The Teacher and The School Curriculum| 0

RAMON
MAGSAYSAY
MEMORIAL
COLLEGES
MARBEL
INC.
COLLEGE OF TEACHER
EDUCATION

EDUC 204:
The Teacher and The
School Curriculum
 The Teacher and The School Curriculum| 1

Course Outline
Course Name EDUC 204

Descriptive Title The Teacher and The School Curriculum

Course Description This course includes the fundamental concepts and principles in curriculum
and curriculum development as a foundation to engage prospective teachers
as curricularists. The more active role of the teacher in planning,
implementing and evaluating school-curriculum as well as in managing
school curriculum change vis-à-vis various context of teaching-learning and
curricular reforms shall be given emphasis.

Course Learning At the end of the course, students should be able to:
Outcome
1. Acquire understanding in the history of BASIC and the purpose of its
establishment
2. Integrate the proper learning styles, instructional approaches, and
teaching-learning processes in curriculum development
3. Show understanding on the fundamentals of curriculum designing
and the process of curriculum implementation
4. Construct teaching materials appropriate to students’ learning styles
5. Develop team spirit through collaborative work
Credit Unit 3

Time Allotment 54 Hours

Course Content and Time Frame

Examination
Week Course Content or Topic
Coverage
1 Curriculum Essentials
Prelim
2 Crafting the Curriculum
3 Implementing the Curriculum
Midterm
4 Teacher as a Curriculum Evaluator
Final 5 Curriculum Development Reforms and Enhancement

Course Requirements

1. Examination
2. Portfolio of Written Projects
3. Class Attendance, Assignments, Quizzes, Recitation, Class Participation
4. Google e-mail account
5. Schoology

Table of Contents
 The Teacher and The School Curriculum| 2

Content Page Number

Cover Page I

Course Outline 1

Table of Contents 2

Prelim

Chapter 1: Curriculum Essentials 3

Chapter 2: Crafting the Curriculum 31

Midterm

Chapter 3: Implementing the Curriculum 42

Chapter 4: Teacher as a Curriculum Evaluator 55

Final

Chapter 5: Curriculum Development Reforms and 64

Enhancement

References 75

Chapter 1: CURRICULUM ESSENTIALS

 The Teacher and The School Curriculum| 3

Module 1: Curriculum and The Teacher

Lesson 1: Curriculum in Schools

Time Table: 3 hours

Topic Learning Outcomes:

a. Discuss the different curricula that exist in the schools;
b. Enhance understanding of the role of the teacher as a curricularist ; and
c. Analyse the significance of curriculum and curriculum development in the teacher’s classroom

Enabling Activity

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.

The 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 a curriculum
has broadened to include several modes of thoughts or experiences.

No formal, non-formal or informal education exists without a curriculum. Classrooms 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
classrooms and in schools.

In our current Philippine educational system, different schools are established in different
educational levels which have corresponding recommended curricula. The educational levels are:
 The Teacher and The School Curriculum| 4

1. Basic Education. This level includes Kindergarten, Grade I to Grade 6 for elementary, and for
secondary, Grade 7 to Grade 10, for the Junior High School and Grade Il and 12 and for the 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 of2013 of the Department of Education.

2. Technical Vocational Education. This is post-secondary technical vocational educational and

training taken care of by Technical Education and Skills Development Authority (TESDA). For the
TechVoc 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 (Master's and Doctorate) which are under the regulation of the Commission on Higher
Education (CHED)

Deepen!

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 in Schools

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

1. Recommended Curriculum. Almost all curricula found in our schools are recommended. For
Basic Education, these are recommended by Department of Education (DepEd), for Higher
Education, by the Commission on Higher Education (CHED) and for vocational education by
TESDA (Technical Education and Skills Development Authority). 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 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.

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 teacher and the learning style of the learners.

4. Supported Curriculum. This is described as support materials that the teacher needs to make
learning and teaching meaningful. These include print materials like books, charts, posters,
worksheets, or non-print materials like Power Point presentation, movies, slides, models, realias,
 The Teacher and The School Curriculum| 5

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. Assessed 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
(formative assessment – during), assessment as learning (self assessment) or assessment of
learning (summative assessment – after). 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.

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, 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/lmplicit 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 must have
good foresight to include these in the written curriculum, in order to bring to the surface what are
hidden.

In every teacher's classroom, not all these curricula may be present at one time. Many of
them are deliberately planned, like the recommended, written, taught, supported, assessed, and
learned curricula. However, a hidden curriculum is implied, and a teacher may or may not be able
to predict its influence on learning. All of these have significant role on the life of the teacher as a
facilitator of learning and have direct implication to the life of the learners.

Now that you are fully aware that there are seven types of curricula operating in every
teacher's classroom, it is then very necessary to learn deeper and broader about the role of the
teacher in relation to the school curriculum.

Main Task

Instructions: Read each statement and decide whether you Agree or Disagree. Write
your answers before each number.
____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.
 The Teacher and The School Curriculum| 6

____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 the types of curricula, the teacher has a major role.

Reinforcement Activity

1. Is it necessary for teachers to learn about school curriculum? Why? Write

your answer on 1 whole sheet of paper.
 The Teacher and The School Curriculum| 7

Lesson 2: The Teacher As A Curricularist

Time Table: 2 hours

Topic Learning Outcomes:

a. Enhance understanding of the role of the teacher as a curricularist in the classroom and
school

Enabling Activity
Instructions: 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! Look at the words
inside the box. Read each one of them. Which one describes the teacher as a curricularist? Circle
the word.

Deepen!
 The Teacher and The School Curriculum| 8

In this lesson, we will start using the word curricularist to describe a professional who is a
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 label 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 schooling.

Let us describe the teacher as a curricularist.

The teacher as a curricularist

1. knows the curriculum. Learning 'begins with knowing. The teacher as a learner starts
with knowing about the curriculum, the subject matter or the content. As a teacher, one
has to master what are included in the curriculum. It is acquiring academic knowledge both
formal (disciplines, logic) or informal (derived from experiences, vicarious, and
unintended). It is the mastery of the subject matter. (Knower)

2. writes the curriculum. A classroom teacher takes record of knowledge concepts, subject
matter or content. These need to be written or preserved. The teacher writes books,
modules, laboratory manuals, instructional guides, and reference materials in paper or
electronic media as a curriculum writer or reviewer. (Writer)

3. plans the curriculum. A good curriculum has to be planned. It is the role of the teacher to
make a yearly, monthly or daily plan of the curriculum. This will serve as a guide in the
implementation of the curriculum. The teacher takes into consideration several factors in
planning a curriculum. These factors include the learners, the support material, time,
subject matter or content, the desired outcomes, the context of the learners among others.
By doing this, the teacher becomes a curriculum planner. (Planner)

4. initiates the curriculum. In cases where the curriculum is recommended to the schools
from DepEd, CHED, TESDA, UNESCO, UNICEF or other educational agencies for
improvement of quality education, the teacher 'is obliged to implement. Implementation of
a new• curriculum requires the open mindedness of the teacher, and the full belief •that the
curriculum will enhance learning: There will be many constraints and difficulties in doing
things first or leading, however, a transformative teacher will something novel and relevant.
(Initiator)

5. innovates the curriculum. Creativity and innovation are hallmarks of an excellent

teacher. A curriculum is always dynamic (progressing), hence it keeps on changing. From
the content, strategies, ways of doing, blocks of time, ways of evaluating, kinds of students
and skills of teachers, one cannot find a single eternal curriculum that would perpetually fit.
A good teacher, therefore, innovates the curriculum and thus becomes a curriculum
innovator. (Innovator)
 The Teacher and The School Curriculum| 9

6. implements the curriculum. The curriculum that remains recommended or written will
never serve its purpose. Somebody has to implement it. As mentioned previously, at the
heart of schooling is the curriculum. It is this role where the teacher becomes the
curriculum implementor. An implementor gives life to the curriculum plan. The teacher is at
the height of an engagement with the learners, with support materials in order to achieve
the desired outcome. It is where teaching, guiding, facilitating skills of the teacher is
expected to the highest level. It is here where teaching as a science and as an art will be
observed. It is here, where all the elements of the curriculum will come into play. The
success of a recommended, well written and planned curriculum depends on the
implementation. (Implementor)

7. evaluates the curriculum. How can one determine if the desired learning outcomes have
been achieved? Is the curriculum working? Does it bring the •desired results?' What do
outcomes reveal? Are the learners achieving? Are there some practices that should be
modified? Should the curriculum be modified, terminated or continued? These are some
few questions that need the help of a curriculum evaluator. That person is the teacher.
(Evaluator)

The seven different roles are those which a responsible teacher does in the classroom every
day! Doing this multi-faceted work qualifies a teacher to be a curricularist.
As a curricularist, a teacher will be knowing, writing, implementing, innovating, initiating and
evaluating the curriculum in the school and classrooms just like the role models and advocates in
curriculum and curriculum development who have shown the way.

Main Task
Instructions: Identify on the blanks provided who I am as a Curricularist based on the
cases provided.

Case l: I have a good idea on how to make my learners pay attention to the lesson. I will use the
new idea and find 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-size-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. .________

Case 6: Knowledge is limitless. What I learned in college is not enough. I need to know more, so I
enrolled in the graduate school to advance my learning. .________
 The Teacher and The School Curriculum| 10

Case 7: At the end of the year, my performance as a teacher is reflected in the school performance
of my students. So I need to provide a monitoring tool to measure how they are progressing. The
result will inform me how I will address my learners' weakness and enhance their
strengths. .________

Case 8: I am teaching in a very far away barangay with no electricity yet. Many of the instructional
aids for teaching sent to our school are films and video tapes which need power. I cannot use
them, but the lessons are very important. So I thought of making an alternative activity. I took my
class to the river and. waterfall instead of doing the lesson. .________

Case 9: My principal asked me to attend a write shop to make the lesson exemplars in the teaching
of science in Grade 7. In the workshop, I used my experiences as a science teacher for ten years,
and my knowledge of the subject matter. At the end of three days, I was able to produce lesson
exemplars which I am proud of. .________

Case 10: In grade 7 to grade 10 of the K to 12 Enhanced Curriculum, science as a subject is

presented, taught and learned in a spiral manner. This is part of the DepEd implementing
guidelines of the curriculum. I am a Biology major, and I have insufficient knowledge about the
other areas of science such as Physics and Earth Science. Because of this dilemma, I have to
request the principal that we have team teaching. Which role of the curricularist, am I trying to do?
______

Reinforcement Activity
Instructions: Choose one from Case I to 10 above. Reflect on the case you have chosen
and write your reflections on the box below. Ask your classmate to read and comment on your
reflections. Both of you; discuss your answers.

A. My Reflections on Case No_____(refer to cases 1 to 10 above)

B. What my partner said about my reflections:

Name of Partner:

Module 2: The Teacher as a Knower of Curriculum

Lesson 1: The School Curriculum: Definition, Nature and

Scope
Time Table: 2 hours

Topic Learning Outcomes:

a. define curriculum from different perspectives; and
b. enhance understanding on the nature and scope of curriculum
 The Teacher and The School Curriculum| 11

Enabling Activity
Read today's headlines

1. "Philippines Shifts to K to 12 Curriculum"

2. "Nature Deficit Syndrome On the Rise Among School Children"

3. "Teachers are Reluctant to Teach Beyond the Written Curriculum"

4. "Co-curricular Activities: Learning Opportunities or Distraction?"

