound. 2. Contenl/Subject Matter © Subject matter should be relevant to the outcomes of the curriculum. 3. Teaching and Learning Methods © These are the activities where the learners derive experiences. 4. Teaching 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 leamers to develop personal responsibility. The degree of independence to learn how fo learn is enhanced. This strategy is more appropriate for fast learners © Competitive activities, where students will test their competeficies against another in a healthy manner, allow Jeamning, 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 Bog een with a shor statoment of fective) Introduce short reviely of previous oF rerequstelearring Présentmétailsin small, sequenced manner ‘Give cess nd detailed 4 instrdevon’ and explanations (5) R= [s) or Cre Pee Provide active practice for all students Guide students ding inital practice Provide seatwork activitias ‘Ask several questions ‘Assess studente comprononcion Proviesytomatoteeback and 8 correctionsSE FALCULAN TWIN’S REVIEW CENTER ‘Obtain student success rate of 80 percent ‘or more during practice session Provide for spaced review and testing = Guided Instruction: Madeline Hunter Model (in Omstein & Hunkins, 2018) Focus on previous [6sSon, askistudents 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 materi ‘sequenced steps Provide several examples or demonstrations throughout the lesson esate Monitor students’ work before they become (6) panenbaty involved in lesson activities, check to see MUSE) they understand directions or tasks fem eee Periodically ask students questions and check their answers Assign independent work or practice when itis reasonably sure that students 8 can work on their own with understanding and minimal frustrationMEIN FALCULAN TWIN’S REVIEW CENTER 10 = Mastery Learning; JH Block and Lorin Anderson Model (in Ornstein & Hunkins, 2018) rs eee Based on results, divide the class into mastery and non-mastery groups (80% is considered mastery) Give enrichment instruction to mastery group. Give corrective (practice/drill) to non- mastery group Monitor student progress Vary amount of teacher time and support for each group based on group performance Give a summary test for non-mastery group Atleast 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 drill) + Systematic Instruction: Thomas Good and Jere Brophy (in Ornstein and Hunkins, 2018) Roview,concepts and skills related to homeviork and provide review exercises Promote students understanding and provide controlled practice ed ese) ‘Ask qudstions end provide controlled practice Provide uninterrupted seatwork 4 ‘Get everyone Involved ‘Susteln momentum: ‘Check the students work Assign homework regularly and provide review probleme: Provide weekly reviews to check and further ‘maintain and enhance learning 7) eee eSFALCULAN TWIN’S REVIEW CENTER n Criteria in Selecting Teaching Learning Methods © Adequacy ~ This refers to the actual learning space or classrooms (space, light, ventilation, technology available). o 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 occuts most éffectively 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 Inténded Outcomes (or Objectives) I Content/Subject Matter (with references) IIL. Methodls/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 compartmentalized © Discipline design ~ Discipline refers to specific knowledge and method which scholars use to study a specific content of their fields. From subject centered moves higher to a discipline when students are maturé and already moving, towards their career path or discipline © Correlation designFALCULAN TWIN’S REVIEW CENTER 2 = 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 o Learner-Centered © Child-centered design - is anchored on the needs and interests of the child © Experience-centered design ~ experiences of the learners becomie the starting point of the curriculum, © Humanistic design ~ the development of self is the ultimate objective of learning, © Problem-Centered ~ This design draws on'social problems, needs, interest, and abilities of the learners ©. Life-situation design ~ it uses the immediate problems of the society and the students’ existing concerns ~ ituses 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 activitiés (common problems) Curriculum Mapping and Quality Audit Curriculum Mapping ~ Iisa model for designing, refining, upgrading and reviewing the curriculum resulting in a framework that provides form, focus and function. + Benefits of Curriculum Mapping 1. Ciuriculum mapping ensures alignment of the desired learning outcomes, learning activities and assessment of learning, 2. Cutriculum mapping addresses the gaps or repetitions in the curriculum. Curriculunymapping verifies, clarifies and establishes alignment between what students do in their courses and what is taughtin 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, instructional time, assessment to be used, and the overalll 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.FALCULAN TWIN’S REVIEW CENTER 3 - 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 of syllabus against established standards ~ Itrequires a written curriculum and the fested 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 cusriculum 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 arein charge to deliver it. - In the 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. © Kurt Lewin ~The father of social psychology + His model “Force Field Theory” explains this change process * Government + Fearofthe Unknown Intervention + Negative Attitudeto privine © Society's Value Change FORCE RESTRAINING Force = Technological Changes Tradition Values = Knowledge Explosion = Limited Resources