Chapter1

The Teacher and The School Curriculum

Curriculum Essentials

Module 1 The Teacher and the School Curriculum

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 1.1 The Curricula In School

Desired Learning Outcomes

Discuss the different curricula that exist in the schools.

Analyze the significance of curriculum and curriculum development in the teacher's classroom.

Take Off

Have you read "The Sabre-Tooth Curriculum by Harold Benjamin (1939)?" Take some time to read it and
find out what curriculum is all about during those times.

Start here and enjoy reading.

A man by the name of New-Fist-Hammer-Maker knew how to do things his community needed to have
done, and he had the energy and the will to go ahead and do them. By virtue of these characteristics, he
was an educated man. New-Fist was also a thinker. Then as now, there were few lengths to which men
would not go to avoid the labour and pain of thought

New-Fist got to the point where he became strongly dissatisfied with the accustomed ways of his tribe.
He began to catch glimpses of ways in which life might be made better for himself, his family and his
group. By virtue of this development, he became a dangerous man.....

New-Fist thought about how he could harness the children's play to better the life of the community He
considered what adults do for survival and introduced these activities to children in a deliberate and
formal way These included catching fish with bare hands, clubbing little woolly horses, and chasing
away-sabre-toothed-tigers-with-fire. These then became the curriculum and the community begun to
prosper-with plenty of food, hides attire and protection from threat. "It is supposed that all would have
gone well forever with this good educational system, if conditions of life in that community remained
forever the same." But conditions changed.

The glacier began to melt and the community could no longer see the fish to catch with their bare hands,
and only the most agile and clever fish remained which hid from the people. The woolly horses were
ambitious and decided to leave the region. The tigers got pneumonia and most died. The e remaining
tigers left. In their place, fierce bears arrived who would not be chased by fire. The community was in
trouble.

One day, in desperation, someone made a net from willow twigs and found a new way to catch fish-and
the supply was even more plentiful than before. The community also devised a system of traps on the
path to share the bears. Attempts to change education system to include these new techniques however
encountered "stern opposition."

These are also activities we need to know. Why can't the schools teach them? But most of the tribe
particularly the wise old men who controlled the school, smiled indulgently at this suggestion. "That
wouldnY be education... it would be mere training". We don't teach fish grabbing to catch fish, we teach
it to develop a generalized agility which can never be duplicated by mere training. and so on.

"If you had any education yourself, you would know that the essence of true education is timelessness. It
is something that endures through changing conditions like a solid rock standing squarely and firmly in
the middle of a raging torent"

The 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 concept of a curriculum has broadened to include
several modes of thoughts or experiences.
Formal, non-formal or informal education do not exist 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 profession. Every teacher is guided by some sort of curriculum in the classroom and in
schools.

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 Senior High
School. Each of the levels has its specific recommended curriculum. The new basic education levels are
provided in the K to 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 Technical Education and Skills Development Authority (TESDA). For the TechVoc
track in SHS of DepEd, 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 of the Commission on Higher
Education (CHED)

Content Focus

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 Simultaneously Operating in the Schools

Are you aware that in every classroom, there are several types of curricula operating at the same time?
Let us study each one.

1. Recommended Curriculum. Almost all currricula found in our schools are recommended. For Basic
Education, these are recommended by the Department of Education (DepEd), for Higher Education, by
the Commission on Higher Education (CHED) and for vocational education by TESDA. These three
government agencies oversee and regulate Philippine education. The recommendations come in the
form of memoranda or policies, standards and guidelines. Other professional organizations or
international bodies like UNESCO also recommend curricula in schools.

2.Written Curriculum. This includes documents based on the recommended curriculum. They come in
the form of course of study, syllabi, modules, books or instructional guides among others. A packet of
this written curriculum is the teacher’s lesson plan. The most recent written curriculum is the K to 12 for
Philippine Basic Education.

3.Taught Curriculum. From what has been written or curriculum has to be implemented or taught. The
teacher and the learners will put life to the written curriculum. The skill of the teacher to facilitate
learning based on the written curriculum with the aid of instructional materials and facilities will be
necessary. The taught curriculum will depend largely on the teaching style of the teacher and the
learning style of the learners.

4. Supported Curriculum. This is described as support materials that the teacher needs to make learning
and teaching meaningful These include print materials like books, charts, posters, worksheets, or non-
print materials like Power Point presentation, movies, slides, models, realias, mock-ups and other
electronic illustrations. Supported curriculum also includes facilities where learning occurs outside or
inside the four-walled building. These include the playground, science laboratory, audio-visual rooms,
zoo, museum, market or the plaza. These are the places where authentic learning through direct
experiences occur.

5. Assessed Curriculum. Taught and supported curricula have to be to find out if the teacher has
succeeded or not in facilitating learning. In the process of teaching and at the end of every lesson or
teaching episode, an assessment is made. It can either be assessment for learning, assessment as
learning or assessment of learning. If the process is to find the progress of learning, then the assessed
curriculum is for learning, but if it is to find out how much has been learned or mastered, then it is
assessment of learning. Either way, such curriculum is the assessed curriculum.

6. Learned Curriculum. How do we know if the student has learned? We always believe that if a student
changed behavior, he/she has learned. For example, from a non-reader to a reader or from not knowing
to knowing or from being disobedient to being obedient. The positive outcome of teaching is an
indicator of learning. These are measured by tools in assessment, which can indicate the cognitive,
affective and psychomotor outcomes. Learned curriculum will also demonstrate higher order and critical
thinking and lifelong skills.

7.Hidden/Implicit Curriculum. This curriculum is not deliberately planned, but has a great impact on the
behavior of the learner. Peer influence, school environment, media, parental pressures, societal changes,
cultural practices, natural calamities, are some factors that create the hidden curriculum. Teachers
should be sensitive and aware of this hidden curriculum. Teachers must have good foresight to include
these in the written curriculum, in order to bring to the surface what are hidden.

However, in every teacher’s classroom, not all these curricula may be present at one time, Many of them
are deliberately planned, like the recommended, written, taught, supported, assessed, and learned
curricula. However, a hidden curriculum is implied, and a teacher may or may not be able to predict its
influence on learning. All of these have significant role on the life of the teacher as a facilitator of
learning and have direct implication to the life of the learners.

Now, let us observe further if these curricula are existing in a teacher’s classroom. Do the activities that
follow.

Take Action

Activity 1- Think-Pair-Share

1. Get a partner (A and B).

2.Discuss the Sabre-tooth Curriculum and answer the following:

a. Does the sabre-tooth curriculum still exist at present? Give examples of your evidence.

b. Describe the kind of curriculum that exists as described in the article.

c. What does the author mean, when he said “A curriculum should be timeless “ Explain.

d. What is the difference between education and training?

Activity 2- Observing a Curriculum in a Classroom

Visit a classroom other than your own with permission from the teacher. (Elem, High School, College).

Do the two activities:

1. Observe the classroom situation.

2. Interview the teacher.

Focus your observation and interview on the presence or absence of the seven types of curricula and
their descriptions.

3. Record your observation and interview on the matrix Provided Guide questions for Observation and
Interview
1. What curricula are present in the classroom from my observation?

2. What curricula are present in the classroom from my interview?

3. How do I describe what I observed? Interviewed?

4. Is there a type of curricula not present in the classroom? Identify.

Self-Check

1. Spin a Win: Agree or Disagree

Read each statement and decide whether you Agree or Disagree.

Write your answer before each number.

1. In the Saber Tooth Curriculum, learning is experiential and authentic.

2. It is a reality that there exist more than one curricula in the teacher's classroom.

3. A teacher can say with confidence that learning has occurred, if the curriculum has been assessed.

4. Some curricula in the schools/classrooms are unwritten.

5. To establish national standards, teachers should be by recommended curriculum in basic and higher
education.

6. Teachers should expect that school curricula are dynamic

and changing.

7. Evaluated curriculum makes judgment about learning.

8. Textbooks and modules are written curricula that represent the recommended curricula.

9. Only the Department of Education can recommend a curriculum.

10. In the heart of all the types of curricula, the teacher has a major role.

Self-Reflect

1. Is it necessary for teachers to learn about school curriculum? Why? Write your answer on the
piece of paper.
 THE TEACHER AS A CURRICULARIST

LEARNING OUTCOMES:

❖ Enhance understanding of the role of the teacher as a curricularist in the classroom and school.

LETS DO IT!

What specific role do teachers play as a curricularist? Should they do these roles?
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. Let us find out!
Look at the words inside the box. Read each one of them. Which one describes the
teacher as a curricularist? Circle the word.

Are you aware that the teacher’s role in school is very complex? Teachers do a series of
interrelated actions about curriculum, instruction, 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.

Curricularists in the past, are referred only to those who developed curriculum theories.
According to the study conducted by Sandra Hayes (1991), the most influential curricularist in
America include John Dewey, Ralph Tyler, Hilda Taba and Franklin Bobbit. You will learn more of
them in the later part of the module.
LETS TALK ABOUT IT!

In this lesson, we will start using the word curricularist to describe a professional who is
a curriculum specialist (Hayes, 1991; Ornstein & Hunkins, 2004; Hewill, 2006). A person who is
involved in curriculum knowing, writing, planning, implementing, evaluating, innovating,
initiating may be designed as curricularist. A TEACHER’S role is broader and inclusive of other
functions and so a teacher is a curricularist.

So what does a TEACHER do to deserve the label curricularist? 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 us describe the teacher as a curricularist

The teacher as a curricularist…

1. Knows the curriculum. Learning begins with knowing. The teacher as a learner starts
with knowing about the curriculum, the subject matter or the content. As a teacher, one has to
master what are included in the curriculum. It is acquiring academic knowledge both formal
(disciplines, logic) or informal (derived from experiences, vicarious, and unintended). It is the
mastery of the subject matter. (knower)
2. Writes the curriculum. A classroom teacher takes record of knowledge concepts,
subject matter or content. These need to be written or preserved. The teacher writes books,
modules, laboratory manuals, instructional guides, and reference materials in paper or electronic
media as a curriculum writer or reviewer. (Writer)
3. Plans the curriculum. A good curriculum has to be planned. It is the role of the teacher
to make a yearly, monthly or daily plan of the curriculum. This will serve as a guide in the
implementation of the curriculum. The teacher takes into consideration several factors in
planning a curriculum. These factors include the learners, the support material, time, subject
matter or content, the desired outcomes, the context of the learners among others. By doing this,
the teacher becomes a curriculum planner. (Planner)
4. Initiates the curriculum. In cases where the curriculum is recommended to the schools
from DepEd, CHED TESDA, UNESCO, UNICEF or other educational agencies for improvement of
quality education, the teacher is obliged to implement. Implementation of a new curriculum
requires the open mindedness of the teacher, and the full belief that the curriculum will enhance
learning. There will be many constraints and difficulties in doing things first or leading, however,
a transformative teacher will never hesitate to try something novel and relevant. (Initiator) The
Teacher and the School Curriculum
5. Innovates the curriculum. Creativity and innovation are hallmarks of an excellent
teacher. A curriculum is always dynamic, hence it keeps on changing. From the content, strategies,
ways of doing, blocks of time, ways of evaluating, kinds of students and skills of teachers, one
 cannot find a single eternal curriculum that would perpetually fit. A good teacher, therefore,
innovates the curriculum and thus becomes a curriculum innovator. (Innovator)
6. Implements the curriculum. The curriculum that remains recommended or written will
never serve its purpose. Somebody has to implement it. As mentioned previously, at the heart of
schooling is the curriculum. It is this role where the teacher becomes the curriculum plan. The
teacher is at the height of an engagement with the learners, with support materials in order to
achieve the desired outcome. It is where teaching, guiding, facilitating skills of the teacher is
expected to the highest level. It is here where teaching as a science and as an art will be observed.
It is here, where a science and as an art will be observed. It is here, where all the elements of the
curriculum will come into play. The success of a recommended, well written and planned
curriculum depends on the implementation. (Implementer)
7. Evaluates the curriculum. How can one determine if the desired learning outcomes
have been achieved? Is the curriculum working? Does it bring the desired results? What do
outcomes reveal? Are the learners achieving? Are there some practices that should be modified?
Should the curriculum be modified, terminated or continued? These are some few questions that
need the help of a curriculum evaluator. That person is the teacher. (Evaluator)

The seven different roles are those which a responsible teacher does in the classroom
every day! Doing these multi-faceted work qualifies a teacher to be curricularist.

To be a teacher is to be a curricularist even if a teacher may not equal the likes of John
Dewey, Ralph Tyler, Hilda Taba, or Franklin Bobbit. As a curricularist a teacher will be knowing,
writing, implementing, innovating, initiating and evaluating the curriculum in the school and
classrooms just like the role models and advocates in curriculum and curriculum development
who have shown the way.

Take Action

Activity 1: Let’s Do a Simple Survey (Can be done only online or in the neighboring school.
A teacher who is friend, relation or anyone reachable)
Have you done a survey before? In this activity you will gather information direct from
teachers to find out what curriculum activities they are involved in.

Here are the steps. Follow these.

Step 1 – Same partner with the previous activity. Tag each one4 of you as person A and B. Person
A will take charge of Elementary while B is assign for the Secondary.
Step 2 – Each will look for at least 2 teachers coming from one or more different schools and are
currently teaching in the private or public schools.
Step 3 – With the use of the Teacher Survey Tool below, conduct the survey through any social
media platform.
 The Teacher as a Curricularist Survey Tool

Name of Teacher:
______________________________________________________________________
School __________________________ Grade Level Assignment _________________
No. of Years Teaching ____________ Degree Graduated _______________________

Circle YES or NO that will correspond to your self- assessment. Then rank the items which
you answered YES. Which activity do you do most of the time? What activity do you do least of
the time?
AS A SCHOOL TEACHER RANK
1. I master the subject matter that I have to teach. Yes No
2. I implement what I have planned for my teaching Yes No
3. I monitor and assess if my students are learning Yes No
4. . I modify my activity to suit my learners in my classrooms. Yes No
5. I lead in the implementation of a new curriculum in my school. Yes No
6. I write instructional materials based on the recommend school Yes No
curriculum.
7. I look for others ways of doing to improve teaching and learning in Yes No
my classroom.
8. I participate in community activities as a good citizen. Yes No
9. I disregard the needs of my learners and focus only in my lesson. yes No
10. I teach my plan for y students to learn. Yes No

Step 4 – Consolidate the data of 2 teachers in a matrix found in the Appendix 1.

Step 5 – Report the result of your survey to the inst5ructor and it will be included in the portfolio.

Self-Check.

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

Instructions: Identify on the blanks provided who I am 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 guidelines in teaching the Mother Tongue
in Grade 1 in our school. I will study and use it in the coming school year.
_____________________________

Case 3: There is so much to do in one 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: I need a poem to celebrate the World Teachers’ Day. I composed one to be used in my
class in Literature. _________________________________

Case 5: My class is composed of learners from different home background and culture. I cannot
use a “one-size-fits-all strategy” in teaching so I can respond to do the diverse background. In my
readings, I discovered that there are ways of teaching. I tried one myself and it worked.
_______________________________________

Case 6: 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 7: 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 learners’ weakness and enhance their strengths.
____________________________________________

Case 8: I am teaching in a very far away barangay with no electricity yet. Many of the instructional
aids for teaching sent to our school are films and video tapes which need power. I cannot use
them, but the lessons are very important. So I thought of making an alternative activity. I took my
class to the river and waterfall instead of doing the lesson.
______________________________________________

Case 9: My principal asked me to attend to write shop to make the lesson exemplars in the
teaching of science in Grade 7. In the workshop, I used my experiences as a science teacher for
ten years, and my knowledge of the subject matter. At the end of three days, I was able to produce
lesson exemplars which I am proud of. _______________________________________________

Case 10: In grade 7 to grade 10 of the K to 12 Enhanced Curriculum, science as a subject is

presented, taught and learned in a spiral manner. This is part of the DepEd implementing
guidelines of the curriculum. I am a Biology major, and I have insufficient knowledge about the
other areas of science such as Physics and Earth Science. Because of this dilemma, I have to
request the principal that we have team teaching. Which role of the curricularist, am I trying to
do? ________________________________________________

Did you learn more from the cases?

Self-Reflect

Choose one from the Case 1 to 10 above. Reflect on the case you have chosen and write your
reflections on the box below. Ask your classmate to read and comment on your reflections. Both
of you, discuss your answers.

Name: case no:

A. My reflection in case no. (refer to case 1 to 10 above)

B. What my partner said about my reflection:

Name of partner:
MODULE 2. THE TEACHER AS A KNOWER OF CURRICULUM

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 terms of curriculum approach, curriculum
development process, some curriculum models and the foundations upon which
curriculum is anchored.

Lesson 2.1 The School Curriculum: Definition, Nature and Scope

Desired Learning Outcomes:

 Define curriculum from different perspectives
 Describe the nature and scope of curriculum

Take Off
TODAY'S HEADLINES
1. DepED Reviews The K to 12 Curriculum
2. Suicide incidence in Schools Has Become Alarming
3. Teachers are Reluctant to Try New Things in the Curriculum
4. Co-curricular Activities: Learning Opportunities or Distractions?
5. The Use of ICT Gains Ground in the Public Schools
What can you say of these headlines? Do these reflect what are going on in our schools?
Should the public know and be involved in the schooling of their citizens? What are the
implications of each headline to the classroom curriculum?
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.
Others feel that development of character has been placed at the back seat of some
schools. More debates are emerging on the use of languages in the classroom. Should it
be mother tongue, the national language or the global language?
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. Likewise, you will find in this lesson the description of the nature and
scope of curriculum from several points of view. This lesson will also explain how
curriculum is being approached. It further shows a development process as a concept and
as a process as applied to school curriculum.

Content Focus
Oftentimes curriculum is taken in its narrow view as a listing of subjects to be taught in
schools or sometimes it is understood broadly as all learning experiences that individuals
undergo while in school. We cannot deny the fact that curriculum should be clarified by
teachers and other stakeholders. Curriculum affects all teachers, students, parents,
politicians, businessmen, professionals, government officials or even the common people.

Like many concepts in education, there seems to be no common. definition of curriculum'.

Because of this, the concept of curriculum is sometimes characterized as fragmentary,
elusive and confusing. However, the word originates from the Latin word currere
referring to the oval track upon which Roman chariots raced. The New International
Dictionary defines curriculum as the whole body of a course in an educational institution
or by a department while the Oxford English Dictionary defines curriculum as courses
taught in schools or universities. Curriculum means different things to different people.
Sometimes educators equate curriculum with the syllabus while a few regard it as all the
teaching-learning experiences which the student encounters while in school. Numerous
definitions indicate dynamism which connotes diverse interpretations as influenced by
modes of thoughts, pedagogies, philosophies, political as well as cultural perspectives.
Here are some of them.

Some Definitions of Curriculum

1. Curriculum is a planned and guided set of 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 willful growth in personal
social competence." (Daniel Tanner, 1980)
2. It is a written document that systematically describes goals planned, objectives, content,
learning activities, evaluation procedures and so forth. (Pratt, 1980)
3. 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 make up a curriculum. (Schubert, 1987)
4. 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." (Hass, 1987)
5. It is 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.
(Grundy, 1987)
6. It is a plan that consists of learning opportunities for a specific time frame and place, a
tool that aims to bring about behavior changes in students as a result of planned activities
and includes all learning experiences received by students with the guidance of the school.
(Goodland and Su, 1992)
7. It provides answers to three questions: 1. What knowledge, skills and values are most
worthwhile? 2. Why are they most worthwhile? 3. How should the young acquire them?
(Cronbeth, 1992)

Some Points of View of Other Curricularists

Since the concept and meaning of curriculum are shaped by a person's point of view, this
has added to fragmentation, and some confusion. However when put together, the
different definitions from diverse points of view, would describe curriculum as dynamic
and perhaps ever changing.
Points of view about the curriculum can either be traditional or progressive
according to the person's philosophical, psychological and even psychological
orientations. These views can also define what a curriculum is all about.

Curriculum from Traditional Points of View

The traditional points of view of curriculum were advanced by Robert Hutchins, Arthur
Bestor, and Joseph Schwab.
 Robert M. Hutchins views curriculum as "permanent studies" where rules of
grammar, reading, rhetoric, logic and mathematics for basic education are
emphasized. The 3Rs (Reading, Writing, 'rithmetic) should be emphasized in
basic education while liberal education should be the emphasis in college.

 Arthur Bestor as an essentialist believes that the mission of the school should be
intellectual training, hence curriculum should focus on the fundamental
intellectual disciplines of grammar, literature and writing. It should include
mathematics, science, history and foreign language.

 Joseph Schwab thinks that the sole source of curriculum is a discipline, thus the
subject areas such as Science, Mathematics, Social Studies, English and many
more. In college, academic disciplines are labelled as humanities, sciences,
languages, mathematics among others. He coined the word discipline as a ruling
doctrine for curriculum development.
  Phillip Phenix asserts that curriculum should consist entirely of knowledge which
comes from various disciplines.

Collectively from the traditional view of theorists like Hutchins, Schwab, Bestor and
Phenix, curriculum can be defined as a field of study. Curriculum is highly academic and
is concerned with broad historical, philosophical, psychological and social issues. From a
traditional view, curriculum is mostly written documents such syllabus, course of study,
books and references where knowledge is found but is used as a means to accomplish
intended goals.
Curriculum from Progressive Points of View
On the other hand, a listing of school subjects, syllabi, course of study, and specific
discipline does not make a curriculum. In its broadest terms, a progressive view of
curriculum is the total learning experiences of the individual. Let us look into how
curriculum is defined from a progressive point of view.
 John Dewey believes that education is experiencing. Reflective thinking is a
means that unifies curricular elements that are tested by application.
 Holin Caswell and Kenn Campbell viewed curriculum as all experiences
children have under the guidance of teachers.
 Othaniel Smith, William Stanley and Harlan Shore likewise defined
curriculum as a sequence of potential experiences, set up in schools for the
purpose of disciplining children and youth in group ways of thinking and acting.
 Colin Marsh and George Willis also viewed curriculum as all the experiences in
the classroom which are planned and enacted by the teacher and also learned by
the students.

RESEARCH REVIEW ABOUT THE DEFINITION OF CURRICULUM

What is Curriculum?The word curriculum and then the concept of theory should be
explained (Beauchamp,1982). The concept of “curriculum” has been defined in many
different ways like the word “education” (Demirel, 2005; Dewey,1986)The curriculum is
defined as programs of teaching and learning which take place in formal settings. The
four dimensions of curriculum theory are aims or objectives, content or subject matter,
methods or procedures, and evaluation or assessment.(Scott,D. ,2001)

The nature of curriculum has given rise to many interpretations, depending on a person's
philosophical beliefs. Let us put all of 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.

Take Action
Activity 1
- 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 a traditional view of a curriculum, a progressive view or both?
Explain your view based on your definition.

Self-Check
Label the description/definition on the left with either Traditional(T), or Progressive (P).
Description:
1. Teachers are required to teach the book from cover to cover.
2. If the learners can memorize the content, then the curriculum is best.
3. Children are given opportunity to play outdoors.
4. Parents send children to a military type school with rigid discipline.
5. Teachers are reluctant to teach beyond the written curriculum.
6. Prerequisites to promotion for the next grade are skills in reading, writing and
arithmetic only.
7. Teachers provide varied experiences for the children.
8. Learning can only be achieved in schools.
9. It is the systematic arrangement of contents
It is the systematic arrangement of contents in the course syllabus.
10. Co-curricular activities are planned for all to participate.

Self-Reflect:
Pick up a daily newspaper and read today's headline. Choose one and reflect on this
headline that relates to curriculum and to your becoming a curricularist. Write your
answer in at least two paragraphs.
Lesson 2.2 Approaches to the School Curriculum

Desired Learning Outcomes

• Describe the different approaches to school curriculum

• Explain by examples how the approaches clarify the definition of curriculum
• Reflect on how the three approaches interrelate with each other

Take Off
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 at the curriculum as either a Content, a Process or a Product to fully
understand the different perspectives of what curriculum is all about. This can be one way of
approaching a curriculum.

Content Focus

Three Ways of Approaching a Curriculum

Curriculum can be approached or seen in three ways. It can be defined as a 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 a product or the 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.

1. Curriculum as a Content or Body of Knowledge

It is quite common for traditionalists to equate a curriculum to a topic outline, subject
matter, or concepts to be included in the syllabus or a book. For example, a primary school
mathematics curriculum consists of topics on addition, multiplication, subtraction, division,
distance, weight and many more. Another example is in secondary school science that
involves the study of biological science, physical science, environmental science and earth
science, Textbooks tend to begin with biological science such are plants and animals, physical
science with the physical elements, force and motion; earth science with the layers of the
earth and environmental science with the interaction of the biological and physical science
and earth's phenomena, climate, vegetation followed by economic activities such as
agriculture, mining. industries, urbanization and so forth.

If curriculum is equated as content, then the focus will be the body of knowledge to
be transmitted to students using appropriate teaching method. There can be a likelihood that
teaching will be limited to the acquisition of facts, concepts and principles of the subject
matter, however, the content or subject matter can also be taken as a means to an end.

All curricula have content regardless of their design or models. The fund of
knowledge is the repository of accumulated discoveries and inventions of man from the
explorations of the earth and as products of research. In most educational setting, curriculum
is anchored on a body of knowledge or discipline.

There are four ways of presenting the content in the curriculum. These are:
1. Topical Approach, where much content is based on knowledge, and experiences are
included;
2. Concept Approach with fewer topics in clusters around major and sub-concepts and their
interaction, with relatedness emphasized;
3. Thematic Approach as a combination of concepts that develop conceptual structures, and
4. Modular Approach that leads to complete units of instruction.

Criteria in the Selection of Content

There are some suggested criteria in the selection of knowledge or subject matter.
(Scheffer, 1970 in Bilbao, et al 2015)

1. Significance. Content should contribute to ideas, concepts, principles and generalization

that should attain the overall purpose of the curriculum. It is significant if content becomes
the means of developing cognitive, affective or psychomotor skills of the learner. As
education is a way of preserving culture, content will be significant when this will address the
cultural context of the learners.
2. Validity. The authenticity of the subject matter forms its validity Knowledge becomes
obsolete with the fast changing times. Thus there is a need for validity check and verification
at a regular interval, because content which may be valid in its original form may not continue
to be valid in the current times.
3. Utility. Usefulness of the content in the curriculum is relative the learners who are going to
use these. Utility can be relative to time. It may have been useful in the past, but may not be
useful now or in the future. Questions like: Will I use this in my future job? Will it add
meaning to my life as a lifelong learner? Or will the subject matter be useful in solving
current concerns?
4.Learnability. The complexity of the content should be within the range of experiences of
the learners. This is based on the psychological principles of learning. Appropriate
organization of content standards and sequencing of contents are two basic principles that
would influence learnability.
5.Feasibility. Can the subject content be learned within the time allowed, resources available,
expertise of the teachers and the nature of the learners? Are there contents of learning which
can be learned beyond the formal teaching-learning engagement? Are there opportunities
provided to learn these?
6.Interest. Will the learners take interest in the content? Why? Are the contents meaningful?
What value will the contents have in the present and future life of the learners? Interest is one
of the driving forces for students to learn better.
The selection of the subject matter or content, aside from the seven criteria mentioned earlier,
may include the following guide.

Guide in the Selection of the Content in the Curriculum

1.Commonly used in the daily life.

2. Appropriate to the maturity levels and abilities of the learners.
3. Valuable in meeting the needs and competencies of the future career.
4. Related to other subject fields or discipline for complementation and integration.
5. Important in the transfer of learning to other disciplines.

BASICS: Fundamental Principles for Curriculum Contents

Palma in 1952 proposed that the contents in the curriculum should be guided by
Balance, Articulation, Sequence, Integration and Continuity. However, in designing a
curriculum contents Hunkins and Ornstein (2018) added an important element which is
Scope, hence from BASIC to BASICS initials of Balance, Articulation, Sequence,
Integration, Continuity.

