COLLEGE OF TEACHER EDUCATION

MODULE 4
Lesson 1
CURRICULUM IMPLEMENTATION
LEARNING OUTCOMES:
 identify different curriculum workers;
 analyze different levels of curriculum implementation in the Philippine context;
 discuss the factors to consider in implementing a

curriculum CONTENT

Curriculum Implementation
From the term itself, Curriculum Implementation focuses on the actual curriculum
implementation from the national level to the local school content. The performance of
the curriculum is influenced by the educational goals set by the government or schools,
and an academic or curriculum philosophy guides process.

Curriculum Workers
The success or failure of any curriculum depends on the people working for its
implementation Olivia(2005). Identified the following as curriculum workers:

1. Teachers
- Implementers of Curriculum that are most visible among the curriculum workers
- Develop lesson plans, unit plans, yearly plans, and syllabi for every subject they
teach.

2. Principals
- The chief academic and administrative officer of the school that provides curricular
and instructional leadership and supervision to the teachers and other personnel
in the local school context
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3. Curriculum Consultants
- Individuals with rich experience in doing curriculum projects related to curriculum
planning, development and evaluation.

4. District Supervisors
- Responsible for supervising the implementation of the curriculum at the district
level.
- Help public school principals ensure that the Department of Education programs
are implemented in their respective schools.

5. Education Supervisors
- Help the district office of the Department of Education in supervising the
implementation of projects and programs specific to each subject area.

6. Division Superintendents
- The chief academic officer of each division supervises the DepEd curriculum,
programs and projects at the division level, both public and private schools.

7. Regional Directors
- Manage the programs and projects of the Department of Education at the regional
level.

8. Education Program Specialists

- Assist the Commission on Higher Education and Department of Education in
developing curriculum policies that will help teachers and other curriculum
leaders in the implementation of the curriculum.

9. Technical Panels and Technical

- Professors and individual experts from different disciplines and fields that assist
CHED in developing curriculum, formulating curriculum policies, and evaluating
the compliance of higher education institutions to CHED program standards

Curriculum Implementation for various Philosophers

 Posner,(1995)
- In analyzing the curriculum, a careful examination of the background,
philosophy, expertise, and level of involvement of different workers are important

 Walker,(1971)
- In the process of curriculum development, various curriculum workers bring with
them their philosophies, beliefs, expertise and other concerns when they plan
and develop curriculum
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 Glatthorn, Boschee, and Whitehead(2006)

- They emphasized that curriculum workers are curriculum leaders too.
- Curriculum workers take the role of curriculum leaders, providing directions,
guidance and supervision

Levels of Curriculum Implementation

To ensure the smooth implementation of the curriculum, each Department or
ministry of education in any country has established a system that will take charge of the
whole work of planning, development, implementation, and evaluation of the curriculum.

Levels of Curriculum Implementation at Basic Level

National Level

Regional Level

Division Level

District Level

Local School Level

Republic Act 9155, also known as the Governance of Basic Education Act of 2021,
Chapter Section 7 defines the functions of each level as follows:

A. National Level
 formulating national education policies and national basic education plan;
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 promulgating national education standards;

 monitoring and assessing national learning outcomes;
 undertaking national educational research and studies;
 enhancing the employment status, professional competence, welfare, and working
conditions of all personnel of the Department and total development of learners
through local and national programs and projects

B. Regional Level
 defining a regional education policy framework that reflects the values, needs and
expectations of the communities they serve;
 developing a regional basic education plan and regional educational standards with
a view toward bench-marking for international competitiveness;
 monitoring, evaluating and assessing regional learning outcomes;
 undertaking research projects and developing and managing region-wide projects,
which may be funded through official development assistance and funding agencies;
 ensuring strict compliance with prescribed national criteria for the recruitment,
selection, and training of all staff in the region and divisions;
 formulating, in coordination with the regional development council, the budget to
support the regional educational plan, which shall take into account the educational
plan of the divisions and districts;
 determining the organization component of the divisions and districts and approving
the proposed staffing pattern of all employees in the divisions and districts;
 hiring, placing, and evaluating all employees in the regional office, except for the
position of assistant director;
 evaluating all school division superintendents and assistant division superintendents
in the region;
 planning and managing the effective and efficient use of all personnel, physical and
fiscal resources of the regional office, except for the position of assistant director;
 managing the database and management information system of the region; and
 approving the establishment of public and private elementary and high schools and
learning centers

