0% found this document useful (1 vote)

1K views165 pages

Ped 7

Uploaded by

Janamie Tejones

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PDF, TXT or read online on Scribd

0% found this document useful (1 vote)

1K views165 pages

Ped 7

Uploaded by

Janamie Tejones

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PDF, TXT or read online on Scribd

You are on page 1/ 165

Course Structure

Team Leader Jo-Ann Y. Solomon, Ed.D

Dr. Lolly Jean C. Simbulas
Mrs. Helenne U. Pregua
Mr. Rene M. Babiera II
Ms. Gretchie T. Castañares
Members Dr. Pedrito Castillo
Mrs. Princess Fe Caballes
Ms. Glory Jean Altamera
Mr. Judiel B. Cabilan
Dr. Jose Elmer Oficiar

Course Title The Teacher and the School Curriculum

Course Description This course includes the study of the fundamental
research-based concepts and principles in curriculum
and curriculum development as a foundation to engage
prospective teachers as curricularists. It also focuses on
the more active role of the teacher in planning a
developmentally-sequenced teaching-learning process;
identifying constructively-aligned learning outcomes and
competencies; contextualizing, localizing and
indigenizing curricula; implementing relevant and
responsive learning programs; and evaluating the
curriculum towards its improvement. The teachers’
individual, collegial and collaborative roles in managing
school curriculum change vis-à-vis various contexts of
teaching-learning, curricular requirements and curricular
reforms shall also be given emphasis.

Units/Credit Equivalent 3 Units

Course Outcomes At the end of the course, pre-service teachers should be
able to:
A. Demonstrate understanding of the concepts,
theories and principles in curriculum and
curriculum development and its application
within and/or across curriculum teaching areas;
B. Identify and integrate appropriate learning styles,
instructional approaches, teaching-learning
processes and aligned learning outcomes in
preparing developmentally sequenced
instructional processes consistent with curricular
needs;
C. Demonstrate understanding on the individual,
collegial and collaborative roles in managing
school curriculum change vis-à-vis various
contexts of teaching-learning, curricular
requirements and curricular reforms.

Learning Outcomes A. Analyze research studies relative to curriculum

design and development. and
B. Critique collaboratively instructional plans,
textbooks, curriculum map etc. for the improvement of
teaching-learning processes

Intended learning
Module Lesson Writer/s
Outcomes
Define the major Definition and major Mrs. Princess
concepts of the conceptions of curriculum Fe Caballes
curriculum
Nature of the
Curriculum
Analyze the nature
of the curriculum
Describe the Ms. Glory Jean
foundations of a. Philosophical Altamera
curriculum; Foundations
b. Psychological Mr. Judiel B.
Demonstrate Foundations Cabilan
understanding on c. Historical-Sociological
how each Foundations
foundation d. Legal Foundations
influence the
development of
curriculum;
Foundations
Discuss how
of
concepts of
Curriculum
learning
curriculum
foundations enable
curriculum
workers (teachers,
supervisors,
curriculum
developers) to
perform
educational
responsibilities;
Intended learning
Module Lesson Writer/s
Outcomes

Explain how
education evolved
to meet the needs
of the society;

Apply learning of
concepts in
foundation of
curriculum in
developing a
curriculum.
Explain the phases Curriculum Planning Ms. Gretchie T.
and process of a. Elements of Castañares
curriculum Curriculum Planning
development; and
Curriculum Design and Jo-Ann Y.
Review and Organization Solomon, Ed.D
critique an a. Approaches in
instructional curriculum designing
material, lesson b. Types of curriculum
plan, textbook, design
and curriculum c. Elements of designing
map using a d. Components of
specified standard. curriculum design
Phases and
Processes of
Curriculum Implementation Mrs. Helenne
Curriculum
a. Models of U. Pregua
Development
implementation
b. Change processes
c. Institutionalization

Curriculum Evaluation Dr. Lolly Jean

a. Reasons for evaluation C. Simbulas
b. Types of evaluation
c. Evaluation models

Curriculum Innovation Mr. Rene M.

a. Models and Levels of Babiera II
curriculum Innovation
Analyze research a. Researches on Dr. Pedrito
Trends and studies relative to Curriculum Castillo
Issues on curriculum design Development (local)
Curriculum and development. b. Researches on
and Curriculum Dr. Jose Elmer
Curriculum Propose Development Oficiar
Development continuous quality (foreign/international)
Intended learning
Module Lesson Writer/s
Outcomes
improvement c. Contextualization of
initiatives relevant the Curriculum
to curriculum d. Curriculum
design and Indigenization
development e. Curriculum
Localization
Module 1

Nature of the Curriculum

“Education is the most powerful weapon which you can
use to change the world” – Nelson Mandela

In this Module

• Definition of the Curriculum

• Major Conceptions (Types, Components, and
Purpose)

Knowing the curriculum’s nature is an essential requirement for a future

educator. This module captures the concepts, types, components, and purpose of a
curriculum. These lessons would help learners build their own understanding of what
is the reality of the curriculum. Moreover, this provides key concepts to fully
understand scholars' different perspectives and how their views affect education
today. Meanwhile, on the discussion about types and components, mnemonics were
provided so that you would be able to remember it with ease. This module also has
given relevant samples for this topic so you could have comprehensive learning as
you go with self-directed instruction. Lastly, this module has been arranged from
activity, analysis, abstraction, and application.

At the completion of this module, you should be able to;

• Define the major concepts of the curriculum

• Analyze the nature of the curriculum

Are you all set and ready, then explore and learn the lesson now!
Lesson
Definition of the Curriculum
1

At the end of the session, you are expected to:

1. Define the major conceptions of curriculum.

INTRODUCTION

Hi, students! The lesson I tackles about the definition of the curriculum, and
this would allow you 60 minutes to complete the activities and tasks. Before we start,
I would like to share some rules as a guide during the process of learning and
teaching;
1. Read the given information carefully for you to be able to answer the prepared
tasks correctly.
2. Make sure to finish the tasks and activities based on the time allotted.
3. Erasures are discouraged, especially on the assessment part.
4. Answer honestly your assessment. Kindly, make use of the information provided, if
the instruction tells you to answer it based on your understanding; please do so.
5. Do not attempt to copy and paste answers coming from the internet. Your honesty
will matter, and surely your teacher will be able to know it.
6. The Point system for your tasks is provided on every given instruction.

Sentence Completion

1. For me curriculum is important because

a. As a future teacher, do you now see the importance of a curriculum? How?

The tell-tale of Pia and Catriona

By Princess Fe Caballes Deliva

Catriona said to Pia, I wanted to go to school because surely it will prepare me

for the future I have been dreaming. Pia then asked, don’t you think schooling is life
itself? Like schooling is a way of life. Catriona just laughed at her friend and said, you
go to school. You absorb the information given by the teacher; they give a lecture,
and then your graded. When you are given good grades, surely your smart, and that’s
an edge in the future. Pia thought deeper and said, my friend, let us agree to disagree.
For me, schooling does not only measure what you have in your brains that could
have a quantitative description of how intelligent one could be. I believe schooling
means we learn out from what we had known, what we will learn, and how we
assimilate these lessons to real-life situations. Catriona then said, no matter what
perspective we have, let’s us agree, we will finish schooling, and we would be
professionals soon.

Guide Questions:
1. Who is to be considered as traditional and who’s progressive?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
2. Do you think the ideas of Pia were realistic than that of Catriona’s?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
3. Do you also think that Catriona’s point is valuable in real life situations?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

Abstraction: Let Us Build On!

Students, as you have observed you have been given activities above about
curriculum. To have an idea on its definition, points, and types. Please see below for
the essential information.

A. TRADITIONAL AND PROGRESSIVE POINTS OF CURRICULUM

This table gives you information about the difference in points of curriculum
based on the traditional and progressive perspective.
B. PRESCRIPTIVE AND DESCRIPTIVE DEFINITIONS OF CURRICULUM

Curriculum, however, can be defined as prescriptive, descriptive, or both.

Prescriptive [curriculum] definitions provide us with what “ought” to happen, and
they more often than not take the form of a plan, an intended program, or some kind
of expert opinion about what needs to take place in the course of study. (Ellis,2004, p.
4)
Moreover, to deepen your knowledge about the curriculum and its definition,
please refer to the matrix for the different perspectives, understanding, and definition
of the scholars regarding curriculum.

Author Definition
John Dewey A continuous reconstruction, moving from the child’s present
experience out into that represented by the organized bodies of truth
that we call studies . . . the various studies . . . are themselves
experience— they are that of the race. (pp. 11–12)
Franklin The entire range of experiences, both directed and undirected,
Bobbit concerned in unfolding the abilities of the individual. (p. 43)
Harold O. A succession of experiences and enterprises having a maximum
Rugg lifelikeness for the learner . . . giving the learner that development most
helpful in meeting and controlling life situations. (p. 8)
Hollis Composed of all the experiences children have under the guidance of
Caswell in teachers. . . . Thus, curriculum considered as a field of study represents
Caswell & no strictly limited body of content, but rather a process or procedure.
Campbell (pp. 66, 70)
Ralph Tyler All the learning experiences planned and directed by the school to
attain its educational goals. (p. 79)
Robert A sequence of content units arranged in such a way that the learning of
Gagne each unit may be accomplished as a single act, provided the
capabilities described by specified prior units (in the sequence) have
already been mastered by the learner. (p. 23)
James All planned learning outcomes for which the school is responsible.
Popham & Curriculum refers to the desired consequences of instruction. (p. 48)
Eva Baker
J. L. A written plan outlining what students will be taught (a course of
McBrien & study). Curriculum may refer to all the courses offered at a given
R. Brandt school, or all the courses offered at a school in a particular area of
study.

Meanwhile, descriptive curriculum is experience. The experienced curriculum

provides “glimpses” of the curriculum in action. The descriptive definitions of
curriculum go beyond the prescriptive terms as they force thought about the
curriculum “not merely in terms of how things ought to be but how things are in real
classrooms” (Ellis, 2004, p. 5)

Author Definition
Hollis All the experiences children have under the guidance of teachers.
Caswell &
Doak
Campbell
Thomas Those learnings each child selects, accepts, and incorporates into
Hopkins himself to act with, on, and upon, in subsequent experiences.
W. B. Ragan All experiences of the child for which the school accepts responsibility.
Glen Hass The set of actual experiences and perceptions of the experiences that
each
individual learner has of his or her program of education.
Daniel The reconstruction of knowledge and experience that enables the learner
Tanner & to grow in exercising intelligent control of subsequent knowledge and
Laurel experience.
Tanner

D. F. Brown All student school experiences relating to the improvement of skills and
strategies in thinking critically and creatively, solving problems,
working
collaboratively with others, communicating well, writing more
effectively,
reading more analytically, and conducting research to solve problems
E. Silva An emphasis on what students can do with knowledge, rather than what
units
of knowledge they have, is the essence of 21st-century skills

Application: Let’s Apply

You are given 30 minutes to answer this assessment.

1. In the courses that you are currently taking, identify (3) practices that can be
considered as (3) traditional and (3) progressive (5 points each).

Points of View of Curriculum Practices

Points of View of Curriculum Practices
Traditional Curricular Practices

Progressive Curricular Practices

In your opinion, which definition is appropriate today? Why? Relate your

answer on the illustration given to you.

Today I learned that

CONGRATULATIONS!!!!!
If you have reached this part my congratulations. I am
hoping that the concepts given to you will equip you on
your journey in leaning. May the important information
be part of how you understand of the vitality of the
curriculum’s existence. Next lesson, you will know the
curriculum’s types, components and purpose. Please turn
into the next page if you are already ready.
Lesson
Major Conceptions of Curriculum
2

At the end of the session, you are expected to:

1. Analyze the nature of the curriculum.

INTRODUCTION

The previous discussion had given you a different definition and perspective
towards the curriculum. Our lesson for this part would give you important information
about the types of curriculum, its components, and what is its purpose in the teaching-
learning process. This module is good for 60 minutes, and all activities should be
successfully accomplished.
Furthermore, the same module-rules apply here the same as the ones indicated on
Lesson I. I hope you are ready so that we could start.

Poem Analysis

The Curriculum Types

By Princess Fe Caballes-Deliva

I am the curriculum, and I have different types.

One is recommended, and other is supported.
I am written and taught by your teacher
I am learned and assessed by the learner
But hey, don’t forget I could be everything
Can be seen, heard, experienced and even hidden.

1. Based on the information above, do you think the curriculum has one sole
purpose?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
2. If you say no, what do you think is its types? And how these types contribute
to the curriculum components?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

Analysis

A. Matching type. Match the terms on the images below. This activity is related to
the types of curriculum operating in the school. Write your answer on the space
provided in each item.

1. Recommended Curriculum 5. Assessed Curriculum

__________2. Written Curriculum __________6. Learned Curriculum
__________3. Taught Curriculum __________7. Hidden Curriculum
__________4. Supported Curriculum

A.
D
. G
.

B.
E

F
.
B. Matching type. Match the questions to the components in the box presented, make
sure that the answer addressed each other correctly. Write the letter of the correct
answer on the space provided.
A. aims, goals and objectives B. subject matter/content
C. learning experience D. evaluation approaches

1. What is to be done?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
2. What is the subject matter to be included?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
3. What are the instructional strategies, resources, and activities that will be
employed?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
4. What methods and instruments will be used to assess the results of the
curriculum?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

Abstraction: Let Us Build On!

This section will provide you a thorough discussion on the components, types,
and purpose of the curriculum. You will be provided with a mnemonic as a guide to
remember the key important terms with ease. Moreover, an exhibit will be given to
you so that the pertinent ideas would be organized and comprehensive.
A. COMPONENTS OF THE CURRICULUM. Students, for the components of the
curriculum, let us have the mnemonics “ASLE”, this stands for A (aims, goals, and
objectives), S (subject matter), L (learning experiences), and E (evaluation and
approaches). Moreover, below you are given samples and elaborations for you to have
a good grasp of this topic.

AIMS, GOALS, AND

OBJECTIVES – Ex.
Educational Act of 1982, SUBJECT MATTER
Aims of Secondary – Information
Education and Tertiary learned in school.
Education

CURRICULUM

LEARNING EVALUATION AND

EXPERIENCES – heart APPROACHES –
of the curriculum, the Formal
teacher and learner determination of
takes action to the quality and
facilitate learning effectiveness of the
curriculum

B. TYPES OF CURRICULUM. The mnemonics for the types of curriculum, is

RW-TSA-LC. Moreover, the exhibit below gives you the different types of the
curriculum and situations/examples where it is observed.

Curriculum operating in Situations and Examples

Schools
Recommended Proposed by scholars and professional organizations.
Curriculum Ex. CHED has recommended the learning outcomes
for “The teacher and the curriculum.
Written Curriculum Appears in school, district, division, or country
documents.
Ex. The teacher made a lesson plan with 4 A’s format
for the lesson “Curriculum from Different Point of
Views”.
Taught Curriculum What teachers implement or deliver in the classrooms
and schools.
Ex. The teacher used a constructivist approach so that
the learners will share what they had known already
about definitions of curriculum.
Supported Curriculum Resources-textbooks, computers, audio-visual materials
which support and help in the implementation of the
curriculum.
Ex. Due to the CoViD19 pandemic, the teacher made
use of the facebook messenger as a platform to
extend the lessons to the learners even without face to
face interactions.
Assessed Curriculum What is tested and evaluated.
Ex. Princess created a paper and pen assessment for
her quiz on the topic curriculum definitions.
Learned Curriculum What the students actually learn and what is measured.
Ex. Joanne got a 1.0 grade on her subject “The teacher
and the school curriculum”.

Hidden Curriculum Unintended curriculum. (peer influence, school

environment, physical conditions, teacher-learner
interaction, mood of the teacher and etc.,)
Ex. Joemer chose BSED-English because her friends
chose it too.

Application: Let’s Apply

Students, I hope you have learned well the ideas given to you. This time we
will be assessing your knowledge. Please answer these items with the learning you
had from this module. I am discouraging you to search the answers in the internet for
this assessment is a test of what you had learned.
I. Get a copy of one of the lesson plans you had already written on your past
subjects. Read every detail of the lesson plan and specifically look in the
following;
1. What are the objectives of the lesson plan?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
2. What is the subject matter content?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
3. What strategies or method of teaching is utilized?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
4. What evaluation procedure is used?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
5. Do the four components fit or match with one another? Explain
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
6. Can you consider a lesson plan as a curriculum? Why?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

II. Write specific examples (one per curriculum) of what you have observed on
your school. These examples should be those of the existing different curricula in
the operation of schools.

Curriculum operating in Examples from observation

Schools
Recommended
Curriculum

Written Curriculum

Taught Curriculum
Supported Curriculum

Assessed Curriculum

Learned Curriculum

Hidden Curriculum

Today I learned that

CLOSURE:

That’s it for Lesson II, I hope you will continue your enthusiasm as you
proceed to the next lessons. You are now equipped with the essential knowledge of
learning the basic of curriculum.

CONGRATULATIONS!!!!!

You may now proceed to the next

lesson

Module Summary

The module was design to provide basic information on the major concepts of
curriculum as well as its nature. The activities, analysis, abstraction and application in
the module were provided to deepen your understanding of what curriculum is all
about and as well as its importance in education.
Module 2

Module Overview

Foundations of
Curriculum
“Education is what remains after one has forgotten
what was learned in school.” – Albert Einstein

In this Module

1. Philosophical Foundations of Curriculum

a. Major Philosophies
b. Educational Philosophies
2. Psychological Foundations of Curriculum
a. Definition of Psychology
b. Three Major Classification of Learning Theories
3. Historical-Social Foundations of Curriculum
a. Theorists and Historical Contributions
b. Social Foundation of Curriculum
4. Legal Foundations of Curriculum
a. Major Laws
b. Philippine Educational Practices and Other Legal Bases
of Education

Introduction

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. The foundations of the curriculum set the external
boundaries of the knowledge of the curriculum and define what constitutes valid
sources from which to derive the field’s theories, principles, and ideas. Curriculums
commonly accepted foundations are philosophical, historical, psychological, and
social—areas that will each be expanded upon in subsequent chapters. (Hunkins, F.,
Ornstien, A, 2016)

At the completion of this module, you should be able to:

• describe the foundations of the curriculum;
• demonstrate an understanding of how each foundation influence the
development of the curriculum;
• discuss how concepts of learning curriculum foundations enable
curriculum workers (teachers, supervisors, curriculum developers) to
perform educational responsibilities;
• explain how education evolved to meet the needs of the society;
• apply the learning of concepts in the foundation of the curriculum in
developing a curriculum.

Are you ready? Then start the lesson now.

Lesson
Philosophical Foundations
1 of Curriculum

At the end of the session, you are expected to:

1. Describe how philosophy influences curriculum workers.

2. Identify and differentiate the four major philosophies that influenced
Philippine education.
3. Discuss how the four philosophies of education—perennialism, essentialism,
progressivism, and reconstructionism—differ from each other and influenced
education over time.

Introduction
Hello Students! I hope that you’ve done all your tasks in your Module 1 and
enjoyed it as well. This time we will have our Module 2 Lesson 1 which is about the
Philosophical Foundations of the Curriculum and will discuss what their influences
are in the current curriculum.

Modified Post parade

1. Using the topic, you are going to write on post its or pieces of papers with a
word modifying or that would tell us something about the education in the
Philippines. One word for each paper.
2. Consolidate and paste the post its in one bond paper.
3. Out of the words in the post its, make one idea that would best describe the
education system in the Philippines.
4. Take a picture of the consolidated post its and also with the general idea that
you have made.
Analysis

You may answer the following reflective questions:

1. What are the guiding principles of the curriculum?

2. How does curriculum differ from each other?

Abstraction: Let Us Build On!

Philosophy deals with the larger aspects of life and the way we organize our
thoughts and interpret facts. It is an effort to understand life—its problems and issues
in full perspective. It involves questions and our own point of view as well as the
views of others; it involves searching for defined values and clarifying our beliefs.

Philosophy provides educators, especially curriculum workers, with a framework or

frameworks for organizing schools and classrooms. It helps them determine what
schools are for, what subjects have value, how students learn, and what methods and
materials to use. It clarifies education’s goals, suitable content, teaching and learning
processes, and the experiences and activities that schools should emphasize.
Philosophy also provides a basis for deciding which textbooks to use, how to use
them, and how much homework to assign, how to test students and use the test results,
and what courses or subject matter to emphasize.

MAJOR PHILOSOPHIES

Four major philosophies have influenced U.S. education: idealism, realism,

pragmatism, and existentialism. The first two philosophies are traditional; the last two
are contemporary.

Idealism

Plato is often credited with formulating idealist philosophy, one of the oldest that
exists. The German philosopher Hegel presented a comprehensive view of the
historical world based on idealism.

To idealists, learning is a primarily intellectual process that involves recalling and

working with ideas; education is properly concerned with conceptual matters. The
idealist educator prefers a curriculum that relates ideas and concepts to one another.
The curriculum is hierarchical; it constitutes humankind’s cultural heritage and is
based on learned disciplines, as exemplified by the liberal arts curriculum. At the top
of the hierarchy are the most abstract subjects: philosophy and theology.
Mathematics, too, is important because it cultivates abstract thinking. History and
literature rank high because they offer moral and cultural models. Language is also
important because it enables communication and conceptual thought. Lower on the
curricular ladder are the sciences, which deal with particular cause-and-effect
relationships.