Balance. Content should be fairly distributed in depth and breadth. This will guarantee that
significant contents should be covered to avoid too much or too little of the contents needed
with in the time allocation.
Articulation. As the content complexity progresses with the educational levels, vertically or
horizontally, across the same discipling smooth connections or bridging should be provided.
This will assure no gaps or overlaps in the content Seamlessness in the content is desired and
can be assured if there is articulation in the curriculum. Thus, then is a need off team among
writers and implementers of curriculum.
Sequence. The logical arrangement of the content refers to sequence or order. This can be
done vertically for deepening the content or horizontally for broadening the same content. In
both ways, the patten usually is from easy to complex, what is known to the unknown, what is
current to something in the future.
Integration. Content in the curriculum does not stand alone or in isolation. It has some ways
of relatedness or connectedness to other contents. Contents should be infused in other
disciplines whenever possible. This will provide a wholistic or unified view of curriculum
instead of segmentation Contents which can be integrated to other disciplines acquire a higher
premium than when isolated.
Continuity. Content when viewed as a curriculum should continuously flow as it was before,
to where it is now, and where it will be in the future. It should be perennial. It endures time.
Content may no be in the same form and substance as seen in the past since changes and
developments in curriculum occur. Constant repetition, reinforcement and enhancement of
content are all elements of continuity.
Scope. The breadth and depth of the curriculum content are vital in à curriculum. Scope
consists of all the contents, topics, learning experiences comprising the curriculum. In
layman's term scope refers to coverage. The scope shall consider the cognitive level, affective
domain and psychomotor skills in identifying the contents. Other factors will be considered
but caution is given to overloading of contents. "More contents is not always better."

2. Curriculum as a Process

We have seen that the curriculum can be approached as content. On the other hand, it
can also be approached as a process. Here, curriculum is not seen as a physical thing or a
noun, but as a verb or an action It is the interaction among the teachers, students and content
A process, curriculum happens in the classroom as the questions naked the teacher and the
learning activities engaged in by the students. It an active process with emphasis on the
context in which the processes occur. Used in analogy of a recipe in a cookbook, a recipe is th
content while the way of corking is the process

Curriculum as a process is seen as a scheme about the practice of teaching. It is not a

package of materials or a syllabus of cont to be covered. The classroom is only part of the
learning environment where the teacher places action using the content to achieve an
outcome. Hence the process of teaching and learning becomes the central concern of teachers
to emphasize critical thinking, and heads-on, hands-on learning and many others.

As a process, curriculum links to the content. While content provides materials on

what to teach, the process provides curriculum on how to teach the content. When
accomplished, the process will result to various curriculum experiences for the learners. The
intersection of the content and process is called the Pedagogical Content Knowledge or PCK.
It will address the question: If you have this content, how will you teach it?

This section will not discuss in detail the different teaching strategies from where
learning experiences are derived. Rather, it will describe how the process as a descriptor of
curriculum is understood. The content is the substance of the curriculum, how the contents
will be communicated and learned will be addressed by the process.

To teachers, the process is very critical. This is the other side of the coin: instruction,
implementation, teaching. These three words connote the process in the curriculum. When
educators ask teachers: What curriculum are you using? Some of the answers will be: 1.
Problem- based. 2. Hands-on, Minds-on 3. Cooperative Learning 4. Blended Curriculum
5.On-line 6.Case-based and many more. These responses approach curriculum as a Process.
These are the ways of teaching, ways of managing the content, guiding learning, methods of
teaching and learning and strategies of teaching or delivery modes. In all of these, there are
activities and actions that every teacher and learner do together, or learners are guided by the
teacher. Some of the strategies are time- tested traditional methods while others are emerging
delivery modes.

When curriculum is approached as a PROCESS, guiding principles are presented.

1. Curriculum process in the form of teaching methods or strategies are means to
achieve the end.
2. There is no single best process or method. Its effectiveness will depend on the desired
learning outcomes, the learners, support materials and the teacher.
3. Curriculum process should stimulate the learners' desire to develop the cognitive,
affective, psychomotor domains in each individual.
4. In the choice of methods, learning and teaching styles should be considered.
5. Every method or process should result to learning outcomes which can be described
as cognitive, affective and psychomotor.
6. Flexibility in the use of the process or methods should be considered. An effective
process will always result to learning outcomes.
7. Both teaching and learning are the two important processes in the implementation of
the curriculum.

3. Curriculum as a Product

Besides viewing curriculum as content that is to be transmitted, or process that gives

action using the content, it has also been viewed as a product. In other words, product is what
the students desire to achieve as learning outcomes,

The product from the curriculum is a student equipped with the knowledge, skills and
values to function effectively and efficiently. The real purpose of education is to bring about
significant changes in students' pattern of behaviour. It is important that any statement of
objectives or intended outcomes of the school should be a statement of changes to take place
in the students. Central to the approach is the formulation of behavioural objectives stated as
intended learning outcomes or desired products so that content and teaching methods may be
organized and the results evaluated. Products of learning are operationalized as knowledge,
skills, and values.

Curriculum product is expressed in the form of outcomes which are referred to as the
achieved learning outcomes. There may be several desired learning outcomes, but if the
process is not successful, then no learning outcomes will be achieved. These learned or
achieved learning outcomes are demonstrated by the person who has meaningful experiences
in the curriculum. All of these are result of planning content and processes in the curriculum.

Take Action

Activity 1: Making an Inventory of Curriculum Approach as Content, Process, Product.

Instruction: Choose a book that is being used in elementary, high school or college. Identify
the following: Content, Process, Product.
Inventory of the Curriculum Content, Process, and Product.

Title of the Book:

Grade Level :

No. Content Example: A. Process Product/Outcome

Type of curriculum in Example: Example:
the classroom A. Individual A. Lists of types of
B. Interview curriculum
C. Observation B. Skill in interview
and observation
1.
2.
3.
4.
5.

Self Check

Instruction: Match the CONCEPT in Column II with the CHOICES in Column III. Write the
letter of your ANSWER in Column 1.

I. Answer II. Concepts III. Choices

1. Curriculum as a way of doing. A. Content
2. Authenticity of the content. B. Process
3. Curriculum as the subject. C. Product
4. Fair distribution of the content across the D. Validity
subjects.
5. Curriculum as the outcome of learning. E. Balance
6. Seamless flow of content vertically or F. Articulation
horizontally in the curriculum.
7. Evidence of successful teaching. G. Sequence
8. Enduring and perennial content, from past to H. Integration
future.
9. Allowing the transfer of content to other fields. I. Continuity
10. Arranging of contents from easy to difficult. J. Learning Outcomes

Reflect
Instruction: After learning from this lesson, how would you prepare yourself to become a
teacher, using three approaches to curriculum?
 CURRICULUM DEVELOPMENT: PROCESSES
AND MODELS

 Explain and summarize the curriculum development process 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.

Content Focus
Curriculum Development Process
Curriculum development is a dynamic process involving many different people and
procedures. Development connotes changes which is systematic. A change or the better means
alteration, modification or improvement of existing condition. To produce positive changes,
development should be purposeful, planned and progressive. Usually, it is linear and follows a
logical step-by-step fashion involving the following phase: curriculum planning, curriculum
design, curriculum implementation and curriculum evaluation. Generally, most models involve
four phases.
1. Curriculum planning. Considers the school vision, mission and goals. It also
includes the philosophy or strong education belief of the school. All of these will
eventually be translated to classroom desired learning outcomes for the learners.
2. Curriculum designing. Is the way curriculum is conceptualized to include the
selection and organized of content, the selection and organization of learning
experiences or activities and the selection of the assessment procedure and tools to
measure achieved learning outcomes. A curriculum design will also include the
resources to be utilized and the statement of the intended learning outcomes.
3. Curriculum implementing. Is putting into action the plan which is based on the
curriculum design in the classroom setting or the learning environment. The teacher
is the facilitator of learning and, together with the learners, uses the curriculum as
design guides to what will transpire in the classroom with the end in view of
achieving the intended learning outcomes. Implementing the curriculum is where
 action takes place. It involves the activities that transpire in every teacher’s
classroom where learning becomes an active process.
4. Curriculum evaluating. Determines the extent to which the desired outcomes
have been achieved. This procedure is on-going as in finding out the progress of
learning (formative) or the mastery of learning (summative). Along the way,
evaluation will determine the factors that have hindered or supported the
implementation. It will also pinpoint where improvement can be made and
corrective measures, introduced. The result of evaluation is very important for
decision making of curriculum planners, and implementors.
Curriculum Development Process Models
1. Ralph Tyler Model: Four Basic Principles
Also known as Tyler’s Rationale, the curriculum development model emphasizes the planning
phase. This is presented in his book Basic Principles of Curriculum and Instruction. He posited
four fundamental principles which are illustrated as answers to the following questions:
1. What education purposes should schools seek to attain?
2. What educational experiences can be provided that are likely to attain these purposes?
3. How can these educational experiences be effectively organized?
4. How can we determine whether these purposes are being attained or not?

Tyler’s model shows that in curriculum development, the following considerations should be
made:
1. Purposes of the school
2. Educational experiences related to the purposes
3. Organization of the experiences
4. Evaluation of the experience

2. Hilda Taba Model: Grassroots Approach

Hilda Taba improved on Tyler’s model. She believed that teachers should participate that teachers
should participate in developing a curriculum. As a grassroots approach Taba begins from the
bottom, rather than from the top as what Tyler proposed. She presented seven major steps to her
linear model which are the following.
1. Diagnosis of learners’ needs and expectations of the larger society.
2. Formulation of learning objectives
3. Selection of learning contents
4. Organization of learning contents
5. Selection of learning experiences
6. Determination of what to evaluate and the means of doing it
 3. Galen Saylor and William Alexander Curriculum Model
Galen Saylor and William Alexander (1974) viewed curriculum development as consisting of
four steps. Curriculum is “a plan for providing sets of learning opportunities to achieve broad
educational goals and related specific objectives for an identifiable population served by a single
school center.”
1. Goals, Objectives and Domains. Curriculum planners begin by specifying the major
educational goals and specific objectives they wish to accomplish. Each major goal
represents a curriculum domain: personal development, human relations, continued
learning skills and specialization. The goals, objectives and domains are identified and
chosen based on research findings, accreditation standards, and views of the different
stakeholders.
2. Curriculum Designing. Designing a curriculum follows after appropriate learning
opportunities are determined and how each opportunity is provided. Will the curriculum
be designed along the lines of academic disciplines, or according to student needs and
interests or along themes? These are some of the questions that need to be answered at
this stage of the development process.
3. Curriculum Implementation. A designed curriculum is now ready for
implementation. Teachers then prepare instructional plans where instructional
objectives are specified and appropriate teaching methods and strategies are utilized to
achieve the desired learning outcomes among students.
4. Evaluation. The last step of the curriculum model is evaluation. A comprehensive
evaluation using a variety of evaluation techniques is recommended. It should involve
the total educational programme of the school and the curriculum plan, the
effectiveness of instruction and the achievement of students. Through the evaluation
process, curriculum planner and developers can determine whether or not the goals of
the school and the objectives of instruction have been met.
All the models utilized the processes of (1) curriculum planning, (2) curriculum designing, (3)
curriculum implementing, and (4) curriculum evaluating.

Comparison of the Three Models

Instruction: Determine the similarities and differences of the three models of Curriculum
Development Process.
How are the models similar?
Similar Features Tyler’s Taba’s Saylor & Alexander
Tyler Xxxxxxxx
Taba xxxxxxxx
Saylor & Alexander xxxxxxxx
 Comment:

How are the Models Different?

Similar Features Tyler’s Taba’s Saylor & Alexander

Tyler Xxxxxxxx
Taba xxxxxxxx
Saylor & Alexander xxxxxxxx
Comment:

1. Describe the model of curriculum development which you understand well. Write in two
paragraphs.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_________________________________________________.

1. What phase of the curriculum process do you find very important as a teacher? Why?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
___________________________________________________.
Lesson 2.4 Foundations of Curriculum

Desired Learning Outcomes

> Describe the foundations of curriculum development

> Explain how each foundation influences the curriculum development

Take Off

Curriculum development is anchored on a very solid foundation. Although considered to be a new

discipline, its significance in the light of global developments has now been acknowledged. What
philosophical, historical, psychological and sociological influences inform the current school curriculum?
How do these foundations reflect the development of curriculum in our 21" century classrooms and
learning environment? Who are the identified curricularists with these foundations? Let us find out!

Foundations of Curriculum

1. Philosophical Foundations

Educators, teachers, educational planners and policy makers must have a philosophy or strong belief
about education and schooling and the kind of curriculum in the teachers' classrooms or learning
environment. Philosophy of the curriculum answers questions like: What are schools for? What subjects
are important? How should students learn? What methods should be used? What outcomes should be
achieved? Why?

The various activities in school are influenced in one way or another by a philosophy. John Dewey
influenced the use of "learning by doing", he being a pragmatist. Or to an essentialist, the focus is on the
fundamentals of reading, writing and arithmetic, the essential subjects in the curriculum.

There are many philosophies in education but we will illustrate only those as presented by Ornstein and
Hunkins in 2004.

A. Perennialism (Plato, Aristotle or Thomas Aquinas)

Aim: To educate the rational person; cultivate intellect

Role: Teachers assist students to think withreason (critical thinking: HOTS)

Focus: Classical subjects, literary analysis Curriculum is enduring

Trends: Use of great books (Bible, Koran,Classics) and Liberal Arts

B. Essentialism – Wiliam Bagley (1974-1946)

Aim: To promote intellectual growth of learners to become competent

Role: Teachers are sole authorities in the subject area.

Focus: Essential skills of the 3Rs; essential subjects

Trends: Back to basics, Excellence in education, cultural literacy

C. Progressivism –John Dewey (1859-1952)

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

D. Reconstructionism – Theodore Brameld (1904-1987)

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

2. Historical Foundations

Where is curriculum development coming from? The historical foundations will show to us the
chronological development along a time line. Reading materials would tell us that curriculum
development started when Franklin Bobbit (1876-1956) wrote the book "The Curriculum." Let us see
how each one contributed to curriculum development during his own time. Here are eight among the
many whom we consider to have great contributions.
Franklin Bobbit (1876-1956)

– He started the curriculum development movement.

– Curriculum as a science that emphasizes students needs.

– Curriculum prepares learners for adult life.

– Objectives and activities should group together when tasks are clarified.

Werret Charters (1875-1952

– Like Bobbit, he posited that curriculum is science and emphasizes students' needs.

– Objectives and activities should match. Subject matter or content relates to objectives.

William Kilpartick (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.

Harold Rugg (1886-1960)

–Curriculum should develop the whole child. It is child-centered.

–With the statement of objectives and related learning activities, curriculum should produce
outcomes.

– He emphasized social studies and suggested that the teacher plans curriculum in advance.

Hollis Caswell (1901-1989)

 – 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.

Ralph Tyler (1902-1994)

– Curriculum is a science and an extension of school's philosophy. It is based on students' needs

and interest.

– 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.

Hilda Taba (1902-1967)

– 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.

Peter Oliva (1992-2012)

– He described curriculum change as a cooperative endeavor.

– Teachers and curriculum specialist constitute the professional core of planners.

– Significant improvement is achieved through group activity.

3. Psychological Foundation of Curriculum foundations of Curriculum

Psychology provides a basis to understand the teaching and learning process. It unifies elements of the
learning process. Questions which can be addressed by psychological foundations of education are: How
should curriculum be organized to enhance learning? What is the optimal level of students' participation
in learning the various contents of the curriculum? In this module, we shall consider three groups of
learning theories: behaviorism or association theories; cognitive-information processing theories and
humanistic theories (Ornstein & Hunkins, 2004).

Let us review some theories in learning related to these clusters of learning theories.

3.1 Association and Behaviorism

Ivan Pavlov (1849-1936)

– He is the father of the classical condition theory, the S-R theory.

– The key to learning is early years of life train them what you want them to becom

– S-R Theory is a foundation of learning p called indoctrination.

Edward Thorndike (1874-1949)

– He championed the connectionism theo

– He proposed the three laws of learning:

Law of readiness

Law of exercise

Law of effect

– Specific stimulus has specific response.

Robert Gagne (1916-2002)

– He proposed the hierarchical learning theory Learning follows a hierarchy.

– Behavior is based on prerequisite conditions. He introduced tasking in the formulation of objectives.

3.2 Cognitive Information Processing Theory

Jean Piaget (1896-1980)

★ Theories of Jean Piaget

– Cognitive development has stages from birth to maturity. Sensorimotor stage (0-2),
preoperational stage(2-7), concrete operations stage (7-11) and formal operations (11-onwards).

★Keys to learning

– Assimilation (incorporation of new experience)

– Accommodation (learning modification and adaptation)

– Equilibration (balance between previous and later learning)

Lev Vygotsky (1896-1934)

Theories of Lev Vygotsky

Cultural transmission and development stage. Children could, as a result of their interaction with society,
actually perform certain cognitive actions prior to arriving at developmental stage,

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.

Howard Gardner
★Gardner's multiple intelligences

– Humans have several different ways of processing information and these ways are relatively
independent of one another.

– There are eight intelligences: linguistic, logico-mathematical, musical, spatial, bodily/kinesthetic,

interpersonal, intrapersonal, and naturalistic

Daniel Goleman

– Emotion contains the power to affect action.

– He called this Emotional Quotient.

3.3 Humanistic Psychology

Gestalt.

★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 how they perceive is related to
their previous experiences.

Abraham Maslow (1908-1970)

– He advanced the Self-Actualization Theory

– 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.

★Key to learning

– Produce a healthy and happy learner who can accomplish, grow and actualize his or her human self.

Carl Rogers (1902-1987)

★Nondirective and therapeutic learning

– He established counselling procedures and methods for facilitating learning.

– Children's perceptions, which are highly individualistic, influence their learning and behaviour in class.

★ Key to learning

– Curriculum is concerned with process, not product; personal needs, not subject matter. psychological
meaning, not cognitive scores.

4.0 Social Foundations of Curriculum

★ Schools and Society

– Society as a source of change

– Schools as agents of change

– Knowledge as an agent of change.

Emile Durkheim (1858-1917)

– Influence of society and social context in education

– Things that surround individuals can change, develop their behavior.

– Considered two fundamental elements which are schools and civil society

Alvin Toffler

– Wrote the book Future Shock Believed that knowledge should prepare students for the future

– Suggested that in the future, parents might have the resources to teach prescribed curriculum from
home as a result of technology, not in spite of it. (Home Schooling)

– Foresaw schools and students worked creatively, collaboratively, and independent of their age

★Other Theorists;

Paolo Freire 1921-1997

– Education as a means of shaping the person and society through critical reflections and
"conscientization"

– Teachers use questioning and problem posing approach to raise students' consciousness

– Emphasis on questioning problem posing and critical thinking

– Major book: Pedagogy of the Oppressed, 1968

John Goodlad 1920-2014

– Curriculum organized around needs of society and the students

– Reduce student conformity in classroom

– Constant need for school improvement

– Emphasis on active learning and critical thinking

– Involvement of students in planning curriculum content and instructional activities

– Need to align content with standards

– Major book: A Place Called Schools, 1984; What Are Schools For? 1989

William Pinar 1947-

– Broaden the conception of curriculum to enrich the practice

– Understand the nature of the educational experience

– Curriculum involves multiple disciplines

– Curriculum should be studied from a historical, racial, gendered, phenomenological, postmodern,

theological and international perspectives.

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.

Activity 1: Explore the Web (by Groups)

Instructions:

1. Form a five-member group. Choose a group leader. With all the group members, search two
outstanding personalities in the cluster of Curriculum Foundations who contributed to curriculum
development. Write their biographies. You may find other persons not included in the list given in this
lesson.

Cluster 1 - Philosophical Foundations

Cluster 2 Historical Foundations

Cluster 3- Psychological Foundations Cluster 4 Sociological Foundations

2. Submit in group the biographies of the identified persons in not less than 3 pages, short-sized bond
paper, double spaced, with list of references at the end.What significant contribution can you recall
about this person?

1. Lev Vygotsky

2. Daniel Goleman

3. William Kipatrick

4. Hilda Taba

5. Ralph Tyler

6. John Dewey

7. Abraham Maslow

8. Carl Rogers

9. Franklin Bobbit

10. Alvin Toffler

Self-Reflect

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?

 Lesson 3.1 Fundamentals of Curriculum Design

Desired Learning Outcomes:

 Identify the fundamental of curriculum designing.

 Appreciate the task of designing a curriculum.

Content Focus
Building on Peter Oliva’s 10 Axioms for Curriculum Designers
As we begin to discuss about curriculum designing, all teachers need to know the
different axioms or theorems regarding curriculum as presented by Gordon, W., Taylor R.,
and Oliva P. in 2019. This axioms will be guide to be curriculist in designing a curriculum.
Axioms are principle that practitioners as curriculum designer can use as guidelines or a
frame of reference.

Ten Axioms About Curriculum That Teacher Need As Reminders

1. Curriculum change is inevitable, necessary, and desirable.
Earlier it was stated that one of the characteristics of curriculum is its being dynamic.
Because of this, teachers should respond to the changes that occur in schools and in
its context. Societal development and knowledge revolution come so fast that the
need to address the changing condition requires new curriculum designs.
2. Curriculum is a product of its time.
A relevant curriculum should respond to changes brought about by current social
forces, philosophical positions, psychological principles, new knowledge, and
educational reforms. This is also called timeliness.
3. Curriculum changes made earlier can exist concurrently with newer curriculum
changes.
A revision in a curriculum starts and ends slowly. More often, curriculum is gradually
phased in and phased out, thus the changes that occur can coexist and oftentimes
overlap for long periods of time.
4. Curriculum change depends on people who will implement the change.
Teachers who will implement the curriculum should be involved in its development,
hence should know how to design a curriculum. Because the teachers are the
implementers of the curriculum, it is best that they should design and own the
changes. This will ensure an effective and long lasting change.
5. Curriculum development is a cooperative group activity.
 Group decisions in some aspects of curriculum development are suggested.
Consultations with stakeholders when possible will add to a sense of ownership.
Even learners should participate in some aspect of curriculum designing. Any
significant change in the curriculum should involve a broad range of stakeholders to
gain their understanding, support, and input.
6. Curriculum development is a decision-making process made from choices of
alternatives.
A curriculum developer or designer must decide what contents to teach, philosophy
or point of view to support, how to provide for multicultural groups, what methods
or strategies, and what type of evaluation to use.
7. Curriculum development is an ongoing process.
Continuous monitoring, examination, evaluation, and improvement of curricula are
to be considered in the design of the curriculum. As the needs of learners change, as
society changes, and as new knowledge and technology appear, the curriculum must
change.
8. Curriculum development is more effective if it is a comprehensive process, rather
than a “piecemeal”.
A curriculum design should be based on a careful plan, should clearly establish
intended outcomes, support resources and needed time available and should equip
teaching staff pedagogically.
9. Curriculum development is more effective when it follows a systematic process.
A curriculum design is composed of desired outcomes, subject matter content
complemented with references, set of procedures, needed materials and resources
and evaluation procedure which can be placed in a matrix.
10. Curriculum development starts from where the curriculum is.
Curriculum planners and designers should begin with existing curriculum. An existing
design is a good starting point for any teacher who plans to enhance and enrich a
curriculum.

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 a 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.

I. Behavioral Objectives or Intended Learning Outcomes

Begin with the end in view. The objectives or intended learning outcomes are the reasons for
undertaking the learning lesson from the student’s point of view’ it is desired learning outcome
that is to be accomplished in a particular learning episode, engaged in by the learners under the
guidance of the teacher. As a curriculum designer, the beginning of the learning journey is the
learning outcomes to be achieved. In this way, both the learner and the teacher are guided by
what to accomplish.
The behavioral objectives, intended learning outcomes or desired learning outcomes are
expressed in action words found in the revised Bloom’s Taxonomy of Objectives (Andersen and
Krathwohl, 2003) for the development of the cognitive skills. For the affective skills, the
taxonomy made by Krathwohl and for the psychomotor domain by Simpson.
The statement should be SMART: Specific, Measurable, Attainable, Result oriented and Time
bound. For a beginner, it would help if you provide the Condition, Performance and Extent or
Level or Performance in the statement of the intended earning outcomes.
For example, if a lesson intends the students to identify the parts of a simple flower as stated in
the desired learning outcomes, then students should have identified the parts of a simple flower,
at the end of the lesson.
Sometimes the phrase intended learning outcomes is used to refer to the anticipated results
after completing the planned activity or lesson. In framing learning outcomes, it is good practice
to:
 Express each outcome in terms of what successful students will be able to do. For
example, rather than stating students will be able to explain the reason why … it should
be: ‘Students must have explained the reasons why … ‘This helps students to focus on
what they have to achieve as learning. It will also help curricularist devise appropriate
assessment tasks.
 Include different kinds of outcomes. The most common are cognitive objectives
(learning facts, theories, formulae, principles, etc.) and performance outcomes (learning
how to carry out procedures, calculations and processes, which typically include
gathering information and communicating results). In some contexts, affective outcomes
are important too (for developing attitudes or values, e.g. those required as a person
and for a particular profession)

II. Content/ Subject Matter

The content of the lesson or unit is the topic or subject matter that will be covered.
In selecting content, you should bear in mind the following principles in addition to
those mentioned about the content in previous lessons:
 Subject matter should be relevant to the outcomes of the curriculum. An
effective curriculum is purposive and clearly focused on the planned learning
outcomes.
 Subject matter should be appropriate to the level of the lesson or unit. An
effective curriculum is progressive, leading students towards building on
previous lessons. Contents which are too basic or too advanced for the
development levels of learners make students either bored or baffled, and
affect their motivation to learn.
 Subject matter should be up to date and, if possible, should reflect current
knowledge and concepts.

