STUDY GUIDE 1

Learning Task 1

1. The curriculum alludes to the implications of materials to the students that will associate the
needs, thus, accomplishing the instructive results.

2. Our school scheduled a time where every 3rd year student needs to visit the science building
outside our vicinity that has a different concept about science that helps us to adore the subject
and also have a mini tour that time. All of the students from 1st year to 4th year participate for the
wellness activity that the primary goal was to have a bond with other students and experience a
new found exercise that everybody will surely enjoy. Speech choir is the activity that I totally
enjoyed since it challenges my memory to memorize a long speech that also needs acting.

3. Under co-curricular are speech choir and visiting a science building since it aids the learners
to adapt new information which has the quality to validate their studies. Wellness activity is part
of extra-curricular because the students only provide their time doing the activity after or during
their most available time.

Learning Task 3

1. The curriculum is managed by the learning materials provided by the teachers and school.
Learners should acquire the given subjects with content guided by the learning experience and
use it in their learning activities. Teachers hoped to have systematic learning outcomes to
impart the learners' knowledge. It shows a progressive way since the method used
appropriately assists the concept of a learning experience for the real-life scene that validates
the quality of the learner's knowledge for the future.

2. Schools implemented a new learning modality for the learners made by the pandemic.  Today's
curriculum is a traditional way because students are required to adapt content from various
subjects within the new learning modality. It is traditional since teachers formulated a module
with contents for the writing, grammar, and reading of the learners. Objectives of the curriculum
are that learners should be able to acquire new leanings despite the new learning modality.

3. Recommended Curriculum: Philippine Association for Teacher Education (PAFTE)

Written Curriculum: k-12 Curriculum Guide

 Taught Curriculum: Group work experimentation

Supported Curriculum: Library

Assessed Curriculum: Reflection Paper

Learned Curriculum: Recitation (Sort out the important main point in a lesson)

Hidden/Implicit Curriculum: Acceptance to the LGBQ Community

4. School curriculum serves as the guide of the teacher to formulate their lesson systematically.
Teachers should be well equipped in the methods of teaching to have an efficient approach for
the learners. School curriculum maintains the necessary needs of the instructor needed for
knowledgeable content that will be used by teachers and students.

5. As a college student, the professor that handles the class that I belong to knows the curriculum
or a knower. The professor already masters the curriculum for a long time since they are in the
sector of learning for almost half of their lives. As part of the class, I determine that our
professor is a knower since they can validate the lesson from various content to another.

Learning Task 4

KNOW WANT LEARNED

 It has subject  What is the best  The curriculum

curriculum suited for supported the school
 Consisting of various the learners? and teachers in the
course
 Can a curriculum objectives needed by
validate the needs of the students.
 It has assessment
the students on their  Formal, non-formal or
done by the students
academic informal do not exist
performance? without a curriculum.
 In the Philippine
 How will curriculum educational system,
help the teacher in established in different
their teaching career? educational levels
which have
corresponding
recommended
curricula.
Learning Task 5

1. Agree – Learning from experience makes sense from direct experience that can
be seen in authentic learning  which uses real-world problems that allow learners
to explore and be more productive.

2. Agree – Teachers are explorers to have more knowledge into forming a

productive lesson for the students.

3. Agree – Assessment provides systematic results of the students' learning and

covers which part of the lesson gives the hard times to understand.

4. Agree – Learned curriculum and Implicit curriculum are based on what the
learners learned to be evaluated by the behavior of the latter.

5. Agree – Recommended curriculum provides the standards that a teacher should

know to formulate an authentic and dynamic learning for the students.

6. Agree – School curricula are not stagnant, it is evolving, because of this teachers
need to improve the means of teaching strategy in order to be competent from
knowledge keeper to knowledge seeker.

7. Agree- It is to measure the students learning and effectiveness of the content

which can be improved for the next lesson.

8. Agree – It is the standards and guidelines that should be used by teachers to

formulate the lesson plan guided by the recommended curriculum.

9. Disagree – Education has three levels, DepEd are for the basic education and
secondary education while for the higher education CHED is the recommended
curriculum that includes the bachelor degrees and the graduate degrees. Also, for
vocational education TESDA provides other classifications that accommodate
vocational training.

