St.

Paul University Philippines

Tuguegarao City, Cagayan North 3500

GRADUATE SCHOOL

CURRICULUM THEORY, DESIGN AND ANALYSIS

Summer, AY 2018-2019

Submitted by:

KARMELA-JOY S. AQUINO
MST- Social Science

Submitted to:

DR. LEODEVINA BATUGAL

Instructor
Requirement No. 1: Creative or General Title of CSM Read and Learn

1. Strategy
Title of the KWL (know, want to know,
Strategy learn)
Description This strategy will help students
and to:
Objective  recall and record the prior
knowledge and identify
future learning needs
 organize the old and new
information through
graphic organizer
 reflect on the changes in
their knowledge and skills
Target
Secondary Education/High School Learners
Audience
Material
Pen and paper
Needed
Presentatio 1. Create a table with 3
n Plan columns labels with a K for
what I Know , W for What I
want to know and L for what I
learned.
2. Teacher introduces the KWL
strategy and how to use it with
the topic.
3. As a class, group brainstorm
what students already know
about a specific subject topic.
4. Highlight the importance of
prior learning connects to what
we already know/ write these
ideas under K column.
5. Have students generate a list
of what else students want to
learn or questions.
6. Students now read or listen
the text and actively look for
answers or their questions and
gather information on what
they want to learn
7. They can now complete the
chart by supplying information
they get in the L column.
Assessmen The KWL strategy provides a
t Strategies structure for activity and
building prior knowledge and
Innovation
3-2-1 Reflect
This strategy will help students to:
 recall prior learning about
the lesson being discussed
 internalize new information
 generalize skills and
knowledge to other
situations
1. after discussion or after
watching a video prepared by the
teacher conncet to the lesso, the
students will ask to complete the
following:
3 recalls. The students state 3
facts that they already know about
the lesson
2 so what’s. Students will pose
relevant questions about the
lesson to their lives
1 questions. questions that can
complete the phrase e.g. Why it
is….? In the future….? What if….?
3. As the lesson being discussed,
the teacher may cater one by one
the questions of the students.
Ask for interesting ’recalls’, ‘so
what’ and ‘questions’ to be shared
as a class to ascertain whether
 summarizing what was learned. main concepts have been
The improvement must be seen understood by students.
on the chart completed by the
learners out to the topic they
learned.
References Mihardi, S., Harahap, M. B.,
Sani, R. A. (2013). The effect
of project based learning model
with KWL worksheet on
students’ creative thinking
process in physics problems.
Journal of Education and
Practice 4(25), 188-200
http://www.acdemia.edu/downl
ad/32447575/The_Effect_of_Pr
oject_Based_Learning_Model_
with_KWL_Worksheet_on_Stud
ent_Creative_Thinking_Process
_in _Physics_Problems.pdf

2. Strategy Innovation
Title of the Debate NPI
Strategy Negative-Positive-Interesting
Description This strategy will help This strategy will help students to:
and students to:
Objective  think critically and  identify negative, positive
communicate effectively and interesting aspect/ideas
 consider other’s thought of a situation or problem
and opinions  explain critically the reasons
 explain the reasons for for and opinions identified
and opinion
 enhance and reinforce
knowledge and skills
Target
Secondary Education-High School Learners
Audience
Material
Placard, pen, paper
Needed
Presentation 1. Divide the class into three 1. Explain that considering
Plan groups. Two teams of 4-5 negative, positive and interesting
students who will actually aspects/ ideas of a situation can
debate the issue and a group help students reach a decision
of 2-4 students known as 2. Pose a question, staements or
debriefers who create the scenario for the students to
scenario of identify the issue consider and it must related to the
to be debated. lesson(e.g. Marcos Administration)
3. each member should 3. Students must complete the
 present their opinions
regarding the chosen topic
2. After the debate had taken
place, the debriefers are
responsible for providing an
oral review of debates,
detailing the team’s effective
arguments.
Assessment A rubric is used to assess the
Strategies debate performed by the
learners. It point out the
weaknesses and strengths of
the debaters and assess
organization, clarity, diction,
respect, confidence,
knowledge on the topic being
debated
References Hall, D.(2011), Debate:
Innovative Teaching to
enhance critical thinking and
communication skills in
healthcare professionals
Internet Journal of Allied
Health Science and Practice
9(3),7, 2011
2. Strategy
Title of the Think-Pair-Share
Strategy
Description The students are expected to: The students are expected to:
and  formulate and share
Objective individual ideas through
purposeful talk to others
 develop and draw
conclusions out of their
ideas collected
 consider other points of
view
Target
Secondary education- High School Learners
Audience
chart consisting :
Positive (why might this be a
good idea)
Negative ( what might be
difficult, wrong about this idea)
Interesting (now you’ve thought
about positive and negative of this
ideas. What else do you think?)
4. Students brainstorm the
positive, negative and interesting
implications
5. Students discuss the generated
ideas with the class.
A rubric is used to assess the
performance by the learners. It
point out the weaknesses and
strengths of the students and
assess organization, clarity of
ideas, respect, confidence,
knowledge on the topic.
Innovation
People Hunt
 formulate ideas through
effective communication
 consider other’s thought
and opinions
 explain the reasons for and
opinion
 enhance knowledge and
skills through cooperative
learning
Material
Pen and Paper
Needed
Presentation 1. Teacher will pose
Plan questions, issues or scenarios
then ask students to think
about their responses.
2. After thinking time,
students should form pairs
then share their ideas to each
other’s.
3. it can be a whole class
sharing since one of the two
pair may share or tell their
ideas to the class.
4. Ask students to reflect on
what they written, heard and
shared.
Assessment Assessment is develop by
Strategies making reflections of the
students on what they have
been discussed.
References Rahmawati, O.I.( 2017).
THINK-PAIR-SHARE: A
TECHNIQUE TO ENHANCE
STUDNETS’WRITING SKILL.
Jurnal Penindidikan
Eductama, 4(1), 49-57.
http://ejurnal.ikippgribojoneg
oro.ac.id/index.php/JPE/articl
e/view/42
1. Students receive a list of
statements or questions to answer
or complete about a topic.
2. Students circulate in the
classroom trying to find classmates
who can help them answer a
questions or compete a statement
on their sheets.(without speaking)
3. The students hurry to see how
can be first to find answers for the
question or complete the
statements
4. after the people hunt, the
teacher will process and debrief
the information.
Assessment is develop by making
reflections of the students on what
they have been discussed and
students should reason out on how
they arrived on they answer.
Rubrics also may be used by the
teacher to assess the answers of
the students.