SEMINAR IN DESIGNINNG CURRICULUM AND INSTRUCTION

1.Justify the given, “Curriculum involves instruction”

From the definition of a curriculum, in which it refers to any planned experience given through
instruction would somehow justify the statement that indeed, curriculum involves instruction. A certain
curriculum cannot be realized if it will not be delivered by means of an instruction. Curriculum therefore
will serve its true purpose if it is being accompanied by instruction.. Banking on the definition of
instruction in which it refers to the delivery of a curriculum on a process on the delivery of a curriculum.
One can conclude therefore that curriculum involves instruction.

2. Discuss at least two (2) forces that affect curriculum change?

There are several forces in which it contributes and affect curriculum change and two of which are the
following:
Changing Society – From the primitive way of living of people, the way in which a child learn also
changes as time goes on. Before, subsistence was the main goal of every family and they have passed
this idea to their children. When the time comes that the Philippines has been colonized by the
Spaniards, there was a shift on the kind of learning that a child has. They have been exposed more to
religious education memorizing in particular the “Doctrina Christiana”. When the Americans came,
again another change happen in the curriculum because their way of teaching was more focused on the
3R’s (Reading, Writing, Arithmetic) and giving emphasis on the recitation of the English alphabet. From
that, a lot of changes did happen, children were exposed to the Basic Education Curriculum (BEC) and
experts realized that the Philippines is lagging behind in terms of educational capacity of iits peoples
that is why the Revised Basic Education Curriculum (RBEC) has been introduced in which K-12 Program
wa one of its major concern. Presently, the government is hoping that with the K-12 program, the
Philippines will parallel in terms of educational qualifications with its neighbouring country.

3.As defined by Gagne, a curriculum refers to sequenced learning content units. Guided by this
definition, can schools exist without a curriculum?. To what extent is a curriculum important to
schools?
Schools curriculums make the vital contribution to the student’s future, wellbeing, prosperity,
and social society skills. The curriculum needs to work towards developing capabilities, as well as
achieving outcome goals in the gaining of specific knowledge. The curriculum must go beyond
just schooling foundation of education; these skills are further required in the workplace,
community and recreational surroundings. The curriculum is one way to ground the concept of
life-long learning in a knowledge society. Quality teaching and learning practices within a school
environment promote the student to maximise their educational potential. Through good
teaching, supporting learners, it will assist with the developing their knowledge and
understanding.
4. Suppose you are assigned as a curriculum reviewer; what characteristics would you consider to
judge the curriculum as an effective one?
The Characteristics of a Good Curriculum are as follows:

1. It should faster the growth of development of attitude and skills required for maintaining a planned

social order of democratic type. To put more concretely, it should contribute towards democratic living.

2. It should not be narrowly conceived but dynamic and forward looking, sample adequately both the

scientific content and the abilities of the pupils to the developed, should cater to the right use of leisure

later on and should be related to the environment in which the children live. Consequently, it will then

become exiting, real and imaginative.

3. It is tested and improved through research.

4. It should aim at bringing about an intelligent and effective adjustment with the environment itself.

Further, it should enable pupils to acquire relevant scientific information of subsequent use in the

significant areas of human living.

5. It should be psychologically sound. It should take into account the theories of learning relevant to

science teaching. Further, children’s capacities and capabilities, if taken into account, will lead to the

development of differentiated curriculum. Incorporating geographical difference in it will be another

innovation.

6. It should provide sufficient scope for the cultivation of skills, interest, attitudes and appreciations.

7. It must be mostly based upon the first hand experiences of the pupils from all the significant areas of
human living. These experiences are characterized by newness, novelty, challenge, stimulation and

creativity. Science Content receives increasing emphasis as the children move to the higher grades.

