Educ - 316 Module Dit - 2b

EDUC 316
CURRICULUM AND PREPARATION

OF CURRICULUM
DIPLOMA IN TEACHING
2-B
Educ-316 Curriculum and Preparation of curriculum. 1

CURRICULUM ESSENTIALS
OVERVIEW
This chapter is divided into two modules, each of which addresses a different
lesson related to the curriculum. The first module will concentrate on the
teacher's interest in the curriculum as a curricularist, as well as the history of
the curriculum and the different forms of curriculum.For the Second Module
Definitions, design, scope and the techniques used in the curriculum will be
the subject of Module.It also includes Curriculum Creation Processes and
Models, as well as the Curriculum Foundation, since a well-designed
curriculum can be used as a guide to ensure that both students and teachers
are on track. Its elements are designed to assist students in advancing from
general concepts to more advanced topics or skills.
In learning the program, these are the main topics. This chapter also
standardizes the learning goals for the entire chapter and provides a
straightforward route for students to grasp the curriculum.

OBJECTIVES
At the end of the chapter, the students can:
 Analyze the changing concepts of curriculum including various types of

curricula and how these are reflected in Philippine education;
 Describe the important roles of the teacher as curricularist who engages in
the different facets of curriculum development in any educational level
 Identify the meaning and Scope of Curriculum
 Describe the different approaches to school curriculum

 Differentiate curriculum processes and models.
 Recognize the role of the teacher in the implementation of the curriculum.

MODULE 1
The School Curriculum and the Teacher
OVERVIEW
The basic concepts and principles of curriculum creation are included

in this introductory course as a framework for involving prospective teachers
as curricularist. The teacher's more involved role in the planning, execution
and assessment of the school curriculum, as well as in the management of
the school curriculum, is evolving in relation to different teaching-learning
contexts and curriculum changes.
OBJECTIVES
At the end of the module, the students can:
 Discussed the cultural origins of education;

 analyze the changing concepts of curriculum including various
types of curricula and how these are reflected in Philippine
education;
 describe the important roles of the teacher as curricularist who
engages in the different facets of curriculum development in any
educational level

Lesson 1 Curriculum in Schools
THE STORY OF SABER-TOOTH CURRICULUM
PRE-DISCUSSION
The Saber-Tooth Curriculum, Harold Benjamin (aka J. Abner Pediwell)

sketched a parable of stagnate curriculum reform. The book is a metaphorical
and historical account of the development of an educational system. This
paper addresses, through the “lens” of Pediwell, the critical need to examine
the foundations of how curriculum and instruction evolve, and how we
address learning to learn in preparation for a lifetime of change in the 21st
century.
LESSON OBJECTIVES
At the end of the lesson, the students can:
 uncover cultural origins of education

 explain how certain disciplines become academically sanctified
 examine the impact of technological innovation on employment
CONTENT OF THE LESSON
 THE SABER-TOOTH CURRICULUM
 is an educational parable.
 The story is told in the format of a History of Education professor, Dr.
Peddiwell, giving 5 lectures to an old student at a bar in Tijuana.
 Peddiwell's 5 lectures on Paleolithic Education are a thinly veiled
metaphor for the obstacles faced by our modern education system.
THE CULTURAL ORIGINS OF EDUCATION
 THE PALEOLITHIC ERA

The Paleolithic Era is an ancient cultural stage of human technological
development, characterized by the creation and use of rudimentary
chipped stone tools. These included simple pebble tools (rock shaped by
the pounding of another stone to produce tools with a serrated crest that
served as a chopping blade), hand adzes (tools shaped from a block of
stone to create a rounded butt and a single-bevel straight or curved cutting
edge), stone scrapers, cleavers, and points.
HISTORY OF PALEOLITHIC EDUCATION
Reading this book provides a sense of irony from the author who
described the flaws of educators and education, that were apparently relevant
70 years ago too. The goals presented in this curriculum wouldn't have
anything to do with the standards of curriculum right now, but the idea of
setting goals is well explained.
 Saber Tooth Tiger Scaring

 Fish Grabbing
 Wooly Horse Clubbing
ICE AGE
These new activities of net-making , snare-setting, and pit digging are

indispensable to modern existence.
 Disappearance of Saber-Tooth Tigers & Woolly Horses
 Water grew too muddy to see fish for grabbing
 New predators arrived
 Fast moving antelope arrived in the land
THE MAIN THEMES
 Many schools are teaching an outdated set of skills and knowledge to

students.
 Resistance to change in curriculum and methods is constant and
crippling.
 The importance of practical, hands on learning in the classroom.
 Colleges and universities dictate school curriculum and standards with
extensive pre-requisites and expectations.
 Teacher training is often more focused on theoretical knowledge (and
acronyms!) rather than focusing on practical skill sets.
 When students learn outdated skills and knowledge in school they can’t
find meaningful work upon graduation.
BACKWARD DESIGN

 Emphasis on thinking first about learning sought (Big Ideas) before
considering teaching methods or learning activities.
 Part of the original development of the first curriculum in Dr. Peddiwell's
lecture where benefits to society are identified by New-Fist before main
subjects/skills identified.
CONSTRUCTIVISM
Without teacher interference or domination, let him (the student) always

decide what he wants to do, plan what he has purposed, carry out what he
has planned, and judge the worth of what he has done.
 Individual is involved in creating their own learning experiences and

understanding.
 Self-reflection by learner is paramount to learning process.
21st CENTURY SKILLS
As society changes, the skills necessary to negotiate the complexities

of life also change" (Digital-Age Literacy).
 Critical Thinking and Problem Solving Skills emphasized.

 Also emphasizes importance of addressing current and future needs of
society through education.
CONSTRUCTIONISM
Behavioral Domain/Application
 Learning Happens Through Doing

 Progressive schools in the story are considered radical for having
students actually practice the skills they are learning.
SUMMARY
Since the inception of education there have been different ideas of

what should be taught in schools. The Saber-Tooth Curriculum holds that
education started with fish-grabbing, horse-clubbing, and tiger-scaring long
before reading, writing, and arithmetic. In the book we meet New Fist, a social
meliorist. New Fist developed the first school and curriculum to improve his
society. This is the first notion of why we should have education at all and is
still one of the main educational goals professed by most institutions today.

