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21ST

CENTURY

CURRICULUM DESIGN

Methusael B. Cebrian


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Table of ContentsPage

Goal of Curriculum Development 5

Curriculum Design 6

Analysis 14

Higher Order Intellectual Quality Curriculum

Social Regard for Learning 14

Authentic Task 15

Diversity of Learners 15

Multiple Intelligences 16

Linguistic Intelligence 16 Logical-Mathematical Intelligence 16 Spatial Intelligence 17 Interpersonal Intelligence 17

Intrapersonal Intelligence 17

Page


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Learner and Learning Centered 18

Metacognition 18

Transactional Approach 19

Integrative Learning 19

Transformed Teaching 20

Higher Order Thinking 21

Academic Engagement 21

Problem Based Curriculum 21

Proof of Learning 22

Authentic Assessment 22

Resources 23


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Goal of Curriculum Development

The goal of the curriculum development is to train future mentors and

facilitators the right methods of delivering instruction and stimulate learning

through collaborative learning tasks that are connected to the community

outside the classroom. Thus, turning the world into a giant classroom for

experimentation of the learners and the school classroom for meeting place

and discussion of core topics only, with an end result of producing graduates

that are intellectually proficient, multi-tasker, information seeker, morally upright

and sensitive to the societal needs of the country. Critical thinkers not critics is

the goal of the 21st education, people who are not afraid to venture into the

unknowns, people who would not allow themselves to sit only on the sidelines

and criticize only like loose guns, people who are fit to be called the 21 st century

Filipino as envisioned by this author.


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Curriculum Design

Theme: The World is our Classroom

Subject: Statistics

Level: 4th Year

Textbook: Introduction to Statistics 3rd Edition by Ronald E. Walpole

Materials: Ruler Pencil and Eraser Ballpen Calculator Drawing Sheet

Learning Objectives:

To be able to translate the crime data provided by the City Police Office

from 2008-2009 into Graphic representation, provide accurate Interpretation

and recommendation for the City Police Office.

Scenario:

Crimes are alarmingly on the rise in the city, local television station have

shown that most of their newscast airtime were spent on crimes committed on a

daily basis. The City Police Office does not have statistical tools to interpret the

crime data they have.

But they know that most crimes are committed by people in their teens

and early 20s. So to encourage, participation and awareness among the

students, the City Police Office is inviting High School and College Students to

Help the City maximize the information they could get from their data.

This will also cut cost from the City Police Office in acquiring and training

of personnels in the use of statistical software.


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General Performance Task:

To gather Crime Data from the City Police Office from 2008-2009 and

translate the data into Graphic representation, Interpret the result and

presented a recommendation to the Chief of the City Police Office.

Learning Episode:

Assessment Tasks:

Learning

Criteria

25%

Beginning

50%

Developing

75%

Accomplished

100%

Exemplary Score

Content of

the letter

(parts of the

letter)

Unable to state

the purpose and

rationale in the

letter.

No substantial

information on

the different

parts of the

letter.

Some

pertinent parts

are not

complete.

Vague

rationale or

purpose.

Complete parts

of the however

overlook the

rationale as to

writing the letter.

Content wise is very

well written.

Purpose or rationale

is clearly stated in

the content of the

letter.

Able to provide the

complete and

exact parts of the

letter.

1. Write a letter addressed to the Chief of the City Police office,requesting access to crime data from 2008-2009 as part of the

academic requirements. The students will volunteer to provide a

graphic representation and accurate interpretation of the Crime

Data and it will be presented back to the City Police Office.


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Language

Use (Subj-

Verb

Agreement

and Verb

Tense

Create a letter

without

considering the

grammar

structure.

Able to write a

letter but there

are some

grammatical

errors on the

other hand

verb tense is

not consistent.

Some errors with

the grammatical

structure.

Needs to improve

consistency with

regards to verb

tense agreement.

Language used is

consistent and well

written.

