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Chapter 9-Standards and Competencies

This document discusses unpacking curriculum standards and competencies. It provides three key points: 1. Curriculum standards are broad statements of what students should know and be able to do, while competencies are more specific knowledge, skills, and values. 2. Unpacking standards and competencies is essential for teachers to select curriculum content, learning activities, and assessment tools, especially when designing instructional plans and assessments. 3. The process of unpacking involves classifying standards by knowledge or skill domains, identifying prerequisite knowledge and skills, and determining appropriate activities, strategies, and assessments. Frameworks like Bloom's taxonomy can help in this process.

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Jessica Baloloy
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597 views

Chapter 9-Standards and Competencies

This document discusses unpacking curriculum standards and competencies. It provides three key points: 1. Curriculum standards are broad statements of what students should know and be able to do, while competencies are more specific knowledge, skills, and values. 2. Unpacking standards and competencies is essential for teachers to select curriculum content, learning activities, and assessment tools, especially when designing instructional plans and assessments. 3. The process of unpacking involves classifying standards by knowledge or skill domains, identifying prerequisite knowledge and skills, and determining appropriate activities, strategies, and assessments. Frameworks like Bloom's taxonomy can help in this process.

Uploaded by

Jessica Baloloy
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOC, PDF, TXT or read online on Scribd
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DARAGA COMMUNITY COLLEGE

Salvacion, Daraga, Albay


COLLEGE OF EDUCATION
REPORT OF GRADES

Subject : Prof Ed 9 - The Teacher and the School Curriculum

CHAPTER 9 : STANDARDS AND COMPETENCIES

(Other Techniques for Unpacking Curriculum Standards and Competencies)

MODULE 18

Overview

Some teachers also use the taxonomy of educational objectives for unpacking curriculum
standards and competencies. The taxonomy for educational objectives were developed and
published by Bloom and Krathwohl (1956). The Bloom's Taxonomy has become popular for
teachers especially in developing instructional objectives.

Activation

In your own understanding, what is unpacking curriculum standards and competencies?

LEARNING OUTCOMES

This chapter discusses the process for unpacking curriculum standards and competencies,
which is one of the essential task of teachers in implementing the

K-12 Basic Education Curriculum. In this chapter you will:

 discuss the process for unpacking curriculum standards and competencies and;

 experience unpacking curriculum competencies to identify appropriate instructional


strategies and assessment tools.
Bloom uses a multi - tiered scale to express the level of expertise required to achieve each
measurable student outcome. According to Bloom, educational objectives can be categorized
into three domains

.(1) knowledge - based

(2) skill - based

(3) effective

The first taxonomy is for the cognitive or knowledge-based domain. Bloom identified five
categories under the cognitive domain starting from knowledge up to the highest level which is
evaluation. Originally, Bloom taxonomy included synthesis between analysis and evaluation.
Anderson and Krathwohl (2001) revised it later to include creation as the highest category in
the taxonomy.

For affective domain, Bloom also categorized learning objectives into five (5) categories.

For the psychomotor domain, Bloom categorized skill-based learning competencies into six (6)
categories from simple to complex.

The teachers should first decide which of these three (3) broad categories (knowledge - based,
Skills-based, and effective) the corresponding course goals belongs to in order to determine the
level of expertise required for each measurable student outcome course.

The result is useful for teachers in understanding the nature of the contents and in the selection
of teaching strategies. organizing measurable student outcomes in this way will also allow
teachers to select appropriate classroom assessment techniques for course.

Fink (2003), also presented an alternative taxonomy for categorizing different types of learning
outcomes. It is known as Fink's Taxonomy of Significant Learning. Fink presented his taxonomy
for a systematic approach to course design what went beyond the usual focus on content.
This taxonomy provided a model for course design that helps teachers to align learning goals
with a method for assessing student learning. Fink's Taxonomy encourages teachers to put
more emphasis on active learning and relating course content with real-life problems.

SUMMARY

 Curriculum Standards are broad statements of what the students need to know, the
skills they need to do, and the values they need to develop.

 Curriculum competencies are specific knowledge, skills and values that students
need to master.

 Unpacking the curriculum standards and competencies are essential in the selection
of the curriculum content learning and activities assessment tools.

 In the implementation of the K-12 education program, unpacking curriculum is


useful for teachers especially when they design their instructional plans and when
they design assessment tools.

 Unpacking curriculum standards and competencies include several processes.

 Classifying standards and competencies as knowledge

 Identifying prerequisite knowledge, skills, and values for each competency

 Identifying appropriate activities and strategies

 Classifying standards and competencies based on the types of assessment they


required (conventional testing, authentic task).

 Teachers need to have strong pedagogical-content knowledge (PCK) in order to


unpack curriculum standards and competencies effectively.
SELF ASSESSMENT ACTIVITY

 For you, what is the importance of unpacking the curriculum standards and
competencies?

END OF MODULE ASSESSMENT

 Examine the nature of the competencies. Then, using the appropriate Bloom's
Taxonomy, look over the descriptions of the various levels of expertise.

Reference

The Teacher and the School Curriculum Book

Prepared By

Julie Ann N. Loma

Student
Submitted to

Dumetilla L. Sabaybay, EdD.

College Instructor

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