III. References
The reference follows the content. It tells where the content or subject matter has
been taken. The reference may be a book, a module, or any publication. It must bear
the author of the material and if possible, the publication. Some examples are given
below.
1. Project Wild (1992) K to 12 Activity Guide, An Interdisciplinary,
Supplementary Conservation and Environmental Education Program. Council
of Environmental Education, Bethesda, MD.
2. Shipman, James and Jerry Wilson, et al (2009). An Introduction to Physical
Science. Houghton Mifflin Co. Boston MA
3. Romo, Salvador B. (2013). Horticulture an Exploratory Course. Lorimar
Publishing Inc. Quezon City
4. Bilbao, Purita P. and Corpuz, Brenda B. et al (2012). The Teaching Profession
2nd Ed. Lorimar Publishing Inc. Quezon City

IV. Teaching and Learning Methods

These are the activities where the learners derive experiences. It is always good to
keep in mind the teaching strategies that students will experience (lectures,
laboratory classes, fieldwork etc.) and make them learn. The teaching-learning
methods should allow cooperation, competition as well as individualism or
independent learning among the students. For example:
 Cooperative learning activities allow students to work together. Students are
guided to learn on their own to find solutions to their problems. The role of
the teachers is to guide the learners. Democratic process is encouraged, and
each one contributes to the success of learning. Students learn from each
other in ways. Group projects and activities considerably enhance the
curriculum.
 Independent learning activities allow learners to develop personal
responsibility. The degree of independence to learn how to learn is enhanced.
This strategy is more appropriate for fast learners.
 Competitive activities, where students will test their competencies against
another in a healthy manner allow learners to perform to their maximum.
Most successful individuals in their adult life are competitive, even in early
schooling. They mostly become the survivors in a very competitive world.
 The use of various delivery modes to provide learning are experiences is
recommended. Online learning and similar modes are increasingly important
in many curricula, but these need to be planned carefully to be effective.
There are some examples of very simple teaching-learning methods with detailed
steps that you can start using as you begin teaching.
Some Behaviorist Teaching Learning Methods
A. Direct Instruction: Barak Rosenshine Model (in Ornstien & Hunkins, 2018)
Detailed Steps
1. State Learning Objectives/Outcomes: Begin lesson with a short statement of
objective or desired lesson learning outcomes.
2. Review: Introduce short review of previous or prerequisite learning.
3. Present new materials: Present materials in small, sequenced manner.
4. Explain: Give clear and detailed instructions and explanations.
5. Practice: Provide active practice for all students.
6. Guide. Guide students during initial practice; or provide seatwork activities.
7. Check for understanding. Ask several questions, assess students comprehension.
8. Provide Feedback. Provide systematic feedback and corrections.
9. Assess performance. Obtain student success rate of 80 percent or more during
practice session.
10. Review and test. Provide for spaced review and testing.
B. Guided Instruction: Madeline Hunter Model (in Ornstein & Hunkins, 2018)
1. Review. Focus on previous lesson, ask students to
summarize main points.
2. Anticipatory set. Focus student’s attention on new lesson.
Stimulate interest in the new materials.
3. Objective. State explicitly what is to be learned; state
rationale or how it will be useful.
4. Input. Identify needed knowledge and skills for learning new
lesson; present materials in sequenced steps.
5. Modeling. Provide several examples or demonstrations
throughout the lesson.
6. Check for understanding. Monitor students’ work before
they become involved in lesson activities, check to see they
understand directions or tasks.
7. Guided practice. Periodically ask students questions and
check their answers. Again monitor understanding.
8. Independent practice. Assign independent work or practice
when it is reasonably sure that students can work on their
own with understanding and minimal frustration.
C. Mastery Learning; JH Block and Lorin Anderson Model (in Ornstein &
Hunkins, 2018)
1. Clarify. Explain to students what they are expected to learn.
2. Inform. Teach the lesson, relying on the whole group Instruction.
3. Pretest. Give a formative quiz on a no fault-basis, students can check their
own paper.
4. Group. Based on results, divide the class into mastery and non- mastery
groups (80% is considered mastery)
5. Enrich and correct. Give enrichment instruction to mastery group. Give
corrective (practice/drill) to non-mastery group.
6. Monitor. Monitor student progress; vary amount of teacher time and
support for each group based on group size and performance.
7. Posttest. Give a summary test for non-mastery group.
8. Assess performance. At least 75% of the students should achieve mastery
by the summative test.
9. Reteach. If not, repeat procedures; starting with corrective instructions
(small study groups, individual tutoring, alternative instructional materials,
extra homework, reading materials practice and drill).
 D. Systematic Instruction: Thomas Good and Jere Brophy (in Ornstein and
Hunkins, 2018)
1. Review. Review concepts and skills related to homework, provide review
exercises.
2. Development. Promote students understanding, provide controlled
practice.
3. Assess comprehension. Ask questions, provide controlled practice.
4. Seatwork. Provide uninterrupted seatwork; get everyone involved, sustain
momentum.
5. Accountability. Check the students work.
6. Homework. Assign homework regularly; provide review problems.
7. Special Review. Provide weekly reviews to check and further maintain and
enhance learning.

Teaching and Learning Environmental

In the choice of the teaching and learning methods, equally important is the teaching
learning environment. Brian Castaldi in 1987 suggested four criteria in the provision of the
environment or learning spaces in designing a curriculum. These criteria include (1) Adequacy,
(2) suitability, (3) efficiency and (4) economy.
1. Adequacy – this refers to the actual learning space or
classroom. Is the classroom is large enough for students
mobility for class interaction and collaborative work. Is there
enough light and ventilation so that the learning space is
conductive and safe for learning? To provide learning
condition that will provide opportunities that will develop
the 21st century skills, there must be a provision for the
utilization of technology for teaching and learning and the
use of cyberspace.
2. Suitability – This relates to planned activities. Suitability
should consider chronological and developmental ages of
learners. Also to be considered will be the socio-cultural,
even religious background of the learners.
3. Efficiency – This refers to operational and instructional
effectiveness.
4. Economy – This refers to cost effectiveness. How much is
needed to provide instructional materials?
 V. Assessment/Evaluation
Learning occurs most effectively when students receive feedback, i.e. when they
receive information on what they have already (and have not) learned. The process
by which this information is generated is assessment. It has three main forms:
 Self-assessment, through which students learn to monitor and evaluate their
own learning. This should be a significant element in the curriculum because
we aim to produce graduates who are appropriately reflective and self-critical.
 Peer assessment, in which students provide feedback on each other’s
learning. This can be viewed as an extension of self-assessment and
presupposes trust and mutual respect. Research suggests that students can
learn to judge each other’s work as reliably as staff.
 Teacher assessment, in which the teacher prepares and administers tests and
gives feedback on the student’s performance.

Assessment may be formative (providing feedback to help the student learn more) or
summative (expressing a judgment on the student’s achievement by reference to stated criteria).
Many assessment tasks involve an element of both, e.g. an assignment that is marked and
returned to the student with detailed comments.
Summative assessment usually involves the allocation of marks or grades. This helps
the teacher make decisions about the progress or performance of the students.
Students usually learn more by understanding the strengths and weaknesses of their
work than by knowing the mark or grade given to it. For this reason, summative assessment
tasks (including unseen examinations) should include an element of formative feedback, if
possible.

Application of the Fundamental Components to Other Curriculum Designs

While our example refers only to designing a lesson plan which is a mini curriculum,
similar components will also be used in making a syllabus for teaching in higher education
courses or other curricular projects. Based on the curriculum models we have learned the
fundamental components include the following:

Major components of a Course Design or Syllabus

1. Intended Outcomes (or Objectives)
2. Content/ Subject Matter (with references)
3. Methods/Strategies (with needed resources)
4. Evaluation (means of assessment)
Simply put curriculum design is the organization of curriculum components. All other additional
components are trimmings that each designer may other add. This may be institutional
template or suggested by any other curriculum experts or required by educational agencies like
the Department of Education, Commission on Higher Education, Accrediting Agencies,
Professional Regulation Commission to achieve a specific purpose of such agency.

Activity: Finding an Example

Instructions with a partner…
1. Secure a copy of a sample Lesson Plan.
2. Using the matrix given below, analyze the sample you secured and give your suggestions
based on the principles and concepts you learned in this module.

COMPONENTS COPY FROM THE SAMPLE YOUR COMMENT/SUGGESTION

Title of the Lesson Plan
Intended Learning
Outcomes/Objectives
Content/ Subject Matter
Methods/ Strategies
Evaluation/ Assessment

Answer briefly:
1. Which one principle of Oliva is reflected in the Lesson Plan? Explain briefly.
2. If you were to improve the design, what will you add, or subtract or modify? Write your
re-design suggestion.

SELF CHECK
 Which of the concepts do you clearly understand? Answer YES or NO to the questions
that follow.

Questions Answer
As a curricularist and curriculum designer… YES or NO
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 only the expertise of the
teacher?
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 answers 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.
Self-Reflect
Instructions: Provide answers to the incomplete sentences. After reading, this lesson on
fundamentals of curriculum designing or crafting a curriculum.

1. I realized that

2. I feel that
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_____
3. I need to
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_____
 #8
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Lesson 3.2 Approaches to Curriculum Designing

Desired Learning Outcomes:

 Identify some familiar curriculum designs and approaches to the designs.

 Analyze the approaches in the light of how these are applied in the school setting.

Take Off

You have been familiarized with the preliminaries of making a simple design through
lesson plan components. You will further enrich your knowledge by looking into how other
curricularists approach the curriculum design. In this lesson, we will see how several examples of
curriculum designs are used in the schools and classrooms.

Content Focus

Types of Curriculum Design Models

There are many ways of looking at curriculum and designing one. For our own purposes, let us
focus on the most widely used examples.

1. Subject-Centered Design

This is a curriculum design that focuses on the content of the curriculum. The subject-
centered design corresponds mostly to the textbook because textbooks are usually written based
the specific subject or course. Henry Morrison and William Harris are the few curricularists who
firmly believed in this design. As practiced, school hours are allocated to different school subjects
such as Science, Mathematics, Language, Social Studies, Physical Education, and others. This is
also practiced in the Philippines, because a school day is divided into class period, a school year
into quarters or semester. Most of the schools using this kind of structure and curriculum design
aim for excellence in the specific subject discipline content.

Subject-centered curriculum design has also some variations which are focused on the
individual subject, specific discipline and a combination of subjects or disciplines which are
a broad field or interdisciplinary.

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1.1 Subject Design.

What subject are you teaching? What subject are you taking? These are two simple
questions that the teacher and the learner can easily answer. It is because they are familiar with
the subject design curriculum.

Subject design curriculum is the oldest and so far the most familiar design for teachers,
parents and other laymen. According to the advocates, subject design has an advantage because
it is easy to deliver. Textbooks are written and support instructional materials are commercially
available. Teachers are familiar with the format, because they were educated using also the
design. In the Philippine educational system, the number of subjects in the elementary education
is fewer than in the secondary level. In college, the number of subjects also differs according to
the degree programs being pursued. For each subject, a curriculum is being designed.
However, the drawback of this design is that sometimes, learning is so
compartmentalized. It stresses so much the content and forgets about students' natural
tendencies, interests and experiences. The teacher becomes the dispenser of knowledge and the
learners are the simply the empty vessel to receive the information or content from the teacher.
This is a traditional approach to teaching and learning.

1.2 Discipline Design.

This curriculum design model is related to the subject design. However, while subject
design centers only on the cluster of content, discipline design focuses on academic disciplines.
Discipline refers to specific knowledge learned through a method which the scholars use to study
a specific content of their fields. Students in history should learn the subject matter like
historians, students in biology should learn how the biologists learn, and so with students in
mathematics, who should learn how mathematicians learn. In the same manner, teachers should
teach how the scholars in the discipline will convey the particular knowledge.
Discipline design model of curriculum is often used in college, but not in the elementary or
secondary levels. So from the subject-centered curriculum, curriculum moves higher to a
discipline when the students are more mature and are already moving towards their career path
or disciplines as science, mathematics, psychology, humanities, history and others.

1.3 Correlation Design.

Coming from a core, correlated curriculum design links separate subject designs in order
to reduce fragmentation, Subjects are related to one another and still maintain their identity. For
example, English literature and social studies correlate well in the elementary level. In the two
subjects, while history is being studied, different literary pieces during the historical period are
also being studied. The same is true when science becomes the core, mathematics is related to it,
as they are taken in chemistry, physics and biology. Another example is literature as the core with
art, music, history, geography related to it. To use correlated design, teachers should come
together and plan their lessons cooperatively.

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1.4 Broad Field Design/Interdisciplinary.

Broad field design or interdisciplinary is a variation of the subject-centered design. This

design was to made to cure the compartmentalization of the separate subjects and integrate the
contents that are related to one another. Thus subjects such as geography, economics, political
science, anthropology, sociology and history are fused into one subject called social studies.
Language arts will include grammar, literature, linguistics, spelling, and composition.
 Sometimes called holistic curriculum, broad fields draw around themes and integration.
Interdisciplinary design is similar to thematic design, where a specific theme is identified, and all
other subject areas revolve around the theme.

1. Learner-Centered Design

Among progressive educational psychologists, the learner is the center of the educative
process. This emphasis is very strong in the elementary level, however, more concern has been
placed on the secondary and even the tertiary levels. Although in high school, the subject or content
has become the focus and in the college level, the discipline is the center, both levels still recognize
the importance of the learner in the curriculum.
Here are some examples of curriculum designs which are learner-centered.
1.1 Child-Centered Design.

This design is often attributed to the influence of John Dewey, Rouseau, Pestallozi and
Froebel. This curriculum design is anchored on the needs and interests of the child. The learner is
not considered a passive individual but one life who engages with his/her environment. One learns
by doing. Learners actively create, construct meanings and understanding as viewed by the
constructivists. In the child-centered design' pro learners interact with the teachers and the
environment, thus there is a collaborative effort on both sides to plan lessons select content and do
activities together. Learning is a product of the child's interaction with the environment.

1.2 Experience-Centered Design.

This design is similar to the child-centered design. Although the focus remains to be the
child' experience-centered design believes that the interests and needs of learners cannot be pre-
planned. Instead, experiences of the learners become the starting point of the curriculum, thus the
school environment is left open and free. Learners are made to choose from various activities that
the teacher provides. The learners are empowered to shape their own learning from e different
opportunities given by the teacher. In a school where experience-centered curriculum is provided,
different learning centers are found, time is flexible and children are free to make options. Activities
revolve around different emphasis such as touching, feeling, imagining, constructing, relating and
others. The emergence of multiple intelligence theory blends well with experience-centered design
curriculum.

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1.3 Humanistic Design.

The key influence in this curriculum design is Abraham Maslow and Carl Rogers. Maslow's
theory of self-actualization explains that a person who achieves this level is accepting of self, others
and nature; is simple, spontaneous and natural; is open to different experiences; possesses empathy
and sympathy towards the less fortunate among the many others. The person can achieve this state
of self-actualization later in life but has to start the process while still in school. Carl Rogers, on
the other hand, believed that a person can enhance self-directed learning by improving self-
understanding, the basic attitude to guide behavior.
In a humanistic curriculum design, the development of self is the ultimate objective of
learning, It stresses the whole person and the integration of thinking, feeling and doing. It considers
the cognitive, affective and psychomotor domains to be interconnected and must be addressed in
the curriculum. It stresses the development of positive self-concept and interpersonal skills.

2. Problem-Centered Design

Generally, problem-centered design draws on social problems, needs, interest and abilities
of the learners. Various problems are given emphasis. There are those that center on life situations,
contemporary life problems, areas of living and many others. In this curriculum, content cuts across
subject boundaries and must be based on the needs, concerns and abilities of the students. Two
examples are given for the problem- centered design curriculum.
2.1 Life-Situations Design.
What makes the design unique is that the contents are organized in ways that allow students
to clearly view problem areas. It uses the past and the present experiences of learners as a means to
analyze the basic areas of living. As a starting point, the pressing immediate problems of the society
and the students' existing concerns are utilized. Based on Herbert Spencer's curriculum writing, his
emphases were activities that sustain life, enhance life, aid in rearing children, maintain the
individual's social and political relations and enhance leisure, tasks and feelings. The connection of
subject matter to real situations increases the relevance of the curriculum.

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1.1 Core Problem Design.

Another example of problem-centered design is core design. It centers on general education

and the problems are based on the common human activities. The central focus of the core design
includes common needs problems, and concerns of the learners. Popularized by Faunce and
Bossing in 1959, it presented ways on how to proceed using core design of a curriculum. These are
the steps.
Step 1. Make group consensus on important problems.
Step 2. Develop criteria for selection of important problem.
Step 3. State and define the problem.
Step 4. Decide on areas of study, including class grouping.
Step 5. List the needed information for resources.
Step 6. Obtain and organize information.
Step 7. Analyze and interpret the information. Step 8. State the tentative conclusions.

Step 9. Present a report to the class individually or by group.

Step 10. Evaluate the conclusions.

Step I l. Explore other avenues for further problem solving.

 These are some examples of curriculum designs. There are many more which are emerging
and those that have evolved in the past. The example given may be limited, however, for our
purposes, they can very well represent curriculum designs.

Table 1: Overview of the Major Curriculum Designs (Ornstein A & Hunkins, F 2018)

Underlying Spokesperson/
Design Emphasis Source/Focus
Philosophy Champion
Subject-Centered
Essentialism Science, Harris,
Subject Design Separate Subject
Perennialisn Knowledge Hutchins
Interdisciplinary
Broad-Fields Essentialism Science, Broudy,
subjects, scholarly
design Progressivism Knowledge Dewey
discipline
Separate subject,
Correlation disciplines linked Progressivism Alberty,
Knowledge
design but identities Essentialism Alberty
maintained
Learner-Centered
Dewy,
Child-Centered Child’s needs and
Progressivism Child Kilpatrick,
Design interest
Parker
Experienced- Child’s experience Dewey, Rugg,
Progressivism Child
Centered design and needs Shumaker
Combs,
Experiences,
Humanistic Reconstructionism Psychology, Abraham
interest, needs of a
design Existentialism child, society Maslow, Carl
person and group
Rogers
Problem-Centered design
Life-situation Life (social)
Reconstructionism Society Spencer
design problem
Child, focus on
Transformatory
society and the Open system Post
(or becoming Society Slattery
world, all reals of modernism
change)
culture
Reconstructionist Child, the teacher, Post
Open system Roth
design the world modernism
Page 59

Approaches to Curriculum Design Models

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.

Child or Learner-Centered Approach.

This approach to curriculum design is based on the underlying philosophy that the child or
the learner is the center of the educational process. It means that the curriculum is constructed based
on the needs, interest, purposes and abilities of the learners. The curriculum is also built upon the
learners' knowledge, skills, previous learnings and potentials.
From its design, how should a child-centered curriculum be approached? Let us consider
these principles.

Principles of Child-Centered Curriculum Approach

1. Acknowledge and respect the fundamental rights of the child.

2. Make all activities revolve around the overall development of the learner.
3. Consider the uniqueness of every learner in a multicultural classroom.

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1. Consider using differentiated instruction or teaching.

2. Provide a motivating supportive learning environment for all the learners.

The child-centered approach is illustrated in the example below:

School X is anchored on the theory of multiple intelligences in all its curricular and co-
curricular activities. Every classroom provides activity centers where children can learn on their
own with the different learning resource materials. Learners can just choose which learning center
to engage in with different resources. This arrangement allows for the capacity of every learner to
be honed. It also allows learning how to learn, hence will develop independence. The teacher acts
as guide for every learner. The learner sets the goal that can be done within the frame of time.

Subject-Centered Approach.
This is anchored on a curriculum design which prescribes separate distinct subjects for
every educational level: basic education, higher education or vocational-technical education. This
approach considers the following principles:
1. The primary focus is the subject matter.
2. The emphasis is on bits and pieces of information which may be detached from life
3. The subject matter serves as a means of identifying problems of living.
4. Learning means accumulation of content, or knowledge.
5. Teacher's role is to dispense the content.

Example of subject-centered approach is given below.

In another setting, School Y aims to produce the best graduates in the school district. Every
learner must excel in all academic subjects to be on top of every academic competition. The higher
the level of cognitive intelligence. the better the learner. Hence the focus of learning is mastery of
the subject matter in terms of content. Every student is expected to be always on top in terms of
mastery of discipline. Memorization and drill are important learning skills. The school gives
emphasis to intellectual development, and sets aside emotional, psychomotor and even value
development. Success means mastery of the content.

Problem-Centered Approach.
This approach is based on a design which assumes that in the process of living, children
experience problems. Thus, problem solving enables the learners to become increasingly able to
achieve complete or total development as individuals.

Page 61
This approach is characterized by the following views and beliefs:
1. The learners are capable of directing and guiding themselves in resolving problems, thus
developing every learner to be independent.
2. The learners are prepared to assume their civic responsibilities through direct participation in
different activities.
3. The curriculum leads the learners in the recognition of concerns and problems in seeking
solutions. Learners are problem solvers themselves.

An example of the problem-centered approach is presented below.

School Z. believes that a learner should be trained to solve real life problems that come
about because of the needs, interests and abilities of the learners. Problems persistent in life and
society that affect daily living are also considered. Most of the school activities revolve around
finding solutions to problems like poverty, drug problems, climate change, natural calamities and
many more. Since the school is using a problem-based design, the same approach is used. Case
study and practical work are the teaching strategies that are utilized. Problem-centered approach
has become popular in many schools.
 We have given examples of curriculum design and the corresponding approaches. Again,
the choice of the design is influenced by philosophical and psychological beliefs of the designer. It
is very important that as a curricularist, you will be able to understand the different design models
and how to approach each one.

Take Action

Activity 1- The K to 12 Curriculum: What Design?

Get hold of materials about the K to 12. Discuss with your group mates and answer the following:
1. What kind of curriculum design influence mostly the K to 12 Curriculum?
A. Subject-Centered?
B. Learner-Centered
C. Problem-Centered?
(You may have more than one answer)
2. Cite an illustrative example that relates to your choice.
3. Place your answer on a matrix like the one below.

Type Of Curriculum Design in K to 12 Illustrative Example

Subject-Centered Design/Approach
Learner-Centered Design/Approach
Problem-Centered Design/Approach
Page 62

Self-Check
Identify what kind of design and approach are utilized in the following descriptions.

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 finding solution to everyday problem. 7. Differentiated instruction should be
utilized for different ability groups.
8. Accumulation of knowledge is of primary importance in teaching.
9. Learning how to learn is observable among students.
10. Students are problem-finders and solution-givers.

Self-Reflect

1. Choose one statement and reflect on it. What do you think and feel about it?

Statement No. 1- "Schools that approach the curriculum as subject-centered, make robots out of the
students."
Statement No. 2- "In schools where child-centeredness 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?"
 Lesson 3.3 Curriculum Mapping and Curriculum Quality Audit

Desired Learning Outcomes

➢ Define curriculum mapping and curriculum quality audit.

➢ Explain the benefits of curriculum mapping and curriculum quality audit.
➢ Familiarize oneself of some examples of curriculum maps.

Take Off

A curriculum design is reflected in a written curriculum either as a lesson plan,

syllabus, unit plan or a bigger curriculum like K to 12. Before a teacher shall put this plan
or design into action, he/she must need to do a curriculum map.
Have you ever wondered how to pace your lesson, so that it will cover a period of
time like hours, weeks, quarters, semester or the whole year?
This lesson will teach us, curricularists, the importance of curriculum mapping and
curriculum quality audit as processes in curriculum development.

Content Focus
Curriculum Mapping

Curriculum mapping is a model for designing, refining, upgrading and reviewing the
curriculum resulting in a framework that provides form, focus and function (Hale and
Dunlap, 2010). It is a reflective process tat helps teachers understand what has been taught
in class., how it has been taught and how learning outcomes are assessed. This process was
introduced by Heidi Hayes Jacobs in 2004 in her book Getting results with Curriculum
Mapping (ASCD, 2004). This approach is an ongoing process or “work-in-progress”. It is
not a one time initiative but a continuing action, which involves the teacher and other
stakeholders. Who have common concerns. Curriculum mapping can be done by.
teachers alone, a group of teachers teaching the same subject, the department, the whole
school or district or the whole educational system.
 Some curricularists would describe curriculum mapping as making a map to
success. There are common questions that are asked by different stakeholders, like
teachers, colleagues, parents, school officials and the community as well. These questions
may include:
1. What do my students learn?
2. What do they study in the first quarter?
3. What are they studying in the school throughout the year?
4. Do my co-teachers who handle the same subject, cover the same content? Achieve
the same outcomes? Use similar strategies?
5. How do I help my students understand the connections between my subjects and
other subjects within the year? Next year?

Curriculum mapping, may be able to answer these questions above Furthermore,

mapping will produce a curriculum map, which is a very functional tool in curriculum
development.

Benefits of Curriculum Mapping

1. Curriculum mapping ensures alignment of the desired learning outcomes, learning
activities and assessment of learning.
2. Curriculum mapping addresses the gaps or repetitions in the curriculum. It reveals
if certain program goals or learning outcomes are not adequately covered or overly
emphasized in the current curriculum.
3. Curriculum mapping verifies, clarifies and establishes alignment between what
students do in their courses and what is taught in the classrooms and assessed as
their learning.
4. The curriculum maps visually show important elements of the curriculum and how
they contribute to student learning.
5. Curriculum mapping connects all initiatives from instruction. Pedagogies,
assessment and professional development. It facilitates the integration of cross-
curricular skills.

Curriculum Mapping Process

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.
Example A.
1. Make a matrix or a spread sheet.
2. Place a timeline that you need to cover. (one quarter, one semester, one year) This
should be dependent on time frame of a particular curriculum that was written.
3. Enter the intended learning outcomes, skills needed to be taught or achieved at the
end of the teaching.
4. Enter in the same matrix the content areas/subject areas to be covered.
5. Align and name each resource available such as textbooks, workbooks, module next
to subject areas.
6. Enter the teaching-learning methods to be used to achieve the outcomes.
7. Align and enter the assessment procedure and tools to the intended learning
outcomes, content areas, and resources.
8. Circulate the map among all involved personnel for their inputs.
9. Revise and refine map based on suggestions and distribute to all concerned.

You will find Example A as a component of an OBE-Inspired syllabus for the higher
education. However, this can be modified for basic education to serve the specific purpose
as you will see in some maps.

Example B (For a degree program in college)*.

1. Make a matrix or a spreadsheet.
2. Identify the degree or program outcomes (ex. BEEd, or BSED).
3. Identify the subjects or courses under the degree (GenEd, Prof. Ed, and Major for BSEd).
4. List the subjects along the vertical cells of the matrix in a logical or chronological order.
5. List the degree program outcomes along the horizontal cell (use code as PO1, PO2…if
outcomes are too long to fit in the cell) PO means Program Outcomes.
6. Cross the Subject and the Outcome, and determine if such subject accomplishes the
outcomes as either Learned (L). Performed (P) or given Opportunity (O). Place the code in
the corresponding cell.
7. Fill up all cells.
8. After accomplishing the map, use it as a guide for all teachers teaching the course for
students to complete the degree in four years.

The Curriculum Map

 Curriculum maps are visual timelines that outline desired learning outcomes to be
achieved, contents, skills and values taught, instructional time, assessment to be used, and
the overall student movement towards the attainment of the intended outcomes. Curricular
maps may be simple or elaborate that can be used by an individual teacher, a department,
the whole school or educational system. A map is geared to a school calendar.

Curriculum maps provide quality control of what are taught in schools to maintain
excellence, efficiency and effectiveness. It is intended to improve instruction and maintain
quality of education that all stakeholders need to be assured of.

Sometimes, parents and teachers would ask questions like: “Why is my friend’s son
studying decimals in Mr. Bernardo’s class and own son is not studying the same in Miss
Julia’s class when they are of the same grade level?” or “Why do some of my students
recognize the parts of speech while others are totally lost?”

Parents, teachers and the whole educational community can look at the curriculum
map to see that intended outcomes and content are covered. A map can reassure
stakeholders specific information for pacing, and alignment of the subject horizontally or
vertically. It will also avoid redundancy, inconsistencies and misalignment. Courses that
are not correctly aligned will allow teachers to quickly assess the mastery of the skills in
the previous grade, to avoid unnecessary reteaching.

Horizontal alignment, called sometimes as “pacing guide”, will make all teachers,
teaching the same subject in a grade level follow the same timeline and accomplishing the
same learning outcomes. This is necessary for state-mandated, standard-based assessment
that we have in schools. Vertical alignment, will see to it that concept development which
may be in hierarchy or in spiral form does not overlap but building from a simple to more
complicated concepts and skills. Alignment, either vertical or horizontal, will also develop
interdisciplinary connections among teachers and students, between and among courses.
Teachers can verify that skills and content are addressed in other courses or to higher levels,
thus making learning more relevant.

A curriculum map is always a work in progress, that enables the teacher or the
curriculum review team to create and recreate the curriculum. It provides a good
information for modification of curriculum, changing of standards and competencies in
order to find ways to build connections in the elements of the curricula.

Example of a Curriculum Map

 Here are two examples of a curriculum map. Sample A is for Basic Education and
Sample B is for a College Level.

Example A: Excerpt from DepEd Curriculum Guide for Science 3 shows a sample of a map
for Quarter 1 and 2. A column for Code was not included..

ELEMENTARY SCIENCE GRADE 3

Note for Quarter 2, there are still two major content which are 3. Living Things 3.1
Plants and 4. Heredity: Inheritance and Variation.
Sample Al- Science Curriculum Map Showing the Sequence of Domain for the Year

per Quarter
Sample B - Curriculum Map for Bachelor of Elementary Education (Professional
Education Courses)

Legend:
L- Learned outcomes (knowledge, skills, values)/outcomes achieved in the subject
P- Practised the learned outcomes (knowledge, skills, values).
O- Opportunity to learn and practise (opportunities to learn and practise knowledge,
skills and values but not taught formally).
Note:
1. Not all professional subjects are entered in the matrix.
2. Desired outcomes for the professional courses are:

PO1 - Applied basic and higher 21st century skills.

