Course Packet in Cur. Dev

COURSE
PACKET IN
(Cur. Dev.) Curriculum

Development and
Evaluation with
Emphasis in Trainers
Methodology
Prepared by:
GENERAL EDUCATION INSTRUCTORS
2021
Letter to the Students
My Dear Students,
Welcome to the 1st Semester at

Zamboanga del Sur Provincial Government
College. I hope that your summer was filled
with new adventures and special memories
together with your loved ones’ despite of
the pandemic that we are experiencing
today. I am Maricel S. Antiga, your Curriculum
Development instructor and I’ am looking
forward to working with you this school year.
This will be an extremely and fruitful year
with much to learn.
This course packet is very relevant

to you. This includes all the concepts,
ideas, and activities that will cater your
needs. Make sure that you can notice and
answer the learning materials being
posted. Finish and pass it on time as part
of your requirement to the course also a
responsibility as a student.
Let’s work hand in hand for the

betterment of the future. Let’s embrace one
another as we face the adversities of the new
normal. Golden rule: Be good to me and I
will be good to you!! Stay tune! Enjoy the
ride!
Sincerely yours,
Maricel S. Antiga
Instructor
Table of Contents
CONTENTS Page Number
Cover page i
Preface/Letter to the Students ii
Table of Contents iii
Course Outline iv
WEEK 1
Lesson 1: Curriculum and the Teacher
1.1 Curriculum in Schools
Lesson 2: The Teacher as the Curricularist
WEEK 2-3
Lesson 1: The teacher as a knower of Curriculum
1.1 The School Curriculum: Definition, Nature, and Scope
Lesson 2: Approaches to School Curriculum
Lesson 3: Curriculum Development Processes and Models
Lesson 4: Foundations of Curriculum Development
WEEK 4-5
Lesson 1: The Teacher as a Curriculum Designer
1.1 Fundamentals of Curriculum Designing
Lesson 2: Approaches to Curriculum Designing
Lesson 3: Curriculum Mapping
Lesson 4: Implementing the Curriculum

WEEK 6
Lesson 1: The Teacher as Curriculum Implementor and Manager
1.1 Implementing the designed Curriculum as a change process
Lesson 2: Implementing a Curriculum Daily in the Classrooms
Lesson 3: The role of Technology in delivering the Curriculum

Lesson 4: Stakeholders in curriculum Implementation
WEEK 7
Lesson 1:Curriculum Evaluation and the Teacher
1. 1 What, Why, and How to Evaluate a Curriculum
Lesson 2: Curriculum Evaluation through Learning Assessment
WEEK 8
Lesson 1: Planning, Implementing and Evaluating; Understanding the connection
Lesson 2: Gearing Up for the Future: Curriculum Reforms
Lesson 3 :Outcomes based Education: Basis for Enhanced Teacher Education Curriculum
WEEK 9
Lesson 1:Outcomes Based Education for Teachers Preparation Curriculum
Lesson 2: Curricular Landscape in the 21ST Century Curricular landscape in the Classroom
2.1 The 21st century curricular Landscape in the Classroom

Trainer’s Methodology II
To you my dear student,
You are now about to start the first lesson for Week 1 entitled “Curriculum and the
Teacher”. Read the learning materials below then answer the comprehension check
questions and do the exercises.
GOOD LUCK and GOD BLESS! 
Module Overview:
Module 1 is all about school curricula and the teacher. This
introductory module identifies the different types of curricula that exist in
the teacher’s classroom and school. Further, Module 1 describes the
important roles of the teacher as a curricularist who engages in the different
facets of curriculum development in any educational level.
Lesson 1: Curriculum in School

Stay Safe Always
What is curriculum?
 refers to the lessons and academic content taught in a school or in a
specific course or program. In dictionaries, curriculum is often defined
as the courses offered by a school, but it is rarely used in such a
general sense in schools.
How the teacher important in curriculum implemantion?

 The role of teachers in the curriculum process is to help students develop an engaged
relationship with the content. Active learning will increase the focus and retention of
the curriculum, resulting in an exciting learning environment.
Note: Take some time to read or to watch “The Sabre-Tooth Curriculum by

Harold Benjamin (1939). Find out what curriculum is all about during those
times.
START HERE AND ENJOY READING
You may also watch this video:

https://www.youtube.com/watch?v=6hjTu0sbNFE
This story was written in 1939. Curriculum then, was seen as a

tradition of organized knowledge taught in schools of the 19th century. Two
centuries later, the concert of a curriculum has broadened to include several
modes of thoughts or experiences.
No formal, non-formal or informal education exists without a
curriculum. Classrooms will be empty with no curriculum. Teachers will have
nothing to do if there is no curriculum. Curriculum is at the heart of the
teaching professions. Every teacher is guided by some sort of curriculum in
the classroom and in schools.
Comprehension Check: (5 points each)
1. What is Curriculum?
______________________________________________________
______________________________________________________
______________________________________________________
___________________________.
2. Does the teacher important in curriculum? Why?

______________________________________________________
______________________________________________________
______________________________________________________
___________________________.
3. How can you describe New- Fist-Hammer?

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
___________________________.
FOR MORE INFORMATION
In our current Philippine Educational System, different schools are

established in different educational levels which have corresponding
recommended curricula. The educational levels are:
1. Basic Education. This level includes Kindergarten, Grade 1 to
grade 6 for elementary, and for secondary, grade 7 to grade 10, for
the Junior High School and Grade 11 and 12 and for the Senior High
School. Each level has its specific recommended curriculum. The
new basic education levels are provided in the K-12 Enhanced
Curriculum of 2013 of the Department of Education.
2. Technical Vocational Education. This is post- secondary
technical vocational educational and training taken care of by
Technical Education and Skills Development Authority (TESDA). For
the Tech Voc track in SHS of DepEd and TESDA work in close
coordination.
3. Higher Education. This includes the Baccalaureate or Bachelor
Degrees and the Graduate Degrees (Master’s and Doctorate) which
are under the regulation pf the Commission on Higher Education
(CHED)
In whatever levels of schooling and in various types of learning

environment, several curricula exist. Let us find out how Allan Glatthorn
(2000) as mentioned in Bilbao,et al(2008) classified these
TYPES OF CURRICULA IN SCHOOLS

Have you realized that in every classroom there are several
types of curricula operating? Let us look into each one.
1. Recommended Curriculum-Perhaps you have asked these questions: Why

should I take all these subjects and follow the course flow religiously? Why is
there a need to implement the K to 12? The answer is simple! The Ministry of
Education, the Commission on Higher Education, or any professional
organization can recommend and implement a curriculum.
In the Philippines, for example, what is being implemented by the Department of
Education (DepEd) or the Commission on Higher Education (CHED), is an example
of a recommended curriculum.
In some cases, a law making body like the congress and the senate, or a university
or a school can recommend a subject, a course, or any academic program which is
deemed necessary for national identity and security, for environmental protection
and sustainable development, among others.
2. Written Curriculum-This refers to a lesson plan or syllabus written by

teachers. Another example is the one written by curriculum experts with the
help of subject teachers. This kind of written curriculum needs to be pilot
tested or tried out in sample schools to determine its effectiveness.
3. Taught Curriculum-This is about the implementation of the written
curriculum. Whatever is being taught or an activity being done in the
classroom is a taught curriculum. So, when teachers give a lecture, initiate
group work, or ask students to do a laboratory experiment with their
guidance, the taught curriculum is demonstrated. This curriculum contains
different teaching styles and learning styles to address the students’ needs
and interests.
4. Supported Curriculum-Instructional materials, such as textbooks, audio
visual materials, blogs, wikis, and others are examples of support curriculum.
Other examples are playgrounds, zoos, gardens, museums, and real life
objects. It is called supported curriculum because it helps teachers
implement a written curriculum thus enables the students to become life-long
learners.
5. Assessed Curriculum-When students take a quiz or the mid-term and final
exams, these series of evaluations are the so-called assessed curriculum.
Teachers may use the pencil and paper tests, and authentic assessments like
portfolio and performance based assessments in order to know if the
students are progressing or not.
6. Learned Curriculum-This type of curriculum indicates what the students
have actually learned. This can be measured through learning outcomes. A
learning outcome can be manifested by what students can perform or do
either in their cognitive, affective or psychomotor domains. The learning
outcome can be determined by the results of the tests, and it can be
achieved by the students through the use of learning objectives.
7. Hidden Curriculum-This refers to the unplanned or unintended curriculum
but plays an important role in learning.
You may also click this website:https://simplyeducate.me/2015/01/07/seven-school-curriculum-types-
and-their-classroom-implications/
Zamboanga del Sur Provincial Government College
1st Semester School Year 2021-2022
EXERCISE No. 1
Name:_____________________Course & Year:__________ Date:_______
Direction: Discuss the Sabre-tooth Curriculum and answer the following

questions:
The Sabre-tooth Curriculum

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
____________________________________
1.Does the sabre-tooth curriculum still exist at present? Give examples of

your evidence.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
___________________________
2.Describe the kind of curriculum that exists as described in the article.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
___________________________
3.What does the author mean, when he said “ A curriculum should be
timeless? Explain.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
___________________________
4.What is the difference between education and training?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
___________________________.

