EDUC 213 ( THE TEACHER AND THE SCHOOL CURRICULUM )

Chapter 1 Curriculum Essentials

The teacher and the School Curriculum
 Formal, Non- Formal, or informal education do not exist without a curriculum.
 Classrooms will be empty with no curriculum. Curriculum is at the heart is guided by some sort
of curriculum in the classroom and in schools.
 In our current Philippine Education System, different levels have corresponding curriculum.
The educational levels are:
Basic Education – Includes Kindergarten, Grade 1 to 6 for elementary. Grade 7-10 for junior high school
and Grade 11-12 for Senior Highschool. The new basic education level are provided in the K to 12
Curriculum of 2013 of the Department of Education.
Technical Vocational Education – This is post – secondary technical Education Skills
Higher Education – This includes the bachelor’s degree and the Graduate Degrees ( Master’s and
Doctorate) which are under the regulation of Commission on Higher Education ( CHED)
Supported Curriculum – support materials the teacher needs to make learning and teaching meaningful.
Ex. Books, maps, posters, worksheets, non- print materials like power point presentations, movies, realias
models, mock – ups etc.
Assessed Curriculum – to find out if the teacher has succeeded or not in facilitating learning.
Learned Curriculum – It is measured by tools in assessment.
Hidden/Implicit Curriculum – This curriculum is not deliberately planned but has a great impact on the
behavior of the learner.
The Teacher as a Curricularist
Which of the following roles do teachers plays as curricularist?
Say check or Ex on the following:
 Frustrating / Growing / Evaluating
Facilitating / Knowing / Exciting
Growing / Initiating / Innovating
Broadening / Building / Rewarding
Believing / Copying / Recommending
Showing / Planning X Evading
A teacher as curricularist.
Implementation the Curriculum – Implementing gives life to the curriculum plan.
Evaluates the Curriculum – To see if the desired learning outcomes have been achieved?
“ To be a teacher is to be a curricularist even if the teacher may not equal the likes of John Dewey of
Franklin Bobbit.”
In short, Curriculum is what is taught in school, a set of subjects, content, program of studies, a set f
materials a sequence of courses or a set of performance objectives.
There are three ways of approaching a curriculum:
1. Curriculum as a Content or Body of Knowledge.
2. Curriculum as a Process
3. Curriculum as a Product
Criteria in the selection of Content:
Significance – Content contribute to ideas, concepts, ideas and generalizations
Validity – Knowledge becomes obsolete with the fast changing times
Utility – Usefulness of the content in the curriculum is relative to the learner who will use this curriculum
Learnability- The complexity of the content should be within the range of the experiences of the
learners.
Feasibility – Can the subject content be learned within the time allowed resources available, expertise of
the teacher and the nature of learner.
Interest – Wil the learner take interest in the content? What value will the contents have in the present
and future life of the learners?
Guide in the selection of the Content in the Curriculum
Commonly used in daily life.
 Appropriate to the maturity levels and abilities of the leaners
 Valuable in meeting the needs and competencies of the future career
 Related to other subject fields or disciplines
 Important in the transfer of learning to other discipline
Fundamental Principles of Curriculum Content
B – Balance ( Content fairly distributed)
A – Articulation ( Progresses with educational levels)
S - Sequence ( Logical arrangement of contents )
I – Integration ( Content does not stand alone )
C – Continuity ( Continuously flow)
S – Scope ( Consist of contents, topics, learning experience)
Curriculum Development Process
Curriculum Planning Curriculum Designing
Curriculum Implementing Curriculum evaluating
Module – 2 The Teacher as a Knower of Curriculum:
 The School Curriculum: Definition, Nature, and Scope
 Learning Outcomes:
 Define curriculum from different perspectives
 Describe the nature and scope of curriculum
Today’s Headlines
1. Teachers are Reluctant to Try New Things in the Curriculum.
2. The Use of ICT Gains Ground in the Public Schools
3. Senator ______ wants to abolish K_12 Curriculum.
Some definition of curriculum :
1. Curriculum is a planned and guided set of learning experiences and intended outcomes.
2. It is a written document that systematically describes goals, planned objectives, evaluation
procedures and so forth.
3. It is the contents of a subject, contents and task to be acquired, planned activities, the desired
learning outcomes and experiences.
4. Includes all the experiences that individual learners have in a program of education whose
purpose is to achieve broad goals and specific objectives.
5. It is a program of activities ( by teachers and students ) designed so that pupils will attain as far as
possible certain educational goals at the end of school year.
6. It is planned that consist of learning opportunities for a specific time frame and place. To Bring
about behavior changes as a result of a planned activities received by the students with the
guidance of school.
7. It provides answer to three questions.
1. What knowledge, skills, values are most worthwhile?
2. Why are they the most worthwhile?
3. How should the young acquire them?Quick Test:
B. Process 1. Curriculum as way of doing
D. Validity 2. Authenticity of the content
A. Content 3. Curriculum as a subject matter
E. Balance 4. Fair distribution of the content across the subjects
C. Product 5. Curriculum as the outcome of learning
F. Articulation 6. Seamless flow of content vertically/ horizontally
J. Learning Outcomes 7. Evidences of successful teaching
I. Continuity 8. Enduring and perennial content
H. Integration 9. Allowing the transfer of content to other fields.
G. Sequence 10. Arranging of contents from essay to difficult
Chapter 3 Curriculum Development Process And Models
Curriculum Development Process
Curriculum Planning – considers school, vision and mission
Curriculum Designing – Conceptualization and organization
Curriculum Implementing – putting into action based on curriculum design
Curriculum evaluating – determines the extent to which the desired outcomes have been achieved.
Foundation of Curriculum
 Philosophical Foundations
 Historical Foundations
 Psychological Foundations
 Sociological Foundations
Designing Curriculum
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 change.
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 ongoing process
8. Curriculum development is more effective if it is “ piecemeal”
9. Curriculum development is more effective when it follows a systematic process.
10. Curriculum development starts from when the curriculum is. I.
Behavioral Objectives:
II.
Content/ Subject Matter
III.
References:
- The reference follow the content. It tells where the content of the subject matter was
taken Ex. Bilbao, Purita P, and Corpuz, Brenda B ( 2012). The Teaching Profession 2 nd
Ed. Lorimar Publishing Inc. Quezon City.
IV.
Teaching and Learning Methods
- Cooperative Learning
- Independent Learning
- Competitive activities
- Use of various delivery modes
Parts of a Lesson Plan
I.
Objective / Intended Learning Outcomes
Learning outcomes are expressed in action word Ex. Count, Read, Draw, illustrate, Recite,
Act, out, etc.
The statement should be SMART ( Specific, Measurable, Attainable, Result- Oriented and
Time - bounded
II.
Content / Subject Matter
- Subject matter should be relevant
- Subject matter should be appropriate to the level of the lesson or unit
- Subject matter should be up to date
- Subject matter should follow the principles of BASICS
III.
Methods / Strategies
IV.
Evaluation / Assessment
Answer with Yes or No
1. Do you think curriculum change is investable? Yes
2. Does curriculum change not consider the existing one? No
3. Should curriculum change be designed only by one person? Yes
4. Should any change in curriculum include and evaluation process? Yes
5. Does curriculum change means total overhaul? No
6. Should learning outcomes be considered first before the content? No
7. Should teaching methods consider only the expertise of the teacher? No
8. Are time tested methods no longer useful? No
9. Should contents be updated and relevant? Yes
10. Is there only one design that a teacher should know? N

