The document discusses instructional planning and curriculum design at UPANG. It poses questions about the purposes, values, and knowledge bases built by the UPANG curriculum. It also notes challenges faculty face in identifying essential content given the large amount of available information and balancing theory with practical experience. The document outlines different levels of curriculum as planned, delivered, and experienced. It discusses developing competency-based curriculums by defining desired outcomes and translating them into student competencies and assessments.
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The document discusses instructional planning and curriculum design at UPANG. It poses questions about the purposes, values, and knowledge bases built by the UPANG curriculum. It also notes challenges faculty face in identifying essential content given the large amount of available information and balancing theory with practical experience. The document outlines different levels of curriculum as planned, delivered, and experienced. It discusses developing competency-based curriculums by defining desired outcomes and translating them into student competencies and assessments.
The document discusses instructional planning and curriculum design at UPANG. It poses questions about the purposes, values, and knowledge bases built by the UPANG curriculum. It also notes challenges faculty face in identifying essential content given the large amount of available information and balancing theory with practical experience. The document outlines different levels of curriculum as planned, delivered, and experienced. It discusses developing competency-based curriculums by defining desired outcomes and translating them into student competencies and assessments.
Copyright:
Attribution Non-Commercial (BY-NC)
Available Formats
Download as PPT, PDF, TXT or read online from Scribd
The document discusses instructional planning and curriculum design at UPANG. It poses questions about the purposes, values, and knowledge bases built by the UPANG curriculum. It also notes challenges faculty face in identifying essential content given the large amount of available information and balancing theory with practical experience. The document outlines different levels of curriculum as planned, delivered, and experienced. It discusses developing competency-based curriculums by defining desired outcomes and translating them into student competencies and assessments.
Copyright:
Attribution Non-Commercial (BY-NC)
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Download as PPT, PDF, TXT or read online from Scribd
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INSTRUCTIONAL PLANNING
WHAT PURPOSES OR INTENTS DOES UPANG CURRICULUM SERVE? ARE THESE RELEVANT? TO WHOM? DOES UPANG CURRICULUM CREATE VALUE? WHAT VALUES ARE CREATED? FOR WHOM? DOES UPANG CURRICULUM TRANSFORM STUDENTS? FROM AND WHAT STATUS?
WHAT KNOWLEDGE BASES ARE BUILT THROUGH THE UPANG CURRICULUM? DOES IT BUILD THE KNOWLEDGE BASE FOR LEARNING THROUGHOUT LIFE? FOR INDIVIDUAL CREATIVITY? FOR PRODUCTIVITY? FOR COMPETITIVENESS? WHAT CURRICULUM MODELS ARE USED AT UPANG? WHAT MODEL CONTRIBUTES BEST TOWARD ATTAINING UPANGS VISION, MISSION AND GOALS?
FACULTY MEMBERS FIND DIFFICULTY IN IDENTIFYING WHAT TO TEACH. THERE IS SO MUCH INFORMATION AVAILABLE WHICH MUST BE BROUGHT INTO THE CURRICULUM. THERE IS ALSO A DOMINANCE OF THEORY AT THE EXPENSE OF EXTENSIVE PRACTICAL EXPERIENCE. FACULTY MEMBERS TEND TO INCLUDE INFORMATION IN WHICH THE USEFULNESS IS NOT ENSURED THERE IS SO MUCH CONTENT TO TEACH BUT THERE IS VERY LITTLE TIME AVAILABLE FOR THE LEARNING ACTIVITIES
THERE IS A PROBLEM OF IDENTIFYING APPROPRIATE STRATEGIES TO ACHIEVE COGNITIVE, PSYCHOMOTOR AND AFFECTIVE OBJECTIVES. THERE IS ALSO A PROBLEM OF HOW TO ARRANGE CONTENT IN SUCH A WAY THAT STUDENTS WILL UNDERSTAND AND APPLY WHAT THEY HAVE LEARNED.
