MODULE 4 LESSON 1

NAME: MC WILSON O. DECENA SLP 1C

SUBJECT: Curriculum Development

TAKE ACTION

Activity 1- K to 12: Can We Make a Curriculum Change? (By Groups)

The K to 12 is the current reform in our national basic education curriculum. There are driving
forces as well as restraining forces that affect its implementation. In other words, there are factors
that will make K to 12 succeed but there are also factors that will make K to 12 fails.

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

2. What factors make the K to 12 difficult to succeed? Write these on the right column B. You may
not fill up all the boxes.
3. You see that middle portion is the word equilibrium or balance.
A. Driving Force/Factors E B. Restraining Force/ Factor
Q
Learner Centered Curriculum Urgent Shift in Environment
U
Curriculum Access the quality of education I Lack of budget, classroom, school
L supplies and teachers
I
Competitive advantage B Forced to choose a strand
R
Skill Competency in Global Job Market I Dropout rate increases
U
Readiness to join the workforce
M
Preparedness for Tertiary Learning

Holistic Education

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

2. If B is more than A, there will be an unsuccessful curriculum change.
3. If A and B are equal, then there will be a status quo.

Activity 2- Making Sense of Curriculum Implementation Observe class where the teacher is
teaching.
1. Watch: Mathematics Demonstration by Sir Joe (Tarlac State University) 2017 / Best
Demonstration (YouTube) or Demo Teaching in Mathematics IV by Mary Ann S. Cacayorin
(YouTube)

2. Describe what the teacher is doing for at least the whole period.
For the whole period, Teacher Joe encourage his students to participate in the discussion,
recitation, games, and other activities done by him with a useful material that makes the activity
more interesting and energetic.

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

3.1 What were the different learner’s activities?
The different learners’ activities done by teacher Joe are: -Group activities that imposes
competencies and group participation. -Recitations -Exploration of Amusement Park -Performance
of Shapes by singing “Who I Am”

3.2 What did the teacher do, to make the learners engage in the activities?
The teacher uses different kind of Teaching Technique that catch the learners engage in the
activities.

3.3 Where majority of the children actively participating? Why?

Yes, majority of the children actively participated in discussion because teacher Joe provided an
activity that done as a group.

3.4 Did the teacher control most of the activities?

Yes, Teacher Joe do control most of the activity because he was given limited time for the
demonstration wherein, he presents different kind of teaching style and the students participated
well.

3.5 Did the learners and the teacher tighter achieve the desired learning outcomes? Explain
Yes, the learners and teachers achieved the desired learning outcomes because the teachers plan
to catch the student’s interest to implant knowledge in different and interesting way the students
can interact and the students learned in a way that the teacher provides assessments and learning
materials that they can be easily adopt and understand the lesson.

Self-Check
Perfect Match
In column A are concepts about curriculum implementation. Connect a line from the box on the left
(A) to the arrow on the right (B) of the correct match.
Column A Column B
Concepts Meaning/Description

∙ Implementing ⮚ Minor curricula change like the use of e portfolio

instead of portfolio as an artifact

∙ Restructuring ⮚ Progressive steps from orientation to reflection about

the curriculum that is a characteristic of a curriculum
implementation

∙ Developmental ⮚ Major curricula change like shifting from face to face to

online the delivery of an academic program

∙ Alteration ⮚ Curriculum process of putting into action what has been

planned and designed

∙ Change Process ⮚ Process that ensures that the curriculum brings about
something different and better than before in the desired
learning outcomes

Self-Reflect
As a future teacher, what would be your response to curriculum implementation as part of
curriculum change? Are you willing to take part in the implementation? Why? Why not? Write your
answer in the box.

The way teachers perform teaching and evaluation using tools supplied in a curriculum is
referred to as "My Response to Curriculum Implementation." Lesson recommendations, scripts,
lesson plans, and evaluation choices are typically included in curriculum designs for a variety of
objectives. According to Johnson, an assistant professor of educational leadership and counseling
at Sam Houston State University, there was little variation in teacher or administrator responses
about gender, job assignment, education, or training time based on his score. The value of in-
service training appeared to be one of the most important factors. In-service training was offered in
most districts, and respondents thought it was critical to the success of a curriculum modification
effort.
Teachers and principals stressed the importance of specialized training. Training in the
actual editing process, a clear knowledge of the project, and a concerted effort toward a unified
conclusion were all mentioned again. Two other elements that were stressed were review
consistency and ongoing help. The typical "one-shot" in-service program was deemed insufficient
by both teachers and principals. The focus groups' replies up the statistical data, describing the
cause for project success or failure as periodic (weekly or monthly) meetings (or lack thereof) on
the revision procedures. A third point that was constantly underlined was the importance of in-
service training's time component. As previously indicated, the "one-time" approach to in-service
training, that is, in-depth one-time instruction, did not work. The need of frequent interaction was
underlined in the responses in a big way. Hours, days, weeks, and months did not appear to have
any effect. Rather, the frequency of communication over time highlighted the project's perceived
success or failure.
As a future educator, my perspective on curriculum implementation should be: Successful
curriculum modification procedures require active participation from practicing educators, both
administrators and classroom instructors. The "team" approach must not only be fully adopted in
the first review session, but both elements must be maintained regularly. First and foremost,
administrators must continue to participate in the evaluation process. Second, teachers require
continual encouragement, feedback, and chances for professional dialogue.