PO2 - Acquired deep understanding of the learning process.
PO3 - Comprehended knowledge of the content they will teach.
PO4 - Applied teaching process skills (curriculum designing, materials development,
educational assessment, teaching approaches).
PO5 - Facilitated learning of different types of learners in diverse learning environments
PO6 - Directed experiences in the field and classrooms (observation, teaching, assistance,
practice teaching).
PO7 - Demonstrated professional and ethical standards of the profession.
PO8 - Demonstrated creative and innovative thinking and practice of alternative teaching
approaches.
Take Action

Activity 1 - Let’s Apply

1. Using the Sample Al for Science Curriculum Map, what knowledge and
understanding have you learned? Analyze the matrix and answer the questions that
follow:

1.1 What are the main clusters of science content that students should learn from G 3
to G10?

1.2 How does science content progress from Grade 3 to Grade 10?

1.3 When you look at and analyze the map, what summary ideas can you give?

1.4 Science curriculum is spiral. How do you explain that in terms of what you see in
the map?

2. Using Sample B, analyze and answer the following questions briefly:

 2.1 What is the meaning of “Practised” with a green background for subject Teaching
Profession and POI “Applied basic and higher 21st century skills?”

2.2 What is your interpretation of the colored cell with “Learned” that crossed between
subject Social Dimensions and PO5, Facilitate learning of different types of
learners in diverse learning environment?

2.3 What does the colored “Opportunity” in the cell of the subject Curriculum
Development that crosses with the PO6 “Direct experience in the field and
classroom” (observations, teaching assistance, practice teaching)?

Self-Check
Make a wise decision. Show me that you understood the lesson. Know the difference
between YES and NO answer to each of the question.

1. Does curriculum mapping help a teacher understand what to accomplish within

the period of time?
2. Is a 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?

Self-Reflect

Reflect on the process of curriculum mapping and the sample curriculum map in
this lesson. As a future teacher, how will the process of mapping and the map as a tool help
you in your profession?
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Curriculum Quality Audit
Curriculum Quality Audit (CQA) is a form of curriculum mapping. It is a process
of mapping the curricular program or syllabus against established standards. This process
is supported by Susan Rafe when she said that the best practice in curriculum development
and implementation require that discipline based standards embody curricular and program
scopes and sequences (Arafeh, 2016, p. 585) The curriculum quality audit requires a written
curriculum and the tested curriculum linked to both the taught and the written curricula.

For those who want to engage in curriculum quality audit, the following questions
are worth considering:

1. Is the curriculum planned, executed, and assessed in accordance with appropriate

standards?

2. How does the school system conform to the standards of quality in instructional
organization like specificity, quality and scope for teaching, learning and
assessment?

3. Are all students achieving success equally and effectively? If not, what can be done
about it?

Benefits of Curriculum Quality Audit

1. Identify gaps, under and overrepresentation of the curriculum based on the
standards.

2. Ensures alignment of learning outcomes, activities and assessment to the standards.

3. Achieves an internationally comparable curriculum as standards become the basis

of the curriculum analysis.

The Philippine Professional Standards for Teachers (PPST) can be used as anchor
in curriculum quality audit. The PPST aims to set clear expectations of teachers along well.
Defined career stages of professional development from beginning to distinguished
practice. The Philippines has adopted and implemented the PPST through the Department
of Education Order (DO) 42, s. 2017. Teacher educators, program heads, curriculum
planners may refer to the PPST to ‘quality audit’ the pre-service teacher education
curriculum as basis for quality assurance provision of teacher education.

The first CQA In teacher education curriculum in the Philippines was initiated by
the Research Center for Teacher Quality (RCTQ), the Philippine Normal University, Cebu
Normal University, West Visayas University, Western Mindanao State University and other
member universities of the National Network of Normal Schools (3Ns). Using the
curriculum quality audit (CQA) process, pre- service syllabi were mapped to the PPST to
ensure that standards for beginning teachers (career stage 1) are addressed in the pre-
service curriculum. Using the CQA, teacher educators are assured that pre-service teachers
embody the competencies of beginning teachers as they practice their profession in the
Department of Education.

There are other standards that can used in the CQA aside from the PPST. CHED
CMOS 74 to 83 are standards set by the Commission on Higher Education, specific to the
degree program being offered and the teachers who are the outcomes of the programs. They
have both the generic standards for all teacher education degree programs and specific
standards for each degree program. For example CMO 74. S. 2017 contain the standards
for Bachelor of Elementary Education, or for teachers who will teach in the elementary
level and CMO 75, s. 2017 contain the standards for Bachelor of Secondary Education or
for teachers who will teach in the secondary level.

Aside from the national standards for teachers, there are also international standards
for globalization like the Competency Framework for Teachers in Southeast Asia (CFT-
SEA) of SEAMEO and SEAMES and the European Tuning Asia Southeast (TASE) teacher
competences.

Let’s Apply
A. Get a copy of the syllabus in professional education. Identify one or two
topics and the corresponding specific outcomes, learning activities and
assessment tasks. Determine the beginning teacher indicator’s being
addressed if any. Is there alignment in the learning outcomes, activities and
assessment tasks that address the beginning teacher indicators? Why and
why not?

Course Title::

Course Description:

Course Learning Outcomes:

Self-Check

1. Study the beginning teacher indicators in the PPST. As a pre- service teacher, list
the beginning teacher indicators that you have already acquired as a result of your
teacher education training Share your answers with your seatmate.

Self-Reflect

1. What happens when a graduate from teacher education program lacks the
competencies/standards of a beginning teacher?
2. How can CQA as a process help the teacher education institutions and teacher
educators achieve compliance to standards
Chapter 3
The Teacher
and The School Implementing the Curriculum
Curriculum
The Teacher as a Curriculum Implementor
Module 4
and a Manager

Module Overview:
The next step after a curriculum planning and designing is implementing 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.

There is a miniscule curriculum like your lesson plan, or a big one like the K
to 12 curriculum. You will be both an implementor and a manager of these curricula.
You will put action to what has been planned and designed. It is you, the teacher, who
will add more meaning to the various activities in the classroom. This is what we call
teaching styles. You have to make the day of the learners interesting, engaging and
unforgettable. No curriculum should stop at planning or designing phase. It has to be
implemented.

Good luck, Teachers!

Implementing the Designed Curriculum

Lesson 4.1
Lesson as a Change Process

Desired Learning Outcomes

➢ Define curriculum implementation
➢ Analyze what is change process in curriculum implementation
➢ Explain the process of curriculum implementation

Take Off
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
relevant, we need to change- a change for the better and it can be obviously seen
through implementation.

Content Focus

Curriculum Implementation Defined

Following the curriculum models of Tyler, Taba, Saylor and Alexander or
Lewis, is the next step to curriculum designing which is Curriculum implementing.
This is the phase where teacher action takes place. It is one of the most crucial process
in curriculum development although many education planners would say: "A good
plan is work half done." If this is so, then the other half of the success of curriculum
development rests in the hands of the implementor who is the teacher.

Curriculum implementation means putting into practice the written curriculum

that has been designed in 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 learners to function effectively in society.
(SADC MoE Africa, 2000)

Ornstein and Hunkins in (1998) defined curriculum implementation as the

interaction between the curriculum that has been written and planned and the persons
(teachers) who are in charge to deliver it. To them, curriculum implementation
implies the following:

• Shift from what is current to a new or enhanced curriculum;

• Change in knowledge, actions, attitudes of the persons involved;

• Change in behavior using new strategies and resources; and

• Change which requires efforts hence goals should be achievable.

Loucks and Lieberman (1983) define curriculum implementation as the trying out
of a new practice and what it looks like when actually used in a school system. It
simply means that implementation should bring the desired change and improvement.

In the classroom context, curriculum implementation means "teaching" what has

been written in the lesson plan. Implementing means using the plan as a guide to
engage with the learners in the teaching-learning process with the end in view that
learning has occurred and learning outcomes have been achieved. It involves the
different strategies of teaching with the support instructional materials to go with the
strategy.
 In a larger scale, curriculum implementation means putting the curriculum into
operation with the different implementing agents. Curriculum implementation takes
place in a class, a school, a district, a division, or the whole educational system. In
higher education, curriculum implementation happens for the course, a degree
program, the institution, or the whole higher education system. It requires time,
money, personal interaction, personal contacts, and support.

Curriculum Implementation as a Change Process

Kurt Lewin's Force Field Theory and Curriculum Change

Kurt Lewin (1951), the father of social psychology explains the process of
change. The model can be used to explain curriculum change and implementation.

In the education landscape, there are always two forces that oppose each other.
These are the driving force and the restraining force. When these two forces are equal,
the state is equilibrium, or balance. There will be a status quo, hence there will be no
change. The situation or condition will stay the same. However, when the driving
force overpowers the restraining force, then change will occur. If the opposite
happens that is when the restraining force is stronger than the driving force, change is
prevented. This is the idea of Kurt Lewin in his Force Field Theory.

We shall use this theory to explain curriculum change. The illustration below
shows that there are driving forces on the left and the resisting forces on the right. If
you look at the illustration there is equilibrium. If the driving force is equal to the
restraining force, will change happen? Do you think, there will be curriculum change
in this situation? Why?

Driving Force E Restraining Forces

Q
Government Intervention U Fear of the Unknown
I
Society's Values L Negative Attitude to Change
I
Technological Changes B Tradition Values
R
Knowledge Explosion I Limited Resources
U
Obsolete Equipment
Administrative Support M
Based on Lewin’s Force Field Theory
 According to Lewin, change will be better if the restraining forces shall be
decreased, rather than increasing the driving force. As a curricularist, how would you
do this? Let us look first at the different changes that occur in the curriculum. It is
important to identify these as part of our understanding of curriculum implementation.

Categories of Curriculum Change

McNeil in 2000 categorized curriculum change as follows:

1. Substitution. The current curriculum will be replaced or substituted by a new

one. Sometimes, we call this a complete overhaul. Example, changing an old
book to entirely new one, not merely a revision.

2. Alteration. In alteration, there is a minor change to the current or existing

curriculum. For example, instead of using a graphing paper for mathematics
teaching, this can be altered by using a graphing calculator.

3. Restructuring. Building a new structure would mean major change or

modification in the school system, degree program or educational system.
Using an integrated curriculum for the whole school for K to 12 requires the
primary and secondary levels to work as a team. Another example is a
curriculum that will be restructured when there is a significant involvement of
parents in the child's instead of leaving everything to the teacher. Using the
"In-school Off-school" or a blended curriculum is an example of restructuring.

4. Perturbations. These are changes that are disruptive, but teachers have to
adjust to them within a fairly short time. For example, if the principal changes
the time schedule because there is a need to catch up with the national testing
time or the dean, the teacher has to shorten schedule to accommodate
unplanned extracurricular activities.

5. Value orientation. To McNeil, this is a type of curriculum change. Perhaps

this classification will respond to shift in the emphasis that the teacher
provides which are not within the mission or vision of the school or vice versa.
For example, when new teachers who are recruited in religious schools give
emphasis on academics and forget the formation of values or faith, they need a
curriculum value orientation. Likewise, all teachers in the public schools,
undergo teacher induction program which is a special curriculum for newly
hired teachers.
 Regardless of the kind of change in curriculum and implementation, the process of
change may contain three important elements. As a process, curriculum
implementation should be developmental, participatory and supportive.

It should be developmental in the sense that it should develop multiple

perspectives, increase integration and make learning autonomous, create a climate of
openness and trust, and appreciate and affirm strengths of the teacher. There should
be teacher support in trying new tasks, reflection on the new experiences and
challenge.

There are simple stages in the developmental change process for the teachers.
First, is orientation and preparation. The initial use is very mechanical or routinary.
However, as the skills are honed and mastery of the routine is established, refinement
follows. This means adjustments are made to better meet the needs of the learners and
achieve the learning outcomes. In this step, there will be continuous reflection,
feedback and refinement.

Participatory. For curriculum implementation to succeed, it should be

participatory, specially because other stakeholders like peers, school leaders, parents
and curriculum specialists are necessary. Characteristics of teacher styles,
commitment, willingness to change, skills, and readiness are critical to
implementation. This should be coupled with organizational structure, principal style,
student population characteristics and other factors. Trust among key players should
also be sought as this is a positive starting point. Involvement and participation
encourage sense of ownership and accountability. Participation builds a learning
community which is very necessary in curriculum implementation.

Supportive curriculum implementation is required in the process of change.

Material support like supplies, equipment and conductive learning environment like
classrooms and laboratory should be made available. Likewise, human support is very
much needed. The school leader or head should provide full school or institutional
support to the implementation of the new curriculum. They too have to train to
understand how to address curriculum change as part of their instructional as well as
management functions.

Time is an important commodity for a successful change process. For any

innovation to be fully implemented, period of three to five years to institutionalize a
curriculum is suggested. Time is needed by the teachers to plan, adapt, train or
practise, provide the necessary requirements and get support. Time is also needed to
determine when the implementation starts and when it will conclude, since curriculum
implementation is time bound.

Support from peers, principals, external stakeholders will add to the success of
implementation. When teachers share ideas, work together, solve problems, create
new materials, and celebrate success, more likely that curriculum implementation will
be welcomed.
 Take Action

Activity 1: K to 12: Can we make a curriculum change? (By Groups)

The K to 12 is the current reform in our national basic education curriculum.

There are driving forces as well as restraining forces that affect its implementation. In
other words, there are factors that will make K to 12 succeed but there are also factors
that will make K to 12 fail.

1. What factors make the K to 12 succeed? Write these on the left column A.
You may not fill up all the boxes..

2. What factors make the K to 12 difficult to succeed? Write these on the right
column B. You may not fill up all the boxes.

3. You see that the middle portion is the word equilibrium or balance.

A. Driving Force/Factors E B. Restraining Forces

Q
U
I
L
I
B
R
I
U
M

1. If A is more than B, there will be a successful curriculum change.

2. If B is more than A, there will be an unsuccessful curriculum change.

3. If A and B are equal, then there will be a status quo.

Activity 2: Making Sense of Curriculum Implementation

1. Observe a class where the teacher is actually teaching.

2. Describe what the teacher is doing for at least the whole period.

3. Write down your observation based on the following questions:

 3.1 What were the different learners' activities?

3.2 What did the teacher do, to make the learners engage in the activities?

3.3 Were majority of the children actively participating? Why?

3.4 Did the teacher control most of the activities?

3.5 Did the learners and the teacher together achieve the desired learning
outcomes? Explain

Self-Check

Perfect Match
In column A are concepts about curriculum implementation. Connect a line
from the box on the left (A) to the arrow on the right (B) of the correct match.

Column A Column B

Concepts Meaning/Description
• Implementing ➢ Minor curriculum change like the use of e-
portfolio instead of portfolio as an artifact.
• Restructuring ➢ Progressive steps from orientation to reflection
about the curriculum that is a characteristic of
a curriculum implementation.
• Developmental ➢ Major curriculum change like shifting from
face-to- face to online in the delivery of an
academic program.
• Alteration ➢ Curriculum process of putting into action what
has been planned and designed.
• Change Process ➢ Process that ensures that the curriculum brings
about something different and better than
before in the desired learning outcomes.
 Self-Reflect

1. As a future teacher, what would be your response to curriculum

implementation as part of curriculum change? Are you willing to take part in
the implementation? Why? Why not? Write your answer in the box.

My Response to Curriculum Implementation

 NO. 9

Lesson 4.2 Implementing a Curriculum Daily in the Classrooms

Desired Learning Outcomes

 Review the components of a daily plan for teaching

 Identify intended learning outcomes
 Match learning outcomes with appropriate teaching methods

Take Off
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.

And the GOOD NEWS!

DepED Order No. 70 s. 2012

Teachers of all public elementary and secondary schools will not be required to
prepare detailed lesson plans. They may adopt daily lesson logs which contain the needed
information and guide from the Teacher Guide (TG) and Teacher Manual (TM) reference
material with page number, interventions given to the students and remarks to indicate how
many students have mastered the lesson or are needing remediation.
However, teachers with less than 2 years of teaching experience shall be required to
prepare Daily Lesson Plans which shall include the following:
I. Objectives
II. Subject Matter
III. Procedure
IV. Assessment
V. Assignment
 So, as prospective teachers, you should prepare lesson plans that I will comply with the
necessary components asked by the Department of Education. Those who will be employed in the
private schools may have a different lesson plan format, but the fundamental parts will be the
same.
Content Focus

 Starting the Class Right: Laying Down the Curriculum Plan

Before the class begins every day, a teacher must have written a lesson plan. The main
parts of a lesson plan are
(1) Objectives or Intended learning outcomes (ILO),
(2) Subject Matter (SM),
(3) Procedure or Strategies of Teaching.
(4) Assessment of learning outcomes (ALO) and
(5) Assignment or Agreement

I. Intended Learning Outcomes (ILO).

These are the desired learning that will be the focus of the lesson. Learning outcomes
are based on Taxonomy of Objectives presented to us as cognitive, affective and
psychomotor. Bloom's Taxonomy has been revisited by his own student, Lorin Anderson, and
David Krathwohl. Let us study both in the comparison below.

Blooms Taxonomy (1956) Revised Bloom’s by Anderson (2001)

EVALUATION CREATING

SYNTHESIS EVALUATING
ANALYSIS ANALYZING
APPLICATION APPLYING

COMPREHENSION UNDERSTANDING

KNOWLEDGE REMEMBERING

Somehow the two are similar, however the highest level of cognition in the revised
version, is creating. Take note that the original version is stated as nouns while the revised version
is stated as verbs which implies more active form of thinking.

Revised Bloom's Taxonomy: A Quick Look

There are three major changes in the revised taxonomy. These are:
a. Changing the names in the six categories from nouns to verbs.
b. Rearranging these categories.
c. Establishing the levels of the knowledge level in the original version.
 Let us study the cognitive categories with the example key words (verbs) for each in the
new version of Bloom's Taxonomy that follows.

Categories Example Key Words

Remembering. Recall or retrieve previous Defines, describes, identifies, labels, lists,

learned information outlines, selects, states

Understanding. Comprehend meaning, Comprehends, explains. Distinguishes

translation, state problem in own words, estimates, gives examples, interprets, predicts.
making meaning rewrites, summarizes

Applies, changes, computes, operates,

Applying. Use concept in new situation,
constructs, modifies, uses, manipulates,
applies what has been learned in new situation
prepares, shows, solves

Analyzing. Separate materials or concepts into

Breaks down, compares, contrasts, diagrams,
component parts so that the organization is
differentiates, discriminates, identifies, infers,
clear Distinguishes between facts and
outlines, relates, selects, separates
inferences

Appraises, compares, criticizes, defends,

Evaluating. Make judgments about the value
describes, discriminates, evaluates, interprets,
of ideas or materials.
justifies, summarizes

Creating. Build a structure or pattern from Composes, compiles, designs, generates,

various elements. Put parts together to create a modifies, organizes, rearranges, reorganizes,
whole, to make new meaning and structure revises, rewrites, summarizes, creates

In writing objectives or intended learning outcomes, it is always recommended that more

of the higher-order thinking skills (HOTS) should be developed and less of the low level thinking
skills (LOTS) for learners. The low level categories will develop LOTS and thinking skills
progress as the categories move higher.
 HIGHER ORDER THINKING SKILLS
HOTS
CREATING Doing
Active
EVALUATING Refreshing and Participating

ANALYZING Visual Receiving

APPLYING
Passive
UNDERSTANDING
Verbal Receiving
REMEMBERING LOTS

LOWER ORDER THINKING SKILLS

Another revision is the expansion of the concept of Knowledge which was not given
emphasis nor discussed thoroughly before.
Levels of Knowledge
1. Factual knowledge- ideas, specific data or information
2. Conceptual knowledge- words or ideas known by common name, common features, and
multiple specific examples which may either be concrete or abstract. Concepts are facts
that interrelate with each other to function together.
3. Procedural knowledge- how things work, step-by-step actions, methods of inquiry.
4. Metacognitive knowledge- knowledge of cognition in general, awareness of knowledge
of one's own cognition, thinking about thinking.

Intended learning outcomes (ILO) should be written in a SMART way. Specific,

Measurable, Attainable, Result Oriented (Outcomes) and Time-Bound.
I. Subject Matter or Content. (SM) comes from a body of knowledge (facts, concepts,
procedure and metacognition) that will be learned through the guidance of the teacher.
Subject matter is the WHAT in teaching. In a plan, this is followed by the references.
II. Procedure or Methods and Strategies. This is the crux of curriculum implementation.
How a teacher will put life to the intended outcomes and the subject matter to be used
depends on this component.
 Let's take a closer view. How will you as a teacher arrange a teaching-learning situation
which will engage students to learn? Here are some points to remember.

 There are many ways of teaching for the different kinds of learners. Corpuz &
Salandanan, (2013) enumerated the following approaches and methods, which may be
useful for the different kinds of learners. Some are time tested methods, while others are
non-conventional constructivist methods.

1. Direct Demonstration Methods: Guided Exploratory/Discovery Approach, Inquiry

Method, Problem-based Learning (PBL), Project method.
2. Cooperative Learning Approaches: Peer Tutoring, Learning Action Cells,
Think-Pair-Share
3. Deductive or Inductive Approaches: Project Method, Inquiry-Based Learning,
4. Other approaches: Blended Learning, Reflective Teaching, Integrated
Learning, Outcomes-Based Approach

Teachers have to take into consideration that the different strategies should match with the
learning styles of the students.

 Students have different learning styles. There are many classifications of learning styles
according to the different authors. The Multiple Intelligence Theory of Howard Garner
implies several learning styles, but for our lesson, we will just focus on the three learning
styles which are Visual, Auditory and Kinesthetic. These three preferred styles can help
teachers choose the method and the materials they will use.

Common Characteristics Tips for Teachers about Learners

Turn notes into pictures, diagrams, maps. Learn

Visual- uses graphs, charts pictures; tends to
the big picture first than details. Make mind
remember things that are written in form.
maps and concept maps

Auditory- recalls information through hearing

Record lectures and listen to these. Repeat
and speaking: prefers to be told how to do
materials out loud "parrots". Read aloud.
things orally; learns aloud.

Kinesthetic-prefers hands-on approach; Learn something while doing another thing

demonstrates how to do, rather than explain; (eats while studying). Work while standing.
likes group work with hands on-minds on. Like fieldwork. Do many things at one time
Teaching and learning must be supported by instructional materials (IMS)
Considering the teaching methodologies and the learning styles, the different support
materials should be varied. This will ensure that the individual differences will be considered.
Instructional materials should complement Visual, Auditory and Tactile or a combination
of the three. However, following Dale's Cone of Learning which is a visual device, can help
teachers to make decision on what resources and materials will maximize learning.

CONE OF LEARNING

So what instructional support materials will the teachers use, according to the learning
styles and the outcomes to be achieved? Here are some guidelines.

1. Use of direct purposeful experience through learning by doing retains almost all of the
learning outcomes. Ninety percent of learning is retained. Examples are field trip, field
study, community immersion, practice teaching.

2. Participation in class activities, discussion, reporting and similar activities where learners
have the opportunity to talk and write. Seventy percent of learning is remembered.
Examples are small group discussion, buzz session, individual reporting, role play, panel.

3. Passive participation as in watching a movie, viewing exhibit, watching demonstration

will retain around 50% of what has been communicated.

4. By just looking at still pictures, paintings, illustrations and drawings, will allow the
retention of around 30% of the material content.
 5. By hearing as in lecture, sermon, monologues, only 20% is remembered.

6. Reading will ensure 10% remembering of the material.

Regardless of the amount of remembering from the concrete to abstract, each layer
contributes to learning and requires instruction support materials.

Visual: Concrete (flat, 3-dimensional, realias, models, etc.) or abstract (verbal symbols,
words)
Audio: recordings of sounds, natural or artificial Audio-Visual: Combination of what can
be seen and heard
Kinesthetic: Manipulative materials like modelling clay, rings, dumb bells, equipments,
others
Experiential: utilize all modalities

• Methods and materials must implement the plan: Taking action

Example No. 1: Lesson using basic steps and parts as prescribed by
DepEd Order 70 s, 2012 for teachers, two years and less in service.

This lesson plan will show the basic component of any plan. This can be applied to any
subject that follows a generic format.

Lesson Plan in Science

1. Objectives/Intended Learning Outcomes

1. Tell that force is applied to move objects

2. Describe that pushing or pulling with a force move objects
3. State that if force moves the object away from the person it is a push

4. State that if the force moves the object towards the person, it is a pull

II. Subject Matter

A. Topic: Pushing or Pulling Moves Objects

B. Reference: Bilbao, P. (2020) Exploring Science with Fun
C. Science Concepts:
 1. Objects move when force is applied to it.
2. A push is a force that moves objects away.
3. A pull is a force that moves the object near.
D. Science Processes: Observing, Inferring, Making Operational Definition
E. Materials: Real objects like chairs, tables, books, stones, big boxes and pictures

III. Procedure

A. Preparatory Activity
1. Review of Prior Learning/Past Lesson

B. Lesson Proper

1. Motivation

1.1. Bring children to observe outside the classroom to identify things or objects
that are moving
1.2 Ask the children to report their observation in the class.

2. Pre-laboratory Activities

2.1 Let the learners recall the standards during a laboratory activity.

2.2 Present all the materials needed.

2.3 Distribute activity sheet to each group.

3. Laboratory Activity

3.1 Using the activity as a guide, each group work cooperatively.

3.2 Activity 1: Force: Can it Push or Pull? 3.3 Each group records observation for
exhibit and reporting.

4. Post-Laboratory Activity

4.1 After the report, display the work in front of the classroom.
4.2 Analyze each group result with the whole class.
4.3 Make agreements on the results that lead to conceptualization.

5. Conceptualization

5.1 Throw the following questions to the class to elicit their formed concepts.

i. What is needed to move the object from one place to another? (Force is
needed to move the object.)

ii. How will you move with a force if you want the object to go far from
you? (Push the object away.)
 iii. How will you move with a force, if you want the object to move near
you? (Pull the object near.)

6. Application

6.1 Do you have enough force to push the wall? Try it.
6.2 Do you have enough force to pull a box? Try it.
6.3 Do you have enough force to push a chair? Try it

IV. Assessment of Learning Outcomes

Circle the letter of the correct answer.

1. If you throw a ball to a classmate, what force will you apply?

a. Push b. Pull c. Slide

2. You want the chair to be nearer you, so your best friend can sit, what will you do?

a. Pull the chair b. Push the Chair c. Carry the chair

3. A table is blocking the way. You wanted to remove it farther to provide a passage.
What will you do?

a. Break the table b. Push the table to the side c. Pull the table.

4. What do you need in order to move an object away or near you?

a. Force b. Food c. Water

5. Can your force move everything?

a. Yes b. No c. Not sure

V. Assignment

At home, list four objects that you can push or pull. What did you use to pull or push the
objects?
Finding out what has been achieved: Assessing achieved outcomes
At the end of the activity, the teacher will find out if the intended learning outcomes (ILO) have
been converted into achieved learning outcomes (ALO).

Tests and other tools are utilized at the end of the lesson to identify this. What Knowledge,
Process Understanding and Performance (KPUP) are demonstrated by the learners? The rule of
thumb is what has been taught should be measured, to find out if the intended outcomes set at the
beginning has been achieved. More detailed discussion will be found in the Module on
Evaluation of the curriculum.

Take Action

Activity 1: What is Your Learning Style?

