FS4 Field Study

7 Foundation Curriculum Development

My Learning Activities

Activity 1. Complete the timelines by indicating the significant contribution of each peson.

FRANLIN WERRET WILLIAM HAROLD

BOBBIT CHARTERS KILPATRICK RUGG
1876-1956 1851-1952 1875-1952 1886-1960

presented considered Viewed Emphasi-

curriculum curriculum curriculum zed social
as a also as a as studies in
science science purposeful the
that which is activities curriculum
emphasizes on based on which are and the
students' students' child- teacher
need need, and centered plans the
the lesson in
teachers advance
plan the
activities

Hollis Caswell Ralph Tyler Hilda Taba Peter Oliva

1901 – 1989 1902-1994 1902-1967 1992-2012

curriculum curriculum Social Peter

as is a processes, Oliva's
organized science including Ten
around and an socialization General
social extension of human Axioms of
functions of school's beings, are Curriculum
of philosophy not linear, Development.
themes, based on and they
organized students' cannot be
knowledge and need and modeled
learner's interests through planning.
interests
Activity 2. Interview an administrator, a faculty and cite specific examples in each of the items
given below. Complete the table.

Foundation of Curriculum Samples/ Situations

1. Philosophical Foundation
a. FACULTY Teacher provides oral recitation regarding to their
topic to provide information of the subject matter.

b. ADMINISTRATOR Teachers provides paper and pencil test.

2. Historical Foundation
a. FACULTY Teacher gives pre-test and post-test.
b. ADMINISTRATOR Teacher gives 1st departmental test.

3. Psychological Foundation
a. FACULTY Students were mentally present on its lesson.
b. ADMINISTRATOR Students were logically answer the question.

4. Social Foundation
a. FACULTY Students were having a group activity.
b. ADMINISTRATOR Students were having a collaboration through activity.

My Personal Insight.

The stakeholders gives importance to espoused the four major foundations:

philosophical, historical, psychological and social foundations are deemed necessary for
planning, implementing, and evaluating in a school curriculum.
The philosophy in the classroom is to promote learning activities and enhanced
the skills and knowledge of the students, the important subjects to be taught, the kind of
learning students must have and how they can acquire them, the instructional materials,
methods and strategies to be used, and how students will be evaluated.
Historical foundations gives importance like what Franklin Bobbit says that
curriculum as a science that emphasizes on students' need.
Activity 3. Evolve your own philosophy based on the existing philosophies of education.
Illustrate through a graphic organizer. Explain how this will be applied, if you are going to put
up your own school.

Educational
philosophy

Rationalism Ethics
Pragmatism

Normatives
Meta Ethics Ethics
Contructivism Descriptive
Ethics

Cognitive
Theory
Information
Mind Map Learning Style
Processing

Explanation.

This graphical organizer illustrates the functions of my school using the philosophical in
education.
Integrating Theory and Practice

Direction: Read the items given below and encircle the correct answer.

1. All these questions should be answered by curriculum except:

A. What subject are important?
B. Who will benefit from a well-designed learning experience?
C. What outcomes should be achieved?
D. What qualifications should teachers have?

2. Mrs. Valdez asks her Grade 10 class to read biographies, encyclopedias, history
books and the like during their. She is a believer of what philosophy?
A. Existentialism
B. Behaviorism
C. Perennialism
D. Essentialism

3. These foundations show the chronological development of curriculum, mostly

shown using a timeline.
A. Historical Foundations
B. Legal Foundations
C. Philosophical Foundations
D. Psychological Foundations
LEARNING PORTFOLIO
PIECES OF EVIDENCE
RECORDS
DOCUMENTS
PICTURES
My Learning Rubric
Field Study 4, Episode 7 – Foundations of Curriculum Development
Focused on: Describing the different foundation of curriculum
Explaining how those foundations reflect the development of
curriculum in the 21st century classroom.
Accomplishing the template on the foundations of the curriculum.

Name of Student: Jenelyn Palermo Date Submitted:

Year and Section: 3-C Course: BSED MATH

Learning Episodes Exemplary Superior Satisfactory Needs

4 3 2 Improvement
1
Learning Activities All tasks were All or nearly Nearly all Fewer than
done with all tasks tasks were half tasks
outstanding were done done were done; or
quality; work with high acceptable most
exceeds quality quality. objectives
expectations were met but
need
improvement.
Analysis of the All Analysis Analysis Analysis
learning Episode questions/episod questions questions questions
es were were were not were not
answered answered answered answered.
completely; in completely. completely.
depth answers; Vaguely Vaguely Grammar and
thoroughly related to related to the spelling
grounded on the theories theories unsatisfactory
theories. Grammar Grammar and .
Exemplary and spelling spelling
grammar and acceptable acceptable
spelling.

