Ped103

• Content standards


  Define what students should know and be able to do. These are benchmarks which identify the expected understandings and skills for a content standard at different grade levels.
• Performance standards (or indicators)


  Describe how well students need to achieve in order to meet content standards. They are the levels of proficiency with which the students are expected to demonstrate what they know and what they are able to do.
• Competencies


  More specific versions of the standards. They are specific tasks performed with mastery. They also refer to the ability to perform activities within an occupation or function to the standards expected by drawing from one's knowledge, skills, and attitudes.
• The Curriculum Guide of the K to 12 Curriculum contains content and performance standards and competencies, not objectives.
• The K to 12 Curriculum makes use of standards-based instruction.
• Validity

  Teaching the content that we ought to teach according to national standards explicit in the K to 12 Basic Education Curriculum, it also means teaching the content in order to realize the goals and objectives of the course as laid down in the basic education curriculum
• Significance

  What we teach should respond to the needs and interests of the learners, hence meaningful and significant
• Balance

  • Content includes not only facts but also concepts and values
  • The use of the three-level approach ensures of cognitive, psychomotor, and affective lesson content
  • Content is not too easy for the above average student, neither too difficult to turn off the average
  • Content challenges the student
  • No topic must be extensively discussed at the expense of other topics
• Self-sufficiency

  • Content fully covers the essentials
  • Learning content is not "mile-wide-and-inch-deep"
  • The essentials are sufficiently covered and are treated in-depth
  • This is a case of "less is more"
• Interest

  Teachers consider the interest of the learners, their developmental stages and cultural and ethnic background
• Utility

  • Content is not meant only to be memorized for test and grade purposes
  • What is learned has a function even after examinations are over
• Feasibility


  The essential content can be covered in the amount of time available for instruction