Realism

Aristotle is often linked to the development of realism, another traditional school of

thought. Thomas Aquinas’s philosophy, which combined realism with Christian
doctrine, developed an offshoot of realism called Thomism, in which much of
contemporary Catholic education is rooted. Johann Pestalozzi’s instructional
principles, which began with concrete objects and ended with abstract concepts, were
based on realism. Such modern educators as Harry Broudy and John Wild are leading
realists.11

Realists view the world in terms of objects and matter. People can come to know the
world through their senses and their reason. Everything is derived from nature and is
subject to its laws. Human behavior is rational when it conforms to nature’s laws and
when it is governed by physical and social laws.

Like idealists, realists stress a curriculum comprising separate content areas, such as
history and zoology. Also like idealists, realists rank the most general and abstract
subjects at the top of the curricular hierarchy. Lessons that cultivate logic and abstract
thought are stressed. The three R’s are basic to education.12 Whereas idealists
consider the classics ideal subject matter because they convey enduring moral truths,
realists value the sciences as much as the arts.

Pragmatism

In contrast to the traditional philosophies, pragmatism (also referred to as

experimentalism) is based on change, process, and relativity. Whereas idealism and
realism emphasize subject matter, pragmatism construes knowledge as a process in
which reality is constantly changing. Learning occurs as the person engages in
problem solving, which is transferable to a wide variety of subjects and situations.
Both the learner and the learner’s environment are constantly changing. Pragmatists
reject the idea of unchanging and universal truths. The only guides that people have
when they interact with their social world or environment are established
generalizations, assertions subject to further research and verification.

To pragmatists, teaching should focus on critical thinking. Teaching is more

exploratory than explanatory. The method is more important than the subject matter.
The ideal teaching method is concerned not so much with teaching the learner what to
think as with teaching the learner to critically think. Questions such as “Why?” “How
come?” and “What if?” are much more important than “What?” “Who?” or “When?”

The great educational pragmatist was Dewey, who viewed education as a process for
improving the human condition. Dewey saw schools as specialized environments
within the larger social environment. Ideally, curriculum was based on a child’s
experiences and interests and prepared the child for life’s affairs.14 The subject
matter was interdisciplinary. Dewey emphasized problem solving and the scientific
method.

Existentialism

Whereas pragmatism is mainly a U.S. philosophy that evolved just prior to 1900,
existentialism is mainly a European philosophy that originated earlier but became
popular after World War II. In U.S. education, Maxine Greene, George Kneller, and
Van Cleve Morris are well-known existentialists who stress individualism and
personal self-fulfillment.15

According to existentialist philosophy, people continually make choices and thereby

define themselves. We are what we choose to be; in doing so, we make our own
essence, or self-identity. Hence, the essence we create is a product of our choices; this
varies, of course, among individuals. Existentialists advocate that students be free to
choose how and what they study. Critics argue that such free choice would be too
unsystematic and laissez-faire, especially at the elementary school level.
Existentialists believe that the most important knowledge is knowledge of the human
condition. Education should develop consciousness of choices and their
significance.16 Existentialists reject the imposition of group norms, authority, and
established order. They recognize few standards, customs, or opinions as indisputable.

An existentialist curriculum consists of experiences and subjects that lend themselves

to individual freedom and choice. For example, the arts are stressed because they
cultivate self- expression and portray the human condition and situations involving
choices. Teachers and students discuss their lives and choices.17 In particular,
literature, drama, filmmaking, music, and art reflect self-expressive activities and
illustrate emotions, feelings, and insights—all conducive to existentialist thinking.

EDUCATIONAL PHILOSOPHIES

Four agreed-on philosophies of education have emerged: perennialism, essentialism,

progressivism, and reconstructionism. Each of these philosophies has roots in one or
more of the four major philosophical traditions. For example, perennialism draws
heavily on realism, essentialism is rooted in idealism and realism, and progressivism
and reconstructionism stem from pragmatism. Some reconstructionism has links to
existentialist views.

Perennialism
As a philosophy of education, perennialism relies on the past and stresses traditional
values. It emphasizes knowledge that has stood the test of time and cherished values
of society. It is a plea for the permanency of knowledge and values that have stood the
test of time—an unchanging view of human nature, truth, and virtue. Robert Hutchins,
a longtime advocate of perennialism, has noted that a person’s function is “the same
in every society. . . . The aim of the educational system is the same in every age and
in every society where such a system can exist. That aim is to improve people.”18

For perennialists, human nature is constant. Humans have the ability to reason and to
understand nature’s universal truths. The goal of education is to develop a rational
person and uncover universal truths by developing students’ intellect and moral
character.

The perennialist’s curriculum is subject-centered; it relies heavily on defined

disciplines or logically organized bodies of content, emphasizing language, literature,
mathematics, and sciences. Teachers are viewed as authorities in their fields. They
stimulate discussion and students’ rational powers. Teaching is based primarily on the
Socratic method: oral exposition, lecture, and explication. Here is one curriculum for
all students, with little room for elective subjects or vocational or technical subject
matter. Character training is also important as a means of developing a student’s
moral and spiritual being.

Essentialism: Reaffirming the best and brightest

Essentialism forms the basis of the subject matter. Hyman Rickover writes, “For all
children, the educational process must be one of collecting factual knowledge to the
limit of their absorptive capacity.”26 A curriculum that takes students’ interests or
social issues into account is regarded as wasteful, as are teaching methods that rely on
psychological theories. Arthur Bestor declares, “Concern with the personal problems
of adolescents has grown so excessive as to push into the background what should be
the schools’ central concern, the intellectual development of its students.”27 The
school is viewed as sidetracked when it focuses on students’ social and psychological
problems rather than on cognition. (Most current task force reports on academic
excellence, incidentally, agree with this assessment.) Discipline, training, homework,
and serious study are emphasized. According to Rickover, “The student must be made
to work hard, and nothing can really make it fun.”28

The role of the essentialist teacher follows perennialist philosophy. The teacher is
considered a master of a particular subject and a model worthy of emulation. The
teacher is responsible for the class and decides on the curriculum with minimal
student input. The teacher is respected as an authority, exhibits high standards, and
expects the same from students.

Progressivism

Progressivism developed from pragmatic philosophy, as a backlash against

perennialist thinking in education. The progressive movement in education was part
of the larger social and political reform movement that characterized U.S. society
around 1900. It grew out of the political thought of progressives such as Robert
LaFollette, Theodore Roosevelt, and Woodrow Wilson, and out of the muckraker
movement of the 1910s and 1920s. Progressivism is considered a contemporary
reform movement in educational, social, and political affairs.

According to progressivist thought, these skills include problem-solving and scientific

methods. Schools should nurture cooperation and self-discipline and transmit the
society’s culture. Because the reality is constantly changing, Dewey saw little need to
focus on a fixed body of knowledge. Progressivism emphasized how to think, not
what to think. Traditional education, with its “method of imposition from the side of
the teacher and reception [and] absorption from the side of the pupil,” Dewey wrote,
“maybe compared to inscribing records upon a passive phonographic disc to result in
giving back what has been inscribed when the proper button is pressed in recitation or
examination.”42

Progressivists were united in opposing (1) authoritarian teaching, (2) overreliance on

textbook methods, (3) memorization of factual data by constant drill, (4) static aims
and materials that fail to take account of a changing world, (5) intimidation or
corporal punishment as a form of discipline, and (6) attempts to separate education
from individual experiences and social reality. However, according to Lawrence
Cremin, the movement’s inability to reach a consensus on the purpose of schooling,
or even establish a set of pedagogical principles, led to its downfall.46

Progressivists rejected rote learning, lesson recitations, and textbook authority. They
also criticized conventional subject matter and experimented with other approaches to
the curriculum. Progressive education focused on the learner rather than the subject,
emphasized activities and experiences rather than verbal or mathematical skills, and
encouraged cooperative group-learning activities rather than competitive individual
learning. Progressivism also cultivated a cultural relativism that often clashed with
traditional philosophy and values.

Reconstructionism

Reconstructionist philosophy is based on socialistic and utopian ideas of the late 19th
and early 20th centuries, yet the Great Depression gave it new life. The progressive
educational movement was at the height of its popularity then, but a small group of
progressive educators became disillusioned with U.S. society and impatient for
reform. Members of this group argued that progressivism overemphasized child-
centered education and mainly served the middle and upper classes with its play
theories and private schools. They advocated greater emphasis on society-centered
education that addressed the needs of all social classes.

Application: Let’s Apply

A. Draw Like You Mean It!

1. In a short bond paper, write your name, section and course in the upper left corner
of the paper.
2. From the 8 Philosophies, choose four (4) and draw an illustration that would best
describe the philosophy. You may use colored pens, pencils, crayons, and oil
pastel.
3. In a separate bond paper, elaborate your drawing by using real life scenarios as
examples of the influences of the philosophies in the curriculum.

B. Today I learned that

Closure

Well done! You have successfully finished the Lesson,

you have already gained insights on how do these
philosophies influence the curriculum. You are now
ready to proceed to the next lesson.
Lesson
Psychological Foundations
2 of Curriculum

At the end of the session, you are expected to:

1. Discuss the three major theoretical schools of learning—behaviorism,

cognitive psychology, and phenomenology and humanistic psychology,
2. Elaborate the learning theories and principles under each school of thought
that make up the foundation of curriculum, and
3. Explain how these concepts of learning influence the thinking of those
responsible for curriculum development and delivery.

Introduction

Welcome to Lesson 2 of Module 2, where you will learn more about the
curriculum by exploring its psychological foundations. You will dissect concepts on
some relevant schools of thought that you may have encountered previously in some
of your subjects and discuss how they contribute to the design, development, and
delivery of the curriculum. You are expected to do some activities that will help you
organize ideas on the nature of the curriculum from a psychological perspective. At
the end of this lesson, have a glance at the learning outcomes and evaluate if such are
attained and mastered. So, without farther ado, let’s quench our thirst on this
discovery.

Word Plus Sentence Factory

It’s time to reactivate what you have already known with this topic so far. So,
let’s do a word plus sentence factory. List 5 words that come to your mind when you
hear the words below. Write your responses in the corresponding boxes and use these
words to make one complete sentence. Don’t mind about the thought of the sentence
as long as these words are present in it. Game!
BEHAVIORISM COGNITIVISM HUMANISM

Behaviorism: _________________________________________________________

Cognitivism: __________________________________________________________

Humanism: ___________________________________________________________

Analysis

Guide Questions:

1. How did you come up with your list?

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________
2. What sentence have you formed?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________
3. What law, theory or principle of learning has helped you come up with this
answer?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________
4. How do this law, theory or principle of learning relate to the development of
curriculum?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________
5. In what ways do you think psychological foundations enable curriculum
workers (teachers, supervisors, and curriculum developers) to perform their
educational responsibilities?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
______________

Abstraction: Let Us Build On!

Psychology is concerned with the question of how people learn, and

curriculum specialists ask how psychology can contribute to the design and delivery
of curriculum. It is the unifying element of the learning process; it forms the basis for
the methods, materials, and activities of learning, and it provides the impetus for
many curriculum decisions.

These are three classifications of major learning theories throughout history:

1. behaviorist or association theories - the oldest group, which deals with various
aspects of stimulus-response (S-R) and reinforcers;

2. cognitive information-processing theories - which view the learner in relation

to the total environment and consider the way the learner applies information; and

3. phenomenological and humanistic theories - which consider the whole child,

including their social, psychological, and cognitive development.

Under each group are specific learning theories that help lay foundation on
understanding curriculum.
Psychological Foundation

Behaviorist or Cognitive Phenomenologist

Association Information- and Humanistic
Theories Processing Theories
Theories
Connectionism Maslow’s Hierarchy
Montessori of Needs
Classical Method
Conditioning Roger’s Nondirective
Jean Piaget’s
Operant and Therapeutic
Theories
Conditioning Learning
Developmental
Observational Theories Social and Emotional
Learning and Intelligence Theories
Lev Vygotsky’s
Modeling
Theories
Hierarchical Gestalt Theory
Learning Constructivism

Each learning theory is a cluster of fundamental concepts and principles

developed by the following proponents. Let’s review and discuss it in detail.

ASSOCIATION AND BEHAVIORISM

Person Contribution
➢ Championed the Connectionism Theory
➢ Father of modern educational psychology & founder of
behavioral psychology
➢ Proposed the three laws of learning
• Law of Readiness - If nervous system is ready,
conduction is satisfying and lack of conduction is
annoying.
• Law of Exercise - Justifies drill, repetition and review.
Edward Thorndike • Law of Effect - Justifies use of rewards and
(1874-1949) punishments, especially Skinner’s operant mode
➢ Specific Stimulus has specific responses
➢ Father of Classical Conditioning Theory and S-R Theory
➢ He is best known for his experiment with salivating dogs.
➢ It involves - Eliciting an unconditioned response by using
previously neutral stimuli.
➢ Unconditioned stimuli create reflexes that are not
“learned,” but are instinctual.
➢ The key to learning is early years of life is to train them
what you want them to become.
➢ S-R Theory is a foundation of learning practice called
Ivan Pavlov indoctrination.
(1849-1936)
• Watson took Pavlov’s findings to another level.
• Emphasized that learning was observable or measurable,
not cognitive.
• Believed the key to learning was in conditioning a child
from an early age based on Pavlov’s methods.
• Nurture vs. Nature
• Watson’s theories strengthened the argument for the
influence of experiences as opposed to genetics.
John Watson
(1878-1958)
• His work was on the development of the Theory of
Operant Conditioning.
• The idea that behavior is determined or influenced by its
consequence.
• Respondent vs. Operant behavior
– Respondent behavior is the elicited response tied to a
definite stimulus.
– Operant behavior emphasized the use of positive and
B.F. Skinner negative reinforcement
(1904-1990)
• Proponed the theory of Observational Learning or
Modelling, otherwise known as Social learning Theory
• His theory is the bridge/transition between Behaviorism
and Cognitivism
• learning is social by observation, modelling, imitation
• He showed that aggressive behavior can be learned from
watching adults fighting, violent cartoons or even violent
video games. Passive behavior can also be learned from
Albert Bandura watching adults with subdued actions
(1925 - present)
• Proposed the Hierarchical Learning Theory – also a
transition from behaviorism to cognitive psychology
• Learning follows a hierarchy which is an arrangement of
8 behaviors ranging from simple to complex.
• He also describes 5 observable and measurable learning
outcomes.
• Introduced tasking in the formulation of objectives.
• Mental operations needed for each outcome differ.
Robert Gagné
(1916 - 2002)

What is the implication of association and behaviorism learning theories on the

curriculum?
❖ Increase learning activities that are relevant and enjoyable.
❖ Connections should be built on student’s positive experiences.
❖ Negative feelings should be identified and modified to positive results.
What is its influence on the curriculum?
❖ Curriculum is organized to master the subject matter.
❖ Curriculum is:
– highly prescriptive and diagnostic,
– step by step,
– geared on structured learning methods.
❖ Critics: too mechanical – over reliance on classical conditioning

COGNITIVE INFORMATION PROCESSING THEORY

Person Contribution
• Psychiatric Clinic at the University of Rome- taught
“difficult” children to read at a normal level
• Focus on how sensory stimulation from the environment
shapes thinking
• Focused progressive child- centered approaches which
involved freedom within structure
• Opposed behaviorist focus on only “doing” but focused
also on looking and listening • Focus on how sensory
Maria Montessori stimulation from the environment shapes thinking
(1870-1952)
➢ Authored Cognitive Development Theory
➢ Described cognitive development in terms of terms of
stages from birth to maturity: sensorimotor stage (0-2),
preoperational stage (2-7), concrete operational stage (7-
11) and formal operations (11-onwards)
➢ Key to learning:
• Assimilation (incorporating new experiences)
• Accommodation (learning modifications and
adaptation)
• Equilibration (balance between previous and later
Jean Piaget learning)
(1874-1949)
➢ Proponent of Social Constructivism/Development
➢ Cultural transmission and development
➢ Children could, as a result of their interaction with
society, actually perform certain cognitive actions prior
to arriving at developmental stage.
➢ Learning precedes development.
➢ Key to learning:
• Pedagogy creates learning processes that lead to
development.
Lev Vygotsky • Child is an active agent in his or her educational
(1896-1980) processes

➢ Some include this as a separate theory, other include it

inside of cognitive theories
➢ Individual must construct own knowledge - make
meaning
➢ Learner must reshape words - mimicking is not enough.
➢ Learners must make knowledge personally relevant
➢ Learning occurs when new information is linked to prior
knowledge, so mental representations are subjective for
each learner
➢ Learning is optimal when there is awareness of the
Constructivism process – metacognition

➢ Gardner’s Multiple Intelligence

➢ Humans have several different ways of processing
information and these ways are relatively independent of
one another
➢ Eight intelligences are: linguistic, logico-mathematical,
musical, spatial, bodily/kinesthetic, interpersonal, and
naturalistic

Howard Gardener
(1943-present)
PHENOMENOLOGICAL AND HUMANISTIC THEORIES
Person Contribution
➢ Advanced the Self Actualization Theory and classic
theory of human needs.
➢ he put importance to human emotions based on love and
trust.
➢ Keys to Learning
• Produce a healthy and happy learner who can
accomplish, grow, and actualize his or her human self.
• Observed humans are striving to control behavior and
gratify themselves.
• When lower needs are satisfied, they will be more
Abraham Maslow motivated to go higher level.
(1908-1970)
➢ Nondirective and Therapeutic Learning
➢ He established counselling procedures and methods for
facilitating learning.
➢ Children’s perception, which are highly individualistic,
influence their learning and behavior in class.
➢ Keys to Learning
• Curriculum is concerned with process, not product;
Carl Rogers personal needs, not subject matter, psychological
(1902-1987) meaning, not cognitive scores.

➢ Proponent of Emotional Quotient

➢ Emotion contains the power to affect action
➢ people possess a personal-social intelligence and spoke
of inter-and intrapersonal intelligence
• Interpersonal intelligence refers to the ability to
understand other people
• Intrapersonal intelligence is a correlative ability.
Individuals with this ability possess or develop an
Daniel Goleman accurate sense of self and can use that understanding to
(1946-present) operate effectively in life
➢ 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
➢ Learning is complex and abstract.
➢ Learners analyze the problem, discriminate between
Gestalt 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.

Application: Let’s Apply

A. Fill Me

Now that you already know about the three major classifications of learning
theories that make up the psychological foundation of curriculum, list the
proponents with their respective learning theories and cite their influence in
designing, developing or implementing the curriculum. You may use characters on
situations/scenarios that demonstrate such influence. Write your responses inside the
box. The first item is already given to you as an example.

ASSOCIATION AND BEHAVIORISM

Proponent Situation/Scenario
Teacher Anna makes sure to include ample drills, worksheets
Edward Thorndike and exercises in her lesson plan for she believes that transfer
“Law of Exercise” of learning is effective if there is an opportunity for repetition
and review of facts, concepts and principles.

COGNITIVE INFORMATION PROCESSING THEORY

Person Contribution
PHENOMENOLOGICAL AND HUMANISTIC THEORIES
Person Contribution

B. Today I learned that

Closure

Congratulations for such a job well done journey on

this lesson! Have you achieved the learning targets?
Before you delve to the next lesson, let’s have a
review.

Always note that, in general, learning can be examined in terms of three major
theories: behaviorism, cognitive development, and phenomenology/humanism. We believe
that change is occurring within the three major camps in psychology. In behaviorism, learning
tends to focus on conditioning or modifying behavior through reinforcement and rewards. In
cognitive psychology, the learning process focuses on student’s developmental stages,
multiple forms of intelligence, problem solving, critical thinking, and creativity. In
phenomenology and humanism, learning deals with the learner’s needs, attitudes, and
feelings. These are the building blocks that shape and influence the thinking of those
responsible for curriculum development and delivery.
Lesson
Historical-Social Foundations of
3 Curriculum

At the end of the session you are expected to:

1. Illustrate the chronological development of curriculum along a

timeline,
2. Describe the enduring contributions made by 19th century
educators, and
3. Explain how social factors such as school and society influence the
curriculum and vice versa.
Introduction
Welcome to Lesson 3 of Module 2, which will tour you around on the
historical foundations of curriculum and how various social factors influence its
development, design, and implementation. You are expected to list persons who
contributed greatly to curriculum development and explain how education evolved to
meet the needs of the society. It’s nice for you to begin the lesson by reactivating your
prior understanding of this topic. Enjoy the activities that are designed for you to
organize your thought on this lesson. As a rule of thumb, have a review on the
objectives at the end of the lesson and self-assess if these targets are met.

Unscramble Me in a
Crossword Puzzle

Fill the vertical and horizontal blocks of the puzzle with list of words that you
will see below. Unscramble the letters before filling it in the boxes. These will serve
as your hints and clues to unravel the words. Let’s go

ACROSS DOWN
1. Csolho 2. Horytis
4. Ienepecerx 3. Edsne
7. Scyieto
5. Ipylophhso
8. Stinructoin
10. Lopeved 6. Ieresntt
11. Tilineme 9. Cuirumculr
12. Rleconefti
Analysis

Guide Questions:

1. Have you unscrambled all the words in the crossword puzzle?

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
2. How do you think these words relate to this lesson, the historical and social
foundation of curriculum?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
3. Where do you think curriculum development is coming from?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
4. How important is it to be acquainted with the historical background of
curriculum?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
5. How will it influence decision-making of stakeholders on the curriculum?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

Abstraction: Let Us Build On!