ENRICHMENT
Students will group there selves into 2 and find the evidence that will
be collected to determine whether or not the understandings have been
developed, the knowledge and skill attained, and the state standard met.
ASSESSMENT
Each student explain how certain disciplines become academically

sanctified about Saber-Tooth Curriculum ?
REFERENCES
 Benjamin, H. R. (2004). The Saber-Tooth Curriculum. New York:

McGraw-Hill.
 Wiggins, G., & McTighe, J. (2005). Understanding by design
(Expanded 2nd ed.). Alexandria, VA: ASCD

Prepared & Reported by: Cia, Sheina May L.
Semi-detailed Lesson Plan
The Saber-Tooth Curriculum
Prepared by: Sheina May L. Cia
I. Objectives
At the end of the lesson, the student can:
•uncover cultural origins of education
•explain how certain disciplines become academically sanctified
•examine the impact of technological innovation on employment
II. Subject matter
TOPIC: SABER-TOOTH CURRICULUM
REFERENCE: THE STORY OF SABER-TOOTH CURRICULUM
AUTHOR: Benjamin, H. R. (2004). The Saber-Tooth Curriculum. New
York: McGraw-Hill. Wiggins, G., & McTighe, J. (2005). Understanding by
design (Expanded 2nd ed.). Alexandria, VA: ASCD
MATERIALS: VISUAL AIDS,PICTURES
III. INSTRUCTIONAL PROCEDURES
A.PREPARATOTY ACTIVITIES
1. PRAYER
2. GREETINGS
3. OPENING SONG
4. SETTING OF STANDARDS
5. CHECKING OF ATTENDANCE
6. PASSING OF ASSIGNMENT
7. REVIEW - The class will talk about the past lesson.
B.LESSON PROPER
1.MOTIVATION:
- The teacher will provide an activity. It is a examine the impact

of technological innovation on employment
LESSON PROPER
MOTIVATION:
- The teacher will provide an activity. It is a examine the impact of

technological innovation on employment
2. UNLOCKING OF DIFFICULTIES:
- The teacher will give the meaning of some difficult words for
them to understand easily the discussion is going on.
PRESENTATION:
- The teacher will present the lesson to the class.
DISCUSSION:
- The teacher will discuss the lesson by showing some objects and
giving some activities.
APPLICATION:
- Playing a game
Mechanics :
- Direction: find the pictures of a Paleolithic Education samples
above the table, then place it in a right places that belong
IV. EVALUATION
Directions: Differentiate some examples of Origin of the Education. And

explain each. (10 points )
V. ASSIGNMENT
Reveal or give some potential misuse of instructional technique as a means of
escape from the main educational issues.

EDUCATIONAL LEVELS
PRE-DISCUSSION
The term curriculum refers to the lessons and academic content taught
in a school or in a specific course or program. Curriculum is often defined as
the courses offered by a school, but it is rarely used in such a general sense
in schools. Depending on how broadly educators define or employ the term,
curriculum typically refers to the knowledge and skills students are expected
to learn, which includes the learning standards or learning objectives they are
expected to meet; the units and lessons that teachers teach; the assignments
and projects given to students; the books, materials, videos, presentations,
and readings used in a course; and the tests, assessments, and other
methods used to evaluate student learning. An individual teacher’s curriculum,
for example, would be the specific learning standards, lessons, assignments,
and materials used to organize and teach a particular course.
LESSON OBJECTIVES:
At the end of the lesson, the students can;
 understand the value of Curriculum in school;

 determine the differences of 7 Seven Curricula in School; and
 adopt and apply the types of the Curricula in School for the effective of
teaching.
CONTENT OF THE LESSON:

In our current Philippine educational system, different schools are
established in different educational levels which have corresponding
recommended curricula.
The educational levels are:
1. Basic Education level include Kindergarten, Grade 1 to Grade 6 for

elementary, and for secondary, Grade 7 to Grade 10, for the Junior High
School and Grade 11 and 12 and for the Senior High School.
2. Technical Vocational Education is post-secondary technical vocational

educational and training.
3. Higher Education includes the Baccalaureate or Bachelor Degrees and

the Graduate Degrees (Masterate and Doctorate) which are under the
regulation of the Commission on Higher Education (CHED).
From the various concept given, Allan Glanthorn (2000) describes

seven types of curriculum operating in the schools. These are:
1. Recommended Curriculum - proposed by scholars and professionals

organization.
2. Written Curriculum - appears in school, district, division or country

documents.
3. Taught Curriculum - what teachers implement or deliver in the classroom

and schools.
4. Supported Curriculum - resource-textbook, computers, audio-visual

materials which support and help in the implementation of the curriculum.
5. Assessed Curriculum - that which is tested and evaluated.
6. Learned Curriculum - what the students actually learn and what is

measured. 7. Hidden Curriculum - the unintended curriculum.
SUMMARY:
Curriculum is a dynamic as the changes occur in society that plays

important roles in every teacher and students. Curriculum is important as
teacher guide in way of teaching because it serves them as a reference to
ensure if they are teaching effectively. These are the current Educational level
in the Philippines: Kindergarten (1 year). Elementary education: Grade 1-6 (6
years). Secondary education: Junior High School (JHS): Grades 7-10 (4
years) & Senior High School (SHS): Grades 11-12 (2 years) and the higher
education which include (Bachelor Degrees and the Graduate Degrees)

ENRICHMENT:
Find a partner and make a reflection about in educational level in the

Philippines and 7 types of Curricula in School.
ASSESSMENT:
1. Enumerate 7(seven) types of Curricula in School
2. Enumerate 3(three) educational levels.
Assignment:
1. Why is it Important for teachers to learn about curriculum?
REFERENCE:
Bilbao, P.B., Corpuz, B.B. & Dayagbil, F.T. (2014). Curriculum development
for teachers. Lorimar Publishing, INC. Quezon City, Metro Manila.
Prepared by: Lyka Jean S. Apellido

The School Curriculum and the Teacher
Prepared by: Lyka Jean S. Apellido
I.Objectives
At the end of the lesson, the students are expected to
a.Participate with the class discussion
b.Recall the topic by answering the application.
c.Write the correct answer in the paper provided and
d.Check their own papers to evaluate which test they got low.
II.Subject Matter
Topic:The School Curriculum and the Teacher
Lesson:Curriculum in Schools
Material:PowerPoint, Projector, Laptop, Wifi
Reference:Bilbao, P.B., Corpuz, B.B. & Dayagbil, F.T. (2014). Curriculum
development for teachers. Lorimar
Publishing, INC. Quezon City, Metro Manila
Time Frame:1 hour

III.Learning Procedure
A.Preliminary Activities
- Daily Routine
oPrayer
oClassroom Cleanliness
oChecking of Attendance

Motivation
-Activity: Skimming Drill!
Review the class about the previews lesson.
Ask the student what came in their mind about the topic.
Activities
The teacher will provide a reflection group activity.
Teacher will give an instruction.
Student will present their activities in front of the class.
Abstraction
Discuss the different educational levels and it’s important
Explain the differences of 7 curricula in School.
Application
The teacher gives a time to answer the different types of the test to
measure the knowledge, process and understanding of the student.
Fill in the blanks
Identification
Enumeration
Evaluation
The student will check their own papers and then evaluate which part of
the test they got low and give them the correct answers.
Assignment
In your opinion, what could be the impact of curriculum for the school
and teacher?

