Republic of the Philippines

BILIRAN PROVINCE STATE UNIVERSITY

(formerly NAVAL STATE UNIVERSITY)
ISO 9001:2015 CERTIFIED
SCHOOL OF TEACHER EDUCATION

Prof. Ed. CDE- Curriculum Development and Evaluation

with Emphasis on Trainers
Learning Methodology II
Module
First Semester, A.Y. 2020 - 2021

DR. GREGG O. SIAT

Instructor
 Module/Course Information

I.Course Code: Prof.Ed.CDE

II. Course Title: Curriculum Development and Evaluation with
Emphasis on Trainers Methodology II
III. Pre-requisite: None
IV. Co-requisite: None
V. Credit Units: 3 units
VI. Time Allotment: 3 hours/ week, 54 hours/ semester
VII. Topics:

LMS Orientation
Course description
1. Requirements
2. Grading system
3. Course policy

Content

Lesson 1. Curriculum Essentials

Curriculum and the Teacher
The Teacher as a Knower of Curriculum

Lesson II. Crafting and Implementing the Curriculum

The Teacher as a Curriculum Designer
The Teacher as Curriculum Implementer and Manager

Lesson III. Facilitate Learning Session

Preparing Training Facilities/Resources
Conducting Pre-Assessment
Facilitating Learning
Conducting Competency Assessment
Review Delivery of training Session

Lesson IV. Supervised Work-Based Learning

Training requirements for Trainees
Monitor Work-Based training
Review and Evaluate Work-Based Learning effectiveness
Conduct Competency Assessment
Module Title
Curriculum Development and Evaluation with Emphasis on
Trainers Methodology

Course Description
This course covers the outcomes required to facilitate the

development of competency standards for particular work functions,

work processes, work roles and work-related vocational outcomes. It

also deals with the knowledge and skills required to undertake a training

needs of individuals or organization. This course will also cover the

competency in developing and evaluating the training curriculum design

which includes establishing training requirements, identifying the learner

and finalizing the training program.

Course Outcomes
At the end of this module, students are expected to:

1. demonstrate skills, knowledge and attitudes in planning

training session; and

2. develop a session plan.

 LESSON 1

Curriculum Essentials
Prof. Ed. CDE- Curriculum Development and Evaluation with
Emphasis on Trainers Methodology II
 COURSE PRE-ASSESSMENT

Instructions: Read the questions carefully. Choose the best answer.

1. They come in the form of course of study, syllabi, modules, books or

instructional guides among others.
a. Assessed Curriculum c. Learned Curriculum
b. Hidden Curriculum d. Written Curriculum
2. The following are criteria in the selection of content EXCEPT.
a. Feasibility c. Reliability
b. Interest d. Significance
3. The philosopher in education who stressed out that curriculum should
develop the whole child and it should be child-centered.
a. Franklin Bobbit (1876-1956) c. Hilda Taba (1902-1967)
b. Harold Rugg (1886-1960) d. Hollis Caswell (1901-1989)
4. He believes that education is experiencing and that reflective thinking is
a means that unifies curricular elements that are tested by application.
a. Colin Marsh c. John Dewey
b. Holin Caswell d. Othaniel Smith
5. It is the heart of the educational system.
a. Content of the Lesson c. Evaluation
b. Curriculum d. Homework/Assessment
6. This is described as support materials that the teacher needs to make
learning and teaching meaningful.
a. Assessed Curriculum c. Supported Curriculum
b. Hidden Curriculum d. Recommended Curriculum
7. The teacher as a curricularist __________________________.
a. knows the topic c. plans the lesson
b. writes lesson plans d. initiates the curriculum
8. It is a written document that systematically describes goals planned,
objectives, content, learning activities, evaluation procedures and so
forth.
a. Curriculum c. Pre-Post test
b. Learning plan d. Learning objectives
9. He asserts that curriculum should consist entirely of knowledge which
comes from various disciplines.
a. Arthur Bestor c. Phillip Phenix
b. Joseph Schwab d. Robert M. Hutchins
10. The following are guide in the selection of the content in the curriculum
EXCEPT.
a. Commonly used in the daily life.
b. Appropriate to the maturity levels and abilities of the learners.
c. Valuable in meeting the needs and competencies of the future
career.
d. Important in the teaching to other subject areas.

