NORZAGARAY COLLEGE

Municipal Compound, Norzagaray, Bulacan

LEARNING MODULE
IN

THE TEACHER AND THE SCHOOL

CURRICULUM
(Prof Ed 107)

FINAL TERM
nd
2 SEMESTER A.Y. 2021-2022

MARICAR JOY C. BULURAN, MAEd

MICHELLE BERNABE-CRUZ, LPT
Subject Instructors

COLLEGE OF EDUCATION

This learning module is for teaching and learning purposes only.

No part of this learning module shall be printed, electronically or
mechanically reproduced, and shared publicly to any form of social
media/online platforms. Anyone who will be directly and indirectly
involved shall be administratively dealt with.

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Learning Task 13

Topic: REFORMS for BASIC EDUCATION CURRICULUM

Desired Learning Outcomes

At the end of the learning task, students must be able to:

1. Define what is outcome-based education (OBE) as this apply to teacher education

2. Analyze the four principles in outcome-based education
3. Describe how teaching and learning relate to OBE
4. Explain how the achieved learning outcomes will be assessed

**********CONTENT DEVELOPMENT**********

OUTCOME-BASED EDUCATION FOR TEACHER PREPARATION CURRICULUM

Definition of Outcomes-Based Education (OBE)

Among the many advocates of OBE in the early year was W. Spady (1994). He defined OBE
as clearly focusing and organizing everything in the educational system around the essential for
all the students to do successfully at the end of their learning experiences. It starts with a clear
picture of what is important for students to be able to do, then organizing the curriculum,
instruction and assessment to make sure that learning happens. This definition clearly points to
the desired results of education which are the learning outcomes. This are made up of knowledge,
understanding, skills and attitudes that students should acquire to make them reach their full
potential and lead fulfilling lives as individuals in the community and at work.

To define and clarify further, answers to the following questions should be addressed 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, and
❖ Schools and teachers control the conditions that will determine if the students are
successful in school learning.

Four Essential Principles in OBE

In order to comply with the three premises, four essential principles should be followed in
either planning instruction, teaching and assessing learning.

Principle 1: Clarity of Focus

A clear focus on what teachers want students to learn is the primary principle in OBE.
Teachers should bear in mind, that the outcome of teaching is learning. To achieve this, teachers
and students should have a clear picture in mind of what knowledge, skills, values must be
achieved at the end of the teaching-learning process. This is like looking straight ahead so that
the target will be reached.

Principle 2: Designing Backwards

This principle is related to the first. At the beginning of a curriculum design, the learning
outcome has to be clearly defined. What to achieve at the end of formal schooling is determined
as the beginning. Decisions are always traced back to desired results. This means that planning,
implementing (teaching) and assessing should be connected to the outcomes.

Prof Ed 107-The Teacher and the School Curriculum Property of Norzagaray College
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Principle 3: High Expectations

Establishing high expectations, challenging standards of performance will encourage students

to learn better. This is linked to the premise that successful learning, promotes more successful
learning as mentioned by Spady in 1994. This is parallel to Thorndike’s law of effect, which says
that success reinforces learning, motivates, builds confidence and encourages learners to do
better.

Principle 4: Expanded Opportunities

In OBE all students are expected to excel, hence, equal expanded opportunities should be
provided. As advocates of multiple intelligence say, “every child has a genius in him/herself, hence
is capable of doing the best.” Learners develop inborn potentials if corresponding opportunities
and support are given to nurture.

Teaching-Learning in OBE

Teaching is teaching if learners learn. Learning is measured by its outcome. Whatever

approach to teaching is used, the intent should focus on learning rather than on teaching. Subjects
do not exist in isolation, but links between them should be made. It is important that students learn
how to learn, hence a teacher should be innovative. How then should teaching-learning be done
in OBE? Here are some tips:

• Teachers must prepare students adequately. This can be done if the teachers know what
they want the students to learn and what learning outcomes to achieve. Prerequisite
knowledge is important; thus, a review is necessary at the start of a lesson.

• Teachers must create a positive learning environment. Students should feel, that
regardless of individual uniqueness, the teacher is always there to help. Teacher and
student relationship are very important. The classroom atmosphere should provide
respect for diverse kind of learners.

• Teachers must help their students to understand, what they have to learn, why they should
learn it (what use it will be now and, in the future) and how will they know that they have
learned.

