POSTEST ANSWER SHEET

(PROF ED 9: CURRICULUM DEVELOPMENT)

Submitted by: Ms. Amylynne Salcedo

POSTEST MODULE 1: CONCEPTS, NATURE AND PURPOSES OF CURRICULUM

Directions: Answer the following questions. ANSWERS IN RED FONT.

1. Differentiate between the progressivist’s point of view on curriculum with the traditional
essentialists.

Curriculum in traditional point of view, can be viewed as field of study. It is made up of its
foundations (philosophical, historical, psychological, and social foundations); domains of knowledge as
well as its research theories and principles. Curriculum is taken as scholarly and theoretical. It is
concerned with broad historical, philosophical and social issues and academics. Curriculum is written
documents or a plan of action in accomplishing goals. The "curriculum is a body of subjects or subject
matter prepared by the teachers for the students to learn." It was synonymous to the "course of study"
and "syllabus".
However curriculum is defined on a progressive point of view as a list of school subjects, syllabi,
course of study, courses or specific discipline which are actualized by the learner. Curriculum is defined
as the total learning experiences of the individual. This definition is anchored on John Dewey's definition
of experience and education. He believed that reflective thinking is a means that unifies curricular
elements. Thought is not derived from action but tested by application.
The difference on these two points of view is that of the application. The later believed that
whatever we learned should be tested trough application nor we should experience for us to have total
or complete learning experience. The curriculum should be actualized for us to really absorb what we
had learned. Curriculum with “on the job training” is an example of a curriculum based on progressive
point of view.

2. Define curriculum.

In education, curriculum is the subjects comprising a course of study in a school or college.

(Curriculum plural: curricula or curriculums) is broadly defined as the totality of student experiences
that occur in the educational process. The term often refers specifically to a planned sequence of
instruction, or to a view of the student's experiences in terms of the educator's or school's instructional
goals

3. Compare the nature of the curriculum in basic education with that of the college.

In our education system, curriculum is divided into chunks of knowledge we call subject areas
in basic education such as English, Mathematics, Science, Social Studies and others.
 In college, discipline may include humanities, sciences, languages and many more. To Phoenix,
curriculum should consist entirely of knowledge which comes from various disciplines.
For example in an Elementary school, the curriculum should be focusing on the things that will
make a pupil understand the basic things in life: the basic education; say for example in Math, the
fundamental addition, subtraction, multiplication and division. For Secondary schools, the curriculum
should be focusing on developing the adolescence of a student. It will help the awareness of the student
of the society. How he or she will react to the chaos of the society. The lecturing type is a bit harder this
time just say for example other complicated Mathematics branches are being taught. Sight for example
the Algebra, Trigonometry, and Geometry. For tertiary schools, the curriculum must be focusing on
helping the student set up for his or her own future.

4. Let us pause for a while and reflect on what we have read, discussed, shared and observed
in the lesson. This portion will require you to have a deep thinking. Answer the questions by
yourself first, then get a partner and share your ideas. Listen to your partner's ideas also.

a. Can a school exist without a curriculum? Why or why not?

The answer is a big NO. Why?

Since a school is a place or institution generally for teaching and learning purposes and it
serves as a second home for us students which teaches us moral values and norms.
It is very important to have a curriculum because setting a curriculum is just like setting a
goal. A goal to make the students achieve their dreams. A goal that will make students
successful! An effective curriculum offers teachers, administrators and students with structure
and sense of progression. Curriculum can impact on both the students and the teachers. For
teachers, they can have ideas and the techniques that will enable the success of the student.
Without a curriculum that will serve as a guide to teachers, they can be out of their way of
teaching the students. For students, curriculum gives them understanding on what they need
to accomplish.

First of all, without having a curriculum it doesn't give a sense of order and may confuse not
only the students but also the teachers. Without an effective curriculum, students will not be
able to understand or face the challenges of the society. Also, teachers will not be able to focus
on the subjects that they will be teaching the students.