Lesson 2
The Teacher As A Curricularist
PRE-DISCUSSION
The role of the teacher in the school is very complex. Teachers do a

series of interrelated actions about curriculum, instruction, assessment,
evaluation, teaching and learning. A classroom teacher is involved with
curriculum continuously all day. But very seldom has a teacher been
described as curricularist. (Bilbao, et. Al, 2014)
The curricularist teachers do initiates in order to improve the learning

process. They are the teachers who are exciting, facilitate students learning
effectively and always having a plan how to create a conducive learning
environment.
Curricularist teachers are also called as a trasformational leader

because according to Baylongo, et. Al, on their Special Topics in Education
textbook that transformational leaders have a clear vision that they are able to
articulate to followers. These leaders are also able to help followers
experience the same passion and motivation to fulfill these goals. They also
encourage creativity among followers, encourage followers to explore new
ways of doing things and new opportunities to learn.
LESSON OBJECTIVES
a) define roles of teachers as a curricularist; and

b) determine the roles of the teacher as curricularist in the
classroom and in the school.

Presentation Outline
1. Curricularist (definition)
2. Complex Roles of a Teacher
3. Curricularists in the Past
4. The Teacher as a Curricularist
CURRICULARIST
• A professional who is curriculum specialist
• A person who is involved in curriculum knowing, writing, planning,

implementing, evaluating, innovating, and initiating
What does a teacher do to deserve the label as curricularist?
• The classroom is the first place of curricular engagement. The first

school experience sets the tone to understand the meaning of
schooling through the interactions of learners and teachers that will
lead to learning. Hence, curriculum is the heart of schooling
Are you aware that the teacher’s role is very complex?
 Teachers do a series of interrelated actions about curriculum,

instruction, assessment, evaluation, teaching and learning.
 A teacher is involved with curriculum continuously all day.
 But very seldom has a teacher been described as curriculum
continuously all day.
Curricularists In The Past

- Those who developed curriculum theories.
The most influential curricularists (Hayes, 1991) were:
 John Dewey
o He felt that the curriculum should ultimately produce
students who would be able to deal effectively with the
modern world. Curriculum should build an orderly sense
of the world where the child lives.
 Hilda Taba
o She is the developer of the Taba Model of learning. This
model is used to enhance the thinking skills of students.
o She believed that there must be a process for evaluating
student achievement of content.
 Franklin Bobbit
o He felt that the curriculum was a way to prepare students
for their future roles in the new industrial society.
o He created five steps for curriculum making.
 1. Analysis of human experience;
 2. Job analysis;
 3. Deriving objectives;
 4. Selecting objectives; and
 5. Planning in detail.
 Ralph Tyler
o Believed that learning should be meaningful to the
student and his community.
o It should be taught through appropriately designed and
organized learning experiences
o Learning should be evaluated not only to see what
students are really learning, but to see what changes
might need to be made to the curriculum.
o The Tyler model
 1. Determine the school’s purposes (aka
objectives)

 2. Identify educational experiences related to
purpose
 3. Organize the experiences
 4. Evaluate the purposes
Functions of a Teacher as a Curricularist
1. (Knower) Knows the curriculum
Learning begins with knowing. The teacher as a learner starts with

knowing about the curriculum, the subject matter or the content. As a
teacher, one has to master what are included in the curriculum. It is the
acquiring academic knowledge about formal (disciplines, logic) or informal
(derived from experiences). It is mastery of the subject matter.
2. (Writer) writes the curriculum
A classroom teacher takes record of knowledge concepts, subject matter

or content. These need to be written or preserved. The teacher writes
books, modules, laboratory manuals, instructional guides, and reference
materials in paper or electronic media.
3. (Planner) Plans the curriculum
The teacher as a planner of the curriculum analyzes philosophical basis,

psychological explanations, historical developments, and societal demand
and influences, and how each should be integrated in the teaching-
learning process.
A good curriculum has to be planned. It is the role of the teacher to make a

yearly, monthly or daily plan of the curriculum.
The teacher takes into consideration several factors in planning a

curriculum. These are: learners, support material, time, subject matter or
content, desired outcomes, context of the learners among others.
4. (Initiator) Initiates curriculum
The teacher is obliged to implement the recommended curriculum for the

first time.
Implementation of a new curriculum requires the open mindedness of the
teacher, and the full belief that the curriculum will enhance learning.
5. (Innovator) Innovates the curriculum
Creativity and innovation are hallmarks of an excellent teacher. A

curriculum is always dynamic, hence keeps on changing. From the content
strategies, ways of holding, blocks of time, ways of evaluating, kinds of
students and skills of teachers, one cannot find a single eternal curriculum
that would perpetually fit.
6. (Implementer) Implements the curriculum
The curriculum that remains recommended or written will never serve its
purpose. Somebody has to implement it.
Teachers are at the height of an engagement with the learners, with

support materials in order to achieve the desired outcome. It is where
teaching, guiding and facilitating skills of the teacher is expected to be the
highest level.
7. (Evaluator) Evaluates the curriculum
Determines if:
 The desired learning outcomes have been achieved

 The curriculum is working and brings the desired results
 The outcomes reveal anything
 There are practices that should be modified, terminated or
continued
SUMMARY
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 they
execute and evaluate.
ENRICHMENT
Reflection/Insights:
As we are now aware of the roles of the teachers as a curricularist, how do

you perceive your role as curricularist?
ASSESSMENT
Assignment:
Provide samples/situations or pieces of evidence to show that the

teacher is a curricularist. Write or paste them and send your soft copy.

References
karlnadunza. (2016). How do you perceive your role as curricularist?. brainly.