• Teachers must use a variety of teaching methods. The most appropriate strategy should
be used taking into account the learning outcome teachers want the students to achieve.
Also, to consider are the contents, the characteristics of the students, the resources
available and the teaching skill of the teacher. Even if OBE is learner-centered, sometimes
more direct, time-tested methods of teaching will be appropriate.

• Teachers must provide students with enough opportunities to use the new knowledge and
skills that they gain. When students do this, they can explore with new learning, correct
errors and adjust their thinking. Application of learning is encouraged rather than mere
accumulation of these.

• Teacher must help students to bring each learning to a personal closure that will make
them aware of what they learned.

Prof Ed 107-The Teacher and the School Curriculum Property of Norzagaray College
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Here are additional key points in teaching-learning in OBE which show the shifts from a traditional
to an OBE view.

From Traditional View To OBE View

Instruction Learning

Inputs and Resources Learning Outcomes

Knowledge is transferred by the teacher Knowledge already exists in the minds of the learner

Teacher dispenses knowledge Teachers are designers of method

Teachers and students are independent Teacher and students work in teams
and in isolation

Assessment of Learning Outcomes in OBE

Assessment in OBE should also be guided by the four principles of OBE which are clarity of
focus, designing backwards, high expectations and expanded opportunity. It should contribute to
the objective of improving students’ learning. Since in OBE, there is a need first to establish a
clear vision of what the students are expected to learn (desired learning outcome), then
assessment becomes an embedded part of the system.

To be useful in OBE system, assessment should be guided by the following principles:

1. Assessment procedure should be valid. Procedure and tools should actually assess what one
intends to test.

2. Assessment procedure should be reliable. The results should be consistent.

3. Assessment procedure should be fair. Cultural background and other factors should not
influence assessment procedure.

4. Assessment should reflect the knowledge and skills that are important to the students.

5. Assessment should tell both the teachers and students how students are progressing.

6. Assessment should support every student’s opportunity to learn things that are important.

7. Assessment should allow individuality or uniqueness to be demonstrated.

8. Assessment should be comprehensive to cover a wide range of learning outcomes.

Learner’s Responsibility for Learning

In OBE, students are responsible for their own learning and progress. Nobody can learn for
the learner. It is only the learner himself/herself who can drive himself/herself to learn, thus
learning is a personal matter. Teachers can only facilitate that learning, define the learning
outcomes to be achieved, and assist the students to achieve those outcomes. Students have the
bigger responsibility to achieve those outcomes. In this way, they will be able to know whether
they are learning or not.

One of the great benefits of outcomes-based education is that it makes students aware of
what they should be learning, why they are learning it, what they are actually learning, and what
they should do when they are learning. All of these will conclude with the achieved learning
outcomes.

In terms of student’s perspectives there are common questions that will guide them as they
learn under the OBE curriculum framework. To guide the students in OBE learning, they should
ask themselves the following questions.

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As a student:

1. What do I have to learn?

2. Why do I have to learn it?
3. What will I be doing while I am learning?
4. How will I know that I am learning, what I should be learning?
5. Will I have any say in what I learn?
6. How will I be assessed?

*********

Learning Task 14

Topic: ENHANCED TEACHER EDUCATION CURRICULUM ANCHORED ON OUTCOME-

BASED EDUCATION

Desired Learning Outcomes

At the end of the learning task, students must be able to:

1. Identify the desired outcomes in terms of competencies of the new teacher education curricula.
2. Be familiar with the degree programs, the contents, the delivery modes and the assessments
in the new teacher education program.
3. Analyze the new teacher education curricula in the context of outcome-based education.
4. Reflect on the pre-service teacher’s preparation to become highly qualified global teachers.

**********CONTENT DEVELOPMENT**********

How do the current teacher education curricula anchor on the outcome-based education?
What are the features and competencies that each future teacher master? How will the se
competencies enhance the attributes of the teacher education graduates?

This module will attempt to answer the questions.

Competencies of Quality Teachers as Mandated by the Teacher Education Program

Outcomes (CMO 74-82, s. 2017)

All teacher education degree programs as mandated by the Commission on Higher Education
(CHED) will produce teachers who show evidence of the following achieved outcomes after four
years of schooling and earned a degree.

Outcome 1: Demonstrated basic and higher levels of literacy for teaching and learning.