C. Division Level
 developing and implementing division education development plans;
 planning and managing the effective and efficient use of all personnel, physical,
fiscal resources of the division, including professional staff development;
 hiring, placing and evaluating all division supervisors and school district supervisors
as well as all employees in the division, both teaching and non-teaching personnel,
including school heads, except for the assistant division superintendent;
 monitoring the utilization of funds provided by the national government and the local
government units to the schools and learning centers;
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ensuring compliance of quality standards for basic education programs and for this
purpose strengthening the role of division supervisors as subject area specialists;
 promoting awareness of and adherence by all schools and learning centers to
accreditation standards prescribed by the Secretary of Education; and
 supervising the operations of all public and private elementary, secondary and
integrated schools, and learning centers

D. School District Level

 providing professional and instructional advice and support to the school heads and
teachers/facilitators of schools and learning centers in the district or cluster thereof;
and
 curricula supervision

E. School Level
 setting the mission, vision, goals, and objectives of the school;
 creating an environment within the school that is conducive to teaching and learning;
 implementing the school curriculum and being accountable for higher learning
outcomes;
 developing the school education program and school improvement plan;
 offering educational programs, projects, and services that provide equitable
opportunities for all learners in the community;
 introducing new and innovative modes of instruction to achieve higher learning
outcomes
 administering and managing all personnel, physical and fiscal resources of the school;
 recommending the staffing complement of the school-based on its needs;
 encouraging staff development;
 establishing school and community networks and encouraging the active
participation of teachers organizations, non-academic personnel of public schools,
and parent- teachers-community associations; and
 accepting donations, gifts, bequests and grants to upgrade teachers' learning
facilitators' competencies, improve and expand school facilities, and provide
instructional materials and equipment

Things to Consider In Implementing the Curriculum

1. Government Requirements- include memoranda, policies, guidelines, and
requirements from the Department of Education, Commission on Higher Education,
and the Technical Education Skills Development Authority.
2. School Philosophy, Vision and Mission, and Core Values - must be considered at the
school level, especially when selecting specific content and learning experience for all
students enrolled in each program.
3. Learning Environment- required various school facilities required for each program.
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4. Needs and Demands of the Society- needs and demands of the society that the
curriculum must respond to.

5. The needs of the Students- including interests- are considered when the school
develops academic policies and prepares the course syllabi.

6. Faculty Expertise- the faculty is considered the most important asset of each school,
college, or university.

7. The Changing Nature of Knowledge - includes the theories and research from
different areas and professional organizations in the academe that are also influential
in implementing the curriculum.

Lesson 2
Curriculum Evaluation

LEARNING OUTCOMES:
 analyze different curriculum evaluation models
 identify several factors that are considered in evaluating curriculum in the Philippine
context

Introduction
Evaluation is concerned with giving value or making judgments. Consequently,
the person acts as an evaluator when he or she attributes worth or judgment to an
object, a place, a process, or behavior and is done using a set of criteria.

Content
Curriculum Evaluation is a process of making an objective judgment of a
curriculum its philosophy, goals and objectives, contents, learning experience, and
evaluation. It is also concerned about finding out whether the curriculum is relevant and
responsive to the needs of the society and the learners.

Views and Definition of Curriculum Evaluation

 Davis,1980
-the process of delineating, obtaining, and providing valuable information for making
decisions and judgments about curricula

 Marsh,2004
-the process of examining goals, rationale, and structure of any curriculum
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 Print,1993
-the process of assessing the merit and worth of a program study, a course, or a
Field of Study

 Bruce Tuckman, 1985

-the means of determining whether the program is meeting its goals

 Doll,1992
-the broad and continuous effort to inquire into the effects of utilizing content and
processes to meet clearly defined goals

 Stufflebeam,1971
-the process of delineating, obtaining, and providing helpful information for the
judging decision alternatives.

Purposes of the Curriculum Evaluation

Print (1993) identified several vital purposes and functions of evaluation in the
school setting:
 Essential in providing feedback to learners
 Helpful in determining how learners have achieved the objectives of the curriculum
 To improve curriculum
In addition, for administrators and teachers, it also helps in making decisions
about improving the teaching and learning process, shape academic policies, guides
in initiating curricular changes and innovation, ensures the quality of any curricular
program, helps schools align their curriculum to different curriculum sources and
influences and determines the level of of the success of the school's vision and
mission.