5. "Parents Get Involved in School Learning"

What can you say of these headlines? Do these reflect what are going on in our schools?
Should the public know and be involved in the schooling of their citizens? What are the implications
of each headline to the classroom curriculum?

Deepen!

Some Points of View of Other Curricularists

Since the concept and meaning of curriculum are shaped •by a person's point of view, this
has added to fragmentation, and some confusion. However when put together, the different
definitions from diverse points of view, would describe curriculum as dynamic.

Points of view about the curriculum can either be traditional or progressive according to'
the person's philosophical', psychological and even psychological orientations. These views can
also define what a curriculum is all about.

Curriculum from Traditional Points of View

The traditional points of view of curriculum were advanced by Robert Hutchins, Arthur
Bestor, and Joseph Schwab.

Robert M. Hutchins views curriculum as "permanent studies" where rules of grammar, reading,
rhetoric, logic and mathematics for basic education are emphasized. The 3Rs (Reading, Writing,
'rithmetic) should be emphasized in basic education while liberal education should be the emphasis
in college.

Arthur Bestor as an essentialist (practice of focusing only on what is truly important) believes that
the mission of the school should be intellectual training, hence curriculum should focus on the
fundamental intellectual disciplines of grammar, literature and writing. It should include
mathematics, science, history and foreign language.

Joseph Schwab thinks that the sole source of curriculum is a discipline, thus the subject areas
such as Science, Mathematics, Social Studies, English and many more. In college, academic
 The Teacher and The School Curriculum| 12

disciplines are labelled as humanities, sciences, languages, mathematics among others. He coined
the word discipline as a ruling doctrine for curriculum development.

Phillip Phenix asserts that curriculum should consist entirely of knowledge which comes from
various disciplines.

Collectively from the traditional view of theorists like Hutchins, Schwab, Bestor and Phenix,
curriculum can be defined as a field of study. Curriculum is highly academic and is concerned with
broad historical, philosophical, psychological and social issues. From a traditional view, curriculum
is mostly written documents such syllabus, course of study, books and references where
knowledge is found but is used as a means to accomplish intended goals.

Curriculum from Progressive Points of View

On the other hand, a listing of school subjects, syllabi, course of study, and specific
discipline does not make a curriculum. In its broadest terms, a progressive view of curriculum is the
total learning experiences of the individual.

John Dewey believes that education is experiencing. Reflective thinking is a means that unifies
curricular elements that are tested by application.

Holin Caswell and Kenn Campbell viewed curriculum as all experiences children have under the
guidance of teachers.

Othaniel Smith, William Stanley and Harlan Shore likewise defined curriculum as a sequence of
potential experiences, set up in schools for the purpose of disciplining children and youth in group
ways of thinking and acting.

Colin Marsh and George Willis also viewed curriculum as all the experiences in the classroom
which' are planned and enacted by the teacher and also •learned by the students.

Main Task 1

Instructions: Answer the following questions.

Traditional or Progressive: What is your view of curriculum?

1. What is your own definition of a curriculum?
2. Do you have a traditional view of a curriculum, a progressive view or both? Explain your
view based on your definition.

Main Task 2
 The Teacher and The School Curriculum| 13

Instructions: Label the description on the left with either Traditional (T), or Progressive
(P).

Reinforcement Activity
Instructions: Pick up a daily newspaper and read today’s headline.. Choose one and
reflect on this headline that relates on curriculum and to your becoming a curricularist. Write your
answers in at least two paragraphs.

Lesson 2: Approaches to School Curriculum

Time Table: 4 hours

Topic Learning Outcomes:

a. Describe the different approaches to school curriculum;
b. Explain by examples how the approaches clarify the definition of curriculum; and
c. Reflect on how the three approaches interrelate with each other

Enabling Activity
 The Teacher and The School Curriculum| 14

From the various 'definitions, we realize that curriculum is viewed in many ways: Let us
look back and use the definitions as a way of classifying how curriculum is viewed. In this lesson,
let us look at the curriculum as either a Content, a Process or a fully understand the different
perspectives of what curriculum is all about. This can be one way of approaching a curriculum.
Using a Bubble Topical Organizer, organize your thoughts about the approaches to school
curriculum.

Deepen!

Three Ways of Approaching a Curriculum

Curriculum can be approached or seen in three ways. It can be defined as a content, a

process or an outcome.

1. Curriculum as a Content or Body of Knowledge

It is quite common for traditionalists to equate a curriculum as a topic outline, subject matter, or
concepts to be included in the syllabus or books. For example, a primary school mathematics
curriculum consists of topics on addition, multiplication, subtraction, division, distance, weight and
many more. Another example is in secondary school science that involves the study of biological
science, physical science; environmental science and earth science. Textbooks tend to begin with
biological science such are plants and animals, physical science with the physical elements, force
and motion, health science with the layers of the earth and environmental science with the
interaction of the biological and physical science and earth's phenomena, climate, vegetation
followed by economic activities such as agriculture, mining, industries, urbanization and so forth.

Criteria in the Selection of Content

There are some suggested criteria in the selection of knowledge or subject matter
(Scheffer, 1970 in Bilbao, et al 2009)

1. Significance. Content should contribute to ideas, concepts, principles and generalization

that should attain the overall purpose of the curriculum. It is significant if content becomes
the means of developing cognitive, affective or psychomotor skills of the learner. As
education is a way of preserving culture, content will be significant when this will address
the cultural context of the learners.
2. Validity. The authenticity of the subject matter forms its validity. Knowledge becomes
obsolete with the fast changing times. Thus there is a need for validity check and
verification at a regular interval, because content which may be valid in its original form
may not continue to be valid in the current times.
3. Utility. Usefulness of the content in the curriculum is relative to the learners who are going
to use these; Utility can be relative to time. It may have been useful in the past, but may
not be useful now or in the future. Questions like: Will I use this in my future job? Will it add
 The Teacher and The School Curriculum| 15

meaning to my life as a lifelong -learner? Or will the subject matter be useful in solving
current concerns?
4. Learnability. The complexity of the content should be within the range of experiences of
the learners. This is based on the psychological principles of learning. Appropriate
organization of content standards and sequencing of contents are two basic principles that
would influence learnability.

5. Feasibility. Can the subject content be learned within the time allowed, resources
available, expertise of the teachers and the nature of the learners? Are there contents of
learning which can be learned beyond the formal teaching-learning engagement? Are
there opportunities provided to learn these?

6. Interest. Will the learners take interest in the content? Why? Are the contents meaningful?
What value will the contents have in the present and future life of the learners? Interest is
one of the driving forces for students to learn better.

2. Curriculum as a Process

We have seen that the curriculum can be approached as content. On the other hand, it can
also be approached as a process. Here, curriculum is not seen as a physical thing or a noun, but
as a verb or an action. It is the interaction among the teachers, students and content. As a process,
curriculum happens in the classroom as the questions asked by the teacher and the learning
activities engaged in by the students. It is an active process with emphasis -on the context in which
the processes occur.

Curriculum as a process is seen as a scheme about the practice of teaching.

3. Curriculum as a Product

Besides viewing curriculum as content that is to be transmitted, or process that gives

action using the content, it has also been viewed as a product. In other words, product is what the
students desire to achieve as a learning outcomes.

The product from the curriculum is a student equipped with the knowledge, skills and
values to function effectively and efficiently. The real purpose of education is to bring about
significant changes in students' pattern of behavior.

Curriculum product is expressed in form of outcomes which are referred to as the achieved
learning outcomes.

Main Task 1: Making an Inventory of Curriculum Approach as Content,

Process and Product
 The Teacher and The School Curriculum| 16

Instructions: Choose a book that is being used in elementary, high school or college.
Identify the following: Content, Process, and Product.

Main Task 2: Matching Type

 The Teacher and The School Curriculum| 17

Instructions: Match the CONCEPT in Column II with the CHOICES in Column III. Write the letter
of your answer in Column I.

Reinforcement Activity
Instructions: After learning from this lesson, how would you prepare yourself to
become a teacher, using the three approaches to Curriculum? Write your answers in at
least 2 paragraphs,

Lesson 3: Curriculum Development: Processes and Models

Time Table: 2 hours

Topic Learning Outcome:

a. Explain and summarize the curriculum development process and models

Enabling Activity
 The Teacher and The School Curriculum| 18

Instructions: Read and analyse the statement. Organize your thoughts using a Spider Web
Organizer.

“Curriculum is a dynamic process. In curriculum development, there are always changes

that occur that are intended for improvement. To do this, there are models presented to us from
well-known curricularists like Ralph Tyler, Hilda Taba, Galen Saylor and, William Alexander which
would help clarify the process of curriculum development. There are many other models, but let us
use the three for this lesson”.

Deepen!
Curriculum Development Process

Curriculum development is a dynamic process involving many different people and

procedures. Usually, it is linear and follows a logical step-by-step fashion involving the following
phases: curriculum planning, curriculum design, curriculum implementation and curriculum
evaluation. Generally, most models involve four phases.

1. Curriculum planning considers the school vision, mission and goals. It also includes the
philosophy or strong education belief of the school. All of these will eventually be translated to
classroom desired learning outcomes for the learners.

2. Curriculum designing is the way curriculum is conceptualized to include the selection and
organization of content, the selection and organization of learning experiences or activities and the
selection of the assessment procedure and tools to measure achieved learning outcomes. A
curriculum design will also include the resources to be utilized and the statement of the Intended
learning outcomes.

3. Curriculum implementing is putting into action the plan which is based on the curriculum
design 'in the classroom setting or the learning environment. The teacher is the facilitator of
learning and, together with the, learners, uses the curriculum as design guides to what will
transpire in the classroom with the end in view of achieving the intended learning outcomes.
Implementing the curriculum is where action takes place. It. involves the activities that transpire in
every teacher's classroom where learning becomes an active process.

4. Curriculum evaluating determines the extent to which the desired outcomes have been
achieved. This procedure is on-going as in. finding out the progress of learning (formative) or thepp
mastery of learning (summative). Along the way, evaluation will determine the factors that have
hindered or supported the implementation. It will also pinpoint where improvement can be made
and corrective measures, introduced. The result of evaluation is very important for decision making
of curriculum planners, and implementers.

Curriculum Development Process Models

1. Ralph Tyler Model: Four Basic Principles

 The Teacher and The School Curriculum| 19

Also known as Tyler's Rationale, the curriculum development model emphasizes the planning
phase. This is presented in his book Basic Principles of Curriculum and Instruction. He posited four
fundamental principles which are illustrated as answers to the following questions:

1. What education purposes should schools seek to attain?

2. What educational experiences can be provided that is likely to attain these purposes?
3. How can these educational experiences be effectively organized?
4. How can we determine whether these purposes are being attained or not?

