CURRICULUM DEVELOPMENT AND EVALUATION

Program: BACHELOR OF TECHNICAL-VOCATIONAL Topic: Curriculum and the Teacher

TEACHER EDUCATION
Course: Curriculum Development and Evaluation Instructor: Dr. Jascelynn N. Olimpiada, LPT
(3RD Yr)
Code Module #: 1 Week #: 1-2 # of Pages: 10

I. Preliminaries
Introduction to the Module This module is all about school curricula and the teacher. This introductory module
Objective identifies the different types of curricula that exist in the teacher’s classroom and
school. Further, Module 1 describes the important roles of the teacher as a
curricularist who engages in the different facets of curriculum development in any
educational level.
Assessment/
Section Topics Learning Outcomes Evaluation Modality
Module1 – Curriculum and the Teacher After successfully completing this
module, the learners should be
Section 1- Curriculum in Schools able to:

Section2 – The Teacher as a Curricularist 1. discuss the different Situational

curricula that exist in the Analysis Blended
school Modular/
2. enhance understanding Online/ Digital
of the role of the teacher Case Study
as a curricularist
3. analyze the significance
of curriculum and
curriculum development
in the teacher’s
classroom

II. Instructions
Keywords and Concepts

Curriculum- a course of study that will enable the learner to acquire a specific knowledge and skills

Curricularist –a professional who is a curriculum specialist

Education – refers to the acquisition of broad knowledge and skills typically within a classroom or othe educational
environment

Training - refers to the acquisition of specific and applied knowledge and skills. Training can occur in a variety of
settings, including within a classroom, but frequently training takes place “on the job” or “in the field.”

Content Lecture/Discussion

Have you read “The Sabre-Tooth Curriculum by Harold Benjamin (1939)? Take some time to read it and find out what
curriculum is all about during those times.

Start here and enjoy reading.

PEPC07 MODULE #1 CURRICULUM DEVELPOMENT AND EVALUATION AND EVALUATION

 A man by the name of New-Fist- Hammer-Maker knew how to do things his community needed to have done, and
he had the energy and the will to go ahead and do them. By virtue of these characteristics he was an educated man.
New-Fist was also a thinker. Then, as now, there were few lengths to which men would not go to avoid the labor
and pain of thought.

…. New-Fist go to the point where he became strongly dissatisfied with the accustomed ways of his tribe. He began
to catch glimpses of ways in which life might be better for himself, his family and his group. By virtue of this
development, he became a dangerous man……

….New-Fist thought about how he could harness the children’s play to better the life of the community. He
considered what adults do for survival and introduced these activities to children in a deliberate and formal way.
These included catching fish with bare hands, clubbing little woolly horses, and chasing away –sabre-toothed-tigers-
with-fire. These then became the curriculum and the community began to prosper-with plenty of food hides for
attire and protection from threat. “It is supposed that all would have gone well forever with this good educational
system if conditions of life in that community remained forever the same.” BUT conditions changed.

The glacier began to melt and the community could no longer see the fish to catch with their bare hands and only
the most agile and clever fish remained which hid from the people. The woolly horses were ambitious and decided
to leave the region. The tigers got pneumonia and most died. The few remaining tigers left. In their place, fierce
bears arrived who would not be chased by fire. The community was in trouble.

One day, in desperation, someone made a net from willow twigs and found a new way to catch-fish-and the supply
was even more plentiful than before. The community also devised a system of traps on the path to snare bears.
Attempts to change education system to include these new techniques however encountered “stern opposition”.

These are also activities we need to know. Why can’t the schools teach them? But most of the tribe particularly the
wise old men who controlled the school, smiled indulgently at this suggestion. “That wouldn’t be education…it
would be mere training”. We don’t teach fish grabbing to catch fish, we teach it to develop a generalized agility
which can never be duplicated by mere training…. . and so on.

“If you had any education yourself, you would know that the essence of true education is timelessness. It is
something that endures through changing conditions like a solid rock standing squarely and firmly in the middle of
the raging torent”.

This story was written in 1939. Curriculum then, was seen as a tradition of organized knowledge taught in schools of
the 19th century. Two centuries later, the concept of curriculum has broadened to include several modes of thoughts
or experiences.

No formal, non-formal or informal education exists without a curriculum. Classroom will be empty with no curriculum.
Teachers will have nothing to do, if there is no curriculum. Curriculum is at the heart of the teaching profession. Every
teacher is guided by some sort of curriculum in the classroom and in schools.