FROM THEORY TO PRACTICE
TEACHER CURRICULUM TEACHING METHODS ASSESSMENT METHODS LEARNING ENVIRONMENT WHAT CURRICULUM GOALS LEARNING EXPERIENCES LEARNER KNOWLEDGE SKILLS ATTITUDES VALUES DISPOSITIONS IMPROVED STUDENTS OUTCOME BEST PRACTICES OUTCOME
WHY
HOW INSTRUCTIONAL PLAN
THREE LEVELS OF CURRICULUM
THE PLANNED CURRICULUM -what is intended by the designer THE DELIVERED CURRICULUM -what is organized by the administrators -what is taught by the teachers THE EXPERIENCED CURRICULUM -what is learned by the students
CONCEPTS OF COMPETENCE PROFESSIONAL COMPETENCIES: COMPETENCIES REQUIRED OF A PROFESSIONAL STUDENT TERMINAL COMPETENCIES: COMPETENCIES EXPECTED UPON COMPLETION OF A PROGRAM. INTERMEDIATE COMPETENCIES: COMPETENCIES DEVELOPED AT SPECIFIED INTERVAL DURING THE CURRICULUM, WHICH SERVE AS STEPPING STONES TO THE ACHIEVEMENT OF TERMINAL COMPETENCIES
CONCEPTS OF COMPETENCE ENTRY COMPETENCIES: COMPETENCIES REQUIRED AT THE BEGINNING OR PREREQUISITES FOR ACHIEVING THE INTERMEDIATE COMPETENCIES.
STEPS INVOLVED IN DESIGNING A COMPETENCY-BASED CURRICULUM
DEFINING THE PROFESSIONAL COMPETENCE OF GRADUATES. TRANSLATING PROFESSIONAL COMPETENCIES INTO STUDENT COMPETENCIES. PROFESSIONAL COMPETENCY GIVEN ANY SITUATION, THE HEALTH PROFESSIONAL APPLIES UNIVERSAL PRECAUTIONS IN THE PREVENTION, CONTROL AND MANAGEMENT OF A(H1N1) INFECTION.
STUDENT COMPETENCY GIVEN SPECIFIC SITUATION, THE STUDENT APPLIES UNIVERSAL PRECAUTIONS IN THE PREVENTION, CONTROL AND MANAGEMENT OF A(H1N1) INFECTION.
STEPS INVOLVED IN DESIGNING A COMPETENCY-BASED CURRICULUM
CATEGORIZE THE COMPETENCIES AS ENTRY, INTERMEDIATE OR TERMINAL COMPETENCIES. INTERMEDIATE COMPETENCIES Solve mathematical problems within the medical/health context. EMERGING (REMEMBER) Identify the problem statement and given medical/ health information. Recognize when a problem solving strategy is appropriate to use. CAPABLE (UNDERSTAND/APPLY) Summarize the problem, apply the given medical/ health information, and use relevant mathematical knowledge. Choose and apply appropriate problem solving strategy. Show problem solving approach. PROFICIENT (ANALYZE) Break the problem down or examine the medical/ health problem from mathematical perspective. Compare different problem solving strategies. Show and describe problem-solving approach. Modify and revise the problem solving approach if the original approach doesnt work. ADVANCED (EVALUATE) Evaluate and defend the problem solving approach and the solution to a medical/ health situation. MASTERY (CREATE) Extend the problem by asking What if. . . ? questions or test new scenarios. Adapt and combine appropriate problem solving strategies.
