COLLEGE OF EDUCATION

VISION

A leading and globally competitive institution of learning through service and innovation

MISSION

Systems Plus College Foundation is committed to provide liberal, quality, transformative and relevant
education towards the holistic development of all stakeholders through excellence in instruction, research and
extension services

PROGRAM OUTCOMES FOR TEACHER EDUCATION

1. Articulate the relationship of education to larger historical, social, cultural and political processes.
2. Facilitate learning using wide range of teaching methodologies in various types of environment
3. Develop alternative teaching approaches for diverse learners
4. Apply skills in curriculum development, lesson planning, material development, instructional delivery and
educational research and assessment
5. Demonstrate basic and higher levels of thinking skills in planning, assessing and reporting

PROGRAM OUTCOMES FOR BACHELOR OF ELEMENTARY EDUCATION (BEED)

1. Demonstrate in-depth understanding of the development of elementary learners

2. Exhibit comprehensive knowledge of various learning areas in the elementary education
3. Create and utilize materials appropriate to the elementary level to enhance teaching and learning
4. Design and implement assessment tools and procedures to measure elementary learning outcomes

PROGRAM OUTCOMES FOR BACHELOR OF SECONDARY EDUCATION (BSED)

1. Demonstrate in-depth understanding of the development of adolescent learners

2. Exhibit comprehensive knowledge of various learning areas in the secondary curriculum
3. Create and utilize materials appropriate to the secondary level to enhance teaching and learning
4. Design and implement assessment tools and procedures to measure secondary learning outcomes
 COLLEGE OF EDUCATION
OUTCOME-BASED SYLLABUS FOR CURDEV – CURRICULUM DEVELOPMENT

Program Educational
Student Outcomes Outcomes
1 2 3 4
1. Discuss the different curricula that exists in the schools P P P P
2. Analyze the significance of curriculum and curriculum development in the P P P P
teacher’s classroom
3. Describe curriculum from different perspectives P P P P
4. Explained and summarize the curriculum development process P P P P
5. Describe and explain the foundations of curriculum development  P P P P
6. Design a curriculum using various approaches P P P P
7. Explain the process of curriculum implementation P P P P
8. Discuss role of technology in curriculum application P P P P
9. Identify the roles of stakeholders in curriculum development P P P P
10. Gain comprehensive understanding of the K-12 Basic Education P P P P
Curriculum reform

I – Introduced P – Practiced D - Demonstrated

Course Intended Learning Outcomes (CILO) Student Outcomes
1 2 3 4 5 6 7 8 9 10
1. Enhance understanding of the role of the teacher as a curricularist I I I I I I I I I I
2. Design a curriculum using various approaches I I I I I I I I I I
3. Familiarize oneself with some examples of curriculum maps P P P P D P P P P P
4. Acquire clear understanding of what is curriculum evaluation P P P P D P P P P P
5. Gain comprehensive understanding of the K-12 Basic Education P P P P D P P P P P
Curriculum reform
I – Introduced P – Practiced D - Demonstrated
COURSE BACKGROUNDER
Course Title The Teaching Profession
Course Credits 3
Course This course gives the teacher as a curricularist a comprehensive view of his/her
Description multifarious tasks to enable him/her to design a curriculum that can be implemented in
the classroom
Contact 3hrs/Week, 54 hours/Semester
Hours/Weeks
 Prerequisite None
COURSE OUTLINE AND TIMEFRAME
Week Topics Teaching Learning Assessment Tasks Course Outcomes
Activities (TLAs) (ATs)
Week 1 - Chapter 1 – Engage:
3 Curriculum  Class Discussion
Essentials  Think-Pair-Share

1. The School Observing a

Curriculum and the Curriculum in a
Classroom: CILO1:
Teacher Explore: Students visit a Enhance
        1.1 Curriculum  Situational classroom and understanding of the
in Schools Analysis interview teacher role of the teacher as
        1.2 The  Learning Partner and curriculum a curricularist
Teacher as
Curricularist
Self-reflect:
2. The Teacher as a Students decide if it
Knower of is necessary to
Curriculum Application teacher to learn
        2.1 Definition, Observation journal about a school
Nature, and Scope curriculum
of Curriculum
        2.2 Approaches
about School
Curriculum
        2.3 Curriculum
Development:
Processes and
Models
        2.4
Foundations of
Curriculum
Development

Week 4 - Chapter 2 – Crafting Engage:

6  the Curriculum  Background
Knowledge Probe
1. The Teacher as a  Information
Curriculum Inquiry
Designer  Class Discussion
CILO2:
        1.1  Collaborative Design a Curriculum
Fundamentals of Sharing  of using various
Curriculum Research findings Matrix Analysis: approaches
Designing on Curriculum Students create a
        1.2 Approaches  Reading of news curricularist survey
to Curriculum headlines on tool
 Designing curriculum
        1.3 Curriculum Self-reflect:
Mapping Students choose and
write their reflection
Explore: and discuss before
 Situational the class
Analysis
 Concept Mapping

Apply:
 Collaborative
Activity
 Sample
Curriculum Map
Week 7 – Chapter 3: Engage: Making Intended
10 Implementing the  Interactive Learning Outcomes:
Curriculum Learning Students make and
 Learning Partner lay down a
1. The Teacher as  Brainstorming curriculum with
Curriculum student and course
Implementor and intended learning
Manager outcomes
Explore: CILO3:
        1.1
 Reflective Familiarize oneself
Implementing the Taxonomy:
Learning with some examples
designed curriculum Students create cone
 Webbing of curriculum maps
as a Change Process learning following
 Analytical Grid and designs
        1.2 Bloom’s revised
Implementing taxonomy
Curriculum Daily in Application
the Classrooms Action Learning
        1.3 The Role of
Technology in
Delivering the
Curriculum
        1.4
Stakeholders in
Curriculum
MIDTERM Implementation

Week 11 - Chapter 4: The Engage:

14 teacher as a  Class Discussion
Curriculum on Curriculum Taking Action: CILO4:
evaluator Evaluation Students choose an
 Models existing curriculum in Acquire clear
1. Curriculum  Lecture elementary, understanding  of
Evaluation and the Demonstration secondary and what is curriculum
Teacher tertiary and evaluation
        1.1 How to interview a teacher
evaluate a Explore: who is using such a
Curriculum curriculum
 Workshop
        1.2 Curriculum
 Reflective
Evaluation through Students create a
Learning
Learning rubric
Assessment
        1.3 Planning, Application
Implementing and  Reflective
Evaluating: Learning
Understanding the Workshop
Connection 
Week 15 Chapter 5: Engage: Compare and CILO5:
– 17  Curriculum  Interactive Contrast: Students Gain comprehensive
Development Lecturing cite similarities and understanding of the
Reforms and  Assigned Reading differences of BEC K-12 Basic Education
Enhancement and K-12 Curriculum Curriculum reform
in a Venn diagram
1. Gearing up for
Explore:
the Future:
 Problem Solving Authentic Tasks
Curriculum Reforms
Group Formulation:
        1.1 The
 Learning Cells Students will create
Enhanced Basic
 Research works their rubrics
Education Act of
2013 (K-12) including rating for a
Apply performance-based
2. Outcomes Based-  Small Group assessment
Education: Basis for Assignment curriculum
Enhanced Teacher
education
Curriculum Self-reflect:
        2.1 OBE for Students will reflect
Teacher on: “The K-12 is
Preparation bound to fall
Curriculum because it is
        2.2 Enhanced implemented
Teacher Education hurriedly without
Curriculum thorough planning
Anchored on OBE

3. Curricular
Landscape in the
21 Century
st

Classroom
        3.1 The 21
st
 Century Landscape
in the Classroom
        3.2 The Final
Action for a
Curriculum
Material: A
Celebration 
Week 18 SUMMATIVE ASSESSMENT/FINAL EXAMINATION

Course Resources:

Basic:
Bilbao, Purita P. Et.al. (2014). Curriculum Development for Teachers, Lorimar Publishing House, Manila,
Philippines
Villena, Danilo, et.al. (2015) Curriculum Development Adriana Publishing CO. Inc. Manila, Philippines
Bago, Adelaida L. (2008). Curriculum Development C & E Publishing House

Extended:

Journal:
1. Asia-Pacific Journal of Teacher Education
2. DepEd Orders like DepEd Order No. 8, s. 2015
3. K-12 Curriculum Framework

Internet Sources
https://sph.uth.edu/content/uploads/2012/01/ Competencies-and-Learning-Objectives.pdf
http://ww.teaching.utoronto.ca/topics/coursedesign/learning-

GRADING SYSTEM

Prelim Exam (40%) + Prelim Class Standing (60%) = Prelim Grade

Midterm Exam (40%) + Midterm Class Standing (60%) = Midterm Grade
Final Exam (40%) + Final Class Standing (60%) = Final Grade

Prelim Grade + Midterm Grade + Final Grade

    3
Class Standing Components:
1. Written assessment (Quizzes, etc.)
2. Oral Assessment/ Class Reporting
3. Authentic Assessment ( Rubrics, Curriculum Maps, Learning Plans)
Prepared by: Noted by: Approved by:

ROLLY C. MARCELO, Ed.D.       DR. CARLITO ROY D. DAYRIT,DIT

               Faculty-in-charge ANTONIO Vice President for Academic Affairs
     Dean- College/ Department 
 Lesson
Curriculum in School
1
Module Overview: 
Module 1 is all about school curriculum and the teacher. This introductory module identifies the different types
of curricula that exist in the teacher’s classroom and school. Further; Module 1 describes the important roles of
the teacher as a curricularist who engages in the different facets of curriculum development in any education
level.
Desired Learning Outcomes
 Discuss the different curricula the exist in the schools
 Enhance understanding of the role of the teacher as a curricularist
 Analyze the significance of curriculum and curriculum development in the teacher’s classroom.

Take Off

Have you read: the Saber-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 traditional of organized knowledge taught
in schools of the 19th century. Two centuries later, the concept of a curriculum has broadened included 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 something of curriculum in the classroom and in schools. 
I our current Philippine education system, different schools are established in different educational
levels are:
1. Basic Education. The level includes Kindergarten, Grade 1 to Grade 6 for elementary, and for
secondary, Grade 7 to Grade 10, for Junior High school Grade 11 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 of 2013 of the Department of Education. 
2. Technical Vocational Education. This is post secondary technical vocational educational and training
taken care of Technical Education and Skills Development Authority (TESDA). For the TechVoc track
in SHS of 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)
Content Focus
In whatever levels of schooling and in various types of learning environment, several curricula exist. Let
us find out how Allan Glatthorn (2002) as mentioned in Bilboa, 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 other. 
1. Recommended Curriculum. 
Almost all curricula found in our schools are recommended. For Basic Education, these are
recommended by the Department of Education (DepEd), for Higher Education, by the Commission on Higher
Education (CHED) and for vocational education by TESDA. These three government agencies oversee and
regulate Philippine education. The recommendations come in the form of memoranda or policies, standards and
guidelines. Other professional organizations or international bodies like UNESCO also recommend curricula in
schools.
2. Written Curriculum. 
This includes documents based on the recommended curriculum. They come in the form of course of
study, syllabi, modules, books 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 teachers
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. Support Curriculum. 
This is described as support materials that the teacher need 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, mock-up 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 occurs. 
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, assessment as learning or assessment of learning. If the
process is to find the progress of learning, then the assessed curriculum is for learning, but if it is to find out
how much has been learned or mastered, then it is assessment of learning. Either way, such curriculum is the
assessed curriculum. 
6. Learned Curriculum. 
How do we know if the student has learned? We always believe that if a student changed behavior,
he/she has learned,. For example, from a non-reader to a reader or from not knowing to knowing or from being
disobedient to being obedient. The positive outcome of teaching is an indicator of learning. These are measured
by tools is 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/ Implicit Curriculum. 
This curriculum is not deliberately planned, but has a great impact on the behavior of the learner. Peer
influence, schools 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. Teacher 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. 
Take Action
Activity 1 –Think –Pair- Share
a. Get a partner or do it alone.
b. Discuss the Saber – Tooth Curriculum and answer the following:
c. Does the Saber-tooth curriculum still exist at present?
d. Describe the kind of curriculum that exists as described in the article.
e. What does the author mean, when he said “A curriculum should be timeless?” Explain.
f. What is the difference between education and training?
Activity 2 
Observing a curriculum in a Classroom (Real classroom near your home or search a classroom setting from
internet)
Visit a classroom other than your own with permission from the teacher (Elem, High School, College)
Do the two activities:
a. Observe the classroom situation
b. Interview the teacher. 
c. Record your observation and interview on the matrix provided
Focus your observation and interview on the presence or absence of the seven types of curriculum and
their descriptions.
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 the interview?
3. How do I describe what I observed? Interviewed?
4. Is there a type of curricula not present in the observation? Identify.
Types of Curriculum
What observation/information did I get? Or What answer did I get from my interview.
 Recommended
 Written
 Taught
 Supported
 Assessed
  Learned
 Hidden
Self-Check
Spin a Win: Agree or Disagree
Read each statement and decide whatever you Agree or Disagree. Write your answer before each number. 
____________ 1. In the Saber Tooth Curriculum, learning is experiential and authentic.
____________ 2. It is reality that there exist more than one curricula in the teacher’s classroom.
____________ 3. A teacher can say with confidence that learning has occurred, if the curriculum has been
assessed. 
____________ 4. Some curricula in the schools/classroom are unwritten.
____________ 5. To established national standards, teachers should be guided by recommended curriculum in
basic and higher education.
____________ 6. Teachers should expect that school’s curricula are dynamic and changing.
____________ 7. Evaluated curriculum makes judgment about learning.
____________ 8. Textbooks and modules are written curricula that represent the recommended curricula. 
____________ 9. Only the Department of Education can recommend a curriculum.
____________10. In the heart of all types of curricula, the teacher has a major role.  

Self- Reflect
1. Is it necessary for teachers about school curriculum? Why? Write your answer on the space provided
below. 

The Teacher As
Lesson
A 
2
Curricularist
Desired Learning Outcomes
 Enhance understanding of the role of the teacher as a curricularist in the classroom and school.

Take Off

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 describe the teacher as a
curricularist? Circle the word.
 Are you aware that the teacher’s role in school is very complex? Teachers do a series of interrelated
actions about curriculum, instruction, assessment, evaluation, teaching and learning. A classroom teacher is
involved with curriculum continuously all day. But very seldom has a teacher been described as a
curricularist. 
Curricularist in the past, are referred only to those who developed curriculum theories. According to the
study conducted by Sandra Hayes (1991), the most influential curricularist in America include john Dewey,
Ralph Tyler, Hilda Taba and Franklin Bobbit. You will learn more of them in the later part of the module. 

Content Focus
In this lesson, we will start using the word curricularist to describe a professional who is curriculum
specialist (Hayes 1991; Ornstein & Hunkins, 2004; Hewitt 2006). A persons who is involved in curriculum
knowing, writing, planning, implementing, evaluating, innovating, and initiating may be described 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 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 teacher as a curricularist.