Curriculum Evaluation in the Classroom

Doll (1997) identified several instruments in collecting data for curriculum evaluation
as follows:
 test results;
 anecdotal records;
 checklists;
 interview guides;
 observation guides;
 personality inventories;
 rating scales;
 IQ tests; and
 interest inventories
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Curriculum Evaluation at the School or School System Level

Curriculum evaluation is done mainly at the schools or school system level to
evaluate how the curriculum goals are attained at the macro level. The following
instruments can be used to gather data for the evaluation of the curriculum:
 Opinion polls
 Surveys
 Focus-group discussion
 Follow-up studies(graduate tracer studies)
 Standard evaluation instruments
 Results of the district or national tests

Models of Curriculum Evaluation

A. Provus' Discrepancy Evaluation Model
- developed by Malcolm Provus in 1971 to evaluate projects under Elementary-
Secondary Act in the United States
- he proposed four significant stages of conducting curriculum evaluation as follows:
I. Determining program standards
II. Determining program performance
III. Comparing performance with standards
IV. Determining whether a discrepancy exists between performance and
standards
- In 1997, Ronald Doll noted that the Provus model had been called the discrepancy
model because it compares with standards to determine whether there is the
discrepancy between the two. This model enables curriculum evaluators and
administrators of the school to collect and gather concrete evidence on how the
curriculum satisfies the set standards.

B. Tyler Model of Curriculum Evaluation

In 1950, Ralph Tyler proposed seven steps for evaluating a curriculum. This
evaluation model is a cyclical type of model.
1. Establishment of goals and objectives
2. Classification of the objectives
3. Definition of the objectives in behavioral terms
4. Identification of situations in which achievement of the objectives could be shown
5. Selection of criterion of measurement procedures
6. Collection of data about pupil performance
7. Comparison of findings with the stated objectives
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C. Stufflebeam's CIPP Model

The Phi Delta Kappa National Study Committee on Education, chaired by Daniel
L. Stufflebeam, developed and published a curriculum evaluation model known as
CIPP (context, input, process, product) model. He defined evaluation as a process of
delineating, obtaining, and providing helpful information for judging decision
alternatives.

Input Process Output

Context
a. Context Evaluation- the most basic kind of evaluation that aims to provide
a strong rationale for determining curriculum objectives
b. Input Evaluation- aims to provide information by determining how resources are
utilized to achieve curriculum objectives. At this level, the resources of the
school and the different designs for implementing the curriculum are considered.
c. Process evaluation - focuses on providing periodic feedback while the curriculum
is being implemented. It also aims to detect the problems in implementing the
curriculum, provide information for programmed decisions, and maintain a record
of the procedures as it occurs.
d. Product Evaluation- aims to gather, interpret, and apprise curricular attainments,
not just the end of implementing a curriculum.

D. Stakes' Congruency-Contingency Evaluation Model

Robert Stake (1975) claimed that curriculum evaluation is not complete unless
three categories of data are made available. These categories are:
1. Antecedents- include data on students and teachers, the curriculum to be
evaluated, and the community context
2. Transactions - include time allotment, sequence of steps, social climate and
communication flow
3. Outcomes - encompasses students' learning in the form of understandings,
skills, and values or attitudes and the effects of the curriculum on the teachers,
students, and the school.

Congruency is the degree of alignment between what was desired and what was
achieved.
Contingency refers to the relationship between one variable to the other, for
example, between the curriculum and community context.
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E. Eisner's Educational Connoisseurship Model

Elliot Eisner (1935) provided a qualitative way of evaluating the curriculum. This
model does not have methodical procedures compared with other evaluation models.
Using this model calls for thorough observations of classroom and school activities,
including the hidden curriculum. The emphasis of this model is always on the quality
rather than on the measurable quantity of learning and interaction.

Overall, curriculum evaluation is crucial as it is intended to provide meaningful

information in almost every aspect of the curriculum. This information or results of
evaluation provide a solid basis to all decisions done about planning, design,
development, and implementation of curriculum

Lesson 3
Curriculum Innovation

LEARNING OBJECTIVES
- Define curriculum innovation.
- Analyze the different types of curriculum innovations; and
- Appreciate the positive contribution of curriculum innovations in the education
system.

CONTENT
Definition of Innovation
(1) Marsh and Willis, 2007 - innovation may mean a new object, new idea, ideal
practice, or the process by which a new object, idea, or practice comes, to be
adopted by an individual group or organization.

(2) Henderson, 1985 – Innovation is the planned application of ends or means, new
to the adopting educational system and intended to improve the effectiveness
and efficiency of the system.

(3) Curriculum innovations are new knowledge about Curriculum, new curriculum
theories, outstanding curricular practices, new Curriculum, or new curriculum
designs that are sometimes developed out of research in education or other
studies from other disciplines and academic fields.

