Curriculum Development 1stsem 2019-2020

ALDERSGATE COLLEGE Course Code Descriptive Title Prerequisite Credit Unit First Semester Page
Solano, Nueva Vizcaya, Philippines 3709 Prof Ed 11 Curriculum None 3 2019 - 2020 1
Telefax No: (078) 326-5085 Development
E-mail: aldersgate@hotmail.com
Website: www. aldersgate-college.com
Vision
A 21st Century University transforming a global network of learners for enlightenment, leadership and human service
Mission Core Values
1. Inculcate critical and innovative thinking, technological fluency, multi-cultural skills and 1. Academic Excellence
responsible citizenship within the global community 2. Social Relevance
2. Deliver affordable, flexible and collaborative educational programs using systems and 3. Spiritual Nurture
resources that comply with international standards of quality, professional and
practice
3. Offer career pathways and migration channels through a network of transnational
institutions, professional guilds and agencies
Program Mission Program Vision
The College of Arts, Sciences and Education (CASE) will develop professionals in the fields The College of Arts, Sciences and Education (CASE) shall become a pioneering
of Education, Languages and the Social Sciences, capable of providing dedicated and research organization, implementing high-impact development projects and
excellent services to their constituent students and trainees in a multi-national and multi- providing specialized and continuing education to local and international
cultural work setting. students and professionals.
Program Educational Objectives Program Outcomes
Graduates of Bachelor of Elementary Education (BEEd) and Bachelor of Secondary At the end of the program, the students will be able to:
Education (BSEd) are teachers who: 1. Engage in lifelong learning and understand the need to keep abreast
1. Have the basic and higher level literacy, communication, numeracy, critical with the developments in the field of practice
thinking, learning skills needed for higher learning 2. Communicate effectively
2. Have a deep and principled understanding of the learning processes and the role 3. Work effectively and independently in multi-disciplinary and multi-
of the teacher in facilitating these processes in their students cultural teams
3. Have a deep and principled understanding of how educational processes relate to 4. Practice professional, social and ethical attitudes, values and
larger historical, social, cultural, and political processes responsibilities
4. Have a meaningful and comprehensive knowledge of the subject matter they will 5. Appreciate and value Filipino historical and cultural heritage and uphold
teach constitutional and statutory guarantees
5. Can apply a wide range of teaching process skills in curriculum development, 6. Apply a wide range of teaching process skills in curriculum development,
lesson planning, materials development, educational assessment, and teaching lesson planning, materials development, educational assessment, and
approaches teaching approaches
6. Have direct experience in the field or classroom through classroom observations, 7. Manifest ability to participate in various types of employment
teaching assistance and practice teaching development activities and public discourses particularly in response to
7. Can demonstrate and practice the professional and ethical requirements of the the needs of the communities one serves
teaching profession
8. Can facilitate learning of diverse types of learners, in the diverse types of learning
environments, using a wide range of teaching knowledge and skills
9. Can reflect on the relationships among the teaching process skills, the learning
process among students, the nature of content or subject matter, and the broader
social forces encumbering the school and educational process in general in order
to improve their teaching knowledge, skills and practices
10. Can be creative and innovative in delivering alternative teaching approaches, take
informed risks in trying out these innovative approaches, and evaluate the
effectiveness of such approaches in improving student learning
11. Are willing and capable of continuing learning in order to better fulfil their mission
as teachers
Course Description Course Learning Outcomes (General Objectives) Instructor’s

Information
This course is intended to introduce the education students to effective After completing the course, the students should be able to: Curie D. Palattao
curriculum design and assessment. The course topics include curriculum models, 1. Integrate appropriate learning styles, instructional 09056733359
principles and approaches in designing, delivering, evaluating and assessing the approaches and teaching-learning processes in 9:00 to 11:30 am F
curriculum. curriculum development;
This course shall develop teachers who can adjust and be flexible in designing 2. Design a model curriculum demonstrating Office of the Vice
and implementing curricula in learning environments for different students in considerations for a selected age group and setting President for Academic
different contexts. including appropriate community Affairs and OSA
linkages/stakeholders; Coordinator, 2/F EZE
3. Construct instruments for monitoring curriculum Building Annex
implementation and assessment.