The teacher as a curricularist . . . .
 1. Knows the curriculum. Learning begins with knowing. The teacher as a learners 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 materials, 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 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 never hesitate to
try something novel and relevant. (Initiator)
5. Innovates the curriculum. Creativity and innovation are hallmarks of excellent teacher. A curriculum
is always dynamic, 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)
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 implementer. An implementer gives
life to the curriculum plan. The teachers are at the height of 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 the
recommended, well written and planned curriculum depends on the implementation. (Implementator)
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 everyday! Doing
these multi-faceted works qualifies a teacher to be a curricularist. 

To be a teacher is to be a curricularist even if a teacher may not equal the likes of John Dewey, Ralph
Tyler, Hilda Taba, or Franklin Bobbit.  As a curricularist a teacher will be knowing, writing, implementing,
innovating, initiating and evaluating the curriculum in the school and classroom just like the role models and
advocates in curriculum and curriculum development who have shown the way. 

Take Action
Activity 1: let’s Do a Simple Survey
Have you done a survey before? In this activity you will gather information direct from teachers to find
out what curriculum activities they are involved in. 
Here are the steps. Follow these. 
 Step 1 –Conduct a survey of 5 elementary teachers, and 5 secondary or high school teachers. 
  Step 2 – Teachers should come from different schools and are currently teaching either in the
private or public schools.  
 Step 3 – With the use of the Teacher Survey Tool below, conduct the survey.
The Teacher as a Curricularist Survey Tool
Name of teacher: ______________________________________________________________

School __________________________ Grade Level Assignment ____________

No. of Years Teaching ______________Degree Graduated: _________________

Circle YES or NO that will correspond to your self-assessment. Then rank the items which you
answered YES. Which activity do you do most of the time? What activity do you do least of the time? 
As a school teacher, Rank
1. I master the subject matter that I have to teach. ___Yes___ ___No___
2. I implement what I have planned for my teaching. ___Yes___ ___No___
3. I monitor and assess if my student are learning. ___Yes___ ___No___
4. I modify my activity to suit my learners in my classroom. ___Yes___ ___No___
5. I lead in the implementation of a new curriculum in my school. ___Yes___ ___No___
6. I write instructional materials based on the recommended school ___Yes___ ___No___
curriculum.
7. I look for other ways of doing to improve teaching and learning in my ___Yes___ ___No___
classroom. 

Self Check

I am Teacher! Who Am I as a Curricularist?

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

Case 1 : I have a good idea  on how to make my learners pay attention to the lesson. I will use the new idea and
find 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 Teacher’s 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. __________________
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 a 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 types 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 I am proud of. ___________________

Case 10:  in Grade 7 to Grade 10 of the K to 12 Enhanced Curriculum, science as subject is presented, taught
and learned is 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?

Lesson The School Curriculum: Definition, Nature and

1 Scope
Module Overview:
Module 2 describes the school curriculum in terms of its definition, its nature and scope, which are needed by
the teacher as a knower. This module provides a wider perspective for the teachers about the curriculum, in
terms of curriculum approach, curriculum development process, some curriculum models and the foundations
upon which curriculum is anchored. 
Desired Learning Outcomes
 Define curriculum from different perspectives
 Describe the nature and scope of curriculum
Take Off
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?
Each member of society seems to view school curriculum differently, hence there are varied demands on
what schools should do and what curriculum should be taught. Some would demand reducing content and
shifting emphasis to development of lifelong skills. Others feel that development of character has been placed at
the back seat of some school. More debates on the use of languages in the classroom. Should it be mother
tongue, the national language or the global language? 
There seems to be confusion about what curriculum should really be? To have a common understanding
of what curriculum really is this, lesson will present some definitions as given by authors. Likewise, you will
find in this lesson the description of the nature and scope of curriculum from several points of view. This lesson
will also explain how curriculum is being approaches. It further shows a development process as a concept and
as a concept and as a process as applied to school curriculum. 
Content Focus
Whether curriculum is taken in its narrow view as a listing of subjects to be taught in schools or broadly
as all learning experiences that individuals undergo while in school, we cannot deny the fact that curriculum
should be understood by teachers and other stakeholders for curriculum affects all teachers, students, parents,
politicians, businessmen, professionals, government officials or even the common people. 
Like many concepts in education, there seems to be no common definition of ‘curriculum’. Because of
this, the concept of curriculum is sometimes characterized as fragmentary, elusive and confusing. However, the
word originates from the Latin word currere referring to the oval track upon which Roman chariots raced. The
New International Dictionary defines curriculum as the whole body of a course in an educational institution or
by a department while the Oxford English Dictionary defines curriculum as courses taught in schools or
universities. Curriculum means different things to different people. Sometimes educators equate curriculum
with the syllabus while a few regard it as all the teaching-learning experiences which the student encounters
while in school. Numerous definitions indicate dynamism which connotes diverse interpretations as influenced
by modes of thoughts pedagogies, philosophies, political as well as cultural perspectives. Here are some of
them. 
Some Definition of Curriculum
1. Curriculum is a planned and guided set of learning experiences and intended outcomes, formulated
through the systematic reconstruction of knowledge and experiences under the auspices of the school,
for the learners’ continuous and willful growth in personal social competencies.” (Daniel Tanner, 1980)
2. It is a written document that systematically describes goals planned, objectives, and content, learning
activities, evaluation procedures and so forth.  (Pratt,1980)
3. The contents of a subject, concepts and tasks to be acquired, planned activities, the desired learning
outcomes and experiences, product of culture and an agenda to reform society make up a curriculum.
(Schubery, 1987)
4. A curriculum includes “all of the experiences that individual learners have in a program of education
whose purpose is to achieve broad goals and related specific objectives, which is planned in terms of a
framework of theory and research or past and present professional practice.” (Hass 1987)
5. It is a programme of activities (by teachers and pupils) designed so that pupils will attain so far as
possible certain educational and other schooling ends or objectives. (Grundy. 1987)
 6. It is plan that consists of learning opportunities for a specific time frame an place, a tool that aims to
bring about behavior changes in students as a result of planned activities and includes all learning
experiences received by students with the guidance of the school. (Goodhand and Su. 1992)
7. It provides answer to three questions: 1. What knowledge, skills and values are most worthwhile? 2.
Why are they most worthwhile? 3. How should the young acquirte them? (Cronbeth, 1992)
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 and perhaps ever changing. 
Points of view about the curriculum can either be traditional or progressive according to the
person’s philosophical, psychological and even psychological orientations. These view 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 view 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 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
disciplines are labeled as humanities, sciences, languages, mathematics among others. He coined
the word discipline as a ruling doctrine for curriculum development. 
 Philip Phenix asserts that curriculum should consist entirely of knowledge which comes from
various discipline. 
Collectively from the traditional view of theorists like Hutchins, Swhab, 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 subject, 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. Let us look into how curriculum is defined from a progressive point of view. 
 John Dewey believes that education is experiencing. Reflective thinking is a means that unifies
curricula 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 Harlna 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 learned by
the students. 
 The nature of curriculum has given rise to many interpretations, depending on a person’s philosophical
beliefs. Let us put all of these interpretations of summary. 
CURRICULUM is what is taught in school, a set of subjects, a content a program of studies,  a set of
materials, a sequence or courses, a set of performance objectives, everything that goes within the school. It is
what is what is taught inside and outside of school directed by the teacher, everything planned by school, a
series of experiences undergone by learners in school or what individual learner experiences as result of school.
In short, Curriculum is the total learning experiences of the learner, under the guidance of the teacher. 
Take Action
Activity 1 - Traditional or Progressive: What is your View of Curriculum?
1. What is your own definition of a curriculum? Write down your answer in the space provided. 
2. Do you have a traditional view of a curriculum, a progressive view of both? Explain your view based on
your definition. 

Self- Check 
Label the description/definition on the left with either Traditional (T), or Progressive (P)
No.  Description (T (P)
)
1 Teachers are required to teach the book from cover to cover.
2 If the learners can memorize the content, then the curriculum is best.
3 Children are given opportunity to play outdoors
4 Parents send given children to a military type school with rigid discipline. 
5 Teachers are reluctant to teach beyond the written curriculum.
6 Prerequisites to promotion for the next grade are skills in reading, writing and arithmetic
only. 
7 Teachers provide varied experiences for the children. 
8 Learning can only be achieved in schools.
9 It is the systematic arrangement of contents in the course syllabus.
10 Co –curricular activities are planned to participate. 

Self-Reflect 
Pick up a daily newspaper and read today’s headline. Choose one and reflect on this headlines relates on
curriculum and to your becoming a curricularist. Write your answer in at least two paragraph. 

Lesson Approaches to School

2 Curriculum
Desired Learning Outcomes
 Describes the different approaches to school curriculum
 Explain by examples how the approaches clarify the definition of curriculum
 Reflect on how the three approaches interrelate with each other. 


Take off
 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 Product top fully understand the different perspectives of what curriculum is
all about. This can be one way of approaching a curriculum. 

Content Focus
Curriculum can be approached or seen in three ways. It can be defined as a content, a process or an
outcome. If you examine the definitions provided by the experts in the field, there are three ways of
approaching a curriculum. First, is to approach it as content or a body of knowledge to be transmitted. Second,
is to approach it as a product or the learning outcomes desired of learners. Third, is to approach it as a process
or what actually happens in the classroom when the curriculum is practiced.  

Curriculum as a Content or Body of Knowledge 

It is quite common for traditionalist to equate a curriculum as a topic outline, subject matter, or concepts
to be included in the syllabus as books. For example, a primary school mathematics curriculum consists of
topics on addition, multiplications, 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 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. 
If curriculum is equated as content, then the focus will be the body of knowledge to be transmitted to
students using appropriate teaching method. There can be likelihood that teaching will be limited to the
acquisition of facts, concept and principles of the subject matter; however, the content or subject matter can also
be taken as a means to an end. 

There are four ways of presenting the content in the curriculum. These are: 
1. Topical approach, where much content is based on knowledge, and experiences are included;
2. Concept approach with fewer topics in cluster around major and sub-concepts and their interaction with
relatedness emphasized; 
3. Thematic approach as a combination of concepts that develop conceptual structures, and
4. Modular approach that leads to complete units of instruction.

Criteria in the Selection of Content

There are some suggested criteria in the selection of knowledge or subject matter. (Scheffer, 1970 in
Bilboa, 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 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 influenced 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.

The selection of the subject matter or content, aside from the seven criteria mentioned earlier, may include
the following guide in the selection of the CONTENT.

Guide in the Selection of the Content in the Curriculum

1. Commonly used in the daily life.
2. Appropriate to the maturity levels and abilities of the learners
3. Valuable in meeting the needs and competencies of the future career.
4. Related to other subject fields or discipline complementation and integration
5. Important in the transfer of learning to other disciplines.

BASIC Principles of Curriculum Content

In 1952, Palma proposed the principle of BASIC as a guide in addressing CONTENT in the curriculum
B.A.S.I.C. refers to Balance, Articulation, Sequence, Integration, and Continuity. In organizing content or
putting together subject matter, these principles are useful as a guide.

Balance. Content should be fairly distributed in depth and breadth. This will guarantee that significant
contents should be covered to avoid too much or too little of the contents needed within the time allocation. 

Articulation. As the content complexity progresses with the educational levels vertically or
horizontally, across the same discipline smooth connections bridging should be provided. This will assure no
gaps or overlaps in the content. Seamlessness in the content is desired and can be assured if there is articulation
in the curriculum. Thus, there is a need of them among writers and implementers of curriculum. 

Sequence. The logical arrangement of the content refers to sequence or order. This can be done
vertically for deepening the content or horizontally for broadening the same content. In both ways, the pattern
usually is from easy to complex, what is known to the unknown, what is current to something in the future. 

Integration. Content in the curriculum does not stand alone or in isolation. It has some ways or
relatedness or connectedness to other contents. Contents should be infused in other disciplines whenever
possible. This will provide a holistic or unified view of curriculum instead of segmentation. Contents which can
be integrated to other disciplines acquire a higher premium than when isolated. 

Continuity. Content when viewed as a curriculum should continuously flow as it was before, to where it
is now, and where will it be in the future. It should be perennial. It endures time. Content may not be in the
same form and substance as seen in the past since changes and developments of contents are all elements of
continuity. 

2. Curriculum as 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. Used in analogy of a recipe the cookbook, a
recipe is the content while the ways of cooking is the process. 
 Curriculum as a process is seen as a scheme about the practice of teaching. It is not a package of
materials or a syllabus of content where the teacher places action using the content to achieve an outcome.
Hence the process of teaching and learning becomes meaning-making and hands-on doing and many others. 
As a process, curriculum links to the content. While content provides materials on what to teach, the
process provides curriculum on how to teach the content. When accomplished, the process will result to various
curriculum experiences for the learners. The intersection of the content and process is called the Pedagogical
Content Knowledge or PCK. It will address the question: if you have this content, how will you teach it?
This section will not discuss in detail the different teaching strategies from where learning experiences
are derived. Rather, it will describe how the process as descriptor of curriculum is understood. The content is
the substance of the curriculum; how the contents will be communicated and learned will be addressed by the
process.  
To teachers, the process is very critical. This is the other side of the coin: instruction, implementation,
and teaching. These three words connote the process in the curriculum. When education asks teachers: What
curriculum are you using? Some of the answer will be: 1. Problem-based. 2. Hands-on, Minds on. 3.
Cooperative Learning. 4. Blended approach curriculum as a Process. These are ways of teaching, ways of
managing the content, guiding learning, methods of teaching and learning and strategies of teaching or delivery
modes. In all of these, there are activities and actions that every teacher and learner do together or learners are
guided by the teacher. Some of the strategies are time-tested traditional methods while others are emerging
delivery modes.
 
When curriculum is approached as a PROCESS, guiding principles are presented.
1. Curriculum process in the form of teaching methods or strategies is means to achieve the end.
2. There is no single best process or method. Its effectiveness will depend on the desired learning
outcomes, the learners, support materials and the teacher. 
3. Curriculum process should stimulate the learners’ desired to develop the cognitive, affective,
psychomotor domains in each individual.
4. In the choice of methods, learning and teaching styles should be considered.
5. Every method or process should result to learning outcomes which can be described as cognitive,
affective and psychomotor.
6. Flexibility in the use of the process or methods should be considered. An effective process will always
result to learning outcomes. 
7. Both teaching and learning are the two important process in the emplementation of the curriculum. 

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 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 efficiency. The real purpose of education is to bring about significant changes in students’
pattern of behavior. It is important than any statement of objectives or intended outcomes of the school should
be a statement of changes to take place in the students. Central to the approach is the formulation of behavioral
objectives stated as intended learning outcomes or desired products so that content and teaching methods may
be organized and the results evaluated. Products of learning are operationalized as knowledge, skills, and
values.
Curriculum products are expressed in form of outcomes which are referred to as the achieved learning
outcomes. There are may be several desired learning outcomes, but if the process is not successful, then no
learning outcomes will be achieved. These learned or achieved learning outcomes are demonstrated by the
person who has meaningful experiences in the curriculum. All of these are result of planning, content and
processes in the curriculum. 