Retrieved 11 October 2020, from https://brainly.ph/question/495329.
Teacher as curricularist. (2017, 17). Share and Discover Knowledge on

SlideShare. Retrieved October 11, 2020, from
https://www.slideshare.net/criscapilayan/teacher-as-curricularist
Curriculum development essentials: The teacher as a Curricularist. (2019,

November 20). Share and Discover Knowledge on SlideShare.
Retrieved October 11, 2020, from
https://www.slideshare.net/RonaldQuileste/curriculum-development-
essentials-the-teacher-as-a-curricularist
Reported & Prepared by: Yvonne Lyn B. Puno

The Teacher as a Curricularist
Prepared by: Yvonne Lyn B. Puno
I.Objectives
a)define roles of teachers as a curricularist; and
b)determining the roles of the teacher as curricularist in the classroom and
in the school.
II.Subject Matter
Teacher as a Curricularist
III.Materials
•Multimedia Equipment
•PowerPoint Presentation
•Paper
•Ball pen
IV.Procedure
A.Preparation
1.The teacher will start the class with a prayer to be led by the prayer
leader student followed by a greeting.
2.The teacher will review the class of their previous discussion while fixing
the powerpoint presentation.
3.The teacher will give the students the motive questions
Motivation
Teacher will view some words on the screen that describes teacher as a
curricularist and ask students to identify what describes a teacher as a
Motive Questions
1. If that is the nature, scope and definition of the curriculum, where do
teachers situate in this seemingly comprehensive and complicated field?
2. If those are the different types of curricula in school, what are the specific
activities or actions that the teachers do in relation to the different types of
curricula?
Lesson Proper / Presentation

The teacher will present the following topics:
Curricularist (definition)
Curricularists in the Past
Functions of A Teacher as a Curricularist
Generalization / Application
REFLECTION/INSIGHTS:
As we are now aware of the roles of the teachers as a curricularist, how do
you perceive your role as curricularist?
Evaluation

Integrating Theory and Practice
Directions : Read the items given below and encircle the correct answer
1. This curricularist uses unique and out-of-the box strategies to make his/her
A. knower
B.innovator
C.writer
D.implementer
2. This curricularist has published researches, books, manuals, and other

instructional materials. He/she is a/an _________.
A.implementer
B.evaluator
C.planner
D.writer
3. This curricularist attends seminars, workshops and pursues graduate work.

He/she is a/an __________.
A. innovator
B. knower
C. writer
D.evaluator
Assignment
Provide samples/situations or pieces of evidence to show that the teacher is
a curricularist. Write or paste them and send your soft copy.

Module 2
The Teacher as a Knower of Curriculum
Module Overview:
Curriculum is a written document that systematically describes goals planned,
objectives, content, learning activities, evaluation procedures and so forth.
And some says curriculum is considered as the “heart” of any learning
situation which means that schools or universities cannot exist without a
curriculum. So this module will tackle about topics in teacher as knower of
curriculum.
Module 2 describes the school curriculum in terms of its definition, its nature
and scope, which are needed by the teacher as a knower. This module
provides a wider perspective for the teacher about the curriculum, in terms of
curriculum approach, curriculum development process, some curriculum
models and the foundations upon which curriculum is anchored. This will help
the students understand the importance of and the approaches in the
curriculum, adapts the definition and different points of view of curriculum, and
how to relate it in our daily activities.
Module Objectives:
At the end of the module, Students can be able to
 Describe the different approaches to school curriculum
 Differentiate curriculum processes and models.

 Recognize the role of the teacher in the implementation of
the curriculum.
 State the importance of curriculum in the teachers

classroom or environment.
Lesson 1
The School Curriculum-Definition,Scope and Nature
Pre-Discussion:
This Lesson will discuss about the different definitions of some Philosophers
about curriculum. Their understanding on curriculum by sharing their own
Definitions, will help us understand the purpose and importance of curriculum
in the educational system.
It will also covered the Scope and Nature of Curriculum and the different Point
of View from Traditional to Progressive point of View. Understanding the
importance of Curriculum is essential in becoming a Teacher.Curriculum will
guide us in teaching effectively .
LESSON OBJECTIVES:
At the end of the lesson , the student can;
 Explain the importance of Curriculum
 Adapt the definition and different points of view of curriculum.

CONTENT OF THE LESSON:
The School Curriculum: Definition, Nature, and Scope
Curriculum – dynamic process

- Listing of subjects
- Total learning experiences
e.g. PCSPE, SOUTELE, PCER, NCBTS
- can be viewed as a field of study
- made up of foundations (philosophical, historical, psychological, and
societal foundations)

Some Definitions of Curriculum
1. A planned and guided set of learning experiences and intended

outcomes, formulated through the systematic reconstruction of
knowledge and experiences under the auspices of the school, for the
learners’ continuous and willful growth in personal social competence”
(Daniel Tanner, 1980)
2. A written document that systematically describes goals planned,

objectives, content, learning activities, evaluation procedures and so
forth. (Pratt, 1980)
3. The contents of a subject, concepts and tasks to be acquired, planned

activities, the desired learning outcomes and experiences, product of
culture and an agenda to reform society make up a curriculum.
(Schubert,1987)

4. A curriculum includes “all of the experiences that individual learners
have in a program of education whose purpose is to achieve broad
goals and related specific objectives, which is planned in terms of a
framework of theory and research or past and present professional
practices” (Hass, 1987)
5. As a programme of activities (by teachers and pupils) designed so that

pupils will attain so fas as possible certain educational and other
schooling ends or objectives. (Grundy, 1987)
6. A plan that consists of learning opportunities for a specific time frame

and place, a tool that aims to bring about behavior changes in
students as a result of planned activities and includes all learning
experiences received by students with the guidance of the school.
( Goodland and Su, 1992)
7. As answers to three questions: 1. Whatknowlede, skills and values

are most worthwhile? 2. Why are they most worthwhile? 3. How
should the young acquire them? (Cronbeth, 1992)
Some Points of View of Other Curricularists

Since the concept and meaning of curriculum are shaped by a person’s
point of view, this has added to fragmentation, and some confusion. However,
when put together, the different definitions from confusion. However, when put
together, the different definitions from diverse points of view, would describe
curriculum as dynamic and perhaps ever changing.
Point of view about the curriculum can either be traditional or progressive

according to their philosophical, psychological and even psychological
orientations. These view can also define what a curriculum is all about.
Curriculum from Traditional Points of View

The traditional points of view of curriculum were advanced by Robert
Hutchins, Arthur Bestor, and Joseph Schwab.
 R o b e r t M .
where rules of grammar, reading,
rhetoric, logic and mathematics for basic
education are emphasized. The 3Rs
(Reading, Writing, ‘rithmetic) should be
emphasized in basic education while
liberal education should be the emphasis
in college.
 A r t h u r B e
mission of the school should be intellectual training, hence curriculum
should focus on the fundamental intellectual disciplines of grammar,
literature and writing. It should include mathematics, science, history
and foreign language.
 J o s e p h S
is a discipline, thus the subject areas
such as Science, Mathematics, Social
Studies, English and many more. In
college, academic disciplines are labelled
as humanities, sciences, languages,
mathematics among others. He coined
the word discipline as a ruling doctrine
for curriculum development.
 Phillip Phenix asserts that curriculum should consist entirely of

knowledge which comes from various disciplines.