Extreme attention to

grammar structure

and verb tenses

Parallelism

and

coherence

No connection

of ideas all

throughout the

letter content

Create a letter

with less

attention on its

connection.

Scattered

thoughts andideas of the

content

Able to make a

letter with series

and

interconnected

ideas however

some parts are

not that inclinedwith the next

Parallelism and

coherence is very

visible.

It shows smooth flow

of ideas from the

very start up to itsending.

Punctuation

marks

Run on

sentences.

No punctuation

marks at all

Try to use the

punctuation

marks

according to

its function.

No proper

usage of the

punctuation

marks.

Details in

punctuation

marks are given

attention.

Create a letter

with less error in

punctuation

marks.

Proper punctuation

marks are accurate.

It functions in the

letter according to

its usage.


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Learning Episode:

Assessment Tasks:

Learning

Criteria

25%Beginning

50%Developing

75%Accomplished

100%Exemplary Score

Tabulation of

crimes

Inaccurate

interpretation

of data.

Tendency to

shift from one

interpretation

to another.

No enough

attention to

the accuracy

of interpreting

the data.

Unable to

come up withthe best exact

interpretation.

Close to accuracy

however there are

still some errors with

the interpretation

of Crime Data.

There are some

details which arenot that clear.

Accuracy of the

interpreted data

is consistent from

the very start up

to the end.

Time

representation

Unable to

present exact

information of

the crime.

There is lacking

information as

to presenting

the data.

Vague

presentation of

factors given.

Aware of the

factors given but

unable to give

enough attention

to the details.

There is clarity

and conciseness

of the

information.

Data is

presented in

details.

Identification

of Top 5

crimes.

Unable to

identify the top

5 crimes from

the data

Inaccurate

identification

of crimes from

the data

Accurately

identified top 5

crimes from the

data but unable to

arrange

accordingly from

highest to lowest.

Very clear and

well presented

list of crimes

extracted from

the crime data.

2. Consolidate all the data separating different crimes such as kidnap,theft, homicide etc.

3. Tally all the number of crimes separated by its nature of crime andmonth occurred.

4. Identif the to 5 crimes in Cit .


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Learning Episode:

Learning Episode:

5. Divide the class into 6 collaborative groups.

6.

5 groups will work on the top 5 crimes.

o Plot the occurrence of the crime per month and indicate thenumber of crimes committed.

o Identify the Mean, Media, and Mode of the crimes.o Compute for the Variance and Standard Deviation.o Identify the different crime occurrences using the Linear

Regression and Time Series.o All computations must be coupled with a graphic

(histogram) presentation.

o Group members can verify the accuracy of the results inconsultation with the teacher using the statistical software


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Assessment Tasks:

Learning

Criteria

25%

Beginning

50%

Developing

75%

Accomplished

100%

ExemplaryScore

Crime Intensity Unable topresent exact

information of

the crime.

There is lacking

information as to

presenting the

data.

Vague

presentation of

factors given.

Aware of the

factors given but

unable to give

enough attention

to the details.

There is clarity

and

conciseness

of the

information.

Data is

presented in

details.

Graph

Representation

Attempted

only to creategraphic

presentation

without

considering

the pertinent

factors or

details.

Incomplete

graphicalpresentation of the

Crime Data.

Complete

representation butunable to plot the

details properly.

Errors are slightly

visible in the

graphic

presentation.

Complete

and exactpresentation

of the

graphical

data.

Full attention

to important

information is

clearly visible

to the plotted

details.

Computation Unable toprovidecomputations.

Unable tocomplete the

required

computations.

Providedcomplete

solutions and

answers to the

problem with

slight errors.

Computationspresented are

well arranged

and

accurate.

Interpretation Unable tointerpret the

crime data.

Interpretation

presented is not

aligned to the raw

data provided.

Interpretation

presented is

aligned to the raw

data provided

but unable to see

its implications to

the society.