Curriculum innovation is frequently associated with curriculum change—a term in

curricular studies that means any changes in the curriculum that are either planned or
unplanned. Curriculum innovations, therefore, are positive changes or improvements
that are happening in the educational system, particularly in the area of curriculum.
Michael
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Fullan (1989) identifies four core changes in the educational context that shape the
definition of curriculum innovation.
1. Some forms of regrouping or new grouping (structure);
2. New curriculum materials;
3. Changes in some aspects of teaching practices (new activities, skills, behavior);
and
4. A change in beliefs or understanding vis-à-vis curriculum and learning.

Educators are committed as change agents facilitating a smooth implementation

of any curriculum innovation at the heart of any curriculum innovation. They are
professionals with expertise in various disciplines and with extensive knowledge
in pedagogy.

Types of Curriculum Innovation

A. Standards-based Curriculum
A standard-based curriculum is designed based on content standards as
explicated by experts in the field. (Glatthorn et al., 1998) curriculum standards
include general statements of knowledge, skills and attitudes that students should
learn and master due to schooling. (Marzano 1996; Glatthorn et l., 1998) They are
statements of what students should know and be able to do. Standards generally
include three different aspects; knowledge skills and dispositions.

1. Knowledge or Content Standards describe what students should know. These

include themes or conceptual strands that should be nurtured throughout the
students' education.
2. Skills Standards include thinking and process skills and strategies that students
should acquire.
3. Dispositions are attitudes and values that should be developed and nurtured in
students.

Curriculum standards are different from competencies. Standards are broader,

while competencies are more specific and perspective in terms of the scope of
knowledge, skills, and values that students should learn. Curriculum standards provide
more creativity and freedom for educators to explore various learning opportunities and
better assess students' achievement (Morrison 2006).

Works of literature offer many reasons or positive benefits for developing

standards. For instance, curriculum standards provide a structure that allows students to
learn common knowledge, skills, and values. They gave direction or framework in
designing a course. VanTasselBska (2008) identified varieties of benefits of using
curriculum standards to education:
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1. Ensure that students learn what they need to know for high-level functioning in
the 21st Century.
2. Ensure educational quality across school districts and educational institutions.
3. Provide educators with guideposts to mark the way to providing students with
meaningful outcomes to work on.
4. Provide a curriculum template within which teachers and candidates can focus on
instructional delivery techniques that work.

In a standard-based curriculum, these curriculum standards serve as bases for

designing the content of a curriculum. As a curriculum innovation, it gave birth to the
development of core curriculum and state standards. In the Philippines, for example,
curriculum standards help develop and organize the curriculum for k-12.

A standard-based curriculum involves the teacher in the process of curriculum

planning and design. A standards-based curriculum empowers the teachers to take an
active role in planning for implementing the curriculum standards prescribed by the
government.

B. Multicultural Curriculum
A multicultural curriculum aims to promote cultural literacy and cultural
understanding. Schools use different strategies and approaches to develop cultural
literacy and promote cultural understanding. Usually, this is done through cultural
awareness activities by knowing the different costumes, songs, literature, foods and
introducing them to different historical places of different countries as part of daily
lessons. However, cultural awareness alone is not sufficient to develop cultural
understanding. All material culture has a context and a story to share. Hence, there is a
need for a more realistic or concrete program to enable the learners and teachers to
experience and understand these aspects of culture in the classroom.

Banks (1994) identified five dimensions that schools could adopt when trying to
implement a multicultural Curriculum. These dimensions are instrumental in developing
cultural literacy and in promoting cultural understanding in schools.
1. Content Integration – deals with the extent to which teachers use examples and
content from a variety of cultures and groups to illustrate key concepts, principles,
generalizations, and theories in their subject area or discipline.
2. The Knowledge Construction Process consists of methods, activities, and
questions teachers use to help students understand, investigate, and determine how
implicit cultural assumptions, frames of reference, perspectives, and biases within a
discipline influence how knowledge is constructed.
3. Prejudice Reduction – describes the characteristics of students' attitudes and
strategies that can help them develop more democratic attitudes and values.
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4. Equity Pedagogy – exists when teachers modify their teaching in ways that will
facilitate the academic achievement of students from diverse racial, cultural, ethnic,
and gender groups,
5. An Empowering School Culture and Social Culture – involves restructuring the
school's culture and organization so the students from diverse racial, cultural, ethnic
and gender groups will experience quality.

There are many ways in which a multicultural curriculum can be developed and
implemented. Bennett (1999) proposed a multicultural curriculum focusing on six goals;
- Develop multiple historical perspectives.
- Strengthen cultural consciousness.
- Strengthen intercultural competence.
- Combat racism, sexism, and other forms of prejudice and discrimination
- Increase awareness of the state of the planet and global dynamics.
- Build social action skills.

