COGNATE ELE II

Jerrome D. Jardin
Submitted by:

Marlo Mercado
Instructor
 Curriculum

Curriculum can be both written and unwritten.

Essentially, curriculum is what the school is attempting to
teach, which might include social behaviors as well as content
and thinking skills. It is course of study that will enable the
learner to acquire specific knowledge and skills. It is a
carefully well-planned map of learning methods, techniques and
process in regards to better education for learners.

DATE AUTHOR DEFINITION

Curriculum is a continuous
reconstruction, moving from the
child’s present experience out into
1902 JOHN DEWEY that represented by the organized
bodies of truth that we call
studies . . . the various studies .
. . are themselves experience— they
are that of the race
The curriculum is composed of all
the experiences children have under
1935 Hollis Caswell in the guidance of teachers. . . .
Caswell & Campbell Thus, curriculum considered as a
field of study represents no
strictly limited body of content,
but rather a process or procedure.
[The curriculum is] all the
1957 RALPH TYLER learning experiences planned and
directed by the school to attain
its educational goals.
Curriculum is a sequence of content
units arranged in such a way that
the learning of each unit may be
 1967 ROBERT GAGNE accomplished as a single act,
provided the capabilities described
by specified prior units (in the
sequence) have already been
mastered by the learner.
Curriculum means the planned
interaction of pupils with
2010 Indiana Department instructional content, materials,
of Education resources, and processes for
evaluating the attainment of
educational objectives.

K-12 curriculum

The K to 12 Program covers Kindergarten and 12 years

of basic education (six years of primary education, four years of
Junior High School, and two years of Senior High School [SHS]) to
provide sufficient time for mastery of concepts and skills,
develop lifelong learners, and prepare graduates for tertiary
education, middle-level skills development, employment, and
entrepreneurship. Republic Act No. 10157, or the Kindergarten
Education Act, institutionalizes Kindergarten as part of the
basic education system and is a pre-requisite for admission to
Grade 1.

In Kindergarten, students learn the alphabet,

numbers, shapes, and colors through games, songs, and dances, in
their Mother Tongue. Aside from the Mother Tongue, English and
Filipino are taught as subjects starting Grade 1, with a focus on
oral fluency. From Grades 4 to 6, English and Filipino are
gradually introduced as languages of instruction. Both will
become primary languages of instruction in Junior High School
(JHS) and Senior High School (SHS). Subjects are taught from the
simplest concepts to more complicated concepts through grade
levels in spiral progression. As early as elementary, students
gain knowledge in areas such as Biology, Geometry, Earth Science,
Chemistry, and Algebra. This ensures a mastery of knowledge and
skills after each level. Students in Grades 1 to 10 will
experience an enhanced, context-based, and spiral progression
learning curriculum with the following subjects:

SUBJECTS
 Mother Tongue
 Filipino
 English
 Mathematics
 Science
 Araling Panlipunan
 Edukasyon sa Pagpapakatao (EsP)
 Music
 Arts
 Physical Education
 Health
 Edukasyong Pantahanan at Pangkabuhayan (EPP)
 Technology and Livelihood Education (TLE)

Republic act no. 10533 otherwise known as the Enhanced Basic

education Act of 2013 was passed into law. Added two years of
Senior High School to broaden goals of high school education.

Senior High School is two years of specialized upper

secondary education; students may choose a specialization based
on aptitude, interests, and school capacity. The choice of career
track will define the content of the subjects a student will take
in Grades 11 and 12. Each student in Senior High School can
choose among three tracks: Academic; Technical-Vocational-
Livelihood; and Sports and Arts. The Academic track includes
three strands: Business, Accountancy, Management (BAM);
Humanities, Education, Social Sciences (HESS); and Science,
Technology, Engineering, Mathematics (STEM).
 INSTRUCTION

Instruction is a step by step way in doing

something correct and easy, a guide for direction in what must be
done in an order. Instruction is vital for education, as it is
the transfer of learning from one person to another. Any time you
are given directions or told how to do something you are
receiving instruction. It refers to the action of teaching and
the job of a teacher. It can also be used to denote the
directions themselves. Consider the word's connection
with structure: effective instruction is presented in an orderly,
structured manner.

Direct Instruction

Good &
Gagne (1977) Hunter Grouws
Slavin ; Gagne & Rosenshine (1982) (1979)
(1994) Briggs (1995) (Mastery (Missouri
(1979) Teaching) Mathematics
Program)
1. State 1. Gain and 1. Review 1. 1. Opening
learning control  Homework Objectives
objectives attention  Relevant ; provide
and orient previous anticipato
students to learning ry set.
lesson.
 Prerequisit
e skills

2. Review 2. Inform 2. Presentation 2. Review. 2. Review

prerequisit the learner  State goals homework;
es. of expected  Small steps mental
outcomes. computation
 Model
 Examples s; review
 Check prerequisit
understandi es.
ng

3. Present 3. Stimulate 3. Guided 3. Input & 3.

new recall of practice modeling Developemen
material. relevant  High t.
prerequisite
 capabilities frequency
. of
questions
 All
students
respond
 High
success
rate
 Continue to
fluency

4. Conduct 4. Corrections & 4. Check 4. Assess

learning 4. Present Feedback understand student
probes. the stimuli  Process ing and comprehensi
inherent to  Sustaining guided on.
the learning
 Reteach practice.
task

5. Provide 5. Offer 5. Independent 5.

independent guidance for practice. Independen 5.
practice. learning.  Help during t Seatwork.
initial practice.
steps
 Continue to
automaticit
y
 Active
supervision

6. Assess 6. Elicit 6. Weekly and 6.

performance performance monthly reviews Homework. 6.
and provide 7. Provide Homework;
feedback. feedback weekly and
monthly
reviews.

7. Provide 8. Appraise
distributed performance.
practice 9. Ensure
and review. retention an
d make
provisions
for
transferabil
ity
 ASSESSMENT

Assessment is the systematic collection, review, and

use of information about educational programs undertaken for the
purpose of improving student learning and development. It is very
essential in education because with the help of this you can
determine the growth of the learner.

Assessment involves the use of empirical data on student

learning to refine programs and improve student learning.
(Assessing Academic Programs in Higher Education by Allen
2004)
Assessment is the process of gathering and discussing
information from multiple and diverse sources in order to
develop a deep understanding of what students know,
understand, and can do with their knowledge as a result of
their educational experiences; the process culminates when
assessment results are used to improve subsequent learning.
(Learner-Centered Assessment on College Campuses: shifting
the focus from teaching to learning by Huba and Freed 2000)
According to Fenton (1996), "Assessment is the collection of
relevant information that may be relied on for making
decisions. Evaluation is the application of a standard and a
decision-making system to assessment data to produce
judgments about the amount and adequacy of the learning that
has taken place." Too often these processes are confused...
we say assess, but we mean evaluate... or we use the term
evaluation, when we really are doing assessment.
(Black & Wiliam, 1998) on Assessment FOR Learning provides
firm evidence that "formative assessment is an essential
component of classroom work and that its development can
raise standards of achievement" more effectively than any
 other strategy. Current research is adding further evidence
in support of this claim and the empirical evidence is
underpinned by theory from the psychology of learning and
studies of learning motivation.

Assessment generally have one of three purposes, it can be

Assessment as, Assessment for, or Assessment of.

Assessment as involves self-assessment such as journals,

portfolios or checklists.

Assessment for are those formative assessments like quizzes or

recitations.

Assessment of are those summative assessments including

periodical examinations, term examination.