Professional Documents
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College of Education Vision: Program Outcomes For Bachelor of Elementary Education (Beed)
College of Education Vision: Program Outcomes For Bachelor of Elementary Education (Beed)
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
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 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
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
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
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.
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: ______________________________________________________________
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
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?
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.
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.
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.
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.
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.
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:
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.
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. 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
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Taba xxxxxxxxxxxxxxxxxxx
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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
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?
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.
Content Focus
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)
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
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.
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?
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
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2. I feel that
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3. I need to
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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.
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?”
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.
Content Focus
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
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
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
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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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.
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
COGNITIVE CATEGORIES
CATEGORIES EXAMPLE KEY WORDS
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
COGNITIVE EXAMPLES
PROCESSES
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?
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
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
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
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
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
Take Action
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…………
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
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.
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.
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?
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
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.
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.
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.
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.
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
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?
st
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.
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.
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………
__________________________________________________________________________________________
____________________________________________________________
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
critical
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
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
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
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?
__________________________________________________________________________________________
__________________________________________________________________________________________
_______________
1 Classrooms
Learning Outcomes
Describe the curricular landscape of the 21 century
st
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
st
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.
Self-Check
Mark check the items that should be addressed by the curriculum in the 21 Century.
st
Self - Reflect
How do you pictures yourself as a teacher of the future? Reflect and write answer in the box provided
below.
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.
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
Activities
Advanced Lectures for the Consultation Day – 5 Saturday Class
th
Reporting
Last day of Curriculum Development Consultation
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
01:30PM- 02:00PM
02:00PM- 02:30PM
MODULE 1 : CURRICULUM DEVELOPMENT FOR TEACHERS
02:30PM- 03:00PM
04:30PM- 05:00PM
05:00PM- 05:30PM
MODULE 1 : CURRICULUM DEVELOPMENT FOR TEACHERS
05:30PM- 06:00PM
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)
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
01:30PM- 02:00PM
02:00PM- 02:30PM
MODULE 1 : CURRICULUM DEVELOPMENT FOR TEACHERS
02:30PM- 03:00PM
04:30PM- 05:00PM
05:00PM- 05:30PM
MODULE 1 : CURRICULUM DEVELOPMENT FOR TEACHERS
05:30PM- 06:00PM
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
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
PRELIMINARY EXAMINATION
FINAL OUTPUT
DETAILED LESSON PLAN
Noted by:
ANNEX E
INDIVIDUAL DAILY LOG AND ACCOMPLISHMENT REPORT SUMMARY
Noted by:
DR. CARLITO ANTONIO
Dean- College/ Department
Signature over printed name
ANNEX F
Date :September 4,2020
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.
Thank you!
Sincerely,
ROLLY C. MARCELO
Name and Signature of Personnel