EXERCISE No.2

Direction: Is it necessary for teachers to learn about school curriculum?
Why? Write your answer on the space provided below. (10 pts.)
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
________________________________________________________.
Lesson 2: The teacher as a Curricularist

This lesson will bring all of you to an enhanced understanding and realization
of the multifaceted roles of the teacher which relate to the curriculum.
A person who is involved in curriculum knowing, writing, planning,
implementing, evaluating, innovating, and initiating may be designated as
CURRICULARIST.
Lets us find out! 
Are you aware that the teacher’s role in school is very complex?
Teachers do a series of interrelated actions about curriculum, instructions,
assessment, evaluation, teaching and learning. A classroom teacher is
involved with curriculum continuously all day. But very seldom has a teacher
been described as curricularist.
A TEACHER’S role is broader and inclusive of other functions and so a
teacher is a curricularist.
FOR INFORMATION
Let us look at the different roles of the teacher in the

classroom and in the school. The classroom is the first place of curricular
engagement. The first school experience sets the tone to understand the
meaning of schooling through the interactions of learners and teachers that
will lead to learning. Hence, curriculum is the heart of schooling.
Let’s us describe the teacher as a curricularist.
The teacher as a curricularist....
The seven different roles are those which a responsible teacher does in
the classroom everyday! Doing these multi-faced work qualifies a
teacher to be a CURRICULARIST.
EXERCISE No. 1
I am a Teacher! Who Am I as a Curricularist?

Direction: Identify on the blanks provided who am I as a Curricularist based
on the cases presented.
CASE 1: I have a good idea on how to make my learners pay attention to the
lesson. I will use the new idea and find out if it will work.
____________
CASE 2: DepEd sent the standards, competencies and guidlines in teaching

the Mother Tongue in Grade 1 in our school. I will study the use it in the
coming shool year.
_____________
CASE 3: There is so much to do in school day. I seem not able to do all, but I
have to accomplish something for my learners. I have made a daily activity
plan to guide me.
_____________
CASE 4: Knowledge is limitless. What I learned in college is not enough. I

need to know more, so I enrolled in the graduate school to advance my
learning.
______________
CASE 5: At the end of the year, my performance as a teacher is reflected in

the school performance of my students. So I need to provide a monitoring tool
to measure how they are progressing. The result will inform me how I will
address my learner’s weakness and enhance their strengths.
__________________
EXERCISE No.2
Name:____________________Course & Year:__________ Date:_______

Instruction: Choose two(2) from Case 1 to 5 above. Reflect on the case
you have chosen and write your reflections on the box below. (20 pts.each)
MY REFLECTION ON CASE NO._____

EXERCISE No.2
MY REFLECTION ON CASE NO._____

You are now on the 2nd week of this course. Before you start working on the lessons for this week
make sure that you have submitted to your course facilitator the requirements of Week 1.
For this week you will learn Module 2. Read and watch the learning materials below then answer
the Comprehension Check questions and exercises.

Stay Safe Always
Module Overview:
Module 2 describes the school curriculum in terms of its definition, its
nature and scope, which are needed by the teacher as a knower. This
module provides a wider perspective for the teachers about the curriculum in
trems of curriculum approach, curriculum development process, some
curriculum models and the foundations upon which curriculum is anchored.
Lesson 1: The School Curriculum:Definition,Nature and Scope
Read today’s headlines!
You may read this headline by clicking the website
 https://www.philstar.com/headlines/2015/10/15/1511194/luistro-philippines-
ready-k-12-program
 https://mb.com.ph/2020/04/30/role-of-parents-in-the-new-normal-in-
education-crucial-deped/
Comprehension Check:
1. What can you say of these headlines?

______________________________________________________
______________________________________________________
______________________________________________________
___________________________
2. Do these reflect what are going on in our schools?
______________________________________________________
______________________________________________________
______________________________________________________
___________________________
3. What are the implications of each headline to the classroom
curriculum?
______________________________________________________
______________________________________________________
______________________________________________________
___________________________
INFORMATION
Each member of society seems to view school curriculum differently, hence

there are varied demands on what schools should do and what curriculum
should be taught. Some would demand reducing content and shifting
emphasis to development of lifelong skills.
There seems to be confusion about what curriculum should really be.
To have a common understanding of what curriculum really is, this lesson
will present some definitions as given by authors.
Here are some Definitions of Curriculum

http://teslwithaliabidi.blogspot.com/2009/12/definitions-of-curriculum-by-scholars.html
Just click and read this website,this may help you understand the
different definitions of curriculum.
Definitions Of Curriculum By Scholars In The Field
 Tanner (1980) defined curriculum as “the planned and guided learning experiences and intended
outcomes, formulated through the systematic reconstruction of knowledge and experiences under the
auspices of the school, for the learners’ continuous and wilful growth in personal social competence”
(p.13).
 Schubert (1987) defines curriculum as the contents of a subject, concepts and tasks to be acquired,
planned activities, the desired learning outcomes and experiences, product of culture and an agenda
to reform society.
 Pratt (1980) defines curriculum as a written document that systematically describes goals planned,
objectives, content, learning activities, evaluation procedures and so forth.
 Goodlad and Su (1992) define curriculum as a plan that consists of learning opportunities for a specific
time frame and place, a tool that aims to bring about behaviour changes in students as a result of
planned activities and includes all learning experiences received by students with the guidance of the
school.
 Cronbleth (1992) defines curriculum as answering three questions: what knowledge, skills and values are
most worthwhile? Why are they most worthwhile? How should the young acquire them?
 Grundy (1987) defines curriculum as a programme of activities (by teachers and pupils) designed so that
pupils will attain so far as possible certain educational and other schooling ends or objectives.
 Hass (1987) provides a broader definition, stating that a curriculum includes “all of the experiences that
individual learners have in a program of education whose purpose is to achieve broad goals and related
specific objectives, which is planned in terms of a framework of theory and research or past and present
professional practice” (p.5).
Curriculum from Traditional Points of View
https://simplyeducate.me/2014/12/02/a-definition-of-curriculum-from-a-traditional-viewpoint/
To know the different point of view in curriculum from traditional. You

may use this website to facilitate your idea.
TRADITIONAL DEFINITION OF CURRICULUM

If the word curriculum is defined as a written document or a plan of action to accomplish
goals; a body of subjects or a subject matter prepared by teachers in order for the students to learn; a
course of study; syllabus, lesson plan, or a field of study – then these definitions come from the
traditional point of view (Bilbao et al., 2008).
THE ADVOCATES OF CURRICULUM
The following theorists are the advocates of the curriculum concept. Their perspectives helped
shape current understanding of how curriculum is used in meeting educational goals.
 ROBERT M. HUTCHINS
Hutchins believes that college education must be grounded on liberal education while basic education
should emphasize the rules of grammar, reading, rhetoric, logic and mathematics. For him, curriculum
is viewed as permanent studies which explain why some subjects are repeated from elementary to
college, such as grammar, reading, and mathematics.
 ARTHUR BESTOR
Bestor is an essentialist who believes that the mission of the school is to train the intellectual capacity
of learners. Hence, subjects to be offered are grammar, literature, writing, mathematics, science,
history and foreign language.
 JOSEPH SCHWAB
Schwab views that discipline is the sole source of curriculum, and so, the curriculum is divided into
chunks of knowledge which are called subject areas like English, mathematics, social studies, science,
humanities, languages, and others. As a leading curriculum theorist, Schwab used the
term discipline as the ruling doctrine for curriculum development. Therefore, curriculum is viewed as
a field of study and it should only consist of knowledge that comes from the disciplines; for example,
linguistics, economics, chemistry, among others.
In a traditional point of view, teachers are required to write lesson plans

and syllabi. The subjects offered in basic education are grammar, literature,
writing, mathematics, science, history and foreign language which help
develop the intellectual capacities of learners. However, curriculum is viewed
as a field of study in higher education. So, curriculum refers to the degree
programs such as Bachelor of Secondary Education, major in English, BS in
Accountancy, BS in Civil Engineering, MA in Environmental Science, Ph.D. in
Education, major in Curriculum Development, and others.
As a field of study, curriculum consists of domains of knowledge as well
as their research theories and principles, and the foundations (philosophical,
historical, psychological, and social) which are broad in nature. Thus,
curriculum is taken as scholarly and theoretical.
Curriculum from Progressive Point of View
To understand this topic, You may read by clicking it.
this may help you to understand and differentiate the
Progressive to traditional point of view about the curriculum.
https://simplyeducate.me/2014/12/11/curriculum-definition-from-progressivism-point-of-view/
The progressivists disagree with the way curriculum is defined by the traditionalists . For them, if the lesson plans or
syllabi are not actualized or learned by the students, it is not considered as a curriculum. So, curriculum is defined as the total
learning experiences of individuals which means that students be given all the opportunities to apply what they learn.
THE ADVOCATES
 JOHN DEWEY
John Dewey is a famous proponent of progressivism. He argues that reflective thinking is important. It is a tool to unify all the
curricular elements, such as aims, goals, and objectives; subject matter/content; learning experiences; and evaluation
approaches. For him, it is important to test the knowledge or thought through application, or the learning by doing, which
became influential in education. His famous philosophy is pragmatism.
 HOLLIS CASWELL AND DOAK CAMPBELL