Take Action
Activity 1: Making and Inventory of Curriculum Approach as Content, Process and Product
 Instruction: Choose a book that is being used in elementary, high school or college. Identify the
following: Content. Process. Product.

Inventory of the Curriculum Content, Process, and Product

Title of the Book:
Grade Level: Subject area used:
No Content Process Product/Outcome
.
Example: Example: Example:
A. Type of curriculum in the A. Individual A. lists of types of curriculum
classroom research  B. Skills in interview and
b. Interview observation
c. Observation

1.
2.
3.
4.
5.

Self-Checked

Instruction: match the CONCEPT in Column II with the CHOICES in Column III. Write the letter of your
ANSWER in Column I.
I. Answer II. Concepts III.  Choices
1. Curriculum as way of doing A. Content
2. Authenticity of the content B. Process
3. Curriculum as the subject matter C. Product 
4. Fair distribution of the outcome of learning D. Validity
5. Curriculum as the outcome of learning E. Balance
6. Seamless flow of content vertically or horizontally in the curriculum F. Articulation
7. evidence of successful teaching G. Sequence
8. enduring and perennial content from the past to future H. Integration
9. Allowing the transfer of content to other fields. I. Continuity
10. arranging of contents from easy to difficult.  J. Learning Outcomes

Self- Reflect 

Instruction: after learning from this lesson, how would you prepare yourself to become a teacher, using three
approaches to Curriculum? Write on the space below: 

Lesson Curriculum Development: Processes and

3 Models
Desired Learning Outcomes
 Explain and summarizes the curriculum development and models

Takeoff 
 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, Galan Saylor and William Alexander which would help clarify the process of
curriculum development. There are many other models, but let us use these three for this lesson. 

Content Focus
Curriculum Development Process

Curriculum development is a dynamic process involving many different people and procedures.
Development connotes changes which is systematic. A change for the better means alteration, modification or
improvement of existing condition. To produce positive changes, development should be purposeful, planned
and progressive. Usually it is in 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 that 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 sitting 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 which the end in view of achieving the intended learning
outcomes. Implementing the curriculum is where action take 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 progress of learning (formative) or the mastery of learning (summative). Along the way, evaluation
will determine the factors tht 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 implementors. 

Curriculum Development Process Models

1. Ralph Tyler Model: Four Basic Principles
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 are 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: 
 Purposes of the school
  Educational experiences related to the purposes
 Organization of the experiences 
 Evaluation of the experience. 

2. Hilda Taba Model: Grassroots Approach

1. Hilda 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: Diagnosis of Learners'  needs and expectations of the larger society
2. Formulation of learning contents
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.

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 center.

1. Goals, Objectives and Domain. 

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 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

3. Curriculum Implementation.
A designed curriculum is now ready for implementation. Teachers then prepare instructional plans where
instructional objectives are 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 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 models utilized the processes of (1) curriculum planning, (2) curriculum designing, (3) curriculum
implementing, and (4) curriculum evaluating.

Take Action 

Activity 1: Comparison of Three Models 

Instruction: 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 xxxxxxxxxxxxxxxxxx

Taba xxxxxxxxxxxxxxxxxxx
x

Saylor & xxxxxxxxxxxxxxxxxxxx

Alexander

How are the models different?

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

Taba xxxxxxxxxxxxxxxxxxx
x

Saylor & xxxxxxxxxxxxxxxxxxxx

Alexander

Self Check 
1. Describe the model of curriculum development which you understand well. Write in two paragraphs
__________________________________________________________________________________________
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Self - Reflect 
1. What phase of the curriculum process do you find very important as a teacher? Why? 
__________________________________________________________________________________________
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 Lesson Foundations of Curriculum
4 Development
I. Philosophical Foundation

The study of the fundamental nature of knowledge, reality, and existence, especially when considered as
an academic discipline.

Philosophical Foundations answer the “WHY”,”WHAT” and “HOW” of the teaching process.

A. Perennialism

WHY?
 To educate the rational person; cultivate intellect
 To develop students’ rational and moral powers
WHAT?
 Classic Subjects
 Literacy analysis
 Humanities
 General Education
HOW?
 Teachers assist students to think with reason
 Use of great books (Bible, Koran, Classics)

B. Essentialism
WHY?
 For learners to acquire basic knowledge, skills and values
 To promote intellectual growth for learners to become competent
WHAT?
 Basic skills or fundamental R’s—Reading, ‘RIting, ‘Rithmetic, Right Conduct
  Essential subjects such as math, natural sciences, history, foreign language and literature
HOW?
 Teachers are the sole authorities in the subject area.
 Teachers are expected to be intellectual and moral models for their students. 

C. Progressivism
WHY?
 To promote democratic social living
WHAT?
 Interdisciplinary subjects
 Learner-centered
 Outcome-based
HOW?
 Teachers leads for growth and development of lifelong learners
 Equal opportunities for all
 Contextualized curriculum
 Humanistic Education

C. Reconstructionism
WHY?
 To improve and reconstruct society
 Education for change
WHAT?
 Interdisciplinary subjects
 Learner-centered
 Outcome-based
HOW?
 Teachers acts as agent of change and reforms
 School and Curriculum reform
 Global education
 Collaboration and Convergence
 Standards and Competencies

II. Historical Foundation

“Historia” meaning finding out, narrative

- the study past events, particularly in human affairs
-It answers the question: Where is curriculum development coming fro
III. Psychological foundation of curriculum
1. Ivan Pavlov (1849-1936) He is the father of the classical conditioning theory, the S-R theory.
2. Edward Thordike (1874-1949) - He championed the connectionism Theory. He proposed the three
laws of learning.
3. Robert Gyane (1916-2002) - He proposed the hierarchical theory learning follows a hierarchy.
Behavior is based on prerequisite condition.
4. Jean Piaget( 1896-1980) - Cognitive development has stages from birth to maturity.
5. Lev Vygotsky( 1896-1934) - Leraning precedes development. Sociocultural dvelopment theory.
6. Howard Garner Garner - multiple intelligence.
7. Daniel Goleman - Emotion contains the power to affect action.
8. Gestalt Gestalt theory - Learning expalined in terms of wholeness of the problem. Human beings do
not respond to islated stimuli but to an organization or pattern of stimuli.
9. Abraham Maslow (1908-1970)- He advanced the self –actualization theory and classical theory of
human needs. A child whose basic needs are not met will not be interested in acquiring knowledge of
the world.
10. Carl Rogers (1902-1987) - He established counselling procedures and methods for facilitating learning.
Children’s perception, which are highly individualistic, influence their learning and behaviour in class
School and Society Society as a source of change.Schools as agent of change. Knowledge as an agent of
change.
11. John Dewey( 1859-1952) - Considered two fundamental element-school and civil society-to be major
topics needing attention and reconstruction to encourage experimental intelligence and plurality.
12. Alvin Toffer - Wrote the book future shock. Believe that knowledge should prepare students for the
future.
Take Action:
Activity 1: Explore the Web
1. Search two outstanding personalities in the cluster of Curriculum Foundations who contributed to
curriculum development. Write their biographies. You may find other persons not included in the list
given in this lesson.
Cluster 1 Philosophical Foundation
Cluster 2 Historical Foundation
Cluster 3 Psychological Foundations
Cluster 4 Sociological Foundations

2. Submit the biographies of the identified persons in not less than 2 pages, short-sized bond paper, double
spaced with list of references.
Self-Check:
What significant contribution you recall about this person:
1. Lev Vygotsky
2. Hilda Taba
3. John Dewey
4. Abraham Maslow
5. Carl Rogers
6. Self-Reflect
7. 1. How will the thinking of Abraham Maslow Influence your teaching practice in the future?

Lesson Fundamentals of Curriculum

1 Designing 
Module Overview:
A curriculum as a planned sequence of learning experiences should be at the heart and mind of every teacher.
Every teacher as a curricularist should be involved in designing a curriculum. In fact, it is one of the teacher’s
roles as a curricularist. As such, you will be a part of the intellectual journey of your learners. You will be
providing them the necessary experiences that will enable the learner what you intend them learn. 

As a curriculum designer this task was not given much attention in the past. Every single day, a teacher designs
a lesson or utilizes a curriculum that has been made and was previously written. Designing a curriculum is a
very challenging task. It is here where the style and creativity of the teacher come in. Thus this module will
provide the necessary concepts and activities that you as a teacher can refer to as you prepare yourself to be a
curriculum designer.

Desired Learning Outcomes

  Identify the fundamentals of curriculum designing
 Appreciate the task of designing a curriculum

Content Focus

Building on Peter Oliva’s 10 Axioms for Curriculum Designers

Before a teacher designs a curriculum, it would be of great importance to connect to the fundamental
concepts and ideas about the curriculum mentioned in Modules 1 and 2. Every curriculum designer,
implementer, or evaluator should take in mind the following general axioms as a guide in curriculum
development (Olive, 2003):
1. Curriculum change is inevitable, necessary, and desirable.
Earlier it was stated that one of the characteristics of the characteristics of curriculum is its being
dynamic. Because of this, teachers should respond to the changes that occur in schools and in its
context. Societal need to address the changing condition requires new cu rriculum designs.
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.
2. 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. 
2. 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.
2. 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.
6. Curriculum development is an ongoing 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.
6. Curriculum development is more effective if it is a comprehensive process, rather than a
“piecemeal”. A curriculum design should be based on a careful plan, should clearly establish
intended outcomes, support resources and needed time available and should equip teaching staff
pedagogically. 
6. 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.
6. 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.

Building upon the ideas of Olivia, let us continue learning how to design a curriculum by identifying its
components. For most curricula the major components or elements are answer to the following questions:
1. What learning outcomes need to be achieved? ( Intended Learning Outcomes)
 2. What content should be included to achieve the learning outcomes? (Subject Matter)
3. What learning experiences and resources should be employed? (Teaching – Learning Methods)
4. How will the achieved learning outcomes be measured? (Assessment of Achieved Learning
Outcomes)

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.

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 components or elements is described below
.
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 outcomes 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 be achieved. In this way,
both the learner and the teacher are guided by 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 (Anderson and Krathwohl, 2003) for the
development of  the cognitive skills. For the effective 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.
For a beginner, it would help if you provide the Condition, Performance and Extent or Level of Performance in
the statement of the intended earning outcomes.

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.

Sometimes the phrase intended learning outcomes is used to refer to the anticipated results after
completing the planned activity or lesson. In framing learning outcomes, it is good practice to: 

 Express each outcome in terms of what successful students will be able to do. For example, rather
than stating Students will be able to explain the reason why.. it should be: ‘ Students must have
explained the reasons why…’ This helps students to focus on what they have to achieve as
learning. It will also help curricularist devise appropriate assessment tasks.
 Include different kinds of outcomes. The most common are cognitive objectives ( learning facts,
theories, formulae, principles etc.) and performance outcomes (learning how to carry out
procedures, calculations and processes, which typically include gathering information and
communicating results). In some contexts, affective or values, eg. Those required as a person and
for a particular profession).
I. 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 outcomes of the curriculum. An effective curriculum
is purposive and clearly focused on the planned learning outcomes. 
 Subject matter should be appropriate 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.
 Subject matter should be up to date and, if possible, should reflect current knowledge and
concepts.
II. 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.
 Project Wild(1992) K to 12 Activity Guide, An Interdisciplinary, Supplementary Conservation
and Environmental Education Program. Council of Environmental Education, Bethesda, MD
 Shipman, James and Jerry Wilson, et al (2009). An Introduction to Physical Science. Houghton
Mifflin Co. Boston MA
 Romo, Salvador b. (2013). Horticulture an Exploratory Course. Lorimar Publishing Inc. Quezon
City
 Bilbao, Purita P. and Corpuz, Brenda B. et al (2012). The Teaching Profession 2 Ed. Lorimar
nd

Publishing Inc. Quezon City

III. 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 experiences ( lectures, laboratory classes, fieldwork etc.) and make then
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.

IVAssessment /Evaluation
 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 a 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, Professional
Organizations that would serve the purposes they intend to achieve.

Take Action
Activity 1: 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 in this module.
Components Copy from the Your comment/suggestion
Sample
Title of the lesson
 Intended Learning Outcomes/Objectives
Content/Subject Matter
Methods/ Strategies
Evaluation/ Assessment

Answer Briefly:
1. Which one principle of Olive is reflected in the Lesson Plan? Explain briefly.

2. If you were to improve the design, what will you add, or subtract or modify? Write your re-design
suggestion

Self - Check
Which of the concepts do you clearly understand? Answer Yes or No to the questions that follow.

Questions Answer
As a curricularist and curriculum designer… Yes or No
1. Do you think, curriculum change is inevitable?
2. Does curriculum change not consider the existing one?
3. Should curriculum be designed only by one person?
4. Should any change in curriculum include an evaluation process?
5. Does curriculum change mean total overhaul?
6. Should learning outcomes be considered first before the content?
7. Should teaching methods consider only the expertise of the teacher.
8. Are time tested methods like inductive and lecture no longer
useful?
9. Should contents be updated and relevant?
10. Is there only one design that a teacher should know?

If you got 10 correct answer out of 10 items, Congratulations!

You are now ready to move to the next lesson. If otherwise, you need to review this lesson. Good Luck.

Self-Reflect
Instructions: Provide answer 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 Approaches to Curriculum

2 Designing 
Desired Learning Outcomes
 Identify some familiar curriculum design and approaches to the designs
 Analyse the approaches in the light of how these are applied in the school setting

Take Off
You have started to be familiar with the preliminaries of making a simple design through a lesson plan
components. You will further enrich your knowledge by looking into how other curricularist approach the
curriculum design. In this lesson, we will see how several examples of curriculum designs are used in the
schools and classrooms.

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
 Thus curriculum design that focuses on the content of the curriculum.
 It corresponds mostly to the textbook because textbook are usually written based the specific subject or
course.
 
1.1. Discipline Design 
 Refers to specific knowledge learned through a method which the scholars use to study a
specific content of their field.
 Student in history should learn the subject matter like historians, student in biology should
learn how mathematicians learn.
 Teacher should teach how the scholars in the discipline convey the particular knowledge

1.2. Correlation design

 Correlated curriculum design links separate subject in order to reduce fragmentation
 English literature and social correlate well in the elementary level 
 Science is the core, mathematic is related to it, as they are taken in chemistry, physics and
biology
 Literature as the core with art, music, history, geography related to it.

1.3. Broad Field Design / Interdisciplinary 

 Variation of the subject-centred design
  This design was made to cure the compartmentalization of the separate subject and integrate
the contents that are related to one another

2. Learner Centered Design 

 The learners is the centre of the education process. 
 The emphasis is very strong in the elementary level, however, more concern has been placed on the
second art and even the tertiary levels. 