Tyler's model shows that in curriculum development, the following considerations should be made:

1. Purposes of the school

2. Educational experiences related to the purposes
3. Organization of the experiences
4. Evaluation of the experience

2. Hilda Taba Model: Grassroots Approach

Hilda Taba improved on Tyler's model. She believed that teachers should participate in
developing a curriculum. As a grassroots approach Taba begins from the bottom, rather than from
the top as what Tyler proposed. She presented seven major steps to her linear model which are
the following:

1. Diagnosis(examine) of learners' needs and expectations of the larger society

2. Formulation of learning objectives
3. Selection of learning contents
4. Organization of learning contents
5. Selection of learning experiences
6. Determination of what to evaluate and the means of doing it
7. Evaluation

3. Galen Saylor and William Alexander Curriculum Model

Galen Saylor and William Alexander (1974) viewed curriculum development as consisting of
four steps. Curriculum is "a plan for providing sets of learning opportunities to achieve broad
educational goals and related specific objectives for an identifiable population served by a single
school centre."

1. Goals, Objectives and Domains. Curriculum planners begin by specifying the major
educational goals and specific objectives they wish to accomplish. Each major goal
represents a curriculum domain: personal development, human relations, continued
learning skills and specialization. The goals, objectives and domains are identified and
chosen based on research findings, accreditation standards, and views of the different
stakeholders.

2. Curriculum Designing. Designing a curriculum follows after appropriate learning•

opportunities are determined and how each opportunity is provided. Will the curriculum be
designed along the lines of academic disciplines, or according to student needs and
interests or along themes? These are some of the questions that need to be answered at
this stage of the development process
 The Teacher and The School Curriculum| 20

3. Curriculum Implementation. A designed curriculum is now ready for implementation.

Teachers then prepare instructional plans where instructional objectives specified and
appropriate teaching methods and strategies are utilized to achieve the desired learning
outcomes among students

4. Evaluation. The last step of the curriculum model is evaluation. A comprehensive

evaluation using a variety of evaluation techniques is recommended. It should involve the
total educational programme of the school and the curriculum plan, the effectiveness of
instruction and the achievement of students. Through the evaluation process, curriculum
planner and developers can determine whether or not the goals of the school and the
objectives of instruction have been met.

All the models utilized the processes of (1) curriculum planning, (2) curriculum designing, (3)
curriculum implementing, and (4) curriculum evaluating.

Main Task 1: Comparison of the Three Models (by groups or clusters of 3 to 5 persons)

Instructions: With your group members, determine the similarities and differences of the three
models of Curriculum Development Process.

How are the models similar?

Similar Features Tyler’s Taba’s Saylor&Alexander
Tyler
Taba
Saylor & Alexander
Comments

How are the models different?

Different Features Tyler’s Taba’s Saylor&Alexander
Tyler
Taba
Saylor & Alexander
Comments

Main Task 2
 The Teacher and The School Curriculum| 21

Instructions: The answer the given question briefly and concisely.

1. Describe the model of curriculum development which you understand well. Write in two
paragraphs.

Reinforcement Activity

What phase of the curriculum process do you find very important as a teacher?
Why?

Chapter 2: CRAFTING THE CURRICULUM

Module 3: The Teacher as a Curriculum Designer

Lesson 1: Fundamentals of Curriculum Designing

Time Table: 4 hours

Topic Learning Outcomes:

a. identify the fundamentals of curriculum designing; and
b. appreciate the task of designing a curriculum

Enabling Activity

Instructions: How will exactly knowledge of Curriculum Designing help

teachers? Is it worth learning? Discuss your answer to the class. List at least ten (10)
words that first come out in your mind.
 The Teacher and The School Curriculum| 22

Deepen!

Building on Peter Oliva’s 10 Axioms for Curriculum Designers

1. Curriculum change is inevitable, necessary and desirable. Earlier it was stated

that one of the characteristics of curriculum is its being dynamic.
2. Curriculum is a product of its time. A relevant curriculum should respond to
changes brought about by current social forces, philosophical positions, psychological
principles, new knowledge, and educational reforms. This is also called timeliness.
3. Curriculum changes made earlier can exist concurrently with newer curriculum
changes. A revision in a curriculum starts and ends slowly. More often, curriculum is
gradually phased in and phased out, thus the changes that occur can coexist and
oftentimes overlap for long periods of time.
4. Curriculum change depends on people who will implement the change. Teachers
who will implement the curriculum should be involved in its development, hence should
know how to design a curriculum. Because the teachers are the implementers of the
curriculum, it is best that they should design and own the changes. This will ensure an
effective and long lasting change.
5. Curriculum development is a cooperative group activity. Group decisions in some
aspects of curriculum development are suggested. Consultations with stakeholders
when possible will add to a sense of ownership. Even learners should participate in
some aspect of curriculum designing. Any significant change in the curriculum should
involve a broad range of stakeholders to gain their understanding, support, and input.
6. Curriculum development is a decision-making process made from choices of
alternatives. A curriculum developer or designer must decide what contents to teach,
philosophy or point of view to support, how to provide for multicultural groups, what
methods or strategies, and what type of evaluation to use.
7. Curriculum development is an on-going process. Continuous monitoring,
examination, evaluation, and improvement of curricula are to be considered in the
design of the curriculum. As the needs of learners change, as society changes, and as
new knowledge and technology appear, the curriculum must change.
8. Curriculum development is more effective if it is a comprehensive process,
rather than a "piecemeal". A curriculum design should be based on careful plan,
should clearly establish intended outcomes, support resources and needed available
and should equip teaching staff pedagogically.
9. Curriculum development is more effective when it follows a systematic process.
A curriculum design is composed of desired outcomes, subject matter content
complemented with references, set of procedures, needed materials and resources
and evaluation procedure which can be placed in a matrix.
10. Curriculum development starts from where the curriculum is. Curriculum planners
and designers should begin with existing curriculum. An existing design is a good
starting point for any teacher who plans to enhance and enrich a curriculum.

Elements or Components of a Curriculum Design

There are many labels or names for curriculum design. Some would call it a syllabus, or a
lesson plan. Some would call it a unit plan or a course design. Whatever is the name of the design,
the common components for all of them are almost the same. However, some schools, institutions
or departments may add other minor parts or trimmings to the design.
 The Teacher and The School Curriculum| 23

Let us take the Lesson Plan as a miniscule curriculum. A lesson plan or teaching guide
includes (1) Intended Learning Outcomes (ILO) or the Desired Learning Outcome (DLO) formerly
labelled as behavioral objectives, (2) Subject Matter or Content, (3) Teaching and Learning
Methods, and (4) Assessment Evaluation. Each of these component’s elements is described
below.

1. Behavioral Objectives or Intended Learning Outcomes

Begin with the end in view. The objectives or intended learning outcomes are the reasons for
undertaking the learning lesson from the student's point of view; it is desired learning outcome that
is to be accomplished in a particular learning episode, engaged in by the learners under the
guidance of the teacher. As a curriculum designer the beginning of the learning journey is the
learning outcomes to achieve. In this way, both the learner and the teacher are guided what to
accomplish.

The behavioral objectives, intended learning outcomes or desired learning outcomes are
expressed in action words found in the revised Bloom's Taxonomy of Objectives (Andersen and
Krathwohl, 2003) for the development of the cognitive skills. For the affective skills, the taxonomy
made by Krathwohl and for the psychomotor domain by Simpson.

The statement should be SMART: Specific, Measurable, Attainable, Result oriented and Time
bound.
S – answers the questions “what is to be done?”, “How will you know it is done” and "describes the
result of the work to be done.”
M - It answers the questions “how will you know it meets the expectation”.
A - It answers the questions “can the students, do it?”
R - It answers the questions “should it be done” and “why?”
T- it answers the questions “when will it be done”.

For example, if a lesson intends the students to identify the parts of a simple flower as stated in
the desired learning outcomes, then students should have identified the parts of a simple flower, at
the end of the lesson.

2. Content/Subject Matter

The content of the lesson or unit is the topic or subject matter; that will be covered. In selecting
content, you should bear in mind the following principles in addition to those mentioned about the
content in previous lessons:

 Subject matter should be relevant to the outcomes of the curriculum. An effective

curriculum is purposive and clearly focused on the planned learning outcomes.

 Subject matter should be appropriate to the level of the lesson or unit. An effective
curriculum is progressive, leading students towards building on previous lessons. Contents
which are too basic or too advanced for the development levels of learners make students
either bored or baffled, and affect their motivation to learn.
 The Teacher and The School Curriculum| 24

 Subject matter should be up to date and, if possible, should reflect current knowledge and
concepts,

3. References

The reference follows the content. It tells where the content or subject matter has been taken.
The reference may be a book, a module, or any publication. It must bear the author of the material
and if possible, the publications. Some examples are given below.

1. Project Wild (1992) K to 12 Activity Guide, An Interdisciplinary, supplementary

Conservation and Environmental Education Program. Council of Environmental Education,
Bethesda, MD

2. Shipman, James and Jerry Wilson, et al (2009). An Introduction to Physical Science.

Houghton Mifflin Co. Boston MA

3. Romo, Salvador B. (2013). Horticulture an Exploratory Course. Lorimar Publishing Inc.

Quezon City

4. Bilbao, Purita and Corpuz, Brenda B. et al (2012). The Teaching Profession 2nd Ed.
Lorimar Publishing Inc. Quezon City

4. Teaching and Learning Methods

These are the activities where the learners derive experiences. It is always good to keep in
mind the teaching strategies that students will experience (lectures, laboratory classes, fieldwork
etc.) and make them learn. The teaching-learning methods should allow cooperation, competition
as well as individualism or independent learning among the students. For example:

 Cooperative learning activities allow students to work together. Students are guided to
learn on their own to find solutions to their problems. The role of the teachers is to guide
the learners. Democratic process is encouraged, and each one contributes to the success
of learning. Students learn from each other in ways. Group projects and activities
considerably enhance the curriculum.

 Independent learning activities allow learners to develop personal responsibility. The

degree of independence to learn how to learn is enhanced. This strategy is more
appropriate for fast learners.

 Competitive activities, where. students will test their competencies against another in a
healthy manner allow learners to perform to their maximum. Most successful individuals in
their adult life are competitive, even in early schooling. They mostly become the survivors
in a very competitive world.
 The use of various delivery modes to provide learning experiences is recommended.
Online learning and similar modes are increasingly important in many curricula, but these
need to be planned carefully to be effective.

5. Assessment/Evaluation
 The Teacher and The School Curriculum| 25

Learning occurs most effectively when students receive feedback, i.e. when they receive
information on what they have already (and have not) learned. The process by which this
information is generated is assessment. It has three main forms:

 Self-assessment, through which students learn to monitor and evaluate their own
learning. This should be a significant element in the curriculum because we aim to produce
graduates who are appropriately reflective and self-critical.

 Peer assessment, in which students provide feedback on each other's learning. This can
be viewed as an extension of self-assessment and presupposes trust and mutual respect.
Research suggests that students can learn to judge each other's work as reliably as staff.

 Teacher assessment, in which the teacher prepares and administers tests and gives
feedback on the student's performance.

Assessment may be formative (providing feedback to help the • student learn more) or
summative (expressing a judgment on the student's achievement by reference to stated criteria).
Many assessment tasks involve an element of both, e.g. an assignment that is marked and
returned to the student with detailed comments.

Summative assessment usually involves the allocation of marks or grades. This helps the
teacher make decisions about the progress or performance of the students.

Students usually learn more by understanding the strengths and weaknesses of their work
than by knowing the mark or grade given to it. For this reason, summative assessment tasks
(including unseen examinations) should include an element of formative feedback, if possible.