10. Agree – With the knowledge and competencies that a teacher has it supports the
process of developing the learner’s capability in understanding to be engaged with
the content.

STUDY GUIDE 2

Learning Task 1
         The curriculum defines as the planned and guided set of a learning experience and the
intended outcomes of the learners. Approaches used to utilize the learnability of the students
because of the differences in adapting the lesson. The definitions of the curriculum formulated
the systematic approach that a teacher should comply with on performing the competencies for
the learners. The majority of the instructor used the topical and modular approach as their guide
inside the curriculum. Furthermore, the definitions of the curriculum are related to the
approaches to the school curriculum for the reason that they aim to anchor the learning validity
to adapt the lesson in a more complex way.

   Curriculum as a process is the approach where teachers, students, and content

collaborate for systematic learning. As the process begins, teachers formulate questions to be
asked for the students that concern how they adapt the content effectively. Two years from now,
I will conduct a method that provides quality learning for the students and curriculum as the
process will aid my teaching career.

Learning Task 3

1.

 Significance – Subject matter or material is important whether it is chosen and structured

to improve learning experiences, skills, processes, and attitudes. Students come from
diverse ethnic cultures and races, the subject matter must be culturally aware.
 Validity – Content is stagnant therefore the learning experience of the students should
meet the goals of the curriculum with a dynamic and ever-changing process.
  Utility – It is the content that learners can learn and accept the formulated lesson given
in their present level of acquiring the knowledge.
 Learnability – The capacity of the learners to gain information effectively and efficiently.
Education is about how an individual's ability to learn the new, not the things they
already knew.
  Feasibility – The teacher should consider the nature of the learners. Students must
learn within the allowable time and the use of resources available. Teachers should list
down a goal before the formulation of the subject matter in order to know after the
assessment of the students where they lack focus to acquire the content.
 Interest – Students learn better if the subject matter is engaging, making it essential to
them. The subject should be suited to the nature and cognitive ability of students.

2. Guide in the Selection of the Content in the Curriculum

1. Commonly used in the daily life

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

  Balance – A fair allocation of content, time, expertise, and other elements is required in
the learning process. Having the program "in order" maintains a continuous balancing
and updating of its efficiency and validity.
 Articulation – It can be achieved, either vertically or horizontally. In vertical articulation,
the contents are arranged from the stage of development of the learners that the level of
material use is related to the next level. Horizontal articulation happens at the same rate
as Science related to Social Studies.
 Sequence – Contents and interactions are done systematically. A certain sequence
wherein joint ventures, activities, or objects facilitate the other.
 Integration – Learning is more effective when facts and principles from one field can be
related to another especially when applying knowledge.
 Continuity – Content should provide continuity in learning and prevent loss through
forgetting. The students should be provided with experiences by process.

 Scope – It is the coverage of the curriculum. It is broad, limited, simple and general to be
discussed.

4.

 Curriculum process in the form of teaching methods or strategies is meant to achieve the
end.
 There is no single process or method. Its effectiveness will depend on the desired
learning outcomes, the learners, support materials and the teacher.
 Curriculum process should stimulate the learner’s desire to develop the cognitive,
affective, psychomotor domains in each individual.
 In the choice of methods, learning and teaching styles should be considered.
 Every method or process should result in learning outcomes which can be described as
cognitive, affective, and psychomotor.
 Flexibility in the use of the process or methods should be considered. An effective
process will always result in learning outcomes.
 Both teaching and learning are the two important processes in the implementation of the
curriculum.

5.

 Curriculum planning - Produce well-coordinated, effective teaching, discovering, and

evaluation programs that develop students' understanding, skills, and abilities in
disciplines and their multidisciplinary or cognitive, psychosocial capacities.
 Curriculum designing - Utilizes a course content outline, connecting curriculum to
formative assessments, or how to establish an action plan and create a course. Every
 learning goal would be accomplished with evaluation strategies, assessments,
information, concept analysis, and platforms.
 Curriculum implementing - Enable and provide learners with a suitable method by
applying the learning experience in making learning real. This ensures that the goals and
objectives set are met. It enables the content area and evaluation of the program.
 Curriculum evaluating - This technique of assessing and determining the level to which
the intended classes, courses, course content, and materials presented in the structured
curriculum ultimately deliver expecting the desired results.

