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    Curriculum Content: Jay C. Blancaflor

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    dramaking
    This document discusses key concepts for developing curriculum, including content standards, performance standards, learning competencies, and taxonomies of the cognitive domain. It also covers scaffolding techniques and GRASPS, a strategy for designing learning experiences. The goal is for students to master main ideas and skills through a gradual reduction of outside assistance, while meeting expectations for instruction, assessment, and work samples.

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    Curriculum Content: Jay C. Blancaflor

    Uploaded by

    dramaking
    5 views22 pages
    This document discusses key concepts for developing curriculum, including content standards, performance standards, learning competencies, and taxonomies of the cognitive domain. It also covers scaffolding techniques and GRASPS, a strategy for designing learning experiences. The goal is for students to master main ideas and skills through a gradual reduction of outside assistance, while meeting expectations for instruction, assessment, and work samples.

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    This document discusses key concepts for developing curriculum, including content standards, performance standards, learning competencies, and taxonomies of the cognitive domain. It also covers scaffolding techniques and GRASPS, a strategy for designing learning experiences. The goal is for students to master main ideas and skills through a gradual reduction of outside assistance, while meeting expectations for instruction, assessment, and work samples.

    Copyright:

    © All Rights Reserved
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    Flag for inappropriate content
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    5 views22 pages

    Curriculum Content: Jay C. Blancaflor

    Uploaded by

    dramaking
    This document discusses key concepts for developing curriculum, including content standards, performance standards, learning competencies, and taxonomies of the cognitive domain. It also covers scaffolding techniques and GRASPS, a strategy for designing learning experiences. The goal is for students to master main ideas and skills through a gradual reduction of outside assistance, while meeting expectations for instruction, assessment, and work samples.

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    of 22

    CURRICULUM

    CONTENT
    JAY C. BLANCAFLOR
    SHS Teacher, Bago National High School
    ACTIVITY 1:
    DEFINE ME!
    Target…
    CONTENT
    STANDARDS
    Broad statements that
    describe specific
    content areas that
    groups of students
    should learn at each
    grade.
    PERFORMANCE
    STANDARDS
    Expectations for
    instruction,
    assessment, and
    student work
    Isolate and identify skills
    needed for problem-
    solving, reasoning,
    communicating, and
    making connections with
    other information
    They provide all
    constituents with the
    evidences that students
    have met the content
    standards, helping
    teachers define what level
    of work is satisfactory.
    LEARNING
    COMPETENCIES
    Main ideas or
    skills you expect
    students to
    master
    Tell what you
    want learners to
    be able to do by
    the end of your
    course
    LEARNING
    COMPETENCIES
    Taxonomies of
    the Cognitive
    Domain
    > Remembering
    > Understanding
    > Applying
    > Analyzing
    > Evaluating
    > Creating
    ACTIVITY 2:
    SHOW ME
    YOUR EX
    SCAFFOLDING
    Educational (or Instructional)
    Scaffolding is a teaching
    method that enables a
    student to solve a problem,
    carry out a task, or achieve a
    goal through a gradual
    shedding of outside
    assistance.
    Educational (or Instructional)
    Scaffolding is a teaching
    method that enables a
    student to solve a problem,
    carry out a task, or achieve a
    goal through a gradual
    shedding of outside
    assistance.
    GRASPS
    CONTENT
    MAPPING
    HAPPY
    TEACHING!

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