Hollis Caswell and Doak Campbell define curriculum as “all experiences children have under the guidance of the teachers.” In
this regard, curriculum should contain all the experiences needed by the children to learn, and a teacher should only act as a
guide or facilitator.
B. OTHANEL SMITH, WILLIAM O. STANLEY, AND J. HARLAN SHORES
Smith, Stanley and Shores share the same view that the curriculum, as the way Caswell & Campbell view it, as “a sequence of
potential experiences set up in the schools for the purpose of disciplining the children and the youth while doing group
activities.”
 COLIN J. MARSH AND GEORGE WILLIS

Colin J. Marsh and George Willis define curriculum as the “experiences in the classroom which are planned and enacted by the
teacher, and also learned by the students”. In this definition, the experiences are done in the classrooms.
In a nutshell, progressivism comes from the word progress, which means making changes, reforms, or improvements toward
better conditions. In the way curriculum is defined and implemented from the progressivists’ perspective, the people
mentioned above have contributed much in educational reforms. They all believe that teachers must provide sets of
experiences that are planned and facilitated by the teachers in order for the students to actualize what they have learned
within or outside the classrooms.
The nature of curriculum has given rise to many interpretations,

depending on a person’s philosophical beliefs.Let us put all these
interpretations in a summary.
CURRICULUM is what is taught in school, a set of subjects, a
content, a program of studies, a set of materials, a sequence of
courses, a set of performance objectives, everything that goes within
the school.It is what is taught inside and outside of school directed
by the teacher, everything planned by school, a series of
experiences undergone by learners in school or what individual
learner experiences as a result of school.In short, Curriculum is the
total learning experiences of the learner, under the guidance of the
teacher.
EXERCISE No. 1
Direction: Traditional or Progressive: What is your View of
Curriculum?
1. What is your own definition of a curriculum? Write down your answer
in the space provided.
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
______________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
______________________________________________________
2. Do you have traditional view of curriculum, a progressive view or

both?Explain your view based on your definition.
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
______________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
______________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Lesson 2: Approaches to school Curriculum

From the various definitions, we realize that curriculum is viewed in many
ways. Let us look back and use the definitions as a way of classifying how
curriculum is viewed. In this lesson, let us look the curriculum the different
perspective of what curriculum is all about. This can be one way of approaching a
curriculum.
https://www.slideshare.net/JunilaTejada/approaches-to-school-curriculum
INFORMATION
Curriculum can be approached or seen in three ways.It can be defined as

content, a process or an outcome.If you examine the definitions provided by the
experts in the field,there are three ways of approaching a curriculum.First, is to
approach it as content or a body of knowledge to be transmitted.Second, is to
approach it as aproduct or learning outcomes desired of learners.Third, is to
approach it as a process or what actually happens in the classroom when the
curriculum is practised.
Here is a link which help you to understand more about this following
topic:
 Three ways of approaching curriculum
 Criteria in the selection of Content
 Guide in the selection of the Content in the Curriculum
 BASIC Principles of Curriculum Content
Link:https://www.slideshare.net/JunilaTejada/approaches-to-school-curriculum
You must click and read this link so that you can proceed to our exercises.

College
Exercise No.1
Direction: Match the CONCEPT IN Column II with the CHOICES in Column
III. Write the letter of your ANSWER in Column I.
I.Answer II. Concepts III.Choices
1.Curriculum as way of doing A. Content
2.Authenticity of the content B. Process
3.Curriculum as the subject matter C. Product
4.Fair distribution of the content D. Validity

across the subject
5.Curriculum as the outcome of E. Balance

learning
6. Seamless flow of content F. Articulation

vertically or horizontally in the
curriculum
7. Evidence of successful teaching G. Sequence
8. Enduring and perennial H.Integration

content,from past to future
9. Allowing the transfer of content to I. Continuity

other fields
10.Arranging of contents from easy J. Learning outcomes

to difficult
Lesson 3: Curriculum Development:Processes and Models

Curriculum is a dynamic process.In curriculum development,there are always
changes that occur that are intended for improvement.To do this, there are
models presented to us from well-known curricularists like Ralph Tyler, Hilda Taba,
Galen Saylor and William Alexander which would help clarify the process of
curriculum development. There are many other models, but let us use the three
for this lesson.
INFORMATION
CURRICULUM DEVELOPMENT PROCESS
Curriculum planning is a complex process where faculty define intended learning outcomes, assessments,
content and pedagogic requirements necessary for student success across an entire curriculum
Curriculum design is a term used to describe the purposeful, deliberate, and systematic organization
of curriculum (instructional blocks) within a class or course. In other words, it is a way for teachers to plan
instruction.
Curriculum implementation therefore refers to how the planned or officially designed course of study is
translated by the teacher into syllabuses, schemes of work and lessons to be delivered to students.
The implementation, as an essential part of curriculum development, brings into existence the anticipated
changes.
Curriculum evaluation refers to an ongoing process of collecting, analyzing, synthesizing, and interpreting
information to aid in understanding what students know and can do. ... Identify procedures for using assessment
information in making decisions focused on improving teaching and learning (data based decision making);
Curriculum Development Process Models

For more deep discussion for this models, just click the following links according
to the curricularists. By that you can easily understand the different curriculum
development process models.
1.Ralph Tyler Model: Four Basic Principles

https://www.slideshare.net/ahmedabbas1121/tyler-model
2. Hilda Taba Model:Grassroots Approach

https://www.slideshare.net/MuhammadJavedIqbal2/model-for-curriculum-development
Curriculum Development Process Models
3. Galen Saylor and William Alexander Curriculum Model

https://developmentofcurriculum.wordpress.com/2017/10/18/the-saylor-and-alexander-model/
EXERCISE No.1
Name:__________________Course & Year:________Date:_______

Direction: Answer the following questions based on the Curriculum
Development Process Models.
1.Describe the model of curriculum development which you
understand well. Write in two paragraphs.
2. What phase of the curriculum process do you find very important as
a teacher? Why?
Lesson 4: Foundations of Curriculum Development

Curriculum Development is anchored on a very solid foundation. Although
considered to be new discipline, its significance in the light of global developments
has now been acknowledge. What philosophical, historical, psychological, and
sociological influences inform the current school curriculum? How do these
foundations reflect the development of curriculum in our 21st century classrooms
and learning environment? Who are the identified curricularists with these
foundations?
Let’s us find out!
INFORMATION
FOUNDATIONS OF CURRICULUM PHILOSOPHICAL FOUNDATION SOCIAL FOUNDATION HISTORICAL

FOUNDATION PSYCHOLOGICAL FOUNDATION
1. PERENNIALISM Aim: To educate the rational person; cultivate intellect Role: Teachers assist
students to think with reason (critical thinking HOSTS) Focus: Classical subjects, literary analysis.
Curriculum is enduring Trends: Use of great books (Bible, Koran, Classics) and Liberal Arts
2. ESSENTIALISM Aim: To promote intellectual growth of learners to become competent Role:

