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CURRICULUM DEVELOPMENT PORTFOLIO DECEMBER 9-10, 2021 CAMILING COLLEGES THE CURR

CURRICULUM DEVELOPMENT PORTFOLIO DECEMBER 9-10, 2021 CAMILING COLLEGES THE CURRICULUM MAP ABOUT THE AUTHOR Lee T. Villegas is a Commerce major in Management graduate and is currently getting his Units in Teaching at Camiling Colleges to fulfill his dream to become an Educator. One of his greatest educational achievement is when he got accelerated and took high school for only 3 years. After getting his degree in Commerce, He worked as an Accounting Assistant then after 2 fruitful years in service, he moved to the BPO industry to look for a better opportunity and career growth. Over the course of his career he gain wealth of experience in performing administrative task and providing excellent customer service resulting to numerous awards and recognitions he received for being an exemplary employee. TABLE OF CONTENTS • Introduction…………………………………………………………………………….1 • What is Curriculum………………………………………………………………....2 • The Curriculum Map……………………………………………………………… 3-6 • Goals of Mapping……………………………………………………………………7-8 • Example of Curriculum Map…………………………………………………..9-12 • Legends……………………………………………........................................13 • Reflection……………………………………………………………………………….14 There are many research-based models designed to cultivate curriculum and instruction decision-making. Based on one or more models, a learning organization creates a framework model that necessitates educators and students be involved in the act of learning— students as learners; teachers as learners; teachers as designers of student learning, as well as personalized professional learning; and students as co-decision- makers with teachers about their learning. Curriculum • A curriculum is considered the “heart” of any learning institution which means that schools or universities cannot exist without a curriculum. With its importance in formal education, curriculum has become a dynamic process due to the changes that occur in our society. • A well-crafted curriculum serves as a reference to ensure that you're on the right track. Its components are designed to develop concepts, from a basic level to increasingly complex topics or skills. ... Progress is essential and curriculum docs allow this sequential learning to take place. • Curriculum is a standards-based sequence of planned experiences where students practice and achieve proficiency in content and applied learning skills. Curriculum must include the necessary goals, methods, materials and assessments to effectively support instruction and learning. CURRICULUM MAP A curriculum map are visual timelines that outline desired learning outcomes to be achieved, contents, skills and values taught, instructional time, assessment to be used, and overall student movement towards the attainment of the intended outcomes. CURRICULU M MAP Curriculum maps provide quality control of what are taught in schools to maintain excellence, efficiency and effectiveness. CURRICULUM MAP It is intended to improve instruction and maintain quality of education that all stakeholders need to be assured • A Curriculum map is always a work in progress, that enables the teacher or the curriculum review team to create and recreate the curriculum. It provides a good information for modification of curriculum, changing of standards and competencies in order to find ways to build connections in the elements of the curricula. CURRICULUM MAP Example of Curriculu m Map Content Content Standards Performance Standards Learning Competency Learning Materials Grade 3 - Matter FIRST QUARTER / FIRST GRADING PERIOD 1. Properties 1.1 Characteristics of solids, liquids, gases The Learners demonstrate understanding of…....... Ways of sorting materials and describing them as solid, liquid or gas based on observable properties The Learners should be able to… group common objects found at home and in school according to solids, liquids, and gas The learners should be able to… describe the different objects based on their characteristics (e.g. Shape, Weight, Volume, Ease or Flow) classify objects and materials as solid, liquid and gas based on some observable characteristics Learning Guide in Science & Health Mixtures BEAM-Grade 3 Unit 4 Materials LG-Science 3 Materials Module 1 describe ways on the proper use and handling solid, liquid and gas found at home and in school Changes that materials undergo Effects of temperature on materials investigate the different changes in materials as affected by temperature describe changes in materials based on the effect of temperature: 4.1 Solid to liquid 4.2 Liquid to solid 4.3 Liquid to gas 4.4 Solid to gas BEAM - G3 Unit 3 Materials-Distance Learning Module BEAM G3 Unit 3 Materials Module 44-49 Example of Curriculum Map This Photo by Unknown Author is licensed under CC BY-NC Example of Curriculum Map Example of Curriculum Map LEGEND • L – Learned outcomes (knowledge, skills, values) / outcomes achieved in the subject • P – Practiced the learned outcomes (knowledge, skills, values) • 0 – Opportunity to learn and practice (opportunities to learn and practice knowledge, skills and values but not taught formally) Note 1. Not all professional subjects are entered in the matrix 2. Desired outcomes for the professional courses are: PO1 – Applied basic and higher 21st century skills. PO2 – Acquired deep understanding of the learning process. PO3 – Comprehended knowledge of the content they will teach PO4 – Applied teaching process skills (curriculum designing, materials development, educational assessment, teaching approaches) PO5 – Facilitated learning of different types of learners in diverse learning environments PO6 – Directed experiences in the field and classrooms (observation, teaching, assistance, practice teaching) PO7 – Demonstrated professional and ethical standards of the profession. PO8 –Demonstrated creative and innovative thinking and practice of alternative teaching approaches. uploads/Geographie/ portfolio-guide.pdf