Set cirstra * Obsolete Equipment SupportFALCULAN TWIN’S REVIEW CENTER 1“ Categories of Curriculum Change v" Substitution - replace the present with a new one (complete overhaul) ¥ Alteration + Introduce minor changes or modification on the current one v Restructuring - Introduce major modification of the current curriculum v Perturbation = Changes happen within a fairly short time ¥ 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 theiteacher. ‘© Participatory - For curriculum implementation t0 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'shalll he 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 usas cognitive, affective and psychomotor. + Levels of Knowledge + Factual Knowledge - ideas, specific data or information, * Conceptual Knowledge - concepts are facts that interrelate with each other to function together.FALCULAN TWIN’S REVIEW CENTER 1s + Procedural knowledge - how things work, step-by-step actions, methods of inquiry. + Metacognitive knowledge - knowledge of cognition in general, awareness of knowledge of one’s own cognition, thinking about thinking SMART : 2. Subject matter (SM) Ih - 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 + Thisis 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 comporient, snarrwetsvevwateenente-. —— terion inva a wat 2k = ewe 4. Assessment of Learning Outcomes 5. Assignment or Agreement Stakeholders v Teachers - They are the curricularists v Learners They are the core of the curriculum, ¥ School Leaders/Administrators - They are the curriculum managers Vv Parents - They are the significant school partners ¥ CommunityFALCULAN TWIN’S REVIEW CENTER 16 ~ Itserves as curriculum resource and learning environment Y Other stakeholders ~ These are government agencies (LGU’s, DepEd, TESDA, CHED, PRC, CSC) and non- government agencies Curriculum Evaluation 2 Two Ways of Looking at Curriculum Evaluation © Curriculum Program Evaluation = Itfocuses on the over-all aspect of the curriculum. It refers to big, curriculum program. © Curriculum Program Component Evaluation ~ It includes separate evaluation of (a) achieved learning outcomes (b) curriculum process and (c) instructional materials. Important Process of Evaluation I. Needs assessment I. Monitoring IL. Terminal assessment IV. Decision making Reasons for Curriculum Evaluation 1. Itidentifies 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, Itprovides information necessary for teachers, school managers, curriculum specialist for policy recommendations Curriculum Evaluation Models TE Oau ru es ame er eau erly (or) Indicators Descriptive Questions Yes or No Vertical > Does, the curriculum reflect the format (ie 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 TWIN’S REVIEW CENTER ” Indicators Descriptive Questions, ‘Yes or No Horizontal > Does the curriculum provide content and curriculum —_ objectives that are common to all classes of continuity the same grade level? (Example: All English 101 for all 1* year college students.) Instruction > Are lesson plans/ syllabi/ course design Basedon derived from the curriculum and strategies? Curriculum are materials used correlated with the content, objectives and activities? Indicators Descriptive Questions Yes or No Eroae) » Is there evidence of involvement of Involvement the different curriculum stakeholders in the planning, designing and implementation and review of the curriculum? Long Range > |s review cycle followed within the Planning . - - - period of planning and implementation of the curriculum? Indicators Descriptive Questions Yes or No Positive > Did the intial 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 philosophy, 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.MEE FALCULAN TWIN’S REVIEW CENTER Tyler Objectives Centered Model (1950) Curriculum Elements Evaluation Process Action Taken: Yes or No 18 1. Objectives/intended 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. Utilize the tools to obtain results. 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MENEEN FALCULAN TWIN’S REVIEW CENTER PER ma Mette tod rn) Stages of the CIPP Steps Taken in All the Stages Model 19 1. Context Evaluation Step 1: Identify the kind of decision to be made. Step 2: Identify 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. Evaluation Step 5: Analyze data based on the criteria. Step 6: Organize needed information needed for 4. Product Evaluation decision makers. Stake Responsive Model (1975) 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.MEME FALCULAN TWIN’S REVIEW CENTER 20 Stake Responsive M GL TE)] The curriculum evaluator follows the steps below. Step 5 Step6 Step 7 Steps Step 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. eure cee codes Metal cok OL) Criteria + ° - NA not yes allright no —_ applicable or butnot or good sogood 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 TWIN’S REVIEW CENTER n © Consumer-oriented evaluation uses criteria and checklist as a tool for formative or summative evaluation PIE (Planning, Implementing, Evaluating) al Evaluation cycle - Planning, implementing and evaluating are three processes in curriculum development that are taken separately but are connected to each other. 1. Planning - Itincludes determining the needs through an assessment. - Needs would incltide those of the learners, teachers, the community and the society as these zelate the curriculum. 2. Implementing ~The planned curriculum which was written should be implemented. - _Ithas to be put into action or used by a curriculum implementor who is the teacher. 3. Evaluating ~ Itis very necessary to find out at this point, if the planned or written curriculum was implemented successfully and the desired learning outcomes were achieved.