Application of the Fundamental Components to Other Curriculum Designs

While our example refers only to designing a lesson plan which is a mini curriculum,'
similar components will also be used in making syllabus for teaching in higher education courses
'or other curricular projects. Based on the curriculum models we have learned; the fundamental
components include the following:

Major components of a Course Design or Syllabus

1. Intended Outcomes (or Objectives)

2. Content/Subject Matter (with references)
3. Methods/Strategies (with needed resources)
4. Evaluation (means of assessment)

All other additional components are trimmings that each designer may place. This additional
part may be an institutional template, suggested by other curriculum experts and as required by
educational agencies like the Department of Education, Commission on Higher Education,
Accrediting Agencies, and Professional Organizations that would serve the purposes they intend to
achieve.

Main Task
 The Teacher and The School Curriculum| 26

Instruction: Finding an Example

Instructions: With a partner

1. Secure a copy of a sample Lesson Plan.

2. Using the matrix given below, analyze the sample you secured and give your suggestions based
on the principles and concepts you learned from the discussion (in this module.)
Components Copy from the sample Your comment/suggestion
Title of the Lesson Plan
Intended Learning
Outcomes/Objectives
Content/Subject Matter
Methods/Strategies
Evaluation/Assessment

Reinforcement Activity

Provide answers to the incomplete sentences. After reading and discussing with
my classmates, this lesson on fundamentals of curriculum designing or crafting a
curriculum,

1. I realize that
2. I feel that
3. I need to

Lesson 2: Approaches to Curriculum Designing

Time Table: 4 hours

Topic Learning Outcomes:

a. identify some familiar curriculum designs and approaches to the designs; and
b. analyze the approaches in the light of how these are applied in the school setting

Enabling Activity

Instruction: You have started to be familiar with the preliminaries of making

simple design through a lesson plan components. You will further enrich your knowledge
 The Teacher and The School Curriculum| 27

by looking into how other curricularists approach the curriculum design. In this lesson, we
will see how several examples of curriculum designs are used in the schools and
classrooms. Present the best Lesson Plan you have made and explain why did you
choose it.

Deepen!

Types of Curriculum Design Models

There are many ways of looking at curriculum and designing one. For our own purposes,
let us focus on the most widely used examples.

1. Subject-Centered Design. This is a curriculum design that focuses on the content of

the curriculum. The subject-centered design corresponds mostly to the textbook
because textbooks are usually written based the specific subject or course. Henry
Morrison and William Harris are the few curricularists who firmly believed in this
design. As practiced, school hours are allocated to different school subjects such as
Science, Mathematics, Language, Social Studies, Physical Education, and others.
This is also practiced in the Philippines, because a school day is divided into class
period, a school year into quarters or semester. Most of the schools using this kind of
structure and curriculum design aim for excellence in the specific subject discipline
content.
Subject-centered curriculum design has also some variations which are focused
on the individual subject, specific discipline and combination of subjects or
disciplines which are a broad field or interdisciplinary.
1.1 Subject design.
What subject are you teaching? What subject are you taking? These are two
simple questions that the teacher and the learner can easily answer. It is because they
are familiar with the subject design curriculum.

Subject design curriculum is the oldest and so far the most familiar design for teachers,
parents and other laymen. According to the advocates, subject design has an advantage because
it is easy to deliver. Textbooks are written and support instructional materials are commercially
available. Teachers are familiar with the format, because they were educated using also the
design. In the Philippine educational system, the number of subjects in the elementary education is
fewer than in the secondary level. In college, the number of subjects also differs according to the
degree programs being pursued. For each subject, a curriculum is being designed.

However, the drawback of this design is that sometimes; learning is so compartmentalized. It

stresses so much the content and forgets about students' natural tendencies, interests and
experiences. The teacher becomes the dispenser of knowledge and the learners are the simply the
empty vessel to receive the information or content from the teacher. This is a traditional approach
to teaching and learning.

1.2 Discipline design.

 The Teacher and The School Curriculum| 28

This curriculum design model is related to the subject design. However, while subject
design centers only on the cluster of content, discipline design focuses on academic disciplines.
Discipline refers to specific knowledge 'learned through a method which the scholars use to study a
specific content of their fields. Students in history should learn the subject matter like historians,
students in biology should learn how the biologists learn, and so with students in mathematics, who
should learn how mathematicians, learn. In the same manner, teachers should teach how the -
scholars in the discipline will convey the particular knowledge.

Discipline design model of curriculum is often used in college, but not in the elementary or
secondary levels. So from the subject centered curriculum, curriculum moves higher to a discipline
when the students are more mature and are already moving towards their career path or
disciplines as science, mathematics, psychology, humanities, history and others.

1.3 Correlation design.

Coming from a core, correlated curriculum design links separate subject designs in order
to reduce fragmentation. Subjects are related to one another and still maintain their identity. For
example, English literature and social studies correlate well in the elementary level. In the two
subjects, while history is being studied, different literary pieces during the historical period are also
being studied. The same is true when science becomes the core, mathematics is related to it, as
they are taken in chemistry, physics and biology. Another example is literature as the core with art,
music, history, geography related to it. To use correlated design, teachers should come together
and plan their lessons cooperatively.

1.4 Broad field design/interdisciplinary.

Broad field design or interdisciplinary is a variation of the subject-centered design. This

design was made to cure the compartmentalization of the separate subjects and integrate the
contents that are related to one another. Thus subjects such as geography, economics, political
science, anthropology, sociology and history are fused into one subject called social studies.
Language arts will include grammar, literature, linguistics, spelling, and composition.
Sometimes called holistic curriculum, broad fields draw around themes and integration.
Interdisciplinary design is similar to thematic design, where a specific theme is identified, and all
other subject areas revolve around the theme.

2. Learner-Centered Design

Among the progressive educational psychologists, the learner is the center of the educative
process. This emphasis is very strong in the elementary level, however; more concern has been
placed on the secondary and even the tertiary levels. Although in high school, subject or content
has become the focus and in the college level, the discipline is the center, both levels still
recognize the importance of learner in the curriculum.

Here are some examples of curriculum designs which are learner. centered.

2.1 Child-centered design.

This design is often attributed to the influence of John Dewey, Rousseau, Pestalozzi and
Froebel. This curriculum design is anchored on the needs and interests of the child. The learner is
not considered a passive individual but one who engages with his/her environment. One learns by
 The Teacher and The School Curriculum| 29

doing. Learners actively create; construct meanings and understanding as viewed by the
constructivists. In the child-centered design, learners interact with the teachers and the
environment, thus there is a collaborative effort on both sides to plan lessons, select content and
do activities together. Learning is a product of the child's interaction with the environment.

2.2 Experience-centered design.

This design is similar to the child-centered design. Although the focus remains to be the
child, experience-centered design believes that the interests and needs of learners cannot be pre-
planned. Instead, experiences of the learners become the starting point of the curriculum, thus the
school environment is left open and free. Learners are made to choose from various activities that
the teacher provides. The learners are empowered to shape their own learning from the different
opportunities given by the teacher. In a school where experience-centered curriculum is provided,
different learning centers are found, time is flexible and children are free to make options. Activities
revolve around different emphasis such as touching, feeling, imagining, constructing, relating and
others. The emergence of multiple intelligence theory blends well with experience-centered design
curriculum.

2.3 Humanistic design.

The key influence in this curriculum design is Abraham Maslow and Carl Rogers. Maslow's
theory of self-actualization explains that a person who achieves this level is accepting of self,
others and nature; is simple, spontaneous and natural; is open to different experiences; possesses
empathy and sympathy towards the less fortunate among the many others. The person can
achieve this state of self-actualization later in life but has to start the process while still in school.
Carl Rogers, on the other hand, believed that a person can enhance self-directed learning by
improving self-understanding, the basic attitude to guide behavior.

In humanistic curriculum design, the development of self is the ultimate objective of

learning. It stresses the whole person and the integration of thinking, feeling and doing. It considers
the cognitive, affective and psychomotor domains to be interconnected and must be addressed in
the curriculum. It stresses the development of positive self-concept and interpersonal skills.

3.Problem- Centered Design

Generally, problem-centered design draws on social problems, needs, interest and abilities of the
learners, Various problems are given emphasis. There are those that center on life situations,
contemporary life problems, areas of living and many others. In this curriculum, content cuts across
subject boundaries and must be based on the needs, concerns and abilities of the students. Two
examples are given for the problem- centered design curriculum.

3.1 Life-situations design.

What makes the design unique is that the contents are organized in ways that allow
students to clearly view problem areas. It uses the past and the present experiences of learners as
a means to analyze the basic areas of living. As a starting point, the pressing immediate problems
of the society and the students' existing concerns are utilized. Based on Herbert Spencer's
curriculum writing, his emphases were activities that sustain life, enhance life, aid in rearing
children, maintain the individual's social and political relations and enhance leisure, tasks and
 The Teacher and The School Curriculum| 30

feelings. The connection of subject matter to real situations increases the relevance of the
curriculum.

3.2Core problem design.

Another example of problem-centered design is core design. It centers on general

education and the problems are based on the common human activities. The central focus of the
core design includes common needs, problems, and concerns of the learners.

Main Task

Instructions: Get hold of materials about the K to 12. Discuss with your group mates
and answer the following:

1. What kind of curriculum design influence mostly the IK to 12 Curriculum? (A) Subject-Centered?
(B) Learner-Centered (C) Problem-Centered? (You may have more than one answer)

2. Cite an illustrative example that relates to your choice.

3. Place your answer on a matrix like the one below.

Type of Curriculum Design in K to 12 Illustrative Example

Subject-Centered Design/Approach

Learner-Centered/Approach

Problem-Centered/Approach

Reinforcement Activity

Instructions: Choose one statement and reflect on it. What do you think and feel about it?

Statement No. 1- "Schools that approach the curriculum as subject-centered, make robots out of
the students."

Statement No. 2- "In schools where child-centeredness is the approach, discipline. is weak."

Statement No. 3- "Students are too young to solve life's problem, why should they do problem
solving in school?"
 The Teacher and The School Curriculum| 31

Chapter 3: IMPLEMENTING THE CURRICULUM

Module 4: The Teacher as a Curriculum Implementor and
Manager

Lesson 1: Implementing the Designed Curriculum as a

Change process
Time Table: 4 hours

Topic Learning Outcomes:

a. define curriculum implementation;
b. analyse what is change process in curriculum implementation; and
c. explain the process of curriculum implementation

Enabling Activity

Instructions: We hear teachers say: “Here goes again, another curricular

change! We are already overloaded! Why do we have to do this?” What can you say about
this? Make a slogan to consolidate your opinions.

Deepen!

Curriculum Implementation Defined

Following the curriculum models of Tyler, Taba, Saylor and Alexander or Lewis, is the next
step to curriculum designing which curriculum implementing. This is the phase where teacher
action takes place. It is one of the most crucial processes in curriculum development although
many education planners would say: "A good plan is work half done." If this is so, then the other
half of the success of curriculum development rests in the hands of the implementor who is: the
teacher.

Curriculum implementation means putting into practice the written curriculum that has
been designed in 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,
enabling the same learners to function effectively in, society.. (SADC MoE Africa, 2000)

Ornstein and Hunkins in 1998 defined curriculum implementation as the interaction

between the curriculum that has been written and planned and the persons (teachers) who are in
charge to deliver it. To them, curriculum implementation implies the following:
 The Teacher and The School Curriculum| 32

 Shift from what is current to a new or enhanced curriculum.