Teaching and Learning Resource
Intended Learning Outcomes Course Content Assessment Tasks (AT)
Activities (TLA) Materials
Recite and explain the mission and vision Mission and vision of Aldersgate Student
of Aldersgate College and the department College and of the CASE Deductive Quiz Handbook
which they belong Department Lecture Self-reflection
Facilitated discussion Course
Course Outline syllabus
Discuss the different curricula that exist Chapter 1. Curriculum Essentials Observing a Curriculum in a Classroom
in the schools Visiting a classroom other than with
Enhance understanding of the role of the Module 1. The School Facilitated Discussion permission from the teacher. (Elem, High
teacher as a curricularist Curriculum and the Teacher School, College).
Analyze the significance of curriculum Lesson 1. Curriculum in Schools Think-pair-share Doing this activity:
and curriculum development in the Lesson 2. The Teacher as a 1. Observing the classroom situation.
teacher’s classroom Curricularist Interviewing resource 2. Interviewing the teacher.
Enhance understanding of the role of the persons Focusing the observation and interview
teacher as a curricularist in the classroom on the presence or absence of the seven types
of curricula and their descriptions.
Module 1
Guide questions for Observation and Interview
1. What curricula are present in the classroom
from my observation?
2. What curricula are present in the classroom
from my interview?
3. How do I describe what I observed?
interviewed?
4. Is there a type of curricula not present in the
classroom? Identify
Define curriculum from different Module 2. The Teacher as a Activity I. Traditional or Progressive: What is Module 2
perspectives Knower of Curriculum your View of Curriculum?
Describe the nature and scope of Integrated Method

curriculum Lesson 1: The School Curriculum: Self-Reflection
Distinguish the different approaches Definitions, Nature and Scope Lecture-Discussion
about school curriculum 1. Pick up a daily newspaper and read today’s
Explain by examples how the approaches Lesson 2. Approaches about Group Discussion headline. Choose one and reflect on this
clarify the definition of curriculum School Curriculum Brainstorming headline that relates on the Curriculum and to
Reflect on how the three approaches becoming a curricularist. Write your answer in
interrelate with each other Lesson 3: Curriculum School visits at least two paragraphs
Explain and. summarize the curriculum Development: Processes and
development processes and models Models Graphic organizers 2. After learning from lesson 2, how would you
Describe the foundations of curriculum prepare yourself to become a teacher, using
development Lesson 4. Foundations of the three approaches to Curriculum?
Explain how each foundation influences Curriculum Development
the curriculum development With your group members, determine the
similarities and differences of the three models
of Curriculum Development Process.
Identify the fundamentals of curriculum Chapter 2. Crafting the

designing Curriculum
Appreciate the task of designing a Group Discussion
curriculum Module 3. The Teacher as a Graded Recitation
Identify some familiar curriculum designs Curriculum Designer Brainstorming
and approaches to the designs Lesson 1. Fundamentals of Reaction Paper
Analyze the approaches in the light of Curriculum Designing a. The curriculum map in Science, Math or Module 3
how these are applied in the school setting. Lesson 2. Approaches to English for Grade 4 to Grade 10
Define curriculum mapping as part of Curriculum Designing
curriculum designing Lesson 3. Curriculum Mapping
Identify the purposes of curriculum maps
Familiarize oneself of some examples of
curriculum maps
Define curriculum implementation Chapter 3. Implementing the Module 4
Analyze what is change process in Curriculum Activity Method Quizzes

curriculum implementation Reflective Journal
Explain the process of curriculum Module 4. The Teacher as Facilitated Discussion Observation Output: What were the
implementation. Curriculum Implementor and different learners’ activities? What
Review the components of a daily plan Manager did the teacher do, to make the
for teaching learners engage in the activities.
Identify intended learning outcomes Lesson 1. Implementing the Were majority of the children
Match learning outcomes with Designed Curriculum as a Change actively participating? Why? Did the
appropriate teaching –methods Process teacher control most of the
Discuss role of technology in curriculum Lesson 2. Implementing a activities? Did the learners and the
application Curriculum Daily in the teacher together achieve the desired
Enhance the application of outcomes- Classroom learning outcomes? Explain
based learning with technology both as an Lesson 3. The Role of
aid and platform for learning Technology in Delivering the
Analyze the significance of systematic Curriculum
lesson planning in which the appropriate Lesson 4. Stakeholders in
choice of media comes to play. Curriculum Implementation
Identify stakeholders of the curriculum
Enumerate the roles of each stakeholder
Acquire clear understanding of what is Chapter 4. Teacher as a Module 5
curriculum evaluation Curriculum Evaluator
Explain the need to evaluate the
curriculum and how it is being done Module 5. Curriculum Evaluation
Identify the levels of learning outcomes and the Teacher
and levels of assessment Lesson 1. What, Why and How Lecture/Interactive Quizzes
Match the levels of learning outcomes to Evaluate a Curriculum Method
with the appropriate assessment tools Lesson 2. Curriculum Evaluation Self-reflection
Interpret the value of assessment in Through Learning Assessment Group Discussion
terms of grades assigned Lesson 3. Planning, Written Output on the two activities found in
Explain the connection of planning to Implementing and Evaluating: Module 5
implementing, implementing to evaluating, Understanding the Connection
evaluating to planning in curriculum