Complete

and accurate

interpretations

of the data.

Able to see its

implications

to the society.


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Learning Episode:

7. The excess group will work on the other crimes not included in the

top 5 crimes.

o Plot the occurrence of the crime per month and indicate thenumber of crimes committed.

o Identify the Mean, Media, and Mode of the crimes.o Compute for the Variance and Standard Deviation.o All com utations must be cou led with a ra hic histo ram


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Assessment Tasks:

Learning

Criteria

25%

Beginning

50%

Developing

75%

Accomplished

100%

ExemplaryScore

Crime Intensity Unable topresent exact

information of

the crime.

There is lacking

information as

to presenting

the data.

Vague

presentation of

factors given.

Aware of the

factors given but

unable to give

enough attention

to the details.

There is clarity

and

conciseness of

the information.

Data is

presented in

details.

Graph

Representation

Attempted only

to create

graphicpresentation

without

considering the

pertinent

factors or

details.

Incomplete

graphical

presentation ofthe Crime

Data.

Complete

representation but

unable to plot thedetails properly.

Errors are slightly

visible in the

graphic

presentation.

Complete and

exact

presentation ofthe graphical

data.

Full attention to

important

information is

clearly visible to

the plotted

details.

Computation Unable toprovide

computations.

Unable to

complete the

required

computations.

Provided complete

solutions and

answers to the

problem with slight

errors.

Computations

presented are

well arranged

and accurate.

Interpretation Unable tointerpret the

crime data.

Interpretation

presented is

not aligned to

the raw data

provided.

Interpretation

presented is

aligned to the raw

data provided but

unable to see its

implications to the

society.

Complete and

accurate

interpretations

of the data.

Able to see its

implications tothe society.


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Analysis

Higher Order Intellectual Quality Curriculum

This curriculum will never be a 21st century, higher order intellectual quality

curriculum if it does not quality to the basic requirements of what a 21st century

curriculum should be. The Curriculum Design must reveal the different areas

which the curriculum belongs. A curriculum that takes on the present challenges

of the society and integrating that into the classroom application where the

learners become flexible critical thinkers, collaborative communicators, visionary

leaders, information managers and active community members. These are the

qualities of learners that we want to produce as teachers of the 21st century.

Social Regard for Learning

The very first domain in the National Competency Based Teacher

Standard (NCBTS), states that the learner must be able to connect classroom

learning to the social environment. Hence, the learner must see that the society

outside the classroom is the practical test for all the knowledge the learner has

acquired in the school. This will develop a sense of participation and

understanding to the needs of the society and become part of the solution to

the problem.

In this curriculum, Social regard for learning had been the foremost

requirement in its design. The curriculum integrated the biggest problem in the

community, In this case the alarming rise of crimes in the City, the curriculum is

designed such that the learners will be able to see for themselves these

problems, analyze the cause of the problem and provide recommendation

based on their assessment of the situation.

The learners are given the chance to participate in the community, thus

making them part of the solution instead of the problem. Since it is believed that

most of the crimes are committed by people in their teens and 20s, making

them part of the crusade is already a big step forward.


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Authentic Task

The learning task does not rely on what the textbook has provided, the

textbook only served as the reference and a guide by the students. The task isreal time and cannot be placed on a textbook, the problem we have tackled in

this curriculum design might not be applicable to some other community, and

thus a different authentic task should be created. In a bookish type of

instruction, the examples are not relevant to the students thus making them

bored in participating in the learning activity. The students are not to be blamed

for that behavior because the learning task is too bookish, routine and

rudimentary in nature.

An authentic task like this takes on societal challenges that the learners

can easily verify and relate to, and bringing the classroom instruction to that

end. In this curriculum design the societal problem is a present one, which is the

alarming rise of crime in the city. And the students task would be to interpret the

data that will be provided by the City Police Office and provide

recommendation based on the interpretation of the crime data.