Teachers are sole authorities in the subject area Focus: Essential skills of 3R’s; essential subjects
Trends: Back to basics, Excellence in education, cultural literacy
3. PROGRESSIVISM Aim: Promote democratic social living Role: Teacher leads for growth and
development of lifelong learners Focus: Interdisciplinary subjects. Learner- centered. Outcomes-
based. Trends: Equal opportunities for all, Contextualized curriculum, Humanistic education
4.RECONSTRUCTIONISM Aim: To improve and reconstruct society. Education for change Role:
Teacher acts as agent of change and reforms Focus: Present and future educational landscape
Trends: School and curricular reform, Global education, Collaboration and Convergence, Standards
and Competencies
 He started the curriculum development movement. • Curriculum is a science that emphasizes
students’ needs. • Curriculum prepares learners for adult life. • Objectives and activities
should group together when tasks are clarified.-FRANKLIN BOBBIT (1876-1956)
 Like Bobbit, he posited that curriculum is science and emphasizes students’ needs. •
Objectives and activities should match. Subject matter or content relates to objectives.-
WERRET CHARTERS(1875-1952)
 Curricula are purposeful activities which are child- centered. • The purpose of the curriculum
is child development and growth. He introduced this project method where teacher and
student plan the activities. • Curriculum develops social relationships and small group
instruction.- WILLIAM KILPARTICK(1875-1952)
 Curriculum should develop the whole child. It is child-centered. • With the statement of
objectives and related learning activities, curriculum should produce outcomes. • Emphasized
social studies and suggested that the teacher plans curriculum in advance.-HAROLD
RUGG(1886-1960)
 Curriculum is organized around social functions of themes organized knowledge and learner’s
interest. • Curriculum, instruction and learning are interrelated. • Curriculum is a set of
experiences. Subject matter is developed around social functions and learners’ interests.-
HOLLIS CASWELL(1901-1989)
 Curriculum is a science and an extension of schools’ philosophy. It is based on students’
needs and interests. • Curriculum is always related to instruction. subject matter is organized
in terms of knowledge, skills, and values. • The process emphasizes problem solving.
Curriculum aims to educate generalists and not specialists.-RALPH TYLER (1902-1994)
 She contributed to the theoretical and pedagogical foundations of concepts development and
critical thinking in social studies curriculum. • She helped lay the foundation for diverse
student population.-HILDA TABA(1902-1967)
 He described how curriculum change is a cooperative endeavor. • Teacchers and curriculum
specialist constitute the professional core of planners. • Significant improvement is achieved
through group activity.-PETER OLIVA (1992-2012)
 He is the father of classical conditioning theory, the S-R theory. • The key to learning is early
years of life is to train them what you want them to become. • S-R theory is a foundation of
learning practice called indoctrination.- IVAN PAVLOV (1849-1936)
 He championed the connectionism theory. • He proposed the three laws of learning: - Law of
Readiness - Law of Exercise - Law of Effect • Specific stimulus has specific response.-
EDWARD THORNDIKE (1874-1949)
 He proposed the Hierarchical Learning Theory. Learning follows a hierarchy. • Behavior is
based on prerequisite conditions. • He introduced tasking in the formulation of objectives.-
ROBERT GAGNE (1916-2002)
 Theories of Jean Piaget - Cognitive development has stages from birth to maturity:
Sensory motor stage(0- 2), preoperational stage (2-7), concrete operation stage (7- 11)and
formal operations (11- onwards) • Keys to learning - Assimilation - Accommodation -
Equilibration
 Theories of Lev Vygotsky - Cultural transmission and development - Learning precedes
development - Sociocultural development theory • Keys to Learning - Pedagogy creates
learning processes that lead to development - The child is an active agent in his or her
educational process.
 Gardner’s multiple intelligences - Humans have several different ways of processing
information and this ways are relatively independent of one another - There are eight
intelligences: Linguistic, logico- mathematical, musical, spatial, bodily or kinesthetic,
interpersonal, intrapersonal, and naturalistic.
 Emotion contains the power to affect action. -he called this emotional qoutient.- DANIEL
GOLEMAN
 Gestalt Theory - Learning is explained in terms of “wholeness” of the problem - Human
beings do not respond to isolated stimuli but to an organization or pattern of stimuli. • Keys
to Learning - Learning is complex and abstract - Learners analyze the problem, discriminate
between essential and nonessential data, and perceive relationships. - Learners will perceive
something in relation to the whole. What or how they perceive is related to their previous
experiences.
 He advanced the self- actualization theory and classic theory of human needs. • A child
whose basic needs are not met will not be interested in acquiring knowledge of the world. •
He put importance to human emotions, based on love and trust. • Keys to Learning - Produce
a healthy and happy learner who can accomplish, grow and actualize his or her human self.-
ABRAHAM MASLOW(1908-1970)
 Nondirective and Therapeutic Learning - he established counselling procedures and methods
for facilitating learning. - Children’s perceptions, which are highly individualistic, influenced
their learning and behavior in class. • Key to Learning - Curriculum is concerned with
process, not product; personal needs, not subject matter, psychological meaning, not
cognitive scores.-CARL ROGERS( 1902-1987)
 Society as a source of change • Schools as agents of change • Knowledge as an agent of
change
 Considered two fundamental elements- schools and civil society- to be major topics needing
attention and reconstruction to encourage experimental intelligence and plurality.-JOHN
DEWEY
 Wrote the book Future Shock • Believed that knowledge should prepare students for the
future. • Suggested that in the future, parents must have the resources to teach prescribe
curriculum from home as a result of technology, not in spite of it.(Home Schooling) • Foresaw
schools and students work creatively, collaboratively, and independent of their age.-ALVIN
TOFFLER
For clarification in this lesson, I encourage you to open this link:

https://www.slideshare.net/arjayalteza/foundations-of-a-
curriculum#:~:text=Curriculum%20is%20a%20science%20and,on%20students'%20needs%20and%20inte
rests.&text=Curriculum%20is%20always%20related%20to%20instruction.&text=She%20contributed%20
to%20the%20theoretical,thinking%20in%20social%20studies%20curriculum.
In summary, the foundation upon which curriculum is based are educational

philosophies,historical developments,psychological explanations, and societal
influences. All of these foundations are interrelated to each other.
EXERCISE No.1
Name:______________ Course & Year:________Date:_______
Quick Check! Tag the Person
Question: What significant contribution can you recall about this person?
LEV VYGOTSKY
DANIEL GOLEMAN
WILLIAM
KIPATRICK
HILDA TABA
RALP TYLER
JOHN DEWEY
ABRAHAM MASLOW
CARL ROGERS
FRANKLIN BOBBIT
ALVIN TOFFLER
EXERCISE No.2
Name:__________________Course & Year:________Date:_______
After discussing this lesson, reflect on the following questions.
1.Identify which among the foundations of curriculum, has influenced what

you have learned in school as a college student?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
____________________________________
2.How will the thinking of Abraham Maslow influence your teaching practice
in the future?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
____________________________________
3.Do you agree with Alvin Toffler? Why or Why not?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
____________________________________.
You did it! 

You finish all the exercise for this Week 2.
Congratulations! See you to the next Lesson!
College
You are now on the 4TH week of this course. Before you start working on the lessons for this week
make sure that you have submitted to your course facilitator the requirements of Week 2-3.

Stay Safe Always
Module Overview:
A curriculum as planned sequence of learning experiences should be
at the heart and mind of every teacher. Every teacher as a curriculist should
be involved in designnning a curriculum.In fact, it is one of the teacher’s
roles as a curricularist.As such,you will be a part of the intellectual journey
of your learners. You will be providing them the necessary experiences that
will enable the learner what you intend them learn.
Lesson 1: Fundamentals of Curriculum Designing
Building on Peter Oliva’s 10 Axioms for Curriculum Designers
Before a teacher designs a curriculum, it would be of

great importance to connect to the fundamental
concepts and ideas about the curriculum mentioned in
Module 1 and 2. Every curriculum designer,
implementer, or evaluator should take in mind the
following general axioms as a guide in curriculum
development (oliva,2003)
Here are the 10 Axioms that you should know!
https://www.slideshare.net/Cutterpillows81/10-axioms-of-curriculum-change
Just click and read this website,this may help you to identify the
fundamentals of curriculum designing.
College
INFORMATION
Building upon the ideas of Oliva, let us continue learning how to

design a curriculum by identifying its components.For most curricula the
major components or elements are answers to the following questions:
1. What learning outcomes need to be achieved?(Intended Learning Outcomes)

2. What content should be included to achieve the learning outcomes? (Subject matter)
3. What learning experiences and resources should be employed?(Teaching-Learning Methods)
4. How will the achieved learning outcomes be measured?(Assessment of Achieved Learning
Outcomes)
Elements or Components of a Curriculum Design
 There are many labels or names for curriculum design. Some would call it a syllabus or a lesson
plan. Some would call it a unit plan or course design. Whatever is the name of the design, the
common components for all of them are almost the same. However,some schools, institutions or
departments may add other minor parts or trimmings to the design.
Let us take the Lesson Plan as a miniscule curriculum.a lesson plan or teaching guide includes (1.)
Intended Learning Outcomes (ILO) OR THE Desired Learning Outcome (DLO) formerly labelled as
behavioral objectives, (2.) Subject Matter or Content (3.) Teaching and Learning Methods, and ( 4)
Assessment Evaluation.Each of these components or elements is described below.
You may click this link for the elements or Components of Curriculum Design
https://prezi.com/h24m-qzl7zil/elementscomponents-of-a-curriculum-design/
College
EXERCISE No.1
Name:_________________ Course & Year:________Date:_______
Direction: Which of the concepts do you clearly understand? Answer YES

OR NO to the questions that follow.
Questions Answer
As a curricularist and curriculum YES OR NO

designer........................
1. Do you think, curriculum change is

inevitable?
2. Does curriculum change not consider the

existing one?
3. Should curriculum be designed only by one

person?
4. Should any change in curriculum include an

evaluation process?
5. Does curriculum change mean total

overhaul?
6. Should learning outcomes be considered

first before the content?
7. Should teaching methods consider only the

expertise of the teacher?
8. Are time tested methods like inductive and

lecture no longer useful?
9. Should contents be updated and relevant?
10. Is there only one design that a teacher

should know?
If You got 10 correct answer out of 10 items,CONGRATULATIONS!