2.1. Child Centered

 Thus Curriculum design is anchored on the needs and interests of the child
 The learner is not passive individual but one who engages with his/her environment. One learn
by doing.
 Learning is a product of the child’s interactions with environment 

2.2. Experience Centered Design

 Believes that the interest and needs of the learners cannot be pre-planned
 Instead, experiences of the learners become that starting point of the curriculum
 Learners are made to choose activities that the teacher provides
 Learner are empowered to shape their own learning from different opportunity given the teacher

2.3. Humanistic Design

 The development of self is the ultimate objective of Learning 
 It stresses the whole person and the integration of thinking, feeling, and doing
 Interconnection of the three domain (cognitive, affective and psycho-motor
 It stresses the development of positive self-concept and interpersonal skills. 

3. Problem Centered Design

3.1. Life Situation Design 
 `The content allow students to clearly view problems areas
 It uses the past and present experiences of the learners as a means to analyse the basic areas of
living
 The connection of subject matter to real situations increases the relevance of the curriculum


3.2. Core Problem Design

 It centres 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.

Activity1. The K to 12 Curriculum: What design?

Get hold of materials about K to 12. Discuss with your partner and answer the following:
1. What kind of curriculum design influence mostly the K to 12 Curriculum? (A) Subject-Centered? (B)
Learner-Centered (C) Problem-Centered?
2. Cite an illustrative example that relates to your choice
3. Place your answer on a matrix like the one below.

Self-Check
Identify what kind of design and approach are utilized in the following description
1. Only who master the subject content can succeed.
 2. Students are encouraged to work together to find answers to their task.
3. No learner is left behind in reading, writing and arithmetic.
4. School means survival of the fittest.
5. Teacher extends class because the children have not mastered the lesson.
6. Lesson deals with finding solutions to everyday problem.
7. Differentiated instruction should be utilized for different ability groups.
8. Accumulation of knowledge is the primary importance in teaching.
9. Learning how to learn observable among students.
10. Students are problem-finders and solution-givers.

Self- Reflect
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, makr robots out of the students.”
Statement No. 2. “In schools where child-centered 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?” 

Lesson Implementing the Designed Curriculum as a Change

1 Process 
Learning Outcomes
 Define curriculum implementation
 Analyze what is change process in curriculum implementation
 Explain the process of curriculum implementation

Major role of a teacher is

 To implement the curriculum design
 The success of learning depend on teacher’s effort and teaching style

Take Off
We hear teachers say:
“Here goes again, another curriculum change! We are already overload! Why do we have to do this?”
      This is a common voice that we hear from teachers and curriculum implementors. But as we mentioned
earlier, change is inevitable in curriculum development. To be relevant, we need to change – change for the
better and it can be obviously seen through implementation.

Curriculum Implementation Defined

Curriculum implementation means putting into practice the written curriculum that has been design in
syllabi, course of study, curricular guides, and subjects.
It is a process wherein the learner acquire the planned or intended knowledge, skills and attitudes that
are aimed at enabling the same learner to function effectively in society according to SADC MoE Africa, 2000

Content Focus

Curriculum Implementation Defined

Ornstein and Hunkins in 1998 define curriculum implantation as interaction between the curriculum that
has been written and plane and the person (teacher) who are in charge to deliver it Shift from what is current to
a new or enhanced curriculum Change in knowledge, action, attitudes of the person involved. Change in
behavior using new strategies and resources. Change which required effort hence goal should be achievable.
Loucks and Lieberman (1983) define curriculum implementation as the trying out of a new practice and what is
looks likes when actually used in a school system. It is simply means it should bring desire change and
improvement.

Curriculum Implementation as a Change Process

Kurt Levin’s Force Field Theory and Curriculum Change

Kurt Levin (1951) – THE FATHER OF SOCIAL PSYCHOLOGY explains the process of change.

Driving Force - the ones which  are sustaining the change

Restraining Forces -the ones which are restraining the change.
 When these two forces are equal, the state is equilibrium, or balance. There will be a status quo, hence
there will be no change.
  The situation  or condition will stay the same. However, when the driving force overpower the
restraining force, the change will occur.  If the opposite happens that is when the restraining force
is stronger than the driving force, change is prevented.
Kurt Levin’s Force Field
 Thus, if customer wants a new product, than it is a driving force for the company. On the other hand, if
your company is not capable of handling the technology for new futures, than it is a restraining force.
  The force field analysis helps in determining which of the forces are strong (driving or restraining). And
once the stronger force is decided, the company can come down to an effective decision for change.

DRIVING FORCE/FACTOR RESTRAINING FORCE/FACTOR

E
Q
students will choose the best skill for them to master. U unaware of a few details as regards the
new senior high school system.
I
L
profit from the new scheme because it follows I Filipinos have no other choice but to
international standard. embrace it. 
B
R
Student's interest I Teachers training and interest
U
prepare students for work.  graduates will gain job- M Financial needs
specific skills even without a college degree. 

Categories of Curriculum Change

McNeil in 1990 categories curriculum change as follows:
1. Substitution
- The current curriculum will be replace or substituted by a new one.
- Sometimes we call this a complete overhaul.
For example:  Changing an old book to entirely new one, not merely a revision.

2. Alteration
There is a minor change to the current or existing curriculum
For example: instead of using a graphing paper for mathematics teaching, this can be altered by using 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.
Example; significant involvement of parents in the child instead of leaving everything to the teacher.

4. Perturbations
These are changes that are disruptive, but the teacher have to adjust to them with 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 , the teacher has to shorten schedule to accommodate unplanned extra curricular activities.

5. Value Orientation
To McNeil, this is a type of curriculum change.
Perhaps this classification will responds to shift in the emphasis that the teacher provides which are not
within the mission or vision of the school vice versa.
For example: When new teacher who are recruited in religious schools give emphasis on academic and
forget the information of Values or faith, they need a curriculum value orientation

Important Elements of Curriculum Change

1. Developmental
 Teacher should develop multiple perspective, increase integration, and make learning autonomous,
create a climate of openness and trust.
 Teacher support in trying new task 
 Reflection on the new experience and challenge

2. Participatory
 Trust among key players with positive starting point
 Builds a learning community which is very necessary in curriculum implementation
 Commitment, willingness to change

3. Participatory
 Stakeholder
 Parents
 School leader
 Teacher
 Curriculum specialists

4. Supportive
 Human support very much needed
 The school leader or head should provide full school or institutional support to the implementation
of the new curriculum 
 Materials support like supplies, equipment and conductive learning environment like classroom and
laboratory should made available.

Take Action
Activity 1: K to 12: Can We Make a Curriculum Change? 
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 successed 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 / E B. Restraining Force / Factor

Factors
Q
U
I
L
I
B
R
I
U
M
1. If A is more that B, there will be a successful curriculum change.
2. If B is more that A, there will be an unsuccessful curriculum change
3. If A & B are equal, then there will be a status quo.

Activity 2: Making Sense of Curriculum Implementation

1. Observe class where the teacher is actually (Visit website, watch you tube for classroom teaching).
2. Describe what the teacher is doing for at least the whole period.
3. Write down your observation based on the following questions:
3. What were the different learners activities?
5. What did the teacher do, to make the learners engage in the activities.
6. Were majority of the children actively participating? Why?
7. Did the teacher control most of the activities?
8. Did the learners and the teacher together achieve the desired learning outcomes? Explain?

Self-Check
Perfect Match
In Column A are concepts about curriculum implementation. Connect a line from the box on the left (A) to
the arrow on the right (B) of the correct match.
Column A Column B

Concepts Meaning/ Description

Implementing Minor curriculum change like the use of e portfolio instead of portfolio as an
artifact
 Restructuring Progressive steps from orientation to reflection about the curriculum that is a
characteristics of a curriculum implementation.

Development Major curriculum change like shifting from face to face to on line in the delivery of
an academic program.
Alteration Curriculum process of putting into action what has been planned and designed.

Change Process that ensures that the curriculum brings about something different and better
Process than before in the desired learning outcomes.

Self-Reflect
1. As a future, 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
----------------------------------------------------------------------------------------------------------------------------------
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Lesson Implementing a Curriculum Daily in the

2 Classroom 
Learning Outcomes
 Review the components of a daily plan for teaching
 Identify intended learning outcomes
 Match learning outcomes with appropriate teaching methods

Take Off
A teaching activity is the like implementing a miniscule curriculum. A daily lesson is based or written
curriculum. Before the lesson ends the teacher must find out if the students have truly learned. Let us see how
this process will be shown.

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

Main Parts of a Lesson Plan:

a. Objectives or Intended Learning Outcomes (ILO)
b. Subject Matter (SM)
c. Procedure or Strategies of Teaching
d. Assessment of Learning Outcomes (ALO)
e. Assignment of Agreement
 f. Desired learning that will be the focus of the lesson
g. Learning outcomes based on Taxonomy of Objectives 

TAXONOMY OF OBJECTIVES
BLOOM’S TAXONOMY
REVISED BLOOM’S BY ANDERSON (2001)
(1956)

EVALUATION CREATING
SYNTHESIS EVALUATING
ANALYSIS ANALYZING
APPLICATION APPLYING
COMPREHENSION UNDERSTANDING
KNOWLEDGE REMEMBERING

Three major changes in the revised taxonomy:

a. Changing the names in the six categories from nouns to verbs.
b. Rearranging these categories
c. Establishing the levels of the knowledge level in the
      original version.

COGNITIVE CATEGORIES
CATEGORIES EXAMPLE KEY WORDS

REMEMBERING.  Defines, describes, identifies, labels, lists,

Recall or retrieve previous learned information outlines, selects, states
UNDERSTANDING.  Comprehends, explains, distinguishes, estimates,
Comprehend meaning, translation, state problem in own gives examples, interprets, predicts, rewrites,
words, making meaning summarizes
APPLYING.  Applies, changes, computes, operates, constructs,
Use concept in new situation, applies what has been modifies, uses, manipulates, prepares, shows,
learned in new situation solves
ANALYZING.  Breaks down, compares, contrasts, diagrams,
Separate materials or concepts into component parts so differentiates, discriminates, identifies, infers,
that the organization is clear. Distinguishes between outlines, relates, selects, separates
facts and inferences.
EVALUATING.  Appraises, compares, criticizes, defends,
Make judgments about the value of ideas or materials describes, discriminates, evaluates, interprets,
justifies, summarizes
CREATING.  Composes, compiles, designs, generates,
Build a structure or pattern from previous elements. Put modifies, organizes, rearranges, reorganizes,
parts together to create a whole, to make new meaning revises, rewrites, summarizes, creates
and structure
REMEMBER:  In writing objectives or intended learning outcomes, it is always recommended that more of the
higher order thinking skills (HOTS) should be developed and less of the low level thinking skills (LOTS) for
learners.

Revised Bloom’s Taxonomy

COGNITIVE EXAMPLES
PROCESSES

Remembering-Produce the right information from memory

Recognizing  Identify frogs in a diagram of different kinds of amphibians

 Find an isosceles triangle in your neighborhood
 Answer any true-false or multiple choice questions

Recalling  Name three 20 century women African authors

th

 Write the multiplication facts

 Reproduce the chemical formula for carbon tetrachloride

Understanding- Make meaning from educational materials or experiences

Interpreting  Translate a story problem into an algebraic equation
 Draw a diagram of the digestive system
 Paraphrase Mandela’s Inaugural Address 
Exemplifying  Draw a parallelogram
 Find an example of stream-of-consciousness style of writing
 Name a mammal that lives in our area

COGNITIVE EXAMPLES
PROCESSES

Classifying  Label the numbers odd or even

 List the kinds of governments found in modern African nations
 Group animals into their proper species

Summarizing  Make up a title for a short passage

 List the key points related to capital punishment that the website promotes
Applying- Use a procedure    
     
Executing  Add a column of two-digit numbers
 Orally read a passage in a foreign language
Implementing  Design an experiment to see how plants grow in different kinds of soil.
 Proofread a piece of writing
 Create a budget
COGNITIVE EXAMPLES
PROCESSES

Analyzing- Break a concept down into its parts and describe how the parts relate to the     
                  whole
Differentiating  List the important information in a mathematical word problem and cross-
out the unimportant information
 Draw a diagram showing the major and minor characters in a novel
Organizing  Place the music in your i-Pod into categories
 Make a chart of often-used figurative devices and explain their effect
 Make a diagram showing the ways plants and animals in your
neighborhood interact with each other.
Attributing  Determine a character’s motivation in a novel or short story
 Look at brochures of political candidates and hypothesize about their
perspectives on issues

COGNITIVE EXAMPLES
PROCESSES

Evaluating- Make judgments based on criteria and standards.

Checking  Participate in a writing group, giving peers feedback on organization and
logic of arguments
 Listen to a political speech and make a list of any contradictions within the
speech
 Review a project plan to see if all the necessary steps are included
Critiquing  Judge how well a project meets the criteria of a rubric
 Choose the best method for solving a complex mathematical problem
 Judge the validity of arguments for and against astrology

COGNITIVE EXAMPLES
PROCESSES

Creating- Put pieces together to form something new or recognize components 

                 of a new structure
Generating  Given a list of criteria, list some options for improving race relations in the
school.
 Generate several scientific hypothesis to explain why plants need sunshine
  Propose a set of alternatives for reducing dependence on fossil fuels that
address both economic and environmental concerns
 Come up with alternative hypothesis based on criteria
Producing  Write a journal from the point of view of an exiled South African in the
1970’s
 Build a habitat for local water fowl
 Put on a play based on a chapter from a novel you’re reading
LEVELS OF KNOWLEDGE
Level of Description Example
Knowledge

1. Factual Ideas, specific data or information, terms, details, symbols, What are three things
informational sources (vocabulary) that animals need to live?

2. Conceptual Words or ideas known by common name, common features, How do abiotic and
multiple specific examples which may either be concrete or biotic factors work
abstract. Concepts are facts that interrelate with each other to together to support life?
function together, classification, generalizations, theories,
models (taxonomies)

3. Procedural How things work, step-by-step actions, methods of inquiry, How will the scientific
employing a method or technique, using skills, procedures to method help us to
solve a problem (scientific processes) understand why some
plants are taller than
other?

4. Knowledge of cognition in general, awareness of knowledge What design features

Metacognitive of one’s own cognition, thinking about thinking, strategic, will allow an eight inch
self-knowledge, critiquing, cognitive demands of specific balloon to power a toy
tasks (experimentation) car at least 20 meters?

Subject Matter Or Content

 Comes from a body of knowledge (facts, concepts, procedure and metacognition) that will be learned
from the guidance of the teacher
 It is the WHAT in teaching
 In a plan, this is followed by the references
Procedure Or Methods & 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

Ways Of Teaching
 Direct Demonstration Methods: Guided Exploratory/Discovery Approach, Inquiry Method. Problem-
based Learning (PBL), Project Method
 Cooperative Learning Approaches: Peer Tutoring, Learning Action Cells. Think-Pair-Share
 Deductive or Inductive Approaches: Project Method, Inquiry-based Learning
 Other Approaches: Blended Learning, Reflective Teaching, Integrated Learning, Outcomes-based
Approach

Direct Demonstration Method

♦It is teaching method used to communicate an idea with the aid of visuals such as flip charts, posters,
powerpoint, etc.
♦ A demonstration is a process of teaching the students how to make or do something in a step-by-step
process.