PEPC07 MODULE #1 CURRICULUM DEVELPOMENT AND EVALUATION AND EVALUATION

In our current Philippine educational system, different schools are established in different educational levels which
have corresponding recommended curricula. The education levels are:

1. Basic Education – This level includes Kindergarten , Grade 1 to Grade 6 for Elementary, and for secondary,
Grade 7 to Grade 10 for Junior High School and Grades 11 and 12 for Senior High School Each of the levels has
its specific recommended curriculum. The new basic education levels are provided in the K to 12 Enhanced
Curriculum of 2013 of the Department of Education.
2. Technical Vocational Education – This is post-secondary technical vocational educational and training taken
care of the technical Education and Skills Development Authority (TESDA). For the tech Voc track in SHS of
DepEd, DepEd and TESDA work in close coordination
3. Higher Education – This includes the Baccalaureate or bachelor Degrees and the Graduate Degrees (Masters
and Doctorate) which are under the regulation of the Commission on Higher Education (CHED).

In whatever levels of schooling and in various types of learning environment, several curricula exist. Let us find out
how Allan Glatthorn (2000) as mentioned in Bilbao, et al (2008)classified these:

Types of Curricula

Have you realized that in every classroom there are several types of curricula operating? Let us look into each one by
one:
1. Recommended Curriculum

Almost all curricula found in our schools are recommended. For Basic Education, these are recommended by DepEd,
for Higher Education by CHED and for vocational education by TESDA. These three government agencies oversee and
regulate Philippine education. The recommendations come in the form of memoranda or policies, standards and
guidelines. Other professional organizations or international bodies like UNESCO also recommend curricula in schools.

2. Written Curriculum

This includes documents based on the recommended curriculum. They come in the form of course of study, syllabi,
modules, books, books, or instructional guides among others. A packet of this written curriculum is the teacher’s
lesson plan. The most recent written curriculum is the K to 12 for Philippine Basic Education.

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 3. Taught Curriculum

From what has been written or planned the curriculum has to be implemented or taught. The teacher and the learners
will put life to the written curriculum. The skill of the teacher to facilitate learning based on the written curriculum
with the aid of instructional materials and facilities will be necessary. The taught curriculum will depend largely on the
teaching style of the learners.

4. Supported Curriculum

This is described as support materials that the teacher needs to make teaching and learning meaningful. This include
print materials like books, charts, posters, worksheets, or non-print materials like Power Point presentation, movies,
slides, models, realias, mock-ups and other electronic illustrations. Supported curriculum also includes facilities where
learning occurs outside or inside the four-walled building. These include the playground, science laboratory, audio-
visual rooms, zoo, museum, market or the plaza. These are the places where authentic learning through direct
experiences occur.

5. Assed Curriculum

Taught and supported curricula have to be evaluated to find out if the teacher has succeeded or not in facilitating
learning. In the process of teaching and at the end of every lesson or teaching episode , an assessment is made. It can
either be assessment for learning, assessment as learning or assessment of learning. If the process is to find the
progress of learning then the assessed curriculum is for learning , but if it is to find out how much has been learned
or mastered , then it is assessment of learning. Either way, such curriculum is the assessed curriculum.
PEPC07 MODULE #1 CURRICULUM DEVELPOMENT AND EVALUATION AND EVALUATION
 6. Learned Curriculum

How do we know if the student has learned? We always believe that if a student changed behavior, he/she has
learned. For example from a non-reader to a reader or from not knowing to knowing or from being disobedient to
being obedient. The positive outcome of teaching is an indicator of learning. These are measured by tools in
assessment, which can indicate the cognitive, affective, and psychomotor outcomes. Learned curriculum will also
demonstrate higher order and critical thinking and lifelong skills.

7. Hidden Curriculum

This curriculum is not deliberately planned, but has a great impact on the behavior of the learner. Peer influence,
school environment media, parental pressures, societal changes cultural practices, natural calamities, are some factors
that create the hidden curriculum. Teachers should be sensitive and aware of this hidden curriculum. Teachers should
be sensitive and aware of this hidden curriculum. Teachers must have good foresight to include these in the written
curriculum, in order to bring to the surface what are hidden.

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Section 2- The Teacher as a Curricularist

What specific roles do teachers play as a curricularist? Should they do these roles?

This lesson will bring all of you to an enhanced understanding and realization of the multifaceted roles of the teacher
which relate to the curriculum. Let us find out!

Are you aware that the teacher’s role in school is very complex? Teachers do a series of interrelated actions about
curriculum, instruction, assessment, evaluation, teaching and learning. A classroom teacher is involved with
curriculum continuously all day. But very seldom has a teacher been described as curricularist.

Curricularists in the past, are referred only to those who developed curriculum theories. According to the study
conducted by Sandra Hayes (1991), the most influential curricularists in America include John Dewey, Ralph Tyler,
Hilda Taba , and Franklin Bobbit.

