21ST CENTURY

CURRICULUM DESIGN

Methusael B. Cebrian

Table of Contents1

Page

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

2

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

3

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

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only on the sidelines and criticize only like loose guns, people who are fit to

be called the 21st century Filipino as envisioned by this author.

Curriculum Design

Theme: “The World is our Classroom”Subject: StatisticsLevel: 4th YearTextbook: Introduction to Statistics 3rd Edition by Ronald E. WalpoleMaterials:

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 20’s. 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.

5

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

training of personnel’s in the use of statistical software.

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%Developin

g

75%Accomplishe

d

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

6

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.

exact parts of the

letter.

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 and ideas of the

content

Able to make a letter with series

and interconnected ideas however some parts are not that inclined

with the next

Parallelism and coherence is very

visible.

It shows smooth flow of ideas from

the very start up to its ending.

Punctuatio

n 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.

7

Learning Episode:

Assessment Tasks:

Learning Criteria

25%Beginning

50%Developin

g

75%Accomplishe

d

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 with the best exact interpretation.

Close to accuracy however there are still some errors

with the interpretation of

Crime Data.

There are some details which are

not that clear.

Accuracy of the interpreted data

is consistent from the very start up to the

end.

Time representati

on

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.

Identificatio Unable to identify the

Inaccurate identification

Accurately identified top 5

Very clear and well presented

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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 and

month occurred.

4. Identify the top 5 crimes in City.

5.

n of Top 5 crimes.

top 5 crimes from the data

of crimes from the data

crimes from the data but unable to

arrange accordingly from highest to lowest.

list of crimes extracted from the crime data.

Learning Episode:

Learning Episode:

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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 the

number 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 in

consultation with the teacher using the statistical software SPSS.

Assessment Tasks:

Learning Criteria

25%Beginning

50%Developing

75%Accomplishe

d

100%Exemplar

yScore

Crime Intensity

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.

Graph Representat

ion

Attempted only to create

graphic presentation

without considering

the pertinent factors or details.

Incomplete graphical

presentation of the Crime Data.

Complete representation

but unable to plot the details properly.

Errors are slightly visible in the

graphic presentation.

Complete and exact

presentation of the

graphical data.

Full attention to important

information is clearly visible to the plotted

details.

Computation

Unable to provide

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 to interpret 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.

10

Learning Episode:

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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 the

number of crimes committed.

o Identify the Mean, Media, and Mode of the crimes.

o Compute for the Variance and Standard Deviation.

o All computations must be coupled with a graphic (histogram)

presentation.

Assessment Tasks:

Learning Criteria

25%Beginning

50%Developin

g

75%Accomplishe

d

100%Exemplary

Score

Crime Intensity

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.

Graph Representat

ion

Attempted only to create graphic

presentation without

considering the pertinent factors or details.

Incomplete graphical

presentation of the Crime

Data.

Complete representation but unable to plot the details properly.

Errors are slightly visible in the

graphic presentation.

Complete and exact

presentation of the graphical

data.

Full attention to important

information is clearly visible to the plotted

details.

Computation Unable to provide

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 to interpret 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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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

20’s, making them part of the crusade is already a big step forward. 13

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

is real 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

specific task. 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 City’s 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

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students are expected to become proficient on the subject, learners with

high aptitude for numbers will be able to excel easily.

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 high

aptitude 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

of the 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 this

kind 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 learners are 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 learner’s 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

result of the student’s 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 don’t 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,

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

episode is for the students to write a communication letter to the Chief of the

City Police force requesting access to the crime data.

Transformed Teaching

This curriculum is designed as a curriculum of the 21st century. 21st

century education is designed to meet 21st century needs and produce

products that are fit for the 21st century knowledge economy. Among the

most important part of a 21st century curriculum is its ability to adapt to the

present societal needs and allow the learners to critically examine their lives

and to take action to change societal conditions.

A transformed teaching allows the learners to critically analyze, reflect,

participate and contribute to the betterment or solution of the problem. This

also enables the learners to find opportunities and look beyond the problem

in sight.

In this curriculum design, the most pressing societal concern is the

alarming rise of crimes in the city. Which the students themselves

understand and can easily relate to, that is why the curriculum is designed to

bring the classroom outside the walls of the school facility and start

becoming problem solvers, troubleshooter and analysts to help the

community deal with the problem. This fundamentally puts the future of the

society in the hands of its future leaders without them controlling the helm of

decision making. In a sense, the learners are on the job training status.

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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 evaluate options 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

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is 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 haven’t 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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