Congratulations! You did a great job. You may now proceed to the
next activity.
Topic 1 (Curriculum and the Teacher)
Introduction
An essential feature of the school curriculum is the specification of what

teachers are to teach and students are to learn at particular times in the

schooling process. In other words, the curriculum spells out not

only what teachers are to teach and students are to learn, but also when this

is to occur.

The timed nature of the school curriculum reflects the current

organisation of schooling. Students’ progress with their age peers through

their time at school, which is made up of weeks, terms, semesters and school

years. Given this, it has seemed logical to specify what all students should be

taught at particular times in their schooling.

Most aspects of school are then built around this timed curriculum. For

example, teachers often see themselves as teachers of particular year levels;

textbooks are written for each year of school and encourage timed, lock-step

progression through curriculum content; and all students are assessed at the

same time to establish how much of the delivered curriculum they have

mastered. Traditional ways of organising schools reflect and reinforce timed

curriculum delivery.

It is also commonly believed that the best way to ensure successful

learning and high achievement is to tie expectations (‘standards’) to time. If

the curriculum makes clear what all students are to be taught and should learn

by particular times in their schooling, for example, by the end of Year 6, and

if all teachers and students are held accountable for meeting these time-based
expectations, then overall levels of achievement should improve. At least

that’s the belief.

Let’s Do It!

Instructions: Discuss the following type of curriculum.

Type of the Curriculum Nature

1. Recommended

2. Written

3. Taught

4. Supported

5. Assessed

6. Learned

7. Hidden
 Let’s Think Deeper!

Instructions: Try to access in the internet and find a video on the actual
teaching in the classroom.

1. Observe and make a narration of the classroom situation you have

viewed.
2. Give you observations to the actuations of the teachers and students as
well.
3. If you were the teacher on that video, how will you act? Discuss your
answer relating to your teaching experience.
4. What curricula are present in the classroom based on your observation?
5. Is it necessary for teachers to learn about school curriculum? Why?

Let’s Open our Minds!

Curriculum and the Teacher

In whatever levels of schooling and in various types of learning

environment, several curricula exist. Have you realized that in every classroom

there are several types of curricula operating? Let us look into each one.

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

educational by TESDA.
 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.

3. Taught Curriculum. From what has been written or planned, the

curriculum has to be implemented or taught. The teacher 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.

4. Supported Curriculum. This is described as support materials that the

teacher needs 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-ups and other electronic illustrations.

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.

6. Learned Curriculum. How do we know if the student has learned? We

always believe that if a student changed behaviour, he/she has learned.

7. Hidden/Implicit Curriculum. This curriculum is not deliberately planned,

but has a great impact on the behaviour of the learner.

In every teacher’s classroom, not all these curricula maybe 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.

Let’s Take It On!

Instructions: Read each statement and decide whether you Agree or

Disgaree. If you agree, justify your answer, if you disagree, do the same.

1. It is a reality that there exist more than one curricula in the teacher’s
classroom.
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
______________________________________.
2. Some curricula in the schools/classrooms are unwritten.
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
______________________________________________________.
3. To establish national standards, teachers should be guided by
recommended curriculum in basic and higher education.
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
____________________.
4. Teachers should expect that school curricula are dynamic and changing.
 ________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
______________________________________________.
5. Evaluated curriculum makes judgment about learning.
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
____________________________.

Topic 2 (The Teacher as a Knower of Curriculum)

Introduction

Whether curriculum is taken in its narrow view as a listing of subjects to

be taught in schools or broadly as all learning experiences that individuals

undergo while in school, we cannot deny the fact that curriculum should be

understood by teachers, students, parents, politicians, businessmen,

professionals, government officials or even the common people.

