HOLY INFANT COLLEGE

College of Education
OBE COURSE OUTLINE IN PROF.ED.7
(THE TEACHER AND THE SCHOOL CURRICULUM)

COURSE DESCRIPTION:

This course includes the fundamental concepts and principles as a foundation to engage perspective teachers as a curricularists .
The more active role of the teacher is planning, implementing,, and evaluating school-curriculum as well as in managing school
curriculum change vis-à-vis various context of teaching-learning and curriculum reforms scale be given emphasis.

COURSE OBJECTIVES:

1. Define curriculum and discuss the different curriculum foundations

2. Discuss different curriculum sources and influences, and identify roles of teachers and school administrators in curriculum
planning.
3. Discuss the things to consider in changing a curriculum examine the strengths and weaknesses of a curriculum.
4. Identify different curriculum workers and analyze different levels of curriculum implementation.
5. Analyze different curriculum evaluation models and the different types of curriculum innovation.
6. Discuss the importance of teachers as curriculum leaders in planning and evaluating instruction.
COURSE CONTENT

Intended Learning Outcome Content Coverage Teaching –Learning Activities Assessment Schemes

1. A. Define curriculum and Chapter 1. Understanding the

discuss the different Curriculum.
curriculum conceptions.
1. Definitions of Activity Number 1.
Curriculum
 As a list of subjects Research Work
 As a learning
experience 1. Write five (5) examples
 As intended learning of an ideal curriculum
outcomes suggested by
 As planned professional
experiences Lecture- Discussion: organizations.
 As a discipline
 As content or subject
matter 2. Provide an example of a
2. Types of Curriculum a. Null or censored
According to Glatthon , A. Class Discussion Curriculum
Whitehead et al 2006, and/Participation 20% b. Hidden Curriculum
and Tanner and
Tanner,2007.
 Ideal or
Recommended
curriculum
 Intended, Official or
Written Curriculum
 Achieved Curriculum
or Learned
 Curriculum
 Tested Curriculum
 Entitlement
Curriculum
 Supported
Curriculum
 Null or censored
curriculum
 Hidden curriculum Q.1 Analyze the following
3. Curriculum conceptions evaluation tools and examine Quiz no.1.( Evaluation
4. Curriculum how evaluation instruments instruments/tools.
B. Discuss different Development Influenced measure the success of the
curriculum by various academic curriculum.
foundations and fields:
curriculum  Psychology
conceptions.  Philosophy
 Sociology
5. Elements of Curriculum
 Intent
 Content
 Learning experience
 Evaluation

Chapter 2.
II. 1. Curriculum sources and
A. Discuss different influences
curriculum sources and Activity No.2
influences.  Society as a source
of curriculum 1.Write the HIC Mission
 Learners as a source Vision and Core Values.
of curriculum
 Discipline or Lecture – discussion
Subject-Matter as a 3. Reflect on the given
source of And issue.
curriculum
Reporting Examine the K to12 Basic
2. Curriculum Influences Education Curriculum
Note: Please Students .Identify the different
Manual of any Learning areas, subject
Private Schools and courses included in
 Students the curriculum.
 Schools Vision,
Missions and core
Values
 Admission, and
Retention Policies Q.2 Make an
 Faculty Members Organizational Structure of A QUIZ NO. 2.( Organizational
 School College or High School Structure)
Administrators and Department.
Board of Trustees
 Accrediting Agencies
 Government Policies
and agencies

 Students Service
III. Chapter 3- Curriculum Design

A. Define what 1. Definitions of Curriculum Activity N0.3.

curriculum design is Designs:
and identify different  Intent Answer the following
examples of  Content questions.
curriculum designs.  Learning Experiences 1. Identify benefits of a
 Evaluation learner-centered
 LECTURE- DISCUSSION curriculum.
2. Different Curriculum 2. Analyze an example of
Designs: a learner-centered
 Subject- Centered And curriculum by
Designs answering the
 Learner- Centered questions.
 Problem Centered REPORTING a. What skills,
 Core Learning knowledge and
values are
3. Forces Influence emphasized in the
Curriculum Design curriculum.
B. Forces Influences  Vertical Organization b. .what type of
Curriculum Design  Horizontal learning
Organization environment is
required for its
implementation.