Curriculum specialists also seek to answer where the curriculum is coming

from. The table below will show us its chronological development. It is believed that
curriculum development started when Franklin Bobbit (1876-1956) wrote the book
“The Curriculum”. Here are the theorists among the many that have made a great
contribution to its development.
HISTORICAL FOUNDATION OF CURRICULUM
Person Contribution
Purpose:
➢ Started the curriculum development movement
➢ Curriculum as a science
➢ Curriculum focuses on student’s needs
➢ Curriculum prepare students for adult life
➢ Clarify objectives

Principles:
➢ Grouping and sequencing objectives with corresponding
Franklin Bobbit activities
(1876-1956) ➢ Clarifying instructional specifications and tasks

Purpose
➢ Like Bobbit, curriculum as a science and emphasis on
students’ needs (and needs assessments)
➢ Bringing theory and practice in curriculum
Principles:
➢ Curriculum process, described as job analysis
➢ Listing objectives and corresponding activities
➢ Verification of objectives through evaluation.
Werret Charters
(1875-1952)
Purpose
➢ School as a social and community experience
➢ Curriculum is child centered purposeful activities
➢ Child-centered curriculum, child development/growth
Principles
➢ Project method, a blend of behaviorism & progressivism
➢ Teacher and student planning, and emphasis on student
planning
➢ Emphasis on pedagogy or instructional activities: creative
projects, social relationships, and small-group instruction
William Kilpatrick
(1871-1965)
Purpose
➢ Education in context with society
➢ Child-centered curriculum that focuses on whole child
➢ Curriculum specialist as an engineer
Principles
➢ Statement of objectives, related learning experiences, and
outcomes
➢ Teachers coordinate instructional activities to implement
curriculum
Harold Rugg
(1886-1960)
Purpose
➢ Relationship of three major components: curriculum,
instruction, and learning
➢ Focus on student needs and interests and organized
around social functions (themes), organized knowledge,
and learner’s interests
Principles
➢ Curriculum as a set of experiences
➢ Curriculum guides as a source of teacher planning
➢ Teachers coordinate instructional activities to implement
Hollis Caswell curriculum
(1901-1989)
Purpose
➢ Curriculum as a science and extension of school’s
philosophy
➢ Clarify purposes (objectives) by studies of learners
➢ Student needs and interests
➢ Relationship between curriculum and instruction
Principles
➢ Curriculum as a rational process
➢ Using objectives to select and organize learning
Ralph W. Tyler experiences
(1902-1994) ➢ Using evaluation to determine outcomes (whether
objectives have been achieved)
➢ Vertical and horizontal relationship of curriculum

Purpose
➢ Contributed to the theoretical and pedagogical
foundations of concepts development and critical
thinking in social studies curriculum
➢ Helped lay the foundation for diverse student population

Hilda Taba
(1947-present)
Purpose
➢ Curriculum organized around needs of society and
students
➢ Wide range of purposes, including cognitive, social,
civic, vocational, aesthetic, and moral
➢ Realistic reform policies and programs
Principles
➢ Reduce student conformity in classroom
John Goodlad ➢ Constant need for school improvement
(1920-2014) ➢ School reforms frequently come and go and add costs to
the system; teacher input is preferred.
➢ Standards and high-stakes tests currently drive school
reform.

Purpose
➢ Education as a means of shaping the person and society
through critical reflection and “conscientization”
Principles
➢ Teachers use questioning and problem-posing approach
to raise students’ consciousness; understanding the
hidden curriculum to raise awareness of social justice.
Paulo Friere
(1921-1997)
Purpose
➢ Broaden the conception of curriculum to enrich the
practice Understand the nature of the educational
Principles
➢ Curriculum as a conversation that involves multiple
disciplines.
William Pinar
(1947-present)
➢ Described how curriculum change is cooperative
endeavor
➢ Teachers and curriculum specialist constitute the
professional core of planners
➢ Significant improvement through group activity

Peter Oliva
(1947-present)

Social Foundations
It is also indispensable to consider the social background of curriculum. The
relationship of social factors such as schools and society influences curriculum
decisions. Hence, curriculum workers must consider and use social foundations to
plan and develop curricula.
Schools and Society
- Society as a source of change
- Schools as agents of change
- Knowledge as an agent of change

SOCIAL FOUNDATIONS OF CURRICULUM

Person Contribution
➢ Considered two fundamental elements—schools and civil
society – to be major topics needing attention and
reconstruction to encourage experimental intelligence and
plurality.

John Dewey
(1859-1952)
➢ Wrote the book Future Shock
➢ Believed that knowledge should prepare students for the
future
➢ Suggested that in the future, might have the resources to
teach prescribed curriculum form home as a result of
technology, not in spite of it. (Home Schooling)
➢ Foresaw schools and students worked creatively,
Alvin Toffler collaboratively, and independent of their age
(1928-2016)

Application: Let’s Apply

A. Story Telling

Make a short story and timeline on how the curriculum developed from a
historical and social point of view. Use the theorists you have learned in this
lesson as the characters and their contributions as the flesh of the story. It needs
not to be lengthy, but just a summary of what you have known so far with this
lesson. You’re free to decide on its title and style. Write also a brief reflection on
its importance to you as a curriculum worker. Happy writing!
B. Today I learned that
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
______________________________________________________________

Closure

Well done! That’s it for the historical and social foundations of curriculum. It
is expected that you gained insights and ideas on this lesson. Remember that
from the beginning, the curriculum has been a dynamic and evolving subject
matter. Many theorists have contributed to this educational area. Its movement
was started by Franklin Bobbit when he first wrote the book “The
Curriculum.” Social factors have also shaped how it is now and influence
curriculum decisions. You are now ready for the next topic. But before that,
self-evaluate if the objectives have been met.

CONGRATULATIONS!!!!!

You may now proceed to the next

lesson.
Lesson
Legal Foundations of Curriculum
4

At the end of the session, you are expected to:

1. Demonstrate understanding on the legal bases of the Philippine

Curriculum;
2. Discuss the legal bases of the Philippine Curriculum;

Introduction
You are now in lesson 4 of module 2! This last lesson will introduce to you
what are the legal bases of the curriculum in the Philippines. Some parts of the
provisions will also be discussed. At the end of the day, you will identify the
significant changes in the legal bases of the curriculum. Enjoy and keep reading!

Breaking the News

Direction:

Discuss briefly the latest news on education that you have heard in the television and
radio by answering the questions in the analysis.

Analysis

Guide Questions:

1. What are the laws/resolutions mentioned?

Abstraction: Let Us Build On!

Legality would mean deriving from or founded on law. The following

are the major laws in which the Philippines is basing its education system and
Philippine educational practices and other legal bases of education

MAJOR LAWS WHICH STIPULATE THE CURRENT PHILIPPINE

EDUCATIONAL SYSTEM

1. 1987 CONSTITUTION
ARTICLE XIV: Education, Science and Technology, Arts, Culture and
Sports
✓ Quality education accessible to all. (Section 1)
✓ Complete, adequate, and integrated relevant education. (2.1.)
✓ Free public education in the elementary and high school level. (2.2.)
✓ Scholarship grants, loans, subsidies and other incentives to deserving
students in both private and public schools. (2.3.)
✓ Non-formal, formal, and indigenous learning systems. (2.4)
✓ Vocational training to adults, disabled and out of school youth. (2.5)
✓ Study of the constitution. (3.1)
✓ Study of values. (3.2.)
e.g. patriotism, nationalism, foster love of humanity, respect for human
rights, appreciation of the role of national heroes in the historical
development of the country, teach the rights and duties of citizenship,
strengthen ethical and spiritual values, etc.
✓ Optional religious instruction in public schools. (3.3.)
✓ Supervision and regulation of all schools. (3.4.)
✓ Control and administration of schools by Filipinos. (3.5)
✓ Exemption from taxes and duties. (3.6.)
✓ Academic freedom in institutions in higher learning. (5.2,3,4.)
✓ Assigning highest budget priority to education. (5.5.)
✓ National language is Filipino. (6.1.)

2. PRESIDENTIAL DECREE NO. 6 – A EDUCATIONAL DEVELOPMENT

DECREE OF 1972

✓ Goals of the Educational system. (2, a – c)

1. To achieve and maintain an accelerating rate of economic development
and social progress.
2. To assure of maximum participation of all the people in the attainment
and enjoyment of the benefits of such growth.
3. To strengthen national consciousness and promote desirable cultural
values in a changing world.

✓ Objectives of the Educational system. (3, a – d)

✓ Ten – year program to attain the objectives. (4, a –
✓ Educational projects to attain objectives. (5, a – g)
a. Management studies by the DEC.
b. Improvement of secondary schools which include services, facilities,
equipments and curriculum.
c. Upgrading and improvement of technical institutions, skill – training
centers and other non-training programs for the out of school youth
and the unemployed.
d. Curriculum and staff development including mathematics and
science teaching.
e. Expansion of agricultural secondary and higher education programs.
f. Textbooks and instructional materials.
g. Assistance and incentives.
✓ Working arrangements.
✓ Financing the whole educational system.

3. BATAS PAMBANSA BLG 232 – “EDUCATION ACT OF 1982”

Goals
1. Achieve and maintain an accelerating rate of economic development and
social progress;
2. Assure the m a x i m u m participation of all people in the
attainment and employment of such growth, and
3. Achieve and strengthen national unity and consciousness and preserve,
develop and promote desirable culture, moral, and spiritual values in a
changing world.
Aims
1. Provide for a broad general education that will assist each individual in the
peculiar ecology of his own society, to:
1.1. attain his potentials as human beings;
1.2. enhance the range and quality of individual and group participation
in the basic functions of society, and
1.3. acquire essential educational foundations of his development into a
productive and versatile citizen.

2. Train the nation’s manpower in the middle – level skills required for
national development.
3. Develop the profession that will provide leadership for the nation in the
advancement of knowledge for improving the quality of human life, and
4. Respond effectively to changing needs and conditions of the nations
through a system educational planning and evaluation.

Rights and Duties of Parents in the Education of Children

1. Rights
1.1. Right to organize themselves and/or with teachers for the discussion
betterment of the school.
1.2. Right to access to any official record concerning the children who are
under their parental responsibility.
1.3. Duty to help carry out the educational objectives in accordance with
national goals.
1.4. Duty to enable their children to obtain elementary education and shall
strive to enable them to obtain secondary or higher education in the
pursuance of the right formation of the youth.
1.5. Duty to cooperate with the school in the implementation of the school
program.

Rights and Duties of Students

1. Rights
1.1. Right to receive, primarily through competent instruction, relevant
quality education in line with national development goals and conducive
to their full development as persons with human dignity.
1.2. Right to freely choose their field of study subject to existing course
therein up to graduation, except in cases of academic deficiency or
disciplinary regulations.
1.3. Right to school guidance and counselling services.
1.4. Right of access to his own school records, the confidentiality of which
the school shall maintain and preserve.
1.5. Right to the issuance of official certificates, diplomas, transcript of
records, grades, transfer credentials, and other similar documents within
thirty days of request.
1.6. Right to publish a school newspaper.
1.7. Right to free expression of opinions and suggestions and to effective
channels of communication.
1.8. Right to form, establish, and join organizations.
1.9. Right to be free from involuntary contributions, except those approve by
their own organizations or societies.
2. Duties
2.1. Duty to exert his utmost to develop his potentialities.
2.2. Duty to uphold the academic integrity of the school.
2.3. Duty to promote the peace and tranquility of the school.
2.4. Duty to participate actively in civic affairs, and in the promotion of the
general welfare.
2.5. Duty to exert his rights responsibly.

4.EXECUTIVE ORDER NO. 117, s. 1987 (REORGANIZATION OF DECS)

The Department shall be responsible for the formulation, planning, implementation,

and coordination of policies, plans, programs and projects in the areas of formal and
non – formal education at all levels: elementary, secondary, higher, technical –
vocational, non
– formal, sports and culture.

5. RA 7722: HIGHER EDUCATION ACT OF 1994

An act creating the Commission on Higher Education.

6. RA 7796: AN ACT CREATING THE TECHNICAL EDUCATION AND

SKILLS DEVELOPMENT AUTHORITY OF 1994

An act creating the Technical Education and Skills Development Authority.

7. RA 9155: AN ACT INSTITUTINGA FRAMEWORK OF GOVERNANCE

FOR BASIC EDUCATION, ESTABLISHING AUTHORITY AND
ACCOUNTABILITY, RENAMING THE DEPARTMENT OF EDUCATION,
CULTURE AND SPORTS AS THE DEPARTMENT OF EDUCATION AND
FOR OTHER PURPOSES

✓ Authored by former senator Tessie Aquino – Oreta.

✓ DECS (Department of Education, Culture and Sports) was renamed DEPEd
(Department of Education).
✓ Governance of Basic Education starts at National level, but it is in the
Regional, Division, District and School level where the policies and
principles are translated into projects, programs, and services developed,
offered to fit local needs.

8. RA 4670: MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS (1966)

COVERAGE: All public-school teachers

ELIGIBILITY:
A. Elementary School Teachers
1. BEED Graduate
2. PBET/LET Passer

B. Secondary School Teachers

1. BSE/ BSEd Graduate/ Bachelor’s Degree
2. 18 units in major subject/ 18 units of professional education subject
3. PBET/LET Passer

Rights of Teachers
1. Right to be informed of the charges in writing.
2. Right to full access to the evidence in the case.
3. Right to defend himself and be defended by a representative of his choice.
4. Right to appeal to clearly designated authorities.
5. Right for a married couple, both of whom are school teachers, to be employed
in the same locality whenever possible.

Hours of Work and Remuneration

1. Enjoy academic freedom in the discharge of professional duties regarding

teaching and classroom methods.
2. Enjoy free physical exam and free medical treatment or hospitalization.
3. Salary scale – gradual progression from a minimum to a maximum salary by
means of regular increments, granted automatically every after three years.
4. Granting of cost of living allowance.
5. Additional compensation for service excess of 6 hours actual classroom
teaching, hardship allowance and automatic retirement promotion.
Leave and Retirement Benefits

1. Study leave (Sabbatical leave) – with pay equivalent to 60% of salary after
seven years of service.
2. Indefinite leave
3. Maternity leave with pay for 60 days.
4. Vacation leave with pay.
5. Enjoy one range salary raise upon retirement, which shall be the basis of the
retirement pay and the monthly benefits thereafter.
Teacher’s Organization
1. Freedom to organize.
2. Prohibition of discrimination against teachers.

PHILIPPINE EDUCATIONAL PRACTICES AND OTHER LEGAL BASES

OF EDUCATION
Act No. 74
January 1, 1901
✓ Laid the foundations of Philippine public-school system and made English as
the language of instruction.
✓ Established in the Philippine Normal School and Trade school in Manila, and
an Agricultural school in Negros.

RA 7168
December 26, 1991
✓ Converted the Philippine Normal School into a University.

RA 6655
✓ Also known as the Free Public Secondary Education Act of 1988.
✓ Public secondary schools were nationalized and they were reclassified by
source of funding and curriculum type.

DECS ORDER NO. 38, s. 1994

✓ NSAT is required for all senior high school students.

PD 603
✓ Required that every school division should organize special classes for children
with special needs.

RA 5250 (1966)
✓ Provided a ten – year teacher education program in Special education for the
teaching of the gifted, mentally – retarded and those with behaviour problems.
✓ Only two schools offered undergraduate in SPEd: UP COEd and CEU.

RA 7686
✓ Being paid in OJTs in private industries.

RA 7687
✓ Scholarship programs for careers in science and technology.

PD 1006
September 22, 1976
✓ Considered teachers as professionals and teaching promulgated as a profession.
✓ Teachers need to pass the PBET before they could teach, whether in private or
public school.

PD 146
✓ Required all high school graduates seeking admissions to post – secondary
degrees necessitating a minimum of four years study to pass a national entrance
examination.

RA 7731
✓ Abolished the NCEE to give the marginalized sector greater access to college
education.

RA 7743
✓ Created the Center of Excellence in Teacher Education.

RA 7791
✓ Stretched the school year from 185 – 200 days.

RA 1265
✓ Made the observance of the flag ceremony compulsory,

RA 7836
✓ An act professionalizing the teaching profession.
✓ Established the Licensure Examinations for Teachers.

RA 10157
✓ Kindergarten Education Act
✓ Provides the inclusion of the Kindergarten level into the basic education
program. It is a must that children must undergo kinder before entering grade 1.

Senate Bill 3286: Enhanced Basic Education Act of 2012

✓ An addition of two years in the basic education.

Source: Retrieved July 2020 from https://www.slideshare.net/kitpineda221/legal-

bases-of-the-education-system-21443065

Application: Let’s Apply

A. Completing the concepts

Using the table below, track down the changes/contributions in the curriculum by
providing the year, legal bases and the significant changes/contributions brought
about by the laws/resolutions. Elaborate how did it change or help the education
setting of the Philippines.

Year Legal Basis Significant changes/

Contributions

B. Today I learned that

Closure

CONGRATULATIONS!!!!!
Congratulations you have completed the Lesson 4 of
Module 2. It is expected that you have gained insights on
what are the legal bases of the curriculum in the Philippines.
You are now ready to move to Module 3 of this course
which would discuss the phases and process of curriculum
development. Keep up the good work!
Module Summary

The module was designed to provide you background information on foundations of

curriculum such as philosophical, psychological, historical-social and legal
foundations. The activities provided allowed a deeper understanding on how each
foundation influence the development of curriculum. It emphasized on how education
evolves to meet the needs of the society. Concepts that were discussed help
curriculum teachers, supervisors and curriculum developers perform educational
responsibilities.

References
Bilbao, P. P., Corpuz, B. B., & Dayagbil, F. (2015). Curriculum Development for
Teachers. Quezon City, Philippines: Lorimar Publishing.
Ornstein, A. C., & Hunkins, F. P. (2017). Curriculum: Foundations, Principles, and
Issues. Vivar, Malaysia: Pearson Education Limited.
Pineda, K. (2013, May 19). Legal bases of the education system. Retrieved from
Slideshare.net: https://www.slideshare.net/kitpineda221/legal-bases-of-the-
education-system-21443065
Module 3

Module Overview

Phases and Process of

Curriculum Development
“The main hope of its nation lies in the proper education of its youth.”
– Erasmus

In this Module

A. Curriculum Planning
B. Curriculum Design and Organization
1. Approaches in curriculum designing
2. Types of curriculum design
3. Elements of designing
4. Components of curriculum design
C. Curriculum Implementation
1. Models of implementation
2. Change processes
3. Institutionalization
D. Curriculum Evaluation
1. Reasons for evaluation
2. Types of evaluation
3. Evaluation model
E. Curriculum Innovation
1. Models and Levels of Curriculum Innovation
The curriculum development process follows systematic ways of organizing
content, strategies, and assessment, taking into consideration the learners. Each
component that will be discussed later shows how one element is related to the other
component. It is apparent that steps are clearly defined and can be treated as separate
but sometimes may overlap and occur concurrently during the implementation. To
effectively craft the curriculum following the process, curriculum designers must
conduct a needs assessment of the target audience, involve the curriculum
implementers, train teachers, and regularly monitor and evaluate the implementation
of the curriculum for continual improvement.

At the completion of the module, you are expected to:

• Explain the phases and process of curriculum development, taking into

consideration the relationship of one element to the other component.
• Analyze a sample curriculum map in the tertiary department using a specific
standard.

Are you ready? Then start the lesson now!

Lesson
Curriculum Planning
1

At the end of the session, you are expected to:

• Define curriculum planning as a continuous process.
• Identify the levels of curriculum planning in the context of learning
experiences
• Identify the elements of curriculum development necessary in establishing an
effective curriculum.

Introduction
Before we start with our discussion in curriculum planning, it is important that
we know and understand a few terms in the field of curriculum. Working knowledge
of these terms is essential for effective participation in curriculum planning activities.
In this topic, we will try to evolve a definition of curriculum planning, tackle
its levels and dimensions, and discuss the elements of curriculum development.
Hopefully, we will be able to apply the elements of curriculum planning in crafting
learning outcomes that are aligned with specific learning competencies

Acrostics

Direction: Write a descriptor with which you are familiar that starts with each
of the letter of the words Curriculum Planning.

C
U
R
R
I
C
U
L
U
M

P
L
A
N
N
I
N
G

Analysis

Guide Questions
1. How did you choose the descriptors in each letter of the words Curriculum
Planning?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
2. Based on the descriptors, what is your understanding about curriculum
planning?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
3. Do you agree that curriculum planning is not an easy task? Why?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

ABSTRACTION

A. Definition of Curriculum Planning

We must acquaint ourselves with a few terms in the field of curriculum.