Without a curriculum, students would be confused what subjects do they need to take or
where would they go, because, curriculum also serve as a plan of actions that is already fixed
in accomplishing goals. Most importantly, a school would even die without a curriculum and
students would have no chance to learn, gain more knowledge and experience new things.
Without a curriculum, school life would be chaos because students and also teachers consider
this as a guide which helps the school to have an organized plan of activities that should be
done in that particular year.

b. How does a strong belief or philosophy influence curriculum?

 One has to have a strong belief or philosophy or a spoon full of values for a curriculum to exist.

To enable to design a curriculum, there are factors which influenced it. It could be political
development, social development, emotional development, physical development, psychological
development or even technology.
If we are to design a curriculum, we have vision on what would become of our children, and to be
able to see this vision coming to life, we have to have a goal - a curriculum is this mission.
Without a strong belief or strong philosophy, we are tossed to and fro and we cannot see our vision
reach the goal.

c. As future teachers, how important will a curriculum be to you?

Curriculum for me will be significantly important, useful and indispensable. As it guides my

lessons and helps me to keep my instruction organized. A fixed curriculum will provide a
'standard' by which all students will be taught. Curriculum is an orderly, arranged skills of
learning used to guide teaching-learning process. It will serve as my compass where it will direct
me to what, how, and why a teacher like me should properly and effectively teach. It is my
guiding light to lead the learners to the essentials that they should learn.

d. What are the implications of an ever changing curriculum to teachers?

The implication of an ever changing curriculum to teachers is that it serves as an opportunity for
the teacher to develop her strategies and method of teaching. There are also negative implications in
an ever changing curriculum where the teachers will take time to adapt to the changes of the
curriculum.

Teachers must therefore learn the new curriculum, this is the primary implication of an ever
changing curriculum. This means, teachers will need to gain knowledge in the new parts of curriculum,
in many cases. They will also need to attend sessions such as professional development or better yet,
return to school if possible.

Teachers may have to change the way they teach depending on how the curriculum is changed.A
change in curriculum is a good thing because often times, it is changed to accommodate the learners'
changing needs and abilities.

5. Let us find out how much we have learned from the lesson. You may go back to your
readings and activities which you have done before. Good luck!

a. Name five persons who contributed to the field of curriculum. Give the contribution of
each.
  Ralph Tyler (1902-1994) - As one of the hallmarks of curriculum, Tyler believes that curriculum
is a science and an extension of school's philosophy. It is based on student's needs and interest.
To Tyler, curriculum is always related to instruction. Subject matter is organized in terms of
knowledge, skills, and values. The process emphasizes problem solving. The curriculum aims to
educate generalists and not specialists.
 Franklin Bobbit (1876-1956) - Bobbit presented curriculum as a science that emphasizes on
student's need. Curriculum prepares students for adult life. To Bobbit, objectives with
corresponding activities should be grouped and sequenced. This can only be done if
instructional activities and tasks are clarified.
 William Kilpatrick (1871-1965) - Curricula are purposeful activities which are child-centered.
The purpose of curriculum is child development and growth. The project method was
introduced by Kilpatrick where teacher and student plan the activities. The curriculum develops
social relationships and small group instruction.
 Werret Charters (1875-1952) - Like Bobbit, to Charters curriculum is a science. It gives emphasis
on students' needs. The listing of objectives and matching these with corresponding activities
ensures that the content or subject matter is related to objectives. the subject matter and the
activities are planned by the teacher.
 Harold Rugg (1886-1960) - To Rugg, curriculum should develop the whole child. It is child-
centered. With the statement of objectives and related learning activities, curriculum should
produce outcomes. Harold Rugg emphasized social studies and the teacher plans curriculum in
advance.

b. How do philosophy, psychology, history and society influence the development of a

curriculum?