C. Indigenous Curriculum
The idea of an indigenous curriculum was a product of a vision to make the
curriculum relevant to the needs and context of indigenous people. It links the
curriculum with the society's culture and history. It values the importance of integrating
indigenous knowledge systems of people into the existing curriculum. The Author's
earlier studies on indigenous curriculum provided a framework for linking indigenous
knowledge with curriculum and provided several dimensions that serve as a framework
for developing an indigenous curriculum.
1. Construct knowledge so that young children understand how experiences, personal
views, and other peoples' ideas influence scientific concepts and knowledge
development.
2. Use instructional strategies that promote academic success for children of different
cultures.
3. Integrate contents and activities that reflect the learners' culture, history, traditions,
and indigenous knowledge in the curriculum.
4. Utilize the community's cultural, material, and human resources in the development
and implementation of the curriculum

Specifically, an indigenous curriculum may consider using and implementing the

following strategies at the school level:
1. It integrates contents and activities that reflect the learners' culture, history,
traditions, and indigenous knowledge in the curriculum.
2. It uses the local language as the medium of instruction for several subjects like
Math, Science, Social Studies, Physical Education, Music, Values Education, and
Home Economics and Livelihood Education.
3. It involves community folks and local teachers in the development of the curriculum.
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4. It is developing local instructional materials and learning outside the classroom by

utilizing various available community resources for conducting observation and
investigations.
5. It uses instructional strategies that are relevant to the indigenous learning system.

As a form of innovation, an indigenous curriculum is founded on the people's

way of life, traditions, worldview, culture, and spirituality. It is a pathway of education
that recognizes wisdom embedded in indigenous knowledge. This indigenous
knowledge is very influential to the development of young children. It has been
embedded in their daily life since the time they were born. They grow up in a social and
cultural setting- family, community, social class, language, and religion. An indigenous
curriculum, therefore, is a noble way of responding to the needs of indigenous people.
In an indigenous curriculum, the first frame of reference for developing a curriculum
must be the community, environment, history, and people (Pawilen, 2006, 2013).

D. Brain-based education
Prominent advocates in brain-based education, Caine and Caine (1997),
considered curriculum and instruction from a brain-based approach. They begin with
brain-mind learning principles derived from brain research findings and apply them in
the classroom and curriculum design. These principles are:
1. The brain is a whole system and includes physiology, emotions, imagination and
predisposition. These must all be considered as a whole.
2. The brain develops a relationship to interactions with the environment and with others.
3. A quality of being human is the search for personal meaning.
4. People create meaning through perceiving specific patterns of understanding.
5. Emotions are critical to the patterns people perceive.
6. The brain processes information into both parts and wholes at the same time.
7. Learning includes both focused attention and peripheral input.
8. Learning is both unconscious and conscious.
9. Information (meaningful and fragmented) is organized differently in memory.
10. Learning is developmental.
11. The brain makes several connections in a supportive but challenging environment;
however, the brain may inhibit learning when there are perceptions of threat.
12. Every brain is unique in its organization.

Another advocate of brain-based education, Resnick (1987), theorized that

learners learn more if they are given several ways to look at a problem and if they are
asked to give more than one way of solving it. Caine and Caine (1991) also cited
studies showing that the brain learns best when it works to solve problems or
accomplishes specific tasks instead of merely absorbing isolated bits of information.
The brain's primary function is to seek patterns in new learning. In addition, Sylwester
(1995) pointed out that the classroom in the future may focus more on drawing out
existing abilities rather than
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on precisely measuring one's success with imposed skills, encouraging the personal
construction of categories rather than imposed categorical systems, and emphasizing
the individual, unique solutions of environmental challenges over the efficient group
manipulation of the symbols that merely represent the solution.

E. Gifted Education Curriculum

The gifted curriculum is designed to respond to the needs of a growing number of
gifted learners and develop gifted potentials. There are several examples of gifted
curriculum models presented as follows:

1. School-wide Enrichment Model

The Schoolwide Enrichment Model (SEM) (Renzulli & Reis, 2009, 19970 is
widely implemented as an enrichment program used with academically gifted and
talented students and a magnet/them enrichment approach for all students interested in
high-end learning and developing the strengths and talents of all students. (Davis,
Rimm, and Siegle, 2011). The primary goal of the SEM is the application of gifted
education pedagogy to total school improvement.
The SEM provides enriched learning experiences and higher learning standards
for all the children through three goals: (1) developing talents in all children, (2)
providing a broad range of advanced-level enrichment experiences for all students and
(3) providing advanced follow-up opportunities for young people based on their
strengths and interests. The SEM focuses on enrichment for all students through high
levels of engagement and the use of enjoyable and challenging learning experiences
that are constructed around students' interests, learning styles, and preferred modes of
expression.