Working knowledge of these terms is not only part of studying curriculum, but also
essential for active participation in curriculum planning activities. As our immediate
concern is curriculum planning, we shall attempt to evolve a definition of this term at
the outset. What does curriculum planning involve? Curriculum planning is a complex
activity involving the interplay of ideas from the curriculum field and other related
disciplines. However, the ultimate purpose of
curriculum planning is to describe
Curriculum Curriculum plans that define
the learning opportunities planning is concepts or ideas without
ultimately considering action are
available to students. concerned with incomplete since the learning
the experiences must eventually involve applying
of learners the things learned

Curriculum planning typically Curriculum

involves decisions about some planning
combinations of areas and involves
issues since it is challenging to decisions about
Curriculum planning thus involves many consider any one of these in both content
isolation. and process
groups of people and levels of operation
and is a continuous process
•Curriculum planning is a continuous
Curriculum
process in which participants contribute planning Curriculum planning is not the
to making decisions about: involves sole responsibility or privilege of
decisions about any group. It is, in essence, a
a variety of product of team-work.
1.the purposes of learning issues/topics
2.how that purpose might be carried out
through teaching-learning situations
3.whether the purpose identified, and
the means selected are both
appropriate and effective.
B. Levels of Curriculum Planning

One of the most important professional activities in education is the planning

of learning. This is essential since it largely determines the day-to-day life of the
learner. There are several situations that are involved in the planning of learning
experiences. They represent curriculum planning activities at:

The National Level

• involves scholars of some discipline from various institutions across the

country

The State Level

• involves the establishment of a committee (group of educators (teachers,

principals, curriculum coordinators, etc.) under the Education
Department
• the task of the Committee is to recommend what ought to constitute the
overall program across the nation

The Building Level

• deals with a group of parents, teachers, administrators, counsellors and

students from a particular institution
• the group works on the basis that a student’s encounter with personal and
social experiences is as important as with those experiences gathered
from the academic activities

The Teacher Team Level

• deals with a group of teachers representing different subject areas who

come together to develop a unit
• type of activity that is known as inter-disciplinary curriculum planning
since it involves contributions from various subjects or disciplines of
knowledge

The Individual Teacher Level

• a teacher tries to take a decision about learning objectives—what the
teacher would like a group of students to learn about a particular subject

Cooperative Curriculum Planning Level

• the teacher and learners work together to decide any combination of the
‘what, how, who were, and when’ questions regarding the unit they are
working on

B. Elements of Curriculum Planning

According to Herrick and Tyler, the following are the components and
elements of curriculum development: Situational Analysis, Formulation of Objectives,
Selection of Content, Strategies and Methods of Teaching, and Evaluation.
• analysis of different conditions such as emotional, political, cultural,
religious and geographical condition of a country
• helps curriculum planners in the selection of objectives, selection of
Situational Analysis
organization of learning materials and in suggesting appropriate
evaluation procedure

• the following are the four main factors for formulating the objectives of
Formulation education: A. Socierty; B. Knowledge; C. Leaner; D. Learning Process
of Objectives

• one of the important elements in curriculum development

• consider the following factors in the selection of subject matter:
• available sources and resources
• demand of the society
• international needs
• level or age of the learner
Selection of Content • methods of content organization
• number of courses offered
• quantity and qualification of teaching staff
• scope of subject matter
• system of examination
• types of society and culture

• these are adopted by the teachers during instruction and learning

Strategies and
experiences
Method of Teaching

• a broader term being used to make judgment about the worth and
Evaluation
effectiveness of the curriculum.

Application

A. Direction: Using the matrix below, write at least three critical questions to ask
in the doing the following curriculum planning activities:

Curriculum Planning Activities Critical Questions

The National Level

The State level

The Building Level

The Teacher Team Level

The Individual Teacher Level

The Cooperative Curriculum

Planning level

B. Today I learned that

Congrats! You’ve reached the end of this lesson! Great job!

CURRICULUM DESIGN AND ORGANIZATION

Lesson
Approaches in Curriculum Designing
1

At the end of the session, you are expected to:

1. Describe common approaches in curriculum designing as a guide to planning
for instruction.
2. Determine ways to utilize the different approaches in the classroom vis-à-vis
its principles and characteristics.

Introduction
It has been said that curriculum design is a means for teachers to plan for
instruction. It provides guidance on what will be done, who will do it and what
schedule to follow. Teachers have the option to choose from among the common
approaches to utilize.

In this lesson, you will be provided with information on the different approaches
in curriculum designing as well as its principles and characteristics. Varied activities
are also outlined for you to learn.

Minute Talk
Direction: You may choose a partner and please read the following situations below.
Discuss with your partner on how the school facilitated the learning of their students.

School A mentions that each

child is considered important
and each capacity is respected.

School X mentions that curricular School B shares that activities for

and co-curricular activities in the every learner are differentiated
school ae anchored on the theory according to student’s abilities,
of multiple intelligences. interests and needs.

School F believes that all activities School D shares that there is a

should start with a subject matter need to develop every learner to
as a means of identifying problems be independent.
of living.
Analysis : Let us Analyze

1. What does the word “curriculum design “mean” as used in the

situations given above?
_____________________________________________________
_____________________________________________________
_________________________________________________
2. What common understanding do you have in curriculum design?
_____________________________________________________
_____________________________________________________
_________________________________________________
3. How does your understanding of curriculum design influence
your instructional plan?
_____________________________________________________
_____________________________________________________
_________________________________________________

Abstraction: Let Us Build on!

Approaches in Curriculum Designing

Curriculum design is a purposeful, deliberate and systematic organization of

teaching and learning activities. Each approach follows specific context and
characteristics. There are three basic approaches in curriculum designing.

Please refer to the matrix below for the description of each approach.

APPROACHES IN CURRICULUM DESIGNING

Learner-Centered Subject-Centered Problem-Centered
Approach Approach Approach
• Child is the center • Separate distinct • Assumes that in
of the educational subjects for every the process of
process. educational level: living, children
• Curriculum is basic education, experience
constructed based higher education problems.
on the needs, or vocational- • Problem solving
interest, purposes technical enables the
and abilities of the education. learners to become
learners. increasingly able
to achieve
• Built upon the complete or total
learners’ development as
knowledge, skills, individuals.
previous learnings
and potential.

For a deeper understanding of the three approaches let us examine the principles and
characteristics of each curriculum design approach.

B. PRINCIPLES OF CHILD-CENTERED
CURRICULUM DESIGN 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
4. Consider using differentiated instruction or teaching
5. Provide a motivating supportive learning environment for all
the learner

A. PRINCIPLES OF PROBLEM-
CENTERED CURRICULUM DESIGN
APPROACH

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. Teachers role is to dispense the content.

C. PRINCIPLES OF SUBJECT-
CENTERED CURRICULUM DESIGN
APPROACH

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.
You work with your partner and do the following:

Do this: Surf the internet and look for an example of a curriculum that is problem-
centered, subject-centered and learner-centered. Discuss on the advantages and
disadvantages of each curriculum design approach.

Application: Let’s Apply

A. Using the table below indicate how you can utilize the different approaches in
the classroom.
Curriculum Design What I will do to utilize the approach in the
Approach classroom
1. Child-Centered
Curriculum Design
Approach

2. Subject-Centered
Curriculum Design
Approach

3. Problem-Centered
Curriculum Design
Approach

B. Today I learned that

Closure

CONGRATULATIONS!!!!!

You may now proceed to the next

lesson.
Lesson
Types of Curriculum Design
2

At the end of the session, you are expected to:

1. Compare and contrast the different types of curriculum design in terms of its
focus and direction.
2. Determine the application of the different curriculum approaches in the
classroom setting.

Introduction

For a teacher to develop better learning activities to accomplish an outcome

requires a specific curriculum approach. The approach chosen will guide the teacher
of the instructional delivery. It will assist in determining the structure of the learning
environment and arrangement of the teaching and learning activities. In this lesson,
you will be introduced to the different types of curriculum design as well as its nature
and direction.

Picture Analysis

Guide Question:

1. What is being shown in the picture?

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

2. How are the activities arranged by the teacher?

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

3. Which of those activities enable students to develop their skills and abilities?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

Analysis: Let us Analyze

1. What does your answer to the activity above tell about your concept of
curriculum design?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

2. How do you feel upon knowing your perspective about curriculum design?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

3. Which of the pictures describe above are classified as the subject-centered

design, learner-centered design and problem-centered design? Why?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Abstraction: Let Us Build On!

The organization and arrangement of a curriculum is always dependent upon

the curriculum design model adapted by the writer. Schools then have the option to
select which curriculum model to follow for the institution. The types of curriculum
models are categorized into three. What are those?

Types of Curriculum Models Description

Subject Centered Design ➢ Curriculum is divided into subject
areas
➢ Activities are arranged according
to a particular subject
➢ Focus on the content of the
curriculum
➢ Strong emphasis is placed on
instruction
➢ Direct strategies are used
➢ Activities are around acquisition
and memorization of facts
Learner –Centered Design ➢ Learner is the center of the
educative process
➢ Focus on the needs and interest of
the learners
➢ Activities allows the development
of skills and talents of learners
➢ Aim to develop the independence
of the learner
➢ Teacher acts as the facilitator of
learning
Problem-Centered Design ➢ Organized using social problems,
needs, interests and abilities of
learners.
➢ Allows the development of
problem solving skills, judgement
and decision making
➢ Encourage students to think in a
deeper context
➢ Enhance logical reasoning of
learners
➢ Allows the teamwork and
collaboration
➢ Strengthen motivation and
engagement of learners
Form groups of three members each and do the following:

a. Examine the words subject-centered design, learner-centered design and

problem-centered design and illustrate each design through drawing.

Subject-Centered Learner-Centered Problem-Centered

b. Discuss why you think the drawing is associated with each design.

Application

A. Using the matrix below, do the following:

1. Choose at least two subjects you were enrolled last first semester SY 2019-
2020.
2. As far as you can recall, list down all the learning activities done in the chosen
classes.
3. Indicate the types of design that each learning activity can address.

Learning Activity Types of Design

1.
2.
3.
4.
5.
6.
7.
8.
B. Today I learned that
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

Closure
.

Congratulations!!!! Well done.

You may now proceed to the next lesson
Lesson
Elements of Designing
3

At the end of the lesson you are expected to :

1. Describe the important elements of a curriculum design as applied in a daily

lesson plan.
2. Critique a sample lesson plan vis-à-vis the elements of curriculum design.

Introduction
Crafting an instructional curriculum is not an easy task. It calls for making a
decision on what content, teaching-learning activities, and assessment will a
curriculum include. This is so because instruction changes at different levels. But it
can be effective if there is an available and well-defined content that is easy to
understand.

In this topic, you will be introduced to a lesson plan as a miniscule curriculum.

The different elements will be described to give you direction and a better
understanding of the concept.

THINK-PAIR-SHARE

THINK

What do you think is the most important element in designing a lesson plan? Explain
why in the space below.

PAIR
Look for a partner and start a discussion on what is the most important part of a lesson
plan. Combine your ideas and summarize your discussion below.

Share with the class the most important part of the paired discussion. List below the
three most important points you would like to share.

Answer briefly

1. What did you understand about a lesson plan as discussed above?

2. Based on the discussion, what is the most important part of a lesson plan?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

3. What do you think is the use of a lesson plan in the teaching learning process?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Abstraction: Let Us Build On!

A lesson plan can be labelled as a miniscule curriculum thus, designing it includes

several elements:

What are those?

Elements Description
Intended Learning Outcomes ✓ Something to be accomplished
after a particular session
✓ Should follow SMART: Specific,
Measurable, Attainable, Result
Oriented and Time-bounded
✓ State based on what students can
do
✓ Include cognitive, performance
and affective outcomes
Content/Subject Matter ✓ Topics to be covered in a session
✓ Relevant to the outcomes
✓ Appropriate to the level of the
lesson
✓ Reflect current knowledge and
concepts
References ✓ Books, modules or any print used
as sources of information for a
topic
✓ Includes the author, copyright,
publishing company and others
Teaching and learning Strategies ✓ Activities where the learners
derive experiences.
✓ Must allow interaction,
communication and collaboration
as well as independent learning
✓ Use of varied strategies to
accommodate all types of learners
✓ Utilize cooperative learning
activities to allow teamwork and
collaboration
Assessment/Evaluation ✓ Feedback by the teacher about the
performance of the students
✓ Provide an information whether
or not the outcomes are met.
To sum up there are four major components of a course design. This includes
Intended Outcomes/Objectives; Content/Subject Matter; Methods/Strategies; and
Evaluation/Assessment. All these are necessary for an effective teaching learning
process.

However for a better understanding of curriculum design let us take a look at

the sayings shared by Peter Oliva. Please refer to the box below

Peter Oliva’s 10 Axioms for Curriculum Designers

1. Curriculum change is inevitable, necessary and desirable.

2. Curriculum is a product of its time
3. Curriculum changes made earlier can exist concurrently with newer curriculum
changes
4. Curriculum change depends on people who will implement the change
5. Curriculum development is a cooperative group activity
6. Curriculum development is a decision-making process made from choices of
alternatives
7. Curriculum development is an on-going process
8. Curriculum development is more effective if it is a comprehensive process rather
than a “piecemeal”
9. Curriculum development is more effective when it follows a systematic process
10. Curriculum starts from where the curriculum is.

Exit tickets:

Based on the discussion we have today, what is your understanding of the following:
Provide a brief answer.
Syllabus Lesson Plan Objectives/Outcomes
____________________________ ____________________________ ____________________________
____________________________ ____________________________ ____________________________
____________________________ ____________________________ ____________________________
____________________________ ____________________________ ____________________________
____________________________ ____________________________ ____________________________
____________________________ ____________________________ ____________________________
____________________________ ____________________________ ____________________________
____________________________ ____________________________ ____________________________
____________________________ ____________________________ ____________________________
____________________________ ____________________________ ____________________________

Subject Matter Teaching and Learning Methods Assessment and Evaluation

Components of the Copy from the Yes/No Revise Statements

lesson Plan Lesson Plan

D. Today I learned that

Closure

Congratulations you made it

through!!!!!

You may now proceed to lesson 4.

Lesson Components of a Curriculum Design
4

At the end of the lesson you are expected to:

1. Distinguish between horizontal alignment and vertical alignment in designing

a curriculum.
2. Analyze and explain a sample curriculum map using the structure discussed as
the benchmark.

Introduction
It is noted that a lesson plan tells about in detail what and how a teacher
intends to teach a lesson on a day-to day basis. But a curriculum map provides a
teacher a plan in diagram form on what will happen for the entire school year. In this
lesson you will be introduced to curriculum mapping and its organization.

K-W-H-L

What do you think you know about a curriculum map? After completing the KWH,
find a partner and share your answer.

K W H L
What I know or What I want to How I can learn this What I learned
think I know learn
Analysis: Let us Analyze

1. What do you feel after discussing your answer with your partner
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

2. Are your answers the same? Or not?

3. As a teacher, how are you going to utilize the curriculum map in the teaching
learning process?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

Abstraction: Let us build on

A curriculum must be reviewed and evaluated regularly. This is to ensure that

competencies identified are aligned with the regulatory standards. Curriculum
mapping model is based on Dr. Heidi Hayes Jacobs’s work (1997, 2004, 2006, 2008,
2010) which addresses the need to create various models that focuses on the
recommendations and requisites that affect students’ learning and teaching
environments.

How is it defined?
Curriculum Mapping

➢ Process of organizing core skills, competencies, contents, learning experiences

and assessment used for each course.
➢ An activity involving teachers and stakeholders utilizing appropriate
strategies.
➢ Utilizes diagram to correct misalignments and redundancy and improve
overall coherence of a course of study.
➢ Provides the visual that presents the timeline, sequence and articulation of
content and other important details.

What are the processes involved?

Curriculum Mapping Process

Determine subject
Indicate the Write the learning
Make a matrix areas to be
timeline outcomes
covered

Review the map Identify teaching

List the applicable
and revise based learning methods
assessment tasks
on the suggestions and activities

How is it mapped?

Curriculum mapping can either be:

1. Horizontal alignment or a pacing guide allows teacher teachers teaching the

same subject in a particular grade level to use the same timeline and
accomplish the same learning outcomes.

2. Vertical alignment is strategy used to ensure that no overlapping will happen

in the process of writing the curriculum. It builds concepts and skills from
simple to more complex ones.

3. Subject-area alignment is a technique used to ensure coherence within a

subject area for example Mathematics, Science must be aligned within and
across year level.

4. Interdisciplinary alignment is a strategy used to ensure that content is coherent

across multiple subject areas and may be aligned both within and across year
level. It usually emphasize on essential skills needed by students to succeed in
a particular academic course. For example vocabulary can also be taught in
other subjects not only in English courses.

Fill out the last column of the table indicating what you have learned after the
discussion.

K W H L
What I know or What I want to How I can learn What I learned
think I know learn this

A. Application
B.

What to do:

• Using the sample curriculum map for Bachelor of Secondary Education

particularly for the Professional Education Courses.
• Analyze and answer the questions below:
1. What is the meaning of Practiced for subject Technology for Teaching and
learning 1 and PO2?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
2. What is the interpretation of Demonstrated for subject Teaching Internship
and PO7?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
3. What is your understanding of introduced for subject Facilitating learning-
centered teaching and PO1?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

Sample Curriculum Map

CURRICULUM MAP OF PROGRAM OUTCOMES

Bachelor of Secondary Education major in Mathematics

Legends: I – Introduced Concepts/Principle P – Practiced with Supervision D – Demonstrated
Course Title Program Outcomes
PO1 PO2 PO3 PO4 PO5 PO PO7
6
Child & Adolescent Learners & Learning Principles I
The Teacher & Community, School Culture & Organizational I
Leadership
Facilitating Learning-Centered Teaching I P
Technology for Teaching and Learning 1 I P P
Foundation of Special & Inclusive Education I
Building & Enhancing Literacy Skills Across Curriculum I
Assessment of Learning 1 I P P
The Teaching Profession I
Assessment of Learning 2 I P
The Teacher and the School Curriculum I P P
Field Study 1 D D D D D D D

Field Study 2 D D D D D D D

Teaching Internship D D D D D D D

Sample Program Outcomes

Program Outcomes:

1. Exhibit competence in mathematical concepts and procedures to perform tasks

systematically, intellectually, morally, and ethically.
2. Exhibit proficiency in relating mathematics within and/or across curriculum
teaching areas to systematically create new and worthwhile ideas.
3. Manifest meaningful, comprehensive, and relevant pedagogical content
knowledge (PCK) of mathematics to develop critical and creative thinking,
and/or other higher order thinking skills.
4. Demonstrate competence in designing, constructing, selecting, and utilizing
different forms of assessment strategies in mathematics to make useful
contribution when needed.
5. Demonstrate proficiency in problem-solving by working positively and
ethically with others in solving and creating routine and non-routine problems
with different levels of complexity.
6. Demonstrate ability to use effectively appropriate approaches, methods, and
techniques in teaching mathematics including responsible use of technological
tools and crafting of messages to address learning goals.
7. Manifest continuous appreciation of mathematics as an opportunity for
creative work, moments of discovery, and gaining insights of the world to
enhance one’s performance and productivity.

C. Today I learned that

Closure

Congratulations! Well done.

You may now proceed to the next
module!
Curriculum Implementation

Lesson Models of Implementation

At the end of the session you are expected to:

• Analyze the models of curriculum implementation in the context of

curriculum change
• Discuss the three-stage process of educational change.

Introduction
Curriculum implementation means putting into practice the written curriculum
that has been designed in the 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 the same learners to function effectively in society.
(SADC MoE, Africa 2000) You will now see some of the commonly practiced
models.

Read the given notes about the models of implementation. Fill in the PMI
Chart. Write what you think are the advantages of each model under Plus, and
its disadvantages under Minus. If you find something interesting in the model,
write it under interesting.

Models of Implementation
1. Overcoming Resistance to Change Model - This model rests on the
assumption that the success of curriculum implementation primarily depends
on the impact the developer can make on the consumers, i.e., teachers,
students and the society in general. While addressing the persons within the
system, we should remember that to get the desired result the subordinates
should be motivated rather than ordered
2. Leadership-Obstacle Course (LOC) Model. This model treats staff
resistance to change as problematic and proposes that we should collect data to
determine the extent and nature of the resistance.
3. Linkage Model – This model recognizes that there are innovators in
research and development centers, universities, etc. Educators in the field,
however, find some of their attempts at innovations that are inappropriate for
solving the problems. What is therefore needed is a match between the
problems and innovations-the establishment of linkages. This model foresees
two systems: user system and resource system. There has to be a link between
these two systems.

4. The Rand Model is based on the assumption that the success of the
implementation of new program depends on: the characteristics of the
proposed change; competencies of the teaching and administrative staff; the
support of the local community; and the school organizational structure

4. Organizational Development Model – This model is an information-

processing change strategy that enables the system to improve its
operations and the quality of interactions among its members to facilitate
the introduction of change.This model improves the organization’s
problem solving and renewal process and its emphasis on teamwork and
organizational culture.
Analysis: Let us Analyze

1. In the ORC Model, what should be addressed to make curriculum

implementation successful?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
2. What conditions must exist for the Leadership Obstacle Course Model to
prosper?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
3. The Linkage Model foresees two systems: user system and resource system.
There has to be a link between these two systems. Describe the link between
the user system and the resource system.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

4. What are some implications in the use of the Rand Model?

Abstraction: Let us build on

Models of Implementation
• The implementation of the curriculum is more than delivering new materials
for courses. It requires an understanding of the purpose of the program, the
roles people will play, and those affected. This process needs to be planned,
but not rigid. It requires constant fine-tuning. It requires a community of trust.
• Let us remember that curriculum implementation is a process of change, and
every such process will have some resistance to offer initially. To understand
the models presented earlier, let us emphasize the following points of each
model:

1. (Overcoming Resistance to Change) rests on the assumption that the success

or failure of planned organizational change basically depends on the leaders’
ability to overcome staff resistance to change.
1. LOC (Leadership Obstacle Course) eextends the ORC model and puts
emphasis on the gathering of data to determine the extent and nature of the
resistance in order to deal with it appropriately.
2. Linkage Model involves a cycle of diagnosis, search, retrieval, formulation of
solution, dissemination and evaluation.
3. The Rand Change Agent (RCA) model suggests that organizational dynamics
seem to be the chief barriers to change.
4. Organizational Model’s emphasis on teamwork and organizational culture.
Curriculum implementation is ongoing and interactive

All these models suggest that the educational change is a three-stage process. Write a
sentence to capture the idea for each stage.
1. Initiating the change
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
2. incorporating the change
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
3. implementing the change
_______________________________________________________________
_______________________________________________________________

Application

1. Describe how you would use each of the curriculum implementation models
presented in the readings to facilitate curriculum change.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

2. Which of the curriculum implementation models presented in the readings is

the most consistent with your way of thinking? Why?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

3. Today I learned that

Closure

Congratulations! Well done.