Educational Philosophy lays strong foundation of any curriculum. It provides educators, teachers
and curriculum makers with framework for planning, implementing and evaluating curriculum in
schools. It helps in answering what schools are for, what subjects are important, how students should
learn and what materials and methods should be used. In decision making, philosophy provides the
starting point and will be used for the succeeding decision making. It helps curriculum makers reflects
his/her life experiences, common beliefs, social and economic background and education.
Psychology provides a basis for the teaching and learning process. It unifies elements of the
learning process and some of the questions which can be addressed by psychological foundations of
education whether how should curriculum be organized to enhance learning or what is the optimum
level of students' participation in learning the various contents of the curriculum.
The Historical Development shows the different changes in the purposes, principles and content
of the curriculum. This implies that curriculum is ever changing putting in knowledge and content from
many fields of disciplines.
The relationship of curriculum and society is mutual and encompassing. Hence, to be relevant, the
curricula should reflect and preserve the culture of society and its aspirations. At the same time society
should also absorb or take in the changes brought about by the formal institutions called schools.
c. Explain how the three processes of planning, implementing and evaluating are used in
curriculum development?

The three processes of planning, implementing and evaluating are essential in the curriculum
development because these processes make up the development of a curriculum. These three
processes are called the three parts of a curriculum.

POSTEST MODULE 1.2: ELEMENTS/COMPONENTS OF THE CURRICULUM

1. "Is Philippine education really deteriorating? " This is a big question raised by many sectors
of our society. Reflect on this issue. Choose a particular level (elementary secondary, tertiary)
and a specific subject area (Science, Math, English) as a point of reference.

Philippine education is somehow deteriorating. Study shows that scores of Filipino children
between 9 and 14 were two standard deviations below the international mean in mathematics, sciences
and reading. Upon reading an article about the implementation of K-12 program, that was launched
on April 24, 2012, it was stated the reasons why they are adopting the K-12 in our country. The
paragraph below come from the said article.

“Where are we at now?

 Insufficient mastery of basic competencies is common due to a congested curriculum. The 12

year curriculum is being delivered in 10 years.
 High school graduates are younger than 18 years old and lack basic competencies and maturity.
They cannot legally enter into contracts and are not emotionally mature for entrepreneurship
/ employment.
 Other countries view the 10-year education cycle as insufficient.”

It only shows that even the government acknowledges the insufficiencies on the basic
competencies being delivered in school. The next question is: will the k-12 program address the real
issue about providing better quality education for Filipinos?

Before answering or giving opinion about that question. We will discussed first the several factors
in the deterioration of our education system.

When it comes to school facilities and infrastructures, especially public schools, we can say that
our education is really deteriorating. Why? The number of classrooms are not enough and the
classroom themselves are small in relation to the number of students. They squeeze about 50 students
(usually, more than 50) inside a small space, and you could imagine how unsuitable that atmosphere is;
it's not conducive for learning.

Another big factor is poverty. Many Filipinos in poor areas can hardly send their children to school
because they have no money to buy school requirements such us uniforms, notebooks, papers, and
writing materials as well as the many projects in all subject areas. Instead of going to school, as they
should, these children are forced to work to help in the family finances. Our government should provide
a free and appropriate education for all most specially those who are really in need.

One factor that helps pull down the quality of our education is too much politics. Even the ordinary
school teacher positions are given to the friends and family of the local politicians. Even if these are not
qualified to take those positions. The ultimate victims are the students. Quality education requires
quality teachers.

Lastly, lately there is a brain-drain in our country because of very low salaries and benefits for teachers.
Many good teachers are lured to go abroad and work as domestic helpers to earn better salaries for
their families. Who can blame them? They have children to feed and to send to better school.

2. In your own experiences as a student:

(a.) In what component/s of your curriculum, do you find some difficulties or weaknesses?
Identify at least 3.

As a student, I really find difficulty on the curriculum content because I experience having;
▪ oversimplified and disorganized content
▪ fragmented knowledge
▪ overwhelming and big ideas

(b) Describe the weaknesses or difficulties.

Oversimplified and disorganized content. How the information fits together logically or for the mind’s
need for order.

Fragmented knowledge. Interconnection and interrelatedness of previous lessons to present.

Overwhelming, big ideas. That sometimes the topics are hardly put into specific details and able to
picture the whole idea.

(c) Are there solutions to these conditions? What do you propose?

Oversimplified and disorganized content. Use clear models to teach basic concepts. Use simple
language. Plan and research ahead.

Fragmented knowledge. Re iterate previous lesson to relate into the new lesson until students
understand the whole concept or idea being taught.

