1. Implementation
1.1. Factors that affect
1.1.1. Teacher
1.1.1.1. reduce generl goals to specific instructional objectives
1.1.1.2. Assess prior nowledge and abilities of students
1.1.1.3. Brea learning into small, sequential steps
1.1.1.3.1. simple to complex
1.1.1.3.2. prerequisite learning
1.1.1.3.3. whole to part
1.1.1.3.4. chronological
1.1.2. Learners
1.1.3. Resource materials and facilities
1.1.3.1. textbooks, teaching aids and stationery
1.1.3.2. classrooms, laboratories, worshops, libraries and sports fields internet
1.1.3.3. ineternent, LMS, provisions for online, blended or face-to-face learning
1.1.4. Stakeholders
1.1.4.1. Parents
1.1.4.2. Local Schoolboard
1.1.4.3. Religious Organization
1.1.4.4. Local authorities
1.1.5. School Environment
1.1.6. Culture and Ideology
1.1.7. Instructional Supervision
1.1.7.1. deploying staff
1.1.7.2. allocating time to subject taught at school
1.1.7.3. providing teaching and learning materials
1.1.7.4. create an atmosphere conducive to effective teaching and learning
1.1.8. Assessmenr
2. Evaluation
2.1. To meet the demands with current educational reforms
2.2. Provide directions, security, and feedbac for all concerned
2.3. Determine appropriate and available resorces, activities, content and method
2.4. Areas qualified for evaluation
2.4.1. Mission statement (Philisophy)
2.4.2. Sequence/Order
2.4.3. Continuity/ without disruption
2.4.4. scope/ depth and variety of content
2.4.5. Balance/ Qualitative and Quantitative Aspect
2.4.6. Coherence
2.5. Approaches
2.5.1. Bureaucratic
2.5.2. Autocratic
2.5.3. Democratic
2.5.4. Non-Referenced
2.5.5. Criterion Referenced
2.6. Forms
2.6.1. Formative
2.6.1.1. Is the instruction successful?
2.6.1.2. What can be done to avoid failure?
2.6.2. Summative
2.7. Methods and tools
2.7.1. Focus of Study
2.7.1.1. contexts, attainments, content, learning-teaching process and measurement and evaluation
2.7.2. Tools to use
2.7.2.1. observations, interviews, tests, questionnaires, document analysis, survey, satsifaction scale
2.7.3. Participants
2.7.3.1. teachers, students,administration, parents, graduates and employers
3. Improvement/Change
3.1. Improvement
3.1.1. Enriching, modifying certain aspects without fundamental conceptions/elements/structures
3.2. Change
3.2.1. Basic alteration in the structure and design of learning experiencess based on conceptions
3.2.2. Sources of Curriculum Change and Innovations
3.2.2.1. Policy Decision
3.2.2.2. Internationalization
3.2.2.3. Technological change
3.2.2.4. Strategies
3.2.2.4.1. Participate Problem-Solving
3.2.2.4.2. Planned Linkage
3.2.2.4.3. Coercive strategies
3.2.2.4.4. Open Inpit Strategies
3.2.2.5. Models
3.2.2.5.1. Research,Development and Diffusion
3.2.2.5.2. Problem-Solving
3.2.2.5.3. Social Interaction
3.2.2.6. Conditions for Successful Implementation of Innovations
3.2.2.6.1. must be relevant to users
3.2.2.6.2. must be feasible in their particular organizational context
3.2.2.6.3. must be cpmpatible with values, practices and characteristics of the system
3.2.2.6.4. must yield material or non material benefits
3.2.3. Types
3.2.3.1. Hardware
3.2.3.2. Software
3.2.4. Forms
3.2.4.1. Alteration
3.2.4.2. Restructuring
3.2.4.3. Substitution
3.2.4.4. Addition
4. Instruction and Assessment in Science Curriculum
4.1. Curriculum-Instruction-Assessment Triad
4.1.1. Curriculum
4.1.1.1. the required intended nowledge and skills used for students to grasp
4.1.2. Instruction
4.1.2.1. methods of teaching as well as the learning activities to help students to develop meaningful understanding of the course
4.1.3. Assessment
4.1.3.1. process of utilizing methods to measure the outcomes of education and student achievements
4.2. Salient Features of Science Instruction
4.2.1. Teacher
4.2.1.1. structures the concept s, factual content and procedures that constitute the knowledge of the organizing principles
4.2.1.2. focuses on depth understanding by providing students with multiple opportunities
4.2.1.3. includes learning activities that allows student to experinec problem-solving and inquiry
4.2.1.4. incorporate language, procedures and models of inquiry and truth verification