Outcome 2: Demonstrated deep and principled understanding of the teaching and learning
process.

Outcome 3: Mastered and applied the subject matter content and pedagogical principles
appropriate for teaching and learning.

Outcome 4: Applied a wide range of teaching related skills in curriculum development,

instructional material production, learning assessment and teaching delivery.

Outcome 5: Articulated and applied clear understanding of how educational processes relate
to political, historical, social and cultural contexts.

Outcome 6: Facilitated learning in various classroom setting, diverse learners coming from
different cultural backgrounds.

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 Outcome 7: Experienced direct field and clinical activities in the teaching milieu as an
observer, teaching assistant or practice teacher.

Outcome 8: Created and innovated alternative teaching approaches to improve student

learning.

Outcome 9: Practiced professional and ethical standards for teacher anchored for both local
and global perspectives.

Outcome 10: Pursued continuously lifelong learning for personal and professional growth as
teachers.

Which of the outcomes are you developing in the subjects you are taking or have developed
in the previous subjects that you took?

These outcomes are set at the beginning of your degree plan. You must put these to heart,
so as you go along, you will be able to master these in four years and will be ready to be employed
after you get your teachers’ license.

Following the principles of OBE, this refers to Principle 1 Clarity of Focus and Principle 2
Designing Backwards (Refer to Four Essential Principles in OBE)

The New Teacher Education Curricula

Course Contents to Achieve the Outcomes

What contents should be taught to prepare prospective teachers in their future jobs? Course
contents are means to an end of achieving outcomes. These are theories, principles,
generalization, concepts and ideas.

There are three major clusters of subjects or courses which provide the contents of the degree
programs.

Cluster 1: Professional Education Courses-These are the courses that are common to all
degrees which will provide a rock or foundation of becoming a teacher. The course title are as
follows:

A. Foundation/Theories and Concepts – These cluster provide foundations (Philosophy,

Psychology, History, Sociology)

❖ The Child and Adolescent Learning Principles

❖ The Teaching Profession
❖ The Teacher and the Community, School Culture and Organizational Leadership
❖ Foundations of Special and Inclusive Education

B. Pedagogical Content Knowledge – The subjects will provide foundation, theory and practice in
the different aspects of teaching.

❖ Facilitating Learner-Centered Teaching and Learning

❖ Assessment in Learning 1
❖ Assessment in Learning 2
❖ Technology for Teaching and Learning 1
❖ The Teacher and the School Curriculum
❖ Building and Enhancing New Literacies Across the Curriculum

C. Experiential Learning Courses – These are subjects that bring together theory and practice.

❖ Field Study 1 – Observations of Teaching and Learning in Actual School Environment

❖ Field Study 2 – Participation and Teaching Assistantship
❖ Teaching Internship

Cluster 2: Major Courses

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 Major courses are listed for every degree program as attached in the CHED Memorandum
Order (CMO).

Cluster 3: Electives

Any additional subjects in other degree programs for teacher education can be offered as
electives.

Pedagogical Approaches to Deliver the Content and Achieve the Outcomes

The uniqueness of teaching future teachers is that the delivery of strategy and methods come
in two layers. The first layer, will enable the learner who are college students to desired learning
outcome of the lesson and the second layer is to find a strategy that will teach the content in the
future work place which is the basic education. In other word, the pedagogy utilized should be
“teaching how to teach”.

The delivery modes may vary from the three modes or a combination of the three.

▪ Face-to-Face (F2F) – is a traditional delivery mode where the teacher and the students
are physically present to hold classes in a designated place. One class can be taken as a
whole group or small groups at one setting. The different strategies maybe utilized
appropriate to the students grouping.

▪ Distance Learning or Remote Learning – online or printed module. Distance learning is a

delivery mode where the students and teachers are not physically present in one
designated place or classroom. For the online the teacher is stationed in a control hub
while the students are connected to the hub. Classes are either synchronous or
asynchronous. On the other hand, distance learning using a printed module utilize hard
bound materials in printed form, where detailed instructions by the teacher will be followed
by the learner. Knowledge and skill of on-technology is required for the first while the
second one requires independent learners.

▪ Blended Learning or Flexible Learning – this is a combination of the F2F and the Distance
Learning. The whole course will be using the two delivery modes and should be reflected
in the curriculum syllabi.