 Change in knowledge, actions, and attitudes of the persons involved.
 Change in behavior using new strategies and resources.
 Change which requires efforts hence goals should be achievable.

Loucks and Lieberman (1983) define curriculum implementation as the trying out of a new
practice and what it looks like when actually used in a school system. It simply means that
implementation should bring the desired change and improvement.

In the classroom context, curriculum implementation means "teaching" what has been written
in the lesson plan. Implementing means using the plan as a guide to engage with the learners in
the teacher-learning process with the end in view that learning has occurred and learning
outcomes have been achieved. It involves the different Strategies of, teaching with the support
instructional materials to go with the strategy.

Categories of Curriculum Change

McNeil in 1990 categorized curriculum change as follows:

1. Substitution. The current curriculum will be replaced or substituted by a new one.

Sometimes, we call this a complete overhaul. Example, changing an old book to entirely
new one, not merely a revision.

2. Alteration. In alteration, there is a minor change to the current or existing curriculum. For
example, instead of using graphing paper for mathematics teaching, this can be altered by
liking a graphing calculator.

3. Restructuring. Building a new structure would mean major change or modification in the
school system, degree program or educational system. Using an integrated curriculum for
the whole school for K to 12 requires the primary and secondary levels to work as a team.
Another example is a curriculum that will be restructured when there is a significant
involvement of parents in the child's instead of leaving everything to the teacher. Using the
"In-school Off-school" or a blended curriculum is an example of restructuring.

4. Perturbations. These are changes that are disruptive, but teachers have to adjust to them
within a fairly short time. For example, if the principal changes the time schedule because
there is a need to catch up with the national testing time or the dean, the teacher has to
shorten schedule to accommodate unplanned extracurricular activities.

5. Value orientation. To McNeil, this is a type of curriculum change. Perhaps this

classification will •respond to "shift in the emphasis that the teacher provides' which are not
within the mission or vision of the school or vice versa. For example, when new teachers
who are recruited in religious schools give emphasis on academics and forget the
formation of values or faith, they need a curriculum value orientation. Likewise, all
'teachers in the public schools, undergo teacher induction program which is a special
curriculum for newly hired teachers.
 The Teacher and The School Curriculum| 33

Regardless of the kind of change in curriculum and implementation, the process of change
may contain three important elements. As a process, curriculum implementation should be
developmental, participatory and supportive.

It should be developmental in the sense that 'it should develop multiple perspectives, increase
integration and make learning autonomous, create a climate of openness and trust, and appreciate
and affirm strengths of the teacher. There should be teacher support in frying new tasks, reflection
on the new experiences and challenge.

There are simple stages in the developmental change process for the teachers. First, is
orientation and preparation. The initial use is very mechanical or routinary. However, as the skills
are honed and mastery of the routine is established, refinement follows. This means adjustments
are made to better meet the needs of the learners and achieve the learning outcomes. In this step,
there will be continuous reflection, feedback and refinement.

Participatory. For curriculum implementation to succeed, it should be participatory, especially

because other stakeholders like peers, school leaders, parents and curriculum specialists are
necessary. Characteristics of teacher styles, commitment, willingness to change, skills, and
readiness are critical to implementation. This should be coupled with organizational structure,
principal style, student population characteristics and other factors. Trust among key players
should also be sought as this is a positive starting point. Involvement and participation encourage
sense of ownership and accountability. Participation builds a learning community which is very
necessary in curriculum implementation.

Supportive curriculum implementation is required in the process of change. Material support

like supplies, equipment and conductive learning environment like classrooms and laboratory
should be made available. Likewise, human support is very much needed. The school leader or
head should provide full school or institutional support to the implementation of the new curriculum.
They too have to train to understand how to address curriculum change as part of their instructional
as well as management functions.

Time is an important commodity for a successful change process. For any innovation to be
fully implemented, period of three to five years to institutionalize a curriculum is suggested. Time is
needed by the teachers to plan, adapt, train or practice, provide' the necessary requirements and
get support. Time is also needed to determine when the implementation starts and when it will
conclude, since curriculum implementation is time bound.

Support from peers, principals, external stakeholders will add to the success of
implementation. When teachers share ideas, work together solve problems, create new materials,
and celebrate success, more like that curriculum implementation will be welcomed.

Main Task
Instructions: K to 12: Can We Make a Curriculum Change? (By Groups)
 The Teacher and The School Curriculum| 34

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 fail.

1. What factors make the 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 the middle portion is the word equilibrium or balance.

A. Driving Force/Factors E B. Restraining Force/Factor

Q

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

If B is more than A, there will be an unsuccessful curriculum change.

If A and B are equal, then there will be a status quo.

Reinforcement Activity
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.

My Response to Curriculum Implementation

Lesson 2: Implementing a Curriculum Daily in the

Classrooms
Time Table: 4 hours
 The Teacher and The School Curriculum| 35

Topic Learning Outcomes:

a. review the components of a daily plan for teaching;
b. identify intended learning outcomes; and
c. match learning outcomes with appropriate teaching methods

Enabling Activity

Instructions: Take a look on the statement below. Analyze and share your
thoughts with your classmates using a Bubble Topical Organizer.

DepED Order No. 70 s. 2012

Teachers of all public elementary and secondary schools will not be required to prepare
detailed lesson plans. They may adopt daily lesson logs which contain the needed information
and guide from the Teacher Guide (TG) and Teacher Manual (TM) reference material with
page number, interventions given to the students and remarks to indicate how many students
have mastered the lesson or are needing remediation.

However, teachers with less than 2 years of teaching experience shall be required to prepare
Daily Lesson Plans which shall include the following:

I. Objectives

II. Subject Matter

III. Procedure

IV. Assessment

V. Assignment

Deepen!

 Starting the Class Right: Laying Down the Curriculum Plan

Before the class begins every day, a teacher must have written lesson plan. The main parts of a
lesson plan are (1) Objectives r Intended learning outcomes (ILO), (2) Subject Matter (SM), (3)
Procedure or Strategies of Teaching, (4) Assessment of learning outcomes (ALO) and (5)
Assignment or Agreement

I. Intended Learning Outcomes (ILO).

These are the desired learning that will be the focus of the lesson. Learning outcomes are
based on Taxonomy of Objectives presented to us as cognitive, affective and psychomotor.
Bloom's Taxonomy has revisited by his own student Lorin Anderson and David Krathwohl. Let us
study both in the comparison below.
 The Teacher and The School Curriculum| 36

Another revision is the expansion of the concept of Knowledge which was not given emphasis
nor discussed thoroughly before.

Levels of Knowledge

Factual knowledge- ideas, specific data or information

Conceptual knowledge- words or ideas known by common name, common features, multiple
specific examples which may either be concrete or abstract. Concepts are facts that interrelate with
each other to function together.

Procedural knowledge- how things work, step-by-step actions, methods of inquiry.

Metacognitive knowledge- knowledge of cognition in general, awareness of knowledge of one's

own cognition, thinking about thinking.

Intended learning outcomes (ILO) should be written in a SMART way. Specific,

Measurable, Attainable, Result Oriented (Outcomes) and Time Bound.

I. Subject Matter or Content. (SM) comes from a body of knowledge (facts, concepts,
procedure and metacognition) that will be learned through the guidance of the teacher; Subject
matter is the WHAT in teaching. In a plan, this is followed by the references.

Il. Procedure or Methods and Strategies. This is the crux of curriculum implementation.
How a teacher will put life to the intended outcomes and the subject matter to be used depends on
this component.

 There are many ways of teaching for the different kinds of learners.
Corpuz & Salandanan, (2013) enumerated the following approaches and methods, which may
be useful for the different kinds of learners. Some are time tested methods, while others are non-
conventional constructivist methods.

1. Direct Demonstration Methods: Guided Exploratory/Discovery Approach, Inquiry Method,

Problem-based Learning (PBL), Project method.

2. Cooperative Learning Approaches: Peer Tutoring, Learning Action Cells, Think-Pair-Share

3. Deductive or Inductive Approaches: Project Method, Inquiry-Based Learning,

4. Other approaches: Blended Learning, Reflective Teaching, Integrated Learning,
Outcomes-Based Approach

 Students have different learning styles.

There are many classifications of learning styles according to the different authors. The
Multiple Intelligence Theory of Howard Garner implies several learning styles, but for our lesson,
we will just focus on the three learning styles which are Visual, Auditory and Kinesthetic. These
three preferred styles can help teachers choose the method and the materials they will use.

Common Characteristics Tips for Teachers about Learners

Visual- uses graphs, charts, pictures; tends to Turn notes into pictures, diagrams, maps.
 The Teacher and The School Curriculum| 37

remember things that are written in form. Learn the big picture first than details. Make
mind maps and concept maps.

Auditory- recalls information through hearing Record lectures and listen to these. Repeat
and speaking; prefers to be told how to do materials out loud "parrots". Read aloud.
things orally; learns aloud.

Kinesthetic- prefers hands-on approach; Learn something while doing another thing
demonstrates how to do, rather than explain; (eats while studying). Work while standing.
likes group work with hands on-minds on. Like fieldwork. Do many things at one time.

 Teaching and learning must be supported by instructional materials (IMs)

Considering the teaching methodologies and the learning styles, the different support materials
should be varied. This will ensure that the individual differences will be considered.

Instructional materials should complement Visual, Auditory and Tactile or a combination of the
three. However, following Dale's Cone of Learning which is visual device, can help teachers to
make decision on what resources and materials will maximize learning.

So what instructional support materials will the teachers use, according to the learning styles
and the outcomes to be achieved? Here e some guidelines.

1. Use of direct purposeful experience through learning by doing retains almost all of the
learning outcomes. Ninety percent of learning is retained. Examples are field trip, field'
study, community immersion, practice teaching.
2. Participation in class activities, discussion, reporting and similar activities where learners
have the opportunity to say and write. Seventy percent of learning is remembered.
Examples are small group discussion, buzz session, individual reporting, role play, panel.
3. Passive participation as in watching a movie, viewing exhibit, watching demonstration will
retain around 50% of what has been communicated.
4. By just looking at still pictures, paintings, illustrations and drawings, will allow the retention
of around 30% of the material content.
5. By hearing as in lecture, sermon, monologues, only 20% is remembered.
6. Reading, will ensure 10% remembering of the material.

Regardless of the amount of remembering from the concrete to abstract, each layer
contributes to learning and require instruction support materials.

Visual: Concrete (flat, 3-dimensional, realias, models, etc.) or abstract (verbal symbols, words)

Audio: recordings of sounds, natural or artificial

Audio-Visual: Combination of what can be seen and heard

Kinesthetic: Manipulative materials like modelling clay, rings, dumb bells, equipment, others

Experiential: utilize all modalities

 The Teacher and The School Curriculum| 38

 Methods and Materials must implement plan: Taking action

 Finding out what has been achieved: Assessing achieved outcomes

Main Task
Instructions: Think of what strategy or method of teaching will be most appropriate for
you. Make a lesson Plan that is most appropriate for you and, using the basic components as
prescribed by the Department of Education.

I. Objectives
II. Subject Matter
III. Procedure
IV. Assessment
V. Assignment.

Reinforcement Activity

Reflect and answer the statement below, based on the lesson you learned in this

1. When I become a teacher,

I will ………….
Because………..