Overwhelming, big ideas. Limit the number of new concepts introduced in a lesson, and focus first on
the most basic concepts before advancing to the more complex concepts. Be sure that students
understand one concept before introducing the second.

3. Find out what learning outcomes we have achieved. Just answer YES or NO to the
questions
that follow:
1. Can a school curriculum succeed without a clear vision? NO
2. Should the school's mission be reflected in all its curricula? YES
3. Will subject matter dictate the approach in curriculum? NO
4. Should the learning activities be congruent to the objectives of the curriculum? YES
5. Should evaluation of learning outcomes be based on the experiences of the learners? YES
6. As a student of curriculum, will you put equal emphasis on the four curricular
components? YES
7. Does a principal with a humanistic approach to curriculum emphasize most memorization
of subject matter? NO
8. Does the systems approach to curriculum consider only each part? NO
9. Can there be a curriculum without evaluation? NO
10. Can experiences be measured? YES

POSTEST MODULE 1.3: TEACHING-LEARNING PROCESS AND CURRICULUM DEVELOPMENT

Directions: Answer the following questions.

1. Give at least five words to describe teaching and also five words-to describe learning:

Teaching Learning
Well-planned Observable
Goal-oriented Social process
Rational Self-activity
Reflective process Measurable
Continuous process Exploratory
2. Why are teaching and learning important elements in the curriculum?

Teaching and Learning are important elements in the curriculum such that both concepts are the
end purpose why a curriculum is produced or formulated. Both of these concepts are what the
teachers and students do while perusing the content of the curriculum

POSTEST MODULE 2.1: CURRICULUM DESIGN MODELS

Directions: Answer the following questions.

A. Quick Match. To quickly check on what you have learned, match Column A
with Column B. On Column A you will find descriptions of Curriculum Designs.
Match these with appropriate names of Curriculum Designs.

Column A (Descriptions) Column B(Curriculum Designs)

B. Humanistic design 1. The development of the self is the ultimate objective of

learning.
C. Broad fields 2. Draws around themes and is interdisciplinary. It reduces
compartmentalization of separate subjects.
A. Subject-centered 3. Content-centered, mostly patterned after textbooks.
School hours are allotted into different separate subject areas.
E. Experience Centered 4. Usually learning centers are provided in the
classrooms. Learners are made to choose from various activities
that the teacher provides.

D. Problem centered 5. Contents cut across subject boundaries thus problems are
not subject specific. They center on the life situations.

B. Identification. Who is this person?

Henry Morrison 1. With William Harris, he is a firm believer of the subject centered
Curriculum design.
Abraham Maslow 2. He proposed the theory of self-actualization which influenced
the humanistic curriculum design.
John Dewey 3. "One learns by doing." This is his popular belief.
Herbert Spencer 4. His writings became the basis of life situation design, where learning
activities include those which sustain and enhance life, and maintain
social and political relations.
Carl Rogers 5. He believed that a person can enhance self-directed learning or
learning how to learn by improving self-understanding.
POSTEST MODULE 2.2: DIMENSION OF CURRICULUM DESIGN

Posttest
Directions: Identify what curriculum design dimension is illustrated in the following
situations. Choose from
among SCOPE, SEQUENCE, INTEGRATION, ARTICULATION, CONTINUITY and
BALANCE.

BALANCE. 1. In the Basic Education Curriculum (BEC) a cluster of subjects is assigned

under MAKABAYAN. These include among others, Social Studies, Physical
Education,Health and HELE. In its implementation, MAKABAYAN subjects may choose
to have a common theme.

INTEGRATION 2. The three subjects which are given emphases in basic education are
Science, Math,and English. It is so because of empirical evidence and actual
observations thatstudents perform low in these areas. Considering pupils' poor
performance in theseareas, more time has been allocated in the class schedules for
these.

SEQUENCE 3. In college, there are courses that have to be taken ahead of others. For
example,Human Growth and Development is taken ahead of Facilitating Learning or
Principles of Teaching is offered earlier than Assessment.

CONTINUITY 4. When a Grade 1 lesson in Living Things is repeated in the next grade
level with higher complexity, a connection should be made. In high school, the same
contentheading as Living Things is included but is linked to the content taken in the
elementary level.