Like many concepts in education, there seems to be no common

definition of curriculum. Because of this, the concept of curriculum is sometimes

characterized as fragmentary, elusive and confusing. However, the word

originates from the Latin word curere referring to the oval track upon which

Roman chariot raced. Curriculum means different things to different people.

 Let’s Do It!

Instructions: Read each statement and discuss in the light of implementing

the curriculum. Cite an example to give credit to your answers.
1. “Philippines Shifts to K to 12 Curriculum”
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________.
2. “Parents Get Involved in School Learning”
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
_____________________.
3. “Modular Approach in Teaching Due to COVID-19 outbreak”
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________.
4. “Teachers uses Learning Plan in the teaching-learning process”
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
___________________.
 5. “Evaluation of Curriculum is vital”
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
_____________________.

Let’s Think Deeper!

Directions: Discuss the following questions.

1. What is your own definition of a curriculum? Write down your answer in
in the box provided.

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________.
 2. Do you have a traditional view of a curriculum, a progressive view or
both? Explain your answer based on your definition.

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
____________________.

Let’s Open our Minds!

The Teacher as a Knower of Curriculum

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 described

as 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 first place of curricular engagement. The first school

experience sets the tone to understand the meaning of schooling through the

interactions of learners and teachers that will lead to learning. Hence,

curriculum is the heart of schooling.

Let us describe the teacher as a curricularist.

The teacher as a curricularist……….

1. knows the curriculum. Learning begins with knowing. The teacher

as a learner starts with knowing about the curriculum, the subject

matter or the content. As a teacher, one has to master what are

included in the curriculum.

2. writes the curriculum. A classroom teacher takes record of

knowledge concepts, subject matter or content.

3. plans the curriculum. A good curriculum has to be planned. It is the

role of the teacher to make a yearly, monthly or daily plan of the

curriculum.

4. initiates the curriculum. Implementation of new curriculum requires

the open mindedness of the teacher, and the full belief that the

curriculum will enhance learning.

5. innovates the curriculum. Creativity and innovation are hallmarks

of an excellent teacher. A curriculum is always dynamic, hence it

keeps on changing.

6. implements the curriculum. The curriculum that remains

recommended or written will never serve its purpose. Somebody has

to implement it.
 7. evaluates the curriculum. How can one determine if the desired

learning outcomes have been achieved?

The seven different roles are those which a responsible teacher does in

the classroom everyday. Doing these multi-faceted work qualifies a teacher to

be a curricularist.

Curriculum from Traditional Points of View

The traditional points of view of curriculum were advanced by Robert

Hutchins, Arthur Bestor, and Joseph Schwab.

 Robert M. Hutchins views curriculum as “permanent studies”

where rules of grammar, reading, rhetoric, logic and mathematics

for basic education are emphasized. The 3Rs (Reading, Writing,

‘rithmetic) should be emphasized in basic education while liberal

education should be the emphasis in college.

 Arthur Bestor as an essentialist believes that mission of the

school should be intellectual training, hence curriculum should

focus on the fundamental intellectual disciplines of grammar,

literature and writing.

 Joseph Schwab thinks that the sole source of curriculum is a

discipline. He coined the word discipline as a ruling doctrine for

curriculum development.

 Philip Phenix asserts that curriculum should consist entirely of

knowledge which comes from the various discipline.

Curriculum from Progressive Points of View

On the other hand let us look into how curriculum is defined from a

progressive point of view.

 John Dewey believes that education is experiencing. Reflective

thinking is a means that unifies curricular elements that are tested

by application.

 Holin Caswell and Kenn Campbell viewed curriculum as all

experiences children have under the guidance of teachers.

 Othaniel Smith, William Stanley and Harlan Shore likewise

defined curriculum as a sequence of potential experiences, set up

in schools for the purpose of disciplining children and youth in

group ways of thinking and acting.

 Colin Marsh and George Willis also viewed curriculum as all the

experiences in the classroom which are planned and enacted by

the teacher and also learned by the students.