▪ Experiential Learning (Lifelong Learning) – following the theory of learning by doing,

experiential learning approach allows the learners to experience learning first hand.
Sometimes it is also called immersion, apprenticeship or practicum.

Assessment in Learning to Provide Evidences for the Achieved Learning Outcomes

The new teacher education curricula utilize multiple assessment methods in and of learning.
Since assessment is used to determine the progress of learning (formative) and the mastery of
learning (summative), multiple ways of doing it is necessary. Thus, the two courses about
assessment are included in the new teacher curricula for all the degree programs. These are the
Assessment in Teaching 1 and Assessment in Teaching 2.

Traditional assessment theories, principles and tools are taken in Assessment in Teaching 1
and Authentic and technology aided assessment is taken in the course Assessment in Teaching
2.

In the new teacher education curricula, the Desired Learning Outcomes, the Contents, the
Teaching Delivery and the Assessment should be constructively aligned and interacting as in the
figure below.

• Desired • Content • Assessment For

P Outcomes I • Methods
Prof Ed 107-The Teacher and the School Curriculum
E • Assessment Of
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 Constructive Alignment of Desired Outcome, Content and Methods and Assessment

In curriculum, PLANNING includes the formulation of the desired outcome for course or
lesson, then this should be aligned with appropriate Content and Methods in the
IMPLEMENTATION and finally EVALUATION which will determine whether the Desired
Outcomes have been achieved.

Learning Task 15

Topic: THE 21ST CENTURY CURRICULAR LANDSCAPE IN THE CLASSROOMS

Desired Learning Outcomes

At the end of the learning task, students must be able to:

1. Describe the curricular landscape of the 21st century classrooms

2. Identify the 21st century skills to be developed in the curriculum

**********CONTENT DEVELOPMENT**********

Emerging Curricula of the 21st Century Learners

How does the curriculum for the 21st century look like? What are the emerging factors and
conditions that will shape the curriculum of the century? Discussion in various groups here and
abroad revolve along the different issues.

• Globalization of economies and independence on international markets

• Increased concerns and actions about environmental degradation, water and energy
shortages, global warming, pandemic (HIV, Ebola, etc.)
• Nations competing for power block thus generating conflict but gives opportunities to build
alliances and cooperation
• Increased global migration and opportunities for working overseas
• Science and technological evolution
• Knowledge economy as a generator of wealth and jobs

All these issues need a curriculum that will address global solutions to environmental
problems, environmental sustainability, cultural diversity, global conflicts, technology revolution
and science breakthrough.

Thus, an integrative approach to curriculum is absolutely necessary. There should be unity in

core academic subjects where life and career skills are included. Curriculum includes
interdisciplinary themes, development of essential skills for modern pedagogies and technologies.

The curriculum incorporates higher-order thinking skills, multiple intelligences, technology and
multi-media and multiple literacies of the 21st century skills. The 21st century curriculum includes
innovation skills, information and media and ICT literacy.

The curriculum for this century should inspire and challenge both the teacher and the learner.
These are some of the characteristics of this curriculum. It is a curriculum that…

• provides appropriate knowledge, skills and values to face the future

• is based on knowledge drawn from research
• is a product of consultative, collaborative development process
• supports excellence and equity for all learners.

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Need to Develop 21st Century Skills of Learners in the Curriculum

What are the skills needed by 21st century learners in order to cope with the curriculum? Will
the curriculum likewise develop these skills, too? According to the Singapore Ministry of
Education, such clusters of the competencies are seen in the matrix below:

Cluster of Skills for the 21st Century Specific Descriptors

Learning and Innovation Skills Critical Thinking and Problem Solving

Creativity and Innovation
Oral and Written Communication

Knowledge, Information, Media and Content Mastery

Technology Literacy Skills Information Literacy
Media Literacy
ICT Literacy

Life Skills Flexibility and Adaptability

Initiative and Self Direction
Teamwork and Collaboration
Social and Cross-Cultural Skills
Productivity and Accountability
Leadership and Responsibility

Citizenship Skills Valuing Diversity

Global Awareness
Environmental Awareness
Values, Ethics and Professionalism

On the other hand, Howard Gardner (2006) from his book Five Minds of the Future, sees
that the five frames of thinking which would help in the development of thinking skills. Each frame
of thinking is attributed to the type of mind the learner has to use in order to survive the future.