Collectively from the traditional view of the theorists like Hutchins,
Schwab, Bestor and Phenix, curriculum can be defined as a field of study.
Curriculum is highly academic and is concerned with broad historical,
philosophical, psychological and social issues. From a traditional view,
curriculum is mostly written documents such syllabus, course of study, books
and references where knowledge is found but is used as a means to
accomplish intended goals.
Curriculum from Progressive Points of View

On the other hand, a listing of school subjects, syllabi, course of study,
and list of specific discipline do not make a curriculum. In its broadest terms, a
progressive view of curriculum is the total learning experiences of the
individual. Let us look into how curriculum is defined from a progressive point
of view.

 John Dewey believes that education is experiencing. Reflective thinking
is a means that unifies curricular elements that is tested by application.
 Holin Caswell and Kenn Campbell viewed curriculum as all

experiences children have under the guidance of teachers.
 Othaniel Smith, William Stanley and Harlan Shore likewise defined

curriculum as sequence of potential experiences, set up in schools for
the purpose of disciplining children and youth in group ways of thinking
and acting.
 Colin Marsh and George Willis also viewed curriculum as all the
experiences in the classroom which are planned and enacted by the
teacher and also learned by the students.
The nature of Curriculum has given rise to many interpretations,

depending on a person’s philosophical beliefs. Let us put all of these
interpretations in a summary.

CURRICULUM is what is taught in school, as set of subjects, a
content, a program of studies, a set of materials, a sequence of courses, a set
of performance objectives, everything that goes within the school. It is what is
taught inside and outside of school directed by the teacher, everything
planned by school, a series of experiences undergone by learners in school or
what individual learner experiences as a result of school. In short, Curriculum
is the total learning experiences of the learner, under the guidance of the
teacher.
Importance of Curriculum
The School system runs on a certain curriculum and it can never run without
acknowledging the importance of curriculum. Without a proper curriculum, a
school cannot run smoothly. As there would be no defined idea of what the
plan is to teach students studying at the institution. What the goal of teaching
a subject is there needs to be a definite goal in mind of the administration that
what do they want the children to be capable of when they complete their
academic period in that institution.
While on the other hand, if the syllabus is too difficult for most of the students.
Then the administration needs to redefine the syllabus to a less difficult
version. The presently employed curriculum needs active inclusion from the
administration. Through thorough management of the curriculum, we can
move towards a more effective academic environment with skilled and hard-
working students.

Why Curriculum is Important?
Curriculum is the backbone of the whole educational process.
Without curriculum, we cannot conceive any educational endeavor. Thus, the

curriculum in a literal sense, is a pathway towards a goal.
Nature Of Curriculum
Nature of curriculum Close examination of them reveals the difficulty in

deciding the basic nature of curriculum.
1. Is it thought of as a programme and pattern of offerings?
2. Is thought of to be a content of courses?
3. Is it thought of to be experiences through which knowledge is

communicated?
Nature of curriculum Curriculum is that which makes a difference between

maturity and immaturity, between growth and stasis, between literacy and
illiteracy, between sophistication (intellectual, moral, social and emotional)
and simplicity. It is the accumulated heritage of man’s knowledge filtered
through the prisms of contemporary demands and pressures. It is that wisdom

considered relevant to any age in any given location. It is that we choose from
our vast amount of heritage of wisdom to make a difference in the life of man.
Scope Of Curriculum
Scope refers to the breadth of the curriculum- the content, learning

experiences and activities to be included in the curriculum. The scope can be
arrived at by answering the following questions: What do young people need
in order to succeed in the society? What are the needs of the locality, society,
nation and world? What are the essentials of the discipline?
Summary:
In conclusion, the term “curriculum” may be said to be total package of what

schools do to make the learners become what society expects them to
become, namely good citizens, who are not only able to understand or learn
certain school subjects, but fully integrate individuals that are able to fit into
society and contribute their own share as well, to the progress of that society.
Enrichment:
Who: 2 Groups (Boys and Girls)
What: Debate
Topic: Traditional Point of View Vs Progressive Point of View

Assessment:
1. Write your own personal definition of curriculum, Explain your definition.
2. As a future Teacher, how will you apply the knowledge and the Importance
of curriculum to the teaching profession on educational system?
References:
 Bilbao, P.B., Corpuz, B.B. & Dayagbil, F.T. (2014). Curriculum

development for teachers. Lorimar Publishing, INC. Quezon City, Metro
Manila.
 Gaper, K. (n.d.). Module 1. Curriculum: Concepts, Nature and Purposes

Lesson 1 Concepts, Nature and Purposes of Curriculum. Academia.Edu.
Retrieved October 16, 2020, from
https://www.academia.edu/33820685/Module_1_Curriculum_Concepts_N
ature_and_Purposes_Lesson_1_Concepts_Nature_and_Purposes_of_Cu
rriculum
 https://impoff.com/importance-of-curriculum/
 https://www.slideshare.net/valarpink/curriculum-its-meaning-nature-and-
scope#:~:text=Nature%20of%20curriculum%20Curriculum%20is,social
%20and%20emotional)%20and%20simplicity.
Jomar T. Olol
DIT-2B

The School Curriculum-Definition,Scope and Nature
Jomar T. Olol
I. Objectives
At the end of the lesson, the student can;

 Explain the importance of Curriculum
 Adapt the definition and different points of view of curriculum.
II. Subject Matter
Topic: The School Curriculum
Sub-topic: Definition, Nature, and Scope
Reference: Bilbao, P.B., Corpuz, B.B. & Dayagbil, F.T. (2014).