Diversity of Learners

In this curriculum design, the learners will be working collaboratively with a

group regardless of their race, color or creed. Diversity is in fact being promoted

in order to allow the students to share their own personal experiences that are

related to the learning tasks. Likewise, learners of different learning abilities and

skills will be able to work together with peers in order to achieve their objectives.


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Multiple Intelligences

Collaboration is intended to group people together to work on a specifictask. Hence, learners with different experiences, skills and learning abilities are

part of the group. In this curriculum design, learners with different multiple

intelligences will be able to work well in this kind of learning environment

because they can contribute to the completion of the learning task using the

skills they are more confident to work with.

In this curriculum design, five out of eight multiple intelligences identified

by Dr. Howard Gartner are included, among these are:

Linguistic Intelligence

Learners with high aptitude for language will be able to contribute to the

success of the learning task. The very first learning task in the curriculum design is

for the students to transmit a formal communication letter to the Chief of the

City Police Office requesting access to the crime data for interpretation. In this

learning task, learners that are very good in crunching numbers would find it

hard to construct a grammatically correct letter, much more when the recipient

is the Chief of the Citys Police force. Learners that are good in words and

language will be the one to handle the task of constructing a formal letter.

Logical-Mathematical Intelligence

This is a statistics subject which is focused on numbers, huge volume of

crime data are to be provided by the City Police Office as part of their Learning

Task. Students with this kind of intelligence can provide an expert skill in

crunching numbers and interpretation of the results. While all of the students are

expected to become proficient on the subject, learners with high aptitude for

numbers will be able to excel easily.


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Spatial Intelligence

One of the requirements in the curriculum design is for the students to

construct a graphical representation of the crime data. Students with highaptitude for drawing and other spatial abilities will be able to contribute to the

success of the learning task. The learners at their own predisposition may add

colors to the graph to give emphasis on a specific time or crime.

Interpersonal Intelligence

Given the collaborative nature of the curriculum design, learners with

good skills in interpersonal relationship will be able to support to the success ofthe learning task. They may even be in fact, be the key to the unity and smooth

working relationship with other members of the group. Learners with this kind of

intelligence will even excel in the learning task since the environment provided is

designed for communication and active participation of every member.

Intrapersonal Intelligence

Number crunching subjects are the favorite arena for learners with thiskind of intelligence, the curriculum design being a statistic subject will enhance

the ability of learners who are capable of working silently. Most of the learners

who are intrapersonal are the ones who are good in numbers, they may not be

good in communication but they can certainly work with huge volume of

numbers to crunch. These learners are self believers and smart, they can

produce results when given a task and allowed to work alone or behind the

limelight.


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Learner and Learning Centered

The curriculum is designed such that the teacher would only act as the

facilitator of learning. Students will be working in a collaborative environment

where the learners are actively involved. In this type of environment, the learnersare the ones who evaluate, make decisions and be responsible for their

learning. They likewise master the lesson by constructing knowledge themselves.

In this type of environment, the learners work together and cooperate

with each other. The individual learners skills and abilities complement each

other, the learners does not compete with each other but instead work together

in order to complete the task.

Metacognition

The curriculum is designed to be metacognitive in nature, meaning each

group while expected to come up with the same answer to statistical questions

and interpretation of the data, they may vary in terms of approach to the

solution of the problem and to the recommendation they may submit at the

end of the entire task.

The learners develop their plan of action, at the initial stage of the activity

where the different collaborative groups may differ in their plan for action.

During the execution of the plan the learners continue to monitor and evaluate

whether they are on the right track and continue until they complete the

learning task. At the end of the activity, the learners will be able to interpret the

results of the computations and submit their own recommendations to the

teacher. The different collaborative groups while doing and working on the

same raw crime data may differ in their recommendations to solve the societal

problem which is the alarming rise of crime in the city.