The Five Frames of Thinking

Five Frames of Thinking Descriptions

The Disciplined Mind Makes use of the ways of thinking necessary for major
scholarly work and profession

The Synthesizing Mind Selects crucial information from the voluminous amounts
available, processing such information in ways that make
sense to self and others

The Creating Mind Goes beyond existing knowledge. Pose new questions,
offers new solutions

The Respectful Mind Sympathetically and constructively adjusts to individual

differences

The Ethical Mind Considers one’s role as citizen consistently and strives
toward good work and good citizenship.

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 Lastly, Tony Wagner in his book, The Global Achievement Gap mentioned the seven
survival skills for the 21st century curriculum.

1. Critical Thinking and Problem Solving

2. Collaboration Across Networks and Leading by Influence
3. Agility and Adaptability
4. Initiative and Entrepreneurship
5. Effective Oral and Written Communication
6. Accessing and Analyzing Information
7. Curiosity and Imagination

Learning Task 16

Topic: CURRICULAR MODIFICATION IN BASIC EDUCATION DURING AND POST-

PANDEMIC

Desired Learning Outcomes

At the end of the learning task, students must be able to:

1. Explain curriculum changes introduced in basic education to address learning-related problems

brought about by the pandemic
2. Identify the different modes of teaching delivery during and post Covid-19 pandemic

**********CONTENT DEVELOPMENT************

The Most Essential Learning Competencies (MELCS)

In this period of Covid-19 crisis, the Department of Education came up with its Most Essential
Learning Competencies (MELCS).

A part of this Basic Education Learning Continuity Plan (BE-LCP) is the 60% reduction of
learning competencies found in the K to 12 Curriculum Guide from 14, 171 competencies listed
in the K to 12 Curriculum Guide to 5, 689 Most Essential Learning Competencies (MELCS)

One common problem that teachers meet is an overcrowded curriculum. There is so much to
cover that teachers tend to do mile-wide-inch- deep teaching. The reduction of the number
competencies may lead to more focused teaching. Teaching should focus on essentials. “…The
key to success is doing less” (The Wall Street Journal, 2018). Make teaching simple. American
executive, designer, technologist John Maeda (2006), says “…the principle of simplicity is
reduced.” The reduction of the learning competencies to the most essential is a thing surely
welcomed by both teachers and students.

Various Curriculum Delivery Modes

Obviously, with the unseen threat called Covid-19 and for the health, safety and welfare of all
learners, teachers and personnel, face-to-face instruction is a remote possibility in the immediate
future until a vaccine is made available. Meantime, classes have to go on. The show must go on.
This time not in the usual brick-and-mortar classrooms, the traditional in-classroom set-up, but in
the learners’ homes and the virtual classrooms.

Delivery mode is contextualized in the DepEd’s Learning Continuity Plan. Since schools and
communities are differently situated, the choice of the learning delivery modality of schools will
depend on the local Covid-19 situation as well as access to certain learning platforms.

The various curriculum delivery modes include: 1) Online learning, 2) Alternative Delivery
Mode, 3) Distance Learning, 4) Homeschooling, and 5) Alternative Learning System.

The DepEd explains that online learning is only one of the delivery modes among all others
in this new learning environment. The DepEd directed its field units to determine the most

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appropriate combinations or strategies of learning delivery for every locality taking equity
concerns into consideration. It is wise that schools consider valid concerns related to online
learning raised by stakeholders. Most of these concerns are connectivity and accessibility, lack
of or poor internet connection in schools, access for teachers and students, availability of
equipment such as computers, smart phones, printers for both teachers and students.

Alternative delivery mode (ADM) refers to nontraditional education program recognized by

the Department of Education (DepEd) which applies a flexible learning philosophy and a curricular
delivery program that includes non-formal and informal sources of knowledge and skills.

Three (3) accredited ADMs are 1) Modified In-School and Off-School Approach (MISOSA); 2)
Enhanced Instructional Management by Parents, Community, and Teachers (e-IMPACT) for
primary education. This alternative modality was developed to address the problems of seasonal
absentee learners and congested classrooms in schools.

Distance Learning modes of education include delivery of educational content online,

digitally or through radio and television. There used to be “School-on-the Air”. In this Covid19
crisis, the Philippine government offered government-run television and radio stations as
platforms for delivering lessons.