Curriculum development for teachers. Lorimar Publishing, INC.
Quezon City, Metro Manila.
Materials: Laptop , Microsoft Word, Microsoft Powerpoint, Projector
III. Procedure:
A. Preparatory Activities
a. Prayer
b. Greetings
c. Classroom Management
d. Checking of Attendance
B. Review of the Past Lesson

1. What are the different types of curriculum?
2. What are the Different Government agencies who Implement
the curriculum
3. Who is considered as the Curricularist?
C. Unlocking Difficulties
1. Curriculum – combination of instructional practices, learning
experiences, and students' performance assessment that are
designed to bring out and evaluate the target learning
outcomes of a particular course
2. Fragmentation - separating of something into pieces.
3. Dynamic - characterized by constant change, activity, or
progress.
4. Philosophical- relating to the study of basic ideas about
knowledge, right and wrong, reasoning, and the value of
things.
5. Psychological - Influencing or intended to influence the
mind or emotions. · Influencing or intended to influence the
mind or emotions.
D. Motivation
A teacher will show a video about the educational system of our
country on how does curriculum help.
E. Presentation
Discuss the Definition ,scope,nature and importance of
Curriculum in school.
F. Application
1. Why do we need to Know the Importance and Scope of

Curriculum?
2. Is it possible that by learning the different definition of
curriculum, we may able to understand its purpose?
3. How important is the curriculum in the educational system?
G. Generalizations
Who can summarize your learning our lesson today?
IV. Evaluation

Matching Type: Column A are the name of authors and column B are
their points of view. Match column A with Column B. Write your answer
in a 1/2 sheet of paper.
A B
1. Robert M. Hutchins a. thinks that the soul source
of curriculum is discipline
2. Arthur Bestoras b. “permanent studies that
emphasizes 3Rs
3. Philip Phenix c.the mission of the
school should be intellectual
discipline of grammar,
literature and writing.
4. Joseph Schwab d. education is experiencing
5. John Dewey e. curriculum should consist entirely
of knowledge which comes
from various disciplines
6. Holin Caswell f. curriculum as all
experiences children have
under the guidance of
teachers
7. Colin Marsh g. curriculum as sequence of
potential experiences
8. Othaniel Smith h. all experiences in the classroom
which are planned and
enacted by the teachers and
also learned by the student
i .tasks to be acquired

Assignment:
Answer the question below and write your answer in your notebook:
As a future Teacher, how will you apply the knowledge and the Importance of
curriculum to the teaching profession on educational system?

Lesson 2
Approaches to School Curriculum
Pre-Discussion:
Approaches to school curriculum gives us the idea on how the

curriculum happens in the classroom as the questions as by the teacher and
learning activities engaged in by the students. The process of the teaching
and learning process becomes the central concern of teaching to emphasize
critical thinking, thinking meaning-making and heads on, hands-on doing and
many others. There are the ways of teaching, ways of managing the content,
guiding learning, methods of teaching and learning and strategies of teaching
or delivery modes.
Lesson Objectives:
 Describe the different approaches to school curriculum

 Explain by example how the approaches clarify the definition of curriculum
 Reflect on how the three approaches interrelate with each other
Content of the Lesson:
Three Ways of Approaching a Curriculum

Curriculum can be approached or seen in three ways. It can be
defined as a content, a process or an outcome. If you examine the
definitions provided by the experts in the field, there are three ways of
approaching a curriculum. First, is to approach it as content or a body
of knowledge to be transmitted. Second, is to approach it is a product
or the learning outcomes desired of learners. Third, is to approach it as
a process or what actually happens in the classroom when the
curriculum is practiced.

1. Curriculum as a Content or Body of Knowledge
It is quite common for traditionalists to equate a curriculum as a

topic outline, subject matter, or concepts to be included in the syllabus or
a books. For example, a primary school mathematics curriculum consist
of topics on addition, multiplication, subtraction, division, distance, weight
and many more. Another example is in secondary school science that
involves the study of biological science, physical science, environmental
science and earth science. Textbooks tend to begin with biological
science such are plants and animals, physical science with the physical
elements, force and motion, earth science with the layers of the earth and
environmental science with the interaction of the biological and physical
science and earth’s phenomena, climate, vegetation followed by
economic activities such as agriculture, mining industries, urbanization
and so forth.
If curriculum is equated as content, then the focus will be the body of

knowledge to be transmitted to students using appropriate teaching
method. There can be a likelihood that teaching will be limited to the
acquisition of facts, concepts and principles of the subject matter,
however, the content or subject matter can also be taken as a means to
an end.
All curricula have content regardless of their design or models. The

fund of knowledge is the repository of accumulated discoveries and
inventions of man from the explorations of the earth and as product of
research. In most educational setting, curriculum is anchored on a body of
knowledge or discipline.
There are four ways of presenting the content in the curriculum.

These are:

1. topical approach, where much contents is based on knowledge
and experience are included;
2. concept approach with fewer topics in clusters around major
and sub concepts and their interaction, with relatedness
emphasized;
3. thematic approach as a combination of concepts that develops
conceptual structures and
4. modular approach that leads to complete units of instruction.
Criteria in the Selection of Content
There are some suggested criteria in the selection of knowledge

or subject matter. (Scheffer, 1970 in Bilbao, et al 2009)
1. Significance - Content should contribute to ideas, concepts,

principles and generalization that should attain the overall purpose of
the curriculum. It is significant if content becomes the means of
developing cognitive, affective or psychomotor skills of the learner.
As a education is a way of preserving culture, content will be
significant when this will address the cultural context of the learners.
2. Validity - The authenticity of the subject matter, forms is validity.

Knowledge becomes obsolete with the fast changing times. Thus
there is a need for validity check and verification at a regular interval,
because content which maybe valid in its original form may not
continue to be valid in the current times.
3. Utility - Usefulness of the content in the curriculum is relative to the

learners, who are going to use these. Utility can be relative to time. It
may have been useful in the past, but may not be useful now or in the
future. Questions like: Will I use this in my future job? Will it add

meaning to my life as a lifelong learner? Or will the subject matter be
useful in solving current concerns?
4. Learnability - The complexity of the content should be within the

range of experience of the learners. This is based on the
psychological principles of learning. Appropriate organization of
content standards and sequencing of contents are two basic
principles that would influence learnability.
5. Feasibilty- Can the subject content be learned within the time

allowed, resource available, expertise of the teachers and the nature
of the learners? Are there contents of learning which can be learned
beyond the formal teaching-learning engagement? Are there
opportunities provided to learn these?
6. Interest - Will the learners take interest in the content? Why? Are the
contents meaningful? What value will the contents have in the
present and future life of the learners? Interest is one of the driving
force for students to learn better.
The selection of the subject matter or content, aside from the seven
criteria mentioned earlier, may include the following guide in the
selection of the CONTENT.
Guide in the Selection of the Content in the Curriculum

1. Content is commonly used in the daily life.
2. Content is appropriate to the maturity levels and abilities of the learners
3. Content is valuable in meeting the needs and competencies of the
future career.
4. Content is related to other subject fields or discipline for
complementation and integration.

