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Educ 323 - The Teacher and School Curriculum: Course Description

This course focuses on developing teachers' understanding of curriculum development and their active role in planning, implementing, and evaluating the curriculum. Students will learn about curriculum foundations, design, and trends while gaining skills to become curriculum experts who can develop innovative learning programs. Assessment includes class participation, assignments, quizzes, midterm and final exams to evaluate students' mastery of curriculum concepts.

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Cherry Lyn Gacias
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144 views

Educ 323 - The Teacher and School Curriculum: Course Description

This course focuses on developing teachers' understanding of curriculum development and their active role in planning, implementing, and evaluating the curriculum. Students will learn about curriculum foundations, design, and trends while gaining skills to become curriculum experts who can develop innovative learning programs. Assessment includes class participation, assignments, quizzes, midterm and final exams to evaluate students' mastery of curriculum concepts.

Uploaded by

Cherry Lyn Gacias
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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EDUC 323 – THE TEACHER AND SCHOOL

CURRICULUM
Course Description

• This course includes the study of the fundamental concepts


and principles in curriculum development as a foundation to
engage prospective teachers as curricularists. Moreover, it
focuses on the more active role of the teacher in planning a
developmentally-sequenced teaching-learning process;
identifying constructively-aligned learning outcomes and
competencies; innovating by contextualizing, localizing and
indigenizing curricula, implementing relevant and responsive
learning programs and evaluating school curriculum as well as
in managing school curriculum change vis-à-vis various
contexts of teaching-learning and curricular reforms (CMO No.
75, s. 2017).
Program Learning Outcomes

At the end of the BSED Program, the pre-service teachers


should be able to:
1. articulate and discuss the latest developments in the
specific field of practice (PQF level 6 descriptor);
2. effectively communicate orally and in writing using both
English and Filipino;
3. work effectively and independently in multi-disciplinary
and multi-cultural teams (PQF level 6 descriptor);
4. act in recognition of professional, social, and ethical
responsibilities; and
5. preserve and promote “Filipino historical and cultural
heritage” (based on RA 7722).
Course Learning Outcomes
Generally, at the end of the course, the students are expected to:

1. articulate the rootedness of education in philosophical,


socio-cultural, historical, psychological, and political contexts;
2. demonstrate mastery of subject matter/discipline;
3. facilitate learning using a wide range of teaching
methodologies and delivery modes appropriate to specific
learners and their environments;
4. develop innovative curricula, instructional plans, teaching
approaches and resources for diverse learners;
5. apply skills in the development and utilization of ICT to
promote quality, relevant and sustainable educational
practices;
Course Learning Outcomes

6. demonstrate a variety of thinking skills in planning,


monitoring, assessing and reporting learning
processes and outcomes;
7. practice professional and ethical teaching
standards sensitive to the local, national and global
realities; and
8. pursue lifelong learning for personal and
professional growth through varied experiential and
life-field based opportunities.
Specifically, at the end of the course, the learners should have
been able to:
1. analyze the changing concepts of curriculum including
various foundations and how these are reflected in
Philippine setting;
2. demonstrate understanding on the fundamentals of
Curriculum Design and its organization that impart essential
concepts, attitude and skills to the learning experiences of
the students;
3. describe the important roles of the teacher as curricularists
who engage in the different facets of curriculum
development in any educational level;
4. gain a deliberate knowledge and critical understanding of
the various curriculum processes, strategies and appreciate
their products spelled out in innovation and change; and
5. design a miniature curriculum.
Course Content/Subject Matter

CHAPTER I. THE TEACHER AND THE SCHOOL (Prelim)


Unit 1. Overview of Teacher and School
Unit 2. Philosophy, Vision, Mission, Goals and Objectives
Unit 3. Duties and Responsibilities of Teachers
Unit 4. The Role of Teacher in the Learning Process
Unit 5. The Role of Teacher in Teaching Process
Unit 6. The Role of Teacher in Classroom Management
Unit 7. The Role of Teacher in the Community
Course Content/Subject Matter

CHAPTER I. THE TEACHER AND THE SCHOOL


Unit 8. Competencies and Qualities Required by Teachers
Unit 9. Academic Qualification and Teaching Experiences,
Professional Performance and Scholarly Work and Faculty
Development Program
Unit 10. Administrative Organization: Academic and Non-
academic
Unit 11. Teacher and the School Organizational Development
(TS-OD)
Chapter II. THE TEACHER AND THE SCHOOL
CURRICULUM (Midterm)
Unit 1. Nature of the Curriculum
Definitions, Types, Components, Purpose
Unit 2. Foundations of Curriculum
Philosophical Foundations
Psychological Foundations
Historical and Sociological Foundations
Legal Foundations
Chapter II. THE TEACHER AND THE SCHOOL
CURRICULUM (Midterm)
Unit 3. Phases and Processes of Curriculum
Development
Curriculum Planning (elements)
Curriculum Design and Organization
Approaches in Curriculum Designing
Types of Curriculum Design
Elements of Designing
Components of Curriculum Design
Chapter II. THE TEACHER AND THE SCHOOL
CURRICULUM (Midterm)

Curriculum Implementation
•Models of Implementation
•Change Processes
•Institutionalization
Curriculum Evaluation
•Reasons for Evaluation
•Types of Evaluation
•Evaluation Models
Chapter II. THE TEACHER AND THE SCHOOL
CURRICULUM (Midterm)

Curriculum Improvement

•Levels of Curriculum Improvement


•Approaches to Curriculum Improvement
Chapter III. TRENDS AND ISSUES ON CURRICULUM AND
CURRICULUM DEVELOPMENT (Final)

Unit 1. Researches on Curriculum Development (Local)


Unit 2. Researches on Curriculum Development
(Foreign/International)
Unit 3. Contextualization of the Curriculum
Curriculum Indigenization
Curriculum Localization
Unit 4. Research Paper
Introduction
Methods
Results and Discussion
References
Assessment and Grading System

•Both formative and summative types of


assessments are used to evaluate the performance
of the students. The following formula are used to
compute the grades of the learners in the
preliminary, midterm and final examinations
including the final grade.
• G1 = 3cs+2PE G2 = 3CS +2ME G3 = 3CS + 2PE
5 5 5
Final Grade (FG) = G1 +G2 + G3
3
Where:
CS = Class Standing
• PE = Prelim Exam
• ME = Midterm Exam
• G = Grade (G1 = Prelim Grade; G2 = Midterm Grade
Class Standing:

Assignments/Projects …………………………… 30%


Quizzes …………………………………………. 30%
Class Participation ……………………………… 30%
Attendance ……………………………………….. 10%
House Rules
1. Blended Learning is applied at all times so everyone
should adhere into this type of educational modality in the
new normal.
2. It is understood that unexpected announcements are
normal and changes are always possible, so you need to
embrace the consequences of these trends.
3. Respect begets respect. Communicate your ideas and
opinions in a professional manner.
4. Remember you are required to be responsible to your own
learning. Always reflect on your learning performance.
5. This is outcome-based education. Always convert your
outputs into outcomes to sustain quality education.

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