1. Study the Learning Style Choice Board and check as many as you feel you want to
do more often.
2. If you have more choices, then you have a multiple learning style as an individual.
Source: Loving2Learn.com

Visual Musical/Auditory Verbal

 Write a Song or  Teach Computer
 Create Visual Diagram
Rap  Write Instruction
 Graph Results Of a
 Create a Dance  Create Ads
Survey
 Write a Jingle  Write a Poem
 Create a Comic Strip
 Create a Rhyme  Keep a Journal
 Create a Poster
 Use an Instrument to  Retell In Your Own Words
 Draw a Map
 Create a Power Point
Create  Teach Concept Mapping
 Create a Webcast Or  Write a Story
Video
 Physical/Kinesthetic Learning Styles Choice Logical/Mathematical
Board
 Create a Game  Create a Code
 Do an Experiment We all learn in different  Make a Time Line
 Construct a Model ways! Pick your way to  Compare/Contrast
 Create a Sport discover, think, create, and ideas
learn concepts in all areas;  Create an Outline
math, reading, science,  Design a Map
history, writing, etc.  Show a Pattern
 Teach Concept
Mapping

Social Solitary Naturalist

 Tell Stories or Poems  Research an Area  Collect and

 Survey Others  Keep a Journal Categorize Data,
 Interview Someone  Write about Materials, or Ideas
 Teach a Cooperative Personal  Discover or
Game Experience Experiment
 Role Play  Think about…and  Take a Field Trip
 Hold a Discussion plan… Adapt Materials
 Create a Power  Label and Classify
point
 Read a Book on…

Activity 2:
Matching the Teaching Strategies with Learning Style in Curriculum
Implementation
Congratulations Future Teacher!
Now that you have identified your own learning style, what strategy or method of
teaching will be most appropriate for you? Look for 4 members from among your classmates who
have similar learning style with you. Make a group Lesson Plan that is most appropriate for your
group, using the basic components as Education. prescribed by the Department of Education.
I. Objectives
II. Subject Matter
III. Procedure
IV. Assessment
V. Assignment
Self-Check

Let’s recall! Provide the answer to what is asked in each item.

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. What DepEd Order requires a newly hired teacher to write a lesson plan?
4. What is referred to as a miniscule curriculum that the teacher implements every day?
5. What is the learning style of a learner, who likes to tinker with many things?
6. What component of a lesson plan requires an active action for a curriculum to be
implemented?
7. Who provided a visual model to show what instructional support can best enhance
learning?
8. Who was Bloom's student who revised his taxonomy of objectives?
9. Who is the frontline curriculum implementor?
10. Who provided the original taxonomy for the cognitive domain?

Self-Reflect

Reflect on and answer the statement below, based on the lesson you learned in this
Lesson.

1. When I become a teacher,

I will……………………….
Because……………………
Lesson 4.3 The Role of Technology in Delivering the Curriculum

Desired Learning Outcomes

 Discuss the roles of technology in curriculum delivery
 Identify the factors in technology selection including the use of visual aids

Take Off
After learning fundamental concepts about the curriculum, it's nature and development, comes
the practical phase of curriculum implementation. Appropriately, the significance of technology in
curriculum development deserves discussion.
The role of technology in the curriculum springs from the very vision of the e-Philippine plan (e
stands for electronic). Thus it is stated: "an electronically enabled society where all citizens live in an
environment that provides quality education, efficient government services, greater sources of livelihood
and ultimately a better way of life through enhanced access to appropriate technologies." (International
workshop on emerging technologies. Thailand, December 14-16, 2005). This points to the need for an e-
curriculum, or a curriculum which delivers learning consonant with the Information Technology and
Communications Technology (ICT) revolution. This framework presupposes that curriculum delivery
adopts ICT as an important tool in education while users implement teaching-learning strategies that
conform to the digital environment. Following a prototype outcomes- based syllabus, this same concept is
brought about through a vision for teachers to be providers of relevant, dynamic and excellent education
programs in a post-industrial and technological Philippine society. This among the educational goals
desired for achievement is the honing of competencies and skills of a new breed of students, now better
referred to as a generation competent in literacies to the 3 Rs (or reading, 'riting and 'rithmetic) but
influences, more particularly problem-solving fluency, information access and retrieval of texts/images
sound video fluency, social networking fluency, medica fluence, and digital creativity fluency.

Content Focus
Instructional media may also be referred to as media technology e learning technology, or simply
technology. Technology plays a crucial role in delivering instruction to leaners .
Technology offers various tools of learning and these range from non-projected and projected
media from which the teacher can choose depending on what he/she sees fit with the intended
instructional setting For example, will a chalkboard presentation be sufficient in illustrating mathematical
procedure; will a video clip be needed for motivating learners?
In the process, what ensues is objective-matching where the teacher decides on what media or
technology to use to help achieve the se teaming objectives
 Non-projected media Projected media
Real objects Overhead transparencies
Models Opaque projection
Field trips Slides
Kits Filmstrips
Printed materials (books worksheets) Films
Visuals (drawings, photographs, Video, VCD, DVD
Graphs, charts, posters) Computer/ multimedia presentations
Visual boards (chalkboard, whiteboard, flannel
board, etc.)
Audio materials
Table 2-Types of Instructional Media/Technology

Factors in Technology Selection

In deciding on which technology to use from a wide range of media available, the factors on
which to base selection are:
1. Practicality Is the equipment (hardware) or already prepared lesson material (software)
available? If not, what would be the cost in acquiring the equipment or producing the lesson in
audial or visual form?

2. Appropriateness in relation to the leaners. Is the medium suitable to the learners’ ability to
Comprehend? Will the medium be a source of plain amusement or entertainment, but not a
learning?

3. Activity/suitability. Will the chosen media fit the set instructional event, resulting in either
information, motivation, or psychomotor display?

4. Objective-matching. Overall, does the medium help in achieving the learning objective(s)?

The Role of Technology in Curriculum Delivery

It can easily be observed that technological innovation in the multifarious fields of commerce,
science and education, is fast developing such that it is difficult to foresee the technological revolution in
the millennium, inclusive of educational changes. However, technological changes in education will make
its impact on the delivery of more effective, efficient and humanizing teaching-and-learning.
But presently, we can identify three current trends that could carry on to the nature of education
in the future. The first trend is the paradigm shift from teacher-centered to student-centered approach to
learning. The second is the broadening realization that education is not simply a delivery of facts and
information, but an educative process of cultivating the cognitive, affective, psychomotor, and much more
the contemplative intelligence of the learners of a new age. But the third and possibly the more explosive
trend is the increase in the use of new information and communication technology or ICT.
Already at the turn of the past century, ICT, in its various forms and manifestations has made its
increasing influence on education and the trend is expected to speed up even more rapidly. Propelling this
brisk development is the spread of the use of the computer and the availability of desktop micro-
computers affordable not only to cottage industries, businesses, and homes but also to schools.
For now, the primary roles of educational technology in delivering the school curriculum’s
instructional program have been identified:

● Upgrading the quality of teaching-and-learning in schools;

● Increasing the capability of the teacher to effectively inculcate learning, and for students to gain
mastery of lessons and courses;

● broadening the delivery of education outside schools through non-traditional approaches to formal and
informal learning, such as Open Universities and lifelong learning to adult learners and

● revolutionizing the use of technology to boost educational paradigm shifts that give importance to
student-centered and holistic learning.

These primary roles are based on the framework of Technology. Driven Teaching and Learning
called TPACK (1) Technological Knowledge, (2) Pedagogical Knowledge and (3) Content Knowledge)
TPACK shows that there is a direct interconnectedness of the three components, thus in teaching-learning
process, a teacher should always ask and find the correct answer to the following questions for every
lesson.
1. What shall I teach? (Content knowledge)
2. How shall I teach the content? (Pedagogical knowledge)
3. What technology will I use in how the teach the content? (Technological knowledge)
Below is the diagram of the TPACK as a Framework in the Teaching and Learning. Detailed explanation
and discussion covered in the course Technology for Teaching and Learning 1.
 Figure 1-TPACK Framework (Koehler, 2006)

Criteria for the Use of Visual Aids

Learners say, we learn 83% through the use of sight, compared with less effective ways to learn:
hearing (10%), smell (4%), touch (2%) and taste (1%). In the use of visuals for a wide range of materials
(visual boards, charts, overhead transparencies, slides, computer-generate presentations), there are basic
principles of basic design.
Assess a visual material or presentation (a transparency or slide) using the following criteria:
• Visual elements (pictures, illustrations, graphics): .
1. Lettering style or font-consistency and harmony
2. Number of lettering style-no more than 2 in a static display (chart, bulletin board)
3. Use of capitals-short titles or headlines should be no more than 6 words
4. Lettering colors-easy to see and read. Use of contrast is good for emphasis
5. Lettering size-good visibility even for students at the back of the classroom
6. Spacing between letters-equal and even spacing
7. Spacing between lines-not too close as to blur at a distance
8. Number of lines-No more than 8 lines of text in cach transparency/slide
9. Appeal-unusual/catchy, two-dimensional, interactive (use of overlays or movable flaps)
10. Use of directionals-devices (arrows, bold letters, bullets, contrasting color and size, special placement
of an item:

Self-Check
A. Assess a visual material or presentation (Transparency or Power Point Slides Presentation)

Using the criteria below, check YES if it complies with the criteria or make X if it does
not comply with the criteria
Criteria Yes No
(✔️) (✖️)
1. Lettering style or font (consistent and with
harmony)
2. Number of lettering style (not more than 2
in a slide)
3. Use of Capitals (Titles or Headings, not
more than 6 words)
4. Lettering colors-easy to read. Use of
contrast for emphasis
5. Letter size- can be read even at the back of
the classroom.
6. Spacing between letter- equal and even
7. Spacing between lines-not too close as to
blur at a distance
8. Number of lines- not more than 8 lines of
the text in each slide
9. Appeal-catchy two dimensional interactive,
with animation
10. Use of designs, illustrations, contrasting
colors, animation

B. Analyze the group Lesson Plan that you made in Take Action using the illustration of the TPACK
Framework and provide answer to the four major questions below.

Key Question Answer TPACK Framework

1. What was/were content/s of Content knowledge
your lesson? What was your
lesson about? What was the
subject matter of the lesson?
 2. How did you intend to teach Pedagogical knowledge
the content or subject matter?
What strategy did you use?
3. What technology in teaching- Technological knowledge
learning was needed? What
audio-visual, elec- tronic
devices were needed to teach
the content?
4. Will learning outcomes be
achieved if the CK PK, and
TK relate to one another?
Explain

Take Action
Class activity: Make students in groups decide on (a) a specific lesson to be taught (b) learning
objectives (c) choice of media (d) preparing in grid form a Lesson Plan, as in the following example

Table 3 - An Example of Simplified Lesson Plan

Subject : Science
Level : Grade 6
Class size : 45 students
Duration : 2 periods (2 hours)
Lesson : Saving Our Earth
Topic : Natural resources

Specific desired learning outcomes:

At the end of the lesson, learners must have:

• Correctly understood the situation that planet earth is in
• Identify dangers, causes and ways to save the earth
• Appreciate natural resources and graphically express their appreciation of the earth’s natural
resources

Instructional media

● VHS Discovery material – Our Planet Earth (15 minutes)

● White board
 Activities

● Teacher introduces the general topic and lesson.

● Pupils are prepared to view the VHS material.
● After viewing, the teacher engages pupils in a brief motivational discussion (What planet did
you see? What is happening to the earth now? Why do you think there is a need to save the earth? Etc.),
● Teacher highlights meaningful opinions from the
● Teacher divides the class into groups, each group to fill in a grid brief points on:
A. dangers to the earth.
B. causes of dangers and
C. ways to save the earth.
● Teacher asks each group to prepare a board presentation of their brief output.
● Teacher makes a summary of the lesson.
● Teacher assigns each student to prepare a poster design (with picture and text) on the subject
of Saving Natural Resources of the Earth for presentation and discussion in the next class.
Self-Reflect
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 € moves on to the next lesson.

1. How is the mastery approach better than the traditional one?

2. The mastery approach appears 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?
 Stakeholders in Curriculum
Lesson 4.4 Implementation

Desired Learning Outcomes

➢ Identify stakeholders of the curriculum

➢ Enumerate the role of each stakeholder

Take Off
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.

Content Focus

Curriculum Stakeholders
1. Learners are at the core of the curriculum.
To what extent are the students involved in curriculum development? The old
view that students are mere recipients of the curriculum, is now changing. Learners
have more dynamic participation from the planning, designing, implementing and
evaluating. However, the degree of their involvement is dependent on their maturity.
The older they are in high school or college, the more they participate. From another
angle, whether learners are in the elementary or college level, they can make or break
curriculum implementation by their active or non-involvement. After all, learners
together with the teachers, put action to the curriculum.
At the end of the curriculum development process, the fundamental question
asked is: Have the students learned?
When some college students were asked about their role in curriculum
development, here are their answers.

Student 1. Never realize that as a student. I have a parte m curriculum development. It is true
that as our learning is the basis of the success or failure the curriculum. For example, if all of us
pass the board examination, it means that the teacher education curriculum is a success

Student 2: In high school our teachers would always look into who we are learning. The whole
year round, we have varied curricular and co-curricular activities inside the class think we as
students, should be considered in writing the curriculum

Student 3: When we were in the elementary level, our lessons were very simple. But now that
we are in college, the content we learn has become complicated. I learned that actually, our
curriculum is spiral, and that the difficulty of the subject matter is also adjusted to our maturity
level.
Why do curricularists place of lot of premium on the students? It is because, the learners make
the curriculum alive. A written curriculum that does not consider the students, will have a little
chance to succeed

1.Teachers are curricularists.

Teachers are stakeholders who plan, design, teach, implement and evaluate the
curriculum. No doubt, most the important person in curriculum implementation is the teacher.
Teachers’ influence upon learners cannot be measured. Better teachers foster better learning.
But teachers need to continue with their professional development to contribute to the success
of curriculum implementation. Teachers should have full knowledge of the program philosophy,
content and components of curriculum and ways of teaching.

A teacher designs, enriches and modifies the curriculum to suit the learners’
characteristics. As curriculum developers, teachers are part of textbook committees, teacher
selection, school evaluation committee or textbooks and module writers themselves.

When a curriculum has already been written, the teacher’s role is to implement it like a
technician, however, teachers are reflective persons. They put their hearts into what they do.
They are very mindful that in the center of everything they do, is the learner.

Some of the roles that the teachers do in curriculum implementation Let us no are:

1. Guiding, facilitating and directing the activities of the learners;

2. Choosing the activities and the methods to be utilized;
3. Choosing the materials that are necessary for the activity it;
4. Evaluating the whole implementation process and
5. Making a decision whether to continue, modify or terminate the curriculum.

All these roles are very crucial to achieve success in the implementation.
Unsuccessful implementation may even lead to educational failure.

Let us read how the teachers are viewed as curriculum implementer.

Student I believe my teachers know very well our curriculum. She knows what to teach and
how to reach it well. I do not miss my class everyday because she guides us in all our lesson
activities. Without our teacher, I am not sure if we can learn more than what we are
achieving now.

Teacher: As a classroom teacher, it is my responsibility to make my students learn. I have to

give action to the written curriculum. I have to see to it that my students are provided with
experiences to learn from. I keep in my mind, how I can sustain the interest of my students by
using teaching strategies that are effective. At the end of the day. I am very happy to know
that my students have achieved the intended learning outcomes. I do this because as a
teacher, I am a curriculum implementer.

Truly, the teacher has a great stake in the curriculum. Curriculum planning,
designing and implementing are in the hands of a good teacher. In the educational
 setting, it is clear that the teacher has a very significant role in curriculum
development.

2. School leaders are curriculum managers.

Principals and school heads, too, have important roles in curriculum
implementation process in schools. They should understand fully the need for change and
the implementation process. They should be ready to assist the teachers and the students
in the implementation. Communication line should be open to all concerned should the
school leaders lead in curriculum teamwork.
Convincing the parents on the merits of the new curriculum is the job of the
school heads. They should be committed to change and should employ strategies to meet
the needs of the teachers and learners like buildings, books, library and other needed
resources.

Let us listen to the two school heads on how they understand the stakes on the
curriculum.

Principal: I am a principal of a big central elementary school. It part of my function to lead

my school in any curriculum innovation. First of all. I make sure that my teachers
understand the restructuring or alteration of our school curriculum that is
forthcoming. I also call on the parents to participate in the change that will
happen by keeping them informed. I have to make sure that materials needed are
available for the teachers and students to use 1 always keep in mind my role as an
instructional leader.

Head Teacher: Leading a small school in a far flung barrio has its pros and cons, First,
there are few teachers to supervise and fewer students to support. As a proactive
school head. I always see to it that we keep pace with the changes in the school
curriculum. While preparing for the implementation of K to 12. I realize that
change process is inevitable. My teachers have to be retrained, and their attitudes
should be changed I am responsible in seeing to it that the curriculum is
implemented as it should be and at the end of the year, our school can show
evidence that learning has taken place as designed by the K to 12 recommended
curriculum.

1. Parents
Parents are significant school partners. Besides the students.
Teachers and school administrators, play an important role in curriculum
implementation. When children bring home a homework from school, some
parents are unable to help. Schools need to listen to parents’ concerns about
school curriculum like textbooks, school activities, grading systems and
others. Schools have one way of engaging parents’ cooperation through
Brigada Eskwela. In this. Event, parents will be able to know the situation in
the school. Most often parents volunteer to help. They can also be tapped in
 various co-curricular activities as chaperones to children in Boy and Girl
Scouting, Science Camping and the like. Parents may not directly be involved
in curriculum implementation, but they are formidable partners for the
success of any curriculum development endeavor.

Here are two examples of how parents think of their stake in

curriculum development.

Parent: I am proud that my child goes to this school. The teachers are hardworking
and the school head is very supportive. On my part, I always cooperate
with the school’s concern that will make my child learn. I volunteer for work
where I am needed. We, parents, support the Brigada Eskwela and other
school activities. If they call on us parents, we always answer their request.
We also make suggestions on how the parents at home can assist in the
learning of the children.

Guardian: I am a guardian. I stand as a second parent of my nieces and nephew. I

know that as a parent, I should not leave entirely to the school the
responsibility of educating the child. Although, I do not really know much
of new curriculum. I welcome the changes that the school is making. I am
always ready to give support to school concerns of my wards.

How do parents help shape the curriculum in schools? Here are some observations.

• The school composed of parents who are positively involved

in school activities have better achievement than schools
with uninvolved parents. Disciplinary problems are minimal,
and students are highly motivated. When parents take
interest in their child’s learning, they become closer to the
school.
• The home is the extended school environment. In lifelong
learning, the achieved learning in schools are transferred at
home. Thus, the home becomes the laboratory of learning.
Parents see to it that what children learn in school are
practiced at home. They follow up lessons, they make
available materials for learning and they give permission for
the participation of their children.
• In most schools, parent associations are organized. This is
being encouraged in School Based Management. In some
cases, this organization also includes teachers to expand the
school learning community. Many school projects and
activities are supported by this organization. This is
considered as the best practice in most performing schools.
2. Community as Curriculum Resources and Learning Environment “
It takes the whole village to educate the child.” Is an African proverb as mentioned
by former U.S first lady Hillary Clinton. What do you understand about this statement?
Yes, it is true that the school is in the community, hence the community is the
extended school ground, a learning environment. All the barangay leaders, the elders,
others citizens and residents of the community have a stake in the curriculum, It is the
bigger school community that becomes the venue of learning. The rich natural and
human resources of the community can assist in educating the children. The community
is the reflection of the school’s influence and the school is a reflection of the community
support.

1. Other Stakeholders in Curriculum Implementation and Development.

Some stakeholders may not have direct influence on the school curriculum.
These are agencies and organizations that are involved in the planning,
design, implementation and evaluation of the school curriculum. To name a
few, the list follows:
1.1 Government Agencies
• DepEd, TESDA, CHED- trifocalized agencies that have regulatory
and mandatory authorities over the implementation of the
curricula.
• Professional Regulation Commission (PRC) and Civil Service
Commission (CSC) the agency that certifies and issues teacher
licenses to qualify one to teach and affirms and confirms the
appointment of teachers in the public schools.
• Local Government Units (LGU) include the municipal
government officials and the barangay officials. Some of the
teachers are paid through the budget of the LGUs. They also
construct school buildings, provide equipment, support the
professional development teachers and provide school supplies
and books. They are the big supporters in the implementation
of a school curriculum.
1.2 Non-Government Agencies and Professional Organizations
Non-government agencies are organizations and foundations that have
the main function to support education. To name a few, this includes the
following:

• Gawad Kalinga (GK) – to build communities means to include

education. The full support of GK in early childhood education is
very significant. In each village, a school for pre- school children
and out-of-school youth have been established.
• Synergia – an organization/foundation that supports basic
education to elevate education through Reading. Science.
Mathematics and English. Metrobank Foundation – supports
continuing teacher development programs.
• Professional Organizations like Philippine Association For
Teachers and Educators (PAFTE), State Universities and Colleges
Teacher Educators Association (SUCTEA), National Organization
 of Science Teachers and Educators (NOSTE), Mathematics
Teachers Association of the Philippines (MTAP) and many more.

A school curriculum, whether big or small is influenced by many

stakeholders. Each one has a contribution and influence in what
should replace, modify and substitute the current curriculum. Each
one has a significant mark in specific development and change
process of curriculum development.

Take Action
Activity 1: Learn More, Make an Interview

With the use of the interview protocol below, ask two persons (ex: 1
student and 1 teacher OR 1 teacher and one LGU) among the
Stakeholders. Record your interview data and report to the class.

Interview Protocol on the Roles of Stakeholders

Name of the Interviewee: Interviewer

Name of School:

Category: (check only)

Student: Teacher: School Head: Parent:

Community: LGU: Gov. Agency: Non-Gov. Agency

Lead Questions:

1. What do you know about the curriculum that is taught in this school?

2. Are you involved in the activities in the school? How?

3. Why do you get involved in the school activities?

4. Do the activities contribute to the learning achievement of the students?

5.. What is your most important involvement that contributed to the learning of the students?
Give specific example.

6. Would you like to continue what you are doing for the school curriculum? Why?

Note to interviewers:

1. You may use tape recorder or write your answers on your field notebook.

2. Consolidate the answers and write your report for two individual samples in paragraph form.

3. Submit to your faculty facilitator and make and share to the whole class. Your experiences
 Self check:
Stakeholders: How are they involved in curriculum implementation?

Enter in the matrix the stakeholders and identity their involvement in curriculum
implementation.
Stakeholders Involvement

QUESTION for REFLECTION: Reflect on this question and answer below.

If all the stakeholders contribute positively in curriculum

implementation, do you think, curriculum change or development
will succeed? Why? Or why not?
 111
CHAPTER 4

The Teacher
and The School Evaluating the Curriculum
Curriculum

Curriculum Evaluation and the Teacher

Module Overview

This module is all about curriculum evaluation in the context of its definition 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 into 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 results 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.
Curriculum evaluation is premised on the concept of alignment of planned, written and implemented
curriculum. It is an attempt to answer two big questions as:
1. Do planned courses, programs, activities as written an implemented produce desired outcomes?
2. How can these school curricula be improved?

What, Why and How to Evaluate a

Lesson 5.1 Curriculum

Desired Learning Outcomes:

➢ Acquire clear understanding of what curriculum evaluation is

➢ Explain the need to evaluate the curriculum and how it’s being done
➢ Expand knowledge about different curriculum evaluation models
112 THE TEACHER AND THE CURRICULUM

Take Off
Curriculum evaluation is a new idea for many teachers, not knowing that everyday, the teacher is involved
in several components of evaluation. There are two ways of looking at curriculum evaluation
1. Curriculum Program Evaluation Refers to the overall aspects of a curriculum as a subject, degree
program, curriculum reform program and the like Some examples are: The Curriculum Development as
a Subject, Bachelor of Education as a degree, K to 12 as a reform, Outcomes-Based Education as a
Process, Mother Tongue Based Multi-lingual Education as a program evaluation will be using program
evaluation models like Bradley Effectiveness Model, Tyler's Objective Centered Model, Stufflebeam's
CIPP Model, and Scriven's Consumer-Oriented Model among others.
2. Components of a Curricular Program. This will cover separate evaluation for a curriculum component
such as (1) Achieved Learning Outcomes (2) Teaching Learning Process (3) Instruction Materials (4)
Assessment of the Learning Outcomes
Curricular program component evaluation refers directly to the assessment of curriculum contents and
processes as implemented everyday in view of the learning outcomes as either formative or summative.
The first lesson will attempt to teach us how to look into curriculum evaluation from two examples which
are curriculum program evaluation using the curriculum evaluation models and curriculum evaluation of the
specific component of curriculum program as in instructional materials evaluation (Books or Modules)
Lesson 2 will be all about curriculum evaluation in the classroom for the formative and summative
assessment of the achieved learning outcomes.

Content Focus

Curriculum Evaluation:
Do you have a clear understanding of what curriculum evaluation is all about? Is it synonymous to
assessment of learning? An analysis of the various definitions reveals that evaluation is both a process and a
tool. As a process it follows a procedure based on models and frameworks
 Module 5-Curriculum Evaluation and the Teacher
113
Lesson 5.1-What, Why and How to Evaluate a Curriculum

to get to the desired results. As a tool, it will help teachers and program implementers to judge the worth and
merit of the program and innovation or curricular change. For both process and a tool, the results of evaluation
will be the basis to IMPROVE curriculum.
Let's look at how curricularists define curriculum evaluation. Read what each of them say.
Persons Definitions
Ornstein, A. & Hunkins, F. (1998) Curriculum evaluation is a process done in order to
gather data that enables one to decide whether to
accept, change, eliminate the whole curriculum of a
textbook.

MeNeil, J. (1977) Evaluation answers two questions: 1. Do planned

learning opportunities, programmes, courses and
activities as developed and organized actually produce
desired results? 2. How can a curriculum best be
improved?
Gay, L. (1985) Evaluation is to identify the weaknesses and strengths
as well as problems encountered in the
implementation, to improve the curriculum
development process. It is to determine the
effectiveness of and the returns on allocated finance.
Oliva, P. (1988) It is a process of delineating, obtaining and providing
useful information for judging alternatives for
purposes of modifying, or eliminating the curriculum.
Reasons for Curriculum Evaluation
Why is there a need to evaluate a curriculum? The curriculum processes presented by Tyler, Taba and
others at the end of the line or cycle undergo an evaluation. All of them agree that planning, designing and
implementing are less useful unless there is evaluation. Here are some of the specific reasons.
⚫ Curriculum evaluation identifies the strengths and weaknesses of an existing curriculum that will be the
basis of the intended plan, design or implementation. This is referred to as the needs. assessment.
⚫ When evaluation is done in the middle of the curriculum development, it will tell if the designed or
implemented curriculum can produce or is producing the desired results. This is related to monitoring.
⚫ Based on some standards, curriculum evaluation will guide whether the results have equalled or exceeded
the standards, thus can be labelled as success. This is sometimes called terminal assessment.
⚫ Curriculum evaluation provides information necessary for teachers, school managers, curriculum specialist
for policy
114 THE TEACHER AND THE CURRICULUM

recommendations that will enhance achieved learning outcomes. This is the basis of decision making
In curriculum evaluation, important processes were evolved such as (a.) needs assessment, (b)
monitoring, (c) terminal assessment and (d) decision making.
Curriculum Evaluation Models
Curriculum models by Ralph Tyler and Hilda Taba end with evaluation. Evaluation is a big idea that
collectively tells about the value or worth of something that was done.

How can a merit or worth of an aspect of a curriculum be determined? Curriculum specialists have
proposed an array of models which are useful for classroom teachers and practitioners. Let us look at some of
these.
1. Bradley Effectiveness Model
In 1985, L.H. Bradley wrote a hand book on Curriculum Leadership and Development. This
book provides indicators that can help measure the effectiveness of a developed or written curriculum.
For purposes of the classroom teachers, some of the statements were simplified.
First, you have to identify what curriculum you will evaluate. Example: Elementary Science
Curriculum, Teacher Education Curriculum, Student Teaching Curriculum, Field Study Curriculum.
Then find out if the curriculum you are evaluating answers Yes or No. Answering Yes to all the
questions means, good curriculum as described by Bradley.