Homeschooling is another flexible learning option recognized by DepEd. In fact, this is not
only a stop-gap solution in times of crisis. Based on the policy guidelines released by DepEd,
homeschooling provides learners with access to formal education while staying in an out-of-
school environment. It is meant for learners in unique circumstances, such as illness, frequent
travel, special education needs and other similar contexts. Authorized parents, guardians or tutors
take the place of teachers as learning facilitators and are given flexibility in learning delivery,
scheduling, assessment and curation of learning resources.

To enroll children in a home-schooling program, parents and guardians should do so through

a public school, through a private school that had been given permit to offer a homeschool
program or through homeschool providers, which are learning centers or institutions that provide
homeschooling.

Homeschooling is not the same as home-based schooling. It is much more than using the
home as a setting for schooling.

Alternative Learning System (ALS) is a “parallel learning system in the Philippines that
provides a practical option to the existing formal instruction. When one does not have or cannot
access formal education in schools, ALS is an alternate or substitute. ALS includes both the non-
formal and informal sources of knowledge and skills.”

There are two major programs on ALS that are being implemented by the Department of
Education, through the Bureau of Alternative Learning System (BALS). One is the Basic Literacy
Program and the other is the Continuing Education Program – Accreditation and Equivalency
(A&E). Both programs are modular and flexible. This means that learning can take place anytime
and anyplace, depending on the convenience and availability of the learners.

Learning Task 17

Topic: CURRICULUM RESPONSE OF HIGHER EDUCATION FOR TEACHER EDUCATION

AMID THE PANDEMIC AND BEYOND

Desired Learning Outcomes

At the end of the learning task, the students must be able to:

1. Identify the implications of the occurrence of Covid19 pandemic to teacher education

2. Propose adjustments to the curriculum during a pandemic
3. Identify ways and means to address the curriculum vis-à-vis the situation that prevails during
the pandemic

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 **********CONTENT DEVELOPMENT************

The post COVID scenario will never be the same as long as the vaccine is not available.
Social distancing will still have to be observed even when quarantines are lifted. Gathering of
large crowds would still be discouraged. Traditional classroom face-to-face delivery will pose a
risk for contamination. In other words, the new normal will soon pervade in the areas of business,
commerce, industry and education. Thus, universities and educational institutions have to prepare
for the new normal in teaching delivery and ensure academic continuity amid beyond the
pandemic.

Teacher Education Curriculum Response to the COVID 19 Pandemic and Beyond

A. Curriculum Modification
Curriculum modification is the process of making adjustments to existing programs in higher
education, specifically teacher education in order to respond to the needs of the learners amid
and post pandemic.

1. Focusing on the Essentials: Mapping the needed and enduring outcomes in the
recommended and written curriculum
The challenge during the pandemic is how to create a balance between relevant basic
competencies for the students to acquire and the teachers’ desire to achieve the entire
outcomes of the curriculum. To solve this challenge, the teacher needs to revisit the
existing curriculum and analyze the outcomes of the program or course. The mapping of
the course outcomes should be done to determine the needed and the enduring outcomes
and which outcomes should be emphasized. Needed outcomes are the desired
knowledge, skills and values that are required to learn higher concepts. On the other hand,
the enduring outcomes are competencies that are necessary not just for succeeding in
a certain topic but are useful beyond a single unit or study. They are the knowledge, skills
and values that have overarching applicability in real- life situations.

Here are two examples of outcomes taken from the sample syllabus in Art Appreciation, a
course in the general education curriculum in higher education.
Box A. Existing Statement of Outcomes in Box B. Modified Statement of Outcome to
a Syllabus Cover the Essential
At the end of the 3- unit course, the At the end of the 3- unit course, the
students should be able to: students should be able to:
1. Mount an art exhibit (concept 1. Create their own work of art
development, post production, through virtual production or
marketing, documentation, exhibit.
critiquing) (In this way there is only one
2. Create the own works of art and outcome instead of two)
curate their own production or
exhibit.

The outcomes in Box A and Box B are all essential, however, in Box A, there are two
statements and in Box B, the two are merged into one essential and enduring outcome.

Here is another example of unit outcome for the course Purposive Communication, in the
general education curriculum. The two current outcomes will be merged only in one outcome to
address the essentials.