SCOPE 5. Content in the curriculum has no boundary, but time to take this up in
school is
limited. Curriculum makers and implementers must consider activities and contents
which can be covered within a certain period of time. The choice should also take
into consideration needs, interests, importance, and relevance among others.

Answer briefly the following questions.

1. What is the impact of curriculum design in teaching and learning?

Traditionally, curriculum is considered as content and examination. However,

curriculum is beyond the written document. It is about the experiences of the learners,
the teachers, and even the learning environment and the community. In post-modern
 society, the access of information is not a constraint at all. The learners can gain the
information through different channels. But, how to make the learners to internalize
the information / knowledge to make learning happens is stilling challenging all the
educators. The design in teaching and learning comes in at this juncture. A well designed
curriculum will definitely attract attention and engage learners. The first step towards a
well-designed curriculum should be mindset change of the educators from teacher-
centric to learner-centric model. When design the curriculum, we should always bear in
mind the " 4 curriculum commonplaces"

2. Will the varied designs make a difference in the way you teach or the way you
learn? How?

Yes, the varied designs can make a difference in the way it is taught or learned.

How? We all have a way in which we best learn. Every student in your class has a different
preferred learning style, which can make it difficult for you to be the most effective
teacher. However, by trying to incorporate various methods into your teaching, you may be
able to reach the majority of your students. Below we have the three major learning styles and
ways in which you can accommodate them.

Learning
Characteristics Tips for Accommodating
Style
 Use maps, flow charts, or
webs to organize
materials
 Highlight and color code
books/notes to organize
and relate material
Someone with a Visual learning style  Have students pick out
has a preference for seen or observed key words and ideas in
things, including pictures, diagrams, their own writing and
demonstrations, displays, handouts, highlight them in different
films, flip-chart, etc. These people will colors to clearly reveal
use phrases such as ‘show me’, ‘let’s organizational patterns
Visual
have a look at that’ and will be best  Write out checklists of
able to perform a new task after needed formulas,
reading the instructions or watching commonly misspelled
someone else do it first. These are the words, etc.
people who will work from lists and  Write out and use flash
written directions and instructions. cards for review of
material
 Draw pictures or cartoons
of concepts
 Write down material on
slips of paper and move
them around into proper
 sequence. (Can be done
on PC too)
 Use the chalkboard (them
and you) to note
important information
 If using the computer,
have the student
experiment with different
font sizes and styles to
enhance readability.

 Engage the student in

conversation about the
subject matter
 Question students about
Someone with an Auditory learning
style has a preference for the transfer the material
 Ask for oral summaries of
of information through listening: to the
material
spoken word, of self or others, of
 Have them tape lectures
sounds and noises. These people will
and review them with you
use phrases such as ‘tell me’, ‘let’s talk
 Have them tape
Auditory it over’ and will be best able to
themselves reviewing
perform a new task after listening to material and listen to it
instructions from an expert. These are together
the people who are happy being given  Read material aloud to
spoken instructions over the telephone, them
and can remember all the words to  Use a talking calculator
songs that they hear!  Have them put material to
a rhythm or tune and
rehearse it aloud

Someone with a Kinesthetic learning  Write out checklists of

materials to be learned or
style has a preference for physical
looked for
experience - touching, feeling, holding,  Trace words and diagrams
doing, practical hands-on experiences. on paper
These people will use phrases such as ‘let  Use textured paper and
Kinesthetic me try’, ‘how do you feel?’ and will be experiment with different
or Tactile best able to perform a new task by going sizes of pens, pencils, and
ahead and trying it out, learning as they crayons to write down
information
go. These are the people who like to
 Use role play or dramatize
experiment, hands-on, and never look at concepts. Students can
the instructions first! move objects around to
dramatize a concept or act
 out the concept
themselves.
 Ask the student to
envision a scene in which
the material to be learned
is being used or acted out
somehow. For example: a
student could imagine
being a character in a
novel.
 Have the student take
notes (on paper, word
processor, in textbooks)
while reading or listening.
 Use some form of body
movement (snapping
fingers, pacing, mouthing
ideas) while reciting
material to be learned.