Chapter 4.
 Curriculum
IV. Development
A. Analyze different Activity No.4.
curriculum models. 1. Different curriculum
Development Models:
A. Linear Models of Reflect on and address the
curriculum Lecture-Discussion following questions.
Development
a. Tyler’s Rational 1. Review the Cyclical
Linear Model And Curriculum
b. Taba’s Grassroots Development Model.
Rational Model Reporting Then identify the
c. Standard-based possible strengths and
Curriculum weaknesses of each
Development Model model when applied to
d. Understanding by our educational
Design Model( UBD) system.
e. Systematic Design
Model
f. Murray Print Model
for Curriculum
Development Model
B. Cyclical Models of
curriculum
Development
a. Audrey Nicholls
Model for Curriculum
Development
b. Wheeler’s Curriculum
Development Models
c. Contextual Filters
 Model of Course
Planning

C. Dynamic Models of
Curriculum
Development
a. Walker’s Model
b. Skilbeck’s 2. Write a summary of
Curriculum the analysis of
c. Eisner’s Artistic Curriculum Modes.
Approach
d. Pawilen’s Model

2. Analysis of Different
Curriculum
B. Examine the strengths Development Models
and weaknesses of a
curriculum and discuss Lecture –Discussion
these curriculum models
can be applied in the Phil. And
Context. Chapter 5. Curriculum
Implementation Reporting
V.
A. Identify different Activity No.5.
curriculum workers and 1. What is the term
analyze different levels of curriculum 1. Reflect on and address
curriculum implementation implementation refers the following.
to? a. Collect at least
two(2) course
2. Curriculum Workers syllabus and
 Teachers
  Principals
 Curriculum b. Examine each
Consultant syllabus and
 District identify various
supervisor factors affecting
 Division the curriculum
Superintendent implementation.
 Regional
Directors
 Education
Program
Specialists
 Technical Panels
and Technical
Committees

3. Levels of Curriculum Lecture- Discussion

Implementation
 National leve[
 Regional level And
 Division level
 School level
4. Important things to Reporting
Consider in
Implementing the
Curriculum

Chapter 6.
 Curriculum Evaluation
VI.
A. Analyze different 1. Curriculum Evaluation
curriculum evaluation 2. Purposes of Evaluation Activity No. 6.
models. 3. Curriculum Evaluation in
the Classroom Reflect on and answer the
4. Classroom Evaluation at following questions:
the School or School
System Level 1. What do you think
5. Models of Curriculum curriculum evaluation is
Evaluation important?
 Provus’
Discrepancy 2. What is the difference
Evaluation Model between evaluation and
 Tyler Model of assessment?
Curriculum
Evaluation 3. How can we involve the
 Stufflebeam’s following stakeholders in
CIPP Model Lecture- Discussion curriculum evaluation?
 Stakes’
Congruency- And  Parents
contingency  Students
Evaluation Model Reporting  Community
 Eisner’s Officials
Educational  Professional
Organizations
 Alumni
 Researchers
Chapter 7.
Curriculum Innovation
 1. Curriculum innovations
are clustered into
several ideas:
VII.  Standard-based
A. Define curriculum curriculum Activity No. 7
innovation and  Multicultural
analyze the different Curriculum Answer the following
types of curriculum  Indigenous questions.
innovations Curriculum
 Brain-based 1. How can ICT integration
Education in education help to
 Gifted Education address educational
Curriculum issues on quality and
 Differentiated access?
Curriculum
 Technology Lecture- Discussion 2. How does differentiated
Integration And curriculum respond to
 Outcome-based Reporting the needs of special
Curriculum learners in a regular
 Transition classroom?
curriculum

Chapter 8. Teachers as
Curriculum Leaders

1. Key Roles of Teachers in

Curriculum Processes
 2. Teachers as Curriculum
VIII. Leaders In Instructional
A. Discuss the roles of Planning Process
teacher leaders as 3. Teachers as Curriculum Activity No.8
curriculum processes. Leaders in Evaluating
Instruction
4. Teachers as Curriculum 1. Identify the important
Leaders in the K to 12 traits of teachers as
Education Reform curriculum leaders in
 Teachers as 21st century learning.
Curriculum Leaders
in Preschool 2. How can a teacher
 Teachers in the influence other
B. Discuss the key roles Elementary Grades Lecture- Discussion teachers to become
of teachers as  Teachers in the curriculum leaders.?
curriculum leaders in Junior High School And
the K to 12 Education  Teachers in the
Program Senior High School Reporting
 Teachers of the 21st
Century Learning

5. Exercising Curriculum
Leadership in Selecting
Textbooks and other
Instructional Materials
6. Developing Teachers as
Curriculum Leaders
Requirement of the Course:
1. Participative Discussion/Reporting------20%
2. Exams (Mid-Term & Finals)----------------40%
3. Performance Task----------------------------30%
4. Attendance-------------------------------------10%
5. Total ------------------------------------100%

Reference:
Pawilen, Greg Tabios. The Teacher and The School Curriculum

Prepared by:

LILIA PITALBO-ADRALES, Ed. D.

Professor