Bradley's Effectiveness Model for Curriculum Development Indicators

Indicators Descriptive Questions Yes or No
Vertical Curriculum ➢ Does the curriculum reflect the format (i.e K
Continuity to 12, OBE, Inquiry, etc.) that enables teachers
to quickly access what is being taught in the
grade/ year levels below or above the current
level? (Example: If you are looking at Science
5, below means Science 4 and above means,
Science 6)

Horizontal Curriculum ➢ Does the curriculum provide content and

Continuity objectives that are common to all classes of the
same grade level? (Example: All English 101
for all 1st year college students)
 Module 5-Curriculum Evaluation and the Teacher
115
Lesson 5.1-What, Why and How to Evaluate a Curriculum

Instruction Based on ➢ Are lesson plans/ syllabi/ course design derived from
Curriculum the curriculum and strategies? Are materials used
correlated with the content, objectives, and activities?

Broad Involvement ➢ Is there evidence of involvement of the different

curriculum stakeholders in the planning, designing and
implementation and review of the curriculum?

Long Range Planning ➢ Is review cycle followed within the period of planning
and implementation of the curriculum?

Positive Human Relations ➢ Did the initial thoughts about the curriculum come
from teachers, principals, curriculum leaders and other
stakeholders?

Theory-Into Practice ➢ Is there clarity of vision, mission, graduation outcomes,

program philosophy, learning outcomes in the
curriculum?

Planned Change ➢ Are there tangible evidence to show that the internal
and external publics the developed program?

If any of the indicators is answered with a "No", actions should be made to make it Yes.

2. Tyler Objectives-Centered Model

Ralph Tyler in 1950 proposed a curriculum evaluation model which until now continues to influence
many curriculum assessment processes. His monograph was entitled Basic Principles of Curriculum and Instruction.
In using the Tyler's model, the following curriculum components and processes are identified in curriculum
evaluation.

Curriculum Elements Evaluation Process Action Taken: Yes or

No

1. Objectives/Intended 1. Pre-determine intended learning outcomes or

Learning Outcomes objectives.
2. 2, Situation or Context 2. Identify the situation/context that gives opportunity to
develop behavior or achieve objective.
3. Evaluation 3. Select, modify and construct evaluation instruments or
Instruments/Tools tools. Check its objectivity, reliability and validity
4. Utilization of Tool 4. Utilize the tools to obtain results.
5. Compare the results obtained from several instruments
before and after to determine the change
116 THE TEACHER AND THE CURRICULUM

5. Analysis of Results 5. Analyze the results obtained to determine strength

and weaknesses. Identify possible explanation about the
reasons for the particular pattern.

6. Utilization of Results 6. Use the results to make the necessary modifications.

Using all the steps to evaluate the curriculum and obtaining all YES answer would mean the
curriculum has PASSED the standards. Tyler's model of evaluating the curriculum is relatively easy to
understand which many teachers can follow.
1. Daniel Stufflebeam's Context, Input, Process, Product Model
The(CIPP) The CIPP Model of Curriculum Evaluation was a product of the Phi Delta Kappa committee
chaired by Daniel Stufflebeam. The model emphasized that the result of evaluation should provide data for
decision making. There are four stages of program operation. These include (1) CONTEXT EVALUATION,
(2) INPUT EVALUATION, (3) PROCESS EVALUATION and (4) PRODUCT EVALUATION. However,
any evaluator can take only any of the four stages as the focus of evaluation.
⚫ Context Evaluation- assesses needs and problems in the context for decision makers to determine the
goals and objectives of the program/curriculum.
⚫ Input Evaluation- assesses alternative means based on the inputs for the achievement of objectives to help
decision makers to choose options for optimal means.
⚫ Process Evaluation- monitors the processes both to ensure that the means are actually being implemented and
make necessary modifications.
⚫ Product evaluation- compares actual ends with intended ends and leads to a series of recycling decisions.
 Module 5-Curriculum Evaluation and the Teacher
117
Lesson 5.1-What, Why and How to Evaluate a Curriculum

For all the four stages, the six steps are suggested.
Stages of the CIPP Model Steps Taken in All the Stages
1. Context Evaluation Step 1: Identify the kind of decision to be made.
2. Input Evaluation Step 2: Identify the kinds of data to make that decision.
3. Process Evaluation Step 3: Collect the data needed.

4. Product Evaluation Step 4: Establish the criteria to determine quality of data.

Step 5: Analyze the data based on the criteria.
Step 6: Organizes needed information needed for decision makers.
2. Stake Responsive Model. Responsive model is oriented more directly to program activities than program
intents. Evaluation focuses more on the activities rather than intent or purposes.
Robert Stake (1975) recommends the following steps to the curriculum evaluator.
The curriculum evaluator follows the steps below.
Step 1 Meets with stakeholders to identify their perspectives and intentions regarding curriculum
evaluation.
Step 2 Draws from Step 1 documents to determine the scope of the evaluation.
Step 3 Observes the curriculum closely to identify the unintended sense of implementation and any
deviations from announced intents.

Step 4 Identifies the stated real purposes of the program and the various audiences.
Step 5 Identifies the problems of the curriculum evaluation at hand and identifies an evaluation
design with needed data.
Step 6 Selects the means needed to collect data or information.
Step 7 Implements the data collection procedure.
Step 8 Organizes the information into themes.
Step 9 Decides with stakeholders the most appropriate formats for the report.
118 THE TEACHER AND THE CURRICULUM

5. Scriven Consumer Oriented Evaluation. Michael Scriven, in 1967 introduced this evaluation among many
others when education products flooded the market. Consumers of educational products which are needed
to support an implemented curriculum often use consumer-oriented evaluation. These products are used
in schools which require a purchasing decision. These products include textbooks, modules, educational
technology like softwares and other instructional materials. Even teachers and schools themselves
nowadays write and produce these materials for their own purposes.

Consumer-oriented evaluation uses criteria and checklist as a tool for either formative or summative
evaluation purposes. The use of criteria and checklist was proposed by Scriven for adoption by educational
evaluators.
An example of an Instructional Material Review Form by Marvin Patterson of Florida State University
is adapted for better understanding.

Instructional Materials Review Form

Adapted from Patterson, Marvin, FSU, USA

Preliminary Information Recommendation

Title:
--------------Retain for further review
Author(s)
--------------Reject
Publisher: (Comments)

Copyright date:

Material Evaluator:
 Module 5-Curriculum Evaluation and the Teacher
119
Lesson 5.1-What, Why and How to Evaluate a Curriculum

Use the following codes to rate the material

+ means yes or good quality - means no or poor quality
o means all right but not of good quality NA means not applicable
+ o - NA
Criteria yes or all right no or not
good but not so poor applicable
good

1. Content covers a significant portion of the course competencies.

2. Contents are up-to-date.

3. Reading level is appropriate for most students who will use the material.

4. Intended learning outcomes, competencies are stated.

5. Formative and summative assessments are included.

6. Activities are varied to meet the needs of students.

7. Teacher's guide is included with management suggestions.

8. Materials are presented in logical order.

9. Learning outcomes, competencies and/or tasks

10. Degree of match between learning activities and intended learning outcomes.

11. Quality of test items and degree of match with intended learning outcomes

12. Quality of direction on how students will process through the materials

13. Quality of drawings, photographs, and /or other materials

14. Overall design of the learning activities for individual instruction

15. Quality of management procedures for teachers (TGs)

16. Optional (List course map competencies covered by the instructional material)
120 THE TEACHER AND THE CURRICULUM

Using the checklist for instructional material review or evaluation may help any curricularist make a
decision as to which textbook, modules or any instructional support material will be used, revised, modified
or rejected.

A Simple Way of Curriculum Evaluation Process For a very simple and practical way of curriculum
evaluation, responding to the following questions will provide an evaluation data for curriculum decision.
Just ask the following questions and any NO answer to an item will indicate a need for a serious curriculum
evaluation process.
1. Does the curriculum emphasize learning outcomes?
2. Does the implemented curriculum require less demands?
3. Can this curriculum be applied to any particular level? (kindergarten, elementary, secondary, tertiary
levels)
4. Can the curriculum aspects be assessed as (a) written (b) taught (c) supported (d) tested and (e) learned?
5. Does the curriculum include formative assessment?
6. Does the curriculum include summative assessment?
7. Does the curriculum provide quantitative methods of assessment?
8. Does the curriculum provide for qualitative methods of assessment?
9. Can the curriculum provide the data needed for decision making?
10. Are the findings of evaluation available to stakeholders?

In summary, whatever models of curriculum evaluation to be used, ASCD, 1983 suggests the following
steps.
Steps in Conducting a Curriculum Evaluation
Steps What to Consider
1. Identifying primary audiences ⚫ Curriculum Program Sponsors, Managers and
Administrators, School Heads, Participants
(Teachers and Students) Content Specialist; other
stakeholders.
2. Identifying critical issues/problems ⚫ Outcomes (expected, desired, intended) Process
(Implementation) Resources (Inputs)
3. Identifying data source ⚫ People (teachers, students, parents, curriculum
developers) Existing documents; Available
records; Evaluation Studies.
 Module 5-Curriculum Evaluation and the Teacher
121
Lesson 5.1-What, Why and How to Evaluate a Curriculum

4. Identifying techniques for collecting data ⚫ Standardized Test, Informal tests; Samples of
Students Work; Interviews; Participant
Observations, Checklist, Anecdotal records.
5. Identifying established standards and criteria ⚫ Standards previously set by agency (DepEd,
CHED, Professional Organization,
6. Identifying techniques in data analysis ⚫ Content Analysis, Process Analysis, Statistics,
Comparison, Evaluation Process
7. Preparing evaluation report ⚫ Written; Oral; Progress; Final; Summary;
Descriptive, Graphic, Evaluative and Judgmental;
List of Recommendations
8. Preparing modes of display ⚫ Case studies; Test Scores Summary: Testimonies:
Multi media representation: Product Display
(exhibits); Technical Report
The steps are easy to follow. Begin thinking of how curriculum evaluators will proceed in finding out if there
is a need to modify. enhance or continue with the implementation of the curriculum. After all, the main purpose
of evaluation is to improve the existing condition, so that it would benefit the students.

Take Action

Activity 1: Making a Simple Rapid Curriculum Evaluation

1. Choose an existing curriculum in Elementary. Secondary or College.
2. Interview the teacher who is using such curriculum.
3. Using the identified questions, make a rapid evaluation.
4. Fill up the matrix with the answers given by the interviewee (teacher).
Name of School:
Curriculum to be Evaluated:
Questions to be answered based on your evaluation:
1. Does the curriculum emphasize learning outcomes? Y or N
2. Does the implemented curriculum require less demands? Y
or N
3. Can this curriculum be applied to any particular level? (a)
kindergarten, (b) elementary. (c) secondary, (d) tertiary)?
Write the letter/s of the answer that is applicable.
122 THE TEACHER AND THE CURRICULUM

4. Which of the curriculum aspects can be assessed? (a) written (b)

taught (c) supported (d) tested and (e) learned curriculum? Write the
letter or letters of your answer.
5. Does the curriculum include formative assessment?
6. Does the curriculum include summative assessment?
7. Can the curriculum provide information needed for decision making?

Activity 2: Let Us Try! Be a Curriculum Material Evaluator

1. You are asked by your Principal to review a book for a decision.
2. Get a textbook in elementary or high school. This book is a curriculum product.
3. Use a Consumer-Oriented Evaluation Approach by Scriven and adapted from the original work of
Marvin Patterson shown above.
4. Make a matrix similar with that Marvin Patterson.
5. Review the whole textbook from cover to cover and reflect your answer on the matrix itself.
6. What are your major comments?
7. What decision would you like to recommend to your principal?

Self-Check

Test I- What Can I Remember?

Persons Evaluation Model and Short Description

1. L.H. Bradley

2. Michael Scriven

3. Robert Stake

4. Daniel Stufflebeam

5. Ralph Tyler
 Module 5-Curriculum Evaluation and the Teacher
123
Lesson 5.1-What, Why and How to Evaluate a Curriculum

Self-Check

Reflect on your current and past experiences on the different curricula you went through from the
time you entered school up to the present.

Pause for some moments and read the "I wonder if...." incomplete sentences. Based on your reflection,
choose one number and write your answer on the box provided then based on your response on "I wonder
if....", complete the sentence, "I think...…

I wonder if..

1. my teachers have reviewed the textbooks we used in High School.

2. the instructional materials we are using now will not be used in the future.
3. what I have learned now will still be relevant in the future.
4. evaluation of a curriculum will still be a task of a teacher.
5. there is really a need to evaluate the curriculum.

Please write your answer in the box.

1. I wonder if............

2. I think.....
Lesson 5.2 Curriculum Evaluation Through
Learning Assessment
Desired Learning Outcomes
➤Explain how a curriculum can be evaluated through the assessment of learning outcomes

➤Identify the levels of learning outcomes vis a vis levels of Assessment

➤Match the levels of learning outcomes with the appropriate assessment tools

➤ Interpret the value of assessment in terms of grades assigned

Take Off
We have gone a long way in understanding, interpreting and applying the 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.
How does a teacher know, that the students have learned from what has been taught?
Many educational practitioners agree that the measure of one’s teaching is indicated by what the
children have learned. The teacher cannot claim that he/she has taught if the students have not
learned anything.

Let us find out in this lesson, that assessment of learning is an evaluation process that
tells whether the intended learning outcomes, through the teaching-learning process, have been
converted into achieved learning outcomes. We will also find out that learning outcomes can be
measured through the use of different assessment tools.

Further, as future teachers, you should also understand and interpret the grading system
that has been derived from assessment of learning.
Context Focus

1. Philippines Qualification Framework (PQF)

POF is a reference system of national standards of what qualifications one has
earned by education and training in the Philippines. It specifies what an individual has
learned in and out of formal schooling (lifelong learning) based on qualification, levels
and degree of competencies on knowledge, skills, applications, values and degree of
independence. A person is deemed qualified if he or she achieved the specific learning
outcomes necessary for the academic, work and community requirements for which an
official qualification recognition shall be conferred. (RA 10968, s. 2018)
Below is the diagram of the Philippine Qualification Framework, detailing the
levels from basic education to higher education in the Philippine Educational System.

The PQF is divided into eight levels, Level 1 to Level 8. The first level L1 is to be
achieved by Grade 12 graduates, who can be awarded a National Certification 1 (NC 1) if
qualified by the TESDA. The other levels of qualifications progress along the educational ladder
in the Philippine Educational System from Grade 12 in Basic Education to
 Higher Education from Baccalaureate to Doctoral and Post-Doctoral Levels. In all the
eight levels, the individual is expected to achieve specific standards and competencies as
evidenced in the learning outcomes. The competencies are clustered into three domains, which
are:
1. Knowledge, Skills and Values
2. Application
3. Degree of Independence in Responsibility

Table 3-Levels and Competency Descriptors Required for Each Level for Basic and Higher
Education Levels

Domains PQF1 PQF6 PQF7 PQF8

Grade 12 Baccalaureate Master’s Degree Doctoral and
Degree Post-Doctoral
Degree
Knowledge, 1. Possess functional 1.Possess broad and 1.Possess broad 1.Generate new
Skills, Values knowledge across range coherent knowledge and deep knowledge,
of learning areas and in the field of knowledge in the skills with
technical skills in discipline or field of discipline established
chosen career tracks profession. or profession. values in the
with advanced discipline or
competencies in profession.
communication,
scientific, critical and
creative thinking; and
use of technologies.

2. Understanding of
right or wrong; one's
history and cultural
heritage,; deep respect
of self and others.
Application 1.Apply functional 2.Apply knowledge, 2.Apply deep 2.Apply in
knowledge, technical skills, and values in knowledge, skills professional
skills and values in the professional and values in the work and
academic and real life work. pro- fessional research as a
situations through sound work and research. leader or
reasoning, informed initiator.
 decision- making and
judicious use of
resources.
Degree of Applied skills in varied 3.Work 3. Work 3.Highly
Independence situations with minimal independently alone independently. independent in
supervision. or in teams. work, initiate
and lead and
initiate other.

Note: Levels 1- NC 1, Level 2- NC 2, Level 3-NC 3, Level 4-NC 4 and Level 5-will be
certificated by the TESDA while Level 5- Diploma may either be awarded by TESDA or CHED
in their respective programs.

The ASEAN Qualification Framework (AQRF) is the ASEAN framework upon which the
PQF and the other ASEAN member countries are referencing so that there will be ease in the
mobility of professional, students among others.
2. Matching the Competencies and Outcomes with the PQF by Doing
Learning Assessment
The mastery of the learning outcomes in terms of knowledge, process, understanding
performances are measured in formal education starting with basic education. The measurement
is often referred to as assessment.
In 2012, DepEd issued Department Order No. 73 which the K to 12 Grading system.

It was known as the KPUP Grading System. It stands for Knowledge, Process,
Understanding, Performance. For further understanding, let us look as how the KPUP is calibrated
in the different levels, with Level 1 as the lowest and Level 4 as the higher level for use in formative
assessment.

Learning Description of Learning Outcomes Sample Guide Questions

Level
Level 1 KNOWLEDGE- factual knowledge; 1. What do you want your students to
conceptual knowledge; procedural know in terms of facts, concepts,
knowledge, metacognition. procedure and multiple thinking?
Example: Parts of the body Is the sky
blue? How to dissect a frog. Describe a
typhoon
Level 2 PROCESSES- skills that the students use What do you want your students to do,
based on the facts and information for with what they know?
making meaning and understanding.
 Example: Dissect a frog and identify
the different major body parts.
Level 3 UNDERSTANDING- making meaning 1.What do you want students to
to big ideas and concepts. understand?
Example: How do the elements of
weather interact to produce climate
change?
Level 4 PRODUCT PERFORMANCE- Products 1.Does your portfolio display evidence
(material) or performance (oral, visual, to show learning outcomes achieved?
written) or projects are evidences of 2. Can you create a one act play to show
learning. the principles of dramatization?
3. What research paper can you
undergo to report on the conservation
of indigenous plants?

Assessment Tools for Each Level of Learning Outcomes

Knowledge, Process, Understanding (KPU) Learning Outcomes

Knowledge, process, and understanding are learning outcomes. Students who can
show that they have gained knowledge, can apply such knowledge and have achieved
several meanings on the particular knowledge have achieved the learning outcomes. The
three types of learning outcomes and on the different levels can be assessed in many ways
with the use of appropriate tools.

Types of Tests to Measure Knowledge, Process and Understanding

1. Objective Tests. Tests that require only one and one correct answer. It is difficult to
construct but easy to check.
1.1 Pencil-and-Paper Test. As the name suggests, the test is written on paper and requires a
pencil to write. However, in modern times, a pencil-and-paper test can also be translated
to an electronic version, which makes the test “paperless.”
1.2 .1 Simple Recall. This is the most common tool to measure knowledge. There are varieties
of Simple Recall Test, to include:
❖ Fill-in-the-Blanks
❖ Enumeration
❖ Identification
❖ Simple recall

1.1.2 Alternative Response Test. This is the type of paper-and- pencil test, where two
options or choices are provided. The items can be stated in a question or a statement form.
 Examples of this are:
❖ True or False- Example: The Philippine population has reached one
million.
❖ Yes or No- Example: Has the Philippine population reached one
million?
1.1.3 Multiple Choice Test. This is the type identified as the most versatile test type
because it can measure a variety of learning outcomes. It consists of a problem and a list
of suggested solutions. The incomplete statement, or direct question is called the STEM.
The list of suggested solutions in words, numbers, symbols or phrases are called
ALTERNATIVES, OPTIONS or CHOICES. There should be three to five options in each
item. The correct alternative is called the ANSWER while the remaining options or choices
are called DISTRACTERS, DISTRACTORS, or DECOYS. Some multiple choice items
are presented with a STIMULUS MATERIAL.

❖ Correct Answer Type. Other alternatives are clearly wrong and only one
is the correct answer. This can be constructed in either direct question
or completion of the sentence. Examples:

Direct Question:

What is NOT a member of ASEAN 2015 Economic Community?

A. Vietnam
B. Korea
C. Malaysia
D. Philippines

Incomplete Sentence:
A country in Southeast Asia which is not a member of the ASEAN 2015 economic
community is
A. Vietnam
B. Malaysia
C. Korea
D. Philippines

Best Answer Type. All the alternatives are correct but only one is the best.
Direct Question:

What do progressive educators consider as the most important factor in the teaching-learning
process?

A. Teacher
 B. Books
C. Principal
B. Learner

Incomplete Sentence-
According to progressive educators, the most important factor in the teaching-learning process is

A. Teacher
B. Books
C. Learner
D. Principal

1.1.4 Matching Type Test. The most common matching type test is made up of two parallel
columns, the first column (A) is the premise that presents the problem, and the second column (B)
provides the answer. There are many modified matching types as well.
Matching type test is useful in measuring factual information as well as relationships
between two things, ideas or concepts. It reduces guessing to the minimum as compared to
alternative response test. Some of the relationships that can be matched are found in the matrix
below:

Relationships That Can Be Used in Matching Type Tests

Persons Achievements

Dates Historical Events

Terms Definitions

Principles Illustrations

Parts Functions

Machines Uses

Diseases Causes
1.2.4.1 Perfect Matching Type. The number of premises in Column A is less than the number of
responses in Column B. The response can only be used once.

Example:
In Column A are popular descriptions of Presidents during their term of office. Match then with
the names of Philippine Presidents in Column B.

Column A (Premise) Column B (Responses)

1. Ramon Magsaysay A. Man of the Masses
2. Carlos P. Garcia B. People Power President
3. Corazon Aquino C. Filipino First Policy
D. Champions of First Land
Reform Law

1.2.4.2 Imperfect Matching Type. The number of premises in Column A is not equal to the
number of the responses in Column B, or the other way around. The response or the premise can
be used more than once.
Example:

In column A are names of well-known curriculum evaluators. Match them with the evaluation
models they have been identified with in Column B. You can use the letter once or more than once.

Column A (Premise) Column B (Responses)

1. Consumer Oriented Model A. Michael Scriven
2. Responsive Model B. Daniel Stufflebeam
3. CIIP Model C. Ralph Tyler
4. Goal Free Model D. Robert Stake
5. Phi Delta Kappa Model

1.2 Subjective Test. Learning outcomes which indicate learner’s ability to originate and express
ideas is difficult to test through objective type test. Hence in subjective type test, answers through
reflections, insights, and opinion can be given through essay.

1.2.1 Essay test items allow students freedom of response. Students are free to select, relate
and present ideas in their own words. The type of answers would reflect the extent of
the learner’s knowledge of the subject matter, ability to use higher order thinking skills
and express ideas in an accurate creative and appropriate language.
1.2.1.1 Restricted Response Item. This is like an expanded form of short answer type
objective test. There is a limit on both the content scope and the form of student
 response. It is most useful in measuring learning outcomes that require the
interpretation and application of data in a specific area.
Examples:

1. What are the main body parts of plant? Describe each part.
2. Why is the barometer one of the most useful instruments to forecast the weather?
Explain in one paragraph..
1.2.1.2 Extended Response Item. The student is generally free to select any factual
information that can help in organizing the response. The contents of an extended essay will
depend on the analysis, synthesis, evaluation and other higher order thinking skills of the test
takers.
Examples:

1. Evaluate the significance of the result of national referendum of Scotland to the

global peace condition.
2. What can you say about NATO’s position on the ISIS?
3. Comment on the term “new normal” that refers to the environmental condition and
climate change.

Types of Essay that Measure Complex Learning Outcomes

Type of Essay Test Item Examples of Complex Learning Outcomes that can be
Measured
Ability to:
• Explain cause-effect relationships
Restricted Response Essay Items • Describe application of principles
• Formulate valid conclusion
• Enumerate and explain
• Explain methods and procedure
Ability to:
• Organize ideas
Extended Response Essay Items • Integrate learning
• Design an experiment
• Evaluate the worth of ideas

Assessment Tools to Measure Authentic Learning Performance and Products (KPUP)

Level IV of the learning outcomes in KPUP can be assessed through Performance or Product.
These learning outcomes can best be done through the use of authentic evaluation. Authentic
evaluation is a test that measures real life tasks, performances and actual products. The most
common of the authentic assessments are the performance assessment and the use of portfolio.

Performance Assessment Tools

1. Checklist is a tool that consists of a list of qualities that are expected to be observed as
present or absent. The presence is to be marked and the absence is marked X.

Example: Checklist on the use of microscope (10 points)

Instruction: Observe the student in a laboratory activity with the use of microscope. Check (✔)
the items which you have seen, which were done appropriately and mark (X) items which were
not appropriately done.

1. Wipes the slide with lens paper

2. Places drop or two of culture on the slide
3. Adds few drops of water
4. Places slides on the stage
5. Turns to low power lens
6. Looks through eyepiece with one eye
7. Adjusts mirror
8. Turns high power lens
9. Adjusts for maximum enlargement and resolution
10. Records results

2. Rating Scale is a tool that uses a scale in a number line as a basis to estimate the numerical
value of a performance or a product. The value is easier to score if the points are in whole
numbers. The most popular rating scale is called Likert Scale.

Example: Rating Scale for a Science Project (name/title)

Instruction: On a scale of 1 to 10, with 1 as the lowest, and 10 as the highest score, rate the
projects on the following elements. Circle the choice of your answer.

1. Have clear purpose/s 1 2 3 4 5 6 7 8 9 10

2. Are relevant to environmental problem 1 2 3 4 5 6 7 8 9 10

3. Use local materials 1 2 3 4 5 6 7 8 9 10

 4. Show collaborative work 1 2 3 4 5 6 7 8 9 10

5. Create an overall impact to humanity 1 2 3 4 5 6 7 8 9 10

2. Rubrics for Portfolio. A portfolio is a compilation of the experiences as authentic learning

outcomes presented with evidence and reflections. To assess the total learning experiences
as presented in a wholistic package, an assessment tool called a RUBRIC is utilized.

Example:

Suggested Rubric for a Field Study Course Portfolio

Description and Numerical Value
Criteria 1 2 3 4 5
Contents of Less that 40% Less that 59% Has 60-74% Has 75-89% Has 90-100%
the Portfolio needed of the needed of the needed of the needed needed
entries content content content entries
Objectives of Most Some Intended Intended Intended
the Portfolio intended intended learning learning learning
learning learning NOT outcomes are outcomes are outcomes are
outcomes are SMART, do SMART but SMART, and SMART and
NOT SMART not cover the cover only cover a least cover the
and cover whole course less than 75% 75% of the whole course
only of the course. course
minimum
Quality of Few entries Some entries Entries are of Entries are of Entries are of
Entries are of are of better quality, better quality, best quality,
acceptable acceptable many are well many are well well selected
quality, not quality, well selected and selected and and
well selected, selected and substantial. substantial substantial
very minimal substantial
substance
Presentation Not creative, Minimal Creative, neat Creative, neat Creative,
of Entries in disarray. creativity, and an and has neat, very
Less impact, neat but with average strong strong appeal
no appeal minimal impact impact/ impact
impact. appeal. appeal
 Promptness Submitted Submitted Submitted on Submitted on Submitted
after the 30 11- 30 days schedule. schedule. ahead of
days after the after schedule schedule
deadline

Levels of Assessment for the Levels of Learning Outcomes

Levels of assessment describe levels of the learning outcomes which are (1) Knowledge, (2)
Process or Skills, (3) Understanding (4) Products or Performance. The levels of learning
outcomes are also used to describe the levels of assessment. Through the DepEd Order 73,
s.2012 levels of learning outcomes are also the levels of assessment. In other words, the levels
of assessment follow also the levels of thinking skills from lower level to higher level.