You are now ready to move to the next lesson.if otherwise,, you need
to review this lesson.
GOOD LUCK! See you to the next Lesson
College

Stay Safe Always
Lesson 2: Approaches to Curriculum Designning

You have started to be familiar with the preliminaries of making a
sample design through a lesson plan components. You will further enrich
your knowledge by looking into how other curricularits approach the
curriculum design. In this lesson, we will see how several examples of
curiculum designs are used in the schools and classrooms.
Here are the types of Curriculum Design Models
Types of Curriculum Design Models

There are many ways of looking at curriculum and designning one. For our own purposes,let us focus on
the most widely used examples.
1. Subject-Centered Design
1.1 subject design
1.2 discipline design
1.3 correlation design
1.4 brod field design/ interdisciplinary
2. Learner-Centered Design
2.1 Child-centered design
2.2 Experience-centered design
2.3 Humanistic design
3. Problem-Centered Design
3.1 Life-Situation design
3.2 Core problem Design
College
These are some examples of curriculum designs. There are may more which are emerging and those that
have evolved in the past. This example given may be limited, however, for our purposes, they can very
well represent curriculum designs.
To know the meaning of each subtopic, you may click this website
https://prezi.com/xlt4rdgdivsc/types-of-curriculum-design-
models/?frame=b2a1226bf4b15023e4dd09dd41e9c8601b260a19
Approaches to Curriculum Design
How will a particular design be approached by the teacher? After writing a curriculum
based on the specific design, let us see how a teacher will approach this. We will find out the
utilization of the example design.
To identify and analyze the approaches in the light of how these are applied in the
school setting, you may click and read the website.For your deep understanding.
https://tophat.com/blog/curriculum-development-models-
design/#:~:text=There%20are%20three%20basic%20types,as%20mathematics%2C%20literature%20or%
20biology.
You have already know about this lesson. You may now proceed to
your exercises. GET READY! 
GOOD LUCK!
College
EXERCISE No.1
Name:_________________Course & Year:________Date:_______
Direction: Identify what kind of design and approach are utilized in the
following description. Write your answer in space provided.
______________1. Only students who master the subject content can

succeed.
______________2. Students are encouraged to work together to find
answers to their task.
______________3. No learner is left behind in reading, writing, and
arithmetic.
______________4. School means survival of the fittest.
______________5. Teacher extends class because the children have not
mastered the lesson.
______________6. Lesson deals with findings solution to everyday problem.
______________7. Differentiated instruction should be utilized for different
ability groups.
______________8. Accumulation of knowledge is the primary importance in
teaching.
______________9. Learning how to learn is observable among students.
______________10. Students are problem-finders and solution-givers.
College
EXERCISE No.2
Name:_________________Course & Year:________Date:_______
Direction: Choose one(1) statement and reflect on it. What do you think
and feel about it? Write you answer in paper image display
Statement No.1: “Schools that approach the curriculum as subject-

centred, make robots out of the students.
Statement No. 2: “in schools where child-centeredbess is the approach,

discipline is weak”.
Statement No.3: “Students are too young to solve life’s problem, why
should they do problem solving in school?”
College

Stay Safe Always
Lesson 3: Curriculum Mapping

A curriculum design is reflected in a written curriculum either as a
lesson syllabus, unit paln or a bigger curriculum like K to 12. Before
ateacher shall put this plan or design into action,he/she must need to do a
curriculum map.
This lesson will teach us, curricularists, an important process and tool on
curriculum development which is Curriculum mapping and Curriculum Maps.
INFORMATION
CURRICULUM MAPPING is the process indexing or diagraming

a curriculum to identify and address academic gaps, redundancies, and
misalignments for purposes of improving the overall coherence of a course
of study and, by extension, its effectiveness (a curriculum, in the sense that
the term is typically used by educators, encompasses everything that
teachers teach to students in a school or course, including the instructional
materials and techniques they use).
In most cases, curriculum mapping refers to the alignment of learning
standards and teaching—i.e., how well and to what extent a school or
teacher has matched the content that students are actually taught with the
academic expectations described in learning standards—but it may also refer
to the mapping and alignment of all the many elements that are entailed in
educating students, including assessments, textbooks, assignments, lessons,
and instructional techniques.
There are many ways of doing things, according to what outcome one needs to produce.This is
also true with curriculum mapping. However,whatever outcome (map) will be made, there are
suggested steps to follow.
Here the suggested steps you should know, you can click this website.
 http://www.ascd.org/publications/books/197135/chapters/Procedures-for-Curriculum-
Mapping.aspx
You have already know the possible steps to in curriculum mapping.
Lets take a look for Curriculum Map Examples
 https://www.deped.gov.ph/wp-content/uploads/2019/01/Science-CG_with-tagged-sci-
equipment_revised.pdf
College
Direction: Make a wise decision. Show me that you understood the lesson. Know the
difference between YES and NO answer to each of the question.
Question Answer
1.Does curriculum mapping help a teacher underestand

what to accomplish within the period of time
2.Is curriculum map a permanent document
3.Can a curriculum map help explain to parents what

their children are learning in school?
4. Is curriculum mapping a task of only one teacher.
5. Can a curriculum map as a tool be used in instructional

supervision?
CONGRATULATIONS! You are about to end this lesson.

You may now proceed for your last exercise for this week.
GOOD LUCK! See you to the next lesson
For this week you will learn “The teacher as Curriculum Implementor and Manager. Read and
watch the learning materials below then answer the Comprehension Check questions and exercises.
Stay Safe Always
Module Overview:
The next step after a curriculum planning and designning is to
implement it.
As a teacher, this is one of the major roles that you do in the school.
Many of the curricula that you use may have been recommended and written
down. Your task is to implement such. Daily your plan should be ready for
implementation.The success of learning depends on your implementation
effort.
Good luck, Teachers
Lesson 1: Implementing the Designed Curriculum as Change

Process
We hear teachers say:” here goes again,another curricular change! We

are already overloaded! Why do we have to do this?
-this is a common voice that we hear from teachers and curriculum
implementors.But as we mentioned earlier,change is inevitable in curriculum
development.To be relevant, we need to change-a change for the better and
it can be obviously seen through implementation.
INFORMATION
Defined Curriculum Implementation

 means putting into practice the written curriculum that has been
designed n syllabi, course of study, curricular guides and
subjects. It is a process wherein the learners acquire the
planned or intended knowledge, skills, and attitudes that are
aimed at enabling the same learnrs to function effectively in
society.(SADC MoE Africa, 2000)
 This term refers to the act of working out the plans and
suggestions that have been made by curriculum specialists and
subject experts in a classroom or school setting. Teachers are
the main curriculum implementers, while at the same time
students, parents, school administrators can be directly or
indirectly involved in the implementation process.
 https://www.igi-global.com/dictionary/curriculum-implementation-and-teacher-
motivation/48971
Curriculum Implementation as a Change Process and

Categories of Curriculum Change
To analyze and to explain the curriculum implementation, please
read and click this website, it may help you to understand this topic
so that you can easily answer all the exercises in this lesson.
https://www.slideshare.net/RizzaLynnLabastida/implementing-the-curricilum
Let’s play a PERFECT MATCH
In column A are concepts about curriculum implementation. Connect a line
from box on the left A to the arrow on the right B of the correct match.
COLUMN A COLUMN B
Concept Meaning/Description
Minor curriculum change like the use of e

IMPLEMENTING portfolio instead of portfolio as an artifact.
Progressive steps from orientation to

reflection about the curriculum that is a
RESTRUCTURING characteristic of curriculum
implementation.
Major curriculum change like shifting from

face to face to on line in the delivery of an
DEVELOPMENT academic program.
Curriculum process of putting into action

what has been planned and designed.
ALTERATION
Process that ensures that the curriculum

brings about something different and
CHANGE PROCESS better than before in the desired learning
outcomes
For this week you will learn “The teacher as Curriculum Implementor and Manager. Read and watch
the learning materials below then answer the Comprehension Check questions and exercises.
Stay Safe Always
Lesson 2: Implementing a Curriculum Daily in the Classrooms

A teaching activity is like implementing a miniscule curriculum. A
daily lesson is based on a planned or written curriculum, which will be put to
action by the teacher in the classroom.Before the lesson ends the teacher
must find out if the students have truly learned.
Let us see how this process will be shown.
Let’s take a look for this website. You may now click and understand the curriculum in the daily
classroom.
hz
https://prezi.com/eiwhuuxodhsk/implementing-a-curriculum-daily-in-the-classroom/
1.What is the first level of knowledge in Bloom’s taxonomy?

