GLOBAL RECIPROCAL COLLEGES BSED

2020-2021

GLOBAL RECIPROCAL COLLEGES

THE TEACHER AND THE SCHOOL CURRICULUM

Prepared by:
JOEY H. VILLANUEVA, PhD
Faculty, College of Education

THE TEACHING and the SCHOOL CURRICULUM

COLLEGE OF EDUCATION
2020-2021
 GLOBAL RECIPROCAL COLLEGES

THE TEACHER AND THE CURRICULUM

I. LEARNING OUTCOMES

This module will help you to:

1. discuss the different curricula that exist in the schools;
2. enhance understanding of the role of the teacher as curricularist; and
3. analyze the significance of curriculum and curriculum development in the
teacher’s classroom.

II. PRETEST
A. Directions: Match Column A with Column B.
COLUMN A
_______1. Assessed Curriculum
_______2. Hidden Curriculum
_______3. Learned Curriculum
_______4. Recommended
Curriculum
_______5. Supported Curriculum
_______6. Taught Curriculum
_______7. Written Curriculum
B.
_______8. Basic Education
_______9. Higher Education
_______10. Technical-Vocational
COLUMN B
A. It was proposed by scholars and
professional organizations.
B. It appears in school, district, division, or
country documents.
C. It was implemented by the teachers in
the classrooms or schools.
D. The resources like textbooks,
computers, audio-visual materials which
support and help in the implementation
of the curriculum.
E. It is a curriculum that is tested and
evaluated.
F. It is a curriculum that measures what
students learned.
G. It is the unintended curriculum.
A. It is the post-secondary technical-
vocational education and training taken
care of TESDA.
B. It includes from Kinder to Grades 1-12.
C. It includes the Baccalaureate or
Bachelor’s Degree and the Graduate
Degrees which are under the regulation
of CHED.

IV. CONTENT

A. HISTORICAL PERSPECTIVE OF THE PHILIPPINE EDUCATIONAL SYSTEM

Education in the Philippines has undergone several stages of development
from the pre-Spanish times to the present. In meeting the needs of the society,
education serves as focus of emphases/priorities of the leadership at certain
periods/epochs in our national struggle as a race.

THE TEACHING PROFESSION

COLLEGE OF EDUCATION
2020-2021
GLOBAL RECIPROCAL COLLEGES

As early as in pre-Magellanic times, education was informal, unstructured, and devoid

of methods. Children were provided more vocational training and less academics (3 Rs)
by their parents and in the houses of tribal tutors.
The pre-Spanish system of education underwent major changes during the Spanish
colonization. The tribal tutors were replaced by the Spanish Missionaries. Education was
religion oriented. It was for the elite, especially in the early years of Spanish colonization.
Access to education by the Filipinos was later liberalized through the enactment of the
Educational Decree of 1863 which provided for the establishment of at least one primary
school for boys and girls in each town under the responsibility of the municipal
government; and the establishment of a normal school for male teachers under the
supervision of the Jesuits. Primary instruction was free, and the teaching of Spanish was
compulsory. Education during that period was inadequate, suppressed, and controlled.
The defeat of Spain by American forces paved the way for Aguinaldo’s Republic under
a Revolutionary Government. The schools maintained by Spain for more than three
centuries were closed for the time being but were reopened on August 29, 1898 by the
Secretary of Interior. The Burgos Institute in Malolos, the Military Academy of Malolos,
and the Literary University of the Philippines were established. A system of free and
compulsory elementary education was established by the Malolos Constitution.
An adequate secularized and free public school system during the first decade of
American rule was established upon the recommendation of the Schurman Commission.
Free primary instruction that trained the people for the duties of citizenship and avocation
was enforced by the Taft Commission per instructions of President McKinley. Chaplains
and non-commissioned officers were assigned to teach using English as the medium of
instruction.
A highly centralized public school system was installed in 1901 by the Philippine
Commission by virtue of Act No. 74. The implementation of this Act created a heavy
shortage of teachers, so the Philippine Commission authorized the Secretary of Public
Instruction to bring to the Philippines 600 teachers from the U.S.A. They were the
Thomasites.

B. TRIFOCAL EDUCATIONAL SYSTEM IN THE PHILIPPINES

The trifocal education system refocused DECS’ mandate to basic education which
covers elementary, secondary and nonformal education, including culture and sports.
TESDA now administers the post-secondary, middle-level manpower training and
development while CHED is responsible for higher education.