Levels of Learning What to Test/Assess? Type of Assessment Percentage

Outcomes Value in
Assessment Assessment
Level 1-Knowledge Who, What, When, How, Why Pencil & Paper/
Non-paper-and- 15%
Pencil

Level 2- Process Constructed meaning from Pencil & Paper/

Skills Knowledge Non-paper-and- 25%
Pencil
Level 3- Explanations, Interpretations,
Understanding Applications, Empathy,
Perspective and Self Knowledge. Pencil & Paper 30%
Big ideas, principles and
generalization

Placing Value to Assessment Results from KPUP (D.O. 73. 2012) to Written Work,
Performance Task, Quarterly Exam (WW-PT-QE) D.O 8, s. 2015
While the KPUP is still utilized in the grading system, however it has been slightly
modified by WW-PT-QE.
A summative assessment is composed of Written Work (WW) Performance Tasks (PT) and
Quarterly Assessment (QA) This will be explained in the table below.

Table 4 – Components of Summative Assessment

 Components Purposes When Given
Written Work 1. Assess learners’ understanding of At the end of the topic
(WW) concepts and application of skills in or unit.
written form.
2. Prepare learners for quarterly
assessments.
Performance Task 1. Involve students in the learning process At the end of the lesson
(PT) individually or in collaboration with focusing on a topic/skill
team mates over a period of time. lesson
2. Give students opportunities to
demonstrate and integrate their Several times during the
knowledge, understanding and skills quarter.
about topics or lessons learned in a
specific real-life situation by
performing and/ or producing evidence
of their learning.
3. Give students the freedom to express
their learning in appropriate and
diverse ways.
4. Encourage student inquiry, integration
of knowledge, understanding, and
skills in various contexts beyond the
assessment period.

Quarterly Synthesize all the learning skills, concepts, and Once, at the end of the
Assessment (QA) values learned in an entire quarter. quarter.

Grades at the End of the School Year and How These are Computed
• Kindergarten: Use of checklist, anecdotal records and portfolios are used
instead of numerical grades which are based on Kindergarten Curriculum
Guide.
• Grade 1 to Grade 10 (Junior High) 1. The average of the quarter grades produce
the end of the year grade.
1. The average of the quarter grades produce the end of the year grade.
2. The general average is computed by dividing the sum of all final grades
by the total numbers of learning areas. Each learning area has equal
weight.
 Components Languages, AP, ESP Science, Math MAPEH,
EPP/TLE
Written work 30% 40% 60%
Performance Task 50% 40% 20%
Quarterly Assessment 20% 20% 20%

• Grade 11 and Grade 12 (Senior High)

1. The average of the Quarterly Grade produces the semester grade.
2. The general average is computed by dividing the sum of all semestral Final Grades
by the Total Number of Learning Areas.
3. The Senior High School Grading Components.

Academic Track Tech

Voc/TVL/Sports/Arts/Design
Components Core subject
All other subject Work All other Work
Immersion/ subjects Immersion/
Research Research
Written 25% 25% 35% 20% 20%
Work
Performance 50% 45% 40% 60% 60%
Task
Quarterly 25% 30% 25% 20% 20%
Assessment

Reporting Summative Grades by Quarter/ Semester or End of the Year

Interpretation of the numerical values for all subject areas is based on the minimum initial grade
of 60, transmuted into an equivalent of 75 in the report card. The numerical grades are described
in the different levels of proficiency in the different competencies set in the subject areas.

Level of Proficiency Descriptors Grading scale based on Transmuted values

Advanced 90% and above
Proficient 85%-89%
Approaching Proficiency 80%-84%
Developing 75% -79%
Beginning Below up to 74%
 Take Action

Activity 1. Giving an Example

1. Give two test items that are appropriate for each level of learning outcomes. You can
choose the type of test.
A. Knowledge
B. Process
C. Understanding

Activity 2. Ask a Teacher (in groups)

1. Interview a teacher in basic education about how they assess learning.
2. Request some items for their assessment tools.

Self-Check
Recall:

1. What are the levels of learning outcomes?

2. What are the levels of assessment?
3. What are the levels of proficiency?
4. What the assessment tools to measure learning outcomes?
Self-Reflect

Reflect on the question:

“Does the result of a periodical test reflect evaluation of a curriculum? Why?”
 Planning, Implementing and Evaluating:
Lesson 5.3 Understanding the Connections

Desired Learning Outcomes

➢ Analyze the relationship between planning and implementing in curriculum

development
➢ Explain the connection of curriculum implementation and evaluation
➢ Discuss the interrelatedness of curriculum evaluation and curriculum planning
➢ Interpret the overall relationships of planning, implementing and evaluating in
curriculum development

Take Off

Does curriculum development end with evaluation? Yes, according to some

models presented by Hilda Taba and Ralph Tyler. However, since curriculum
development is a continuous process, it can also be like a PIE. Planning,
Implementing, and Evaluating (PIE) is a cyclical process which means that after
evaluating, the process of planning starts again.

Content Focus

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.

Evaluating Planning

Implementing

The cycle continues as each is embedded in a dynamic change that happens in

curriculum development.
Key Idea: Planning is an initial step in curriculum development.

Planning

Planning is an initial process 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. Intended outcomes should be doable, achievable and desired. After
establishing these, then a curricularist should find out in planning the ways of
achieving the desired outcomes. These are ways and means, and the strategies to
achieve outcomes. Together with the methods and strategies are the identification of
support materials. All of these should be written, and should include the means of
evaluation.

An example of a curriculum plan is a lesson plan. It is a written document.

Many planners would say: "A good plan is half of the work done." So, in curriculum
development a well-written plan ensures a successful implementation.

The end product of planning is a written document. Some outputs of

curriculum planning are lesson plans, unit plan, syllabus, course design, modules,
books, instructional guides, or even a new science curriculum plan.

Key Idea: Implementation continues after planning.

Implementing
 What should be implemented? The planned curriculum which was written
should be implemented. It has to put into action or used by a curriculum implementor
who is the teacher. Curriculum plans should not remain as a written document. It will
become useless.

A curriculum planner can also be a curriculum implementor. In fact, a

curriculum planner who implements the curriculum must have a full grasp of what is
to be done. This is an important role of the teacher.

With a well-written curriculum plan, a teacher can execute this with the help
of instructional materials, equipment, resource materials and enough time. The
curriculum implementor must also see to it that the plan which serves as a guide is
executed correctly. The skill and the ability of the teacher to impart and guide
learning are necessary in the curriculum implementation. It is necessary that the end
in view or the intended outcomes will be achieved in the implementation.

Key Idea: Evaluation follows implementation.

Evaluating

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 measure outcomes.

However, when used for assessment of learning, which is also evaluation,

more attention is given to levels of assessment for the levels of learning outcomes as
defined by the Department of Education, The use of the description for the
proficiency the learner is described by the qualified values of the weighted test scores
in an interval scale.

Key Idea: What has been planned, should be implemented and what has been
implemented should 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.

Take Action

Activity 1: A Day in a Life of a Teacher in the Classroom

1. Look for a teacher, whom you know personally.

2. Ask her/him to answer the following:
a. What are the teaching plans that you do everyday? Give at least three.
b. Do you implement these plans? How?
c. If you implement these plans, how do you evaluate these?
3. After you have asked and recorded the information, write these in a paragraph
form.

Self-Check

Match the Concept with the PIE

( ) 1. Summative Testing
A. Planning
( ) 2. Course Designing
( ) 3. Cooperative Learning
B. Implementing
( ) 4. Determining Needs
( ) 5. Guiding Learners
C. Evaluating
( ) 6. Making judgment
 Self-Reflect

Reflect on the information given by the teacher in your interview above.

"Is the teacher's life a series of planning, implementing, and evaluating? Will
this improve teaching? Why"
Chapter5
Curriculum Development Reforms and Enhancement

Module 6: Gearing Up for the Future: Curriculum Reforms

Module Overview:
This module brings you to some curricular developments reforms and
enhancement 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, implementer, and evaluator,
substantial knowledge of some of these reforms is necessary.

4 Lesson 6.1 Reforms for Basic Education Curriculum

Desired Learning Outcome

⮚ Gain comprehensive understanding of the K to 12 Basic Education

Curriculum reform

Take Off
Curriculum designers need to enhance 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 module, you will have a comprehensive knowledge on curricular reforms
initiated in the Philippines and abroad to improve the quality of teaching and
learning. Let’s study them one by one

Content Focus
Curriculum designers need to enhance the recommended curriculum and propose
curricular innovations to respond to the changing landscape in education regionally
and globally. Are you aware of some curricular reforms in the Philippines and other
countries? Republic Act 10533, otherwise known as the Enhanced Basic

Education Act of 2013, is the latest educational reform in Philippine Education

signed into law by President Benigno Aquino III last May 15, 2013. It is an act
enhancing the Philippine Basic Education system by strengthening its curriculum
and increasing the number of years for basic education appropriating funds
therefore and for other purposes. The Enhanced Basic Education Act of 2013
popularly known as K to 12 includes one (1) year of kindergarten education, six (6)
years of elementary education, and six (6) years of secondary education. This six-
year secondary education includes four (4) years of junior high school and two (2)
years of senior high school. With K to 12, the existing 10 years of basic education is
increased to 12 years with Kindergarten education as a prerequisite to entry in
Grade 1.

Why K to 12?
K to 12 makes the Philippine education system at par with the international
standard of 12-year basic education thereby contributing to a better educated
society capable of pursuing productive employment, entrepreneurship, or higher
education studies. After going through kindergarten, elementary, junior high and a
specialized senior high school program, every K to 12 graduate is ready to go into
different paths – higher education, middle level skills development, employment,
or entrepreneurship. The K to 12 graduates are also expected to be equipped with
21 century skills like information, media and technology skills, learning and
innovation skills, effective communication skills, and life and career skills.

When K to 12 was launched in 2012, many Filipinos were apprehensive because of

the addition of two (2) more years in secondary schooling. Some said, the
additional two years are added burden for the average Filipino family. Others said,
the K to 12 program is doomed to fail since it does not address the basic problems
in education like lack of classrooms, chairs, books, teachers, quality teaching and
many more. Amidst criticisms, the Department of Education pushed for the K to 12
implementation. What could be the reasons?

Let’s consider these existing realities in Philippine education that became the bases
of the K to 12 implementation: 1. Mastery of basic competencies is insufficient due
to congested curriculum
The table below presents the national achievement 200 results of 4th year student
Mathematics and Science. In 2005-2006 the Mathematics results, only ties while
majority (59.09%) of the high Mathematics results, only 15% of the students
acquired mastery of the low mastery level. The results in Science one even more
discouraging since only 3% of school students belonged to the 4th year high school
students in 2005-2006 mastered the Science processes and skills. Majority
belonged to the low mastery category and a few were in the near mastery level.
Achievement Comparative Achievement Levels is Mathematic Achievement Comparative Achievement Levels is Mathematic

Level SY % SY & Level SY % SY &

2004-2005 2005-2006 2004-2005 2005-2006

Mastery 168,371 16.41% 149,922 15.21% Mastery 17,921 1.75% 29,479 2.99%

Near Mastery 321,305 31.31% 253,396 25.71% Near Mastery 246,207 23.99% 196,938 19.89%

Low Mastery 536,439 52.28% 582,436 59.09% Low Mastery 761,987 74.26% 759,337 77.03%

TOTAL 1,026,115 100.00% 985,754 100.01% TOTAL 1,026,115 100% 985,754 100%

National Achievement Test – Fourth Year (SY 2004-2006) Source:

www.deped.gov.ph

In international examinations, the Philippines performed poorly as revealed in 2003

TIMSS (Trends in International Mathematics and Science) scores. In Grade IV
Science and Math, the Philippines ranked 23 out of 25 participating countries. In
High School II Science, the Philippines ranked 43 out of 46 and in Math ranked 34
out of 38. Even with the science high schools participating in the Advanced
Mathematics category in 2008 TIMMS, the country’s ranking did not improve. In
fact, it ranked the lowest (10) among ten participating countries.

One of the factors that contribute to the low performance in achievement tests is
the congested basic education curriculum. What other countries teach in twelve
(12) years the Philippines teach only in ten (10) years. The ten (10) years would not
be enough to master the competencies. Adding two years would make possible the
decongestion of the curriculum for comprehensive acquisition of basic
competencies and the 21” century skills.
2. The Philippines is the only remaining country in Asia with a 10 – year basic
education program.
The Philippines is the only country in Asia that has a ten-year basic education
program. The short duration of the basic education program also puts millions of
overseas Filipino workers, especially the professionals, and those who intend to
study abroad at a disadvantage. Graduates of Philippine schools are not
automatically recognized as professionals outside the country due to the lack of
two years in basic education. Bologna Accord imposes twelve (12) years of
education for university admission and practice of profession in European
countries. Washington Accord prescribes twelve (12) years basic education as an
entry to recognition of engineering professionals.

With K to 12, Filipino professionals would have the same competitive edge with
professionals in other countries having gone through 12 years of basic education.

By the way, the recommendation to improve and to lengthen the short basic
education in the Philippines has been given since 1925. As one of the most well
studied reforms, recommendations of either adding or restoring 7th grade or adding
an extra year to basic
Education have been put forward. (See Table 5). Table 5 Researches on Philippine
Basic Education Curriculum and their Recommendations.

Year Source Recommendation

1925 Monroe Survey Training of graduate student in agriculture, commerce,
and industry because secondary education did not
prepare students for life
1949 UNESCO Mission Survey Restoration of Grade Vil in primary education
1950 Swanson Survey
1953 Education Act Revising the Primary school system by adding one year
(Grade VII)
1960 Swanson Survey Restoring grade 7 in Primary education
1970 PCSPE Extending secondary education by one year to better
prepare students who have no plans to take up university
education
1991 EDCOM Report Retaining the 10-year basic education phase while
institutionalizing career counseling in primary and
secondary schools in preparation for higher education
1998 Philippines Education Sector Study Prioritizing student learning through curricular reforms,
(World Bank and ADB) the provision of textbooks, the use of the vernacular in
lower Primary grades, and the institution of a longer basic
education cycle
2000 PCER Implementing a compulsory one-year pre-baccalaureate
stage as prerequisite for students interested in enrolling
in higher education degree programs
2006 Philippine EFA 2015 National Action Lengthening the educational cycle by adding two years to
Plan formal basic education (one each for Primary and high
school)
2008 Presidential Task Force on Education Extending pre-university education to a total of 12 years,
benchmarking the content of the eleventh and twelfth
years with international programs

One frequently asked question raised during the advocacy period for the K to 12
Curriculum was this: “Filipino students can do in ten (10) years what students in
foreign countries do in twelve (12) years. A number of our Filipino graduates who
went through ten years of basic education excel in studies as well as in their place
of work abroad, so why add two years more?”

This may be true. But for as long as the international standard is twelve years of
basic education that will remain to be the standard and will apply to all including
brilliant and exceptional Filipino students and graduates.
In fact, there are cases where our Filipino scholars with Master’s degrees who have
to enroll in additional Master’s subjects before being allowed to pursue their
doctorate degrees applied for. Why the additional Master’s subjects? The reason
given is the short, ten-year basic education in the Philippines. In other words, the
Philippines has no choice but to comply with the twelve-year basic education. In
the first place, this has been a consistent recommendation of past surveys done on
the Philippine educational system.

Employability of Filipino high school graduates The K to 12 Curriculum prepares the

students for the world.
Work, middle level skills development, entrepreneurship and college education. As
early as Grade 7 and Grade 8, the student is made to explore at least 8 subjects in
the four (4) areas of Technology and Livelihood Education (TLE) namely: Home
Economics, ICT, Industrial Arts and Agriculture and Fishery Arts. In Grade 10 and
Grade 12, the student is supposed to have obtained a National Certificate (NC)
Level 1 and NC Level II from TESDA. NCI and NC II make a Grade 12 graduate
employable.

The short duration of basic education in the Philippines resulted to 15 year old
graduates who are not legally employable. With the implementation of the K to 12,
the graduates of senior high is 18 years old who is legally employable.

Let’s pause and answer some questions.

Let’s try these: Activity 1
Are the existing realities enough justification for the implementation of K to 12?
Why and why not? Write your answers below and share your thoughts with your
classmates.
Now that you have shared your thoughts with your classmates. Let us continue
studying the K to 12 program.

The K to 12 Curriculum
Section 5 of the Enhanced Basic Education Act of 2013, stipulates the following
curricular standards which the curriculum developers adhered to in crafting the K
to 12 curriculum:
(a) The curriculum shall be learner-centered, inclusive and
Developmentally appropriate;
(b) The curriculum shall be relevant, responsive and research- based:
© The curriculum shall be culture-sensitive: (d) The curriculum shall be
contextualized and global;
€ The curriculum shall use pedagogical approaches that are constructivist, inquiry-
based, reflective, collaborative and integrative;
(f) The curriculum shall adhere to the principles and framework of Mother Tongue-
Based Multilingual Education (MTB-MLE) which starts from where the learners are
and from what they already knew proceeding from the known to the unknown;
instructional materials and capable teachers to implement the MTB-MLE
curriculum shall be available;
(g) The curriculum shall use the spiral progression approach to ensure mastery of
knowledge and skills after each level; and
(h) The curriculum shall be flexible enough to enable and allow schools to localize,
indigenize and enhance the same based on their respective educational and social
contexts. The production and development of locally produced teaching materials
shall be encouraged and approval of these materials shall devolve to the regional
and division education units.

Core Curriculum
Below are the learning areas comprising the core curriculum. The description is
based on DepEd Memo 13 s 2013.
The Senior High School Curriculum
There are four tracks in Senior High School. These are Academic track, TechVoc
track, Sports and Arts and Design Track. The academic track has four strands
namely 1) Science, Technology, Engineering and Math (STEM) 2) Humanities and
Social Sciences (HUMSS), 3)
Accounting, Business and Management (ABM) and 4) General Academic Strand
(GAS). This means that at Grade 11, a student chooses which track to pursue and if
he/she chooses the academic he/she must also choose which strand. If a student
intends to go to college after Grade 12, then he/she must take the academic track.
The college program which he/she wants to enroll in determines which strand to
take – STEM, HUMSS or ABM. If a Senior High School student wants to pursue
TechVoc courses in Technical Education Skills Development Authority (TESDA),
he/she takes the Tech Voc track. He/She who is interested in Arts and Design will
pursue the Arts and Design track. The Sports track will be for any sports- minded
Senior High School student.

The Senior High School Curriculum has a total of thirty-one subjects. The thirty-one
subjects are grouped into fifteen (15) core subjects, seven (7)
contextualized/applied subjects and nine (9) specialization subjects.

Figure 3 – Tracks in Senior High School

Grade 11
➢ Academic
➢ Tech Voc

Grade 12
➢ Sports
➢ Arts and Design
Figure 4 – Academic Track – 4 Strands
Total= 4 Strand
STEM
HUMSS
ABM
General Academic

The following are the core subjects to be taken by all students regardless of track.
There are also common subjects for different tracks and the highly specialized
courses for each track:

Core subjects
Language -Oral Communication
-Reading and Writing
- Komunikasyon at
Pananaliksik sa Wikang
Filipino at Kulturang
Filipino
- Pagbasa at Pagsusuri ng
Iba’t Ibang Teksto Tungod
sa Panaliksik
Humanities -21st century Literature
from the Philippines and
the World
 -Contemporary
Philippine Arts from the
Regions
Communication Media and Information
Literacy
Mathematics -General Mathematics
- Statistics and Probability
Science -Earth and Life Sciences
Lecture and Laboratory
-Physical Sciences
Lecture and Laboratory
Social Science -Personal Development /
Pansariling Kaunlaran
-Understanding Society &
Culture
Philosophy -Intro to Philosophy of
the Human Person /
Pambungad sa
Pilosopiya ng Tao
PE and Health Physical
Education and Health

Below are the 7 contextualized subjects. The contextualized subjects apply to all
tracks and strands but the subjects are taught in the context of the track. For
example, English for Academic and Professional Purposes for the TechVoc track will
center on techvoc terms, describing and reporting techvoc-related procedures
while for the Sports track, the English subject will focus on the language for sports.
Research may be a presentation and defense of a paper in management for ABM
track or in STEM but may be a culminating activity or exhibit for the Arts and Design
track and end-of-the-term exhibits for the Arts and Design track.

Academic Track Tech-voc, Sports, Arts

and Design Tracks
English for Academic and English for the
Professional Purposes Professions
Introduction to Research Research Skills 1
Methods Quantitative
Introduction to Research Research Skills 2
Methods Qualitative
Filipino course Mga Diskurso sa Trabaho
ICT for Learners ICT applications
Entrepreneurship Entrepreneurship
Research Project Research Project /
Culminating Activity

Other Descriptive Titles for the 7 Contextualized/Applied Subjects for All the
Tracks
1. English for Academic and Professional Purposes
2. Research in Daily Life 1 3. Research in Daily Life 2
3. Pagsulat sa Filipino sa Piling Larangan
4. Entrepreneurship 6. Empowerment Technologies (E-Tech): ICT for
Professional Tracks

7. Research Project / Culminating Activity

Specialization Subjects, Academic Track, ABM
1. Applied Economics
2. Business Ethics and Social Responsibility

3. Fundamentals of Accountancy, Business and Management 1

4. Business Math

5. Business Finance
6. Organization and Management

7. Principles of Marketing
8. Work Immersion/Research/Career Advocacy/Culminating
9. Fundamental of Accountancy and Business Management 1

Specialization, Academic Track, STEM

1. Pre-Calculus

2. Basic Calculus

3. General Biology 1

4. General Biology 2

5. General Physics 1

6. General Physics 2
 7. General Chemistry 1

8. General Chemistry 2

9. Work Immersion/Research/Career Advocacy/Culminating Activity

Specialization, Academic Track, HUMSS

1. Creative Writing

2. Creative Non-Fiction: The Literacy Essay

3. World Religions and Belief Systems

4. Trends, Networks and Critical thinking in the 21st Century

5. Philippine Politics and Governance 6. Community Engagement, Social

Participation and Citizenship

6. Disciplines and Ideas in the Social Sciences

7. Disciplines and Ideas in the Applied Sciences

8. Work Immersion/Research/Career Advocacy/Culminating Activity

 Subjects, Academic Track, ABM

1. Applied Economics

2. Business Ethics and Social Responsibility 3. Fundamentals of

Accountancy, Business and Management 1

3. Fundamentals of Accountancy, Business and Management 1

4. Business Math

5. Business Finance

6. Organization and Management

9. Principles of Marketing

Tiv 9. Work Immersion/Research/Career Advocacy/Culminating

Specialization, Academic Track, STEM

1. Pre-Calculus

2. Basic Calculus

3. General Biology 1

4. General Biology 2

5. General Physics 1

6. General Physics 2 7. General Chemistry 1

7. General Chemistry 2
10. Work Immersion/Research/Career Advocacy/Culminating Activity

Specialization, Academic Track, HUMSS

1. Creative Writing

2. Creative Non-Fiction: The Literacy Essay

3. World Religions and Belief Systems

4. Trends, Networks and Critical thinking in the 21st Century

5. Philippine Politics and Governance

6. Community Engagement, Social Participation and Citizenship 7.

Disciplines and Ideas in the Social Sciences

7. Disciplines and Ideas in the Applied Sciences

8. Work Immersion/Research/Career Advocacy/Culminating Activity

Reforms for Basic Education Curiculum 155

Strand

Specialization, Academic Track, General Academic

1. Humanities 1

2. Humanities 2*

3. Social Science 1**

 4. Applied Economics

5. Organization and Management 6. Disaster Readiness and Risk

Reduction

6. Elective 1 (from any track/strand)

10. Elective 2 (from any track/strand)

11. Work Immersion/Research/Career Advocacy/Culminating Activity

Specialization, Sports

1. Safety and First Aid

2. Human Movement

3. Fundamentals of Coaching

4. Sports Officiating and Activity Management

5. Fitness, Sports and Recreation Leadership

6. Psychosocial Aspects of Sports and Exercise

7. Fitness Testing and Exercise Programming

8. Practicum (in-campus) 9. Work Immersion/Research/Career

Advocacy/Culminating Activity
 Specialization, Arts and Design

1.Introduction to Applied Arts and Design Production

2. Introduction to Performing Arts
3. Understanding Elements and Principles of the Different Arts.
4. Environment in Various Arts Fields
5. Filipino Identity in the Arts
6 Leadership and Management in Different Arts Fields.
7.&8 Apprenticeship and Exploration of Different Arts Fields (Production
and Performing: Music, Dance and Theater)
9. Apprenticeship and Exploration of Different Arts Design Production
(Media Arts, Visual Arts and Literary Arts)

Take Action

Activity 1: Lets Do a Survey The Philippines has implemented the K to 12

curriculum from

Kindergarten to Grade 12. Conduct a survey among teachers handling those

grade levels. Ask them what they like and what they do not like about the
curriculum. Ask their suggestions on how to improve the curriculum
implementation.

Report to the class, and submit written results.

Activity 2

What do I know? What can I tell?

If you interviewed teachers, parents and students about K to 12, what ten
ideas or concepts can you tell?
Take Action

Activity 1: Lets Do a Survey The Philippines has implemented the K to 12

curriculum from

Kindergarten to Grade 12. Conduct a survey among teachers handling those

grade levels. Ask them what they like and what they do not like about the
curriculum. Ask their suggestions on how to improve the curriculum
implementation.

Report to the class, and submit written results.

Activity 2

What do I know? What can I tell?

If you interviewed teachers, parents and students about K to 12, what ten
ideas or concepts can you tell?

Self-Reflect

Reflect on the statement below and comment: “The K to 12 is bound to fail

because it is implemented hurriedly without thorough planning.”
18. LICAYLICAY, WENILYN J.

Module 7 Curricular Reforms in Teacher Education

Module Overview:

Outcome-based education (OBE) became the fundamental philosophy of higher education

in the Philippines lately. All curricula including that of teacher education will be anchored on the
concept of OBE in terms of course designing, instructional planning, teaching, and assessing
students learning. This module will explain the significant reform in teacher education in the
Philippines.

Lesson 7.1 Outcome-Based Education for Teacher

Preparation Curriculum

Desired Learning Outcomes

➢ Define what is outcome-based education as this apply to teacher education.

➢ Analyze the four principles in outcome-based education.
➢ Describe how teaching and learning relate to OBE.
➢ Explain how the achieved learning outcomes will be assessed.
➢ Summarize the prospective teacher’s roles and responsibilities in the implementation of
the Outcome-Based Education.

Take Off

Why do we hear a lot of educators talking about OBE? What are Outcomes-Based Education
about? Should curriculum for teacher preparation be influenced by this? Why? How will OBE
address the 21st Century teachers?

Content Focus

In recent years, there has been an increasing attention on outcomes- based education for
several reasons. These include return of investments and accountability which are driven by
political, economic, and educational reasons.

Definition of Outcomes-Based Education (OBE)

Among the many advocates of OBE in the early years 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 is 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 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 must be clearly defined. What to achieve at the end of formal schooling
is to desired results. This means that planning, implementing (teaching) and assessing
should be connected to the outcomes.

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 intelligences 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 is very important. The classroom atmosphere should provide respect for
diverse kinds of learners.
▪ Teachers must help their students to understand what they must 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 considering the learning outcome teachers want the students to achieve. Also, to
consider are the contents, the characteristic 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.
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
learners.

Teacher dispenses knowledge. Teachers are designers of methods.

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

1. Assessment should support every student’s opportunity to learn things that are important
2. Assessment should allow individuality or uniqueness to be demonstrated.
3. 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 learning, and what they should
do when they are learning. All of these will conclude with the achieved learning outcomes.

In terms of students’ 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.