The nature of curriculum has given rise to many interpretations,

depending on a person’s philosophical beliefs. Let us put all of these

interpretations in a summary.

CURRICULUM is what is taught in school, a set of subjects, a content,

a program of studies, a set of materials, a sequence of courses, a set of

performance objectives, everything that goes within the school. It is what is

taught inside and outside of school directed by the teacher, everything planned

by school, a series of experiences undergone by learners in school or what

individual learner experiences as a result of school. In short, Curriculum is the

total learning experiences of the learner, under the guidance of the teacher.

Approaches to School Curriculum

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.

1. Curriculum as a Content or Body of Knowledge- It is quite

common for traditionalists to equate a curriculum as a topic
outline, subject matter, or concepts to be included in the
syllabus or a books.

2. Curriculum as a 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 to be covered.

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 been viewed as a product.
Foundations of Curriculum
1. Philosophical Foundations

Educators, teachers, educational planners and policy makers

must have a philosophy or strong belief about education and schooling

and the kind of curriculum in the teachers’ classrooms or learning

environment.

There are many philosophies in education but we will illustrate

only those presented by Ornstein and Hunkins (2004).

A. Essentialism

 Aim: To promote intellectual growth of learners to

become competent
 Role: Teachers are sole authorities in the subject area
 Focus: Essential skills of the 3Rs; essential subjects
 Trends: Back to basics, Excellence in education,
cultural literacy
B. Progressivism
 Aim: Promote democratic social living
 Role: Teacher leads for growth and development of
lifelong learners
 Focus: Interdisciplinary subjects. Learner-centered.
Outcomes-based
 Trends: Equal opportunities for all, Contextualized
curriculum, Humanistic education
C. Perennialism
 Aim: To educate the rational person: cultivate intellect
 Role: Teachers assist students to think with reason
(critical thinking HOTS)
 Focus: Classical subjects, literary analysis. Curriculum
is ednduring.
  Trends: Use of great books (Bible, Koran, Classics)
and Liberal Arts
D. Reconstructionism
 Aim: To improve and reconstruct society. Education
for change.
 Role: Teacher acts as agent of change and reforms
 Focus: Present and future educational landscape
 Trends: School and curricular reform, Global
education, Collaboration and Convergence,
Standards and Competencies

2. Historical Foundations
Let us see how each one contributed to curriculum
development during his own time. Here are eight among the
many, we consider to have great contributions.
Philosophers Contributions/Theories and Principles
 Started the curriculum movement

 Curriculum is a science that

Franklin Bobbit (1876-1956) emphasizes students’ needs.

 Objectives and activities should

group together when tasks are
clarified.
 Like Bobbit, he posited that
curriculum science and emphasizes
Werret Charters (1875- students’ needs.
1952)
 Objectives and activities should
match. Subject matter or content
relates to objectives.
 Curricula are purposeful activities
which are child-centered.

William Kilpatrick (1875-  The purpose of the curriculum is

1952) child development and growth. He
introduced this project method
where teacher and student plan the
activities.
  Curriculum develops social
relationships and small group
instruction.
 Curriculum should develop the
whole child. It is child-centered.

 With the statement of objectives and

Harold Rug (1886-1960) related learning activities, curriculum
should produce outcomes.

 Emphasized social studies and

suggested that the teacher plans
curriculum in advance.
 Curriculum is organized around
social functions of themes,
organized knowledge and learner’s
interest.

Hollis Caswell (1901-1989)  Curriculum, instruction and learning

are interrelated.

 Curriculum is a set of experiences.

Subject matter is developed around
social functions and learners’
interest.
 Curriculum is a science and an
extension of school’s philosophy. It
is based on students’ needs and
interest.

Ralph Tyler (1902-1994)  Curriculum is always related to

instruction. Subject matter is
organized in terms of knowledge,
skills and values.