4.2.1.5. Role in Instructions
4.2.1.5.1. committed to students and their learnings
4.2.1.5.2. know the subject they teach and how to teach these subjects
4.2.1.5.3. monitors students learning responsibly
4.2.1.5.4. thinks systematically
4.2.1.5.5. members of learning communities
4.2.2. Learners
4.2.2.1. nurture their capacity to generalize and transfer their learning to new problems
4.2.2.2. clarify misconceptions
4.2.2.3. maximize opportunities for developing intrinsic motivation to self-sustaining learning
4.3. Assessment
4.3.1. Formative
4.3.2. Summative
5. Learning Domains
5.1. Cognitive
5.1.1. Knowledge
5.1.1.1. ability to recall data/information
5.1.1.1.1. can define terms
5.1.2. Comprehension
5.1.2.1. ability to understand the meaning of what is known
5.1.2.1.1. can work assigned problems and can example what they did
5.1.3. Application
5.1.3.1. ability to utilize an abstraction ot to use nowledge in a new situation
5.1.3.1.1. recognizes what methods to use and use them to solve problems
5.1.4. Analysis
5.1.4.1. ability to differentiate facts from opinions
5.1.4.1.1. can explain why the solution wors
5.1.5. Synthesis
5.1.5.1. ability to integrate different elements or concepts in order to form a sound or pattern
5.1.5.1.1. can combine the part of a process in a new and useful ways
5.1.6. Evaluation
5.1.6.1. ability to come up with new judgements about the importance of concepts
5.1.6.1.1. can create variety of ways to sollve problems
5.1.7. Activities at different Levels
5.1.7.1. Knowledge
5.1.7.2. Comprehension
5.1.7.3. Applict
5.2. Affective
5.2.1. Stages and suggested activities
5.2.1.1. Receiving
5.2.1.1.1. stage of being aware of or sensitive to yhe existence of certain ideas, material or phenomenon
5.2.1.2. Responding to a Phenomena
5.2.1.2.1. commitment to some small measure to the ideas, materials or phenomena
5.2.1.3. Valuing
5.2.1.3.1. wiilingness to be perceived by others as valuing certain ideas, materials or phenomena
5.2.1.4. Organization
5.2.1.4.1. involves relating new value to those one already holds and bringing it into harmonious and consistent philosophy
5.2.1.5. Characterization
5.2.1.5.1. acting consistently in accordance with the values the individual has internalized
5.3. Psychomotor
5.3.1. Categories (Simpson, 1972)
5.3.1.1. Perception
5.3.1.1.1. ability to apply sensory information to motor activity
5.3.1.2. Set
5.3.1.2.1. readiness to act
5.3.1.3. Guided Response
5.3.1.3.1. ability to imitate a displayed behavior or to utilize trial and error
5.3.1.4. Mechanism
5.3.1.4.1. ability to convert learned responses intohabitual actions with proficiency and confodence
5.3.1.5. Complex Overt Response
5.3.1.5.1. ability to skillfully perform complex patterns and actions
5.3.1.6. Adaptation
5.3.1.6.1. ability to modify learned skills to meet special events
5.3.1.7. Origination
5.3.1.7.1. creating new movement patterns for a specific situation
5.3.1.8. Simpson (1972)
5.3.2. Taxonomy (Dave, 1975)
5.3.2.1. Imitation
5.3.2.2. Manipulation
5.3.2.3. Precision
5.3.2.4. Articulation
5.3.2.5. NAturalization
5.3.3. Taxonomy (Harrow, 1972)
5.3.3.1. Reflex movements
5.3.3.2. Basic fundamental movements
5.3.3.3. Perceptual
5.3.3.4. Pyhsical Activities
5.3.3.5. Skilled movements
5.3.3.6. Non-discursive communicationn
6. Planning
6.1. needs asessment to kno the strengtg and weaknessess of the existinng curriculum
6.2. determinants
6.2.1. Learners psychological preparation.
6.2.2. Learning Theory
6.2.3. Acquiring Knowledge
6.2.4. Societal Considerations
6.2.5. Political Factor
6.2.6. Social Factor
6.2.7. Economic Factor
6.2.8. Technical Factors
6.2.9. Environmental Factors
6.2.10. Sources of Design
7. Characteristics
7.1. comprises the experiences of children
7.2. has content
7.3. is planned
7.4. a series of courses to be taken by students
8. Types
8.1. Formal Curriculum
8.2. Informal Curriculum
8.3. Actual Curriculum
9. Elements
9.1. Purpose (goals and objectives)
9.1.1. Categories
9.1.1.1. cognitive referring to intellectual tasks
9.1.1.2. psychomotor referring to muscular skills
9.1.1.3. affective, referring to feeling and emotions.