THE TEACHING and the SCHOOL CURRICULUM

COLLEGE OF EDUCATION
2020-2021
 GLOBAL RECIPROCAL COLLEGES

C. TYPES OF CURRICULUM

7 TYPES OF CURRICULUM ACCORDING TO ALLAN GLATTHORN

1. Recommended Curriculum - The curriculum that is recommended by scholars and

professional organizations.
Basic Education - Recommended by DepEd
Higher Education - Recommended by CHED
Vocational Education - TESDA
2. Written Curriculum - Documents based on recommended curriculum.
Example: syllabi, course of study, module, books or instructional guides, lesson
plan.
3. Taught Curriculum - The curriculum which teachers deliver day by day.
4. Supported Curriculum - Includes those resources that support the curriculum-
textbooks, software, and other media supporting materials that make learning and
teaching meaningful print materials like books, charts, posters, worksheets, or non-print
materials like Power Point presentations, movies, slides, models, mockups, realia
facilities – playground, laboratory, AV rooms, zoo, museum, market or plaza (places
where direct experiences occur).
5. Learned Curriculum - The bottom-line curriculum it is the curriculum that students
learn.
6. Assessed Curriculum - The curriculum which appears as tests and performance
measures: state tests, standardized tests, district tests, and teacher-made tests.
7. Hidden/Implicit Curriculum - This is the unintended curriculum. It defines what
students learn from the physical environment, the policies, and the procedures of the
school. Not planned but has a great impact on students.

D. THE TEACHER AS A CURRICULARIST

The term curricularist is an utterly inessential word substituting for the far more
commonly used term curriculum specialist. The phrase “teacher as a curricularist” is
referring to the teacher’s functions with respect to the curriculum. Those functions can
vary from school to school and district to district.
At the very least, a teacher needs to be knowledgeable about the curriculum
because they are responsible for executing it, but they may not be involved in the analysis
that was used to define the goals of the curriculum, the design that was used to plan the
curriculum, or the development that was done to build the curriculum. The curriculum may
be canned and presented to the teacher. Conversely, they may have full control over each
phase of the process and have done the analysis and built the curriculum that they
execute and evaluate.

THE TEACHING PROFESSION

COLLEGE OF EDUCATION
2020-2021
GLOBAL RECIPROCAL COLLEGES

E. ROLES OF TEACERS AS CURRICULARIST

1. Curriculum Designer/Planner/Developer

a. Teachers know their students' needs better than others involved in the
curriculum process. While state or federal standards often dictate the skills covered
by the curriculum, a teacher can provide insight into the types of materials, activities
and specific skills that need to be included. Teachers from multiple grade-levels may
collaborate to identify skills students need at each level and ensure that the curriculum
adequately prepares students to advance to the next grade-level and to meet the
standards.
b. The curriculum development process includes several stages such as
planning, preparing, designing, developing, implementing, evaluating, revising, and
improving.
c. Teachers know the needs of all stakeholders of teacher education. Teachers
can understand the psychology of the learner. Teachers are aware about the teaching
methods and teaching strategies. Teachers also play the role as evaluator for the
assessment of learning outcomes.

2. Curriculum Implementer/Manager

a. Teachers must implement the curriculum in their own classrooms, sticking

to the plan that has taken so much time, careful planning, and effort to create. When
a teacher fails to properly implement a strong curriculum, she risks not covering
standards or failing to implement effective practices in the classroom. That does not
mean a teacher cannot make minor changes. In fact, a strong curriculum is designed
to allow a teacher to be flexible and to insert a few personalized components or choose
from among a selection of activities.
b. Teachers are viable candidates for curriculum leadership is their presence
in the classroom level. It is in the classroom where the curriculum is carried out. Since
the classroom is basically the work field of teachers, teachers experience first-hand
the results of curriculum planning and how these make an impact on the learners.
Teachers are in the best position to witness whether the curriculum is at odds or in
keeping with the needs and interests of students.
c. Teachers can best judge whether or not a particular curriculum design (i.e.
how content, methods and material are structured and assigned) will meet the
specified curriculum objectives. In addition, their interactions with lay people like
students, parents and guardians make them the most capable in bridging the gap
between curriculum theory and practice.