 The process emphasizes problem

solving. Curriculum aims to educate
generalists and not specialists.
 She contributed to the theoretical
and pedagogical foundations of
concepts development and critical
thinking in social studies curriculum.
Hilda Taba (1902-1967)
 She helped lay the foundation for
diverse student population.
  He described how curriculum
change is a cooperative endeavour.

 Teachers and curriculum specialist

Peter Oliva (1992-2012) constitute the professional core of
planners.

 Significant improvement is achieved

through group activity.

3. Psychological Foundations of Curriculum

Psychology provides a basis to understand the teaching
and learning process. It unifies elements of the learning process.
Let us review some theories in learning related to these
clusters of learning theories.
3.1 Association and Behaviorism
3.2 Cognitive Information Processing Theory

Philosophers Contributions/Theories and Principles

 The father of the Classical
Conditioning Theory, the S-R
Theory

Ivan Pavlov (1849-1936)  The key to learning is early years of

life is to train them what you want
them to become.

 S-R Theory is a foundation of

learning practice called
indoctrination.
 He championed the Connectionism
Theory.

 He proposed the three laws of

learning:
Edward Throndike (1874-
1949) - Law of readiness
- Law of exercise
- Law of effect

 Specific stimulus has specific

response
  He proposed the Hierarchical
Learning theory. Learning follows a
hierarchy

Robert Gagne (1916-2002)  Behavior is based on prerequisite

conditions.

 He introduced tasking in the

formulation of objectives.
 Theories
- Cognitive development has
stages from birth to maturity:
(Sensorimotor stage (0-2),
preoperational stage (2-7),
concrete operations stage (7-
11) and formal operations (11-
Jean Piaget (1896-1980)
onwards)

 Keys to learning
- Assimilation (incorporation of
new experience)
- Accommodation (learning
modification and adaptation
- Equilibration (balance between
previous and later learning)
 Theories
- Cultural transmission and
development:
Children could, as a result of
their interaction with society,
actually perform certain
cognitive actions prior to arriving
Lev Vygotsky (1896-1934)
at developmental stage.
- Learning precedes development
- Sociocultural development
theory

 Keys to Learning
- Pedagogy creates learning
processes that lead to
development
- The child is an active agent in
his or her educational process.
 Gardner’s multiple intelligences
- Humans have several different
Howard Gardner ways of processing information
and these ways are relatively
independent of one another.
- There are eight (8) intelligences:
linguistic, logico-mathematical,
 musical, spatial,
bodily/kinesthetic, interpersonal,
intrapersonal, and naturalistic
 Emotion contains the power to
Daniel Goleman affect action.
- He called this Emotional
Quotient.

Humanistic Psychology
Persons/Symbols Contributions/Theories and Principles
 Gestalt Theory
- Learning is explained in terms of
“wholeness” of the problem
- Human beings do not respond to
isolated stimuli but to an
organization or pattern of
stimuli.

Gestalt  Keys to learning

- Learning is complex and
abstract.
- Learners analyse the problem,
discriminate between essential
and nonessential data, and
perceive relationships.
- Learners will perceive
something in relation to the
whole. What/how they perceive
is related to their previous
experiences.
 He advanced the Self-Actualization
Theory and classic theory of human
needs.

 A child whose basic needs are not

met will not be interested in
Abraham Maslow (1908- acquiring knowledge of the world.
1970)
 He put importance to human
emotions, based on love and trust.

 Key to learning

- Produce a healthy and happy

learner who can accomplish,
grow and actualize his or her
human self.
  Nondirective and Therapeutic
Learning
- He established counselling
procedures and methods to
facilitating learning.
- Children’s perceptions, which
are highly individualistic,
Carl Rogers (1902-1987)
influence their learning and
behaviour in class.

 Key to learning
- Curriculum is concerned with
process, not product; personal
needs, not subject matter,
psychological meaning, not
cognitive scores.