9.1.2. based on the social aspirations of society,
9.1.3. outlines the goals and aims of the program
9.1.4. expressed as goals and objectives.
9.1.5. Level of Goals
9.1.5.1. Global and National Goals
9.1.5.2. Institutional Goals
9.1.5.3. School level or Department Goals
9.1.5.4. Program or Curricular Goals
9.1.5.5. Classroom or Instructional Goal
9.1.6. Sources
9.1.6.1. Learners
9.1.6.2. Societal
9.1.6.3. Fund of knowledge
9.2. Content or Subject Matter
9.2.1. is divided into bodies of knowledge
9.2.2. outlines the desired attitudes and values
9.2.3. includes cherished skills
9.2.4. is determined by prevailing theories of knowledge
9.2.5. caters to ideological, vocational and technical considerations
9.3. Methods
9.3.1. deal with teaching and learning experiences
9.3.2. involve organizational strategies.
9.4. Evaluation
9.4.1. select appropriate content based on the aims and objectives of the curriculum
9.4.2. select appropriate methods to address the content and purpose
9.4.3. give feedback to the planners, learners, teachers, industry and society;
9.4.4. provide a rationale for making changes
10. Design
10.1. Models
10.1.1. The Objectives Model
10.1.2. The Process Model
10.1.3. Tyler's Model
10.1.4. Wheeler's Model
10.1.5. Kherr's Model
10.2. Steps
10.2.1. Establish or obtain general goals of education
10.2.2. Selection of content
10.2.2.1. Validity
10.2.2.2. Significance/relevance
10.2.2.3. Balance of the depths and breath of content
10.2.2.4. Learnability
10.2.2.5. Appropriateness
10.2.2.6. Utility
10.2.3. Identify teacher role
10.2.4. Selection of learning process
10.2.4.1. Appropriateness
10.2.4.2. Variety
10.2.4.3. Optimal value
10.2.4.4. Feasibillity
10.2.5. Time allotment
10.2.6. Identify student behavior and role
10.2.7. Evaluate if intended outcome is achieved
10.3. Dimensions
10.3.1. Articulation and alignment
10.3.1.1. Horizontal
10.3.1.2. Vertical
10.3.1.3. Benefits
10.3.1.3.1. Improve students score
10.3.1.3.2. Collaboration between the teacher and the learner
10.3.1.3.3. travel from school and still have some basic education
10.3.1.3.4. there is increase in student's academic performance
10.3.2. Scope
10.3.3. Integration
10.3.4. Continuity Progression
10.3.4.1. nature of experience offered to learners
10.3.4.2. consistency in aims, values and expectations
10.3.4.3. relies on good teacher relationship and communication
10.3.4.4. equal learning attention from teacher and school in any class
10.3.4.5. facilitated through programs os studycarrying similar titles across all stages in a common language
10.3.5. Conceptual understanding
10.3.6. Procedural Understanding
10.3.7. sequence
10.3.7.1. Topical sequencing
10.3.7.2. Spiral Sequencing
10.3.7.3. Ellaboration Sequence
10.3.7.3.1. Task expertise
10.3.7.3.2. Domain expertise
11. School Curriculum and Instruction
11.1. School Curriculum
11.1.1. program of selected content and learning experiences offered by school and capalble of changing or modifying learning behavior
11.1.1.1. Why Design?
11.1.1.1.1. to develop the capacity, manipulative skills and attitudes and values system of a learner
11.2. Factors that influence School-Based Curriculum Design
11.2.1. National goals of education
11.2.2. NUmber of subject options available
11.2.3. The learner
11.2.4. Resorce Availability
11.3. Process of Curriculum Designing
11.3.1. Diagnosis of needs
11.3.1.1. Who are the learners
11.3.1.2. Who are the teachers
11.3.1.3. why is the program necessary?
11.3.1.4. where will the program be implemented
11.3.1.5. how will it be implemented?
11.3.2. Formulation of Objectives
11.3.3. Selection of contents
11.3.4. Organization of content
11.3.5. Selection of learning experiencs
11.3.6. Evaluation
11.4. Curriculum and Instructional Development
11.4.1. Shared Aspects
11.4.1.1. Writing objectives
11.4.1.1.1. must be based from school based curriculum
11.4.1.2. Sequence objectives
11.4.1.2.1. must possess the trhee learning domains and must start from simple to complex
11.4.1.3. Determine students needs and interests
11.4.1.3.1. consider the learning needs of students, age appropriateness and provide variety of learning experiences
11.4.1.4. Develop curriculum materials
11.4.1.4.1. learning modules and technology is needed to implement the intended outcome in a classroom
11.4.1.5. Evaluate curriculum materials effectiveness
11.4.1.5.1. evaluated based on a learner's response