THE TEACHING and the SCHOOL CURRICULUM

COLLEGE OF EDUCATION
2020-2021
 GLOBAL RECIPROCAL COLLEGES

3. Curriculum Innovator

a. Teacher’s do not have the right competencies to fulfill their new roles or if
they are not convinced about the usefulness of an innovation, it provides an
important pitfall for innovative projects in higher education.
b. Teacher’s quality as teacher is considered by the institution most of the time
as a second criterion for authority, power, and status.
c. Teacher’s should not only implement innovations, but they should also
become actively involved in the development of innovations. In general, itis
assumed that teachers develop co-ownership of a new curriculum when they are
actively involved in its development

4. Curriculum Assessor/Evaluator

a. Teachers use assessment to determine where the child is in the learning

process and what teaching processes have worked. Tests, quizzes, papers,
discussion, observation are a few examples of assessments. The assessments are
used by teachers to evaluate the pupils with grades and/or parent conferences.
b. Teachers develop learning goals that they make known to
students. Teachers develop activities (methods) that guide students toward the
goal. And teachers inform the students what is expected of them when they have
achieved the goal.
c. A teacher's role in curriculum evaluation affects the school's choice of
textbooks, as well as the adoption of special programs to augment educational
standards. Classroom instructors examine the curriculum's objectives to determine
the relevance of the materials. If a great disparity exists, school officials must
reassess their programs or consider editing or remapping the curriculum to
best meet the students' needs.

V. ACTIVITIES

Activity 1: The Curricularist

Directions: Make a 1-page information leaflet or brochure using the roles of teachers
as curricularist. Attach your output together with this module. (50 points)

THE TEACHING PROFESSION

COLLEGE OF EDUCATION
2020-2021
GLOBAL RECIPROCAL COLLEGES

Activity 2: ESSAY WRITING!

Directions: Write an essay showing the significance of curriculum and curriculum

development in the teacher’s classroom.

VI. SUMMARY

➢ The trifocal education system refocused DECS’ mandate to basic education

which covers elementary, secondary and nonformal education, including
culture and sports. TESDA now administers the post-secondary, middle-level
manpower training and development while CHED is responsible for higher
education.
➢ 7 TYPES OF CURRICULUM ACCORDING TO ALLAN GLATTHORN:
Recommended Curriculum, Written Curriculum, Taught Curriculum,
Supported Curriculum, Assessed Curriculum, Learned Curriculum, and
Hidden Curriculum.
➢ ROLES OF TEACERS AS CURRICULARIST: Curriculum
Designer/Planner/Developer, Curriculum Implementer/Manager, Curriculum
Innovator, and Curriculum Assessor/Evaluator.

THE TEACHING and the SCHOOL CURRICULUM

COLLEGE OF EDUCATION
2020-2021
 GLOBAL RECIPROCAL COLLEGES

VII. POSTTEST
Directions: Match Column A with Column B

COLUMN A
_______1. Assessed Curriculum
_______2. Hidden Curriculum
_______3. Learned Curriculum
_______4. Recommended
Curriculum
_______5. Supported Curriculum
_______6. Taught Curriculum
_______7. Written Curriculum
B.
_______8. Basic Education
_______9. Higher Education
_______10. Technical-Vocational
COLUMN B
A. It was proposed by scholars and
professional organizations.
B. It appears in school, district, division, or
country documents.
C. It was implemented by the teachers in
the classrooms or schools.
D. The resources like textbooks,
computers, audio-visual materials which
support and help in the implementation
of the curriculum.
E. It is a curriculum that is tested and
evaluated.
F. It is a curriculum that measures what
students learned.
G. It is the unintended curriculum.
A. It is the post-secondary technical-
vocational education and training taken
care of TESDA.
B. It includes from Kinder to Grades 1-12.
C. It includes the Baccalaureate or
Bachelor’s Degree and the Graduate
Degrees which are under the regulation
of CHED.

VIII. REFLECTION

1. What is the most important thing you learned in this module?

__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________

2. Give at least 3 major takeaways from the topics presented in this module.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________

3. What was most challenging or least interesting activity you performed?

THE TEACHING PROFESSION

COLLEGE OF EDUCATION
2020-2021
GLOBAL RECIPROCAL COLLEGES

__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________

4. What do you want to learn more about?

__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________

5. What can/should you do with what you learned?

__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________

IX. ASSIGNMENT

Directions: Read in advance the School Curriculum: Definition, Nature and Scope.

X. REFERENCES

Bilbao, Purita P. The Teaching Profession: LORIMAR Publishing Corporation. 2018

http://hannalyn-jetaime.blogspot.com/2013/10/teaching-as-vocation-mission-and.html
https://kupdf.net/download/the-teaching-profession-all-
chapters_58e82ee0dc0d60786fda980a_pdf

THE TEACHING and the SCHOOL CURRICULUM

COLLEGE OF EDUCATION
2020-2021