2. Parallel Curriculum Model

The Parallel Curriculum Model (PCM) evolved from a National Association for
Gifted Children Curriculum in 1998. A group of scholars (Tomlinson, Kaplan, Renzulli,
Purcell, Leppien, & Burns) collaboratively developed this model based on the premise
that every learner is somewhere on a path toward expertise in a content area. It
promotes a curriculum model for developing the abilities of all students and extending
the abilities of students who performed at advanced levels. The PCM offers four
curriculum parallels that incorporate ascending intellectual demand to help teachers
determine current students' performance level and develop intellectual challenges to
move learners along a continuum toward expertise (Tomlinson et al., 2002). The four
curriculum parallels in this model are:
a. Core Curriculum focuses on the nature of knowledge that is embedded in the
discipline. It includes the core concepts, skills and values that are unique for each
discipline.
b. The curriculum of Connection focuses on the integration or interconnectedness of
knowledge across different disciplines.
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c. The Practice curriculum involves applying knowledge to different real-life

situations and the methodology of a practitioner.
d. The curriculum of Identity fits the learner's values and goals that characterize
practicing professionals.

3. Autonomous Learner Model

Betts (2004) pointed out that curricular offerings typically fall into three levels.
Level I is a prescribed curriculum and instruction that focuses on state standards.
Level II involves different curriculum based on individual differences.
Level III features learner-differentiated options where students are self-directed and
teachers provide opportunities for the learners to be in charge of their learning

The Autonomous Learner Model is divided into five primary dimensions:

a. Orientation acquaints students, teachers, and administrators with the central concept
in gifted education and the specifics of this model. At this level, gifted students work
together in doing self-understanding exercises that will help them be familiarized with
each other.
b. Individual Development focuses more clearly on developing skills, concepts, and
attitudes that promote lifelong learning and self-directed learning.
c. Enrichment Activities involve two kinds of curriculum differentiation, namely (1)
differentiation of curriculum by the teacher and (2) differentiation by the student.
Students are exposed to various activities to develop their passion for learning.
d. Seminars are designed to give each person in a small group the opportunity to
research a topic and present it in a seminar format to other people or a group.
e. An in-depth study is one in which students pursue areas of interest in long-term
individual or small group studies.

4. Integrated Curriculum Model

This model is a popular way of organizing or designing different kinds of curriculum.
The Center for Gifted Education at the College of William and Mary developed its
curriculum based on this model and has trained many teachers worldwide in using
their curriculum materials (Davis et al., 2011). The model presented three
dimensions based on VanTassel-Baska's (1987) model that guides the development
of the curriculum.

a. Advanced Content Dimension meets the needs of gifted students for acceleration
by providing content earlier and faster than same-age peers would generally
receive it. Content-area experts and educators work collaboratively to develop
the content. They align vital topics, concepts and habits of mind within a domain
to content area standards.
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b. Process/Product Dimension incorporates direct instruction and embedded

activities that promote higher-order thinking skills and create opportunities for
independent pursuit in areas of students' interest.
c. Issues/Themes Dimension is where learning experiences are organized. In doing
so, students can develop more profound ideas and philosophies that ultimately
promote understanding the structure of knowledge learned.

5. Kids Academia Model

Kids Academia is a program for young Japanese children ages 5-8, which Dr.
Manabu Sumida developed in 2010. The program is designed to provide excellent
Science experiences for gifted children in Japan. The kids who participated in the
program were rigorously selected using a checklist adapted from the Gifted
Behavior Checklist in Science for Primary Children. Faustino, Hiwatig, and Sumida
(2011) identified three major phases followed in curriculum development.

a. Group Meeting and Brainstorming Activities. The teachers and teaching

assistants hold several meetings and brainstorming activities to decide on the
themes included in the program. The general orientation of the program is also
done during this phase.
b. Selections of Contents for each Theme. The teachers and teaching assistants
carefully select the lessons and topics that are included in the theme. A rigorous
study of the topic is done in this phase.
c. Designing Lessons. This phase includes carefully preparing the lesson plans
and other instructional materials needed for implementing each lesson.