5. As Patrick Slattery comments, “Education is a human activity that is greatly affected by

environment. The school’s curriculum is shaped by society’s forces. Any change in society tantamount
to changes in education and curriculum. How does curriculum content reflect changes in society?
The curriculum content is of social relevance when the learning experiences are related to the
disciplines (subjects) taught in schools. The teacher needs to actively show the learners how different
subject areas influence their lives, particularly the employment sector and in developing a sense of
responsibility; the contents of the curriculum should provide learners with skills that will enable them
find employment in society. The curriculum content is therefore relevant when the content consists of
skills such as wood work, gardening or agriculture, home management and other practical subjects
which will help learners get a self employed job after acquiring the skills and act responsibly to the
needs and expectations of the society. Thus, this curriculum content is answering the need of
employment. A relevant curriculum according to MOE (1996:55) “includes modules such as preparation
for work, work experiences and entrepreneurship education which will develop pupils’ creative and
innovative capacity, thereby to foster the skills and attributes which will assist them to be successful
employees or employers or entrepreneurs in their own right”.
Curriculum content is of social relevance when it is integrated with current problems of society such as
HIV/AIDS, drugs prevention, sex education and family life, (Urevbu, 1994). These aspects should be an
integrated part of the public school in some areas of the country. For example, when issues of HIV/AIDS
are integrated in the school curriculum it answers the health needs of a society as learner come to have
knowledge about how best the disease can be prevented. On the other hand, when the curriculum
content consists of drug prevention it helps reduce the effects of drugs on human beings because they
come to know about the effects of drugs such as; a means for transmitting diseases if syringe are used.
When learners are educated on this aspect they tend to be change in behavior in human beings;
therefore, the curriculum should bring about change in behavior, attitude and value. It should develop
the child as a whole.
The curriculum is of social relevance when it is related to the life needs of society. For instance, when
subject such as civics are taught in schools and consists of political aspect of a particular country such as
ways of electing a president, law and regulations of a country. The curriculum content should therefore,
bring about social change in all angles of society. It should be an instrument for social change that is
related to national integration, social justice as well as democratic values, (Kochhar, 2008). In addition,
curriculum content is of social relevance through education when it answers the political violence which
that country is facing.
On the other hand, the geography that was offered long ago was not of social relevance because its
content consisted of farming system related to Canada which was not applicable the Zambian context.
At present, the geography that is being taught in schools consists of content which is related to the
activities of society such as fishing on Lake Tanganyika, agriculture practices on large and small scale
farming. The content constitutes of local and regional aspects of geography which learners learn and
apply in the immediate society.
Curriculum content is of social relevance when it is flexible that is; it can easily change with the changing
society. This is so because the world is changing every day therefore, curriculum content should as well
change from time to time so as to respond to the needs of a changing society. For example, the use of
computer is becoming an essential aspect in the educational system; hence, content on computers
should be included in the school curriculum because computer devices are being used for various
purposes such as communication, and retrieval of information. At present, some schools in Zambia are
meeting this need by offering lessons in computers; schools such as Ndola Girls Technical School are
offering such subjects (computer studies) and pupils are examined. Curriculum content should therefore
change so as to portend transformations in the near future,
(www.literacynet.org/lp/namericans/curriculum.htm1).
On the other hand, the curriculum content is of social relevance when it responds to the culture of a
given society or nation, that is when it includes culture norms and values of that society which give
learners a sense of belonging. Curriculum content should therefore contain culturally relevant materials
which include; formal curriculum materials, informal classroom materials, and classroom interactions. In
this sense, culturally relevant materials enable diversity in learners so as to be more successful by
contextualizing learning and making connections with home cultures, allowing for learning and
development to be based on the students’ experiences and learning styles, and building cultural capital
that allows each student to feel valued in the school environment, (Gay, 1999).
Additionally, the curriculum content is of social relevance when it provides adequate study of language
especially local languages, (Kochhar, 2008). Language is very important for communication purposes
hence the provision of official and local language in the curriculum content will help the learner
communicate effectively outside the school environment. Furthermore, language also helps people later
in life especially those who take journalism as their career will be at an advantage as they will find it easy
to interact with the local community and get information which will solve a problem which that
particular society is facing.
Curriculum content is of social relevance when it develops a critical conscious among children of the
major issues of society and encourages students active role in improving the society they live in. For
instance, when the curriculum content consists of issues such as global warming, air pollution and other
issues which will make learners think critically why such issues exist and come up with solution. The
learners play an active role in society when their behavior and attitudes changes and their actions and
mind set influence the rest of the society.
Localization of the curriculum content answers the needs of that immediate society therefore if the
curriculum content is of social relevance it must be localized. When the curriculum is localized it is of
social relevance because it is meeting the need of that immediate society. For example, when a society
whose main activity is poultry farming like in southern province of Zambia; It should have its content of
the curriculum with poultry farming consisting of both the practical and theory part of learning
experiences.
The curriculum content is the subject matter that is taught by the teacher; therefore, curriculum content
is of social relevance when it is delivered by qualified or relevant human resource persons and has
resources for teaching and learning available.

6. The curriculum design reflects the curriculum architecture. It is categorized as subject-centered,

learner-centered and problem centered models. Compare and contrast the three (3) curriculum
designs/models.

There are three basic types of curriculum design—subject-centered, learner-centered, and

problem-centered design.
Subject-centered curriculum design revolves around a particular subject matter or discipline,
such as mathematics, literature or biology. This type of curriculum design tends to focus on the
subject, rather than the student. It is the most common type of standardized curriculum that
can be found in K-12 public schools.

Teachers compile lists of subjects, and specific examples of how they should be studied. In
higher education, this methodology is typically found in large university or college classes where
teachers focus on a particular subject or discipline.