Reflections/insight Reflection Reflections Reflections Reflection

s statements are statements statements statements
profound and are clear, are shallow; are unclear
clear; supported but not supported by nd shallow
by experiences clearly experiences and are not
from the learning supported from the supported by
episodes. by learning experiences
experiences episodes. from the
from the learning
learning episodes
episodes.
Learning portfolio Portfolio is Portfolio is Portfolio is Analysis
complete, clear, complete, supporting questions
well-organized clear, well- documentatio were not
and all organized; n are answered
supporting; most organized but
documentations supporting are lacking. Grammar
are located in documentati and spelling
sections clearly on are unsatisfactory
designated available .
and logical
and clearly
marked
locations
Submission of Submitted before Submitted Submitted a
Submitted
learning episode the deadline on the day after the
two days or
deadline deadline
more after
the deadline.
Comment. Overall Rating:
Score (based on
transmutatio
n)
TRANSMUTATION OF SCORE TO GRADE/RATING
score
Grade

Signature FS Teacher Date

Above Printed Name
 FS 4
Field study

8 Crafting The Curriculum: The Teacher As a Designer

My Learning Activities.

Activity1. Accomplish the matrix by interviewing an administrator and a teacher to

explain how ten axioms are realized in the school setting . The administrator or the
teacher has the option to choose the axioms that she/he wishes to explain.

10 Axioms for Situations/Samples on how these axioms are Realized in the

curriculum Designers School Setting
1. Curriculum
change is Yes indeed it is necessary because if there is no curriculum it’s
inevitable, like going to nowhere
necessary and
desirable.

2. Curriculum
reflects its Curriculum should be timeless which means it responds to the
own time. It is change that comes from social forces and education reforms
a product of
its time.
3. Curriculum the change that occurs in curriculum development can co-exist
changes made oftentimes overlaps for long period of time.
earlier can
exist
concurrently
with newer
curriculum
changes
4. Curriculum It is best that teachers design and own the change.
change
depends on
people who
will implement
the change.
5. Curriculum any significant change in curriculum must in,ol,ed the
development stakeholders get their support and input.
is a
cooperative
group activity.
6. Curriculum a curriculum developer or designer must decide what contents
development to teach and what methods or strategies to use.
is a decision-
making
process made
from choices
or alternatives
7. Curriculum as needs of learners change0 as society changes and as new
development knowledge and technology appear0 the curriculum must
is an on-going change.
process
8. Curriculum A curriculum design should be based on a careful plan, intended
development outcomes clearly established
is more
effective if it
is a
comprehensiv
e process not
piecemeal.
9. Curriculum A curriculum design should always be SMART.
development
is more
effective when
it follows a
systematic
process.
10. Curriculum An existing design is a good starting point for any teacher who
development plans to enhance and enrich a curriculum.
starts from
where the
curriculum is.
Activity 2. Observe a class or get a sample lesson. Using the elements/components, write a
sample curriculum using the template given below.

Intended Learning Subject Matter Teaching/Learning Assessment/

Learning content methods Evaluation

Activity 3. Request a sample lesson. Analyze the components present in the plan. Paste the
lesson Plan bellow.
LEARNING PORTFOLIO: Collect three(3) sample lesson plans from various schools. Evaluate
the similarities and differences using the Venn Diagram.
My Learning Rubric
Field Study 4, Episode 8 – Crafting the Curriculum: The Teacher as a Designer
Focused on: Identifying the Fundamentals of Curriculum Design.
Citing the important roles of teachers in curriculum designing
Explaining the elements/components of curriculum design.

Name of Student: Jenelyn Palermo Date Submitted:

Year and Section: 3-C Course: BSED MATH

Learning Episodes Exemplary Superior Satisfactory Needs

4 3 2 Improvement
1
Learning Activities All tasks were All or nearly Nearly all Fewer than
done with all tasks tasks were half tasks
outstanding were done done were done; or
quality; work with high acceptable most
exceeds quality quality. objectives
expectations were met but
need
improvement.
Analysis of the All Analysis Analysis Analysis
learning Episode questions/episod questions questions questions
es were were were not were not
answered answered answered answered.
completely; in completely. completely.
depth answers; Vaguely Vaguely Grammar and
thoroughly related to related to the spelling
grounded on the theories theories unsatisfactory
theories. Grammar Grammar and .
Exemplary and spelling spelling
grammar and acceptable acceptable
spelling.

Reflections/insight Reflection Reflections Reflections Reflection

s statements are statements statements statements
profound and are clear, are shallow; are unclear
clear; supported but not supported by nd shallow
by experiences clearly experiences and are not
from the learning supported from the supported by
episodes. by learning experiences
experiences episodes. from the
from the learning
learning episodes
episodes.
Learning portfolio Portfolio is Portfolio is Portfolio is Analysis
complete, clear, complete, supporting questions
well-organized clear, well- documentatio were not
and all organized; n are answered
supporting; most organized but
documentations supporting are lacking. Grammar
are located in documentati and spelling
sections clearly on are unsatisfactory
designated available .
and logical
and clearly
marked
locations
Submission of Submitted before Submitted Submitted a
Submitted
learning episode the deadline on the day after the
two days or
deadline deadline
more after
the deadline.
Comment. Overall Rating:
Score (based on
transmutatio
n)
TRANSMUTATION OF SCORE TO GRADE/RATING
score
Grade

Signature FS Teacher Date

Above Printed Name