EDUC 213 THE TEACHER AND THE SCHOOL CURRICULUM (MIDTERM)

Kurt Lewin (1951) Force Field Theory and Curriculum Change
Driving Force E Restraining Forces
Q
Government Intervention U Fear of the Unknown
I
Society’s Values L Negative Attitude to Change
I
Technological Changes B Traditional Values
R
Knowledge Explosion I Limited Resources
U
Administrative Support M Obsolete Equipment

Categories of Curriculum Change

1. Substitution – Current curriculum will be replaced by a new one,
2. Alteration – Minor change to current curriculum
3. Restructuring – Major change to the existing curriculum.
4. Perturbations – Changes are disruptive but teachers have to adjust to them in a short time.
5. Value Orientation – Respond to Shift in the emphasis that the teacher provides.
Implementation a Curriculum Daily in the Classrooms
Parts of the Daily Lesson Plan
I. Objectives
II. Subject Matter
III. Procedure
IV. Assessment
V. Assignment
The Bloom’s Taxonomy:
Categories Example Key Words
Remembering – Recall or retrieve previous Defines, describes, identifies, lists, outlines,
information. selects.
Understanding – Comprehend meaning, Comprehends, explains, distinguishes.
translation.
Applying – Use concept in new situation. Applies, Changes, computes, operates,
constructs, show, etc.
Analyzing- Separate materials or concepts into Breaks down, compares, contrasts, diagrams,
parts. identifies.
Evaluating – Make judgements about the value Appraises, compares, defends, interprets,
of ideas. justifies, summarizes.
Creating – Build elements to make new Composes, complies, designs, modifies, revises,
meaning / structure. summarizes.