Subject-centered curriculum design is not student-centered, and the model is less concerned
with individual learning styles compared to other forms of curriculum design. This can lead to
 problems with student engagement and motivation and may cause students who are not
responsive to this model to fall behind.

Learner-centered curriculum design, by contrast, revolves around student needs, interests and
goals. It acknowledges that students are not uniform but individuals, and therefore should not,
in all cases, be subject to a standardized curriculum. This approach aims to empower learners to
shape their education through choices.

Differentiated instructional plans provide an opportunity to select assignments, teaching and

learning experiences, or activities. This form of curriculum design has been shown to engage and
motivate students. The drawback to this form of curriculum design is that it can create pressure
on the educator to source materials specific to each student’s learning needs. This can be
challenging due to teaching time constraints. Balancing individual student interests with the
institution’s required outcomes could prove to be a daunting task.

Problem-centered curriculum design teaches students how to look at a problem and formulate
a solution. Considered an authentic form of learning because students are exposed to real-life
issues, this model helps students develop skills that are transferable to the real world. Problem-
centered curriculum design has been shown to increase the relevance of the curriculum and
encourages creativity, innovation and collaboration in the classroom. The drawback to this
format is that it does not always consider individual learning styles.

By considering all three types of curriculum design before they begin planning, instructors can
choose the types that are best suited to both their students and their course.

7. Explain the subject-centered approach in curriculum designing. Cite the philosophical anchorage,
the proponent and its curriculum features.

Subject-centered curriculum design revolves around a particular subject matter or discipline,

such as mathematics, literature or biology. This type of curriculum design tends to focus on the
subject, rather than the student. It is the most common type of standardized curriculum that
can be found in K-12 public schools.

Teachers compile lists of subjects, and specific examples of how they should be studied. In
higher education, this methodology is typically found in large university or college classes where
teachers focus on a particular subject or discipline.

Subject-centered curriculum design is not student-centered, and the model is less concerned
with individual learning styles compared to other forms of curriculum design. This can lead to
problems with student engagement and motivation and may cause students who are not
responsive to this model to fall behind.

8. Discuss the role of the following stakeholders to curriculum development, planning, implementation,
and evaluation
Administrators –
Principals and school leads too, have important role 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
open to all concerned school leaders in curriculum teamwork. Convincing the parents on the merits of
the curriculum is the job of the school heads. They should be committed to change and should employ
strategies to meet the needs of the teachers and learners like buildings, books, library, and other
needed resources
Teachers –
Teachers are the stakeholders who plan, design, teaches, implement and evaluate the curriculum. No
doubt, the most important person in curriculum implementation is the teacher. Teacher’s influence
upon learners cannot be measured. Teachers should have full knowledge of the program philosophy,
content and components of curriculum and ways of teaching.
A teacher design, enriches, and modifies the curriculum to suit the learner’s characteristics. As
curriculum developers, teachers are part of textbook committee, teacher selection, school evaluation
committee or textbooks and module writers themselves. When a curriculum has already been written ,
the teacher’s role si 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.
Teachers, guide, facilitate and direct the learners. They choose the activities and method to be utilized.
Also, they choose the materials that are necessary for the activity. Evaluate the whole implementation
and process. Makes a decision whether to continue, modify or terminate the curriculum. The teachers
has a great stake in the curriculum. Curriculum planning, designing, and implementing are in the hands
of the teachers. In the educational setting, it is clear that the teacher has a very significant role in
curriculum development.
Students –
Learners have more dynamic participation form the planning, designing 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, leaners
together with the teachers, place action to the curriculum.
The learners make the curriculum alive. A written curriculum that does not consider the students will
have a little chance to succeed.
Curriculum Specialists –
Most curriculum specialists work in public schools. They are responsible for authoring, revising and
maintaining curriculum. They directly contribute to the design and development of new educational
materials in accordance with the state’s core standards. They must identify and problem solve major
standard gaps. They act as project manager for specific curriculum development activities, such as
designing new courses, student assessments and learning objectives. They may be required to evaluate
course scopes, sequences and components within standardized frameworks. Every year, they review
and revise lessons and content to align curriculum with updated standards. Curriculum specialists must
have strong knowledge of state and national education standards as well as educational strategies for
many subject areas.
Parents –
Parents are significant school partners. Besides the students, teachers and administrators, parents play
an important role in curriculum implementation. Schools need to listen to parent’s concerns about
school curriculum like textbooks, school activities, grading systems and other. Schools have one way of
engaging parents cooperation through Brigada Eskwlea. 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. Parents may not directly be involved in curriculum implementation, buut they are
formidable partners for the success of any curriculum development endeavour. The school compose of
parents who are positively involved in school activities have better achievement than schools with
uninvolved parents. Disciplinary problems are minimal, and students are highly motivated. When
parents take interest in their child’s learning, they become closer to the school. The home is the
extended school environment.. in lifelong learning, the achieved learning in schools are transferred at
home. Thus, the home becomes the laboratory of learning. Parents see to it that what children learn in
school are practiced at home. They follow up lessons, they make available materials for learning and
they give permission for the participation of their children. In most schools, parents associations are
organized. This is being encouraged in School Based Management. In some cases, this organization also
include teachers to expand the school learning community. Many school projects and activities are
supported by this organization. This is considered as the best practice in most performing schools.