6. The Galen Saylor and William Alexander Curriculum Model are more applicable and
appropriate for the learning modalities in this time of pandemic. The new learning modalities
implemented by the DepEd and CHED are synchronous learning/class and asynchronous
learning/class. These types of learning modalities challenge the teaching capacity of the
teachers to provide an authentic and dynamic process for the students to adapt the content
efficiently and effectively despite the situation. The four steps within this model provide the
teaching opportunities for the teachers and learning opportunities for the learners that reflect on
the interconnectedness of the content provided.

7.

Ralph Tyler Model: Four Hilda Taba Model: Galen Saylor and William
Basic Principles Grassroots Approach Alexander Curriculum
Model

 Focuses on the  Curriculum is made  Focuses on goals,

planning phase with the collaboration
of teachers, admins,
experts, students and
society.
objectives, domains,
curriculum designing,
curriculum
implementation and
evaluation.

8. The curriculum evaluation is very important for a teacher since it will determine if the
objectives of the content have been achieved by the learners. Assessment would be the tool to
categorize by the teacher the learning capacity of the learner adapting the lesson. The result of
evaluation will welcome the door for improvement that can be polish through time.
Learning Task 4
Learning Task 5

         As a future teacher, the quality to become effective in providing information for the
learners is to execute the knowledge keeper to knowledge seeker. It is my responsibility to
choose the best approach that is suited for the learning capability of my students connected to
interest that they have. Provided that the three approaches have its own goal for the learners,
as a teacher I should classify first how curriculum works to validate if it’s effective for my
students' capability accepting information. There are tons of professional people in the
education industry, as a first time teacher; to seek guidance for them is a good step to gather
information that would aid my teaching capabilities in formulating what approach is the best to
conduct.

STUDY GUIDE 3

Learning Task 1

 John Dewey, an american psychologist and instructor, who became a co-founder of the theory
movement called as idealism, a specialist of applied psychology, an influential civic theorist, and
a pioneer in the progressive education movement. Curricularists are those who developed
curriculum theories. A person who is curricularist is involved in curriculum knowing, writing,
planning, implementing, evaluating, innovating, and initiating.

Learning Task 3

1.

Philosophical Foundations

 John Dewey influenced the norms of the use of learning by doing. The role of education
is that knowledge should lead to growth and development of lifelong learners who
actively learn by doing. Thus, the aim of this for education is to promote democratic and
social living. The contribution of John Dewey for the curriculum is to become a future
ready by implementing real life problems to formulate and activate the growth of the
learners to accept and adapt results from their experience.
Historical Foundations

 Harold Rugg describes the education that should have a creative act as a total action
since it is child-centered. The concept of intuition which is equal to creativity is the way
of knowing through inside identification. In order to promote creative activities in the
school setting, he recommended the creation and improvement of services in schools as
a way to recognize the creativity of the learners.

Psychological Foundation

 Jean Piaget's hypothesis of intellectual growth claims that intelligence improves as

children are growing up. The cognitive growth of a child is not just the accumulation of
information, the development or creation of a conceptual image of reality.

Social Foundation

 Emile Durkheim implies that school is the only institution capable of preparing children
for membership in wider society, it does this by enforcing a set of rules which are applied
to all children, and children learn to interact with all other children based on these shared
rules, thus acts like a society in miniature. If teaching history is taught effectively, it
‘comes alive’ for children, linking them to their social past and developing in them a
sense of commitment to the social group.

2. Philosophical foundation aided the curiosity within me towards how learning

should consider the experiences of an individual into achieving the knowledge.
This foundation aims to clarify the fundamental intent of instruction and even the
responsibilities of diverse respondents. Whereas all the philosophies are
proposing which establish a plan of the curriculum, methodology provides the
way in which such aims are carried out.
3. As a future educator, a problem-centered approach will be my resort to guide and
provide a systematic learning phase for the learners. The world is not stagnant, it
is dynamic and ever-changing as well as the education, and therefore students
should be proficient in the concept of understanding to solve problems rather
than focus on one thing, which is the procedure only. The learning process starts
with solving problems, instead of content since learners are expected to more
actively engage. This approach can be applied in the school/classroom setting by
conducting an activity that a student requires to make reasoned decisions and
defend them appropriately. For example, present a scenario where a policy or
rule was broken by a student, students should answer the questions: what kind of
rule was broken, what will happen to the student involved in the scenario, and
why is this rule important in public schools.