Social Foundations of Curriculum

Persons/Symbols Contributions
Society as a source of change
Schools and Society Schools as agents for change
Knowledge as an agent of change
Considered two fundamental
elements—schools and civil
John Dewey (1859-1952)
society---to be major topics needing
attention and reconstruction to
encourage experimental
intelligence and plurality.
Wrote the book Future Shock
Believed that knowledge should
prepare students for the future.
Suggested that in the future,
parents might have the resources to
Alvin Toffler teach prescribed curriculum from
home as a result of technology, not
in spite of it. (Home Schooling)
Foresaw schools and students
worked creatively, collaboratively,
and independent of their age.

In summary, the foundation upon which curriculum is based are

educational philosophies, historical developments, psychological
explanations, and societal influences. All of these foundations are
interrelated to each.
 Let’s Take It On!

Instructions: After learning from this lesson, how would you prepare yourself

to become a teacher, using the three approaches to curriculum? Write your

answer on the space provided below:

________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

_______________________________________.
 Course Post-Assessment

Instructions: Read the questions carefully. Choose the correct answer.

1. The following are guide in the selection of the content in the curriculum
EXCEPT one.
a. Commonly used in the daily life.
b. Appropriate to the maturity levels and abilities of the learners.
c. Valuable in meeting the needs and competencies of the future
career.
d. Important in the teaching to other subject areas.
2. The educational philosopher who asserts that curriculum should consist
entirely of knowledge which comes from various disciplines.
c. Arthur Bestor c. Phillip Phenix
d. Joseph Schwab d. Robert M. Hutchins
3. A written document that systematically describes goals planned,
objectives, content, learning activities, and evaluation procedures.
c. Curriculum c. Pre-Post test
d. Learning plan d. Learning objectives
4. The teacher as a curricularist __________________________.
c. knows the topic c. plans the lesson
d. writes lesson plans d. initiates the curriculum
5. This refers to the support materials that the teacher needs to make
learning and teaching important.
c. Assessed Curriculum c. Supported Curriculum
d. Hidden Curriculum d. Recommended Curriculum
6. It is a set of subjects
c. Content of the Lesson c. Evaluation
d. Curriculum d. Homework/Assessment
7. He believes that education is experiencing and that reflective thinking is
a means that unifies curricular elements that are tested by application.
c. Colin Marsh c. John Dewey
d. Holin Caswell d. Othaniel Smith
 8. The philosopher in education who stressed out that curriculum should
develop the whole child and it should be child-centered.
c. Franklin Bobbit (1876-1956) c. Hilda Taba (1902-1967)
d. Harold Rugg (1886-1960) d. Hollis Caswell (1901-1989)
9. The following are criteria in the selection of content EXCEPT.
c. Feasibility c. Reliability
d. Interest d. Significance
10. They come in the form of course of study, syllabi, modules, books or
instructional guides among others.
c. Assessed Curriculum c. Learned Curriculum
d. Hidden Curriculum d. Written Curriculum

References

Alistair, R. (2000) Curriculum: construction and critique, London: Palmer Press.

Bilbao, Purita Ed. D. et.al. Curriculum Development for Teachers. Lorimar
Publishing, Inc.
Gronlund, Norman (1981). Measurement and evaluation in teaching. 4th Edition.
Mac Millan Publishing.
Partnership for the 21st Century Skills. (2007) 21st Century Skills and Instruction
http://www. Project child. edu

Suggested Readings

http: www. Learning domain. Com/ASS/Mod. 7 Implementation doc.

http:www. Usb458.k.12.ks.us:82/curriculum/assessmentdef.html-29k-cathed
 Students’ Feedback

________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________.
 LESSON 2

Crafting the Curriculum

Prof. Ed. CDE- Curriculum Development and Evaluation with
Emphasis on Trainers Methodology II
 COURSE PRE-ASSESSMENT

Instructions: Read the questions carefully. Choose the best answer.