Lesson 3: Stakeholders in Curriculum Implementation

Time Table: 4 hours

Topic Learning Outcomes:

a. Identify stakeholders of the curriculum
b. Enumerate the role of each stakeholders

Enabling Activity
Instructions: Who are involved in curriculum and curriculum development? These are
the persons who we call the stakeholders Stakeholder are individuals or institutions that
are interested in the curriculum. They get involved in many different ways. You must be one of
 The Teacher and The School Curriculum| 39

them. Together with the teachers, school managers, parents and even the whole community have
interest in the curriculum. Who do you think is the most important stakeholder? Consolidate your
ideas and thoughts through drawing.

WHO DO YOU THINK ARE INVOLVED IN CURRICULUM AND CURRICULUM DEVELOPMENT?

Stakeholder are individuals or institutions that are interested in the curriculum.

Deepen!

Curriculum Stakeholders

1. Learners are at the core of the curriculum.

To what extent are the students involved in curriculum development? The old view that
students are mere recipients of the curriculum, is now changing. Learners have more dynamic
participation from the planning, designing, implementing and evaluating. However, the degree of
their involvement is dependent on their maturity. The older they are in high school or college, the
more they participate. From another angle, whether learners are in the elementary or college level,
they can make or break curriculum implementation by their active or non-involvement. After all,
learners together with the teachers, put action to the curriculum.

2. Teachers are curricularists.

Teachers are stakeholders who plan, design, teach, implement and evaluate the curriculum. No
doubt, the most important person in curriculum implementation is the teacher. Teachers' influence
upon learners cannot be measured. Better teachers foster better learning. But teachers need to
continue with their professional development to contribute to the success of curriculum
implementation. Teachers should have full knowledge of the program philosophy, content and
components of curriculum and ways of teaching:

A teacher designs, enriches and modifies the curriculum to suit the learners'
characteristics. As curriculum developers, teachers are part of textbook committees, teacher
selection, school evaluation committee or textbooks and module writers themselves.

When a curriculum has already been written, the teacher's role is to implement like a
technician, however, teachers are reflective persons. They put their hearts into what they do. They
are very mindful that in the center of everything they do, is the learner.

3. School leaders are curriculum managers.

Principals and school heads, too, have important roles in curriculum implementation process in
schools. They should understand fully the need for change and the implementation process. They
should be ready to assist the teachers and the students in the implementation. Communication line
should be opening to all concerned should the school leaders lead in curriculum teamwork.

4. Parents
 The Teacher and The School Curriculum| 40

Parents are significant school partners. Besides the students, teachers and school
administrators, play an important role in curriculum implementation. When children bring home
homework from school, some parents are unable to help. Schools need to listen to parents'
concerns about school curriculum like textbooks, school activities, grading systems and others.
Schools have one way of engaging parents' cooperation through Brigada Eskwela. In this event,
parents will be able to know the situation in the school. Most often parents volunteer to help. They
can also be tapped in various co-curricular activities as chaper ones to children in Boy and Girl
Scouting, Science Camping and the like. Parents may not directly be involved in curriculum
implementation, but they are formidable partners for the success of any curriculum development
endeavour.

5. Community as the Curriculum Resources and a Learning Environment

"It takes the whole village to educate the child' goes the statement of former First Lady Hillary
Clinton. What do you think of this statement? Yes, it is true that the school is in the community,
hence the community is the extended school ground, a learning environment. All the barangay
leaders, the elders, others citizens and residents of the community have a stake in the curriculum.
It is the bigger school community that becomes the venue of learning. The rich natural and human
resources of the community can assist in educating the children. The community is the reflection of
the school's influence and the school is a reflection of the community support.

6. Other Stakeholders in Curriculum Implementation and Development

Some stakeholders may not have direct influence on the school cun•iculum. These are
agencies and organizations that are involved in the planning, design, implementation and
evaluation of the school curriculum. To name a few, the list follows.

6.1 Government Agencies

DepEd, TESDA, CHED- trifocalized agencies that have regulatory and mandatory
authorities over the implementation of the curricula.

Professional Regulation Commission (PRC) and Civil Service Commission (CSC)- the
agency that certifies and issues teacher licenses to qualify one to teach and affirms and confirms
the appointment of teachers in the public schools.

Local Government Units (LGU) include the municipal government officials and the
barangay officials. Some of the teachers are paid through the budget of the LGUs. They also
construct school buildings, provide equipment, support the professional development teachers and
provide school supplies and books. They are the big supporters in the implementation of a school
curriculum

6.2 Non-Government Agencies

Non-government agencies are organizations and foundations that have the main function
to support education; To name a few, this includes the following:

Gawad Kalinga (GK) "to give care"— to build communities means to include education.
 The Teacher and The School Curriculum| 41

Metrobank Foundation — supports continuing teacher development programs.

Professional Organizations like Philippine Association For Teachers and Educators

(PAFTE), State Universities and Colleges Teacher Educators Association (SUCTEA), National
Organization of Science Teachers and Educators (NOSTE), Mathematics Teachers Association of
the Philippines (MTAP) and many more.

A school curriculum, whether big or small is influenced by many stakeholders. Each one
has a contribution and influence in what should replace, modify and substitute the current
curriculum. Each one has a significant mark in specific development and change process of
curriculum development.

Main Task
Instruction:
How are they involved in curriculum implementation? Enter in the matrix the stakeholders and
identify their involvement in Curriculum Implementation

Stakeholders Involvement

Reinforcement Activity

QUESTION for REFLECTION: Reflect on this question and answer below.

If all the stakeholders contribute positively in curriculum implementation, do you think, curriculum
change or development will succeed? Why? or why not?

Chapter 4: TEACHER AS A CURRICULUM

EVALUATOR
Module 5: Curriculum Evaluation and the Teacher

Lesson 1: What, Why and How to Evaluate a Curriculum

Time Table: 4 hours
 The Teacher and The School Curriculum| 42

Topic Learning Outcomes:

a. acquire clear understanding of what is curriculum evaluation;
b. explain the need to evaluate the curriculum and how it is being done; and
c. expand knowledge about different curriculum evaluation models

Enabling Activity
Instructions: Why do you think there is a need to evaluate programs and outputs? Is it
really necessary? Make a stand about your thoughts using a Spider Web Graphic
Organizer.

Deepen!

Curriculum Evaluation: A Process and a Tool

Do you have a clear understanding of what curriculum evaluation is all about? Is it

synonymous to assessment of learning? Analysis of the various definitions reveals that evaluation
is both a process and a tool. As a process it follows a procedure based on models and frameworks
to get to the desired results. As a tool, it will help teachers and program implementers to judge the
worth and merit of the program and innovation or curricular change. For both process and a tool,
the results of evaluation will be the basis to IMPROVE curriculum.

Reasons for Curriculum Evaluation

Why is there a need to evaluate a curriculum? The curriculum processes presented by

Tyler, Taba and others at the end of the line or cycle undergo an evaluation. All of them agree that
planning, designing and implementing are less useful unless there is evaluation. Here are some of
the specific reasons.

 Curriculum evaluation identifies the strengths and weaknesses of an existing curriculum

that will be the basis of the intended plan, design or implementation. This is referred to as
the needs assessment.

 When evaluation is done in the middle of the curriculum development, it will tell if the
designed or implemented curriculum can produce or is producing the desired results. This
is related to monitoring.

 Based on some standards, curriculum evaluation will guide whether the results have
equaled or exceeded the standards, thus can be labelled as success. This is sometimes
called terminal assessment.

 Curriculum evaluation provides information necessary for teachers, school managers,

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

In curriculum evaluation, important processes were evolved such as (a.) needs assessment,
(b) monitoring, (c) terminal assessment and (d) decision making.
 The Teacher and The School Curriculum| 43

Curriculum Evaluation Models

Curriculum models by Ralph Tyler and Hilda Taba end with evaluation. Evaluation is a big
idea that collectively tells about the value or worth of something that was done.

How can a merit or worth of an aspect of a curriculum be determined? Curriculum

specialists have proposed an array of models which are useful for classroom teachers and
practitioners. Let us look at some of these.

1. Bradley Effectiveness Model

In 1985, L.H. Bradley wrote a hand book on Curriculum Leadership and Development. This
book provides indicators that can help measure the effectiveness of a developed or written
curriculum. For purposes of the classroom teachers, some of the statements were simplified.

First, you have to identify what curriculum you will evaluate. Example: Elementary Science
Curriculum, Teacher Education Curriculum, Student Teaching Curriculum, Field Study Curriculum.
Then find out if the •curriculum you are evaluating answers Yes or No. Answering Yes to all the
questions means, good curriculum as described by Bradley.
 The Teacher and The School Curriculum| 44

2. Tyler Objectives Centered Model

Ralph Tyler in 1950 proposed a curriculum evaluation model which until now continues to
influence many curriculum assessment processes. His monograph was entitled Basic Principles of
Curriculum and Instruction.
 The Teacher and The School Curriculum| 45

3.Daniel Stufflebeam's Context, Input, Process Product Model (CIPP)

The CIPP Model of Curriculum Evaluation was a product of the Phi Delta Kappa committee
chaired by Daniel Stufflebeam. The model made emphasis that the result of evaluation should
provide data for decision making. There are four stages of program operation. These include (1)
CONTEXT EVALUATION, (2) INPUT EVALUATION, (3) PROCESS EVALUATION and (4)
PRODUCT EVALUATION. However, any evaluator can only take any of the four stages as the
focus of evaluation.

 Context Evaluation- assesses needs and problems in the context for decision makers to
determine the goals and objectives of the program/curriculum.

 Input Evaluation- assesses alternative means based on the inputs for the achievement of
objectives to- help decision makers to choose options for optimal means.

 Process Evaluation- monitors the processes both to ensure that the means are actually
being implemented and make necessary modifications.

 Product evaluation- compares actual ends with intended ends and leads to a •series of
recycling decisions.

4.Stake Responsive Model.

 The Teacher and The School Curriculum| 46

Responsive model is oriented more directly to program activities than program intents.
Evaluation focus more on the activities rather than intent or purposes.

5. Scriven Consumer Oriented Evaluation.

Michael Scriven, in 1967 introduced this evaluation among many others when education
products flooded the market. Consumers of educational products which are needed to support an
implemented curriculum often use consumer-oriented evaluation. These products are used in
schools which require a purchasing decision. These products include textbooks, modules,
educational technology like softwares and other instructional materials. Even teachers and schools
themselves nowadays write and produce these materials for their own purposes.

Consumer-oriented evaluation uses criteria and checklist as a tool for either formative or
summative evaluation purposes. The use of criteria and checklist was proposed by Scriven for
adoption by educational evaluators.
The Teacher and The School Curriculum| 47
 The Teacher and The School Curriculum| 48

A Simple Way of Curriculum Evaluation Process

For a very simple and practical way of curriculum evaluation, responding to the following
questions will provide an evaluation data for curriculum decision. Just ask the following questions
and any NO answer to an item will indicate a need for a serious curriculum evaluation process.