________________________________________________________
________________________________________________________
________________________________________________________
______________________________
2. What is the highest level of cognition in the Revised Bloom’s
Taxonomy?
________________________________________________________
________________________________________________________
________________________________________________________
______________________________
3.Who provided a visual model to show what instructional support can
best support can best enchance learning?
________________________________________________________
________________________________________________________
________________________________________________________
______________________________
4.Who was Bloom’s student who revised his taxonomy of objectives?
________________________________________________________
________________________________________________________
________________________________________________________
______________________________
5. Who is the frontline curriculum implementor?
________________________________________________________
________________________________________________________
________________________________________________________
______________________________
College
make sure that you have submitted to your course facilitator the requirements of Week 4-5
Stay Safe Always
Lesson 3: The role of Technology in Delivering the Curriculum
After learning fundamental concepts about the curriculum-its nature

and development, comes the practical phase of curriculum implementation.
Appropriately, the significance of technology in curriculum development
deserves discussion.
Let’s learned together! You may now click this website for more information about the role of
technology in delivering the curriculum.
hz
https://www.slideshare.net/ArthurAnuada/the-role-of-technology-in-delivering-a-curriculum
1. What is the role of technology in curriculum delivery?
______________________________________________________
______________________________________________________
______________________________________________________
2. How the technology help in curriculum delivery?
______________________________________________________
______________________________________________________
______________________________________________________
3. What are the factors in Technology Selection?
______________________________________________________
______________________________________________________
______________________________________________________
___________________________.
EXERCISE No. 1
In a proposed mastery approach to instruction, the teacher (a.) presents the

lesson to the whole class (b) assesses if learners attained mastery of the
lesson (c) provides enrichment activities with the use of media technology
(d) re-mediates the non mastery student (e) moves on the next lesson.
1. How is the mastery approach better than the traditional one?

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
___________________________
2. The mastery approach appeares time-consuming and difficult.Do you
believe practice and experience can overcome these difficulties?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
___________________________
3. How can technology help in enrichment activities?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
___________________________
4. Should the effective use of media be also assessed by the teacher?
Why?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
___________________________
make sure that you have submitted to your course facilitator the requirements of Week 4-5
Stay Safe Always
Lesson 3: Stakeholders in Curriculum Implementation

Who are involved in curriculum and curriculum development?
These are the persons who we call the stakeholders.Stakeholders are
individuals or institutions that are interested in the curriculum. They get
involved in many different ways. You must be one of them. Together with
the teachers, school managers, parents and even the whole community have
interest in the curriculum.
We will all meet them in this lesson.
Curriculum Stakeholders
hz
1. Learners are the core of the curriculum.
2. Teachers are curricularists.
3. School leaders are curriculum managers
4. Parents
5. Community as teh Curriculum Resources and a Learning Environment
6. Other Stakeholders in Curriculum Implementation and Development
For more information and clarification about this lesson. You may open this website:
https://www.slideshare.net/RizzaLynnLabastida/lesson-4-stakeholders-in-curriculum-
implementation
1. What is your idea about the stakeholders?

______________________________________________________
______________________________________________________
______________________________________________________
___________________________.
2. What are the other stakeholders in Curriculum Implementation?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
___________________________.
3. Why are school administrator and curriculum managers important to
curriculum implementation?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
____________________________________
4. To what extent are the students involved in curriculum development?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
____________________________________
5. What do you think of this statement of former First Lady Hillary
Clinton. “It takes the whole village to educate the child”
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
____________________________________
EXERCISE No. 1
QUESTION FOR REFLECTION
If all the stakeholders contribute positively in curriculum implementation, do

you think, curriculum change or development will succeed? Why?
For this week you will learn “Curriculum Evaluation and the Teacher” Read and watch the learning
materials below then answer the Comprehension Check questions and exercises.
Stay Safe Always
Module Overview:
This module is all about curriculum evaluation in the context of its
definitions and the role of the teacher as an evaluator. It will present the
ways of evaluating the curriculum as written, planned or implemented. It will
reference popular curriculum models currently used in educational programs
here and abroad.
Curriculum evaluation is a component of curriculum development that
responds to public accountability. It looks inti educational reforms or
innovations that happen in the teacher’s classrooms, the school, district,
division or the whole educational system as well. It is establishing the merit
and worth of a curriculum. Merit refers to the value and worth of the
curriculum. Test result will only be used as one of the pieces of evidence of
evaluation. For in the end, the purpose of evaluation is to improve and not
to prove.
Lesson 1: What, Why and How to Evaluate a Curriculum
INFORMATION
You may now watch this video for your clear understanding what is
curriculum evaluation, why do we need to evaluate a curriculum and
how do we evaluate curriculum
https://www.youtube.com/watch?v=JX9xzRC1n9A
CURRICULUM EVALUATION MODELS
1. BRADLEY EFFECTIVENESS MODEL

In 1985, L.H. Bradley wote a hand book on Curriculum Leadershi and Development.This book provides
indicators that can help measure the effectiveness of a developed or written curriculum. Fopr purposes of the
classroom teachers, some of the statements were simplified.
2. Tyler Objectives Centered Model

Ralph Tyler in 1950 proposed a curriculum evaluation model which until now continues to influences many
curriculum assessment processes.His monograph was entitled Basic Principles of Curriculum and
Instruction.
3. Daniel Stuffebeam’s Context,Input,Process Product Model (CIPP)

-was a product of the Phi Delta Kappa committee chaired by Daniel Stufflebeam. The model made
emphasis that the result of evaluation should provide data for decision making.
4. Stake Responsive Model
-is oriented more directly to program activities than program intents. Evaluation focuses more on the
activities rather tahn intent or puposes.
5. Scriven Consumer Oriented Evaluation
-in 1967 introduced this evaluation among many others when eduaction products flooded the
market.Consumers of educational products which are needed to support an implemented curriculum often
use consumer oriented evaluation.
Using the checklist for instructional material review or evaluation may help any curricularist
make decision as to which textbook, modules or any instructional support material will be used,
revised, modified or rejected.
1. What is curriculum Evaluation?

______________________________________________________
______________________________________________________
______________________________________________________
___________________________
2. Why do we need to evaluate a curriculum?
______________________________________________________
______________________________________________________
______________________________________________________
___________________________
3. How do we evaluate curriculum?
______________________________________________________
______________________________________________________
______________________________________________________
___________________________
Stay Safe Always
Lesson 2: Curriculum Evaluation through Learning Assessment
We have gone a long way in understanding, interpreting and applying

teh concept of curriculum development. We will continue to understand that
curriculum can be evaluated right in the teacher’s classroom. Finding out if
the planned, written, implemented curriculum are functioning as intended in
the assessment of learning is very crucial.
Let us find out in this lesson, that assessment of learning is an
evaluation process that tells whether the intended learning outcomes,
throught the teaching learning process, have been converted into achieved
learning outcomes. We will also find out taht lerning outcomes can be
measured through the use of different assessment tools.
Achieved Learning Outcomes
-is defined in outcomes- based education as a product of what have been intended in the beginning of the
hz
learning process.Indicators of the learning outcomes which are accomplished are called achieved learning
outcomes. Standards and competencies are used as the indicators and measures of these outcomes.
Our country has established the Philippines Qualification Framework (PQF) as a standard whick will
be aligned to the ASEAN Reference Qualification Framework (ARQF) for the comparability of the learning
outcomes at the different levels.
The Philippine Educational is divided into eight levels. In each level, the
learners are expected to achieve specific standards and competencies of the
learning outcomes.The eight level of complexity of learning outcomes are
based on three domains.
 Knowledge, skills and Values
 Application
 Responsibility-degree of independence
After finishing Grade 11, the learner must have achieved Level 1 of the
learning outcomes, Grade 12, the level of complexity of learning
outcomes achieved is labelled as level 2. Using these three domains
these are described in the matrix below
The degree programs for tertiary education are issued by the Commission on
Higher Education (CHED).There are three levels of competency domains for
the baccalaureate,masters and doctorate degrees.
1.What are the three domains?

