Republic of the Philippines

Bangsamoro Autonomous Region in Muslim Mindanao

JAMIATUL PHILIPPINE AL-ISLAMIA
Graduate School Department
271 Sumndad Street, Barangay Bangon, Marawi City

EDMA 606
(Curriculum Development)

NORJANNAH MANGANDOG AMATONDING

MAED STUDENT
Process of Education
of Instructional
Outcomes
Instructional outcomes
are clear and measurable
statements that describe
what students should
know, understand, or be
able to do as a result of
completing a specific
learning experience. They
are the desired results of
teaching and learning.
The process of educating about
instructional outcomes involves
several key steps:
1. Understanding Instructional
Outcomes
Define Instructional Outcomes:
Clearly articulate what students
should achieve.
Align Outcomes with Learning
Objectives: Ensure outcomes are
directly linked to course or program
objectives.
Consider Bloom's Taxonomy: Use
Bloom's Taxonomy to establish
different levels of cognitive, affective,
and psychomotor learning.
2. Communicating Instructional
Outcomes
Inform Students: Clearly
communicate outcomes to students at
the beginning of a course or unit.
Use Student-Centered Language:
Explain outcomes in terms of student
abilities rather than teacher actions.
Provide Examples: Offer concrete
examples of what students can expect
to demonstrate.
 3. Designing Instruction
Align Teaching Methods: Select teaching
strategies that directly support the
achievement of outcomes.

Develop Assessments: Create

assessments that accurately measure
student attainment of outcomes.
Provide Feedback: Offer constructive
feedback to students on their progress
towards outcomes.
4. Assessing Student
Achievement
• Collect Evidence: Gather data
on student performance through
various assessment methods.

• Analyze Data: Evaluate

student performance against
established outcomes.
• Identify Gaps: Determine areas
where students need additional
support or instruction.
5. Reflect and Improve
• Review Outcomes: Regularly assess
the effectiveness of instructional outcomes.
• Make Adjustments: Modify outcomes
or instructional strategies as needed.
• Continuous Improvement: Engage in
ongoing reflection and improvement to
enhance student learning.
Key Considerations:
Clarity and Specificity: Outcomes should be clear, concise, and
measurable.
Student-Centered Focus: Outcomes should emphasize student
learning and achievement.
Alignment: Outcomes should align with curriculum, assessment, and
instruction.
Relevance: Outcomes should be meaningful and applicable to students'
lives.
Accessibility: Outcomes should be communicated clearly to students
with diverse learning needs.
By following these steps and considering the key factors,
educators can effectively educate students about instructional outcomes
and create a learning environment focused on student success.
The Preparation Phase
The preparation phase is the
foundational stage in
curriculum development. It
involves careful planning,
analysis, and goal-setting to
lay the groundwork for a
successful curriculum.
 Key Components of the Preparation Phase
Needs Assessment: Identifying Curriculum Design: Outlining the
the specific needs and gaps in the structure, content, and sequence
current curriculum, as well as the of learning experiences.
learning needs of the target
population. Resource Identification:
Determining the necessary human,
Goal Setting: Clearly defining the material, and financial resources
overall goals and objectives of the for curriculum implementation.
curriculum, aligning them with
educational standards and Curriculum Development Team
institutional mission. Formation: Assembling a diverse
group of stakeholders to
Curriculum Philosophy: participate in the development
Articulating the underlying beliefs process.
and values that will guide
curriculum development.
Importance of the
Preparation Phase
A well-prepared curriculum
development process is
essential for:
Relevance: Ensuring the Quality: Developing a
curriculum addresses the curriculum that is rigorous,
needs of students and engaging, and effective.
society.
Efficiency: Maximizing the Sustainability: Creating a
use of resources and time. curriculum that can be
adapted and updated over
time.
The Administrative Phase
in Curriculum
Development
The administrative phase in
curriculum development
involves the implementation
and management of the
curriculum once it has been
planned and designed. It is a
critical stage that brings the
curriculum to life.
 Key Components of the Administrative Phase

Resource Allocation: Determining Curriculum Implementation:

and providing the necessary resources Overseeing the actual delivery of
such as textbooks, materials, the curriculum in classrooms and
technology, and personnel to support ensuring adherence to guidelines.
curriculum implementation.

Monitoring and Evaluation:

Timetabling and Scheduling: Collecting data on curriculum
Creating effective schedules for
implementation, student
teachers and students to ensure
optimal use of instructional time.
achievement, and teacher feedback
to inform improvements.

Staff Development: Providing

teachers with the necessary training, Curriculum Review and
workshops, and support to effectively Revision: Regularly assessing the
deliver the curriculum. curriculum's effectiveness and
Challenges in the Administrative
Phase
Resource Constraints: Limited
budgets and personnel can hinder
effective implementation.
Teacher Resistance: Some teachers
may resist changes to the curriculum.

Time Constraints: Balancing

curriculum implementation with other
administrative tasks can be
challenging.
Assessment and Evaluation:
Developing and administering
Strategies for Effective Administration
Clear Communication: Open and
transparent communication with all
stakeholders is essential.
Collaboration: Involving teachers and
other staff in the implementation process
fosters ownership.
Professional Development: Prioritize
ongoing professional development for
teachers. Flexibility: Be prepared to adapt the
curriculum to meet the needs of students
Data-Driven Decision Making: Use data and teachers.
to inform curriculum adjustments.
By effectively managing the administrative
phase, schools can ensure that the
curriculum is implemented successfully and
leads to improved student outcomes.
References:
https://gemini.google.com/app/ee3096b7e9868fa6
https://www.researchgate.net/publication/
249794874_Why_Some_Teachers_Resist_Change_and_What_Princip
als_Can_Do_About_It#:~:text=Teachers'%20resistance%20can
%20take%20many,teachers%20may%20appear%20to%20support
https://sc.edu/about/offices_and_divisions/cte/teaching_resources/
course_design_development_delivery/learning_outcomes/index.php
https://www.edglossary.org/educational-outcomes/
https://uwaterloo.ca/centre-for-teaching-excellence/catalogs/tip-
sheets/blooms-taxonomy#:~:text=Bloom's%20Taxonomy
%20comprises%20three%20learning,domains%20a%20hierarchy
%20that%20corresponds
THANK YOU!