9. Several broad trends are likely to have major impact on curriculum planning in our educational
system. Explain the cited curriculum trends below as they affect curriculum and instruction.
Communication –
Computers –
One of the most critical questions asked by educators is: What is the long term impact of the
introduction of ICT in the curriculum? Computers, in particular, have positive effects on
learning and are motivating for learners (Reeves, 1998). They are accepted by more teachers
than other technologies and are widely supported by administrators, parents, politicians, and
the public in general. Reeves argues that computers increase equity of access, and reduce the
time needed to accomplish a given set of objectives. One of the goals of the Ministry of
Education is equity of access to quality education for all; hence this technology is essential if
we are to achieve this goal. According to Reeves (1998) computer-based cognitive tools such as
databases, spreadsheets, communication software, etc., have been intellectually developed to function
as intellectual partners to enable and facilitate critical thinking and higher order learning. When using
these tools learners are able to represent and express what they know. They function as designers using
the tools for analyzing the world, accessing and interpreting information, organizing their personal
knowledge, and representing what they know to others.
Leveraging technology in education will be of paramount interest to teachers and educators; e.g.,
Flipgrid, a video discussion platform is being employed with young children in schools. It is amazing how
quickly young children engage and embrace learning with the opportunity to incorporate technology
into their practice. Tools that foster oral, audio, and written skills are of interest to young learners and
allow them to express themselves beyond the capacity of their writing abilities. Much work with critical
thinking can also be done in this manner when tools such as Seesaw blogs or flipgrid are used to support
learning.
Life-long learners –
International cooperation/globalization –
Environmental education –
Each country and each region have different environmental problems and therefore they need
to have their own EE strategy, curriculum that is suitable to them. Every society needs to have a good
environmental education curriculum to protect their
environment.
Non-sexist curriculum –
Educators will need to adopt more inclusive practices in education—practices designed to enable a child
with a disability to be involved in, and make progress in, the general education curriculum. Inclusive
education is not a new concept, but educators continue to progress in their knowledge about effective
ways to support students with a wide range of needs in the least restrictive environment possible.
Career education –
Career pathways for teachers that build on exemplary classroom practice will be highlighted; e.g.,
mentoring skills, teacher leadership roles. Teaching is often considered a “flat career” because there are
few steps forward in the profession outside of leaving the classroom for administrative positions.
Because not all teachers are interested in those types of roles, teaching has slowly embraced some
positions that are informal (like new teacher mentoring in some places) or formal (TOSAs—teachers on
special assignment, instructional coaches) that create a new space for additional professional growth
and development. These roles honor the capacities of teachers while building on their expertise to
support curriculum, instruction, and new teacher growth in schools.

10. Compare and contrast the following tools used in curriculum assessment
Anecdotal records vs. Autobiography
An anecdote is an account of an event in a child’s day. The record of this event can be detailed or brief.
These short reports describe, in a factual way, the incident, its context, and what was said or done by
children. They should contain a factual description of what happened, when it happened and under
what circumstance the behavior occurred.
The word autobiography literally means SELF (auto), LIFE (bio), WRITING (graph). Or, in other words, an
autobiography is the story of someone's life written or otherwise told by that person.
Checklist vs. rating scale
The Checklist is a one-page, non-technical checklist for the key points of good practice in research. Use
of the Checklist can assist researchers and organisations in fulfilling the requirements of regulatory,
funding and other bodies and ensure that important issues have not been overlooked.
Rating scale is defined as a closed-ended survey question used to represent respondent feedback in a
comparative form for specific particular features/products/services. It is one of the most established
question types for online and offline surveys where survey respondents are expected to rate an
attribute or feature.
Interview guide vs. Learning log
What Is an Interview Guide? The interview guide is a list of questions you will ask your participants
during the interview. The order of the questions and the level of degree to which you diverge from your
set defined list of questions will vary based on the type of interview you choose to conduct.
A Learning Log is a journal which evidences your own learning and skills development. It is not just a
diary or record of “What you have done”, but a record of what you have learned, tried and critically
reflected upon. It is a personal record of your own learning.

11. What is the importance of curriculum monitoring and evaluation to schools? Discuss the pros and
cons of school-base evaluation and accreditation.