Learning Task 4

Elementary Mathematics Grade 3

Grade 3 – Place Value

FIRST QUARTER/FIRST GRADING PERIOD

CONTENT CONTENT PERFORMANCE LEARNING LEARNING

STANDARDS STANDARDS COMPETENCY MATERIALS
1. Place Value The Learners The Learners The learners Learning Guide
1.1 Value of a demonstrate should be able should be able.. in Mathematics:
digit in the understanding to…. Whole Numbers
numeral of….
writing a number Read and write  Identify Math for Life –
with one digit in numbers through 9 the place Grade 3 Unit 1
each place 000 in symbols value and Materials
value and in words. value of a LG- Math 3
digit in the
numeral
 Solve
word
problems
involving
place
value.
 Create
numbers
by putting
digits in
places
with
specific
values.
Learning Task 5

JOHN DEWEY (1859-1952)

A believer of progressivism that children learn by doing. John Dewey (October 20,

1859 – June 1, 1952) was a philosopher and professor from the United States. He was a

pioneer of pragmatism, a prominent philosophical school of thought in the early twentieth

century that stressed a rational framework by experience. Dewey completed high school in

Burlington, Vermont, where he did grow up. Dewey joined the University of Vermont at the age

of 15, where he practiced philosophy for four years. Dewey took a stance as chairman of the

philosophy, psychology, and pedagogy department at the University of Chicago in 1894. While

his previous interests in philosophy and psychology influenced his subsequent work, it was at

the University of Chicago that Dewey started to establish his theories which do correspond so

significantly to the school of thinking known as idealism.

 Dewey wanted to reveal the shortcomings of the current tradition before he could create

and express his theoretical system. John claimed that the defining characteristic of Western

philosophy was the concept that true being that which is completely real or fully knowable is

dynamic, ideal, and infinite and that it is the root of what truth the universe of existence could

entail. This philosophy of nature, according to Dewey, was profoundly underdeveloped. He

argued that all objects are open to change and do change, rejecting any dualism between being

and reality. There is no such thing as a static being or a temporary existence. Neither is

perception strictly abstract since the human imagination is a part of nature. Interactions are the

results of a variety of interacting systems and therefore are natural occurrences. A difficulty of

human life is therefore to figure out how to deal well with the transition cycles rather than to

eliminate them.

Accuracy's steadiness does not mean a complete loss of consistency with previous

periods of natural processes. A history, according to Dewey, is a pattern of transformation with a

recognizable result. As the constituent mechanisms of a past are known, they become

modifiable, and their result may be purposefully varied and guarded. Dewey's vision of history

has a clear meaning for humanity: no one's destiny is determined by an innate human condition,

disposition, character, skill, or social position. This is why Dewey was so associated with

creating an educational theory. Individuals can evolve in some ways if they have adequate

knowledge of the factors required for human development. Thus, education aims to encourage

the development of a particular kind of active history—human existence.

It is evident by his writings that Dewey claimed that education should be more than just

telling students mindless truths that they would quickly neglect. Rather than focusing on

memorization to acquire, john believed that education should be a journey of interactions that

expand on one another to develop and appreciate new concepts. Dewey observed that

traditional schools attempted to build an environment apart from the students' daily lives. He
assumed that school events and students' life experiences should be linked; or else, true

learning would be difficult. Student’s psychological bonds with community and family, will be

severed if they cut the ties, making their learning journey less enjoyable and, as a result it will

become less unforgettable. Correspondingly, he argued that schools should socialize students

in order to train them for life in society. While Dewey’s educational philosophy has been called

into question by today’s rigid academic standards, yet, educators continue to focus on his

values and beliefs to form their teachings as well as the minds of future generations.