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?
Take Action

Activity 1: Finding OBE in the Classroom (by groups)

1. Seek permission from the teacher to observe the class for one complete teaching lesson.
2. Borrow the teacher’s lesson plan. Identify the Intended Learning Outcomes (Objectives) at
he is beginning of the Lesson. Record observation.
3. Observe the class activities with the guidance of the teacher. Record observation.
4. Observe if the intended learning outcome at the beginning was achieved (achieved learning
outcome) at the lend of the.
5. Summarize all recorded observations in the matrix below. Use the example as your guide.
Write down your own report cell. In the proper cell.

Intended Learning Activities to accomplish the Achieved Learning Outcomes

Outcomes of the Lesson Intended Learning Outcomes at the end of the Lesson.

Example: Example: Example:

Classifies objects into solid Children mess up with objects Classified objects into solids
or liquid. trying to group them into two or liquids.
clusters: solids or liquid.

My report: My report: My report:

Self-Check

Based 1: Finding OBE in the Classroom, answer the questions below:

1. What did the teacher intend to accomplish in the lesson at the beginning?

2. Was it accomplished or achieved at the end? Has learning occurred?

3. What learning outcome was achieved?

4. During the activity, was there an opportunity for all children to learn? Describe.

5. How was the achieved learning outcome assessed? Explain.

Self-Reflect

As a future teacher, reflect on your observations and report in Finding OBE in the
classroom and complete the sentence. Chose only one to answer.

1. I like OBE because……. In the future when I become a teacher, I should……….

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
___________________________________________________

2. I do not seem to like OBE because…... In the future, when I become a teacher, I
should……
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
___________________________________________________________________
Lesson 7.2: Enhanced Teacher Education Curriculum Anchored on
Outcome-Based Education
Desired Learning Outcomes

• Identify the desired outcomes in terms of competencies of the new teacher

education curricula .
• Be familiar with the degree programs, the contents, the delivery modes and the
assessments in the new teacher education program
• Analyze the new teacher education curricula in the context of outcome-based
education
• Reflect on the pre-service teacher's preparation to become highly qualified global
teachers

Take Off
As teacher education curriculum initiatives gear towards globalization,
contextualization, indigenization 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 a very 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.

Content Focus

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 these 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)
Lesson 7.2: Enhanced Teacher Education Curriculum Anchored on
Outcome-Based Education
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.
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. 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. You
Following the principles of OBE, this refers to Principle 1 Clarity of Focus and
Principle 2. Designing Backwards. Refer to your Module 7.1 The Four Essential Principles
in OBE.
Lesson 7.2: Enhanced Teacher Education Curriculum Anchored on
Outcome-Based Education
Competencies of Quality Teachers as Mandated by the Department of Education
Order No. 42, s. 2017 Philippines Professional Standards for Teachers (PPST)
Aside from the quality teacher outcomes of CHED, the Department of Education
(DepEd) released a set of teacher competencies that are necessary for teachers who will be
teaching in basic education. We shall focus first on the Beginning Teachers Competencies
for Career Stage Level 1. Beginning Teachers are newly employed teachers who are mostly
fresh graduates from college. As a beginning teacher, you must possess competencies that
will enable you to be ready to be employed. These competencies will strengthen those that
you have mastered already in your degree course.
PPST Domains with clusters of competencies are:
Domain 1: Competencies on Content Knowledge and Pedagogy
Domain 2: Competencies on the Learning Environment
Domain 3: Competencies on Diversity of Learners
Domain 4: Competencies on Curriculum and Planning
Domain 5: Competencies on Assessment and Reporting
Domain 6: Competencies on Community Linkages and Professional
Engagement
Domain 7: Competencies on Personal Growth and Professional Note: Refer
to DO 42, s. 2017 for details

Competency Framework for Teachers in SouthEast Asia (CFT-SEA)

To be at par with other teachers in the ASEAN, it would be important that you
should also know about the competencies required to enable you to teach among ASEAN
countries.
These competencies are:
1. Knowing and understanding what to teach;
2. Helping students to learn;
3. Engaging the community and
4. Becoming a better teacher.

But above all the three standards competencies, you should take note of the
Philippine Qualifications Framework, which was discussed earlier. But to give emphasis,
lets us bring the concept back to this section.
Lesson 7.2: Enhanced Teacher Education Curriculum Anchored on
Outcome-Based Education
Philippine Qualifications Framework (PQF Level 6 for Bachelor's D POF 6
Descriptors of Outcomes Degree)
PQF 6 Level of Outcomes PQF 6 Descriptors of Outcomes
Knowledge, Skills and Val0 Graduates posses a broad level of coherent
knowledge and skills in their field of study
for professional work (teaching) and
lifelong learning.
Application (of Knowledge, Skills and Application of professional work
Values) (teaching) in a broad range of discipline
and/or for further studies.
Degree of Independence (in work place) Independent (as a teacher) and/or in teams
for related field
The New Teacher Education Curricula
The New Features of the Teacher Education Curricula
After considering local and global conditions, the Commission on Higher
Education approved through a Commission Memorandum Order- Program Standards and
Guidelines (CMO-PSG) the offering of the new teacher education degrees to prepare
teachers in basic education. The degree programs are anchored on the principles of OBE,
the PQF framework, the K to 12 Curricula for Basic Education and the General Education
Courses for College Degrees.
To address the needed teacher quality for the 21, the different degree programs will
produce future ready teachers in basic education. New and enhanced courses are included
in the curriculum.

Here are some new features:

• All future teachers will be trained on how to use technologies for teaching and
learning. (Courses: Technology for Teaching and Learning 1 and 2)
• All future teachers will enhance skills in assessment of learning outcomes.
(Courses: Assessment 1 and 2)
• Experiential Learning Courses will be more focused on the application of theory to
practice in varied contexts. (Courses: Field Study 1, Field Study 2 and Teaching
Internship)
• All future teachers in the elementary level will be prepared to teach all subject areas
including Good Manners and Right Conduct and the Mother Tongue.
• There are two degree programs that prepare teachers to teach both in the elementary
and secondary levels. (Degrees: Bachelor of Physical Education (BPEd), Bachelor
of Technical Vocational Teacher Education (BTVTEd).
• A new degree is offered for the teaching of Culture and Arts (Bachelor of Culture
and Arts Education).
Lesson 7.2: Enhanced Teacher Education Curriculum Anchored on
Outcome-Based Education

• Two straight degree programs which were formerly the specialization in BEEd
before are offered now to prepare teachers who will teach early childhood education
and special education. (Course: Bachelor in Early Childhood Education and
Bachelor in Special Education)
All other original courses will be enhanced.
CMO Numbers. 2017 Title of Degrees
CMO 74 s. 2017 BEEd- Bachelor of Elementary Education
CMO 75 s. 2017 BSEd- Bachelor of Secondary Education with majors in
English, Mathematics, Science, Filipino, Social Studies, Values
Education
CMO 76 s. 2017 BECEd-Bachelor of Early Childhood Education
CMO 77 s. 2017 BSNEd- Bachelor of Special Needs Education
CMO 78 s. 2017 BTLED- Bachelor of Technology and Livelihood Education
CMO 79 s. 2017 BTVTEd-Bachelor of Technical-Vocational Teacher
Education.
CMO 80 s. 2017 BPEd- Bachelor of Physical Education CMO 81 s. 2017
BSESS- Bachelor of Science in Exercise and Sports Sciences
(not for teaching degree)
CMO 82 s. 2017 BCAEd- Bachelor of Culture and Arts Education
CMO 83 s. 2017 PB-DALS- Post-Baccalaureate Diploma in Alternative
Learning System

All of the above degree programs except BSESS adhere to the common program
outcomes stated earlier to be achieved during the college preparation of pre-service
teachers. Also embodied in the intended program outcomes are those of the PPST for
Beginning Teachers and other Teacher Standards,
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 the 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 courses that are common to all
degrees which will provide a rock or foundation of becoming a Teacher. The course titles
are as Follows:
Lesson 7.2: Enhanced Teacher Education Curriculum Anchored on
Outcome-Based Education

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

Major subjects are listed for every degree program as attached in the 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
Lesson 7.2: Enhanced Teacher Education Curriculum Anchored on
Outcome-Based Education

Enable to learner who are college students to desired learning outcome of the lesson
and the second layer is the 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)- 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- on line 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 on-line 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 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 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
Lesson 7.2: Enhanced Teacher Education Curriculum Anchored on
Outcome-Based Education

Outcomes, the Contents, the Teaching Delivery and t Assessment should be constructively
aligned and interacting the figure below.

• Assessment
• Desired Desri. - Content
P outcome I • - Methods E •
For
Assessment
Of

Figure 5- 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.
Take Action
Activity 1: Am I Familiar With the Degree I am Pursuing? Instruction: Fill up the
information asked of you and answer the questions that follow.
Name:___________________________ Degree Pursued:_______________
Year Level:____________________ Course/Subject:_______________
1. With the degree you are pursuing, what Grade Level are you preparing to
teach when you graduate and become licensed professional
teacher?_______________
2. How many clusters of subjects are there in your degree? Please check only.
One____ Two____ Three_____.
3. Enumerate what subjects in the Professional Education Courses, Major
Courses and Electives have you already taken in your degree program.
Write in the space below.
4. In what year level will you do, Teaching Internship?________
5. In the courses you have taken, what competencies/outcomes have you
mastered? Name at most 5.
6. At this point in time, do you think your teacher education curriculum or
degree program prepares you for your future job as a teacher? Please
explain.
7. What feature of your degree illustrate that the curriculum is outcome-based?
Lesson 7.2: Enhanced Teacher Education Curriculum Anchored on
Outcome-Based Education

Self-Check
The new teacher education curriculum is based on Outcome-Based Education as
evidenced by the constructive alignment of the important elements of the curriculum.
As a student of curriculum and a future teacher, would you be able to:
1. Know exactly what to need to do to achieve the outcome even at the
beginning of your degree plan? Yes____ No _____ Explain.

2. Identify what you will do in order to achieve the desired outcomes? Yes___
No____ Explain.

3. Measure the desired outcome if it has been achieved? Yes___ No___

Explain.

4. Develop the competencies required for all future teachers? Yes___No___

Explain.

5. If you are improving or not in knowledge, skills and values while schooling?
Yes No Explain.

Self-Reflect
Write an essay on the topic and submit to your teacher.
“The New Teacher Education Curriculum and
My Future as a Teacher”
 Module 8: Curricular Landscape in the 21st Century

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 that the curriculum has to
develop.

Lesson 8.1 The 21st Century Curricular Landscape in the Classrooms

➢ Describe the curricular landscape of the 21" century classrooms

➢ Identify the 21" century skills to be developed in the curriculum

Take Off

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, and
population growth and, many more. What would all of these require?

Content Focus

Emerging Curricula of the 21" Century Learners

How does the curriculum for the 21 century look like? What are the emerging factors and
conditions that will shape the curriculum of the century?
 Module 8-Curricular Landscape in the 21 Century
Lesson 8.1- The 21 Century Curricular Landscape in the Classroom

Discussion in various groups here and abroad revolves along the different issues.

• Globalization of economies and independence on international markets.

• Increased concerns and actions about environmental degradation, water and energy
shortages, global warning, 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 revolution
• 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 21 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.
Need to Develop 21" Century Skills of Learners in the Curriculum

What are the skills needed by 21 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:

176 THE TEACHER AND THE SCHOOL CURRICULUM

Cluster of Skills for the 21 Century Specific Descriptors

Learning and Innovation Skills Critical Thinking and Problem Solving Creativity
and Innovation Oral and Written Communication

Knowledge, Information, Media and Technology Content Mastery Information Literacy Media
Literacy Skills 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 of 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

The Five Frames of Thinking Description

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

176

Module 8-Curricular Landscape in the 21 Century 17

Lesson 8.1-The 21 Century Curricular Landscape in the Classroom

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

 Take Action

Activity 1- The 21" Century Classroom Amidst the 21st Curriculum Landscape

Considering the changes that are occurring or have occurred in the 21st Century, draw in the
box how a classroom would look to respond to the new teacher education curricula of the 21"
Century.
 178 THE TEACHER AND THE SCHOOL CURRICULUM

Self-Check

Check the items that should be addressed by the curriculum in the 21st Century.

_____________1. Cultural diversity

______________2. Multiple literacies

______________3. Higher-order thinking skills

_______________4. Life and career skills

_______________5. Environmental sustainability

_______________6. Technology revolution

_______________7. War and conflict

_______________8. Global warming

_______________9. Science breakthrough

_______________10. Health issues

Self-Reflect

How do you picture yourself as a teacher of the future? Reflect and write your answer in the
box provided below.
 Lesson 8.2 Education 4.0 in the School Curriculum
Desired Learning Outcomes
▶ Explain what Education 4.0 in the school curriculum
▶ Discuss ways of implementing Education 4.0
Take Off
Watch TED X Talks on Education 4.0 then as a group discuss your answers to the
following questions:
1. What is Education 4.0?
2. What learning outcomes are expected to be realized in Education 4.0?
3. What skills must students be taught?
4. Which should be the points of emphasis in the curriculum to align Education 4.0?
5. Which current curricular practices, particularly in teaching and assessing
techniques, must be modified to respond to the demands of the times?

Content Focus
Industrial Revolution 4.0 (IR) and Education 4.0
Education 4.0 is a response to Industrial Revolution 4.0 or IR 4.0. What is IR 4.0? This
is the Fourth Industrial Revolution. Obviously, the Fourth Industrial Revolution came after
a First, Second and Third Industrial Revolution which are referred to as IR 1.0, IR 2.0 and
IR 3.0, respectively.
In the first place, you may ask what Industrial Revolution is all about, Schwab, the
founder and executive chairman of the World Economic Forum, the International
Organization for Public-Private Cooperation, describes an industrial revolution as the
appearance of "new technologies and novel ways of perceiving the world [that] trigger a
profound change in economic and social structures."
IR 1.0 was the invention of the steam engine. With the steam engine, human labor
was replaced by the machine. Many laborers lost their jobs because machines did their
jobs even more efficiently. IR 2.0 was the age of science and mass production. Things
started to speed up with the discovery of electricity. There were a number of key
inventions - gasoline engines, airplanes, chemical fertilizer. Advancements in science
weren't limited to the laboratory. Scientific principles were brought right into the
factories, the most notable of which is the assembly line, which effectively powered
mass production. Recall here Henry Ford's company where by the early part of the 20th
century mass-produced cars with gasoline engine built on an assembly line.
IR 3.0 is the digital revolution. We moved from analog electronic and mechanical
devices to digital technology which dramatically disrupted industries, especially global
communications. We are now enjoying the blessings of digital revolution- computers.
cellphones. We used to tune in our television with an antenna lets you stream movies
(digital). analog). This is now replaced by an Internet-connected tablet that IR 4.0 is
computers connected to computers. It is interconnectivity. It's the Internet of Things
 (IoT), Artificial Intelligence. In IR4.0 we have robots, driverless cars, genetic sequencing
and editing, miniaturized sensors, and 3D printing, to name some. We get digitally
connected to one another across the globe. We can know anything, anytime, anywhere.
Global community connects everything, everywhere always the INTERNET of Everything.
Stem cell curing becomes obsolete. With genetic sequencing and editing, we can now
remove the sickness.

Education 4.0
With all these profound changes brought about by IR 4.0, how should education be?
What and how should schools teach? What should curriculum consist of? What should
curriculum focus on? The answer or answers to these questions are actually what
Education 4.0 means. In other words, Education 4.0 is the response of the education
sector to all the changes brought about by IR 4.0.
Schools have no choice but to respond to the dramatic changes brought about by IR
4.0, if they have to be relevant. Higher education institutions cannot ignore these
developments or else become irrelevant. To be relevant, schools should consider some
statistics:

● 80% of the skills trained in the last 50 years can now be outperformed by
machines
● 65% of children who entered in 2018 will work in a job that have not been
invented yet.
● 49% of current jobs have the potential for machine replacement (Statistics.
Whelsh, 2018)

With the efficiency of machines, routinized jobs can be done by machines with
greater efficiency than human laborers. So human laborers must be taught how to use
the machines at their advantage. But machines lack important human characteristics such
as creativity, flexibility, compassion and empathy. School curricula then should focus on the
development of these innately human characteristics of creativity, flexibility, compassion
and empathy. Actually, creativity and flexibility, compassion and empathy form part of the
10 skills demanded by IR 4.0 enumerated by the World Economic Forum Report as follows:

● Complex Problem Solving

● Critical Thinking
● Creativity
● People Management
● Coordinating with Others
● Emotional Intelligence
● Judgment and Decision- making
● Service Orientation
 ● Cognitive Flexibility

(Source: World Economic Forum Report)

Education 4.0 must intentionally and formally include program outcomes,

course outcomes and learning outcomes that are focused on the development of
the 10 skills for success in IR 4.0. School curricula should develop a new
generation that is analytical in their way of thinking and is continuously adaptable
to new skills and new roles.

Course content must necessarily, purposively (not incidental teaching) include

or integrate these 10 skills. They must be taught to welcome machines and other
features brought by IR 4.0. Learners should be taught that AI can enhance or
optimize creativity but cannot create. Al is a great creative tool for scientists,
artists, musicians and writers. Learners must therefore be taught how to use
machines with their unprecedented processing power, storage capacity and their
unlimited access to knowledge. Learners must be made to understand that
Artificial Intelligence (AI) can't replace workers in creative jobs but can do the
routine jobs at the service of humans.
Teaching methods, strategies and activities must be such that these top skills
for success in IR 4.0 must be developed. Problem based learning (PBL),
project-based learning (PrBL), service learning, features of teaching-learning
methods and strategies. Modes of teaching shall be flexible. With knowledge
anywhere, anytime, lesson delivery can be flexible. We can have flipped
classrooms where students are given the problems or questions in combine class
and they go out to search for the answers to the problems or questions then
come back to share their answers. One can face-to-face instruction with on-line
learning. Assessment of learning will not be limited to paper-and-pencil test. The
assessment of knowledge, skills and values is done though more authentic
modes of assessment.

Take Action

. Research on how schools teach each of the following to prepare

learners for IR 4.0. Share your findings in class.

● Complex Problem Solving

• Critical Thinking

● Creativity

● People Management

● Coordinating with Others

● Emotional Intelligence
 ● Judgment and Decision-making

● Service Orientation

● Negotiation

● Cognitive Flexibility

Self-Check

What do I know? What can I tell?

If you are asked to lecture on Education 4.0 and how schools can help
prepare learners for IR 4.0 what will you dwell on? What will be the meat of your
lecture? Show it in an outline made of sentences.

Self-Reflect

Are you ready for IR 4.0? What skills should you develop more in order not to
be redundant/ replaced by robots?
Lesson 8.3 Curricular Modification in Basic Education During and Post-Pandemic

Desired Learning Outcomes

➢ Explain curriculum changes introduced in basic education to address learning-related

problems brought about by the pandemic
➢ Identify the different modes of teaching delivery during and post Covid 19 pandemic

Take Off
Read the following statements and relate them to curriculum-related actions taken by
schools to prevent the disruption of learning even as classrooms are disrupted.
"Less is more".
"Avoid inch-deep-and mile-wide teaching."
"I cannot see the trees because of the forest."

Content Focus

The statements above suggest trimming down curriculum to the most essential for
effective learning. When curriculum is focused on essentials, the inch-deep-mile-wide teaching
approach is avoided. Teacher teaches the most essential to a point of mastery. Thus, less becomes
more. There is less to teach because of the focus on the most essential and as a consequence,
learners master the lesson.
In this period of COVID 19 crisis, the Department of Education came up with its Most
Essential Learning Competencies (MELCS).

The 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 of 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 first principle of
simplicity is reduce." 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 virus 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
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 the 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 Covid 19
crisis, the Philippine government offered government-run television and radio stations as
platforms for delivering lesson.

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 homeschool program, parents or guardians should do so through a
public school, through a private school that had been given a 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 or 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 any place, depending on the convenience and availability of the learners.
Take Action

1. A responsive curriculum adapts itself to the needs of a dynamic community. How did the
Department of Education do this to respond to the COVID crisis?

2. Interview a teacher on his/her stand on DepEd's reduction of the learning competencies to the
most essential. What does he/she think about it?

3. Among the various curriculum delivery modes, which will be most effective in your particular
setting in times of crisis? Why?

4. Research on the following then share your findings in class:

a) three (3) accredited Alternative Delivery Modes done by DepEd

b) the difference between home-based schooling and home schooling

c) how formal education differs from ALS

Self-Check

1. What does MELC stand for? Why did DepEd come up with it?

2. What are alternatives to face-to-face curriculum delivery mode?

Self-Reflect

Do we need to have a crisis to think of decongesting curriculum for greater focus on the
most essential? Should this happen only in times of crisis like COVID?

Is there such a thing as best flexible learning option?

 Curriculum Response of Higher Education for Teacher Education
Amid the Pandemic and Beyond

 Identify the implications of the occurrence of COVID 19 pandemic to teacher education

curriculum
 Propose adjustments to the curriculum during a pandemic
 Identify ways and means to address the curriculum vis-a-vis the situation that prevails
during the pandemic

The post-COVID 19 global health crisis has resulted to unprecedented challenges

economically, socially, politically all over the world. More than just a health crisis, it has resulted
to an educational crisis. When lockdown and enhanced community quarantines were declared
across the world and in the Philippines, educational institutions were unprepared on how to
establish academic continuity since students cannot anymore report to the university. Continuing
the academic engagement has been a challenge for teachers and students. To ensure continuity in
learning, higher education institutions resorted to online learning. However, the shift to online
mode of delivery has caused problems in terms of access and connectivity. Further analysis reveals
that the difficulty in shifting to online modality is the unpreparedness of teachers to shift to flexible
modality as the syllabus and learning activities are geared towards traditional face-to-face delivery.

Introduction
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 and beyond the
pandemic.
One emerging concern during the pandemic is the provision for flexible learning modality to
mitigate the risk of face-to-face interaction. With the shift to flexible teaching and learning modality
is the provision for flexible curriculum. Do curricular programs need to be changed to support the
trajectory towards flexible teaching and learning? In the Philippines, the standard written curricula
are anchored on the programs, standards and guidelines (PSGs) of the different disciplines as
recommended by the Commission on Higher Education (CHED). Do we need to modify the current
curricula to make flexible and resilient?
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. They are defined as competencies that
learners need for continuation to subsequent level of concept. They are considered as
prerequisite competencies. On the other hand, 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 knowledge, skills and values that have overarching applicability in real-
life situations. In curriculum modification, enduring outcomes can be given emphasis.
Identifying and mapping the needed and enduring outcomes can also shed light on
overlapping so the teacher can decide which competency would be retained or merged.

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 students At the end of the 3-unit course, the students
should be able to: should be able to:
1. Mount an art exhibit (concept 1. Create their own work of art through
development, post production, marketing, virtual production or exhibit. (In this way
documentation, critiquing) there is only one outcome instead of two)
2. Create their own works of art and curate
their own production of 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 outcomes for the course Purposive Communication, in
the general education curriculum. The two current outcomes will be merged only into one
outcome to address the essentials
Box A: Current Unit Outcome for Purposive Box B: Modified Statement of Outcome as
Education Essential

1. Determine culturally appropriate terms, 1. Use culturally and interculturally

expressions, and images (sensitivity to appropriate terms, expressions and
gender, race, class, etc) (needed outcome) images in communication of ideas.
2. Determine cultural and intercultural
awareness and sensitivity in
communication of ideas. (needed outcome)

The two examples show how learning outcomes can be reduced during the times of
pandemic by putting two together into one as an essential. These examples can also be
applied to learning outcomes in teacher education.

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

In the global health crisis, it is imperative that the curriculum be adjusted by offering
courses that are needed to survive and thrive amidst the challenges of 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, teachers may consider flexible 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

Adjustments on the assessment measures can also be considered amid the pandemic.
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 capstone
projects. Authentic assessments have to be intensified to ensure that competencies are
acquired by the learners. In the process of modifying the curriculum amid the pandemic, it
must be remembered that initiatives and evaluation tasks must be anchored on what the
learners need including their safety and well-being.

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 people's way of life. The havoc that Covid 19 has
brought in reclaiming more than 10 million lives (and still counting) is unprecedented in
human history. 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.

The Context
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 follow
to avoid its contamination and transmission. These are:
1. Wash hands frequently with soap and water. Avoid touching the eyes, nose and mouth with
unwashed hands.
2. Wear face mask. This will provide a personal protection that no droplets due to coughing
or talking of a transmitter will be passed on to another person.

3. Keep distance. Social distancing or keeping away from another person at least one meter
away will break the circuit of transmission.
4. Practice health etiquette. When coughing, cover mouth or cough on your sleeves, not on
the person in front of you.
5. Do exercise. Physical exercise whether indoor or outdoor when allowed is recommended.
6. Eat healthy food that will build the immune system.
 In short, the general health protocols to be followed include the following:

STAY at HOME KEEP DISTANCE WASH HANDS WEAR FACE

MASK

With the fundamental rules given above, face-to-face classes are almost impossible. Thus
the usual classroom scenario can never be the same during this time. Schools are open, but faculty
and students are not allowed to report physically to work at the height of pandemic, although the
protocols are calibrated as the days go on. The current education and perhaps, the future new normal
shall happen anytime, any place and anywhere as in Education 4.0. Hence, in this situation
everything is Volatile, Uncertain, Complex and Ambiguous (VUCA).
For teacher education to continue, these contexts should be given great consideration.

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.
Before the pandemic, students come from diverse backgrounds based on geographical
location (rural or urban); economic status (rich or poor) schools in attendance (big
universities or small local) and many more. Likewise, the teachers are also coming from
similar contexts. Because of this diversity, it can be said that to shift from face-to-face to
online or flexible learning maybe difficult for both the learners and teachers. Thus the
choice of delivery must be appropriate to the condition.

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

So what kind of teaching delivery, may be appropriate for the learners' and teachers
context? This is a difficult question to answer because there are several factors to consider
aside from the learners and teachers.
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 Learning- 1. Synchronous Learning-

learning modules or a teaching delivery where real time teaching and
learning packets which students are doing their learning using on line
are distributed through work independently based platforms like Zoom,
means that will follow on what has been Facebook, Messenger,
social distancing. Can be instructed on line by the Google Meet, or Google
picked up from strategic teacher. Or they can Classroom. This is also
distribution centers. access on-line learning at called remote learning
2. In places with no risk of different times. This will a. Teacher prepares an
Covid 19, a group of not allow flexibility in the instructional guide
more than ten students learner's schedule. They (IG) like a lesson plan
may meet face to face but can learn on their own where most of the
health protocols should be pace. delivery will be
followed. (Social a. Students are provided lecture or
Distancing, Use of Mask, with learning demonstration. It is
Wash Hands Often, and materials or packets similar to whole class
others) which may either be instruction. There is a
printed, recorded very little interaction
tutorials. at the end of the
b. Open Educational session through a
Resources or OERs Question and Answer
will be provided. (Q & A)
b. Synchronous learning
can also be followed
by an asynchronous
learning.

In summary, teacher education curriculum responds to the pandemic in many

ways. Some strategies used to modify curriculum to address the crisis for education of pre-
service teachers to continue its implementation are (1) focusing on the essentials, (2)
rearranging of the College Course Offerings, (3) offering of elective or cognate courses.
(4) modifying the taught curriculum and (5) modifying the assessed curriculum. Further,
in the process of modification, curriculum considerations should include (1) context of
teaching and learning, (2) the learners and the teachers and (3) appropriate teaching
delivery.
1. What are the emerging challenges in the flexible teaching and learning modality during the time
of pandemic?

2. What would institutions do to ensure curriculum continuity in teacher education?

Activity 1: What Reading Materials Say About Covid 19 Pandemic

1. Read from the web and make a summary about Covid 19 Pandemic.
Read at most five references for this activity and attach to your report.

Activity 2: Planning for the Future as a Teacher During the Pandemic

1. When you become a teacher in the future which teaching delivery will you use during a
pandemic? Why?