In this lesson we will start in using the word curricularist to describe a professional who is curriculum specialist
(Hayes 1991) Ornstein & Hunkins, 2004; Hewitt, 2006). A person who is involved in curriculum knowing, writing
planning, implementing, evaluating, innovating, and initiating may be designated as curricularist. A TEACHER’S
role is broader and inclusive of other functions and so a teacher is a curricularist.

So what does a TEACHER do to deserve the level curricularist? Let us look at the different roles of the teacher in the
classroom and in the school. The classroom is the first place of curricular engagement. The first school experience sets
the tone to understand the meaning of schooling through the interactions of learners and teachers that will lead to
learning. Hence, curriculum is the heart of the school.

PEPC07 MODULE #1 CURRICULUM DEVELPOMENT AND EVALUATION AND EVALUATION

PEPC07 MODULE #1 CURRICULUM DEVELPOMENT AND EVALUATION AND EVALUATION
PEPC07 MODULE #1 CURRICULUM DEVELPOMENT AND EVALUATION AND EVALUATION
The seven different roles are those which a responsible teacher does in the classroom everyday! Doing these multi-
faceted works qualifies a teacher to be a curricularist.

III. Viable and vibrant Activities

Activity 1- Based on the article presented – “The Sabre-Tooth Curriculum”, answer the following questions briefly.
(5pts each ).

Please be guided by the rubrics below.

POINTS
5 Exceptional Answers are comprehensive,
accurate and complete. Key ideas
are clearly stated, explained, and
well supported.
4 Meets Expectation Answers are accurate and complete.
Key points are stated and
supported.
3 Satisfactory Answers are not comprehensive or
completely stated. Key points are
addressed, but not well supported.
2 Needs Improvement Answers are partial or incomplete.
Key points are not clear. Question
not adequately answered.
0 Unacceptable Did not answer the question

1. Does the sabre-tooth curriculum still exist at present? Yes/ No. Why?
2. Describe the kind of curriculum that exists as described in the article?
3. What does the author mean when he said: “A curriculum should be timeless”.
4. What is the difference between education and training?

Activity 2 – Agree or Disagree (Situational Analysis)

Guided by the previous lesson, read each statement and decide whether you agree or disagree. (5pts each)
1. In the saber-tooth curriculum, learning is experiential and authentic.
2. It is a reality that there exist more than one curricula in the teacher’s classroom.
3. A teacher can say with confidence that learning has occurred, if the curriculum has been assessed.
4. Some curricula in the schools/classrooms are unwritten.
5. To establish national standards ,teachers should be guided by recommended curriculum in basic and higher
education.
6. Teachers should expect that school curricula are dynamic and changing.
7. Evaluated curriculum makes judgment about learning.
8. Textbooks and modules are written curricula that represent the recommended curricula.
9. Only the Department of Education can recommend a curriculum.
10. In the heart of all types of curricula, the teacher has a major role.

Activity 3- I am a Teacher! Who Am I as a Curricularist?

Identify Who Am I as a Curricularist based on the cases presented. (5pts each)
Case 1 : I have a good idea on how to make my learners pay attention to the lesson. I will use the new idea and find
PEPC07 MODULE #1 CURRICULUM DEVELPOMENT AND EVALUATION AND EVALUATION
 out if it will work.

Case 2: DepEd sent the standards, competencies, and guidelines in teaching the Mother Tongue in Grade 1 in our
school. I will study and use it in the coming school year.

Case 3: There is so much to do in one school day. I seem not able to do all, but I have to accomplish something for
my learners. I have made a daily activity plan to guide me.

Case 4: I need a poem to celebrate the World Teachers’ Day. I composed one to be used in my class in literature.

Case 5: My class is composed of learners from different home background and culture. I cannot use a one-fits-all
strategy” in teaching so I can respond to the diverse background. In my readings I discovered that there are ways of
teaching. I tried one myself and it worked.

IV. Opportunity to reflect and articulate students’ acquired knowledge.

Summary and Reflection
Is it necessary for teachers to learn about curriculum? Why?
Please refer to the rubrics above .

V. Textbooks and other References

Curriculum Development for Teachers by Purita P. Bilbao. EdD Filomena T. Dayagbil, EdD, and Brenda B. Corpuz,
PhD- Lorimar Publishing
Curriculum Development by Emerita Reyes, EdD, Erlina Dizon, EdD and Danilo K. Villena , PhD – Adriana Publishing

PEPC07 MODULE #1 CURRICULUM DEVELPOMENT AND EVALUATION AND EVALUATION