PHD – 609

CURRICULUM DEVELOPMENT MANAGEMENT AND EVALUATION

MIDTERM
1. Elaborate this statement.

"The curriculum is not what is written but what is done."

Teachers have always supplemented the core curriculum to meet the needs of students. In
the digital classroom today, the whole curriculum appears to be a mashup of supplemental
materials. Curriculum can be defined as the step-by-step process based on what is written on the
on the guide. It is used to create positive improvements in courses offered by a school, college or
university. As the world continues to evolve, new discoveries have to be roped into the education
curricula. Innovative teaching techniques and strategies (such as active learning or blended
learning) are also constantly being devised in order to improve the student learning experience. As
a result, an institution must have a plan in place for acknowledging these shifts—and then be able
to implement them in the college curriculum. Curriculum for understanding represents more than a
collection of activities or bits of information that learners learned.

It provides for the holistic performance of meaningful, complex tasks in increasingly

challenging environments. A curriculum for understanding takes the shape of topical strands that
are highly interconnected in ways that are consistent with the knowledge structure used by experts
in tackling complex tasks in their discipline. The way we understand and theorize curriculum today
has changed significantly over the years. Today, the simplest definition of the word “curriculum” is
the subjects that make up a course of study at schools, universities or colleges.

2.  Explain the role of these items in curriculum development.

A. Thoughtful Planning

A thoughtful plan is an essential piece of the instructional design process. Not only does it
help you track progress towards your learning objectives, it ensures lectures are balanced with
adequate opportunities for reflection, application of knowledge and community building. Here are a
few questions to ask yourself pertaining to your learning objectives, assessments and course
content.

Thoughtfully Connect Students & Standards

There is evidence from daily work and classroom assessments that each student can
independently demonstrate an understanding of the content, concepts, and skills associated with
each standard
PHD – 609
CURRICULUM DEVELOPMENT MANAGEMENT AND EVALUATION

We should celebrate areas of strength in student learning as aligned to the

new standards. And we must address areas of need to ensure that curriculum is augmented,
revised, or (if warranted) completely changed to turn those areas of need into new opportunities
for student learning.

Processes are in place to ensure that each student has the opportunity to learn the
content, concepts, and skills associated with each standard

Although there is a significant amount of flexibility afforded by the standards—including how

content is taught and how students develop and demonstrate competence in their day-to-day
classwork—the rigor of the Common Core standards requires a systematic approach that
scaffolds specific student learning needs across lessons, units, and grades or courses.

Language of the standards incorporated into each student’s learning experiences 

Words like recount, determine, distinguish, and interpret are in the 3rd grade standards. A

student who has not been exposed to this vocabulary may shine when prompted to “tell what
happened in the story,” but that same student might not even attempt to answer when prompted to
“recount the main events in the text.” If the standards include academic language to describe the
quality, direction, and complexity of student work, we must see that same academic language as
a crucial component of our curriculum.

B. Intelligent guidance of learners' experiences

The goal of guidance is to help the child make maximum use of his abilities. As previously
indicated, elementary school guidance has meaning only insofar as it is congruent with the
educational purposes of the school. Guidance serves to reconcile the uniqueness of the individual
with the demands of our society and culture.

Picture a student who feels a strong personal connection as his/her experiences to her
teacher, talks with her teacher frequently, and receives more constructive guidance and praise
rather than just criticism from her teacher. The student is likely to trust her teacher more, show
more engagement in learning, behave better in class and achieve at higher levels academically.
Positive teacher-student relationships draw students into the process of learning and promote their
desire to learn (assuming that the content material of the class is engaging, age-appropriate and
well matched to the student's skills).
PHD – 609
CURRICULUM DEVELOPMENT MANAGEMENT AND EVALUATION

Intelligent guidance has secured an important place in the field of guidance meant for the

students. It is not a recent attempt by the modern guidance workers. It is concerned with every

aspect of education especially meant for the students. It is an intellectual attempt which is

concerned mainly with different problem relating to choose suitable courses for students, to

complete it smoothly, to prepare students for future vocations etc.

It is designed to help students to achieve success in different, phases of education starting

from primary education to its end including vocational preparation. Therefore much more care

should be seriously and sincerely viewed by the guidance experts. Before high-lighting on different

relating facts regarding educational guidance it is the first and foremost task to define educational

guidance at a glance. Several authors have given their own definitions regarding educational

guidance which are stated here for the further discussions.

C. Meaningful appraisal  

Meaningful appraisal is a quality assurance process in curriculum development,

implementation, and evaluation and is the basis of the recursive nature of curriculum work. It
begins with an understanding of the context in which the curriculum will be offered and
the curriculum decisions that have been made. As they say effective feedback is designed to
determine a learner's level of understanding and skill development in order to plan the next steps
towards achieving the learning intentions or goals. This appraisal model seeks to create a
collaborative evaluation environment involving instructional and supervisory staff members in the
process of improving instruction and student outcomes. Through mutual investment, the
evaluation staff working with the teaching staff will create opportunities for personal growth and
improved classroom learning.

Prepared by:

Enrile, Jay Mark M.

PHD ME