Guided Exploratory/Discovery Approach

   It is a teaching strategy which aims to assist the students in finding solutions or answers to a problem
or attaining a learning objective through self-discovery.
 The student follows a step-by-step procedure and in the end arrives at own meanings, interpretations and
conclusions.
 The teacher may assist the students minimally in initiating the search for information.

Inquiry Method
 Inquiry-based learning encompasses a range of teaching approaches which involve stimulating learning
with a question or issue and thereby engaging learners in constructing new knowledge and
understandings. 
 Teachers act as facilitators of learning
 Students start becoming more self-directed learners

Problem-Based Learning
 A student-centered pedagogy in which students learn about a subject through the experience of solving
an open-ended problem
 Does not focus on problem solving with a defined solution, but it allows for the development of other
desirable skills and attributes which includes knowledge acquisition, enhanced group collaboration and
communication
 Involves working in small group of learners
 Focused on the student’s reflection and reasoning to construct their own learning

Project Method
 It is an educational enterprise in which children solve a practical problem over a period of several days
or weeks. 
 One of the modern methods of teaching in which the students’ point of view is given importance in
designing the curricula and content of studies. 
 This method is based on the Philosophy of Pragmatism and the principle of” Learning by Doing”
 A project is a list of real life that has been imparted into the school. It demands work from the pupils.
Cooperative Learning Approaches
 This method works well with groups or teams wherein members help one another to achieve a desired
outcome.
 It promotes the development of skills in “democratic procedures” as they solve problems in a
collaborative manner.
 It recognizes and rewards collective effort, at the same time fosters strong motivation
 A smooth interpersonal interaction occurs

Peer Tutoring
 To tutor means to coach, teach or instruct another or do so among themselves.  The tutor is more
knowledgeable, skilled and has the ability to influence others. 
 The group must be close in age, skills and learning styles.
 Types:      
           Instructional peer  tutoring
           Monitorial tutoring
           Pair tutoring
           Structural peer tutoring

Learning Action Cells

In the DepEd, it is a group of teachers who engage in collaborative learning sessions to solve shared challenges
encountered in the school facilitated by the school head or designated LAC Leader. LACs will become the
school-based communities of practice that are positive, caring and safe spaces.

Think-Pair-Share
 A collaborative learning strategy in which students work together to solve a problem or answer a
question about an assigned reading. This requires students to:
      a. think individually about a topic or answer to a question
      b. share ideas with classmates
 Discussing an answer with a partner serves to maximize participation, focus attention and engage
students in comprehending the reading material
 Think: Teachers begin by asking a specific question about he text. Students “think” about what they
know or have learned about a topic
        Pair: Each student should be paired with another student or a small  group.
        Share: Students share their thinking with their partner. Teachers expand the “share” into a whole-class
discussion
 
Deductive Vs. Inductive
Deductive
 Teacher-centered approach
 Teacher gives the students a new concept, explains it and then the students practice using the concept
 In the classroom, deductive approach may be suitable with lower level learners who need a clear base
from which to begin with a new language item, or with learners who are accustomed to a more
traditional approach and so who lack the training to find rules for themselves
Inductive
 Learner-centered approach
 Makes use of student “noticing” 
 Instead of explaining a given concept and following this explanation with examples, the teacher presents
students with many examples showing how the concept is used.
 The intent is for students to “notice” by way of examples, how the concepts works
 Effective for developing perceptual and observational skills
Other Approaches
 \Blended Learning: approach to education that combines online educational materials and opportunities
for interaction online with traditional place-based classroom methods. It requires the physical presence
of both teacher and student, with some elements of student control over time, place, path or pace


Reflective Teaching
 Process where teachers think over their teaching practices, analyzing how something was taught and
how the practice might be improved or changed for better learning outcomes
 Looking at what you do in the classroom, thinking about why you do it and thinking about if it works- a
process of self-observation and self-evaluation

Integrated Learning
 Allows learners to explore, gather, process, refine and present information about topics they want to
investigate without the constraints imposed by traditional subject barriers
 Allows students to engage in purposeful, relevant learning

Outcomes-Based Approach
 It is an educational theory that bases each part of an educational system around goals
 By the end of the educational experience, each student should have achieved the goal
 Student-centered
 Focuses on what the students are expected to learn and do 

Student’s Different Learning Styles

Common Characteristics Tips for Teachers about Learners

Visual-Uses graphs, charts, pictures; tends to remember things  Turn notes into pictures, diagram,
that are written in form maps, 
 Learn the big picture first than
details.
 Make mind maps concept maps.

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

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

CONE OF LEARNING
Guidelines For Use Of Instructional Support Materials
 Use of direct purposeful experience through learning by doing retains almost 90% of the learning
outcomes. Examples: field trip, field study, community immersion, practice teaching
 Participation in class activities, discussion, reporting and similar activities where learners have the
opportunity to say and write. Seventy percent (70%) of learning is remembered. 
     Examples: small group discussion, buzz session, individual reporting, role play, panel

Guidelines For Use Of Instructional Support Materials

 Passive participation as in watching a movie, viewing exhibit, watching demonstration will retain
around 50% of what has been communicated.
 By just looking at still pictures,   paintings, illustrations and drawings, will allow the retention of around
30% of the material content.
 By hearing as in lecture, sermon, monologues, only 20% is remembered.
 Reading will ensure 10% remembering of the material

Finding out what has been achieved: Assessing achieved outcomes

     At the end of the activity, the teacher will find out if the intended learning outcomes (ILO) have been
converted into achieved learning outcomes (ALO).
        Tests and other tools are utilized at the end of the lesson to identify this. What Knowledge, Process
Understanding and Performance (KPUP) are demonstrated by the learners? The rule of thumb is what has been
taught should be measured, to find out if the intended outcomes set at the beginning has been achieved.

Take Action
Activity 1: What is your Learning Style?
1. Study the Learning Style Choice Board and Check as many as you feel you want to do more often.
2. If you have more choices, then you have a multiple learning style individual.

Take Action
Visual Musical/Auditory Verbal

Create Visual Diagram Write a Song or Rap Teach Concept

 Graph Results of a survey Create a Dance Write Instruction
Create A Comic Strip Write a Jingle Create Ads
Create a poster Create a Rhyme Write a Poem
Draw Map Use an Instrument to Keep a Journal
create
Create a Power Point Retell in your Own Words
Create a Webcast or Teach Concept Mapping
Video
Write a Story

Take Action

Social Solitary Naturalist

Tell stories Research Collect and Categorize Data, Material, or

Ideas

Survey others Keep a journal Discover or Experiment

Interview Someone Write about Personal Take a Field Trip

Experience

Teach a Cooperative Think about….. And plan…. Adapt Materials

Game

Role Play Create a Power Point Label and classify

Hold a Discussion Read a Book on…….

Activity 2: Matching the teaching strategies with Learning Style in Curriculum Implementation

Now that you have identified  your own learning style, what strategy or method of teaching will be most
appropriate for you? Look for 4 members from among your classmates (use virtual platform for this
group/google meet) who have similar learning style with you.
Make a group Lesson Plan that is most appropriate for your group, using the basic components as prescribed by
DepEd.
I. Objectives
II. Subject Matter
III. Procedure
IV. Assessment
V. Assignment 

Self-check
Lets recall! Provide the answer to what is asked in each item.
1. What is the first level of knowledge in Bloom’s Taxonomy?
2. What is the highest level of cognition in the Bloom’s Taxonomy?
3. What DepEd Order requires a newly hired teacher to write a lesson plan?
4. What is referred to as a miniscule curriculum that the teacher implements everyday?
5. What is the learning style of a learner, who likes to thinker with many things?
6. What component of a lesson plan requires an active action for a curriculum to be implemented?
7. Who provided a visual model to show what instructional support can best enhance learning?
8. Who was Bloom’s student who revised his taxonomy of objectives?
9. Who is the frontline curriculum inplementor?
10. Who provided the original taxonomy for the cognitive domain?
Self-Reflect
 Reflect and answer the statement below, based on the lesson you learned in this lesson.
1. When I become a teacher 
2. I will ……………..
       because…………

Lesson The Role of Technology in Delivering the

3 Curriculum  
Learning Outcomes
 Discussed role of technology in curriculum application
 Enhanced the application of outcomes-based learning with technology both as aid and platform for
learning
 Analyzed the significance of systematic lesson planning in w/c appropriate choice of media comes to
play

Take off
After learning fundamental concepts about the curriculum-its nature and development, comes the
practical phase of curriculum implementation. Appropriately, the significance of technology in curriculum
development deserves discussion.

The role of technology in the curriculum springs from the very vision of the e-Philippines
Plan ( e stands for electronic). Thus it is stated: “an electronically enabled society where all citizens live
in an environment that provides quality education, efficient government services, greater sources of livelihood
and ultimately a better way of life through enhanced access to appropriate technologies.” (International
workshop on emerging technologies, Thailand December 14-16, 2005). This points to the need 
For an e-curriculum, or a curriculum w/c delivers learning consonant with the Information Technology
and Communication Technology (ICT) revolution. This framework presupposes that curriculum delivery adopts
ICT  as important tool in education while users implement teaching-learning strategies that conform to the
digital environment. Following a prototype outcomes-based syllabus, this same
Concept is brought about a vision for teachers to the providers of relevant, dynamic and excellent
education programs in a post-industrial and technological Philippine society. Thus among educational goals
desired for achievement is the homing of competencies and skills of a new breed of students now better referred
to as a generation competent in literates to the 3s ( or reading, ‘riting and ‘rithmetic) but influence, 
 More particularly: problem-solving, fluency, information access and retrieval of an
texts/images/sound/video fluency, social networking fluency, medica fluency, and digital creativity fluency.

Learners say, we learn 83%- through the use of sigh    10%- hearing 4%- smell 2%- touch
1%- taste

The Role of Technology in Curriculum Delivery

We live in age when technological innovation is fast developing and this will always influence the trends in
education. 
1. Computerization Program is a current project of the Department of Education to equip schools with
multimedia facilities to better deliver curriculum.
2. Upgrading the quality of teaching and learning in schools by using technology as avenue for extended
teaching and learning
3. Increasing capability of teacher to inculcate learning effectively and for learners to gain mastery of the
lessons
4. Broadening of delivery of education outside schools through modern approaches to formal and informal
learning
5. Revolutionizing the use of technology to boost educational paradigm shifts that give importance to student
centered learning

Criteria in Developing Visual Material and Presentation

1. Visual Elements – pictures, illustrations, graphics
a. Lettering style or font – consistency and harmony
b. Number of lettering style – no more than two
c. Use of capitals – short titles should be no more than six words
d. Lettering colors – easy to see and read; contrast for emphasis
  e. Lettering size – good visibility even for learners at the back
f. Spacing between letters – equal and even spacing
g. Spacing between lines – not too close as to blur at distance
  h. Number of lines – no more than eight lines of text in a slide
i. Appeal – two dimensional, catchy, interactive
j. Use of directionals – devices like arrows, bullets, bold, contrast

2. Overall Look – patterns of alignment, shape, balance, style, color

3 current trends that could carry on the nature of education in the future!
1. Paradigm shift from teacher-centered to student-centered approach to learning
2. The broadening realization that education is not simply a delivery of facts and information, but an
educative process of cultivating the cognitive, affective, psychomotor, and much more the contemplative
intelligence of the learners of a new age
3. Increase in the use of new information and communication technology or  ICTInstructional media
Instructional  media should not be confused  with the terms media technology or learning technology.
Instructional  media also referred  as  media technology or  learning technology, or simply 
TECHNOLOGY.

Types of instructional Media/Technology Non-projected Media

 Real objects
 Models
 Field trips
 Kits
 Printed materials (books, worksheets)
  Visuals (drawings,photographs, graphs, charts, posters)
 Visual boards (chalkboard, whiteboard, flannel board, etc.)
 Audio materials
 Overhead transparencies
 Opaque projection
 Slides
 Filmstrips
 Films
 Video, VCD, DVD
 Computer/multimedia presentations

Other Technology Applications

1. Hypermedia also finds an application in what is known as Information and Communication Technology
that includes tutorial software packages, webpages, simulation games, project management packages,
and others.

2. Interactive Whiteboards. SMART BOARDS and MIMEO BOARDS are interactive whiteboards
which can be used by teachers and learners in manipulating texts, objects and in visiting websites for
content review. They come in package of activities and programs that are very helpful for teachers. 

3. Websites and Blogs. Teachers can create websites and blogs to post lectures, assignments,
communications, and other learning materials. They also offer multiple representations of knowledge in
the form of video, audio, text, image and data.

4. Tablets and Mobile Devices. Access to websites and other educational programs can be done through
tablets and mobile phones, which are very much handy.

5. Social Networks. Social networking sites like Facebook, Twitter, Gmail, Instagram have academic
benefits if used for the purposes of assignments and class projects.

Factors for Technology Selection

1. Practicality – Is the equipment (hardware) or already prepared lesson material (software) available?  If
not, what would be the cost in acquiring the equipment or producing the lesson in audial or visual form?
2. Appropriateness in relation to the learners – Is the medium suitable to the learners’ ability to
comprehend? Will the medium be a source of plain amusement or entertainment, but not learning?
3. Activity / suitability – Will the chosen media fit the set instructional event, resulting in either
information, motivation, or psychomotor display?
4. Objective-matching – Overall, does the medium help in achieving the learning-objective(s)?

Self-Check
Learners say, we learn 83% through the use of sight, compared with less effective ways to learn: hearing (10%),
smell (4%), touch (2%) and taste (1%). In the use of visuals for a wide range of materials (visual boards, charts,
overhead transparencies, slides, computer generate presentations), there are basic principles of basic design.
Assess a visual material or presentation (transparency or slide) using the following criteria:
1. Letter style of font – consistency and harmony
2. Number of lettering style – no more than 2 in a static display (chart, bulletin board)
3. Use of Capitals – short titles or headlines should be no more that 6 words
4. Lettering colors – easy to see and read. Use of contrast good or emphasis.
5. Lettering size – good visibility even for students at the back of the classroom.
6. Spacing between letters – equal and even spacing
7. Spacing between lines – not too close as to blur at a distance
8. Number of lines – no more than 8 lines of text in each transparency/slide
9. Appeal – unusual catchy, two-dimensional, interactive (use of overlays or movable flaps)
10. Use of directional – devices (arrows, bold letters, bullets, contrasting color and size, special placement
of an item.

Self-reflect
In a proposed mastery approach to instruction, the teacher (a) presents the lesson to the whole class (b) assess if
learners attained mastery of the lesson (c ) provides enrichment activities with the use of media technology (d)
re-modalities the non mastery student (c) moves on the next lessons.
1. How is the mastery approach better than the traditional one
2. The mastery approach appears time-consuming and  difficult. Do you believe practice and experience
can overcome these difficulties.
3. How can technology help in enrichment activities.
4. Should the effective use of media be also assessed by the teacher? Why?