1. It is referred to us as visual timelines that outline desired learning

outcomes to be achieved, contents, skills and values taught, instructional
time, assessment to be used, and the overall student movement towards
the attainment of the intended outcomes.
a. Curriculum maps c. Curriculum mapping
b. Curriculum content d. Curriculum timeline
2. It is a process or procedure that follows curriculum designing.
a. Curriculum mapping c. Curriculum maps
b. Curriculum timeline d. Curriculum content
3. This is anchored on curriculum design which prescribes separate distinct
subjects for every educational level.
a. Learner-Centered Appproach c. Problem-Centered Approach
b. Subject-Centered Approach d. Student-Centered Approach
4. It is a subject-centered design that focuses on the specific knowledge
learned through a method which the scholars use to study a specific
content of their fields.
a. Discipline design c. Correlation design
b. Broad field design d. Subject design
5. It is a planned sequence of learning experiences that be at the heart and
mind of the teacher.
a. Lesson c. Curriculum
b. Assessment d. Lesson plan
6. The following are major components or elements of the curricula
EXCEPT.
a. Intended Learning Outcomes c. Teaching Learning Methods
b. Subject Matter d. Lesson Plan
7. An effective curriculum is _____________, leading students towards
building on previous lessons.
a. progressive c. tolerant
 b. broad-minded d. liberal
8. A teaching and learning method that allow learners to develop personal
responsibility.
a. Cooperative learning c. Independent learning
b. Laboratory learning d. Democratic learning
9. It allow cooperation, competition as well as individualism or independent
learning among the students.
a. Teaching-learning c. Learning activities
b. Teaching process d. Learning method
10. The following are forms of assessment and evaluation EXCEPT.
a. Self assessment c. Teacher assessment
b. Peer assessment d. School assessment

Congratulations! You did a great job. You may now proceed to the
next activity.
Topic 1 (Fundamentals of Curriculum Designing)
Introduction
Curriculum refers to a planned interaction of learners with instructional

requirements basing on their content, materials and processes for evaluating

the attainment of educational objectives (Wiggins, 2005). Curriculum

design takes into account teaching and learning aims and outcomes.

Curriculum design focuses on the creation of the overall course

blueprint, mapping content to learning objectives, including how to develop a

course outline and build the course. Each learning objective is met with

assessment strategies, exercises, content, subject matter analysis, and

interactive activities.

Let’s Do It!

Instructions: Discuss the following statements on curriculum

development. Make your own interpretation and discussion based on what you
have research. Avoid copying purely from your reference/s.

1. Curriculum change is inevitable, necessary, and desired.

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2. Curriculum is a product of its time.
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3. Curriculum changes made earlier can exist concurrently with

newer curriculum changes.
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4. Curriculum development is a cooperative group activity.

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 5. Curriculum development is an ongoing process.
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Let’s Think Deeper!

Instructions: Make a schematic diagram how these things happen in the

teaching-learning process. Discuss comprehensively your framework.

1. Learning objective
2. Assessment strategies
3. Exercises
4. Content
5. Subject matter

Let’s Open our Minds!

Elements or Components of a Curriculum Design

There are many labels or names for curriculum design. Some would call

it a syllabus, or a lesson plan. Some would call it a unit plan or a course design.

Whatever is the name of the design, the common components for all of them

are almost the same. However some schools, institutions or departments may

add other minor parts or trimmings to the design.

 Let us take the Lesson Plan as a miniscule curriculum. A lesson plan or

teaching guide includes (1) Intended Learning Outcomes (ILO) or the Desired

Learning Outcome (DLO) formerly labelled as behavioural objectives, (2)

Subject Matter or Content, (3) Teaching and Learning Methods, and (4)

Assessment Evaluation. Each of these components or elements is described

below.

I. 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 students’ point of view; it is desired learning outcome that

is to be accomplished in a particular learning episode, engaged

in by the learners under the guidance of the teacher.

II. 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.

 Subject matter should be appropriate to the level of the

lesson or unit.

 Subject matter should be up to date and, if possible, should

reflect current knowledge and concepts.

III. References

The references 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 or the material

and if possible, the publications.

IV. Teaching and Learning Methods

These are the activities where the learners derive experiences. It

is always good to keep in mind the teaching strategies that

students will experience (lectures, laboratory classes, fieldwork

etc.) and make them learn. The teaching-learning methods

should allow cooperation, competition as well as individualism or

independent learning among the students.