You may now proceed to the next
module!
Lesson Change Processes
2

At the end of the session you are expected to:

• Analyze what is change process in curriculum implementation
• Explain the phases of the change process

Introduction
Curriculum change is a learning process for teachers and for their schools.
Good understanding of change and a clear conception of the curriculum are necessary
conditions for improved implementation of the new curriculum into practice (Pasi
Sahlberg).
The field of education is as dynamic as the changes in the environment and
society. From the traditional practices, it has to keep pace with the fast-changing
world. The emerging innovative pedagogies and technologies have challenged schools
to introduce innovations in their institutions. Changes are inevitable.
Change occurs in three phases over time (Fullan, 2007; Miles et al., 1987).
In your succeeding activities, you will come to understand and appreciate
implementing the designed curriculum as a change process.

Recall your experiences in your schools (senior high school or higher education
school). What changes did you experience in your curriculum?

Figure out where your answers will be in the given table.

IMPLEMENTATION INSTITUTIONALIZATION
INITIATION

Analysis: Let us Analyze

1. What made you decide to place your answers in a particular column?

4. What resources were made available by your school to support the initiation
and implementation?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Abstraction: Let us build on

Your previous activity showed you the three phases of curriculum change. They are as
follows:

Initiation Implementation Institutionalization

Figure: The three overlapping phases of the change process (Miles et al.,1987)
1. INITIATION - is the first phase of the change process. In most cases, those
facilitating and leading change pay close attention to launching the innovation
because they recognize that how well something begins affects how it ends.
Yet launching an initiative is only the beginning. While initiation deserves
considerable emphasis, leaders plan for all three phases simultaneously.

The initiation phase is about deciding to embark on innovation, and of

developing commitment towards the process. The key activities in the
initiation phase are the decision to start, and a review of the school's current
state as regards the particular change. Matthew Miles (1986) made an analysis
of the various stages of school improvement. This is a list of factors that
Miles believes make for successful initiation:

• the innovation should be tied to a local agenda and high profile local need
• a clear, well-structured approach to change
• an active advocate or champion who understands the innovation and supports
it
• active initiation to start the innovation (top-down is OK under certain
conditions)
• good quality innovation.

2. IMPLEMENTATION - is the second phase of the change process. Once the

vision of institutionalization is clear and consistent, leaders concentrate on
what is needed to put the innovation into practice by planning for and
supporting
implementation.

Implementation is the phase of the process that has received the most
attention. It is the phase of attempted use of the innovation. The key activities
occurring during implementation are the carrying out of action plans, the
developing and sustaining of commitment, the checking of progress and
overcoming problems. The key factors making for success at this stage,
according to Miles (1986), are:
• clear responsibility for orchestration/co-ordination (head, coordinator,
external consultant)
• shared control over implementation (top-down is not OK); good cross-
hierarchical work and relations; empowerment of both individuals and
the school
• mix of pressure, insistence on `doing it right', and support
• adequate and sustained staff development and in-service training
• rewards for teachers early in the process (empowerment, collegiality,
meeting needs, classroom help, load reduction, supply cover, expenses,
resources).

3. INSTITUTIONALIZATION - occurs when the innovation becomes routine

practice in its frequency, consistency, accuracy, and results. Members of the
organization use the change at least at the routine level of use and have
resolved
major issues related to its implementation, such as resources, time, materials,
and so on.
Institutionalization is the phase when innovation and change stop being
regarded as something new and become part of the school's usual way of
doing things. The move from implementation to institutionalization often
involves the transformation of a pilot project, to a school-wide initiative,
often without the advantage of the previously available funding. Key
activities at this stage according to Miles (1986) are:
• an emphasis on `embedding' the change within the school's structures, its
organization and resources
• the elimination of competing or contradictory practices
• strong and purposeful links to other change efforts, the curriculum and
classroom teaching
• widespread use in the school and local area
• an adequate bank of local facilitators, (e.g., advisory teachers) for skills
training.

Adapted from: Fullan, M. (2007). The new meaning of educational change

(4th ed.). New York, NY: Teachers College Press.

Categories of Curriculum Change

McNeil in 1990 categorizes curriculum change as follows:
1. Substitution – The current curriculum will be replaced or substituted by a
new one.
Example: Changing an old book to a new one
2. Alteration – There is a minor change to the existing curriculum.
Example: Use a graphing calculator to replace a graphing paper
3. Restructuring – It would mean major change or modification in the
school system, degree program or educational system.
Example: Using an integrated curriculum for the school for K to 12
requires the elementary and secondary levels to work as a team
4. Perturbations – These are changes that are disruptive, but teachers have
to adjust to them within a short period of time.
Example: The principal approves of the time schedule because there is a
need to catch up with the national testing time, the teacher has to shorten
schedule to accommodate unplanned extra-curricular activities.
5. Value Orientation – This category will respond to shift in the emphasis
that the teacher provides which are not within the mission or vision of the
school or vise versa.
Example: When new teachers who are recruited in sectarian schools, give
emphasis only on academics and forget the formation of values or faith.
These teachers need a curriculum value orientation.

Application

A. Answer the given questions.

1. What would be your response to curriculum implementation as a part of
curriculum change?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
2. What are the challenges of curriculum implementation?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
3. How will the institution be able to sustain the change over time?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
B. Give your own examples applying the different categories of curriculum
change.
1. Substitution
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

2. Alteration
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
3. Restructuring
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
4. Perturbations
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
5. Value Orientation
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

Today I learned that

Closure

Congratulations! Well done.

You may now proceed to the next
lesson!
CURRICULUM EVALUATION

Lesson
Reasons for Evaluation
1

1. Acquire clear understanding of what is curriculum evaluation.

2. Explain the need to evaluate the curriculum.

Introduction

Evaluation, in the context of education, is not merely about the students’

evaluation of learning, development, and achievement but also the assessment of
different aspects of the curriculum. Curriculum evaluation aims to examine the impact
of implemented curriculum on students’ learning achievement.

In this lesson, you will learn the basic concepts and reasons for curriculum
evaluation. Illustrations and activities are also provided for you to better learn the
concepts.

Empty Outlines

Direction: Look for a partner and complete the empty outline below. Share your
answer with partner.
For me, curriculum evaluation means:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Analysis : Let us Analyze

Guide Questions:

1. What common understanding do you have about curriculum evaluation?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
____________________________________________________________
2. Do you agree that curriculum evaluation is important? Why?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
____________________________________________________________
3. How does your understanding about curriculum evaluation influence your
assessment plan?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
____________________________________________________________

Abstraction: Let Us Build on!

Curriculum Evaluation: A Process and a Tool

In any educational system, curriculum evaluation is necessary because it

provides the basis for curriculum policy decisions, feedback on continuous curriculum
adjustments and processes. A regular evaluation of any curriculum will ensure that the
written and delivered curriculum has the desired effect on the students' achievements.

But what is really meant of curriculum evaluation? Below are just some of the
definitions of the curriculum evaluation.

Curriculum Evaluation This is a method Evaluation is to

evaluation is a answers two of identifying, identify the
process done to questions: collecting, and weaknesses and
gather data that presenting strengths as well
enables one to 1. Do planned
relevant as problems
decide whether learning information for encountered in
to accept, opportunities, the evaluation the
change, programs,
of alternatives implementation,
eliminate the courses and
to modify or to improve the
whole activities as
eliminate the curriculum
curriculum of a developed and
curriculum. development
textbook organized
process. It is to
actually
determine the
produced
effectiveness of
desired results?
and the returns
2. How can a on allocated
curriculum best finance.
improved?

Ornstein, A. & Gay, L. (1985)

Based on the analysis of the diverse meanings and definitions of curriculum

evaluation, it reveals that it is both a process and a tool. Evaluation is
a process because it follows a procedure based on models and frameworks to get to
the desired results. On the other hand, it is a tool because it will help teachers and
program implementers to judge the worth or merit of the program and innovation or
curricular change. It is both a process and a tool because the results of the evaluation
will be the basis to improve the curriculum.

Reasons for Evaluation

The desire to review the curriculum emerges because it is important for both
the instructors and students to assess to what degree their existing curriculum and
its implementation have generated meaningful, positive, and appropriate outcomes
for students. Let us always remember that curriculum evaluation aims to improve on
what has already been available. Enumerated below are some of the reasons for the
evaluation.

Curriculum Evaluation defines the strengths and weaknesses of an existing

1 curriculum that will form the basis of the proposed plan, design, or
implementation. This is referred to as the needs assessment

When the evaluation is done in the middle of the curriculum development, it

2 will tell of the designed or implemented a curriculum that can produce or is
producing the desired results. This is related to monitoring.

Based on some standards, curriculum evaluation should determine whether

3 the outcomes have equaled or met the standards so that they can be labeled
as a success. This is sometimes called a terminal assessment.

Curriculum evaluation provides information necessary for instructors, school

4 administrators, curriculum specialist for policy recommendations that will
enhance achieved learning outcomes. This is the basis for decision making.

Do this: Write a slogan that will encapsulate the meaning and importance of
curriculum evaluation.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_____________________________________________________________
Application: Let’s Apply

A. Direction: Fill in the matrix below by writing specific activities that

describes the curriculum as a process and as a tool.

Concept Activities

Curriculum evaluation as a process

Curriculum evaluation as a tool

B. Today I learned that

Closure
CONGRATULATIONS for a job well done!
You may now proceed to lesson 2.
Lesson
Types of Evaluation
2

At the end of the session you can:

1. Identify the types of evaluation

2. Determine when to use a certain evaluation

Introduction

Types of evaluation refer to various procedures, products, and people that are
subject to evaluation. The fact that we are talking about various forms of evaluations
does not mean there are a variety of different evaluation processes. The methods
implemented in the evaluation process are the same, regardless of what is being
evaluated. What varies is what is being evaluated, how the evaluation is being
implemented, and the types of decisions being made.

In this lesson, you will explore the different types of evaluation, and when they are
best utilized.

Quick Writes

Direction: You write anything that comes into your mind about the words
below. Look for a partner and share your answers with him or her.

1. Student Evaluation
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
2. School Evaluation
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
3. Curriculum Evaluation
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
4. Personnel Evaluation
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

Analysis : Let us Analyze

Guide Questions:
1. Are your answers the same? Or not?
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
2. Based on the activity, do you agree that evaluation may vary as
to each other? Why?
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
3. On what context does evaluation vary as to each other?
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________

Abstraction: Let Us Build on!

Types of Evaluation
Over the last decades, it has been observed by various stakeholders that a
percentage of graduates have been found unsuitable for employment due to the lack of
skills in performing the tasks expected from them. These issues have contributed to
the criticism of the educational curriculum. In order to produce competent graduates,
we must continually evaluate the curriculum.

There are different types of evaluation. They are classified on the basis of how
it is used and how the results are interpreted. Types of evaluation refer to the various
processes, products, and persons subject to evaluation. These include students,
schools, schools, systems, programs, and personnel.

The matrix below illustrates the types of evaluation based on purpose and based on
what is being evaluated.

Types of evaluation based on purpose

✓ The entry behavior or potential of the learner is measured

to find out if the student possesses the knowledge, skills,
Placement and attitudes required to begin the course of instruction.
✓ used to find out to what extend student has already
mastered the objectives of the planned instruction, e.g.
entrance exam
✓ used to monitor student’s learning progress during
instruction which aims to provide ongoing feedback to
Formative students and teachers regarding success and failure of the
teaching-learning process
✓ strengthen or improve the object being evaluated

✓ is concerned with finding out the reasons for student’s

persistent or recurrent learning problem that cannot be
resolved by standard corrective measures of formative
Diagnostic evaluation
✓ the goal or aim is to find out the causes of learning
problems and plan or prepare to take remedial actions
✓ observational techniques or specially prepared designed
techniques can be used to diagnose the problem

✓ usually given at the end of the course or unit of

instructions to find out which student has mastered the
expected learning outcomes and to what degree
Summative ✓ While the summative assessment outcomes are usually
used for assigning grades or for certifying the mastery of
instruction goals of the learners, they can also be used to
provide feedback on the appropriateness of the objectives
and the effectiveness of the instruction.

Types of evaluation based on what is being evaluated

✓ evaluation of any instructional materials

✓ evaluation of instructional strategies, physical and
Student organizational arrangements
Evaluation ✓ involve evaluation of a total package of the curriculum
✓ evaluate the attainment of the curriculum’s
objectives/goal

Curriculum
Evaluation ✓ evaluation of any instructional materials
✓ evaluation of instructional strategies, physical and
organizational arrangements
✓ involve evaluation of a total package of the curriculum
✓ evaluate the attainment of the curriculum’s
objectives/goal

✓ evaluation of the overall educational program of the

school and entails the collection of data on all aspects of
its operation
✓ determine the degree to which school objectives or goals
School Evaluation are being achieved
✓ identify areas of strengths and weaknesses in the total
program
✓ provide feedback to which gives direction to the future
activities

✓ includes evaluation of persons responsible for educational

Evaluation of outcomes
Personnel
✓ evaluate the attainment of teacher’s instruction

Source: Gafoor, Kunnathodi. (2013). Types and Phases of Evaluation in Educational Practice.
10.13140/2.1.3801.168

Application: Let’s Apply

1. Classify the following examples learning activities to the following

categories: placement, diagnostic, formative, and summative

_______ a. Asking students to draw concept map

_______ b. National achievement test
_______ c. Domain unit exam
_______ d. Turn in a research proposal for early feedback
_______ e. College readiness test
_______ f. Midterm exam
_______ g. College entrance exam
_______ h. Asking students to create a “My Opinion Journal”
_______ i. A Research paper

2. Based from your answer in item 1, write a short description of each

type of evaluation.

________________________________________________________
Today I learned that
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Closure
CONGRATULATIONS for completing lesson 2
You may now proceed to the next lesson.
Lesson
Evaluation Models
3

At the end of the lesson you can:

1. Describe the several processes for evaluating the curriculum

2. Explain the major features of curriculum evaluation models

Introduction
There are several evaluation models that have been utilized in evaluating the
existing curriculum. Similar to what the teachers are doing with the assessment of
students, these models help you plan and structure evaluation.

In this lesson, you will explore the different major concepts of curriculum
evaluation models.

K-W-L

Direction: What do you think you know about curriculum models? After completing
the first two columns look for a partner and share your answer.

What I know What I want to know What I learned

Analysis : Let us Analyze

1. Are your answers the same? Or Not?

2. As a teacher, how are you going to utilize curriculum evaluation

models in conducting curriculum evaluation?
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________

Abstraction: Let Us Build on!

Curriculum Evaluation Models

In conducting curriculum evaluation, it is important that you must choose a

suitable evaluation model that will guide you in designing your own evaluation. In the
context of the academe, below are the examples of evaluation models that have been
utilized in evaluating curriculum.
Tyler’s Model of Curriculum Evaluation

➢ Propounded by Ralph Tyler in 1949

➢ Tyler’s model is also referred to as “the goal attainment model of
curriculum evaluation
➢ emphasizes more on goals formulation through a detailed analysis of
feedback from the students, society and subject matter
➢ measures the extent to which the educational goals of a program have
been attained (Singla & Gupta, n.d)
➢ compare performance data with the objectives/standards specified
➢ proceeds from the broader view of a concept and narrow it down to the
specific
➢ Tyler’s Model:

Selection of Selection of Organization Evaluation of

educational learning of learning learning
purposes experiences experiences experiences

Limitation: Leaves evaluation towards the tail end of the framework.

Not useful for diagnosis of reasons why a curriculum has failed.

Source: Models of curriculum evaluation and application in educational. Retrieved from

https://www.slideshare.net/koldaf20/models-of-curriculum-evaluation-and-application-in-
educational
CIPP Model

➢ Propounded in 1971
➢ The CIPP model came as a consensus of the Phi-Delta Committee that was chaired by
Daniel Stufflebeam in 1971
➢ Focused more on decision making at each stages of the curriculum processes.
➢ Seeks to improve and achieve accountability in educational programming through a
“learning by doing” approach (Zhang et al., 2011)
➢ CIPP Model four stages:
Context – assess the overall environmental readiness of the project, examine whether
existing goals and priorities are attuned to needs, and assess whether proposed objectives
are sufficiently responsive to assessed needs.
Input – refers to the ingredients of the curriculum which include the goals, instructional
strategies, the learners, the teachers, the contents and all the materials
Process – refers to the ways and means of how the curriculum has been implemented
– monitors the project implementation process and access the extent to which
participants accept and carry out their roles
Product – indicates if the curriculum accomplishes its goals
– measure, interpret, and judge a project’s outcomes by assessing their merit,
worth, significance, and probity

Context
Needs Assessment

What should we do?

Outcome & Impact Program Planning

Product Input
Does it work? How shall we do it?

Implementation

Are we doing as planned?

Process

Limitation: Over values efficiency but undervalues student’s aims

Sources: Models of curriculum evaluation and application in educational. Retrieved from

https://www.slideshare.net/koldaf20/models-of-curriculum-evaluation-and-application-in-educational
Cipp evaluation model - LinkedIn SlideShare. Retrieved from
https://www.slideshare.net/mylenepilongo7/cipp-evaluation-model
Components of curriculum - LinkedIn SlideShare. Retrieved from
https://www.slideshare.net/josephestroga/components-of-curriculum
Stake’s Countenance Model

➢ Propounded in 1969 by Robert E. Stake

➢ It examines the basis of the educational programme such as the
background philosophy and purpose for which the programme was
developed. These intents refer to the goals and plans of the practitioners,
such as the curricula and education programme planners, teachers and
students.
➢ Orients more toward program activities than results
➢ Stake’s Model three sets of data:
Antecedent – conditions existing prior to Curriculum Evaluation
o Students interests or prior learning
o Learning Environment in the Institution
o Traditions and Values of the Institution
Transactions – activities occurring during implementation
Interactions that occur between:
teachers students
students students
students curricular materials
students educational environment
➢ Outcomes – impact of curriculum implementation on students, teachers,
administrators, and community
Limitation: Stirs up value conflicts and ignore causes

Source: Models of curriculum evaluation and application in educational. Retrieved from

https://www.slideshare.net/koldaf20/models-of-curriculum-evaluation-and-application-in-
educational
Scriven’s Goal-Free Model

➢ Propounded Michael Scriven in 1972

➢ Goal-free evaluation (GFE) is any evaluation in which the evaluator
conducts the evaluation without particular knowledge of or reference to
stated or predetermined goals and objectives
➢ The goal-free evaluator attempts to observe and measure all actual
outcomes, effects, or impacts, intended or unintended, all without being
cued to the program’s intentions
➢ Merit is determined by relating program effects to the relevant needs of
the impacted population (Scriven, 1991. p. 180)
➢ A comprehensive needs assessment is conducted simultaneously with
data collection
➢ The evaluator should provide experiential accounts of program activity
so that readers of the report can, through naturalistic generalization,
arrive at their own judgements of quality in addition to those the
evaluator provides (Stake, 2004. p. 215)
➢ In the academe, GFE is use to evaluate programs targeting pre-requisite
skills, where success may impact more than initial skills, such as
o Reading fluency
o Mathematical operations and reasoning
o Writing skills
o Problem solving or critical thinking skill
Limitation: The model failed to come to grip with the question of what
effects to look at, and what needs to be assessed. This eventually led
Scrivens to admit that goal – free evaluation was best used as a
supplement to goal – based evaluation.

Source: Goal free model - LinkedIn SlideShare. Retrieved from

https://www.slideshare.net/mdmehadirahman/goal-free-model
Steps in conducting a curriculum evaluation

In conducting curriculum evaluation, you may opt to use any

specific curriculum evaluation model or a combination of them. ASCD, 1983
suggests the steps enumerated below:

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
4. Identifying techniques for Standardized Test, Informal tests;
collecting data Samples of Students Work;
Interviews; Participant Observations,
Checklist, Anecdotal records
5. Identifying established standards Standards previously set by agency;
and criteria DepEd, CHED, Professional
Organization
6. Identifying techniques in data Content Analysis, Process Analysis,
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 displays Case Studies; Test Scores Summary;
Testimonies; Multimedia
representation; Product Display
(exhibits); Technical Report.
Chapter 4: Evaluating the curriculum. Retrieved from
https://www.slideshare.net/RizzaLynnLabastida/chapter-4-evaluating-the-curriculum-
67274672
Do this: Fill in the last column of the matrix.

What I know What I want to know What I learned

Application: Let’s Apply

Be an Evaluator

1. Look for any curriculum products. A textbook for Basic Education or

Higher Education is an example.

2. Fill up the table below

Preliminary Information
Title:
Author(s):
Publisher:
Copyright Date:
Material Evaluator:

3. Select a certain chapter of the said book. Review and evaluate that chapter
using the Consumer-Oriented Evaluation Approach by Scriven and adapted
from the work of Marvin Patterson shown below.

(+) Yes (o) All (-) No or (NA) Not

or of right but poor applicable
Criteria good not of quality
quality good
quality
Content covers a significant
portion of the course
competencies
Contents are up-to-date
Reading level is
appropriate for most
students who will use the
material
Intended learning
outcomes, competencies
are stated
Formative and summative
assessments are included
Activities are varied to
meet the needs of students
Teacher’s guide is included
with management
suggestions.
Materials are presented in
logical order
Degree of match between
learning activities and
intended learning
outcomes.