Box A. Current Unit Outcome for Box B. Modified Statement of Outcome as

Purposive Education Essential
1. Determine culturally appropriate 1. Use culturally and
terms, expressions, and images interculturally appropriate
(sensitivity to gender, race, class, terms, expressions and images
etc) (needed outcome) in communication of ideas.
2. Determine cultural and
intercultural awareness and

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 sensitivity in communication of
ideas. (Needed outcome)

2. Rearranging of the College Course Offerings

Another way of modifying the curriculum during the pandemic is to rearrange the course
offerings. For example, the theories and concepts courses that can be delivered online may be
offered in the first two years while face-to-face delivery is not yet possible due to risk of infection.
The laboratory-based, field study and practicum courses can be offered later when face-to-face
modality is already feasible.

3. Offering of Elective or Cognate Courses that relate to the Pandemic

Some of the proposed elective courses that are deemed essential especially in the teacher
education programs are the following:
▪ Change Management
▪ Disaster Risk Management
▪ Flexible Learning and Teaching Strategies
▪ Resilient Education
▪ Alternative Assessment
▪ Remote Teaching
▪ Health and Mental Wellness
▪ Instructional Materials Development for Blended Instruction
▪ Active Learning Principles and Practices
▪ Psycho- Social Support during Crisis

4. Modifying the taught curriculum

Another way of modifying the curriculum and ensuring learning continuity during the pandemic
is the implementation of multiple learning delivery modalities. Considering that face-to-face
modality is not feasible distant learning options like correspondence teaching, module-based
learning, project-based, and television- broadcast. For learners with internet connectivity,
computer- assisted instruction, synchronous online learning, asynchronous online learning,
collaborative e-learning maybe considered. Details of the delivery modification will be given
emphasis later.

5. Modifying the assessed curriculum

There is a need to limit requirements and focus on the major essential projects that measure
the enduring learning outcomes like case scenarios, problem- based activities and capstones
projects.

B. Curriculum Considerations
1. The Context of Teaching and Learning
Since the World Health Organization (WHO) has declared a pandemic time in March, 2020
everything has changed, including the people’s way of life. Education as a human right has to
continue despite this pandemic, thus curriculum delivery appropriate to context should be given
a more serious thought by educators and teachers.

Based on the initial scientific studies, COVID 19 is a rare disease which is caused by a new
virus. By the nature of the virus, the WHO issued fundamental guidelines for everybody to avoid
the contamination and transmission. The general protocols to be followed include the following:

STAY AT KEEP WASH WEAR FACE

HOME DISTANCE HANDS MASK
2. The Learners and the Teachers
Like all learners, college students are diverse in reference to their readiness to learn under the
pandemic. Teacher Education Institutions (TEIs) are spread all over the country and there are
more that 1200 of these institutions.

3. Appropriate Teaching Delivery During the Time of Pandemic and Beyond

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 Below are examples of delivery modes which maybe utilized for flexible learning relative
to students and teachers with the availability of internet connectivity as a major factor to
implement flexible teaching and learning.
What kind of teaching delivery can be used if the students and teachers have:
No Internet Connectivity Limited Internet Excellent Internet
Connectivity Connectivity
Here are some ways: Here are some ways: Here are some ways:
1. Use of printed self- 1. Asynchronous 1. Synchronous
learning modules or Learning- a teaching Learning- real time
learning packets delivery where teaching and learning
which are distributed students are doing using online platforms
through means that their work like Zoom, Facebook,
will follow social independently based Messenger, Google
distancing. Can be on what has been Meet or Google
picked up from instructed on line by Classroom. This is
strategic distribution. the teacher. Or they also called remote
2. In places with no risk can access on-line learning.
of COVID 19, a learning at different a. Teacher prepares
group of not more times. This will allow an instructional
than ten students flexibility in the guide (IG) like a
may meet face to learner’s schedule. lesson plan where
face but health They can learn on most of the
protocols should be their own pace. delivery will be
followed. a. Students are lecture or
provided with demonstration.
learning materials b. Synchronous
or packets which Learning can also
may either be be followed by an
printed, recorded asynchronous
tutorials. learning.
b. Open
Educational
Resources or
OERs will be
provided.

Prepared by:

MICHELLE B. CRUZ, LPT/MARICAR JOY C. BULURAN, Ph.D

Subject Instructors

Noted by:

ROSEMARIE E. ARCEBAL, MAEd

OIC Dean, College of Education

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