5. Content is important in the transfer of learning in other disciplines
BASIC Principles of Curriculum Content

In 1952, Palma proposed the principle of BASIC as a guide in
addressing CONTENT in the curriculum B.A.S.I.C refers to Balance,
Articulation, Sequence, Integration and Continuity. In organizing
content or putting together subject matter, these principles are useful
as as guide.
Balance - Content should be fairly distributed in depth and breadth.

This will guarantee that significant contents should be covered to avoid
too much or too little of the contents needed with in the time allocation.
Articulation - As the content complexity progresses with the

educational levels, vertically or horizontally across the same discipline
smooth connections or bridging should be provided. This will assure no
gaps or overlaps in the content. Seamlessness in the content is desired
and can be assured if there is articulation in the curriculum. Thus, there
is a need off team among writers and implementers of curriculum.
Sequence - The logical arrangement of the content refers to

sequence or order. This can be done vertically for deepening the
content or horizontally for broadening the same content. In both ways,
the pattern usually is from easy to complex, what is known to the
unknown, what is current to something in the future.
Integration - Content in the curriculum does not stand alone or in

isolation. It has some ways of relatedness or connectedness to other
contents. Contents should be infused in other disciplines whenever
possible. This will provide a wholistic or unified view of curriculum
instead of segmentation. Contents which can be integrated to other
disciplines acquire a higher premium than when isolated.

Continuity - Content when viewed as a curriculum should
continuously flow as it was before, to where it is now and where it will
be in the future. It should be perennial. It endures time. Content may
not be in the same form and substance as seen in the past since
changes and developments in curriculum occur. Constant repetition,
reinforcement and enhancement of content are all elements of
continuity .
2. Curriculum Approached as a Process

We have seen that the curriculum can be approached as content.
On the other hand, it can also be approached as a process. Here, a
curriculum is not seen as a physical thing or a noun, but as a verb or
an action. It is the interaction among the teachers, students and
content. As a process, curriculum happens in the classroom as the
question asked by the teacher and the learning activities engaged in by
the students. It is an active process with emphasis on the context in
which the processes occurs. Used in analogy of the a recipe in a
cookbook, a recipe is the content while the ways of cooking is the
process.
This section will not discuss in detail the different teaching

strategies from where learning experiences are derived. Rather, it will
describe how the process as a descriptor of curriculum is understood.
The content is the substance of the curriculum, how the contents will
be communicated and learned will be addressed by the process.
To teachers, the process is very critical. This is the other side of the
coin: instruction, implementation, teaching. These three words connote
the process in the curriculum. When educators ask teachers: What
curriculum are you using? Some of the answers will be: 1. Problem
based. 2. Hands-on, Mind On 3. Cooperative Learning 4.Blended
Curriculum 5.On-line 6.Case-based and many more. These responses
approach curriculum as a Process. These are the ways of teaching,

ways of managing the content, guiding learning, methods of teaching
and learning strategies of teaching or delivery modes. In all of these,
there are activities and actions that every teacher and learner do
together or learners are guided by the teacher. Some of the strategies
are time-tested traditional methods while others are emerging delivery
modes.
When curriculum is approached as a PROCESS, guiding principles

are presented.
1. Curriculum process in the form of teaching methods or strategies is

means to achieve the end.
2. There is no single best process or method. Its effectiveness will
depend on the desired learning outcomes, the learners, support
materials and the teacher.
3. Curriculum process should stimulate the learners’ desire to develop
the cognitive, affective, psychomotor domains in each individual.
4. In the choice of methods, learning and teaching styles should be
considered.
5. Every method or process should result to learning outcomes which can
be described as cognitive, affective and psychomotor.
6. Flexibility in the use of the process or methods should be considered.
An effective process will always result to learning outcomes.
7. Both teaching and learning are the two important processes in the
implementation of the curriculum.
3. Curriculum as a Product
Besides viewing curriculum as content that is to be transmitted, or
process that gives action using the content, it has also been viewed as
a product. In other words, product is what the students desire to
achieve as a learning outcomes.

The product from the curriculum is a student equipped with the
knowledge, skills and values to function effectively and efficiently
Approach. The real purpose of education is to bring about significant
changes in students’ pattern of behavior. It is important that any
statement of objectives or intended outcomes of the school should be a
statement of changes to take place in the students. Central to the
approach is the formulation of behavioural objectives stated as
intended learning outcomes or desired products so that content and
teaching methods may be organized and the results evaluated. A
product of learning is operationalized as knowledge, skills, and values.
Curriculum product is expressed in form of outcomes which are

referred to as the achieved learning outcomes. There maybe several
desired learning outcomes, but if the process is not successful, then no
learning outcomes will be achieved. These learned or achieved
learning outcomes are demonstrated by the person who has
meaningful experiences in the curriculum. All of these are result of
planning, content and processes in the curriculum.
Challenge, any ideas of the audience will be asked to know about their
knowledge about the topic. Explanation of why do we need to know
approaches to school curriculum to use it in our way of our teaching in the
future. How we use the approaches, and the process of it. Making the
curriculum efficient and effective as it is by following approaches that make it
effective and gains improvement.
Summary:
Approaches to School Curriculum has 3 subtopics, Curriculum
as a Content, Curriculum as a Process and Curriculum as a Product. It
is quite common for traditionalists to equate a curriculum as a topic
outline, subject matter, or concepts to be included in the syllabus or a
books. As to present this content in curriculum there are four ways:
Topical Approach, Concept Approach, Thematic Approach and
Modular Approach. As for the curriculum as a process: Curriculum