3. What are your major comments?

Today I learned that

Closure

CONGRATULATIONS for reaching

this far. Be ready for the next lesson
Lesson Curriculum Innovation:
1 Models and Level of Curriculum
Innovation

1. Describe the models of curriculum innovation as a strategy used for a more relevant
curriculum.

2. Determine levels of curriculum innovation as basis for curriculum change.

Introduction

Globalization and other issues and trends in the 21st century influence the
school operation. Added to that is the problem with the integration of technology and
the fourth industrial revolution. Schools therefore, must revisit its offering to be more
responsive and relevant. In this section, you will be provided with a brief concept on
models and levels of curriculum Innovation.

Two Minute Talk

Direction: Look for a partner and answer the question below:

1. What is the benefit of curriculum innovation to students?

Analysis: Let us Analyze

Guide Questions:

1. What is your understanding about curriculum innovation and its benefit to

students?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
2. Do you agree that curriculum innovation is important? Why?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
3. How does your understanding of curriculum innovation influence you as a
future teacher in terms of instructional planning?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

Abstraction: Let Us Build on!

Curriculum Innovation is a challenging task. It requires constant contact with

stakeholders to be more relevant. Thus it requires one to explore and discover
something new. Below are the different models of curriculum innovation.

Models of Curriculum Innovation

Model Description
Researching ➢ Conduct of environmental scanning to determine
background of parents and the community
➢ Gather information on the needs, interest, and
capabilities of individual students
➢ Serve as the basis in decision making for curricular
improvement and innovation
Ethos Building ➢ Techniques which allows curriculum makers to
discover, trial and pilot curriculum innovation
➢ Provide support system to new and less qualified
teachers
Trialling ➢ Pilot testing of the curricular innovation
➢ May be done in collaboration with other schools
Implementation ➢ Actual implementation of the innovation
➢ Change may occur from simple to complex depending
upon the situation and circumstances
Evaluation and ➢ Analysis of the result against the expected output as
Review stipulated in the plan.

But curriculum Innovation usually takes place in different levels. Let us try to
examine the levels of curriculum innovation

Level of Curriculum Innovation

Level Description
Central Approach ➢ Referred to as official laws and regulations provided by
the national government
➢ Consist of broad policies, standards, and guidelines
➢ Serves as the basis for decision making and framework
in the school level
➢ Involves a system-wide decision making
➢ Describes general objectives and educational principles
as the basis for decision making in the school level
School-based ➢ Referred to as more specific and detailed plans by the
approach school
➢ Decision making made by schools m board of directors,
teachers and stakeholders and industry partner
➢ Schools are encouraged to exercise increase
improvement regarding outcomes, strategies, and
content
➢ Innovation may not be uniform in all schools but are
responsive to the needs of the students and the
community at large

Application: Let’s Apply

A. Direction:
Assume that you are a member of the school-based curriculum innovation
committee, what curriculum innovation can you suggest in addressing issues
on fourth industrial revolution and the COVID 19 pandemic?

Issue Curriculum Innovation

Fourth Industrial Revolution

COVID 19 pandemic
B. Today I learned that
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

Closure

CONGRATULATIONS!!!!!

You may now proceed to the next

lesson.

Module Summary

This module was designed to provide students an opportunity to understand

phases and processes of curriculum development. The activities, analysis, abstraction
and application included throughout the module afford students a chance to make
sense on the activities and processes a curriculum maker undertake in crafting a
curriculum particularly curriculum planning, curriculum design and organization,
curriculum implementation, curriculum evaluation and curriculum improvement. As
future educator and curriculum maker, understanding the relevance, importance and
applicability of the aforementioned concepts is deemed important.

References:

Bilbao, Purita P. Ed.D, Dayagbil, Filomena T. Ed.D and Corpuz, Brenda B. Ph.D,
(2015) Curriculum Development for Teachers – OBE and K-12 Based, Lorimar
Publishing Inc.

Brundrett, Mark and Duncan, Diane (2011)Leading curriculum innovation in primary

schools, Management in Educatio

Gafoor, Kunnathodi. (2013). Types and Phases of Evaluation in Educational Practice.

10.13140/2.1.3801.1680.

Kiira Kärkkäinen, BRINGING ABOUT CURRICULUM INNOVATIONS: IMPLICIT APPROACHES IN

THE OECD AREA OECD Education Working Paper No. 82

Pawilen, Greg Tabios. (2015) Curriculum Development A Guide for Teachers and
Students, Rex Bookstore Inc.

https://www.slideshare.net/bibashenry/curriculum-evaluation-57058694

http://talc.ukzn.ac.za/Libraries/Curriculum/models_of_curriculum_evaluation.sflb.ash
x

https://www.slideshare.net/koldaf20/models-of-curriculum-evaluation-and-
application-in-educational

https://www.ipl.org/essay/Importance-Of-Curriculum-Evaluation-FK765DNPC486

https://www.slideshare.net/mylenepilongo7/cipp-evaluation-model

http://talc.ukzn.ac.za/Libraries/Curriculum/models_of_curriculum_evaluation.sflb.ash
x

https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1143&context=ajte

https://www.slideshare.net/koldaf20/models-of-curriculum-evaluation-and-
application-in-educational

http://egyankosh.ac.in/bitstream/123456789/8282/1/Unit-17.pdf

https://napoos.files.wordpress.com/2014/03/es-331-ii.pdf
https://www.slideshare.net/upycon/types-of-evaluation-15926729

Gafoor, Kunnathodi. (2013). Types and Phases of Evaluation in Educational Practice.

10.13140/2.1.3801.1680.

Chapter 4: Evaluating the curriculum. Retrieved from

https://www.slideshare.net/RizzaLynnLabastida/chapter-4-evaluating-the-curriculum-
67274672

Curriculum evaluation - LinkedIn SlideShare. Retrieved from

https://www.slideshare.net/bibashenry/curriculum-evaluation-57058694

Chapter 1 Basic Concept in Assessment. Retrieved from

https://www.slideshare.net/sksukae/chapter-1-basic-concept-in-assessment

Evaluation and measurement - LinkedIn SlideShare. Retrieved from

https://www.slideshare.net/AkolIvanOluka/evaluation-and-measurement

Models of curriculum evaluation and application in educational.

https://www.slideshare.net/koldaf20/models-of-curriculum-evaluation-and-application-in-
educational

Models of curriculum evaluation and application in educational. Retrieved from

https://www.slideshare.net/koldaf20/models-of-curriculum-evaluation-and-application-in-
educational

Cipp evaluation model - LinkedIn SlideShare. Retrieved from

https://www.slideshare.net/mylenepilongo7/cipp-evaluation-model

Components of curriculum - LinkedIn SlideShare. Retrieved from

https://www.slideshare.net/josephestroga/components-of-curriculum

Models of curriculum evaluation and application in educational. Retrieved from

https://www.slideshare.net/koldaf20/models-of-curriculum-evaluation-and-application-in-
educational

Goal free model - LinkedIn SlideShare. Retrieved from

https://www.slideshare.net/mdmehadirahman/goal-free-model

Curriculum evaluation - LinkedIn SlideShare.

https://www.slideshare.net/bibashenry/curriculum-evaluation-57058694
Module 4

Module Overview

Trends and Issues on Curriculum

and Curriculum Development
“Live as if you were to die tomorrow. Learn as if you
were to live forever” – Mahatma Gandhi

In this Module

Lesson 1: Researches on Curriculum Development (local)

Lesson 2: Researches on Curriculum Development (foreign/

international)

Lesson 3: Contextualization of the Curriculum

Lesson 4: Curriculum Indigenization

Lesson 5: Curriculum Localization

Lesson
Researches on Curriculum
1 Development (Local)

At the end of the session, you are expected to:

1. Analyze research studies relative to curriculum design and development.

2. Propose continuous quality improvement initiatives relevant to curriculum design
and development

Introduction

Please note that all curricula are not absolute. These are all subject to assessment,
evaluation and continuous quality improvement to continually respond to the latest
trends and developments of the different disciplines, international standards and the
needs of the society in general. Expectedly, a curriculum will be revised either by
Department of Education (DepEd), Commission on Higher Education (CHED) or
Technical Education and Skills Development Authority (TESDA). In this lesson, you
will be required to read research investigations in the local and national level.

Reading of Research
Articles
Instruction: Read the research articles below. Please fill out the tables provided based
from the research article:

1. “Effective Implementation of the Senior High School Curriculum: A Descriptive

Analysis by: Nacorda, S.H. and associates (2019). International Journal of
Engineering Research & Technology (IJERT).
Research Findings Conclusions Recommendations
Questions

2. Bongco, R. T., & David, A. P. (2020). Filipino teachers' experiences as

curriculum policy implementers in the evolving K to 12 landscape. Issues in
Educational Research, 30(1), 19-34.

Research Findings Conclusions Recommendations

Questions

3.
Analysis

Focus Questions:

Based from the research articles that you have read, explain extensively the
following questions:

1. Do you agree that the senior high school curriculum is highly congested? If
yes, how to decongest? If no, please elaborate.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
2. Do you agree that senior high school graduates are not industry ready? Please
explain from a curriculum point of view and based from your previous readings
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
________________________________________________________________
3. What are the tensions experienced by teachers in making sense and
operationalizing curriculum policies in their classroom:
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

Abstraction: Let Us Build On!

Implementation of the Senior High School Curriculum

The Philippine educational system can be summarized into the following:

• A total of 13 years from kindergarten to grade 12 mandatory and free in the
public schools.
• Grade 11 to 12 classes in the private schools or universities/colleges are
subsidized through the voucher program.
• Students’ chosen SHS strands is used as a requirement for college admission.
This is based on aptitude, interests, and school capacity.
• Students will undergo standardized assessments (aptitude tests, national career
assessment examination – NCAE and occupational interest test to empirically
determine their strengths and interests leading to strand preference.
• Curriculum guides are distributed to elementary, junior and SHS teachers to
use as a tool for teaching instructions based on standards.
• Mass training was conducted to prepare prospective SHS teachers in the actual
implementation of the curriculum.
• The purpose of the SHS curriculum is for graduates to demonstrate essential
knowledge, skills and behaviors that will increase their employability to the
relevant industries.
Implementation Challenges of SHS Curriculum

Until today, a substantial number of critiques argue that the country is not yet
prepared to implement the SHS curriculum. However, these did not hinder the full
implementation of the said curriculum. Thus, challenges are experienced:

• The resources of a particular area dictate what SHS strands will be offered.
• Inadequacy of facilities. It is more glaring in the public schools particularly for
hard sciences and technical/vocational courses.
• Lack of qualified teachers. The teacher education curriculum does not include
preparing teachers to teach in the SHS level.
• Difficulty of the private schools in particular to apply for permission to offer
SHS levels because of the many very idealistic requirements.
• Lack of buildings, simulation spaces and laboratories especially for technical
and hard science courses in the different strands.

Curricular Policies

Today’s educational landscape is heavily inundated with changes and

demands in health, technological and academic domains. These have dictated the
education quality assurance procedures to ensure a quality and responsive education.
The following are:

1. Globalization. Even during the COVID-19 pandemic, globalization still prospers.

This can be evidenced by the country’s compliance to international standards such
as the ASEAN Qualifications Reference Framework (AQRF) which officially
recognizes the Philippines version of Qualifications Framework (PQF). The AQRF
is predominantly benchmarked with prestigious global standards e.g. Malcolm
Baldridge quality framework, European and Australian qualifications framework.
2. Technological advances. With the advent of industrial revolution 4.0 (Internet of
Things, Rise of the Machines), teaching and learning are not just delivered face-to-
face but other flexible modes as well that are highly technology-integrated and
embedded. The current health crisis has popularized in the Philippines the use of
learning management system (LMS) and open technologies to sustain quality of
teaching and learning processes.
3. Holistically developed lifelong learners. More than ever, education has over
emphasized on producing graduates who are equipped with 21st century
competencies (e.g. critical thinking, problem solving, decision making, global
citizenship, ability to work in teams etc.).
4. Culturally sensitive curriculum and inclusivity. This means education for all.
Regardless of race, ethnicity, color, social economic status, religion, gender etc. all
students should be educated. This requirement makes contextualization or
indigenization of curriculum an important feature of the new curriculum.
5. Child protection policy (DepEd Order 40, series of 2012) which seeks to protect
“children in school from abuse, violence, exploitation, discrimination, bullying,
and other forms of abuse”. This procedure has significantly affected the teacher’s
classroom management and paved the way for differentiated instruction which
responds to the needs and interests of students.
6. Competency/outcome-based curriculum. There is now a heavier focus on the
deployment of performance over traditional assessment tasks. This means that the
performance of students is matched with established grade-level, content and
performance standards.
7. Expectation vs reality. The curricular goals do not match with the realities of the
classroom particularly for the public schools.

Required Readings:

Effective Implementation of the Senior High School Curriculum: A Descriptive

Analysis by: Nacorda, S.H. and associates (2019). International Journal of
Engineering Research & Technology (IJERT).

Bongco, R. T., & David, A. P. (2020). Filipino teachers' experiences as curriculum

policy implementers in the evolving K to 12 landscape. Issues in Educational
Research, 30(1), 19-34.
Application: Let’s Apply

Using the curriculum guide of the Department of Education, choose a grade level and
subject (1 quarter only), create a 1-quarter curriculum guide that shows decongestion
of a highly saturated unit or quarter (see table below). Please use the recent “Most
Essential Learning Competencies (MELCs)” of DepEd to guide you in the task.
Before the table, explain why the unit you designed is not congested. Please consider
the coverage of the topics, formative assessment tasks and nature of learning activities
in your explanation.

Sample Subject: English

(your explanation here)

Grade- Content Performance MELCs Formative

Level Standard Standard Assessments/
Standard Resources
Please do not forget:

1. Curriculum is subject to revision. The changes may come from voluntary and
mandated curriculum review, assessment, evaluation and continuous quality
improvement. The revisions may also be caused by government mandates,
trends and developments of the discipline, international demands and
qualifications, and the needs of the society in general.
2. As a front liner in the curriculum implementation, you should be reminded of
curriculum congestion and saturation. This means that in your design, include
only what are essentials in the pursuit of the substance of the lesson and the
demonstration of the knowledge skills and attitudes that you promised students
to demonstrate after completion of the unit.

CONGRATULATIONS!!!!!

You may now proceed to the next

lesson.
Lesson
Researches on Curriculum
2 Development (Foreign)

At the end of the session, you are expected to:

1. Analyze international research studies relative to curriculum design and

development.

2. Propose continuous quality improvement initiatives relevant to curriculum design

and development

Introduction

In lesson 1, you analyzed the most recent local and national investigations in
curriculum design and development. You will be needing the same mind-set and skills
in this lesson because this time you will deal with research projects conducted in the
international level. This is intentionally designed to give you a vantage point on how
the country’s educational curricula compete with our international counterparts. In
lesson 1 and 2, you may find inspiration or interest in conceptualizing your thesis
project during your fourth year in the teacher education program.

Acrostics

Instruction: Read the research articles below. Please fill out the tables provided based
from the article:

1. Gunay, R. (2016). An Evaluation of High School Curricula Employing Using the

Element-based Curriculum Development Model. Journal of Education and Training
Studies 4 (7). DOI 10.11114/jets.v4i7.1477.
Research Findings Conclusions Recommendations
Questions

2. Ulferts, H. (2019). The relevance of general pedagogical knowledge for successful

teaching: Systematic review and meta-analysis of the international evidence from
primary to tertiary education. Paris: Organisation for Economic Cooperation and
Development (OECD). doi:http://dx.doi.org/10.1787/ede8feb6-en.

Research Findings Conclusions Recommendations

Questions

3.
Analysis

Focus Questions:

Based from the research articles that you have read, explain extensively the
following questions:

1. What accounts as a quality curriculum? Explain each element of a quality

curriculum in the Philippine context.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

2. Explain each of the typology of teacher’s knowledge according to Schulman in

relation to the establishment of a quality curriculum.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

3. How crucial is the teacher’s technological competence in the implementation of a

quality curriculum?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Abstraction: Let Us Build On!

What accounts as quality curriculum?

Once again, as previously learned, all curricula are subject assessment,

evaluation and continuous quality improvement cycle. This cycle ensures the quality
of the curriculum relative to the achievement of intended goals, standards and
competencies. Curricular quality should take into cognizance the following:

1. High expectations. All students including those academically struggling,

when informed about the challenges and expectations of the curriculum will result in
the increase of academic achievement. In other words, a quality curriculum should be
able to challenge the intellectual, psychological and physical domains of the learners

2. Responsiveness. Since the curriculum is dynamic and continually evolving,

the assessment, evaluation and continuous quality improvement are designed to
determine its relevance and significance to the needs of the learners and society in
general.

3. Coherence. The principle of sequence and content curation of curriculum

will help establish the chronology of topics, activities, formative and summative
assessment tasks. You may refresh yourself with the spiral curriculum of Bruner,
where learning is premised on prior learning.

4. Stakeholders involvement. One trademark of a quality curriculum is when

key stakeholders such as the parents, teachers, students, people from the relevant
industries, representatives from government agencies and local government among
others are actively involved in the curriculum planning, assessment, evaluation and
continuous quality improvement.

5. Flexibility. The centralized system of the Philippine education lessens the

degree of flexibility of its curricular offerings. The review of the curriculum typically
is only done after 3-5 years based on the strategic plan of the government. However,
in terms of implementation, the schools and teachers are given freedom to exercise
flexibility in terms of pace, criteria by which students’ performance will be assessed,
the learning experiences, teaching strategies and methods and the completion time.

6. Learner-centeredness. In today’s pedagogical landscape, there is a general

shift from teaching to learning, from instruction to assessment, from what to how
students learn, from cognition to metacognition, from direct instruction to guided
discovery, from individualized to collaborative problem learning among others. These
shifts define the learner-centeredness principle of curriculum design and development.
Quality Teacher’s Knowledge

1. Content knowledge. Pre-requisite to becoming a quality teacher is one’s

expertise of the subject being taught. A teacher with a trivial content
knowledge is as good as not teaching at all. What separates teachers from
pretending to be teachers is expertise. This implies that should really prepare
for the challenges of teaching. For pre-service teachers, you can endlessly
update yourself with the trends and developments of your subject through
research. For in-service teachers, deepening one’s content knowledge can be
done through professional development activities such as pursuing master’s or
doctorate degree or attendance to training and seminars relevant with the
subject being taught.

2. Pedagogical knowledge. The set of skills on how to teach covers pedagogical

knowledge. This includes the seamless conduct of teaching-learning activities
and classroom management skills. However, a teacher who is good in
pedagogical knowledge does not automatically mean the teacher also has
content knowledge.

3. Pedagogical content knowledge. The competence of the teacher to choose

appropriate and constructively aligned teaching and learning activities or
strategies in teaching the content is pedagogical content knowledge.

4. Technological pedagogical content knowledge. The advent of COVID-19 and

advancement of technology in and of education now requires teachers to be
technologically-savvy. In today’s instructional landscape, the use of learning
management systems (LMS), open technologies, open educational resources,
course wares and the maximization of blended-online and other flexible
learning delivery modes.

Required Readings:

Gunay, R. (2016). An Evaluation of High School Curricula Employing Using the

Element-based Curriculum Development Model. Journal of Education and Training
Studies 4 (7). DOI 10.11114/jets.v4i7.1477.

Ulferts, H. (2019). The relevance of general pedagogical knowledge for successful

Quality criteria may target aspects such as: Source: International Bureau of Education.
http://www.ibe.unesco.org/en/geqaf/annexes/technical-notes/what-makes-quality-
curriculum.
Application: Let’s Apply

1. Using the curriculum guide that you made in lesson 1, assess and evaluate the
document using the elements of a quality curriculum that you have read in this
lesson. Justify whether or not the curriculum you designed meets the quality
curriculum criteria. If not, propose recommendations on how you can further
improve the curriculum guide.
(your curriculum guide here)

Criteria 1:

_____________________________________________________________________

____

Criteria 2

_____________________________________________________________________

________
Criteria 3

_____________________________________________________________________

__________

1. Is it possible for a teacher to have content knowledge without pedagogical

knowledge? Explain your answer.
_____________________________________________________________________

_____________________________________________________________________

Please do not forget:

1. One of the many jobs of teachers is to design and implement a curriculum. Having
said that, you should take into consideration the different quality criteria. These
criteria will guide you in your journey as teachers and your tireless quest for quality
teaching and learning.

2. To be a quality teacher, you should demonstrate competence not just in character

but also in content and pedagogical knowledge, pedagogical content knowledge and
technological content knowledge.

CONGRATULATIONS!!!!!

You may now proceed to the next

lesson .
Lesson Contextualization of the Curriculum

At the end of the session, you are expected to:

1. Distinguish the best practices and suggest improvement in the implementation of

curriculum in the Philippine education system

2. Explain the concept of contextualization in the curriculum of the Philippines’ basic

education

3. Present an argument through writing on the perception of the stakeholders in the

implementation of the K to 12 curriculum in the Philippines

Introduction

By now, you are already equipped with the knowledge on the basics of the school and
the curriculum. This part you will go further by understanding the concept in the
adaptation of contextualization in the curriculum.

Acrostics

Instruction: Read the case study on the Philippine Education. After reading, Fill out
the matrix below in the Best Practices and Needs Improvement on the areas of:
Reforms, School Management, Institutionalization, Handling Challenges and
Opportunities, and Curriculum . Click the link on the copy of the case study provided
below for reference.

https://www.brookings.edu/wp-content/uploads/2017/03/global-20170307-
philippines-case-study.pdf

Areas Best Practices Needs Improvement

1. Reforms

2.School Management

3. Institutionalization

4. Handling Challenges
and Opportunities
5. Curriculum

Analysis

Focus Questions:

Now, answer the following questions based on the activity you have done.