POSTEST MODULE 2.3: APPROACHES TO CURRICULUM DESIGN

Identify what kind of approach is utilized in the following descriptions:

1. Activities are chosen based on the developmental growth of the learners.
Child or Learner-Centered Approach.
2. The teacher's focus is that all children get perfect in the test.
Child or Learner-Centered Approach.
3. Teacher excuses the learner from the test because a typhoon hit their
area. Child or Learner-Centered Approach.

4. The teacher extends class up to 1:00 o'clock in the afternoon because

they have not understood the lesson yet.
Subject-Centered Approach
5. Children are allowed to do activities that they like most during their vacant
period. Child or Learner-Centered Approach.
6. Lesson ends up with concept application to solve a problem.
Problem-Centered Approach
7. No child is left behind in reading, writing and arithmetic.
Child or Learner-Centered Approach.
8. School means "survival of the fittest."
Problem-Centered Approach
9. Learning is measured in terms of learner's ability to solve dilemma.
Problem-Centered Approach
10. Only the best can succeed.
Subject-Centered Approach
11. What is the role of teaching in the curriculum development? Who does it?

Our Teachers.

Teachers know the needs of all stakeholders of teacher education. Teachers can
understand the psychology of the learner. Teachers are aware about the teaching methods and
teaching strategies. Teachers also play the role as evaluator for the assessment of learning
outcomes. So teachers must possess some qualities such as planner, designer, manager,
evaluator, researcher, decision maker and administrator. Teachers play the respective role for
the each step of curriculum development process.

12. Who do the teachers teach?

The Learners or students or pupils.
13. What do teachers teach?
Knowledge, Skills, and Values
14. How do teachers teach?
Strategies and Methods
15. How much of the teaching was learned.
Performance.
16. With whom do we teach?
Community Partners
17. What is the underlying principle of the child-centered curriculum?
The Child is the center of the educational process.
18. What is primary focus of the subject- centered curriculum?
The Subject Matter.
19. What is the underlying principle of the problem-centered curriculum?
The Problem-Centered Approach is based on a curriculum design which assumes that in
the process of living, children experience problems.
20. Why is it difficult to identify distinctly the specific design of most curriculum
that school administrators implement?
It is difficult to identify distinctly the specific design of most curriculum that school
administrators implement because most implementers MELD the design in their schools.

POSTEST MODULE 3.1: IMPLEMENTING CURRICULUM

Directions: Who is the stakeholder? Read every situation or description and identify
the stakeholder referred to in the curriculum implementation.

1. The direct beneficiary of the curriculum implementation. Upon them lie the
success or failure of the curriculum.
LEARNERS
2. The person who directly implements the curriculum, in whose hands, direction and
guidance are provided for successful implementation.
TEACHER
3. Spend their personal money to achieve the goals of the curriculum. Their interest
is on the return of their investment through the learning outcomes of the students.
PARENTS
4. They see to it that the written curriculum is correctly implemented in schools thus
they provide support to the whole organization through their leadership.
CURRICULUM MANGERS AND ADMINISTRATORS
5. Indirectly or directly involved in school activities as a resource
COMMUNITY MEMBERS
6. Implements the day to day activities in school
TEACHER
7. Provides administrative support to teachers and learners
CURRICULUM MANGERS AND ADMINISTRATORS
8. Prepares activities to implement the objectives
TEACHER
9. Experiences the activities prepared in the curriculum
LEARNERS

10. Measures the success of curriculum implementation.

OTHER STAKEHOLDERS (PROFESSIONAL ORGANIZATIONS)

POSTEST MODULE 3.2: ROLE OF TECHNOLOGY IN DELIVERING THE CURRICULUM

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

In the traditional approach to instruction, the teacher

(a) presents the lesson to the class
(b) assesses the students (through oral or written tests) and
(c) Moves on to the next lesson.

In a proposed mastery approach to instruction, the teacher

(a) presents the lesson to the whole class
(b) assesses if learners attained mastery of the lesson
(c) provides enrichment activities with the use of media technology
(d) re-mediates the non-mastery student
(e) Moves on to the next lesson.