________________________________________________________
________________________________________________________
________________________________________________________
______________________________.
2.How many level does the Philippines Educational System have?
________________________________________________________
________________________________________________________
________________________________________________________
______________________________.
3.What are the expectation of the learners in each level?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_______________.
INFORMATION
KNOWLEDGE, PROCESS,UNDERSTANDING,PERFORMANCE(KPUP)
LEVELS OF LEARNING OUTCOME
TYPES OF TESTS TO MEASURE KNOWLEDGE,PROCESS AND UNDERSTANDING
Knowledge, Process, Understanding, Performance reflect different learning outcomes that are
arranged in hierarchy or complexity. Knowledge being the basic level of learning outcomes and
Performance being the advanced level of learning outcomes.
You may now click this website for more information about this lesson:
https://www.slideshare.net/rizieljoanne/joanne-39863322
1. What is KPUP?
________________________________________________________
________________________________________________________
________________________________________________________
______________________________
2.What are the types of tests used in knowledge level?
________________________________________________________
________________________________________________________
________________________________________________________
______________________________
3.What are performance assessment tools?
________________________________________________________
________________________________________________________
________________________________________________________
______________________________.
For this week you will learn “Curriculum Evaluation and the Teacher” Read and watch the learning
Stay Safe Always
Lesson 3: Planning,Implementing and Evaluating;Understanding the

Connections
Does curriculum development end with evaluation? Yes according to

some models presented by Hilda Taba and Ralph Tyler. However, sice
curriculum development is a continuous process, it can also be viewd like
PIE.PLANNING, IMPLEMENTING, AND EVALUATING (PIE) is a cyclical process
which means that after evaluating, the process of planning starts again.
INFORMATION
The Evaluation Cycle: The Connections

Planning, Implementing and Assessing are three processes in

curriculum development that are taken separately but are
connected to each other.The cycle continues as each is
imbedded in a dynamic change that happens in curriculum
development.
Planning is an initial step in curriculum development.
It includes determining the needs through an assessment. Needs

would include those of the learners, the teachers, the community
and the society as these relate to curriculum.After the needs have
been identified, the intended outcomes are set. Intended outcomes
should be SMART, SPECIFIC, MEASURABLE, ATTAINABLE, WITH
RESULT AND WITH IN THE FRAME OF TIME.
The planned curriculum which was written should be

implemented.It has to be put into action or used by a
curroculum implementor who is the teacher. Curriculum
plans should not remain as a written document.It will
become useless.
Teacher can execute this with the help of

instructional materials, equipment, resources materials and
enough time.The curriculum implementor must also see to it
that the plan which serves as a guide is executed correctly.
.
The focus of this chapter is evaluation after

planning, and implementation was done.It is very necessary
to find out at this point, if the planned or written
curriculum was implemented successfully and the desired
learning outcomes were achieved.
Curriculum evaluation as a big idea may follow

evaluation models which can be used for programs and
projects.These Models discussed in the previous lesson
guide the process and the corresponding tools that will be
used to mesure outcomes.
What has been PLANNED, should be IMPLEMENTED and what has been implemented be
EVALUATED.
Finally the PIE. The cyclical flow of the three processes in curriculum development is very easy
to remember and follow. As a curricularist, these guiding ideas clarify our understanding that one
cannot assess what was not taught, nor implement what was not planned.PLAN then IMPLEMENT
then EVALUATE and the next cycle begins.
College
EXERCISE No. 1
“Is the teacher’s life a series of planning, implementing, and evaluating? Will
this improve teaching? Why?
For this week you will learn “Curriculum Development Reforms and Enhancement”. Read and watch
Stay Safe Always
Module Overview:
This module brings you to some curricular developments reforms and
enchancement. As the Philippine education braces itself with the ASEAN and
the rest of the world,there is a need to embark on enhancement and reforms
in the curriculum. As a curriculum knower,designer, implementor, and
evaluator, substantial knowledge of some of these reforms is necessary.
Lesson 1: The Enhanced Basic Education Act pf 2013 (K TO 12)
Curriculum designers need to enchance the curriculum and propose
curricular innovations to respond to the changing educational landscape in
the country as well as in other parts of the globe. It is most necessary that
as a future curricularist and a teacher, you should be familiar with what is
happening and will happen in our curriculum. There is no substitute for being
READY and INFORMED.
In this lesson you gain comprehensive understanding of the K to 12 Basic Education

Curriculum reforms. By this website it clearly stated and discuss our lesson for this week. You
may now start reading.
Content for this website are the following:
 K-12 curriculum
 Employability of Filipino high school graduates
 The K to 12 curriculum
 Curriculum Tracks
 Core Curriculum
https://www.slideshare.net/RizzaLynnLabastida/the-enhanced-basic-education-act-of-2013-
1.Are the existing realities enough justification for the implementation
k12#:~:text=K%2D12%20program%20Makes%20the,entrepreneurship%2C%20or%20higher%20education%20stud
ies. of Kto 12? Why and why not? Write your answer below.
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________.
College
For this week you will learn “Outcomes-Based-Education:Basis for Enhanced Teacher Education
Curriculum”. Read and watch the learning materials below then answer the Comprehension Check
questions and exercises.
Stay Safe Always
Module Overview:
Outcome-based eduaction (OBE) became the fundamental philosophy
of higher eduaction in the Philippines lately. All curricula including that of
teacher eduction will be be anchored on the concept of OBE in terms of
course designing, instructional planning, teaching and assessing students
learning.This module will give you the opportunity to understand what OBE
is all about and relate the same to teacher eduaction curriculum as future
teachers.
Lesson 1: Outcomes-Based Education for Teacher Preparation

Curriculum
Why do we hear a lot of educators talking about OBE? What is

Outcome-Based Education about? Should curriculum for teacher preparation
be influenced by this?Why? How will OBE address the 21st century teachers?
INFORMATION
DEFINITION OF OUTCOMES BASED EDUCATION (OBE)

Outcome-based education is a model of education that rejects the traditional focus on what
the school provides to students, in favor of making students demonstrate that they "know and are able
to do" whatever the required outcomes are.
OBE reforms emphasize setting clear standards for observable, measurable outcomes. Nothing
about OBE demands the adoption of any specific outcome. For example, many countries write their
OBE standards so that they focus strictly on mathematics, language, science, and history, without ever
referring to attitudes, social skills, or moral values.
To define and clarify further, answers to the following qustions should be addrerssed by the
teachers.
1. What do we want these students to learn?
2. Why do we want students to learn these things?
3. How can we best help students to learn these things?
4. How will you know when the students have learned?
Spady premised that in Outcomes-Based Education;

 All students can learn and succeed, but not at the same time or in the same way.
 Successful learning promotes even more successful learning.
 Schools and teachers control the conditions that will determine if the students are
successful in school learning.
You may also click this website for more information:

https://www.slideshare.net/RizzaLynnLabastida/basic-enhanced-teacher-education-curiculum
Lets take a look for this lesson. You may now click and read this website for your deep understanding
Teaching Learning OBE;
https://www.slideshare.net/RizzaLynnLabastida/teaching-learning-in-obe
Assessment of Learning Outcomes in OBE
https://www.slideshare.net/RizzaLynnLabastida/assessment-of-learning-outcomes-in-obe
1.What is Outcome-Based Education about?

________________________________________________________
________________________________________________________
________________________________________________________
______________________________
2.How will OBE address the 21st century teachers?
________________________________________________________
________________________________________________________
________________________________________________________
______________________________
3.What are the four essential principles in OBE?

________________________________________________________
________________________________________________________
________________________________________________________
______________________________
4. Why do we hear a lot of educations talking about OBE?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
__________________________________________________.
5.Does the students benefit of the Outcome-Based Education?Why?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________.
For this week you will learn “Curriculum Development Reforms and Enhancement”. Read and watch
Stay Safe Always
Lesson 2: Enchanced Teacher Education Curriculum Anchored on

OBE
As teacher education curriculum initiatives gear towards
globalization, contextualization, inidigenization and other reforms or
enhancements, a lot of harmonization is being done by educators,
curriculum specialists, faculty, teachers, students, and all stakeholders.
Outcomes-Based Education as a philosophy, system and classroom practice
gives avery strong signal in the reconceptualization of the teacher education
curriculum.
Let us learn how a teacher education curriculum embraces the
philosophy, system and classroom practice of OBE.
INFORMATION
Here are the following topics that you should know, all of them are in one ppt presentation.You may
now click or copy this link
https://www.slideshare.net/lemuellucaban/enhanced-teacher-education-curruculum-anchored-on-
obe-mrbalana
Teacher Education Curriculum Anchored on OBE
Competencies for all future teachers in the teacher education curriculum
Content and pedagogy to Achieve the Outcomes