The Teacher as a Curriculum Implementor and a Manager

- The next step after planning and designing is implementing it. The success of learning depends on
your implementation effort.
- This is what we call teaching styles. You have to make the day of the learners interesting and
engaging. Planned and designed phase of curriculum has to be implemented.
The Role of Technology in Delivering the Curriculum
- Factors in Technology Selection
1. Practicality
2. Appropriateness in relation to the learners
3. Activity / Suitability
4. Objective- Matching
Technology Driven Teaching and Learning called TPACk
1. What shall I read? – (Content Knowledge)
 2. How shall I teach? – (Pedagogical knowledge)
3. What technology will I use to teach? – (Technological knowledge)
- Below is the diagram of TPACK as framework in teaching and learning:

TPACK FRAMEWORK
- Koehler 2006

Criteria for the Use of Visual Arts

1. Lettering Style or Font – Consistency, harmony
2. Number of Lettering style
3. Use of capitals – short titles should be no more than 6 words
4. Lettering colors – easy to see and read
5. Lettering size – good visibility even at the back of the classroom
6. Spacing between letters – equal and even spacing.
7. Spacing between lines – not too close
8. Number of lines – no more than 8 lines
9. Appeal – Unusual, catchy, 2-dimentional
10. Use of directional – arrows, bold letters, bullets, contrasting colors and size.
CURRICULUM EVALUATION AND THE TEACHER
Planning, Implementing, and Evaluating Understanding the connections
- Planning, Implementing and Assessing are three processes in curriculum development that are
taken separately but are connected to each other.
1. Planning – is an initial process in curriculum development. It includes determining the needs
through assessment.
2. Implementation – continues after planning. It has to be put into action or used by curriculum
implementer.
3. Evaluation – follows after implementation. It is very necessary to find out if the planned or
written curriculum was implemented successfully and the desired learning outcomes were
achieved.
• What has been planned should be implemented and what has been implemented should be
evaluated.
• The PIE (Planned, Implemented, Evaluated) is the cyclical flow of the three process of
curriculum development and east to remember and follow.
PLANNING IMPLEMENTING EVALUATING
1.Summative Testing ✓
2. Course Designing ✓
3.Cooperative Learning ✓
 4.Determining Needs ✓
5.Guiding Learners ✓
6.Making Judgement ✓

Curriculum Development Reforms

Why K – 12?
1. Mastery of the basic competencies is insufficient due to congested curriculum.
2. The Philippines is the only remaining country in Asia with a 10 – year basic education program.
3. Employability of Filipino high school graduates
The K- 12 Curriculum
1. The curriculum shall be learner-centered, inclusive and developmentally appropriate;
2. The curriculum shall be relevant, responsive and research based.
3. The curriculum shall be culture-sensitive
4. The curriculum shall be contextualized and global.
5. The curriculum shall use pedagogical approaches that are constructivist, inquiry -based reflective,
collaborative and integrative.
6. The curriculum shall adhere to the principles and framework of Mother Tongue based Multi-
lingual Education (MTB – MLE)
7. The curriculum shall use the spiral progression approach to ensure mastery of knowledge and
skills after each level and
8. The curriculum shall be flexible enough to enable and allow schools to localize, Indigenize and
enhance the same based on their respective educational and social contents.

Core subjects:
1. Language 2. Humanities
3.Communication 4. Mathematics
5.Science 6. Social Science
7.Philosophy 8. PE and Health
Academic Track:
1. English for Academic and Professional Purposes
2. 2.Introduction to Research Methods- Quantitative
3. Introduction to Research Methods – Quantitative
4. Filipino Course
5. ICT for learners
6. Entrepreneurship
7. Research
Other Descriptive Tittles for 7 Contextualized / Applied Subjects for all the Tracks
1. English for Academic and Professional Purposes
2. Research in Daily Life 1
3. Research in Daily Life 2
 4. Pagsulat sa Filipino sa Piling Larangan
5. Entrepreneurship
6. Empowerment technologies (E-Tech)
7. Research Project / Culminating Activity
Curricular Reforms in Teacher Education
Definition of Outcome-Based Education (OBE)
- Focusing and organizing everything in the educational system.
The following questions should be addressed by the teacher:
1. Why do we want these students to learn?
2. Why do we want students to learn these things?
3. How can we best help students to learn these things?
4. How will you know when the students have learned?
Four Essential Principles in OBE
Principle 1: Clarity of Focus
Principle 2: Designing Backwards
Principle 3: High Expectations
Principles 4: Expanded Opportunities
Teaching – Learning in OBE – Teaching is teaching if learners learn. Learning is issued by outcome.
How should teaching – learning be done
- The teacher must prepare students adequately.
- Teacher must create positive learning environment.
- Teaching must use a variety of teaching methods.
- Teachers must provide students with enough opportunities to use the new knowledge and skills
they can gain,
- Teacher must help students to bring each learning to a personal closure to make them aware of
what they learned.

TRADITIONAL VIWE TO OBE VIEW

From Traditional View To OBE View
Instruction Learning
Inputs and Resources Learning Outcomes
Knowledge is transferred by the teacher Knowledge already exist in the minds of the
learners
Teacher dispenses knowledge Knowledge already exist in the minds of the
learners
Teacher and students are independent and in Teacher and students work in teams
isolation
To be useful in OBE system
1. Assessment procedure should be valid.
2. Assessment procedure should be reliable.
3. Assessment procedure should be fair.
4. Assessment should reflect the knowledge and skills that are important to the students.
5. Assessment should tell both the teachers and students how students are progressing.