1. Does the curriculum emphasize learning outcomes?

2. Does the implemented curriculum require less demands?
3. Can this curriculum be applied to any particular level?
(kindergarten, elementary, secondary, tertiary levels)
4. Can the curriculum aspects be assessed as (a) written (b) taught (c) supported (d) tested
and (e) learned?
5. Does the curriculum include formative assessment?
6. Does the curriculum include summative assessment
7. Does the curriculum provide quantitative methods of assessment?
8. Does the curriculum provide for qualitative methods of assessment?
9. Can the curriculum provide the data needed for decision making?
10. Are the findings of evaluation available to stakeholders?

Main Task
Let Us fry! Be a Curriculum Material Evaluator

1. You are asked by your Principal to review a book for a decision.

2. Get a textbook in elementary or high school. This book is a curriculum product.
3. Use a Consumer-Oriented Evaluation Approach by Scriven and adapted from the original
work of Marvin Patterson shown above.
4. Make a matrix similar with that Marvin Patterson.
5. Review the whole textbook from cover to cover and reflect your answer on the matrix itself.
6. What are your major comments?
7. What decision would you like to recommend to your principal?

Reinforcement Activity
Instruction: Reflect on your current and past experiences on the different curricula you
went through from the time you entered school up to the present.
Pause for some moments and read the "I wonder if . . incomplete sentences. Based on
your reflection, choose one number and write your answer on the box provided then based on your
response on "I wonder if....", complete the sentence, "I think…….

I wonder if…….

1. my teachers have reviewed the textbooks we used in High School.

2. the instructional materials we are using now will not be used in the future.
3. what I have learned now still be relevant in the future.
4. evaluation of a curriculum will still be a task of a teacher.
5. there is really a need to evaluate the curriculum.

Please write your answer in the box.

 The Teacher and The School Curriculum| 49

Lesson 2: Curriculum Evaluation Through Learning

Assessment
Time Table: 4 hours

Topic Learning Outcomes:

a. Understand how the curriculum can be evaluated by the assessment of learning outcomes
b. Identify the levels of learning outcomes and levels of assessment
c. Matched the levels of learning outcomes with the appropriate assessment tools
d. Interpreted the value of assessment in terms of grades assigned

Enabling Activity
Instructions: Why do you think there is a need to evaluate programs and outputs? Is it
really necessary? Make a stand about your thoughts and share it to the class.

Deepen!

Achieved Learning Outcomes

 The Teacher and The School Curriculum| 50

Achieved learning outcomes are defined in outcomes based education as a product of

what have been intended in the beginning of the learning process. Indicators of the learning
outcomes which are accomplished are called achieved learning outcomes. Standards and
competencies are used as the indicators and measures of these outcomes.

Our country has established the Philippines Qualification Framework (PQF) as a standard
which will be aligned to the ASEAN Reference Qualification Framework (ARQF) for the
comparability of the learning outcomes at the different levels of educational ladder.

Knowledge, Process, Understanding, Performances (KPUP)- Levels of Learning Outcomes

Level 1 KNOWLEDGE- factual knowledge, conceptual knowledge, procedural knowledge,

metacognition

Level 2 PROCESS – for making meaning and understanding

Level 3 UNDERSTANDING – big ideas or concepts

Level 4 PRODUCT OR PERFORMANCE- portfolio, drama, research projects

Assessment Tools for Each Level of Learning Outcomes

Knowledge. Process. Understanding (KPU) Learning Outcomes

Knowledge, process, and understanding are learning outcomes. Students who can show
that they have gained knowledge, can apply such knowledge and have achieved several meanings
on the particular knowledge have achieved the learning outcomes. The three types of learning
outcomes and on the different levels can be assessed in many ways with the use of appropriate
tools.

Types of Tests to Measure Knowledge, Process and Understanding

1. Objective Tests. Tests that require only one and one correct answer. It is difficult to
construct but easy to check.

1.1 Pencil-and-Paper Test. As the name suggests, the test is written on paper and requires a
pencil to write. However, with the modern times, a pencil-and-paper test can also be
translated to an electronic version, which makes the test “paperless."
1.1.1 Simple Recall – fill in the blanks, enumeration, identification, simple recall
1.1.2 Alternative Response test – two options are provided. Items can be stated in a
question form. Examples of this are: True or False and Yes or No
1.1.3 Multiple Choice Test- most versatile test type because it measures a variety of
learning outcomes.
1.1.4 Matching Type Test- match column A to column B.

2. Subjective Test. Learning outcomes which indicate learner’s ability to originate, and
express ideas is difficult to test through objective type test.
2.1 Essay test- allow students freedom of response
2.1.1 Restricted Response Item- expanded form of short answer type objective test
 The Teacher and The School Curriculum| 51

2.1.2 Extended Response Item- student is generally free to select any factual information
that can help in organizing the response.

Performance Assessment Tools

1. Checklist- is a tool that consists of a list of qualities that are expected to be observed as
present or absent.
2. Rating Scale- is a tool that uses a scale in a number line as a basis to estimate the
numerical value of a performance or a product.
3. Rubrics for Portfolio- a compilation of the experiences as authentic learning outcomes
presented with evidence and reflections.

Levels of Assessment for the Levels of Learning Outcomes

Levels of assessment describe levels of the learning outcomes which are (1) Knowledge,
(2) Process or Skills, (3) Understanding (4) Products or Performance. The levels of learning
outcomes are also used to describe the levels of assessment. Through the DepEd Order 73,
s.2012 levels of learning outcomes are also the levels of assessment. In other words, the levels of
assessment follow also the levels of thinking skills from lower level to higher level.

Placing Value to the Assessment Results from KPUP.

The four levels may be employed in the formative assessment but the result is not
recorded. It will just tell how the students are progressing. On the other hand, KPUP format is
required for summative assessment which is recorded for grading purposes. The computed value
 The Teacher and The School Curriculum| 52

of the four levels of assessment will be described according the value of the composite scores of
the students.

The interval scale of computed four levels learning outcomes is given Level of Proficiency
Description. This interpretation is used for all the learning areas or subjects in basic education.

Placing Value to the Assessment Results in the New Grading System (DepEd Order 8, s.
2015)

While the KPUP is still utilized in the new grading system, it is important to know that
DepEd Order 8, has modified the grading system as follows:
Grades at the End of the Quarter or Grading Period

 Kindergarten: Use of checklist, anecdotal records and portfolios are used instead of
numerical grades which are based on Kindergarten Curriculum Guides.

 Grade 1 to 12: The following guidelines should be followed:

1. Learners are graded on three components every quarter: (A) Written Work, (B)
Performance Tasks (C) Quarterly Tests.
2. These components are given specific weights that vary.

3. All grades are based on the weighted raw score of learners, summative assessment.
4. The minimum grade needed is 60 which when transmuted based on the table is equivalent
to 75 in the report card.
 The Teacher and The School Curriculum| 53

Note:
1. Written Work may include items in Level I - Knowledge and Level 3- Understanding in the
KPUP.
2. Performance Task may include items in Level 2- Process Skills and Level 4 -
Products/Performance of the KPUP.
3. Quarterly exam may include of Levels I to 4.

How are Grades computed at the end of the School Year

 For Kindergarten: Checklist, anecdotal records and portfolios are presented to the parents
at the quarter for discussion.
 For Grades 1 to 10:
1. The average of the quarter grades produces the end of the year grade.
2. The general average is computed by dividing the sum of all final grades by the total
number of learning areas. Each learning area has equal weight,
 For Grade 11 and 12:
1. The average of the Quarterly Grade produces the semestral grade.

2. The General Average is computed by dividing the sum of all semestral Final Grades by the
Total Number of Learning Areas

Reporting Summative Grade by Quarter and Summative Grade at the End of the Year

This modifies the previous descriptions of the performance in the KPUP. The values and
descriptors are reported to parents every quarter, and at the end of the year.
 The Teacher and The School Curriculum| 54

Main Task
Activity: Giving an Example

1. Give two test items that are appropriate for each level learning outcomes. You can choose
the type of test.

Knowledge

Process

Understanding

Reinforcement Activity

Reflect on the question:

"Does the result of a periodical test reflect evaluation of a curriculum? Why?"

Chapter 5: CURRICULUM DEVELOPMENT REFORMS

AND ENHANCEMENT
Module 6: Outcomes-Based-Education: Basis for enhanced
Teacher Education Curriculum

Lesson 1: Outcomes-Based-Education: Basis for Teacher

Preparation Curriculum
Time Table: 4 hours

Topic Learning Outcomes:

a. Define what is outcomes-based education
b. Identify the four principles in OBE
c. Describe how teaching and learning relate to OBE
d. Describe how assessment of achieved learning relate to OBE
e. Describe the learner's responsibility in learning through OBE
 The Teacher and The School Curriculum| 55

Enabling Activity
Instructions: Why do we hear a lot of educators talking about OBE? What is Outcomes-Based
Education about? Should curriculum for teacher preparation be influenced by this? Why? How will
OBE address the 21st century teachers?

Deepen!

In recent years, there has been an increasing attention on outcomes-based education

for several reasons. These include return of investments and accountability which are driven by
political, economic and educational reasons.

Definition of Outcomes Based Education (OBE)

Among the many advocates of OBE in the early years was W. Spady (1994). He defined
OBE as clearly focusing, and organizing everything in the educational system around the essential
for all the students to do successfully at the end of their learning experiences. It starts with a clear
picture of what is important for students to be able to do, then organizing the curriculum, instruction
and assessment to make sure that learning happens. This definition clearly points to the desired
results of education which is the learning outcomes. This is made up of knowledge, understanding,
skills and attitudes that students should acquire to make them reach their full potential and lead
fulfilling lives as individuals in the community and at work.

To define and clarify further, answers to the following questions should be addressed by
the teachers.
1. What 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?
Spady premised that in Outcomes-Based Education;
 All students can learn and succeed, but not at the same time or in the same way.
 Successful learning promotes even more successful learning.
 Schools and teachers control the conditions that will determine if the students are
successful in school learning.

Four Essential Principles in OBE

In order to comply with the three premises, four essential principles should be followed in
planning instruction, teaching and assessing learning.

Principle 1: Clarity of Focus

A clear focus on what teachers want students to learn is the primary principle in OBE.
Teachers should bear in mind that the outcome of teaching is learning. To achieve this, teachers
and students should have a clear picture, in mind what knowledge, skills; values must be achieved
at end of the teaching-learning process. This is like looking straight ahead so that the target will be
reached.

Principle 2: Designing Backwards

 The Teacher and The School Curriculum| 56

This principle is related to the first. At the beginning of a curriculum design, the learning
outcome has to be clearly defined. What to achieve at the end of formal schooling is determined as
the beginning. Decisions are always traced back to desired results. This means that planning,
implementing (teaching) and assessing should be connected to the outcomes.

Principle 3: High Expectations

Establishing high expectations, challenging standards of performance will encourage

students to learn better. This is linked to the premise that successful learning, promotes more
successful learning as mentioned by Spady in 1994. This is parallel to Thorndike's law of effect,
which says that success reinforces learning, motivates, builds confidence and encourages learners
to do better.