The activities for each lesson were selected based on the following guidelines developed
by Dr. Sumida:
a. Stimulates the interest of the children
b. Allows children to express their ideas and findings
c. It uses cheap and easy to find materials
d. Teaches the correct use of scientific terms
e. Uses simple laboratory equipment
f. Allows individual or group activities
g. Encourages socio-emotional development
h. Connect to other subjects and everyday life experiences
i. Includes topics related to family and community
j. Uses materials connected to the family and society
k. Applies what children learned to their families and society
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F. Differentiated Curriculum
 Differentiation is a philosophy that enables teachers to plan strategically to reach
the needs of the diverse learners in the classroom today.
 Differentiated curriculum, therefore, is a curriculum that considers the unique
characteristic, learning styles, thinking preferences, intelligence, need, cultural
backgrounds, interests, gender, and other unique characteristics of the learners.
 It is a curriculum that enhances learning, making it learner-centered and dynamic.
The differentiated curriculum enables teachers to plan the curriculum based on
the nature and needs of the learners.
 It enables learners and slow learners to have equal opportunities to master the
lesson and develop holistically.
 The curriculum is designed to help learners experience learning and to be
engaged in doing several meaningful classroom activities.
 The lessons are carefully selected, learning experiences are carefully designed
based on the learners' learning style, and the assessment tools are varied.
 According to Gayle Gregory and Carolyn Chapman (2002), there are six steps in
planning differentiated learning: (1) set standards (2) define the content (3)
activate prior knowledge (4) acquire new knowledge (5) apply and adjust the
learning; and
(6) assess learning.

Gregory and Chapman (2002) suggested a framework for selecting learning

experiences for differentiated learning.

Framework for Selecting Activities for Differentiated Instruction

Climate Knowing the Assessment Learning Instructional

Learners Tasks Strategies
• Nurturing • Learning • Traditional • Total group • Brain-based
• Inclusive styles assessment • Alone • Constructivist
• Multisensory • Thinking • Authentic • Paired • Cooperative
• Stimulatin g styles Assessment • Small learning
• Complex group • Responsive to the
• Challengi ng learning styles of
• Questioni ng the learners
• Development
ally
appropriate
• Culturally
relevant and
responsive
 COLLEGE OF TEACHER EDUCATION

G. Technology Integration in the Curriculum

Technology offers multiple opportunities to improve teaching and learning and in

the total educational system. Technology integration is breaking the geographical
barriers in education. It is creating a new space for meaningful learning. It is now
possible to connect and interact with other schools, educators, and other institutions
from different parts of the world with technology. Several innovations from primary
education to graduate education are associated with or influenced by technology
integration. Some of these innovations are:

▪ Distance education
▪ Computer-assisted instruction
▪ Online learning
▪ Teleconferencing
▪ Online libraries
▪ Webinars
▪ Online journals; and
▪ E-books

H. Outcomes-based education
Outcomes-based education (OBE) is one of the dominant curriculum innovations
in higher education today. It came out as a curricular requirement for specific
engineering, nursing, and tourism education fields. The ASEAN education framework for
higher education requires all colleges, universities, and institutes to transform their
educational programs to OBE.
OBE is defined as a curriculum design that ensures coherent, logical, and
systematic alignment between and among the different levels of outcomes. OBE also
ensures connections among the essential elements of the curriculum: intent. Content,
learning experiences, and evaluation. A curriculum design seeks to ensure that the
necessary instructional support system, learning environment, and administrative
support system are in place based on the desired outcomes. It supports the quality
assurance system.
An educational outcome is a culminating demonstration of learning (Spady, 1993).
It includes what the students should be able to do at the end of a course
(Davis, 2003). Outcomes are precise learning results that we want students to
demonstrate at the end of significant learning experiences. They are actions and
performances that embody and reflect learner competence in using content, information,
ideas, and tools successfully (Spady, 1994).
 COLLEGE OF TEACHER EDUCATION

Figure 18 shows the different levels of outcomes in OBE. At the institution level, this includes
the institution's philosophy, vision, mission, and aims. There are statements of what HEI hopes to
contribute to society. These are goals, program competencies, and course outcomes that students
should master and internalize at the program level. At the instructional level, outcomes include
the learning objectives for every course in higher education. At any level, outcomes should be
mission- driven, evidence-based, and learning-focused.

According to Spady (1994), there are two common approaches to an OBE

curriculum, namely:
1. Traditional/Transitional Approach emphasizes students' mastery of traditional
subject-related academic outcomes.
2. Transformational Approach emphasizes long-term cross-curricular outcomes
that are related directly to students' future life roles.