STEPS INVOLVED IN DESIGNING A COMPETENCY-BASED CURRICULUM
DESIGNING INSTRUCTIONAL PLAN DEFINE THE COMPONENT KNOWLEDGE, SKILLS, ATTITUDES, VALUES, DISPOSITIONS OF PROFESSIONAL COMPETENCIES KNOWLEDGE Awareness of such information as would cause a reasonable person to inquire further
SKILLS
ATTITUDES
VALUES Value is that quality of anything which renders it desirable or useful
DISPOSITIONS Disposition is the natural or prevailing aspect of one's mind as shown in behavior and in relationships with others
Proficiency, A position of the facility, or body or manner of dexterity that is carrying oneself acquired or developed through training or experience
STEPS INVOLVED IN DESIGNING A COMPETENCY-BASED CURRICULUM
PREPARE THE SEQUENCE OF STUDENT COMPETENCIES AND CONTENT What should determine the order of succession of materials of instruction? What follows what and why? What is the most propitious time to acquire certain learning? COMPETENCIES INTERMEDIATE CONTENT LEARNING ACTIVITIES CLASSROOM SKILLS LABORATORY OJT RESOURCES EVALUATION CLASSROOM PRACTICAL EXAMN
STEPS INVOLVED IN DESIGNING A COMPETENCY-BASED CURRICULUM
PREPARE THE SEQUENCE OF STUDENT COMPETENCIES AND CONTENT What should determine the order of succession of materials of instruction? What follows what and why? What is the most propitious time to acquire certain learning?
STEPS INVOLVED IN DESIGNING A COMPETENCY-BASED CURRICULUM
PREPARE THE SEQUENCE OF STUDENT COMPETENCIES AND CONTENT
COMPETENCIES INTERMEDIATE
CONTENT
LEARNING ACTIVITIES CLASSROOM SKILLS LABORATORY
RESOURCES
EVALUATION CLASSROOM PRACTICAL EXAMN
OJT
GOAL: The goal of the Learning Assessment course is to enable the students to make reliable and accurate assessments of learning. Learning Objective #1: Given a learning objective the student will be able to develop an appropriate multiplechoice question to measure student achievement of the objective. Learning Objective #2: Given a printout from an item analysis of a multiple choice exam the student will be able to state the accuracy of the test scores. Learning Objective #3: Given the discrimination and difficulty indices of an item the student will be able to determine if the item contributes to the reliability of the exam.
The following is an example of a completed learning objective: Given a set of data the student will be able to compute the standard deviation. Condition Given a set of data Behavior the student will be able to compute the standard deviation. Criterion (IMPLIED) The number computed will be correct.
A learning objective is a statement describing a competency or performance capability to be acquired by the learner. There are three characteristics essential to insuring clear statements of objectives. Behavior First, an objective must describe the competency to be learned in performance terms. The choice of a verb is all-important here. Such frequently used terms as know, understand, grasp, and appreciate do not meet this requirement. If the verb used in stating an objective identifies an observable student behavior, then the basis for a clear statement is established. In addition, the type or level of learning must be identified. See Section II for a description of the types of learning and their levels.
TABLE OF PROCESS ORIENTED LEARNER BEHAVIORS* KNOWLEDGE recall COMPREHENSION translate transform APPLICATION apply operate ANALYSIS analyze classify distinguish recognize SYNTHESIS write specify build EVALUATION evaluate rank verify measure assess appraise test select judge check plan produce systematize integrate organize formulate theorize propose design estimate discover catalog determine compare discriminate investigate outside observe identify break down detect explore order sequence generalize carry out plan solve repair prepare explain extrapolate convert interpret abstract identify recognize acquire distinguish
STATEMENT OF TEACHING PHILOSOPHY
My vocation to education has two inextricably linked parts: learning, gaining depth in my subject area and breadth across the whole spectrum of intellectual life; and teaching, leading students into a life in which they learn with disciplined creativity and have a taste for the pleasure of asking and answering important questions about the world. Accordingly, my philosophy of teaching follows my ideas about how people learn.
STATEMENT OF TEACHING PHILOSOPHY
We learn because we have questions. We learn by interacting with the world around us. We learn best when we are challenged. We learn for life when we are taught how to learn. We learn at least as much outside the classroom as we do inside.
COMING TOGETHER IS BEGINNING, STAYING TOGETHER IS SUCCESS, WORKING TOGETHER IS PROGRESS.