1. What are significant reforms in the Philippine education that made an impact to its
system?

_____________________________________________________________________

_______________________-

__________________________________________________________

2. What is its impact to the trends in curriculum development?

_____________________________________________________________________

____________

3. What areas in the current curriculum that should be improved?

_____________________________________________________________________

_______________________-

__________________________________________________________

4. How important is contextualization in the curriculum?

_____________________________________________________________________

_______________________-

__________________________________________________________
5. Can contextualization of the curriculum improve the current status of Philippine
Education? Why or Why not?

_____________________________________________________________________

_______________________-

__________________________________________________________

After answering the questions, we will read further contextualization in curriculum

and how did it shape the Philippine Education System.

Abstraction: Let Us Build On!

Contextualization in the Philippine Curriculum

According to the presentation in the regional training conducted by DOST-SEI

(https://www.slideshare.net/joeyvaldriz/contextualization-in-the-philippines) as
posted by Joey F. Valdriz (2017)

The following are the developments throughout the decade in

contextualization of the Curriculum:

• 1998-2006: Third Elementary Education Project (TEEP)

-development of readers using local stories

-integration of culture and artistic expressions in learning areas

• 2002-2007: Basic Education Assistance for Mindanao (BEAM)

-“tri-people” perspective- Muslims, Christians, and Lumads

• 2005-present: Strengthening Implementation of Visayas Education (STRIVE)

-Region-wide efforts on localization/contextualization

• 2011-2014: Philippines’ Response to Indigenous Peoples’ and Muslim

Education (PRIME)-initial attempt at generating the contextualization process
Legal Basis for Contextualization

Republic Act 9155, Sec. 2

… encourage local initiatives for improving the quality of basic education.

… the values, needs and aspirations of a school community are reflected in the
program of education
… Schools and learning centers shall be empowered to make decisions on what
is best for the learners they serve.

Republic Act 10533, Sec 5 (Enhanced Basic Education Act of 2013)

The DepED shall adhere to the following standards and principles in

developing the enhanced basic education curriculum:
(d) … contextualized and global

Governance (RA 9155) and K to 12 (RA 10533) highlights the Local Level which
requires understanding of the Local Context

Key Concepts of Contextualization

DepED Order 32, s. 2015

“Adopting the Indigenous Peoples Education Curriculum Framework” (July 29, 2015)
-Definition of contextualization, localization, and indigenization based on historical
use and experiences in the Philippine public schools.

• Examples used in lessons start with those in the locality

• Names, situations, setting needed to give context to test questions or problem-
solving exercises are those of the immediate community
• Local materials are used as often as possible in making instructional materials
• Local stories are used in the language learning areas
• Translating a story written in another language to the language of one’s
learners for use
in MTB-MLE
Contextualization in the K to 12 Curriculum

What is K to 12?

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.

Strengthening Early Childhood Education

Every Filipino child now has access to early childhood education through
Universal Kindergarten. At 5 years old, children start schooling and are given the
means to slowly adjust to formal education.

Research shows that children who underwent Kindergarten have better

completion rates than those who did not. Children who complete a standards-based
Kindergarten program are better prepared, for primary education.

Education for children in the early years lays the foundation for lifelong
learning and for the total development of a child. The early years of a human being,
from 0 to 6 years, are the most critical period when the brain grows to at least 60-70
percent of adult size..[Ref: K to 12 Toolkit]. In Kindergarten, students learn the
alphabet, numbers, shapes, and colors through games, songs, and dances, in their
Mother Tongue.

Building Proficiency through Language (Mother Tongue Based Education)

Students are able to learn best through their first language, their Mother
Tongue (MT). Twelve (12) MT languages have been introduced for SY 2012-2013:
Bahasa Sug, Bikol, Cebuano, Chabacano, Hiligaynon, Iloko, Kapampangan,
Maguindanaoan, Meranao, Pangasinense, Tagalog, and Waray. Other local languages
will be added in succeeding school years.

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).

After Grade 1, every student can read in his or her Mother Tongue. Learning
in Mother Tongue also serves as the foundation for students to learn Filipino and
English easily.

Ensuring Integrated and Seamless Learning (Spiral Progression)

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.

For example, currently in High School, Biology is taught in 2nd Year,

Chemistry in 3rd Year, and Physics in 4th Year. In K to 12, these subjects are
connected and integrated from Grades 7 to 10. This same method is used in other
Learning Areas like Math.

Gearing up for the Future (Senior High School)

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. SHS subjects fall under either the Core Curriculum or specific
Tracks.

Core Curriculum

There are seven Learning Areas under the Core Curriculum. These are
Languages, Literature, Communication, Mathematics, Philosophy, Natural Sciences,
and Social Sciences. Current content from some General Education subjects are
embedded in the SHS curriculum.

Tracks

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).

Students undergo immersion, which may include earn-while-you-learn

opportunities, to provide them relevant exposure and actual experience in their chosen
track.

TVET (Technical Vocational Education & Training) National Certificate

After finishing Grade 10, a student can obtain Certificates of Competency

(COC) or a National Certificate Level I (NC I). After finishing a Technical-
Vocational-Livelihood track in Grade 12, a student may obtain a National Certificate
Level II (NC II), provided he/she passes the competency-based assessment of the
Technical Education and Skills Development Authority (TESDA).

NC I and NC II improves employability of graduates in fields like Agriculture,

Electronics, and Trade.

Modeling Best Practices for Senior High School

In SY 2012-2013, there are 33 public high schools, public technical-vocational

high schools, and higher education institutions (HEIs) that have implemented Grade
11. This is a Research and Design (R&D) program to simulate different aspects of
Senior High School in preparation for full nationwide implementation in SY 2016-
2017. Modeling programs offered by these schools are based on students’ interests,
community needs, and their respective capacities.

Nurturing the Holistically Developed Filipino (College and Livelihood Readiness,

21st Century Skills)

After going through Kindergarten, the enhanced Elementary and Junior High
curriculum, and a specialized Senior High program, every K to 12 graduate will be
ready to go into different paths – may it be further education, employment, or
entrepreneurship.

Every graduate will be equipped with:

1. Information, media and technology skills,

2. Learning and innovation skills,
3. Effective communication skills, and
4. Life and career skills.

Required Readings:

(Read the following articles, research journal, and presentations for additional inputs
by clicking the link.)
1. Contextualization in English Language Education: Navigating the Place of
Maritime Culture in Philippine English Language Teaching by Jessie Labiste Jr
(2019)
https://www.researchgate.net/publication/337588887_Contextualization_in_English_
Language_Education_Navigating_the_Place_of_Maritime_Culture_in_Philippine_En
glish_Language_Teaching

2. Conception and Application of Contextualization in Mathematics Education by

Joseph D. Reyes et.al (2018)
https://dergipark.org.tr/tr/download/article-file/664590

3. Facilitating Student Learning Through Contextualization by Dolores Perin (2011)

https://ccrc.tc.columbia.edu/media/k2/attachments/facilitating-learning-
contextualization-working-paper.pdf

4. Localization and Contextualization of Science Activities in Enhancing Learners’

Performance by Jeffrey O. Ballesteros
https://scholar.google.com.ph/scholar?q=localization+and+contextualization+pdf&hl
=en&as_sdt=0&as_vis=1&oi=scholart

5. DepED Order 35, s. 2016

https://www.deped.gov.ph/wp-content/uploads/2016/06/DO_s2016_035.pdf

Application: Let’s Apply

Read the published research entitled “THE PERCEPTION OF THE PARENTS AND
STUDENTS ON THE IMPLEMENTATION OF K – 12 BASIC EDUCATION
PROGRAM IN THE PHILIPPINES” by Nhelbourne K. Mohammad (click the link
below for reference or search the paper in Google). Write a three-page reflection
paper on the challenges of the K to 12 curriculum implementation that you have
observed and also provide opportunities for improvement that you can suggest. You
will be graded based on the following criteria: Presentation of Argument (content and
relevance) -50 points, Flow of Ideas (Coherence and Unity) -30 points, Mechanics (
proper grammar and spelling) -20 points.

http://jurnal.unmuhjember.ac.id/index.php/IECO/article/download/544/429
Closure

As an end note:

Let us remember that Contextualization is developing skills, knowledge, abilities and

attitudes in students by presenting new subject matter in meaningful and relevant
context. This could be a context of previous experience, real-life understanding, or
workplace practice.

CONGRATULATIONS!!!!!

You may now proceed to the next

lesson .
Lesson
Curriculum Indigenization
4

At the end of the session, you are expected to:

1. Explain the basic principles and concepts of indigenization of curriculum.

2. Apply the principles and concepts of indigenization using an actual designed

curriculum guide.

Introduction

One of the most highly contested issues in education research and curriculum design
and development is the utter exclusion of the indigenous people’s context. Today, this
issue has been extensively discussed and fully supported and funded by government
and non-government organizations throughout the world. This international pressure
has compelled educational systems to indigenize the curriculum particularly the
assessment and instructional practices. In this lesson, you will be required to apply the
principles and concepts of indigenization of education in your design curriculum
guide.

Acrostics

Instruction: Using the curriculum guide that you made in lesson 1, assess and evaluate
the guide using the quality indigenization checklist below: Your judgment should be
guided by the extent and consistency of the required items. It is highly recommended
that you refresh your knowledge on the principles and designs of curriculum to
explain deeply in the details or remarks column.
Quality Criteria Yes No Details/Remarks (how to
improve the curriculum guide?)
1. Are the statements of grade-
level standards, content and
performance standards and
learning competencies cover
or complements with holistic
development of learners?
2. Are the statements of grade-
level standards, content and
performance standards and
learning competencies benefit
indigenous learners or
communities?
3. Are the statements of
learning competencies
emphasize not just cognitive
but also emotional, spiritual,
physical and psychological
development of the learners?
4. Are there opportunities for
where students are given the
voice to define their own or
group learning goals and self-
development?
5. Do the formative
assessment tasks include
stories and relationships of
people and actual experiences
of the learners?
6. Are the learning activities
multisensory?
7. Are the assessment tasks
(both formative and
summative) holistic in nature?
8. Are there opportunities for
students’ self-assessment that
allow them to reflect and
monitor their progress?
9. Are there opportunities for
learning in community or
intergenerational learning?
10. Are the learning
competencies and tasks
connected to the world outside
the classroom?
Analysis

Focus Questions:

1. Why is there a need to indigenize the curriculum design? Elaborate on the potential
consequences if teachers failed to indigenize.

2. Describe an ideal indigenized teaching-learning process. How does it look like in

the classroom and in the school?
Abstraction: Let Us Build On!

The indigenization advocacy in education has impacted the curriculum design and
development of educational systems in the world. This has also brought difficulty and
struggle on the part of the teachers and curriculum writers and developers on how to
fully integrate the principle of indigenization in the teaching-learning process. Below
are some strategies to indigenize the curriculum:

1. Experiential and lifelong learning. The use of experiential and lifelong

learning allows students to reflect on their own context and culture. This can
be maximized to intentionally provide students opportunities to look at the
substance of the subjects from their perspective.
2. Cultural integration. This is one of the most common strategies of
indigenization. The strategy requires teachers to be very knowledgeable with
the students culture and intentionally integrate it in many ways e.g. in the
criteria by which students performance will be assessed, the teaching
strategies, the type of formative assessment and summative assessment tasks
among others.
3. Field trips, events, and feasts. At the institutional level, the schools may hold
regular cultural events that is not just limited to performing arts. This could
also be in the form of food, clothing, lifestyle, paintings, rituals and many
more. In the classroom level, teachers have the option to do field trips to
cultural sites to further enrich the substance of the lesson.
4. Oral tradition. The use of cultural narratives as one of the teaching and
learning strategies is very high in indigenization. The teacher may also invite
speakers from the indigenous peoples community to further contextualize the
substance of the lesson. This could also be done through dedicating a special
award to students in honor of the cultural tradition of the community.
5. Indigenous worldview. Respect for indigenous peoples ways and cultural
tradition particularly spiritual practices all over the world is arguably is the
highest form of indigenization.
6. Indigenized instructional materials. Books and articles authored by a member
of the indigenous community, and use of indigenous films are highly
recommended to indigenize the curriculum and the teaching-learning process.

Required Readings:

Antoine, A., Mason, R., Mason, R., Palahicky, S. & Rodriguez de France, C. (2018).
Pulling Together: A Guide for Curriculum Developers. Victoria, BC: BCcampus.
Retrieved from https://opentextbc.ca/indigenizationcurriculumdevelopers/.

Teaching Styles, Culture and Good Practices (Indigenous Resources: Indigenization

of the Curriculum Justice Institute of British Columbia
https://libguides.jibc.ca/c.php?g=409910&p=2792363.

Application: Let’s Apply

Using the curriculum guide you designed in lesson 1, revise or enhance the document
to comply with the criteria of curriculum indigenization. Explain thoroughly the
revisions or enhancements or why there is no need to revise.

(explanation starts here)

(your revised curriculum guide)
Grade-Level Content Performance MELCs Formative
Standard Standard Standard Assessments/
Resources
Closure

Please do not forget:

1. Curriculum indigenization should be equally treated with other curriculum

integration efforts of other advocacies of education. Learning is better
achieved when the substance of the lesson is contextualized to the situations of
students. Let this contextualization be the cultural tradition or personal lives of
students.

2. There are a substantial number of strategies where indigenization can be

placed premium in the curriculum design. These include, assessment criteria,
choice of teaching and learning strategies, design of assessment tasks, regular
conduct of school and classroom activities, giving of special awards to
students or people in the community among others.

CONGRATULATIONS!!!!!

You may now proceed to the next

lesson .
Lesson
Curriculum Localization
5

At the end of the session , you are expected to:

1. Evaluate the effectiveness of the curriculum reforms in the Philippine Basic

and Higher Education Sectors.
2. Establish understanding on the features of Mother Tongue- Based instruction as
an example of localization in the curriculum
3. Assess the advantages and disadvantages in the implementation of mother
tongue-based instruction in the curriculum

Introduction

From the previous topics you are already knowledgeable with the contextualization
and indigenization of the curriculum. In this part, we will learn the concept of
localization in the curriculum.

Read the paper of Allan B. de Guzman entitled “The Dynamics of Educational

Reforms in the Philippine Basic and Higher Education Sectors” (click the link below
for reference). Identify three significant curriculum reforms in education that shaped
the current design and give 5 factors each on their effectiveness. Use the matrix
template in answering.

https://files.eric.ed.gov/fulltext/EJ776349.pdf

Curriculum Reform Factors of Effectiveness

Analysis

Focus Questions:

Now, answer the following questions based on the activity you have done.
1. What are your insights in the different curriculum reforms in the Philippine
Education system?
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________

_______________________-

__________________________________________________________

2. How did the curriculum reforms shape the current design?

_____________________________________________________________________

____________

3. What particular curriculum reform that focused on the localization of the

curriculum?

_____________________________________________________________________

_______________________-

__________________________________________________________

4. How can localization in the curriculum make the Teaching-Learning process more
dynamic?
_____________________________________________________________________

_____________________________________________________________________

_______________________-

__________________________________________________________

5. As a future educator, do you agree on the precepts of localization in the

curriculum?
_____________________________________________________________________

_____________________________________________________________________

_______________________-

__________________________________________________________

After answering the questions, we will discuss further localization in the curriculum
and understand further about Mother tongue-based instruction.

Abstraction: Let Us Build On!

Localization of the Curriculum

Freedom for schools or local authorities to adapt the curriculum to local

conditions and relating the context of the curriculum and the process of teaching and
learning to the local environment (Taylor, 2004)
Relevance of curriculum content is a crucial dimension of quality education.
The promotion of localized curricula is a way of encouraging such relevance in very
different local, cultural and socio-economic contexts. It is an important component of
the decentralization of education, governance and management.

The localization of the curriculum can allow learning to become more

meaningful and relevant. It supports policy formulation and standard setting for
reform of the curriculum and the impact of this on teacher skills and knowledge.
Localization will involve the use of local materials both as the subject and object of
instruction. Localization will also involve making the local culture an integral part of
the curriculum.

However, there are a number of constraints in the devolution of responsibility

for curricula to local levels, including lack of local technical expertise and material
resources, fear of the unknown and resistance to change among teachers and local
educators. These constraints are often managed through:

• Developing a curriculum framework, including a clear set of curriculum

standards, at the central level;
• Ensuring compliance with these standards in local and school developed
curriculum, either through paper-based accreditation or endorsement processes
or through supervision and monitoring processes (or both);
• Providing training of local and school based curriculum developers; and
• Ensuring clear and open communication exists between central and localized
authorities.

Examples of global trends in localization of curriculum

Indonesia Finland
The primary change in the 1994 In the 1990s, educational policy in
curriculum reform is the inclusion of the Finland shifted to decentralization and
local curriculum subject (LCS) as an the granting of more local control to
independent subject that takes more than municipalities and schools, with the
20 % of the curriculum. However, LCS intent of encouraging more active,
implementation is problematic. LCS locally relevant learning. Within national
tends to alienate learners’ experiences, guidelines, each school can be given
because local is not singular, rural is substantial latitude for local curriculum
plural, and district has different beliefs, design, even if it has to be confirmed at
perceptions, values, norms, and skills. the municipality level. One important
Thus it is difficult to decide the LCS as aspect of the curriculum reform has been
the most “local” for all. The new to enable the shift from a didactic
curriculum applies “unity in policy and teacher-centered philosophy of the
diversity in practice”. The minimum previous central curriculum to a more
standard of competency is centralized learner-centered approach to teaching. It
(unity in policy) and the curriculum could be said that the development and
content, methods and assessment implementation of the curriculum
procedure are decentralized (diversity in influenced teacher views of knowledge,
practice). This new curriculum attempts learning, and education in a more
to deal with the overcrowded curriculum progressive direction, but this change is
through integration, reduction of not always reflected in the same way in
instructional time and decentralization of actual teaching practices at each school,
content, methods, and assessment revealing the influence of curriculum
procedures. It can be said that in the new leadership, teacher commitment to the
curriculum – except the competency and curriculum and the evaluation of the
exit performance standard – everything curriculum in the development of the
is localized at school or district levels. school-based curriculum.

Namibia Israel
The greatest challenge to the process of The Ministry of Education encourages
localizing Vocational Education and school autonomy, in order to improve the
Training curricula in Namibia is a quality of education provided by the
preference by practitioners and educators school. The basic assumption is that the
for a more scientific, academic, general school staff is capable of developing and
and standardized vocational education formalizing an educational approach, and
and training. The traditional paradigm of can then formulate a school-based
education and training is characterized curriculum by adapting teaching and
by an overemphasis of high general learning methods to local conditions.
academic secondary school requirements Greater school autonomy has had a
for access to training and qualifications positive impact on teachers’ motivation
and instructor based delivery and and sense of commitment and on
assessment methods and techniques, as schools’ achievement orientation, but
against a focus on work-related only 4% of the variance in the
competences that are essentially effectiveness between autonomous and
contextual and relevant to the local less autonomous schools could be
socio-economic and geographical and explained by school-based management.
physical setting. The nature of local The pupils themselves should be allowed
industry is based on the utilization and a great deal of initiative and involvement
processing of locally available resources, in planning their studies, while
and the Namibia Qualification maintaining dialogue with their peers,
Framework pursues the development of teachers, parents and experts. The school
a diverse range of standards and schedule is largely based on allocating
qualifications as long as they meet all units of flexible time, where different
the guidelines and requirements of the pupils will be occupied with different
NQF and the different NQF level subjects or fields. The school is free to
descriptors. However, the difficulty of structure these units in accordance with
determining local skills needs and the various characteristics of pupils. The
distinguishing between local and only constraint on the school’s autonomy
national needs and the complexities in organizing class schedule is that for
involved in the implementation of a each pupil, the time during six school
more flexible NQF results in curriculum years is allocated on the basis of
centralization and a “one for all” disciplines, where each one has a relative
approach. proportion. This proportion can be
expressed by teaching each discipline
separately and/or by interdisciplinary
teaching, which combines the methods of
different approaches.

Australia Argentina
A wave of school-based curriculum The changes in the secondary curriculum
development started in English-speaking around 1998 allowed each province to
countries during the 1970s encountered produce their curriculum designs. A
problems because of insufficient teacher provision was made in the timetables to
preparation, unchanging school further allow each school to allocate
structures, and conservative community some 10% of the available teaching
expectations. In parallel with school hours to an “Institutional Option”
based curriculum, and with a similar subject, to be defined at school level. The
rationale, school based assessment was experience has not increased a lot the
introduced into the education systems in relevance of the content taught to
parallel with, or integrated into, public students, in part because of the small
examination systems as the numbers of proportion of time allocated for the
students accessing and remaining in institutional option, and also because
secondary education grew. Since the schools have tried to make use of the
1990s most Australian States have already existing teachers, as there is no
resorted to provide state curriculums freedom to hire teachers at the school
with “essential learning” formulations to level.
help reduce variability in the students
achievement. It is assumed that because
of equity and quality considerations,
school based curriculum cannot deliver
the whole curriculum.

Challenges and Opportunities

As we have seen, while important, the process of localizing curricula is

challenging on a number of levels.