Lesson Stakeholders in Curriculum

4 Implementation  
Learning Outcomes
 Enumerate the role of each stakeholder

Take Off
      Who are involved in curriculum and curriculum development? These are the persons who we call the
stakeholders. Stakeholders are individuals or institutions that are interested in the curriculum. They get involved
in many different ways. You must be one of them. Together with the teachers, school managers, parents and
even the whole community have interest in the curriculum. We will all meet them in this lesson.

Content Focus

Learners are the core of the curriculum

 To what extend are the students involved in curriculum development? The old view that students are
more recipients of the curriculum, is now changing. Learners have more dynamic participations from the
planning, designing, implementing and evaluating ( involvement depends on their maturity level).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. 
At the end of the curriculum development process, the fundamental question asked is: have the students
learned? 

Teachers are curricularists

 Plan , design, teach, implement and evaluate the curriculum
 The most important person in curriculum implementation
  Guide Facilitate and direct the activities of the learner
 Chooses the activities, methods, materials to be used
 Evaluating the whole implementation process
 Decides whether to continue, modify, or terminate the curriculum.
 Must have full knowledge of the program philosophy, content and components of curriculum and ways
of teaching.
 When the 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.

School leaders are curriculum managers

 They should understand the need for change and the implementation process.
 Responsible in convincing the parents on the merits of the new curriculum
 Should be able to meet the need of teachers and learners alike.
 Communication line should be open to all concerned should the school leaders lead in curriculum
teamwork.
 Convincing the parents on the merits of the new curriculum is the job of the school heads.
 Committed to change and should employ strategies to meet the needs of the teachers, and learners like
buildings, books, library, and other needed resources.
Parents

 are significant school partners

 Schools need to listen to parents’ concerns about school curriculum like textbooks, school activities,
grading system and others.

Different activities where involvement of parents are much needed

 Brigada Eskwela
  Boy & Girl Scout Camping
 Science Camping
 Parents may not directly be involved in curriculum implementation, but they are formidable partners for
the success of any curriculum development endeavor.

Other Stakeholders in Curriculum Implementation and Development

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

1. Government agencies
a. DepEd, TESDA, CHED- trifocalized agencies that have regulatory and mandatory authorities over
the implementation of the curricula.
b. Professional Regulation Commission (PRC) and Civil Service Commission (CSC)- is 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.
c. 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. Tey also construct school
buildings, provide equipment, support supplies and books. They are the big supporters in the
implementation of the school curriculum.

  2. Non-Government Agencies (NGOs)

a. Gawad Kalinga (GK)- to build communities means to include education. The full support of GK in early
childhood education is very significant. In each village, a school for pre-school children and out-of-
school youth have been established.
b. Synergia – an organization/foundation that supports basic education to elevate education through
Reading, Science, Mathematics and English.
c. c. Metrobank Foundation – support continuing teacher development programs. 
d. d. Professional Organization like Philippine Association For Teachers and Educators (PAFTE), state
Universities and College Teacher Association (SUCTEA), National Organization of Science Teachers
and Educators (NOSTE), Mathematics Teachers association of the Philippines (MTAP) and many more.

3. Community as the Curriculum Resources and a Learning Environment

  “It takes the whole village to educate the child” is an African Proverb and was not coined by Hillary
Clinton

Take Action
 Activity 1:  Learn More, Make an Interview
With the use of the interview protocol below, ask two persons (ex:  1 student and 1 teacher OR 1 teacher
and one LGU) among the Stakeholders.  Record your interview data and report to the class.
Interview Protocol on the Roles of Stakeholders
Name of the Interviewee:______________   Interviewer:________________
Name of School:______________________________________________
Category: (check only)
Student:_____  Teacher:_____  School Head:_____  Parent:_____
Community:____  LGU:____  Govt Agency:____  Non-Govt Agency:_____

Lead Questions:
1. What do you know about the curriculum that is taught in this school?
2. Are you involved in the activities in the school? How?
3. Why do you get involved in the school activities?
4. Do the activities contribute to the learning achievement of the students?
5. What is your most important involvement that contributed to the learning of the students?  Give specific
example.
6. Would you like to continue what you are doing for the school curriculum? Why

Note to interview (Virtual Interview/ If Face to face please follow the health protocol prescribed by the
IATF))
1. You may use tape recorder or write on your study notebook their answers.
2. Consolidate the answers and write in paragraph from your report for two individual samples.
3. Submit your report on my personal email add account (rollymarcelo13@gmail.com).
4. Self-Check
5. Stakeholders: How are they involved in curriculum implementation? 
6. Enter in the matrix the stakeholders and identify their involvement in Curriculum Implementation.
 

Self-Reflect
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?
 Lesson The Enhanced Basic Education Act of 2013 (K to
1 12) 
Learning Outcomes
1. Gain comprehensive understanding of the K to 12 Basic Education Curriculum reform
.
Take Off
    Curriculum designers need to enhance the curriculum and propose curricular innovations to respond to the
changing educational landscape in the country as well as in other parts of the globe. It is most necessary that as
a future curricularist and a teacher, you should be familiar with what is happening and will happen in our
curriculum. There is no substitute for being READY and INFORMED.

Republic Act 10533

 Otherwise known as the Enhanced Basic Education Act of 2013, popularly known as K to 12.
 It is the latest educational reform in Philippine Education signed into law  by President  Benigno Aquino
III last May 15, 2013.
 It is an act enhancing the Philippine Basic Education system by strengthening its curriculum and
increasing the number of years for basic education appropriating  funds therefore and for other purposes.
Why K to 12 ?
 When K to 12 was launched in 2012, many  Filipinos were apprehensive because of the addition of two (
2 ) more years in secondary education.
 Some said, the additional two years are added burden for the average Filipino family.
 Others said, the K to 12 program is doomed to fail since it does not address  the basic problems in
education like, lack of classrooms, chairs, books, teachers, quality teaching and many more.
 Amidst criticisms, the Department of Education pushed for the K to 12 implementation. What  could be
the reasons?

Bases of the K to 12 implementation:

1. Mastery of basic competencies is insufficient due to congested curriculum.
 One of the factors that contribute to the low performance in achievement  tests is the congested 
basic education curriculum.
 Other countries teach in ( 12 ) years, while the Philippines teach only for ( 10 ) years.
 The ( 10 ) years would not be enough to master the competencies.
 Adding  two years would make possible the decongestion  of the curriculum for comprehensive
acquisition of basic competencies and the 21 century skills. 
st

National Achievement test results   for SY 2004-2006

TIMSS(Trends in International Mathematics and Science)
 TIMSS revealed in 2003 that the Philippines performed poorly.
 In Grade IV Science and Math, the Philippines ranked 23 out of 25 participating countries.
 In High School II Science, the Philippines ranked 43 out of 46 and in Math 34 out of 38. 

The Philippines is the only remaining country in Asia with a 10 years basic education program.
 Graduates of Philippine schools are not automatically recognized as professionals outside the country
due to lack of two years in basic education.
 With K to 12, Filipino professionals  would have the same competitive edge with professionals in other
countries having gone through 12 years of basic education.
Employability of Filipino high school graduates
 The K to 12 Curriculum prepares the students for the world of work, middle level skills development,
entrepreneurship and college education.
 As early as Grade 7 and 8, the student is made to explore at least  8 subjects in the four( 4 ) areas of
Technology and Livelihood  Education(TLE) namely:
a. Home Economics
b. ICT
c. Industrial Arts and Agriculture
d. Fishery Arts
 In Grade 10 and Grade 12, the student is supposed to obtained a National Certificate(NC) Level 1 and
NC Level II from TESDA. 
 NC I and NC II make a Grade 12 graduate employable.
The short duration of basic education in the Philippines resulted to 15 year old graduates who are not legally
employable. With the implementation of the K to 12, the graduates of senior high is 18 years old who is legally
employable.

Old And New Curriculum: What’s the Difference?

The K to 12 Curriculum
Section 5 of the Enhanced Basic Education Act of 2013, stipulates the following curricular standards which
the curriculum developers adhered to in crafting the K to 12 curriculum:
a. The curriculum shall be learner-centered, inclusive and developmentally appropriate;
b. The curriculum shall be relevant, responsive, and research-based;
c. The curriculum shall be culture-sensitive;
d. The curriculum shall be contextualized and global;
e. e. The curriculum shall be pedagogical approaches that are constructivist, inquiry-based, reflective,
collaborative and integrative;
f. f. The curriculum shall adhere to the principles and framework of Mother Tongue-Based Multilingual
Education(MTB-MLE) which starts from where the learners are and from what they already knew
proceeding from the known to the unknown;
g. g. The curriculum  shall use the spiral progression  approach to ensure mastery of knowledge and skills
after each level;
h. h. The curriculum shall be flexible enough to enable and allow schools to localize, indigenize, and
enhance  the same based on their respective educational and social contexts.
Core Curriculum
    Below are the learning areas comprising the core curriculum . The description is based on DepEd Memo 13 s
2013 .

Integrated Language Arts(Mother Tongue,Filipino,English)

Grades  1 to 6
It focuses on the development of literacy and numeracy skills and learning concepts first in the Mother Tongue
from Grades 1-3 and later transfer to second language( Filipino and English). The macro skills-listening
,speaking, reading, writing, and viewing spiral across grade levels and across languages. The ultimate goal is
communicative competence both oral and written in three languages.
Grades 7 to 10
Ang Filipino ay naglalayong malinang and (1) kakayahang komunikatibo at (2) kahusayan sa pag-unawa at
pagpapahalagang pampanitikan ng mga mag-aaral. Lilinangin ang makrong kasanayan( pakikinig, pagsasalita,
pagbasa, pagsulat at panonood) sa tulong ng iba’t ibang dulog at pamamaraan tulad ng Komunikatibong
Pagtuturo ng Wika(KPW),

Science
Grades 1 to 6
Science education aims to develop scientific literacy among students that will prepare them to be informed and
participative citizens who are able to make judgments and decisions regarding applications of scientific
knowledge that may have social, health or environmental impacts. The science curriculum recognizes the place
of science and technology in everyday human affairs.
Grades 7 to 10
This course deals with the basic concepts in Biology, Chemistry, Physics, and Earth/Space Science. Every
quarter presents the different science disciplines across grade levels in increasing complexity.
The course is focused on the development of awareness and understanding of practical everyday problems that
affect the learners’ lives and those around them.

Mathematics
Grades 1 to 6
Elementary mathematics covers basic concepts and ideas, skills and processes on numbers and number sense-
geometry, measurement, patterns and algebra, probability and statistics as enlist, using appropriate technology
in critical thinking, problem solving, reasoning, communicating, making connections, representations and
decisions in real life.
Grades 7 to 10
It includes key concepts and principles of number sense, measurement, algebra, geometry, probability and
statistics as applied using appropriate technology, in critical thinking, problem solving, reasoning,
communicating, making connections, representations and decisions in real life.

Araling Panlipunan
Grades 1 to 6
Ito ay asignatura na nagtuturo ng mga konsepto sa pananagutang pansarili, pamilya, kapwa, bansa, daigdig at
diyos;
Pananagutan para sa kabutihang panlahat upang mamuhay nang may kaayusan, katiwasayan, kaunlaran tungo
sa kaligayahan ng tao.
Grades 7 to 10
Ang asignaturang ito ay naglalayong tumalakay sa kasaysayan ng Pilipinas gamit ang sipi ng mga piling
primaryang sanggunian mula sa iba’t ibang panahon at uri; at mapagmalas ng malalim na pang-unawa sa mga
pangunahing kaisipan at mga napapanahong isyu sa pag-aaral ng kasaysayan, kultura at lipunan ng mga
rehiyong Asyano.

Edukasyong Pantahanan at Pangkabuhayan(EPP)/Technology and Livelihood Education(TLE)

Grades 1 to 6
Edukasyong Pantahanan at Pangkabuhayan, develops knowledge, skills, values and attitude in Agriculture,
Entrepreneurship, and Information Communication Technology(ICT)  Home Economics and Industrial Arts that
can help improve self, family, and community  life considering sustainable development.
Grades 7 to 10
Edukasyong Pantahanan at Pangkabuhayan develops knowledge, skills, values, and attitude n Agriculture
Entrepreneurship and Information Communication Technology(ICT)
Home Economics and Industrial Arts that can help improve self, family and community life considering
sustainable development.

Music, Art, Physical Education and Health(MAPEH)

Grades 1 to 6
The Music Program focuses on the learner as the recipient of the knowledge,skills,and values necessary for
artistic expression and cultural literacy.
The Art Program provides our Filipino learners with art experiences that include recognizing, creating,
appreciating, and critiquing their own artistic works and the works of others.
Grades 7 to 10
Music and Art deal with the study of man’s aesthetic expressions through sounds(music) and visuals(art)
mirroring the sentiments and ideas of society and culture and contributing to the development of individual and
collective identity. It is designed to be student-centered based on spiral progression, and grounded in
performance-based learning focused on appreciation and application where basic  fundamentals are further
reinforced.

Music, Art, Physical Education and Health(MAPEH)

Grades 1 to 6 
The Physical Education Program is anchored on the tenet” Move to Learn and Learn to Move”. With ultimate
goal of achieving life long fitness. It shall contribute to the development of fitness, health and wellness among
school-age students as provided in the program’s rich and challenging physical activity experiences.
The Health Program from Kindergarten to Grade 6 focuses on the physical, mental, emotional, social, moral and
spiritual dimensions of health.
Grades 7 to 10
Physical Education  focuses on five strands namely: body management ,movements skills, games and sports,
rhythm and dance, and physical fitness. Each strand is sequentially developed across grade levels including
activities that are varied and age appropriate to address the needs and interest of the learners.
The Health Program deals with physical, mental, emotional, social,moral and spiritual dimensions of health that
enable learners to acquire  essential knowldege, attitude and skills necessary to promote good nutrition.