development
Comprehend the connections between
planning and implementing and evaluating
in the curriculum process
Chapter 5. Curriculum Report to the class and submit written
Development Reforms and Integrated Method results on the conducted survey among
Enhancement teachers handling Kindergarten to grade 10 on
Gain comprehensive understanding of Group Discussion what they like and what they do not like about
the K to 12 Basic education Curriculum Module 6. Gearing Up for the the K to 12 Curriculum with their suggestions Module 6
reform Future: Curriculum reforms Brainstorming on how to improve the curriculum
Lesson 1. The Enhanced Basic
Education Act of 2013 (K to 12) Self-Reflection on the use of OBE in the
classroom
Define what is outcomes-based Module 7. Outcomes-Based Module 7
education Education: Basis for Enhanced
Identify the four principles in OBE Teacher Education Curriculum
Describe how teaching and learning Lesson 1. Outcomes-Based Reflective journal
relate to OBE Education for Teacher
Describe how assessment of achieved Preparation Curriculum Written output on the activity “ Finding the
learning relate to OBE Lesson 2. Enhanced Teacher Interactive Method OBE in the Classroom” (by group)
Describe the learner’s responsibility in Education Curriculum Anchored Activity: Do I Know?
learning through OBE on OBE Group Discussion This activity will find out your awareness of
Analyze the influence of OBE in the the degree program you are enrolled in. Answer the Module 8
teacher education curriculum Brainstorming questions given and explain your answer.
1. Do you know that you will become a TEACHER in
Reflect on the future teacher education Module 8. Curricular Landscape
the future? Yes or No. Why?
curriculum in the light of OBE in the 21st Century Classroom 2. Do you really know what it is to become a
Describe the curricular landscape of the Lesson 1. The 21st Century teacher, when you were in the first year? Yes or No.
21st century Curricular Landscape in the Why?
Identify the 21st century skills to be Classrooms 3. What activities / subjects in college made you
developed in the curriculum Lesson 2. The Final Action for a know more of becoming a TEACHER? Enumerate.
Describe the big picture of the whole Curriculum Material: A Why?

module on Curriculum Development for Celebration! 4. At this point in time and from the subjects you
Teachers have taken, do you feel you are FIT to become a
TEACHER? Why?
Self-Reflection
Drawing the classroom of the 21st century and

a written explanation/description
Final Examination (18th Week)
References Grading Policy Requirements Dean’s Information

Bilbao, Purita P., Brenda B. Corpuz and Felomina T. Dayagbil Cumulative Averaging 1. Reaction Paper on Divina Gracia B. Apolonio, EdD
(2015). Curriculum Development. Quezon City: Lorimar a. the K to 12 Curriculum 09264790716
Publishing, Inc. Computation: b. curriculum map in Office of the Vice President for
Evangelisto, Tony (2007). Comprehensive Curriculum Quizzes (AQ) = 30% Science, Math or English for Academic Affairs and OSA
Planning. The Evangelisto Model. New Jersey. Requirements (Req) = 50% Grade 4 to Grade 10 Coordinator, 2/F EZE Bldg
Porter, Andrew (2004). Curriculum Assessment. Vanderbilt Exam (PT, MT, FT) = 20% Annex
University. Prelims 2. Drawing on a classroom
Salandanan, Gloria G. (2001) Teacher Education Journal. AQ + Rec + Req + PT = PG of the 21st century Consultation Hours:
Quezon City: Katha Publishing Co., Inc. Midterms 3:00-4:00 pm M to F
AQ + Rec + Req + MT= TMG 3. Observation output
http://www.deped.gov.ph/index.php/bals-program-project TMG(x2)+PG/3 = MG 4. Interview output
Finals
AQ + Rec + Req + FT= TFG
TFG(x2)+MG/3 = FG
Prepared by: Checked and Approved by:
CURIE D. PALATTAO DIVINA GRACIA B. APOLONIO, EdD

Asst Professor Dean, College of Arts, Sciences and Education
Note:
1. Construct the course learning outcomes map against program
outcomes.
2. Construct the student/program outcomes map against program
educational objectives

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ALDERSGATE COLLEGE Course Code Descriptive Title Prerequisite Credit Unit First Semester Page

Course Description Course Learning Outcomes (General Objectives) Instructor’s

implementation and assessment.

Describe the nature and scope of Integrated Method

Identify the fundamentals of curriculum Chapter 2. Crafting the

Analyze what is change process in Curriculum Activity Method Quizzes

evaluating to planning in curriculum

Describe the big picture of the whole Curriculum Material: A Why?

Drawing the classroom of the 21st century and

References Grading Policy Requirements Dean’s Information

CURIE D. PALATTAO DIVINA GRACIA B. APOLONIO, EdD

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