Theodore Brameld (1904-1987)

Theodore Brameld, a psychologist and pioneering educator who founded the

reconstructionist theory of education, dedicated his life to personal and societal change in

education. Brameld, who was influenced by John Dewey's educational theory, advocated for

schools to become a strong tool for social and political reform. Both inside and outside the

school, he encouraged reasoned reasoning and discussion. Brameld received a doctorate of

philosophy from the University of Chicago in 1931 and taught at Long Island University before

going on to New York University and Boston University.

Brameld was introduced to a social activist group of academics at Teachers College,

Columbia University, in the 1930s, which included George Counts, Harold Rugg, Merle Curti,

and William Heard Kilpatrick. Counts, in fact, had a deep influence on him. Brameld called for a

new theory that concentrated on flaws in the social, technological, and political systems in The

Social Frontier, a journal of educational and political criticism. This research yielded constructive
blueprints for a new social order that tackled social inequities such as racism, inequality, and

economic abuse. Minority Problems in Public Schools, published in 1945, addressed these

questions. Brameld, who had a strong interest in the common person, saw liberalism as the

cornerstone of his educational ideology. In Ends and Means in Education: A Midcentury

Assessment, published in 1950, he concluded that education demanded a restored outlook and

advocated reconstructionism as an acceptable label to identify this theory.

Most of Brameld's theories arose from his experiences implementing his religious views in a

school environment in Floodwood, Minnesota. Brameld described reconstructionism as a

disaster philosophy; the reconstructionist is "very clear as to which road mankind should take,

but he is not at all clear as to which road it will take" (2000, p. 75). Thus, reconstructionism is a

theory of ideals, goals, and aims, with the core objective of education being a politically

empowered global society.

References:

https://education.stateuniversity.com/pages/1800/Brameld-Theodore-1904-1987.html

https://www.britannica.com/biography/John-Dewey/Instrumentalism

https://www.verywellmind.com/john-dewey-biography-1859-1952-2795515
Learning Task 6

William Bagley is the father of essentialism which gives importance in the curriculum for
the education of teachers. He most likely will influence my teaching practice in the future since
his theory focuses on the elementary school as they are the primary and essential stage of the
whole education given that I am an elementary education major it gives me the advantage to
use his approach.

      All learners in primary schools must be well trained in reading, writing and arithmetic. But
patriotism and character development are also important characteristics for a good citizen aside
from academic knowledge. To apply this essential approach for my teaching the essential tools
that will guide me are the traditional disciplines focused on the basic skills and intellectual self-
discipline. Therefore, students at school are expected to think about morality, rationality and
regard for school authority. These will enable students to act better in their lives and also as
citizens of a civilized society.

STUDY GUIDE 4

Learning Task 1

Planning the lesson aims to aid the teacher to be well prepared and be aware of the
intention of teaching the students. As Benjamin Franklin quotes 'By failing to prepare, you are
preparing to fall' indeed it's right, a prepared educator is always capable of teaching the lessons
and spreading knowledge with conviction without delay. It is a must for a teacher to design a
lesson plan to help them focus more on the knowledge first towards the mind of the learners. As
a teacher in order to teach effectively, being prepared, organized, clear and patient are the
steps to be conducted to have better results for the students. The teacher should know the
course material. Evaluate main thoughts and methods if you're not sure about them, especially
if it's been a while as you've been focused on the topics you're going to teach. Consider how the
content would be more successfully demonstrated and carry out a plan. Effective teachers can
explain complex ideas in simple ways in order to lay down the information in clear view. Some
of the students tend to understand the lesson if there is a visual presentation, providing a
concept that is effectively demonstrated with visual aids such as charts and drawings.

Learning Task 3

1.

Curriculum change is inevitable, necessary, and desirable.

 Human organizations, such as individuals, develop and evolve in accordance to their

capacity to react to circumstance and respond to a situation.Thus, the social system is
 continually confronted with issues to which it must adapt or perish. As a result, there is a
need to consider educational changes in order to cater to global issues.

Curriculum is a product of its time.

 Curriculum must be punctual to the changes brought by the individuals or educational

group. For example, before blackboard is the material used to formulate the instruction
but now several apps are used to conduct the instruction. We, people, should be
responsible for adoption of curricular innovations if changes in curriculum are continuing.