The mastery approach is far better than the traditional approach because the former
provides enrichment activities which is very important in the learning process. Enrichment
activities expand a student's learning in ways that differ from the ways students learn
during the school day. It promotes critical thinking, listening, memorization, visualization
and concentration. This approach is seen as good practice.

Also, it re-mediates the non-mastery student This means spending greater time going
into depth about a subject. To take learning at a steadier and deeper pace, ensuring that
no child is left behind, as well as providing deeper and richer experiences for children.

2. The mastery approach appears time consuming and difficult. Do you believe
practice and experience can overcome these difficulties?

Yes I firmly believed that practice and experience can overcome the difficulties in the
execution of mastery approach. Even in our daily life if we are to do something new, we
find it hard to execute right, but after sometime with several practices which in turn serves
as experience, the next time we execute it, it will likely be close to prefect (if not). Practice,
takes time, practice in truth helps you gain some level of experience to help you make fewer
mistakes when you perform again. Practices makes you more efficient when applying skills
or techniques, and experience helps you make fewer mistakes.

3. How can technology help in enrichment activities?

Technology can give teachers and students great resources, new opportunities for
learning, ways to collaborate and create, and save money. Technology is a very powerful
tool for education.

For teachers, technology can be a “force multiplier”. Instead of the teacher being the only
source of help in a classroom, students can access web sites, online tutorials, and more to
assist them. Students can also get help and tutoring at any time, whether from the teacher
via email or online collaboration, or from a help web site.

Teachers can use technology to find resources and attend virtual professional
development seminars and conferences (most are free). They can also create personal
learning networks (PLN) with Ning, Twitter, and other resources to find and share ideas and
resources, and get support from their colleagues.

In view of the learners, technology in the classroom is the best learning tool. With
classroom technology educators can get more students engaged, improve collaboration,
and most importantly make learning fun. Some great ways to best utilize technology in
the classroom to enrich learning are shown below:

▪Video streaming

If a picture says a thousand words, imagine how many words a video says. Video in the
classroom can really help create a clearer and more complete picture for students. YouTube
is a great tool for this; chances are you can find a video clip to compliment any lesson there.
▪Video Conferencing

Using video conferencing technology can allow students to travel the world from their
classroom, speak with virtual guest lecturers, and make friends and interact with others in
different countries.

4. Should the effective use of media be also assessed by the teacher? Why?

Yes, Technology in schools today is ubiquitous. Educational technology makes

bold claims of efficiency, interactivity, and the ability to provide instantaneous, useful
information for teachers to teach better and for students to learn more.

Media complements instructor-led learning by encouraging students to listen to

music, read print materials, or watching a documentary or movie clip. The primary
advantage of this approach is that the instructor takes on the role of a facilitator who helps
students interpret what they are listening to, reading or seeing. Media can also be student-
generated. This approach utilizes asks the student to step into the role of the teacher and
create content that will engage learners and help them to master concepts. Lastly, social
media can also be used to enhance teaching and learning and it includes varied online
technology tools that allow people to communicate easily via the internet to share
information and resources.

Posttest 3.3 Pilot Testing, Monitoring and Evaluating the implementation of the
Curriculum

Directions: Identify what concept or idea is being described by each statement in

column A. Write your answer on the blank provided in column B.

Column A- Statements Column A- Answers

1. A voluntary review of the curricular program to Accreditation
determine its status in terms of several areas that
include curriculum and instruction.
2. A formative evaluation of the curriculum during its Curriculum evaluation
implementation, to determine if there are things to be
modified or corrected.
3. Putting into action the curriculum which has been Pilot testing or field try
written to find out if it works."There is a need for the out
students to use the curriculum materials.
4. The method of tryout that follows a research design Field try out
to collect empirical data
5. Curricular evaluation is initiated and directed by the School-Based evaluation
school principal with the
teachers in the school itself doing the evaluation.
6. The nationwide implementation of the Basic Courses/degree program
Education Curriculum or the BEC
for a year is an example