Edukasyon Sa Pagpapakatao( EsP)

Grades 1 to 6
Ang Edukasyon sa Pagpapakatao(EsP) ay asignaturang bahagi ng K to 12 na gagabay at huhubog sa mga
kabataan. Ang tunguhin o Outcome ng EsP ay kabataang nagpapasya at kumikilos nang mapanagutan tungo sa
kabutihang panlahat. Nangangahulugang ito na lilinangin at paunlarin ang pagkataong etikal ng mag-aaral.
Grades 7 to 10
Ang Edukasyon sa Pagpapakatao ay naglalayong malinang at mapaunlad ang kakayahan ng mga mag-aaral sa
moral na pagpapasya at paggawa ng mga pasyang batay sa idinidikta ng tamang konsensya. Apat na tema ang
nililinang sa paraang expanding mula Kindergarten to Grade 10: (a) Pananagutang Pansarili at Pagiging Kasapi
sa Pamilya.(b)Pakikipagkapwa at katatagan ng Pamilya(c) Paggawa tungo sa Pambansang Pag-unlad at
pakikibahagi sa Pandaigdigang pagkakaisa,(d) Pagkamakadiyos at Presensya Sa Kabutihan

The Senior High School Curriculum

Tracks in Senior High School

Academic Track- 4 Strands

  
The Senior High School Curriculum
 The Senior High School Curriculum has a total of ( 31 ) thirty-one subjects. And are grouped into:
 Fifteen ( 15 ) core subjects.
 Seven ( 7 ) contextualized subjects.
 Nine ( 9 ) specialization subjects.
Seven ( 7 ) Applied Subjects
1. Academic
1. English for Academic and Professional Purposes
2. Research in Daily Life 1
3. Research in Daily Life 2
4. Pagsulat sa Filipino sa Piling Larangan
5. Entrepreneurship
6. Empowerment Technologies(E-Tech): ICT for Professional Tracks
7. Research Project/ Culminating Activity
2. Specialization Subjects, Academic Track-ABM
1. Applied Economics
2. Business Ethics and Social Responsibility
3. Fundamentals of Accountancy, Business and Management 1
4. Fundamentals of Accountancy, Business and Management 2
5. Business Math
6. Business Finance
7. Organization and Management
8. Principles of Marketing
9. Work Immersion/Research/ Career Advocacy/ Culminating
3. Specialization STEM
1. Pre-Calculus
2. Basic Calculus
3. General Biology 1
4. General Biology 2
5. General Physics 1
6. General Physics 2
7. General Chemistry 1
8. General Chemistry 2
9. Work Immersion/Research/ Career Advocacy/Culminating Activity
 4. Specialization HUMSS
1. Creative Writing
2. Creative Non-fiction: The Literacy Essay
3. World Religions and Belief Systems
4. Trends, Networks and Critical thinking in the 21 Century
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5. Philippine Politics and Governance

6. Community Engagement, Social Participation and Citizenship
7. Disciplines and Ideas in the Social Sciences
8. Disciplines and Ideas in the Applied Sciences
9. Work Immersion/Research/Career Advocacy/Culminating Activity

5. Specialization- General Academic Strand

1. Humanities  1
2. Humanities  2
3. Social Science 1
4. Applied Economics
5. Organization and Management
6. Disaster Readiness and Risk Reduction
7. Elective 1( from any track/strand )
8. Elective 2( from any track/ strand )
9. Work Immersion/Research/Career Advocacy/ Culminating Activity

6. Specialization- Sports
1. Safety and First aid
2. Human Movement
3. Fundamentals of Coaching
4. Sports Officiating and Activity Management
5. Fitness, Sports and Recreation Leadership
6. Psychosocial Aspects of Sports and Exercise
7. Fitness testing and Exercise Programming
8. Practicum( in-campus )
9. Work Immersion/Research/Career Advocacy/Culminating Activity

Specialized courses for Arts and Design Tracks             

1. Arts And Design Strands          
2. Art Assessment and Guidance

Art Assessment and Guidance

  

Specialized courses for Sports Track- Sports Track Subjects

Take Action
Activity 1: Let’s Do a Survey
the Philippines has implemented the K to 12 curriculum from  Kindergarten to Grade 3 in elementary 
and grades 7 to 9 in the junior high. Conduct a survey among teachers handling those grade levels. Ask them
what they like and what they do not like about the curriculum. Ask their suggestions on how to improve the
curriculum implementation. 
Report to the class and submit written results. 
__________________________________________________________________________________________
__________________________________________________________________________________________
______________________________________________________________________.

Self – Checked
What do I know? What can I tell?
__________________________________________________________________________________________
_____________________
If you interviewed about K to 12, what ten ideas or concepts can tell?
__________________________________________________________________________________________
_____________________

Self –Reflect
Reflect on the statement below and comment: “The k to 12 is bound to fail because it is, implemented hurriedly
without thorough planning.”
__________________________________________________________________________________________
__________________________________________________________________________________________
_____.
 Lesson Outcome-Based Education for Teacher Preparation
1 Curriculum 
Learning Outcomes
 Define what is outcomes- based education
 Identify the four principles in OBE
 Describe how teaching and learning relate to OBE
 Describe the learner’s responsibility in learning through OBE

Take off
 Why do we hear a lot of educators talking about OBE?
 What is Outcomes- Based Education? Should curriculum for teacher preparation to influenced by this?
Why? How will OBE address the 21 century teachers?
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What is  obe ( outcome-based education)?

     William Spady  - the American Sociologist and father of OBE.
      Defines OBE as a comprehensive approach to organizing and operating an education system that focused on
and defined by the successful demonstrations of learning sought from each student.

    The Commission on  Higher Education (CHED) defines OBE as  “ an approach that focuses and organizes
the educational system around what is essential for all learners to know, value and do to achieve a desired level
of competence at the time of graduation (CHED Implementation Handbook, 2013).
OBE’s three premises
 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

1. Clarity of Focus-  A clear focus on what teachers want students to learn is the primary principle on
OBE.
2. Designing backwards- What to achieve at the end of formal schooling is determined as the beginning.
3. High Expectations- Establishing high expectations, challenging standards of performance  will
encourage students to  learn better.     
4. Expanded Opportunities -  In OBE all students are expected to excel, hence equal expanded
opportunities should be provided.

Teaching-learning in OB
Some tips on how should teaching-learning be done in OBE
 Teacher must prepare students adequately.
 Teacher must create a positive learning environment.
  Teacher must use a variety of teaching methods.
 Teacher must provide students with enough opportunities to use the new knowledge and skills that they
gain.
 Teacher must help students to bring each learning to a personal closure that will make them aware of
what they learned.


Key points in teaching-learning in OBE

Assessment of learning outcomes in obe

Assessment in OBE should be guided by the four principles of OBE which are:  clarity of focus, 
designing backwards,  high expectations and  expanded opportunity. It should contribute to the objective of
improving students learning.

Guiding principles in assessment to be use in OBE  System

1. Assessment procedure should be valid. Procedure and tools should actually assess what one intends to
test.
2. Assessment procedure should be reliable. The results should be consistent.
3. Assessment procedure should be fair. Cultural background and other factors should not influence
assessment procedure.
4. Assessment should reflect the knowledge and skills that are important to the students.
5. Assessments should tell both the teachers and students how students are progressing.
6. Assessment  should support every students opportunity to learn things that are important.
7. Assessment should allow individuality or uniqueness to be  demonstrated.
8. Assessment should be comprehensive  to cover a wide range of learning  outcomes.

Achieved learning outcomes

Achieved learning outcomes is 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. Standard and competencies are used as the indicators and measures of these
outcomes.

Learners 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. In this way, they will be able to know whether they are learning or not. 
 In terms of student 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 I do have to learn?
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?

Take action
Activity 1: Finding OBE in the Classroom (by groups)
1. Seek permission from the teacher to observe the class for one complete teaching lesson.
2. Borrow the teacher’s lesson plan. Identify the Intended Learning Outcomes (Objectives) at the
beginning of the Lesson. Record observation. 
3. Observe the class activities with the guidance of the teacher. Record observation. 
4. Observation if the intended learning outcomes at the beginning was achieved (achieved learning
outcomes) at the lead of the lesson. Record observation. 
5. Summarize all recorded observations in the matrix below. Use the example as your  guide. Write down
your own report in the proper cell. 

Self-check
Based on the Activity 1: 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 outcomes was achieved?
4. During the activity, was there an opportunity for all children to learn? Describes.
5. How was the achieved learning outcomes assessed? Explain. 

Self-reflect
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………
__________________________________________________________________________________________
____________________________________________________________

Lesson Enhanced Teacher Education Curriculum Anchored

2 on OBE  
Learning Outcomes
 Analyzed the influence of OBE in the teacher education curriculum
 Reflected on the future teacher education curriculum in the light of OBE

Take Off
Outcome based Education as a philosophy, system & classroom practice gives a very strong signal in the
reconceptualization of the teacher education curriculum
As a teacher education curriculum initiatives towards globalization, contextualization, indigenization and other
reform or enhancements, a lot of harmonization is being done by educators, curriculum specialists,  faculty,
teachers & all stockholders 

Teacher Education Curriculum Anchored on OBE

 What could be a teacher curriculum that anchors itself on outcome based education?
 What would be the features of his curriculum that could address and future concerns of basic education? 
 What competencies must one acquire to be able to address this concerns? 
 How will these competencies enhance the attributes of a teacher education graduate?

1. Desired Outcomes of the Teacher Education Program

Recognizing the demand of K to 12, the framework of the National Competency Based Standards and
Global Requirements of ASEAN 2015, a need to harmonize the teacher competencies is very

critical 

FUNDAMENTALS TO GOOD TEACHING

Knowledge, Skills and Values

 National Competency Based Standards 

The NCBTS provides a single framework that shall define effective teaching in all aspects of a teachers
professional life and in all phases of teacher development It is based also on the core values of the Filipino
teachers and on effective teaching and learning with 7 domains, 23 strands &80 performance indicators

2. Dimensions of Human Person & its Related Core Values 

Diversity of Learners
Key question for the teacher; “Can I help my students learn whatever their capabilities, learning styles,
cultural heritage, socio- economic backgrounds and other differences are?” 
 The DOL domain emphasizes that ideal teachers can facilitate learning process even with diverse, by
recognizing individual differences & by using knowledge about their differences to design diverse sets of
learning activities to ensure that all learners can attain the desired learning goals. 
This domain focuses on importance of providing a social, psychological and physical environment
within which all student regardless of their individual differences, can engage in the differences learning
activities & work towards attaining high standards of learning. 

Learning Environment
Key question for the teacher; “Do I create a physical and social environment in class that allows my
students to attain maximum learning?”

Curriculum
Key question for the teacher; “Can my student understand and attain the goals of the curriculum through
the various learning resources & activities I prepared?” 
This domain refers to all elements of the teaching & learning process that work in convergence to help students
understand the curricular goals & objectives, and to attain high standards of learning defined in the curriculum.
These elements include the teacher’s knowledge of the subject matter & the learning process, teaching- learning
activities, instructional materials & learning resources

Planning, Assessing & Reporting

Key question for the teacher; “Do I assess my students’ learning & knowledge using appropriate
educational assessment procedures, and do I use the information from these assessment procedures in planning
my teaching- learning activities for the students?” 
This domain refers to the alignment of assessment & planning activities. In particular the PAR focuses on the
 Use of assessment data to plan & revise teaching- learning plans
 Integration of assessment procedures in the plan & implementation of teaching- learning activities
 Reporting of the learners actual achievement & behaviour

Social Regard for Learning

Key question for the teacher; “Can my student appreciate & model the value of learning through my
interactions with them?” 
The SRFL domain focuses on the ideal teachers that serve as positive & powerful role models of the
value in the pursuit of different efforts to learn. The teachers action, statements, and different types of social
interactions with students exemplify this ideal
The PGPD domain emphasizes the ideal teachers value having a high professional regard for the
teaching profession, concern for professional development, and continuous improvement as teachers

Personal Growth & Prof. Dev.

Key question for the teacher; “Do my actions & statements indicate a high regard for the teaching
profession and for my continuous development as a professional teacher?” 

Community Linkages
Key question for the teacher; “Are the goals & characteristics of the teaching- learning activities I
implement relevant to the experiences, values & aspirations in my student communities?” 
In particular, the domain focuses on the use of assessment data to plan & revise teaching-  learning
plans, as well as the integration formative assessment procedures in the plan & implementation of teaching-
learning activities. The CL domain refers to the ideal that classroom activities are meaningfully linked to the
experiences & aspiration of the learners in their homes & communities. Thus, this domain focuses on teachers
efforts directed at strengthening the links between school & communities to help in the attainment of curricular
gaols
IDEAL GRADUATE of the teacher education program

Multi- Literate
A multi literate teacher understands the many ways of technology interacts & intertwines with academic &
interpersonal life, and actively learns how to gain control over those aspects impacting teaching, social &
professional development

Reflective
A reflective teacher analyse how something was taught and how the practice might be improved or changed for
better learning outcome

Master Subject Content

“Subject Matter Mastery is key to Teacher Quality”
Highly Skilled
A teacher who has special skills, training, knowledge, and (usually acquired) ability in their work

Sensitive to issue
Facilitate a balanced & reasoned discussion; developing strategies to achieve this is therefore essential

Multi- Cultural
A teacher who has equity in classroom

Highly Professional
Remember: If you live your life as most people do, you will get what most people get. If you settle, you will get
a settled life. If you give yourself your best, everyday, your best will give back to you.

Innovative
Innovative teaching is necessary for the present & future  education to help students to reach their full potential

Content and Pedagogy to Achieve the Outcomes

Pedagogy
 the method and practice of teaching, especially as an academic subject or theoretical concept
1.Course or Degree Contents
 To become a teacher, a college Degree is required. A degree is made up of courses or subjects which are
clustered as general education courses, professional education courses and major or specialization
subject courses.

2.Course or Degree Contents

 Elementary level teaching K to Grade 6
o all subjects or specialized field 
 Secondary level teaching for Grade 7-10
o Major discipline (English, math, science, others)
 Secondary level teaching for Grade 11-12
o -Major Discipline (higher level of contents)
2.a.Example of Probable Subject in the Professional Teacher Education
 For all the future teachers in K-12 (elementary & secondary)
A. Foundation Courses
Child and adolescent learners and learning principles
The teacher and society
The teaching profession
 School culture and organizational leadership
School-community linkages
Foundation of special and inclusive education

B. Pedagogical Content Knowledge Courses

 Facilitating learner-centered teaching and learning 
 Assessment of learning
 Technology for teaching and learning
 The teacher and the school curriculum
 Building and enhancing literacy skills across the curriculum
 Content and pedagogy of the mother tongue (Elementary level only)
Teaching the major field subjects (Secondary level only)
C. Major courses for the secondary and science subject areas content for the elementary.

D. Experimental Learning courses

Field study courses (field observation)
Practice teaching (classroom observation, teaching assistance, full   
immersion)

2. Methods of Teaching and Teaching Delivery Modes

 The methods of teaching should be varied to address the different kinds of learners and must be student-
centered. 
 The delivery modes may vary from the traditional face-to-face, on-line, and experimental learning
approaches. When these modalities are combined in one course, it is called blended approach.
 The use of technology for teaching and learning in all subject areas is encouraged so that every future
teacher will develop the skills to be ready to guide future learners, most of whom are digitally skilled 

3. Achievement and Learning

 College learning shall be assessed at Similar manner as all other means of assessments. In his to be
remembered than in the Philippine Qualifications(PQF) there are three levels of competencies that
all undergraduate should possess of the PQF which is described as Level 1-Knowledge, Skills and
Values Level 2-Application of KSV Level 3-Degree of Independence.