When embarking on a process of localization, educators at all levels in an

education system are required to adopt additional responsibilities, new roles and to
perform familiar tasks in different ways. The role and definition of “expert” is
changed as the system and the individuals within it become learners to varying
extents. It is important to acknowledge in advance that such a process will be
stressful, frustrating, and at times difficult, but one hopes, ultimately rewarding and
positive.

If the education system is seen as a learning organization and the individuals

within it as learners, the role of the policy maker and implementer becomes one of
facilitating change and building capacity throughout the system. Effective localization
processes demand both a clear articulation of policy and a sympathetic understanding
of the new demands on individuals and organizations. Areas where capacity is not
adequate to deal with new demands need to be identified in advance and given the
support necessary to fulfil the expectations of policy makers and of the public.

Four main areas where practical difficulties may arise can be identified:
• Lack of competent staff

• Teachers attitudes and potential resistance

• Fear of the unknown
• Lack of resources
(Source: UNESCO-IBE’s Training Tools for Curriculum Development)

Mother- Tongue Based Instruction

The curriculum in the Philippines is revised every ten years, but the swift
phases of changes in education and the global demands of the Filipino society
necessitate the update of the curriculum to make it responsive to emerging demands
of the learners in the 21st century. To keep abreast with the demand of the world’s
changing technology, the education curriculum in the Philippines tried to keep in pace
with the global trends. Finally, for the school year 2012, the K to 12 basic education
curriculum was first implemented in the Philippines.

The mother tongue based instruction is one of the refinement of the newly
implemented curriculum. Currently, the K to 12 remains to be an endeavor in progress
among the educators of the country. Aside from the issue of educational essence, the
refinement of the education curriculum was guided by the global needs, as
concomitant in the Education for All Plan 2015 which aims to rationalize its content
in order to improve students’ skills and contribute to the fulfillment of functional
literacy.

During these past decade, there were only three countries in the world that do
not have the K to 12 curriculum. These were the countries of Djibouti and Angola.
Until recently, in June 2012, the Philippines has finally implemented the K to 12
curriculum. One of its educational mandate is the introduction of the MTB (Mother
Tongue Based) instruction specifically in the Kindergarten, and grades 1, 2 and 3 as
one of the academic features of the recently implemented K to12 Curriculum. This
language policy supports one of the of UNESCO (2008) which bear out its sprouting
interest in promoting mother tongue-based education and to develop learning
programs using the mother tongue.
Mother Tongue-Based Multilingual Education (MTB-MLE) is a form of
education that emphasizes the use of the language of the home as a medium of
instruction. The movement to MTB-MLE is an effort to establish equitable
educational opportunities for speakers of indigenous languages. The Mother Tongue
framework seeks to achieve increased access to education and increased quality of
education through providing instruction in the first language before transitioning to
other languages (Benson, 2004). The movement has taken hold around the world,
primarily through non-profit organizations in small-scale projects.

In many nations worldwide, students enter into educational contexts that teach
almost exclusively in the national, regional, and increasingly English language. Often,
speakers of indigenous languages do not have the ability to engage in learning
contexts that rely only on the national language, thus they fall behind or are otherwise
excluded from education. In an attempt to make education more equitable,
multilingual education provides the opportunity for more than one language to be
used both as the target of instruction, as well as the medium of instruction. However,
simply using multiple languages does not ensure that students have access to the
material in their own language. MTB-MLE differentiates itself by utilizing the first
language first as the language of instruction, followed by a regional or national
language, and then often followed by English. In this way, MTB-MLE serves as a
form of transitional language education with varying degrees of emphasis on the
preservation of the mother tongue.

Some models of MTB-MLE include the development of teaching materials

and print literature through the use of mother-tongue translators. Others require a
more contextual approach that includes the development of materials through a close
analysis of the local culture, such as stories or anthologies being written from oral
histories or folklore. Some programs use the mother tongue as a means to teach
content until a time in which students can use a second language and transfer
academic knowledge into that language, or a “weak form” of bilingual or multilingual
education. Others approach the task as teaching the language as well as teaching
through the language, thus focusing more on sociolinguistic identity. This would
include a much longer time to use the mother tongue in the schools setting, or a
“strong form” (Baker, 2006)

Mother Tongue Based Instruction Curriculum Guide

Task: Read the Curriculum Guidelines for Mother Tongue-Based Instruction by

clicking the link below.
https://www.deped.gov.ph/wp-content/uploads/2019/01/Mother-Tongue-CG.pdf

Task: Read DepED Order 16, S. 2012 – GUIDELINES ON THE

IMPLEMENTATION OF THE MOTHER TONGUE-BASED- MULTILINGUAL
EDUCATION (MTB-MLE) by clicking the link below.
https://www.deped.gov.ph/2012/02/17/do-16-s-2012-guidelines-on-the-
implementation-of-the-mother-tongue-based-multilingual-education-mtb-mle/.

Application: Let’s Apply

Read the published research entitled “CURRENT PERSPECTIVES ON MOTHER –

TONGUE BASED INSTRUCTION IN THE NEWLY IMPLEMENTED K TO 12
CURRICULUM OF THE PHILIPPINES” by Ma. Theresa B. Valerio,Ph.D (click the
link below for reference or search the paper in Google). In the diagram presented
below, cite advantages and disadvantages in the implementation of the Mother-tongue
based instruction and Analyze which you think it is leaning towards. Is MOTHER –
TONGUE BASED INSTRUCTION more an advantage or a disadvantage?

http://www.eajournals.org/wp-content/uploads/Current-Perspectives-on-Mother-
Tongue-Based-Instruction-in-the-Newly-Implemented-K-to-12-Curriculum-of-the-
Philippines.pdf
Essential points to remember:

1. Curriculum development describes all the ways in which teaching or training

organization plans and guides learning. This learning can take place in groups or with
individual learners. It can take place inside or outside the classroom. It can take place
in an institutional setting like school, college, training center, or in a village or a field.
It is central to the teaching-learning process.

2. The curriculum is a means followed by the teachers and students for achieving the
set goals and the aims or objectives of education being provided in the school.

3. Curriculum, in every sense, is supposed to be used for all experiences. These

may be curricular or co-curricular, imparted by the school for the realization
of the stipulated aims and objectives of the school education.

CONGRATULATIONS!!!!!
You are now ready to open doors of opportunities in the
field of teaching. The knowledge obtained in this course
on the various concepts of Curriculum Development
made you deeply understand the Educational System in
the Philippines. It is now your individual battle to make
innovations in Education as a Teacher. We, your
mentors, wish you best of luck!!!

Topic Wise Philosophy Past 10 Years Questions
100% (5)
Topic Wise Philosophy Past 10 Years Questions
99 pages
TEXTBOOK Assessment of Learning 1
No ratings yet
TEXTBOOK Assessment of Learning 1
143 pages
Husserl and The Promise of Time: Cambridge Books Online © Cambridge University Press, 2010
100% (2)
Husserl and The Promise of Time: Cambridge Books Online © Cambridge University Press, 2010
321 pages
Educ-100 - The Child and Adolescent Learners and Learning Principles
No ratings yet
Educ-100 - The Child and Adolescent Learners and Learning Principles
4 pages
EDU-052 Module
No ratings yet
EDU-052 Module
64 pages
Field Study 6 On Becoming A Teacher
No ratings yet
Field Study 6 On Becoming A Teacher
41 pages
Midterm Exam Answers
100% (1)
Midterm Exam Answers
4 pages
Mid Term Examination in Curriculum Development
50% (2)
Mid Term Examination in Curriculum Development
1 page
Christopher Dawson Religion and Culture I
No ratings yet
Christopher Dawson Religion and Culture I
19 pages
Kerslake Immanence and The Vertigo of Philosophy From Kant To Deleuze
100% (2)
Kerslake Immanence and The Vertigo of Philosophy From Kant To Deleuze
345 pages
Lavelle Lois The Act of Presence
No ratings yet
Lavelle Lois The Act of Presence
42 pages
Facilitating Chapter 3
No ratings yet
Facilitating Chapter 3
3 pages
Jopay
No ratings yet
Jopay
4 pages
Chapter 1 Curriculum Essentials
100% (3)
Chapter 1 Curriculum Essentials
36 pages
Obe Course Outline in Prof - Ed.7
No ratings yet
Obe Course Outline in Prof - Ed.7
13 pages
Curriculum Week19
100% (1)
Curriculum Week19
6 pages
L7 - Graded Activities
No ratings yet
L7 - Graded Activities
13 pages
The Curriculum Shall Be Contextualized and Globalized
No ratings yet
The Curriculum Shall Be Contextualized and Globalized
6 pages
The Teacher and The School Curriculum
100% (1)
The Teacher and The School Curriculum
40 pages
Tos
No ratings yet
Tos
11 pages
Ed 8 Midterm Exam (2023)
No ratings yet
Ed 8 Midterm Exam (2023)
6 pages
Educ 321: The Teacher and The School Curriculum
No ratings yet
Educ 321: The Teacher and The School Curriculum
7 pages
Curriculum Sources
100% (1)
Curriculum Sources
19 pages
Important Points To Remember in Planning and Organizing
No ratings yet
Important Points To Remember in Planning and Organizing
32 pages
Answers PED 9 MODULE 4 CURRICULUM DESIGN
100% (2)
Answers PED 9 MODULE 4 CURRICULUM DESIGN
4 pages
Module 5, PED 109
100% (1)
Module 5, PED 109
25 pages
Assessment of Learning Final Exam
No ratings yet
Assessment of Learning Final Exam
8 pages
Facilitating Learner-Centered Teaching
No ratings yet
Facilitating Learner-Centered Teaching
5 pages
MODULE 1 LESSON 1 Pretest Checklist Activities 1.1-1.10
No ratings yet
MODULE 1 LESSON 1 Pretest Checklist Activities 1.1-1.10
19 pages
Reviewer in FLCT Midterm Exam
No ratings yet
Reviewer in FLCT Midterm Exam
12 pages
Activity 4 Observation Report
No ratings yet
Activity 4 Observation Report
7 pages
Module in Content and Pedagogy
No ratings yet
Module in Content and Pedagogy
58 pages
Unit I - Module
No ratings yet
Unit I - Module
14 pages
Mother Tongue Midterm
No ratings yet
Mother Tongue Midterm
1 page
Assessment of Learning Outcomes in The K To 12 Program
No ratings yet
Assessment of Learning Outcomes in The K To 12 Program
1 page
CHAPTER 1 - Curriculum Essentials
100% (2)
CHAPTER 1 - Curriculum Essentials
4 pages
(2.1) PrEd 128n - Facilitating Learner-Centered Teaching
No ratings yet
(2.1) PrEd 128n - Facilitating Learner-Centered Teaching
10 pages
Educ 104 Reviewer
No ratings yet
Educ 104 Reviewer
17 pages
FS2 - Micro-Teaching and The Alternative Mode of Teaching Delivery
No ratings yet
FS2 - Micro-Teaching and The Alternative Mode of Teaching Delivery
1 page
Module 4 ProfEd 109
No ratings yet
Module 4 ProfEd 109
4 pages
The Teacher and The School Curriculum
No ratings yet
The Teacher and The School Curriculum
37 pages
LE 18 Grading and Reporting 1
No ratings yet
LE 18 Grading and Reporting 1
9 pages
Prof Ed
No ratings yet
Prof Ed
9 pages
Intendedvs 150318100845 Conversion Gate01
No ratings yet
Intendedvs 150318100845 Conversion Gate01
5 pages
Episode 3
50% (2)
Episode 3
20 pages
FIELD STUDY 3 - Technology in The Learning Environment
No ratings yet
FIELD STUDY 3 - Technology in The Learning Environment
6 pages
Profed609 Compilation
No ratings yet
Profed609 Compilation
119 pages
ESC 1 Teaching Strategies Approaches and Methods Under DepEd K 12 Curriculum
100% (1)
ESC 1 Teaching Strategies Approaches and Methods Under DepEd K 12 Curriculum
6 pages
Type of Curriculum Design in K To 12 Illustrative Examples: Subject-Centered Design/Approach
No ratings yet
Type of Curriculum Design in K To 12 Illustrative Examples: Subject-Centered Design/Approach
1 page
Practice Test For Professional Education 2
No ratings yet
Practice Test For Professional Education 2
8 pages
Evaluating The Curriculum: Module 5: Curriculum Evaluation and The Teacher By: Carolena E. Ala-An, LPT
No ratings yet
Evaluating The Curriculum: Module 5: Curriculum Evaluation and The Teacher By: Carolena E. Ala-An, LPT
15 pages
Lesson 7
No ratings yet
Lesson 7
10 pages
Final Early Childhood Curriculum Models
No ratings yet
Final Early Childhood Curriculum Models
7 pages
Module 5 Lesson 2 - Dpe 102 Sunday 230-600PM Section 4
100% (2)
Module 5 Lesson 2 - Dpe 102 Sunday 230-600PM Section 4
19 pages
TQLR - This Can Be Taught To Younger Students (Primary Grades) - It Is A
No ratings yet
TQLR - This Can Be Taught To Younger Students (Primary Grades) - It Is A
2 pages
Quiz 1
No ratings yet
Quiz 1
2 pages
Methods and Strategies
No ratings yet
Methods and Strategies
5 pages
Chapter 5: Curriculum Development Reforms and Enhancement Lesson 2: Enhanced Teacher Education Curriculum Anchored On OBE
No ratings yet
Chapter 5: Curriculum Development Reforms and Enhancement Lesson 2: Enhanced Teacher Education Curriculum Anchored On OBE
5 pages
Field Study Guide in Edfs 21 Course Title: Field Study 1 - Observations of Teaching - Learning in
No ratings yet
Field Study Guide in Edfs 21 Course Title: Field Study 1 - Observations of Teaching - Learning in
8 pages
FIELD STUDY 1 E5 Exploration On The School Curriculum
No ratings yet
FIELD STUDY 1 E5 Exploration On The School Curriculum
10 pages
Gen Ed Pre Board
No ratings yet
Gen Ed Pre Board
20 pages
Bowl1 Philhist Sem1 20163
No ratings yet
Bowl1 Philhist Sem1 20163
21 pages
Lesson 6 Foundations of Curriculum Development
100% (1)
Lesson 6 Foundations of Curriculum Development
30 pages
Arrival Time: Blocks of Time Objectives Monday Tuesday Wednesday Thursday Friday
100% (1)
Arrival Time: Blocks of Time Objectives Monday Tuesday Wednesday Thursday Friday
7 pages
Revised Teacher and The School Curriculum
100% (1)
Revised Teacher and The School Curriculum
169 pages
Dewey's Theory of Value
No ratings yet
Dewey's Theory of Value
17 pages
Authoritarian State Horkheimer1973
No ratings yet
Authoritarian State Horkheimer1973
18 pages
The Legacy: What Is Your Dream? What Is Your Goal?
No ratings yet
The Legacy: What Is Your Dream? What Is Your Goal?
3 pages
Master GDC Gdcebookspublic 20 20 70 66 13 2020706613 2020706613
No ratings yet
Master GDC Gdcebookspublic 20 20 70 66 13 2020706613 2020706613
205 pages
Module I
No ratings yet
Module I
14 pages
McCarthy, Erin - Watsuji, Tetsurō - Watsuji, Tetsurō - Ethics Embodied - Rethinking Selfhood Through Continental, Japanese, and Feminist Philosophies-Lexington Books (2010)
No ratings yet
McCarthy, Erin - Watsuji, Tetsurō - Watsuji, Tetsurō - Ethics Embodied - Rethinking Selfhood Through Continental, Japanese, and Feminist Philosophies-Lexington Books (2010)
134 pages
R. Pippin - Replies To Critics
No ratings yet
R. Pippin - Replies To Critics
10 pages
Greek Scepticism Anti Realist Trends in Ancient Thought 1990
No ratings yet
Greek Scepticism Anti Realist Trends in Ancient Thought 1990
210 pages
IDEALISM
No ratings yet
IDEALISM
18 pages
On Why
No ratings yet
On Why
7 pages
From Yogacara To Philosophical Tantra in PDF
No ratings yet
From Yogacara To Philosophical Tantra in PDF
13 pages
Emerson and The Bhagavadgita
100% (2)
Emerson and The Bhagavadgita
228 pages
Philosophical Foundation of Education: Presented by
100% (5)
Philosophical Foundation of Education: Presented by
25 pages
2 Lukács The Historical Novel
No ratings yet
2 Lukács The Historical Novel
70 pages
The Issue of Knowledge in Islamic Philosophy - Seyyed Mohammed Khamenei
No ratings yet
The Issue of Knowledge in Islamic Philosophy - Seyyed Mohammed Khamenei
7 pages
Some Authors Describe Millennials
No ratings yet
Some Authors Describe Millennials
3 pages
1241 2795 1 PB
No ratings yet
1241 2795 1 PB
21 pages
Qualitative Research Practice A Guide For Social Science Students and Researchers 2nd Edition Jane Beaglehole Ritchie Jane Lewis Carol Mcnaughton Nicholls Rachel Ormston Download
No ratings yet
Qualitative Research Practice A Guide For Social Science Students and Researchers 2nd Edition Jane Beaglehole Ritchie Jane Lewis Carol Mcnaughton Nicholls Rachel Ormston Download
83 pages
Political Philosophy of Sir Mohammad Iqbal
No ratings yet
Political Philosophy of Sir Mohammad Iqbal
17 pages
Idea of An Ideal India PDF
100% (1)
Idea of An Ideal India PDF
10 pages
Reality Bubbles Consciousness and The Problem Matter
No ratings yet
Reality Bubbles Consciousness and The Problem Matter
7 pages
Foundations of Curriculum
No ratings yet
Foundations of Curriculum
9 pages
Prolegomena Idealist Theory of Knovvledge) : Norman Kemp Smith
No ratings yet
Prolegomena Idealist Theory of Knovvledge) : Norman Kemp Smith
250 pages
Ants 10882
No ratings yet
Ants 10882
17 pages
Hidromek Backhoe Loader HMK 102b Alpha Spare Parts Catalog b150001 Rexroth en TR
No ratings yet
Hidromek Backhoe Loader HMK 102b Alpha Spare Parts Catalog b150001 Rexroth en TR
24 pages

Ped 7

Uploaded by

Ped 7

Uploaded by

Course Structure

Team Leader Jo-Ann Y. Solomon, Ed.D

Course Title The Teacher and the School Curriculum

Units/Credit Equivalent 3 Units

Learning Outcomes A. Analyze research studies relative to curriculum

Curriculum Evaluation Dr. Lolly Jean

Curriculum Innovation Mr. Rene M.

Nature of the Curriculum

• Definition of the Curriculum

Knowing the curriculum’s nature is an essential requirement for a future

At the completion of this module, you should be able to;

• Define the major concepts of the curriculum

At the end of the session, you are expected to:

1. For me curriculum is important because

a. As a future teacher, do you now see the importance of a curriculum? How?

The tell-tale of Pia and Catriona

Catriona said to Pia, I wanted to go to school because surely it will prepare me

Abstraction: Let Us Build On!

A. TRADITIONAL AND PROGRESSIVE POINTS OF CURRICULUM

Curriculum, however, can be defined as prescriptive, descriptive, or both.

Meanwhile, descriptive curriculum is experience. The experienced curriculum

Application: Let’s Apply

You are given 30 minutes to answer this assessment.

Points of View of Curriculum Practices

Progressive Curricular Practices

In your opinion, which definition is appropriate today? Why? Relate your

Today I learned that

At the end of the session, you are expected to:

1. Analyze the nature of the curriculum.

The Curriculum Types

I am the curriculum, and I have different types.

__________1. Recommended Curriculum __________5. Assessed Curriculum

Abstraction: Let Us Build On!

AIMS, GOALS, AND

LEARNING EVALUATION AND

B. TYPES OF CURRICULUM. The mnemonics for the types of curriculum, is

Curriculum operating in Situations and Examples

Hidden Curriculum Unintended curriculum. (peer influence, school

Application: Let’s Apply

Curriculum operating in Examples from observation

Today I learned that

You may now proceed to the next

1. Philosophical Foundations of Curriculum

Curriculum development is anchored on a very solid foundation. Although

At the completion of this module, you should be able to:

Are you ready? Then start the lesson now.

At the end of the session, you are expected to:

1. Describe how philosophy influences curriculum workers.

Modified Post parade

You may answer the following reflective questions:

1. What are the guiding principles of the curriculum?

2. How does curriculum differ from each other?

Abstraction: Let Us Build On!

Philosophy provides educators, especially curriculum workers, with a framework or

Four major philosophies have influenced U.S. education: idealism, realism,

To idealists, learning is a primarily intellectual process that involves recalling and

Aristotle is often linked to the development of realism, another traditional school of

In contrast to the traditional philosophies, pragmatism (also referred to as

To pragmatists, teaching should focus on critical thinking. Teaching is more

According to existentialist philosophy, people continually make choices and thereby

An existentialist curriculum consists of experiences and subjects that lend themselves

Four agreed-on philosophies of education have emerged: perennialism, essentialism,

The perennialist’s curriculum is subject-centered; it relies heavily on defined

Essentialism: Reaffirming the best and brightest

Progressivism developed from pragmatic philosophy, as a backlash against

According to progressivist thought, these skills include problem-solving and scientific

Progressivists were united in opposing (1) authoritarian teaching, (2) overreliance on

Application: Let’s Apply

A. Draw Like You Mean It!

B. Today I learned that

Well done! You have successfully finished the Lesson,

At the end of the session, you are expected to:

1. Discuss the three major theoretical schools of learning—behaviorism,

Word Plus Sentence Factory

1. How did you come up with your list?

Abstraction: Let Us Build On!

1. Recommended Curriculum 5. Assessed Curriculum