In summary the teacher eduaction curriculum that approaches

the OBE model for classrooms practice begins with the end in
view by establishing the program outcomes at the start. It is
followed by the Course Content,Pedagogy, and Assessment.But
the three components are linked to each other.
1.What could be a teacher education in curriculum that anchors itself

on outcomes-based education?
________________________________________________________
________________________________________________________
________________________________________________________
______________________________.
2.How will these competencies enchance the attributes of a teacher
education graduate?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
3. What competencies must one acquire to be able to address these
concerns?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
4. How will we know that students have arrived or achieved the
learning outcomes enumerated in last slide?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
For this week you will learn “Curricular Landscape in the 21st Century Classrooms”. Read and watch
Stay Safe Always
Module Overview:
a dramatic technological revolution ushered the 21st century. We live
in a society that has become diverse, globalized, complex and media-
saturated. Current education breaks the mold that we know of the past.It
has to be flexible, creative challenging and complex. Module 8 makes
students aware of the current landscape in curriculum and the skills taht the
curriculum have to develop.
Lesson 1: The 21ST Century Curricular Landscape in the Classrooms

The world has shrunk because of technology.Classrooms have
become virtual and global.Current students are facing emerging issues like
global warming,poverty, health issues, war,population growth and many
more.What would all of these require?
INFORMATION
Here are the content in this lesson:
 Emerging Curricula of the 21st Century Learners

 Need to develop 21st century Skills of Learners in the Curriculum
You may now copy or click this website for your understanding in this module.
https://www.slideshare.net/RizzaLynnLabastida/21st-century-curricular-landscape-67540287
On the other hand,Howard Gardner (2006) from his book five minds
of the future B, sees that the five frames of thinking which would help in the
development of thinking skills. Each frame of thinking is attritubated to the
type of mind the learner has to use in order to survive the future.
For this week you will learn and know about Training Methodology II”. Read and watch the learning
Stay Safe Always
Module Overview:
This module covers knowledge, skills and attitude required to develop,
modify/customize training curriculum. It includes establishing training
requirements, identifying the learner, and developing, modifying,
customizing and finalizing training curriculum. This self-paced course is one
of the competencies in Trainers Methodology II.
What is Trainers Methodology?
Trainers Methodology Level I (TMI)

1. The Trainers Methodology Level I consists of competencies a TVET trainer
or assessor must achieve, such as plan training sessions, facilitate learning
sessions, supervise work-based learning, conduct competency assessment,
maintain training facilities and utilize electronic media in facilitating training.
*A person who has achieved this qualification is competent to be a TVET
Trainer / Technical Trainer, Training Facilitator / Coordinator and
Competency Assessor.
Trainers Methodology Level II
2.The Trainers Methodology Level II consists of competencies a TVET trainer
or technical trainer performing function as training designer/developer must
achieve. ... A person who has achieved this qualification is competent to be
a Curriculum Designer, Instructional Designer, and Training Designer /
Developer.
http://202.90.158.78/course/index.php?categoryid=22#:~:text=The%20Trainers%20Methodology%20Level%20II,tr
aining%20designer%2Fdeveloper%20must%20achieve.&text=A%20person%20who%20has%20achieved,%2C%20a
nd%20Training%20Designer%20%2F%20Developer.
Training Regulations (TR) – a TESDA-promulgated document that serves
as basis for which the competency-based curriculum and instructional
materials and competency assessment tools are developed. This document
represents a specific qualification. It defines the competency standards for a
national qualification and how such qualification can be gained, assessed and
be given recognition.
The Training Regulations (TR) serve as basis for the:

1. Competency assessment and certification;
2. Registration and delivery of training programs; and
3. Development of curriculum and assessment instruments.
Each TR has four sections:
Section 1 Definition of Qualification - refers to the group of competencies
that describes the different functions of the qualification.
Section 2 Competency Standards - gives the specifications of competencies
required for effective work performance.
Section 3 Training Standards - contains information and requirements in
designing training program for certain Qualification. It includes curriculum
design, training delivery; trainee entry requirements; tools equipment and
materials; training facilities; trainer’s qualification and institutional
assessment.
Section 4 National Assessment and Certification Arrangement - describes the
policies governing assessment and certification procedure.
You may now click the sample of training regulations in Agriculture Production.
https://tesda.gov.ph/Downloadables/Organic%20Agriculture%20Production%20NC%20II.pdf
1.What does training methodology mean?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
2.How the training regulations (tr) use in training methodology II?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
Self-Assessment Guide (SAG) – a pre-assessment tool to help the
candidate and the assessor determine what evidence is available,
where gaps exist, including readiness for assessment.
This document can identify the candidate’s skills and knowledge;
highlight gaps in the candidate’s skills and knowledge;
provide critical guidance to the assessor n the evidence that needs to
be presented;
provide guidance to the candidate on the evidence that needs to be
presented;
and assist the candidate to identify key areas in which practice is
needed or additional information or skills should be gained prior to the
assessment.
For more information or for elaboration about this topic, you may now click this
website. https://tesda.gov.ph/Download/Self_Assessment?Searchcat=Self-Assessment+Guides. You can
see what does self assessement look like.
1.Does self-assessment Guide help the candidate?

________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________
2.How does the Self-assessment identify candidate skills and
knowledge?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________
3.What is the purpose of self-assessment guide?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________.
College
EXERCISE 1
“How important the training and development in the

workplace and to yourself?”
Did you learn from this semester?

I want you to congratulate that you made your best to finish this lessons
for this first semester.

Course Packet in Cur. Dev

Uploaded by

Copyright:

Available Formats

Course Packet in Cur. Dev

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Course Packet in Cur. Dev

Uploaded by

Copyright:

Available Formats

COURSE

(Cur. Dev.) Curriculum

GENERAL EDUCATION INSTRUCTORS

Welcome to the 1st Semester at

This course packet is very relevant

Let’s work hand in hand for the

1.1 The School Curriculum: Definition, Nature, and Scope

Lesson 2: Approaches to School Curriculum

Lesson 3: Curriculum Development Processes and Models

Lesson 4: Foundations of Curriculum Development

1.1 Fundamentals of Curriculum Designing

Lesson 2: Approaches to Curriculum Designing

Lesson 3: Curriculum Mapping

Lesson 4: Implementing the Curriculum

1.1 Implementing the designed Curriculum as a change process

Lesson 2: Implementing a Curriculum Daily in the Classrooms

Lesson 3: The role of Technology in delivering the Curriculum

1. 1 What, Why, and How to Evaluate a Curriculum

Lesson 2: Curriculum Evaluation through Learning Assessment

2.1 The 21st century curricular Landscape in the Classroom

GOOD LUCK and GOD BLESS! 

Lesson 1: Curriculum in School

How the teacher important in curriculum implemantion?

Note: Take some time to read or to watch “The Sabre-Tooth Curriculum by

You may also watch this video:

This story was written in 1939. Curriculum then, was seen as a

2. Does the teacher important in curriculum? Why?

3. How can you describe New- Fist-Hammer?

In our current Philippine Educational System, different schools are

In whatever levels of schooling and in various types of learning

TYPES OF CURRICULA IN SCHOOLS

1. Recommended Curriculum-Perhaps you have asked these questions: Why

2. Written Curriculum-This refers to a lesson plan or syllabus written by

Name:_____________________Course & Year:__________ Date:_______

Direction: Discuss the Sabre-tooth Curriculum and answer the following

The Sabre-tooth Curriculum

1.Does the sabre-tooth curriculum still exist at present? Give examples of

1st Semester School Year 2021-2022

Name:_____________________Course & Year:__________ Date:_______

Lesson 2: The teacher as a Curricularist

Let us look at the different roles of the teacher in the

Name:_____________________Course & Year:__________ Date:_______

I am a Teacher! Who Am I as a Curricularist?

CASE 2: DepEd sent the standards, competencies and guidlines in teaching

CASE 4: Knowledge is limitless. What I learned in college is not enough. I

CASE 5: At the end of the year, my performance as a teacher is reflected in

Name:____________________Course & Year:__________ Date:_______

MY REFLECTION ON CASE NO._____

Name:____________________Course & Year:__________ Date:_______

MY REFLECTION ON CASE NO._____

To you my dear student,

GOOD LUCK and GOD BLESS! 

Read today’s headlines!

You may read this headline by clicking the website

1. What can you say of these headlines?

Each member of society seems to view school curriculum differently, hence

Here are some Definitions of Curriculum

Definitions Of Curriculum By Scholars In The Field

To know the different point of view in curriculum from traditional. You

TRADITIONAL DEFINITION OF CURRICULUM

Name:_____________Course & Year: Date:_

Name:_____________Course & Year: Date:_

Name:_____________Course & Year: Date:_

Name:____________Course & Year: Date:_

Name:____________Course & Year: Date:_

Name:____________Course & Year:Date:_

Name:________ Course & Year:Date:_

Name:____________Course & Year:Date:_

Name:___________ Course & Year:Date:_

Name:___________Course & Year:Date:_

Name:___________Course & Year:Date:_