At the end of the semester, the students must have:

1. Identified curriculum concepts that include the nature and purposes of discussed the different
curriculum.
2. Models of curriculum and approaches to curriculum design.
3. Explained curriculum development in terms of planning, implementing and evaluating.
4. Described the different involvement of stakeholders in curriculum implementation.
5. Utilized different evaluation procedures and tools in assessment of learning outcomes.
6. Explained examples of curricular reforms such as K-12

Take Action
Activity 1: Do I Know?
This activity will find out your awareness of the degree program you are enrolled in. Answer the
questions given and explain your answer. 
1. Do you know that you will become a TEACHER  in the future? Yes or No. Why?
2. Do you really know what it is to become a teacher, when you were in the first year? Yes or No. Why?
3. What activities/ subjects in college made you know more of becoming a TEACHER? Enumerate. Why?
4. At this point in time and from the subjects you have taken, do you feel you are FIT to become a
TEACHER? Why?
Self-Check
Based on the teacher education curriculum example in this lesson, answer quickly these questions and
identify the indicator. Item 1 is an example. 
In the OBE teacher Education format, can a future teacher like you,
1. Know exactly what you need to do achieve the outcome even at the beginning of your degree plan?
Yes No___ Indicator: desired Outcomes 
2. Identify what you will do in order to achieve the identified desired outcomes?
Yes _____ No ______ Indicator: ____________
3. Measure If the desired learning outcomes have been achieved?
Yes _____ No ______ Indicator: ____________
4. Develop the competencies asked of all future teachers in your curriculum?
Yes _____ No ______ Indicator: ____________
5. Tell if you are improving or not in your knowledge, skills and values while schooling?
Yes _____ No ______ indicator: _____________
Self- Reflect
What do I appreciate in the teacher education curriculum I am in, as a future (elementary or secondary)
teacher?
__________________________________________________________________________________________
__________________________________________________________________________________________
_______________

Lesson The 21 Centruy Circular Landscape in the

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1 Classrooms  
Learning Outcomes
 Describe the curricular landscape of the 21 century
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 Identified the 21 century skills to be developed in the curriculum 

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Take Off
    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, population growth and many more.
What would all of these require? 

A dramatictechnological revolution unshered the 21 century.  Our current education breaks the mold that we
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know the past.  We live in a society that has overcome diverse, globalized, complex and media-saturated. 
Current education has to be flexible, creative, challenging and complex
What are the emerging factords and conditions that will shape the curriculum of the century?
Global Issures:
 Globalization of economies and independence on international markets
 Increased concerns and actions about environment degradation, water and energy shortages.
 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 technology revolution
 Knowledge economy as a generator of wealth and jobs 

All these issuses need a curriculum that will address global solutions to environmental problems,
environmental sustainability, cultural diversity, global conflicts, technology revolution, and science
breakthrough.
Thus an interactive approach to curriculum is absolutely necessary. There should be unity in core academic
subjects where life and career skils are included.
The curriculum for this century should inspire and challenge both the teacher and the learner.

And that curriculum must…..

 Provide appropriate knowledge, skills and values to face the future.
 Based on the knowledge drawn from research.
 A product of consultative, collaborative development process.
 Support excellence and quality for all learners. 
Take Action
In the space below, draw a classroom of the  21 century.
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Self-Check
Mark check the items that should be addressed by the curriculum in the 21 Century.
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____1. Cultural diversity

____ 2. Multiple  literacies
____ 3. Higher order thinking skills
____ 4. Life and career skills
____ 5. Environmental sustainability
____ 6. Technology revolution
____ 7. War and conflict
____ 8. Global warming
____ 9. Science breakthrough 
____ 10. Health issues

Self - Reflect
 How do you pictures yourself as a teacher of the future? Reflect and write answer in the box provided
below. 

Lesson The Final Action for a Curriculum Material: A

2 Celebration   
Learning Outcomes
 Viewed and valued the big picture of the whole module on Curriculum Development for Teachers

Take Off
Lesson 2 captures your view Curriculum Development as course to prepare you as a teachers as reflected in
Curriculum Development for Teachers Module. It will put together your experiences from the whole series of
modules, lessons and activities. At the end of the journey, this lesson will further find out the depth of your
understanding, the intensity of your involvement, the excitement you went through, the difficulties you have
experienced, and the learning adventures which you have enjoyed. This will require your reflection, critical
thinking and decision making as curriculum evaluator. In the end, we will find out if this is worth a
CELEBRATION!

These are the 7 R's 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,
1. RIGOROUS
Students need to demonstrate a 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.
Take Action
Let us use the seven Rs to find out if the Curriculum Development for Teachers served its purpose as a
support instructional materials for learning course.

Take the Final Action!! Be Curriculum Materials Evaluator

Lets Walk our Talk
based on YOUR experiences in using Curriculum Development for Teachers, rate o scale of 1 to 5,
(with 1 as the lowest and 5 as the highest) the different Rs that describe this instructional maretrial. 
Links for Powerpoint Presentations, Activities, Assignments, Quizzes and Major Exams are in the Google
Classroom. 
Google Classroom

LINK: https://classroom.google.com/u/0/c/MTI2Mjg3ODc3MTU0

Actvities:
Day 1 Link for Google Meet –Saturday Class
Link for Day 2 Meeting – Saturday Class
Advanced Lectures for the Consultation Day

Day 3 – Saturday Class Activities 

Chapter 3, Module 4 Lesson 1 Self Check LINK: https://forms.gle/jNnWcEZUSmoLm5yU8 
Self Check Chapter 3, Module 4, Lesson 4 LINK: https://forms.gle/b8VJafzHTRyWuGvu8 
Self Reflection Chapter 3, Module 4, Lesson 1 – 3 LINK https://forms.gle/K5Yc9hHGpyfkQKS37 

Advanced Lectures for the Consultation Day – 4 Saturday Classth

Activities 
Advanced Lectures for the Consultation Day – 5 Saturday Class
th

Reporting
Last day of Curriculum Development Consultation

Other Activities Link: 

https://forms.gle/n9Y7TvVfsoPExErEA
https://forms.gle/4WgpskMXGA21GU4S6
https://forms.gle/t6GkknzWxLmmWkax7
https://forms.gle/E5gG8H5pktmQmZaG7
ANNEX A

Name: ROLLY C. MARCELO No. of Units: 12

College/ Department: Education No. of Hours:      12
Position: Part Time College Instructor Effective Date: August 22,2020
Status: Contracual

SAT
TIME
07:00AM- 07:30AM
07:30AM- 08:00AM

08:00AM- 08:30AM
MODULE 1 : CURRICULUM DEVELOPMENT FOR TEACHERS
08:30AM- 09:00AM
August 22, 2020
09:00AM- 09:30AM
August 29, 2020
09:30AM- 10:00AM September 5, 2020
September 11, 2020
10:00AM- 10:30AM September 19, 2020

10:30AM- 11:00AM

11:00AM: 11:30AM
MODULE 1 : CURRICULUM DEVELOPMENT FOR TEACHERS
11:30AM- 12:00NN

12:00NN- 12:30PM August 22, 2020

August 29, 2020
12:30PM- 01:00PM September 5, 2020
September 11, 2020
01:00PM- 01:30PM September 19, 2020

01:30PM- 02:00PM

02:00PM- 02:30PM
MODULE 1 : CURRICULUM DEVELOPMENT FOR TEACHERS
02:30PM- 03:00PM

03:00PM- 03:30PM August 22, 2020

August 29, 2020
03:30PM- 04:00PM September 5, 2020
September 11, 2020
04:00PM- 04:30PM September 19, 2020

04:30PM- 05:00PM

05:00PM- 05:30PM
MODULE 1 : CURRICULUM DEVELOPMENT FOR TEACHERS
05:30PM- 06:00PM

06:00PM- 06:30PM August 22, 2020

August 29, 2020
06:30PM- 07:00PM September 5, 2020
September 11, 2020
07:00PM- 07:30PM September 19, 2020

07:30PM- 08:00PM

08:00PM- 08:30PM
 08:30PM- 09:00PM
OFFICE HOURS
TEACHING HOURS 12
W/IN
OVERLOAD HOURS

ANNEX B
OFFICE WORKWEEK PLAN
(August 22 - September 19, 2020)

Name of Personnel: ROLLY C. MARCELO

College/ Department: Education
Position:Part Time College Instructor
Status: Contractual

WEEK 1 – 5 : MODULE 1: CURRICULUM DEVELOPMENT FOR TEACHERS

Days of Work Attendance and Time and Period
Date Saturday Saturday Saturday Saturday Saturday
August 22, August 29, September 5, September 11, September 19,
2020 2020 2020 2020 2020
Time 8:00am to 8:00am to 8:00am to 8:00am to 8:00am to
8:00pm 8:00pm 8:00pm 8:00pm 8:00pm
Tasks; Target Meeting
Deliverables for the Orientation Virtual Virtual Virtual Virtual
Week Virtual Consultation Consultation Consultation Consultation
Consultation Lecture Lecture Lecture Lecture
Lecture Discussion Discussion Discussion Discussion
Discussion
Remarks Accomplished Accomplished Accomplished Accomplished Accomplished
Prepared by: Noted by: Approved by:

ROLLY C. MARCELO DR. CARLITO S. ANTONIO ROY D.

DAYRIT,DIT
Instructor Dean - College/ Department Vice President
for Academic Affairs
Signature over printed name Signature over printed name Signature over
printed name
Date: Date: Date:

OFFICE WORKWEEK PLAN

(September 26 – October 24, 2020)
Name of Personnel: ROLLY C. MARCELO
College/ Department: Education
Position:Part Time College Instructor
Status: Contractual
ANNEX C

Name: ROLLY C. MARCELO No. of Units: 12

College/ Department: Education No. of Hours:      12
Position: Part Time College Instructor Effective Date: August 22,2020
Status: Contracual

SAT
TIME

07:00AM- 07:30AM
07:30AM- 08:00AM

08:00AM- 08:30AM
MODULE 1 : CURRICULUM DEVELOPMENT FOR TEACHERS
08:30AM- 09:00AM
August 22, 2020
09:00AM- 09:30AM
August 29, 2020
09:30AM- 10:00AM September 5, 2020
September 11, 2020
10:00AM- 10:30AM September 19, 2020

10:30AM- 11:00AM

11:00AM: 11:30AM
MODULE 1 : CURRICULUM DEVELOPMENT FOR TEACHERS
11:30AM- 12:00NN

12:00NN- 12:30PM August 22, 2020

August 29, 2020
12:30PM- 01:00PM September 5, 2020
September 11, 2020
01:00PM- 01:30PM September 19, 2020

01:30PM- 02:00PM

02:00PM- 02:30PM
MODULE 1 : CURRICULUM DEVELOPMENT FOR TEACHERS
02:30PM- 03:00PM

03:00PM- 03:30PM August 22, 2020

August 29, 2020
03:30PM- 04:00PM September 5, 2020
September 11, 2020
04:00PM- 04:30PM September 19, 2020

04:30PM- 05:00PM

05:00PM- 05:30PM
MODULE 1 : CURRICULUM DEVELOPMENT FOR TEACHERS
05:30PM- 06:00PM

06:00PM- 06:30PM August 22, 2020

August 29, 2020
06:30PM- 07:00PM

07:00PM- 07:30PM

07:30PM- 08:00PM

08:00PM- 08:30PM
08:30PM- 09:00PM
OFFICE HOURS
TEACHING HOURS 12
W/IN
OVERLOAD HOURS
ANNEX D. 
WEEKLY ACCOMPLISHMENT REPORT
(2020)
Name of Personnel: ROLLY C. MARCELO
College/ Department:   Education
Position:Instructor
Status: Contractual

WEEK NO: 1-5

DATE ACCOMPLISHED TASKS REMARKS

Held meeting/orientation/setting up
objectives/expectations/agreement/rules and policies with the newly
enrolled students of section CURDEV (MOT)
Conducted an overview discussion of the course CURRICULUM
AND DEVELOPMENT
Objectives were attained after the
Saturday
orientation but there were some who
August 22,  Conducted online consultation on the accomplishment of were not able to attend due to
2020 assessment activities attached in modules circumstances
 Discussed/lectured the content of the Module: 
-Curriculum and the Teacher
- The teacher as a Knower of the Curriculum 
Followed up the schedule and platform of  submission of output

 Conducted online consultation on the accomplishment of

assessment activities attached in modules Students were very excited to learn more
 Discussed/lectured the content of the Module:  about the module on CurDev
Saturday
-The Teacher as the Curriculum Designer
August 29, - The Teacher as the Curriculum Implementer and Manager
2020
Successful Preliminary Exam was
Followed up the schedule and platform of  submission of output conducted.  

PRELIMINARY EXAMINATION 

 Conducted online consultation on the accomplishment of

assessment activities attached in modules
Saturday  Discussed/lectured the content of the Module: 
Objectives were attained after the
September - Curriculum Evaluation and the Teacher
module.
5, 2020 - Curriculum Reforms

Followed up the schedule and platform of  submission of output

 Conducted online consultation on the accomplishment of
assessment activities attached in modules
Saturday  Discussed/lectured the content of the Module: 
September - Outcomes Based Education: Basis for enhance Basic Well accomplished set of  activities
11, 2020 Education Curriculum

Followed up the schedule and platform of  submission of output

Saturday  Conducted online consultation on the accomplishment of Online Consultation was conducted and
September assessment activities attached in modules ended on time as well as the Final
19, 2020  Discussed/lectured the content of the Module: Examination in Curriculum
-Curricular Landscape in the 21 Century Classrooms
st Development 
 MIDTERM EXAMINATION 
Followed up the schedule and platform of  submission of output

FINAL OUTPUT
DETAILED LESSON PLAN

Prepared by: Approved by:

ROLLY C. MARCELO ROY D. DAYRIT

Instructor Vice President for Academic Affairs
Signature over printed name Signature over printed name
Date: Date:

Noted by:

DR. CARLITO ANTONIO

Dean- College/ Department
Signature over printed name
Date:

ANNEX E
INDIVIDUAL DAILY LOG AND ACCOMPLISHMENT REPORT SUMMARY

Name of Personnel: ROLLY C. MARCELO College/ Department: Education

Position: Instructor Status: Contractual

Actual Days of Attendance to

Actual Time Log/  Actual Accomplishment/Output
Work
Online Time Log (Percentage of Accomplished Task)
(Month/ Day/ Year)
August 22, 2020 8:00am - 8:00pm 100%
August 29, 2020 8:00am - 8:00pm 100%
September 5, 2020 8:00am - 8:00pm 100%
September 11, 2020 8:00am - 8:00pm 100%

Prepared by: Approved by:

ROLLY C. MARCELO ROY D. DAYRIT

Instructor Vice President for Academic Affairs
Signature over printed name Signature over printed name
Date: Date:

Noted by:
DR. CARLITO ANTONIO
Dean- College/ Department
Signature over printed name

ANNEX F
Date :September 4,2020

To :DR. CARLITO S. ANTONIO

From :ROLLY C. MARCELO

Sir:

I have the honor to submit to your good office,  my Accomplishment Reports on the
subjects/loads I am handling in our College Depertment from August 17 to September
11,2020.

I am much willing to submit on time, the physical copy of my Accomplishment Reports in your
good office but due to pandemic , taking precautionary measures is also important to avoid
covid transmision.In line with this ,please allow me to submit the said reports through online
and submit them physically when situation permits.

Your favorable response on this matter will be highly appreciated.

Thank you!

Sincerely,

ROLLY C. MARCELO
Name and Signature of Personnel