ICCT Colleges Foundation Inc.

V.V Soliven II, Cainta Rizal

College of Teacher Education

The Teachers and the School

Curriculum
PROFED05

(Integration 2)

Name: Christine A. Reyes

Student Number: 20181909
Course: BSED – English
Year Level:4th Year
Course Facilitator: Ms. Oharrah Mae Ledesma
 Teachers and School Curriculum, written by Purita P. Bilbao, EdD, Filomena T.
Dayagbil, EdD, and Brenda B. Corpuz, Phd, is available for purchase on Amazon.
Specifically, it is intended to assist instructors in understanding various concepts,
theories, principles, and practices of curriculum building.

It is also intended to assist undergraduate and graduate students in teacher

education institutions. Using case studies from the Philippines and other countries, it
connects theory and practice by guiding students through an analysis of and reflection on
curricular approaches. It is now more crucial than ever to have a good foundation in
teaching. Changes in student demographics, technological advancements, the
accountability movement, and other societal pressures have combined to place a greater
emphasis on possibilities for deep learning for all students, and as a result, a greater
emphasis on effective instruction. This course will employ a learning-centered approach
to teaching, in which teaching is viewed as a means of promoting learning rather than the
other way around. We will also use a theory- and research-driven approach so that our
decisions about how to organize and implement instruction will be both informed and
systematic in their implementation. Also taken into consideration are your immediate
needs as well as your professional development requirements in order to prepare for
careers in the field of education.

The learning outcome of this course are as follows:

1. Design a course which involves the subskills of

Determining constraints
Selecting the appropriate learning outcomes, assessments, and instructional strategies
Aligning these components into a cohesive structure
Communicating this structure in syllabus

2. Deliver instructions in a format appropriate to their discipline. This includes the

subskills of
Planning instructional activities
Performing the appropriate functions with attention to the cognitive , psychological ,
and social context in which learning happens.

3. Articulate your teaching philosophy

Make a timeline of Philippine curriculum reforms
Apply the basic principles of curriculum development and making in designing a
proposed course of study or program.
Construct instruments for monitoring and assessing curriculum implementation
Report the research or action papers written with an implemented curriculum.

Curriculum development process - implies that curriculum is dynamic, that it changes in

response to the needs of the learner in a given society. The curriculum can be updated,
modified, or improved; however, any modifications should be purposeful, planned, and
gradual.
Curriculum development process - implies that curriculum is dynamic, that it changes in
response to the needs of the learner in a given society. The curriculum can be updated,
modified, or improved; however, any modifications should be purposeful, planned, and
gradual.
The logical phases in curriculum development are the following:

A. CURRICULUM PLANNING - The goal, vision, and basic principles of the Department of
Education (DepED) are visible and easily read when passing any public school. Similar
ones can be found in the CCSFP collection. The planning process takes into account the
students' needs as they navigate society, as well as the subject matter that will be used to
meet those needs.

B. CURRICULUM DESIGNING - It is called curriculum designing after the desired learning

outcomes have been identified. Curriculum designing entails conceptualizing a
curriculum that includes the selection and organization of content, selecting and
organizing learning experiences or activities, as well as selecting appropriate assessment
procedures and tools to determine whether or not the learning outcomes have been
achieved, among other things.

C. CURRICULUM IMPLEMENTING - When the plan and design are implemented in a

classroom or non-classroom situation, this is what is called "action." To fulfill the learning
objectives established during the planning, the teacher uses a plan and a design to aid in
the facilitation of the learning process. This requires collaboration between the teacher
and students as well as subject matter experts and learning activity designers.

D. CURRICULUM EVALUATING - When doing an evaluation, the goal is to determine

whether or not the learning outcomes have been achieved. In order to monitor the
progress of the learning, formative assessments are used, and summative assessments are
used to determine the achievement of the learning objectives. The outcome of an
assessment may also provide useful input to those responsible for curriculum planning
and implementation.

Tyler's concept, I've learned, was one of the very first models of curriculum development
ever devised. It was a really simple model with only four steps, and it worked perfectly.

1. Determine the goals and objectives of the school. You'd like to know what pupils must
accomplish in order to be successful in achieving the objectives set forth in the
syllabus. All goals are set in accordance with the needs of students and the philosophy
of the school.

2. Identify educational experiences that are relevant to the goal. It is the goal of the
construction of learning experiences to assist students in achieving the learning
objectives set out.
3. Make a plan for your experiences. The learning experiences are organized into a lesson
plan, which is created by teachers. Typically, the structuring of learning experiences is left
up to the discretion of the teacher or instructional assistant. The question is whether or
not the teacher will arrange the pupils' learning experiences in a logical sequence.

4. Examine the goals and objectives. Your ability to provide students with learning
experiences that help them reach their aims will be determined by how well you evaluate
their goals and objectives.

During this session, I learned that in order to attain learning objectives, the
facilitator must select the learning experiences that will aid in the facilitation of the
learning process. Teachers can better align the learning objectives if they are familiar with
the curriculum. It is critical that we thoroughly assess our learning objectives in order to
ensure that they are both achievable and beneficial in the long run. During this course, I've
discovered that teachers play an important role in making it a successful endeavor. As a
guide for every facilitator, the curriculum outlines what should be taught at each grade
level and what strategies should be employed.