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Transactional Approach

This curriculum is designed to allow students to work actively, interpret and

reorganize knowledge in individual ways. The teacher simply acts as the

facilitator for learning. In this type of environment knowledge comes as the resultof the students collaborative activity and not sourced to the book. The book

only serves as a reference and guide but the students will be working on an

Authentic Task. Likewise the activities is not limited to a single learning task but

can be multiple, this allows the students to function based on their multiple

intelligence. This type of environment is not restrictive as compared to a

transmissionist approach, it gives room for the learners to work and improve on

their task as they progress. Furthermore, the learning task of the students is

assessed using authentic assessment.

Integrative Learning

This curriculum is specifically designed as integrative in nature, meaning

we dont just simply do exercises found in the statistics textbook but we venture

out to find practical applications for the subject. In this curriculum design, the

students went to the City Police Office to access crime data gathered from

2008-2009, interpret the result and submit recommendations back to the City

Police Chief.

In an integrative curriculum, the world is the classroom; the classroom is

just a meeting place to discuss practical applications to the subject. Teacher-

focused instruction is only limited to core learning activities that is usually done

at the start of the lesson and at each end of the topic. In this type of learning

the teacher only provides directions, encourage the students as role organizers

and initiator and processor of learning processes.

Likewise, in an integrative curriculum it is not limited to statistics but may

integrate various subjects into the whole curriculum design. In this case, English is

integrated as part of the learning episodes. The very first learning episode is for


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Higher Order Thinking

This curriculum is designed for higher order thinking, the learners are not

expected to do rote memorization or perform routine and rudimentary tasks but

rather to analyze the situation, synthesize the given information and evaluateoptions for recommendation.

The learners are given real world situations and problems and it is up to

them to analyze the situation and provide solution to the problem. In this way,

the learners become visionary leaders, collaborators, information managers and

even out-of the box thinkers. Their solution to societal problem may not be even

found or at least mentioned in their textbooks.

Academic Engagement

When the learners are tasked to perform things that they can literally see

or relate to, the learners become attentive and perform their learning task well

compared to doing exercises written in the book that are not relevant to the

daily lives of the students. The learners become attentive and participant

because their grade depends on their outputs. The collaboration of group

members results to active participation in the learning task, thus enabling the

group to complete the activity with optimum performance.

Problem Based Curriculum

This curriculum design enables the learners to identify societal problems

and contribute to the solution of the problem. The solution to the problem may

vary depending on the idea, belief or ideology of the learners. Based on the

information gathered by the group, they can identify ways to deal and solve the

problem. There no single correct solutions requiring the construction of

knowledge by the students. Also, the learners can make their own plans,

develop their own rules and argue among them whether the plan is


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appropriate. And finally the learners can focused on the development of skills

needed for solving real world problems.

Proof of Learning

Professor Ikujiro Nonaka emphasized that unless the participants/learners

can make new strategies, plan for action and practice new skill, the participants

havent learned yet. The learners can only prove their learning or have

developed new knowledge if they can manipulate and interpret the crime data

provided as well as provide interpretation of the data and submit

recommendation that would help solve the problem.

Authentic Assessment

This curriculum is designed to assess the authentic task of the learner with

an authentic assessment. The authentic task as mentioned previously, is a task

that relates the learning activity to the real life situation or problem within the

society in which the learner belongs. These types of tasks can never be found on

textbooks because societal problems changes from time to time while the book

is updates only after a year or two.

The authentic assessment adopted in this curriculum design is the Product

Oriented Assessment, where the learners are assessed based on the product

they were able to come up with. The criterion for assessment is based on the

quality of the output of the learners. The product oriented assessment is the best

authentic assessment for use in this curriculum design because the learner will

be creating graphs, solve problems and interpret the result of the data. These

products are the manifestation of the knowledge the learners have acquired

through collaboration.


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Resources:

Curriculum Development (2008)

By

Dr. June P. Salana

Dr. Rolando A. Bernales

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