Spady 1994 also identified four essential principles of OBE. These are as follows:
1. Clarity of Focus means that everything teachers do must be focused on what
they want learners to be able to do successfully ultimately.
2. Designing back means that starting point for all curriculum design must be a clear
definition of the significant learning that students are to achieve by the end of
their formal education/.
3. High expectations for all students.
4. Expanded opportunities for all learners.

Designing a curriculum based on OBE principles is a noble process of making the

curriculum relevant and responsive to the students' needs. It requires a paradigm shift in
teaching and learning. Malan (2000) identified several features of outcomes-based
learning.
- It is needs-driven.
- It is outcomes-driven.
- It has a design-down approach.
- It specifies outcomes and the level of outcomes.
 COLLEGE OF TEACHER EDUCATION

- The focus shifts from teaching to learning.

- The framework is holistic on its outcomes' focus.
Figure 19 shows the entire process for designing outcomes-based education for
any college or university. There are three primary phases involved in planning for
each at the program level.

 Phase 1. Developing Institutional Outcomes – the first phase of OBE is

conducting needs analysis to analyze the vision and mission of the HEI, analyze
the charter of HEI, if it is a state college or university, and examine the needs and
demands of the society. The result of the needs analysis will serve as the basis for
developing the institutional outcomes.
 Phase 2. Developing program Outcomes – the second phase of the OBE is to
design a program. At this level, it is essential to identify the desired attributes,
knowledge, skills, and values that an ideal graduate of the HEI aims to develop.
 Phase 3. Developing Course Learning Outcomes – the third phase is to develop
the learning outcomes for different courses. These learning outcomes must reflect
the program outcomes set by the college or particular degree program from
undergraduate to graduate and postgraduate levels.
 COLLEGE OF TEACHER

Example is the figure 20.

Step 1. Developing Course Competencies. Each set of competencies should

reflect the nature of the course, embody the course description and focus on the
learner and learning. Costa and Kallick (2009) encourage educators to include
habits of mind in the course outcome or competencies.

Step 2. Developing a Curriculum Map. In this process, the college faculty need to
develop a curriculum map (see figure 21) to plot the program outcomes with the
specific courses for a particular degree program.
 COLLEGE OF TEACHER

Step 3. Developing Syllabus. In this process, the faculty will develop the syllabus
for each course. Thus, it includes identifying course content, learning activities, and
course requirements or assessment tools.

Every faculty member in HEIs is required to prepare a syllabus for the course they
will teach. Figure 22 shows a sample of a syllabus template that can be used for a
class.
Course Title

Course description

Course Credit Unit

Course Schedule
Course Objectives
Schedule Objectives Contents Learning Assessment
Experiences Tools

References
Class
Requirements
Evaluation Criteria
Figure 22. Sample Syllabus Template
 COLLEGE OF TEACHER

I. Transition Curriculum
The transition program is designed for exceptional learners that are intellectually
disabled and those that are physically disabled. It is designed to meet their unique
needs and respond to their specific interests. It is like a care package that will empower
the learners to transition from home to school or from post-elementary or post-
secondary to the world of work. In the transition program, the learners will also enjoy an
education that will enable them to become functional in their everyday lives.
In the Philippines, Quijano (2007) presented the Philippine Model of Transitions
that focuses on enabling every exceptional learner for community involvement and
employment. The model envisions total participation, empowerment, the productivity of
those enrolled in the program. The transition program includes three curriculum
domains:
- Daily living skills
- Personal and social skills
- Occupational guidance and preparation

According to Gomez (2010), this model of transition program can also be used
for children in conflict with the law (CICL).
The transition program in the Philippines could be expanded to many different
possible points of entry that will extend the scope of the transition program from young
children to adults. These may include the following examples:

1. Transition to school life-

2. Transition after post-secondary schooling.
3. The transition from school to entrepreneurship.
4. The transition from school to adult life.
5. Transition to a functional life.

The transition program aims to realize the aim of the K-12 basic education program of
producing holistically developed and functionally literate Filipino learners in special
education. This qualifies it as an organic part of the K to 12 curricula by providing
academic and extra-curricular support systems to all learners.

LEARNING ACTIVITIES
Write a reflection paper about the following:
 A sample DLL/LP and Syllabus examine whether the learning objectives,
learning outcomes, and assessment tools aligned to each other and with the
curriculum. Explain and provide pieces of evidence. (15 POINTS)
 How can curriculum standards influence the assessment of learning?
What indigenous knowledge can be integrated with the curriculum? (15
POINTS)
 Will technology replace teachers in the future? Why or why not? (20 POINTS)