Curdev Final Module

Curriculum Development
ASSESSMENT
Activity l: K to 12: Can We Make a Curriculum Change? (By group)
The K to 12 is the current reform in our national basic education curriculum. There
are driving forces as well as restraining forces that affect its implementation. In other
words, there are factors that will make K to 12 succeed but there are also factors that will
make K to 12 fail.
l. What factors make the K to 12 succeed? Write these on the left column A. You may not fill
up all the boxes.
What factors make the K to 12 succeed? Write these on the left column B. You may not fill
up all the boxes.
You see that the middle portion is the word equilibrium or balance.
A. Driving Force/Factor E B. Restraining Force/Factor

Increased focus on vocational education Q Dropout rates increase
Sufficient Instructional Time U Too focused in one area
More Skilled and Competent Graduates I Urgent shift in environment
Ready to join workforce L Forced to choose a strand
Access to quality education I High cost education
Competitive Advantage B Lack of budget, classroom, school
supplies and teachers
Holistic Education R High school graduates are younger
than 18 years old and lack of basic
competencies and maturity
Tailor-fitting tracks I
Preparedness for Tertiary Learning U
Easy Recognition as Global Citizen and M
Professionals
SELF-REFLECT
1. As a future teacher, what would be your response to curriculum implementation as
a part of curriculum change? Are you willing to take part in the implementation?
Why? Why
not? Write your answer in not more than 10 sentences.
 Curriculum serves a guide for teacher, a map that teacher use to deliver on
what kind of knowledge and skills students that are expected to learn.
Without the curriculum the goal of the teacher will not be achieved. If there is
a curriculum change then I will take part because it’s my duties and
responsibility. I will understand and study the new curriculum. As a teacher
we have the power to implement the curriculum and the quality of learning
strategies, learning material and assessment depend on us. In implementing
the curriculum teacher must construct a learning outcomes that involves the
3 domain (cognitive, affective and psychomotor domain). To make the
curriculum less stressful to students I will make it creative and fun so that
learner can easy adapt and understand each lesson.
ASSESSMENT
Look for other models of curriculum evaluation and identify each of the model's
distinguishing
features. Use the suggested table below.
Curriculum Model Origin of the model ( who Distinguishing features/

developed the model and characteristics of the model
when it was developed)
1. Tyler’s objective-centered Ralph Tyler (1950) Basic It is rational and systematic
model Principle of Curriculum and and easy to understand.
Instruction.
2. Stufflebeam’s model Phi Delta Kappa (1971) Decision making since it is
context, input, process, improving curriculum.
product
3. Scriven’s goal-free model Michael Scriven (1972) to Goal-based assessment, it
redirect the attention of the cannot provide an
evaluators and information to decision
administrators. maker as it is use alone.
4. Stake’s model Robert Stake (1975) major Interactive and recursive
contribution to curriculum evaluation process.
evaluation in development
of the responsive model.
5. Eisner’s connoisseurship Elliot Eisner (1979) It is radically different views
model emphasized the qualitative of evaluation as it is a
appreciation. traditional scientific.
6. Bradley’s effective model James Bradley (1985) Help to measure the
effectiveness of the
development or written
curriculum.
ASSESSMENT
Since our school uses blended instruction using module system and the usual face-to-face
instructional delivery, what would you identify as the agents of this innovation? Justify.
Innovation/Change Agents Of Innovation Justification
Student Learning Foster a student-centered Evaluate course from student

technological blended learning perspective, and keep in mind
environment that online components will
explicitly outline expectations,
instructions, and objectives so
that student will see the trail of
learning as possible.
Environment Link the online environment This is a mix up map it provides
to the face-to-face classroom module reading, online quizzes,
assignment submission drop box,
and online element. Consider how
environment interact and work
seamlessly engage students.
Facilitation Engage with your students It is important to cultivate
and outline how they will student-instructor relationship,
interact with each other. but during blended learning there
must be responsible for fostering
interactions, setting, and
encouragement.
Assessment Reconsider traditional Student learning is no longer
assessment structure and taking place exclusively in the
outcomes classroom, it would be
appropriate to consider other
assessment methods that align
with the online environment
where some learners taking place.
Syllabus elements Provide practical support The syllabus must be sure that
and resources the components are clear, easy to
locate, organized, and practical
for the students to include
tutorials, support documents to
help for online activities and
assignments.

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Curriculum Development

Activity l: K to 12: Can We Make a Curriculum Change? (By group)

A. Driving Force/Factor E B. Restraining Force/Factor

features. Use the suggested table below.

Curriculum Model Origin of the model ( who Distinguishing features/

Innovation/Change Agents Of Innovation Justification

Student Learning Foster a student-centered Evaluate course from student

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