Curriculum changes made earlier can exist concurrently with newer curriculum changes.

 Curriculum changes start and end abruptly but because of this change, it becomes very
challenging and tasking. A challenging development has almost forced an extensive,
especially in public schools. People in charge of education want the right strategy for
new changes in society. If the status quo no longer meets the learners ’ needs, it must
be modified to stimulate an effective response. 

Curriculum change depends on people who will implement the change.

 Teachers are the one who implement the curriculum but sadly some of them don’t work
very well on the rules. The performance of the students is the result of how teachers
interact with them, hence, the lack of enthusiasm towards them usually affects their
learning adaptation.

Curriculum development is a cooperative group activity.

 The teachers, students, administrators and even the non certificated personnel should
be involved in any change in the curriculum.   For every change in the curriculum without
the support and understanding of people involved, the majority of educators will fail. 

Curriculum development is a decision-making process made from choices of alternatives.

 A teacher must list down or lay down various methods in teaching to provide efficient
instructions to the learners. Different choices guide the curriculum in order to have a
systematic development. 

Curriculum development is an ongoing process.

 The curriculum is not stagnant, therefore the change in the learners unfolds new
knowledge. Hence, the role of teachers and schools is to have room for improvement in
guiding the students. There should be continuous tracking to ensure that the
implementation is in progress and that the issue does not reoccur.

Curriculum development is more effective if it is a comprehensive process, rather than a

“piecemeal”.

 Curriculum designers should be mindful of the effect of curriculum preparation not only
on the pupils, staff, and parents directly involved by a quantitative reform but also on the
innocent respondents, those who are not directly involved in curriculum development but
affected in any way by the outcomes of planning.

Curriculum development is more effective when it follows a systematic process.

 Comprehensive curriculum development performs better than trial and error.The bigger
issue should be clear from the start. A series of guidelines must be properly enforced to
be implemented in the classroom and school.  

Curriculum development starts from where the curriculum is.

 Teachers should embrace change, then and only success will take place. A good
starting point gives advantage to enhance the curriculum to formulate a systematic way.

 2. An assessment has a significant impact on how students learn, their ability to learn, and how
teachers teach. The most challenging elements of a curriculum design are the
assessment/evaluation because it serves as the judge of the learning strategy used by the
teacher. In this specific area, the teacher determines which part of the lesson is lacking
communication to learners to understand. 

3. Various teachers that I encountered usually used the learner-centered design that revolves
student’s needs, interests, and goals. Teachers provide choices for the learners to empower
their education that aims to give them freedom through choices. This form of curriculum design
engages and motivates students to be better individuals. As an elementary major this curriculum
design is perfect for the learners since they are learning the basic knowledge.  

4. In our school, they provided us two options for our learning modality: the Flexi-tech and Flexi-
kit. As a second-year student, I am under the Flexi-kit modality that our professor gives us as a
study guide to answer on our own time frame. The curriculum design that is used in our learning
modality is the subject-centered design. In my different subjects, we often used textbooks for
our guides and references to provide an answer in our study guide. Under the subject-centered
design is the discipline design that is specifically used for college which I encountered as an
elementary major.

5.

 I realized that teachers play a big role in implementing the curriculum to be more
 effective in order to deepen the learning competencies of a learner.
 I feel that although curriculum may have various phases but the primary goal of every
curriculum design is to cater the needs of the learners.
 I need to choose wisely what methods are appropriate and efficient for the students in
my teaching career in the future

Learning Task 4

Statement No.3: Students are too young to solve life’s problem, why should they do problem
solving in school?
 Nowadays in this generation we cannot underestimate young children on their capacity
to solve problem in school or outside the school. Children maybe at their young age but
they see things differently. Evolving them in solving problems or cases scenario in
school make a difference in one’s adult perspectives. As we understand more about
their thinking and ways of finding solutions to problems we tend to realize that even a
young mind can make a reasonable and bigger solution to a situation.

Learning Task 5
A. Subject-Centered
 Students in history should learn the subject matter like historians, students in biology
should learn how biologists learn, and so with students in mathematics should learn how
mathematicians learn. The center goal for basic education is the intellectual
development of learners towards various subjects.