7. In accreditation, the complete list of subjects or Curriculum

courses to be taken
8. The initial step in the implementation of any Pilot testing
proposed curriculum which requires the use of
students or learners because they will eventually
become the user
9. For the elementary level, the subjects include Program of studies
English, Mathematics, Science,Filipino and
Makabayan
10. The best indicator of curricular success High results of the
Evaluation of academic
performance of students.
POSTEST MODULE 5: LINKING CURRICULUM, INSTRUCTION AND ASSESSMENT

Posttest
Answer YES or NO before each number.
1. At the beginning of the lesson, the teacher set an objective to identify the
different animals in the garden. On the day, the lesson was taught, the teacher
brought all the children to the school garden to observe and list down all the
animals that they saw. In this situation, did the objective fit the activity?
YES

2. At the end of the year, an achievement test was given. It covered all the
knowledge, content, and skills in the list of the competencies for the particular
grade level. Did the assessment fit the objectives? NO

3. The curriculum provided most activities that require outdoors or fieldwork. When
the achievement test was given, a practical test was given. Did the assessment
method match with the activities or instruction? YES

4. The teacher wanted to accomplish a learning objective that would enable the
students to write a simple letter or excuse. After the lesson, each student was
made to submit a letter or excuse and a rubric was used to rate each. Was the
assessment appropriate for the objective? YES

5. I taught a lesson on the advantages of using organic fertilizer on the plants.

When I gave the test, the items asked were all about inorganic fertilizers. Was
mere a fit between the content and the assessment? NO

POSTEST MODULE 5.2: ADDRESSING THE FUTURE: CURRICULUM

Instruction: In Column A is a list of issues identified in curriculum innovation. Match

each item with the responses to address the issues.

Column A - Issues Column B - Responses

1. Low academic performance due to A. Communicate clearly the

overcrowded curriculum. E purpose of the innovation
 2. Only the proponent knows about the B. Install monitoring and evaluation
innovation A in the new curriculum

3. Only the proponent knows about the C. Well studied and planned
innovation D without monitoring and evaluation

4. Innovation is terminated; a new D. Prepare every stakeholder for

curriculum should be introduced. B the task they have to do
5. Going along with the fad. F E. Reduce the number of learners
in the classroom
6. Goals unclear and implementation are F. Introduce innovations now
left in the hands of untrained teachers C

POSTEST MODULE 6.1: ADDRESSING THE FUTURE: CURRICULUM INNOVATIONS

I Identify the innovation being described.

1. Introduced by DepEd in 2002'to improve quality education by reducing the

subject areas in a very crowded basic education curriculum.
RESTRUCTURED BASIC EDUCATION CURRICULUM
2. A curriculum for teacher education which strengthens the field experiences of
the prospective teachers.
CURRICULUM OF THE BEEd and BSEd.
3. A distance education curriculum for school leaders that utilizes modules and
synchronous virtual classrooms
INSTRUCTIONAL AND CURRICULAR EXCELLENCE IN SCHOOL
LEADERSHIP AND MANAGEMENT.
4. A curriculum that is anchored on the capacity of the brain to learn simultaneously
BRAIN-BASED LEARNING
5. A curriculum that prepares teachers by taking into account vocational skills
learned in the early part of college education. It strengthens preparation by
having industry immersion.
THE LADDERIZED CURRICULUM FOR BACHELOR OF TECHNICAL
TEACHER EDUCATION (BTTE)
6. A curriculum which specifies subject areas that promotes internationalism and
Filipinism
RESTRUCTURED BASIC EDUCATION CURRICULUM
7. A curriculum innovation that is anchored on the National Competency Based
Teacher Standards or NCBTS
THE NEW TEACHER EDUCATION CURRICULUM
8. A computer integrated instructional program for elementary school which is
intensified with technology and hands-on learning
 PROJECT CHILD
9. A curriculum that utilizes integration in subject areas for holistic learning
INTEGRATIVE TEACHING

10. A curriculum innovation that prepares professional development of teachers

through a ladderized cluster of subjects.

SECONDARY EDUCATION IMPROVEMENT AND DEVELOPMENT

PROGRAM (SEDIP)