V. Assessment/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.

Assessment may be formative (providing feedback to help the

student learn more) or summative (expressing a judgement 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.
 Let’s Take It On!

Instructions: Make a lesson plan using its components.

I. Title of the Lesson Plan

II. Intended Learning Outcomes/Objectives
III. Content/Subject Matter
IV. Methods/Strategies
V. Evaluation/Assessment
Topic 2 (Approaches to Curriculum Designing)

Introduction

Curriculum design is the planning period when instructors organize the

instructional units for their course. Curriculum design involves planning

activities, readings, lessons, and assessments that achieve educational goals.

These include subject-centered design, learner-centered design and problem-

centered design.

Let’s Do It!

Instructions: Discuss the types of Curriulum Design Models.

1. Subject-centered design
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2. Learner-centered design
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3. Problem-centered design
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4. Humanistic design
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5. Experience-centered design
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 Let’s Think Deeper!

Directions: Situationalize the following approaches to curriculum design.

1. Learner-centered approach

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2. Subject-centered approach

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 3. Problem-centered approach

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Let’s Open our Minds!

Approaches to Curriculum Designing

There are many ways of looking at curriculum and designing one. For

our own purposes, let us focus on the most widely used examples.

1. Subject-Centered Design

This is a curriculum design that focuses on the content of the

curriculum. The subject-centered design corresponds mostly to the

textbook because textbooks are usually written based the specific

subject or course.

1.1 Subject design. This is the oldest and so far the most familiar

design for teachers, parents, and other laymen. According to

 the advocates, subject design has an advantage because it is

easy to deliver.

1.2 Discipline design. This curriculum design model is related to

the subject design. However, while subject design centers

only on the cluster of content, discipline design focuses on

academic disciplines.

1.3 Correlation design. Coming from a core, correlated curriculum

design links separate subject designs in order to reduce

fragmentation. Subjects are related to one another and still

maintain their identity.

1.4 Broad field design/interdisciplinary. Broad field design or

interdisciplinary is a variation of the subject-centered design.

This design was made to cure the compartmentalization of the

separate subjects and integrate the contents that are related

to one another.

2. Learner-Centered Design

Among the progressive educational psychologists, the learner is the

center of the educative process. This emphasis is very strong in the elementary

level, however; more concern has been placed on the secondary and even the

tertiary levels. Although in high school, the subject or content has become the

focus and in the college level, the discipline is the center, both levels still

recognize the importance of the learner in the curriculum.

Here are some examples of curriculum designs which are learner-

centered.
 2.1 Child-centered design. This design is often attributed to the

influence of John Dewey, Rouseau, Pestallozi and Froebel.

This curriculum design is anchored on the needs and interests

of the child. The learner is not considered a passive individual

but one who engages with his/her environment.

2.2 Experience-centered design. This design is similar to the

child-centered design. Although the focus remains to be the

child, experience-centered design believes that the interests

and needs of learners cannot be re-planned. Instead,

experiences of the learners become the starting point of the

curriculum, thus the school environment is left open and free.

2.3 Humanistic design.

Let’s Take It On!

Instructions: After learning from this lesson, how would you prepare yourself

to become a teacher, using the three approaches to curriculum? Write your

answer on the space provided below:

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References

Alistair, R. (2000) Curriculum: construction and critique, London: Palmer Press.

Bilbao, Purita Ed. D. et.al. Curriculum Development for Teachers. Lorimar
Publishing, Inc.
Gronlund, Norman (1981). Measurement and evaluation in teaching. 4th Edition.
Mac Millan Publishing.
Partnership for the 21st Century Skills. (2007) 21st Century Skills and Instruction
http://www. Project child. edu

Suggested Readings

http: www. Learning domain. Com/ASS/Mod. 7 Implementation doc.

http:www. Usb458.k.12.ks.us:82/curriculum/assessmentdef.html-29k-cathed

Students’ Feedback

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