Principle 4: Expanded Opportunities

In OBE all students are expected to excel, hence equal expanded opportunities should be
provided. As advocates of multiple intelligences say, "every child has a genius in him/ herself,
hence is capable of doing the best." Learners develop inborn potentials if corresponding
opportunities and support are given to nurture.
Teaching-Learning in OBE

Teaching is teaching if learners learn. Learning is measured by its outcome. Whatever

approach to teaching is used, the intent should focus on learning rather than on teaching. Subjects
do not exist in isolation, but links between them should be made. It is important that students learn
how to learn, hence a teacher should be innovative. How then should teaching-learning be done in
OBE? Here are some tips:

 Teachers must prepare students adequately. This can be done if the teachers know what
they want the students to learn and what learning outcomes to achieve. Prerequisite
knowledge is important, thus a review is necessary at the start of a lesson.
 Teachers must create a positive learning environment. Students should feel, that
regardless of individual uniqueness, the teacher is always there to help. Teacher and
student relationship is very important. The classroom atmosphere should provide respect
for diverse kind of learners.
 Teachers must help their students to understand, what they have to learn, why they should
learn it (what use it will be now and in the future) and how will they know that they have
learned.
 Teachers must use a variety of teaching methods. The most appropriate strategy should
be used taking into account the learning outcome teachers want the students to achieve.
Also to consider are the contents, the characteristic of the students, the resources
available and the teaching skill of the teacher. Even if OBE is learner-centered, sometimes
more direct, time-tested methods of teaching will be appropriate.

Learner's Responsibility for Learning

In OBE, students are responsible for their own learning and progress. Nobody can learn
for the learner. It is only the learner himself/herself who can drive himself/herself to learn, thus
learning is a personal matter. Teachers can only facilitate that learning, define the learning
outcomes to be achieved, and assist the students to achieve those outcomes. Students have the
 The Teacher and The School Curriculum| 57

bigger responsibility to achieve those outcomes. In this way, they will be able to know whether they
are learning or not.

One of the great benefits of outcomes-based education is that it makes students aware of
what they should be learning, why they are learning it, what they are actually learning, and what
they should do when they are learning. All of these will conclude with the achieved learning
outcomes.

In terms of students perspectives there are common questions that will guide them as they
learn under the OBE Curriculum framework. To guide the students in OBE learning, they should
ask themselves the following questions.

As a student,
1. What do I have to learn?
2. Why do I have to learn it?
3. What will I be doing while I am learning?
4. How will I know that I am learning, what I should be learning?
5. Will I have any say in what I learn?
6. How will I be assessed?

Main Task

Instructions: Based on the Activity l: Finding OBE in the Classroom, answer the questions below:

1. What did the teacher intend to accomplish in the lesson at the beginning?

2. Was it accomplished or achieved at the end? Has learning occurred?

3. What learning outcome was achieved?

4. During the activity, was there an opportunity for all children to learn? Describe.

5. How was the achieved learning outcome assessed? Explain.

Reinforcement Activity
Instructions: As a future teacher, reflect on your observations and report in Finding
OBE in the Classroom and complete the sentences. Choose only one to answer.

1. I like OBE because . . . . . . . . . . . In the future when I become a teacher, I should . . . . . .

2. I do not seem to like OBE because . . . . . . . In the future, when I become a teacher, I
should . . . .
 The Teacher and The School Curriculum| 58

Module Curricular
7: Landscape in the 21st Century
Classrooms

Lesson 1: The 21st Century Curricular Landscape in the

Classrooms
Time Table: 4 hours

Topic Learning Outcomes:

a. Described the curricular landscape of the 21st century
b. Identified the 21st century skills to be developed in the curriculum

Enabling Activity
Instructions: The world has shrunk because of technology. Classrooms have become
virtual and global. Current students are facing emerging issues like global warming,
poverty, health issues, war, and population growth and, many more. What would all of these
require?

Deepen!

Emerging Curricula of the 21st Century Learners

How does the curriculum for the 21 st century look like? What are the emerging factors and
conditions that will shape the curriculum of the century?

Discussion in various groups here and abroad revolves along the different h issues.
 The Teacher and The School Curriculum| 59

 Globalization of economies and independence on international markets

 Increased concerns and actions about environmental degradation, water and energy
shortages, global warning, pandemic (HIV, Ebola, etc.)
 Nations competing for power block thus generating conflict but gives opportunities to build
alliances and cooperation
 Increased global migration and opportunities for working overseas
 Science and technological revolution
 Knowledge economy as a generator of wealth and jobs

All these issues need a curriculum that will address global solutions to environmental
problems, environmental sustainability, cultural diversity, global conflicts, technology revolution,
and science breakthrough.

Thus an integrative approach to curriculum is absolutely necessary. There should be unity in

core academic subjects where life and career skills are included. Curriculum includes
interdisciplinary themes, development of essential skills for modern pedagogies and technologies.

The curriculum incorporates higher order thinking skills, multiple intelligences, technology and
multi-media and multiple literacies of the 21st century skills. The 21st century curriculum includes
innovation skills, information and media and ICT literacy.

The curriculum for this century should inspire and challenge both the teacher and the learner.
These are some of the characteristics of this curriculum. It is a curriculum that...

 provides appropriate knowledge, skills and values to face the future.

 is based on knowledge drawn from research.
 is a product of consultative, collaborative development process.
 supports excellence and equity for all learners.

Need to Develop 21st Century Skills of Learners in the Curriculum

What are the skills needed by 21st century leaners in order to cope with the curriculum?
Will the curriculum likewise develop these skills, too? According to the Singapore Ministry of
Education, such clusters of the competencies are seen in the matrix below:
 The Teacher and The School Curriculum| 60

On the other hand, Howard Gardner (2006) from his book Five Minds of the Future, sees
that the five frames of thinking which would help in the development of thinking skills. Each frame
of thinking is attributed to the type of mind the leaner has to use in order to survive the future.
 The Teacher and The School Curriculum| 61

Lastly, Tony Wagner in his book The Global Achievement Gap mentioned the seven
survival skills for the 21st century curriculum.

1. Critical Thinking and Problem Solving

2. Collaboration Across Networks and Leading by Influence.
3. Agility and Adaptability
4. Initiative and Entrepreneurship
5. Effective Oral and Written Communication
6. Accessing and Analyzing Information
7. Curiosity and Imagination

Main Task
Instructions: In the space below, draw a classroom of the 21st century.
 The Teacher and The School Curriculum| 62

Reinforcement Activity

Instructions: How do you picture yourself as a teacher of the future? Reflect

and write your answer in the box provided below.

Lesson 2: The Final Action for a Curriculum Material: A

Celebration!
Time Table: 4 hours

Topic Learning Outcomes:

 The Teacher and The School Curriculum| 63

a. View and value the big picture of the whole module on The Teacher and the School Curriculum

Enabling Activity
Instructions: This lesson captures your view of Teacher and Curriculum as a course to
prepare you as teachers reflected in the lessons we have discussed. Using a Venn
diagram, compare and contrast the development in curriculum and the basic education flow.

Deepen!

The 7 Rs of Quality Curriculum Material

The Seven (7) Rs of QRM Description of the R

1 Rigorous Students need to demonstrate
high level of understanding
and thinking
2 Real Students demonstrate
authentic quality that mirrors
what they will do as teachers
3 Requires independence Students are self-directed in
doing their tasks
4 Rich in thinking This requires more than
memorization from the
students
5 Revealing It uncovers students’ level of
understanding and
misconceptions
6 Rewarding It intrinsically motivates the
students to do the task
7 Reflective It makes students more
reflective in the learning
process that contributes to
better performance
Here is the more detailed explanation of the R. Study so that you can very well evaluate
and give feedback on the curriculum material (Module) that you have used. Curriculum material
refers to the Curriculum Development for Teachers.

Rigorous. A curriculum material is rigorous if it provides students opportunities to develop higher

order thinking skills, decision-making and deep understanding. It also points the direction for
learning but opens for students understanding beyond a minimal outcome. Do the activities on the
lessons allow students to develop higher order thinking? How do the activities launch learning?

Real. A curriculum material is real if it builds understanding to engage in real life activities related
to becoming teachers. Are the topics significant or important to the life of the students? How do the
topics intersect their lives as students and as future teachers?
 The Teacher and The School Curriculum| 64

Requires independence. A curriculum material requires independence if students are given

opportunities to make appropriate choices, like who to interview or what class to observe and when
to do it. This will make students engage in deep learning and also allow students to learn from their
mistakes.

Rich in thinking. A curriculum material is rich in thinking if it asks students more than just
memorization or repetition. The curriculum materials make students do observations, ask
questions, consider alternatives, evaluate outcomes, reflect and make judgment based on
evidence.

Revealing. A quality curriculum material is revealing if it seeks to show what the students do and
do not understand, but how they understand it. Does the curriculum material reveal what they
understand from their answers in the activities, self-check and self-reflection?

Rewarding. A quality curriculum material is rewarding if students can articulate what they are
learning, if they can share clearly the results of their individual and group tasks. This is indicative of
the students' effort which is directed toward a well-defined learning goal. The sense of purpose is
shown in their work as the intrinsic rewards they gain. In short, they are happy with what they are
doing.

Reflective. A quality curriculum material is reflective if it allows students to think about ones'
learning not only about feelings. For example, the statement "I used to think . . . but now I think.

These are the seven Rs of the quality curriculum material. They collectively focus on the
topics to be covered, skills to be mastered, facts to be learned and outcomes to be achieved.
These are the aspects of quality curriculum material.

Main Task: Take the Final Action!! Be Curriculum Material Evaluator

Let’s Walk our Talk

Instructions: Let us use the seven Rs to find out if the Curriculum Development for Teachers
served its purpose as a support instructional material for learning the course.
Based on YOUR experiences in using Curriculum Development for Teachers, rate on a
scale of 1 to 5, (with 1 as the lowest and 5 as the highest) the different Rs that describe this
instructional material.

7 Rs Key Statements Ratings

1,2,3,4,5
Rigorous 1. The curriculum material
requires me to have a
higher level of
understanding and
thinking
Real 2. The curriculum material
replicates the activities
 The Teacher and The School Curriculum| 65

for a teacher
Requires independence 3. The curriculum material
allows me to make
choices
Rich in thinking 4. The curriculum material
makes me think more
and memorize less
Revealing 5. The curriculum material
makes me reveal my
level of understanding
Rewarding 6. The curriculum material I
inspires me to study
more
Reflective 7. The curriculum material
allows me to reflect on
learning

CONGRATULATIONS! YOU DID A SPLENDID JOB

You made it. You can now be a curriculum material evaluator. But we want to hear from you more.

In the boxes below, please write in Box A, the things that you like most in the course and write in
Box B, things that you least like in the course. Please include your reasons below.

Box A Box B

References

Books

Bilbao, Purita P. et.al (2015). The Teaching Profession. Lorimar Publishing Inc. Aurora Blvd.,
Cubao, Quezon City, Metro Manila

Corpuz, Brenda B. (2015). Curriculum Development for Teachers. Lorimar Publishing Inc. Aurora
Blvd., Cubao, Quezon City, Metro Manila

Corpuz, Brenda B. (2015). Principles of Teaching 1. Lorimar Publishing Inc. Aurora Blvd., Cubao,
Quezon City, Metro Manila

Electronic Resources

http://www.basc.edu.ph/images/sampledata/BASC/Syllabi/IEAS/Curriculum_Development.pdf
 The Teacher and The School Curriculum| 66

https://www.slideshare.net/MaryJoyCabiling/curricular-landscape-in-the-21st-century-
classroom

https://www.slideshare.net/RizzaLynnLabastida/curriculum-development-lesson-3