process in the form of teaching methods or strategies are means to
achieve the end. There is no single best process or method. Its
effectiveness will depend on the desired learning outcomes, the
learners, support materials and the teacher. And lastly Curriculum as a
Product, the product from the curriculum is a student equipped with the
knowledge, skills and values to function effectively and efficiently.
Curriculum product is expressed in the form of outcomes which are
referred to as the achieved learning outcomes.
Assessment/ Evaluation:
Give at least 5 criteria in selection of content in school curriculum and explain
it by your own understanding.
Assignment:
Write a reflection about approaches in school curriculum.
Reference
 Dave, R. H. (1973). Lifelong Education and School Curriculum. UIE
Monographs 1.
 Oliver, M., Schofield, G., & McEvoy, E. (2006). An integrated
curriculum approach to increasing habitual physical activity in children:
a feasibility study. Journal of School Health, 76(2), 74-79
 https://fdocuments.in/document/approaches-about-school-
curriculum.html
 Marsh, C., & Willis, G. (1999). Curriculum: Alternative approaches,
ongoing issues (2nd ed.). Columbus: Merrill Prentice Hall.Oliva, P.
(2001). Developing the curriculum (5th ed.). New York:
Longman.Ornstein, A., & Hunkins, F. (1998). Curriculum foundations,
principles, and issues (3rd ed.). Boston: Allyn and Bacon.
 Approaches to School Curriculum, Education, Jose Manuel Santos, Ph.
D., January 17, 1987
Jayharte L. Alarilla

Lesson Plan
Approaches to School Curriculum
Jayharte L. Alarilla
I. Learning Objectives:
At the end of the lessons the students should able to:

 Describe the different approaches to school curriculum
 Explain by example how the approaches clarify the definition of
curriculum
 Reflect on how the three approaches interrelate with each other
II. Procedures:
A. Activity
Teacher’s Activity Student’s Activity
1.Greetings Good morning sir.
Good morning class.
Let us all stand up, bow our heads and Our father. . . Amen
Pray.
Our father. . . Amen
Sit down “Sitting down”
2.Topic Discussion
Approaches to School Curriculum “Listening, taking down notes”
Objectives
 Describe the different
approaches to school
curriculum
 Explain by example how the
approaches clarify the definition
of curriculum
 Reflect on how the three
approaches interrelate with
each other

The Three Ways of Approaching
Curriculum
 Curriculum as a content
 Curriculum as a process
 Curriculum as a product
A. Curriculum as a Content or Body

of Language
• It is quite common for
traditionalists to equate a
curriculum as a topic outline,
subject matter, or concepts to
be included in the syllabus or a
books.
• If curriculum is equated as
content, then the focus will be
the body of knowledge to be
transmitted to the students
using appropriate teaching
method.
I. Four ways of presenting the
content in the curriculum
• 1. Topical approach, where
much content is based on
knowledge, and
experiences are included;
• 2. Concept approach with fewer
topic in clusters around major
and sub
concepts and their
interaction, with relatedness
emphasized;
• 3. Thematic approach as a
combination of concepts that

develop
conceptual structures, and
• 4. Modular approach that leads
to complete units of instruction.
II. Criteria in the selection of

content
• Significance- Content should
contribute to ideas, concepts,
principles and generalization
that should attain the overall
purpose of the curriculum.
• Validity- The authenticity of the
subject matter forms its validity.
Knowledge becomes obsolete
with the fast changing times.
• Utility- Usefulness of the
content in the curriculum is
relative to the learners who are
going to use these. Utility can
be relative to time.
• Learnability- The complexity of
the content should be within the
range of experiences of the
learners.
• Feasibility- Can the subject
content be learned within the
time allowed,
resources available, expertise
of the teachers and the nature
of the
learners?
• Interest- Will the learners take
interest in the content? Why?

Are the
contents meaningful? What are
the value will the content have
in the
future life of the learners?
Interest is one of the driving
forces for
students to learn?
III. Guide in the Selection of the
Content in the Curriculum
 Common used in daily life
 Appropriate to the maturity
levels and abilities of the
learners
 Valuable in the meeting the
needs and competencies of the
future
career
 Related to other subject fields
or discipline for
complementation and
integration
 Important in the transfer of
learning to other disciplines
IV. Basic Principles of Curriculum
 Balance - Content should be
fairly distributed in depth and
breadth.
 Articulation - As the content
complexity progresses with the
educational levels, vertically or
horizontally, across the same
discipline smooth connections
or bridging should be provided.

 Sequence - The logical
arrangement of the content
refers to sequence or order.
This can be done vertically for
deepening the content or
horizontally for broadening the
same content.
 Integration - Content in the
curriculum does not stand alone
or in isolation. It has some ways
of relatedness or
connectedness to other
contents. Contents should be
infused with other disciplines
whenever possible.
 Continuity - Content when
viewed as curriculum should
continuously flow as it before, to
where it is now, and where it
will be in the future.
B. Curriculum as a process
I. Guiding Principles
 Curriculum process in the form
of teaching methods or
strategies are means to achieve
the end.
 There is no single best process
or method. Its effectiveness will
depend on the desired learning
outcomes, the learners, support
materials and the teacher.
 Curriculum process should

stimulate the learners `desire
to develop the cognitive,
effective, psychomotor domains
in each
individual.
 In the choice of methods,
learning and teaching styles
should be
considered.
 Every method or process
should result to learning
outcomes which can
be described as cognitive,
effective and psychomotor.
 Flexibility in the use of the
process or methods should be
considered.
An effective process will
always result to learning
outcomes.
 Both teaching and learning are
the two important processes in
the
implementation of the “listening, taking down notes.”
curriculum.
C. Curriculum as a Product
 The product from the curriculum
is a student equipped with the
knowledge, skills and values to
function effectively and
efficiently.
 Curriculum product is
expressed in form of outcomes

which are referred to as the
achieved learning outcomes.
Conclusion
• The contents of school
curriculum should contribute to
the ideas, concepts, principles,
and generalization that should
attain the overall purpose of the “No sir”
curriculum. Content becomes
the means of developing
cognitive, affective, or
psychomotor skills of the
learners. “We think too much
about effective methods of
teaching and not enough about
effective methods of learning.” It
means that we should focus on
the methods or approaches on
how students will learning not
too much in the methods or
approaches of how we should
teach. Make sense, after all it is
the student that we focus to
make them learn.
Any questions or clarification about
the topic?
3. Assessment/ Activity:
Ok class please 1 whole piece of Ok sir,” writing reflection about what
paper and write a reflection about the they learned”
topic.
4.Closing/Closure

That’s all for today
Let’s stand, bow down your heads and “Standing, bowing down”
let’s pray
Our father. . . Amen Our father. . . Amen
Good bye class! Good bye sir
Thank you sir
Lesson 3
Curriculum Development Processes and Models
PRE- A curriculum is the combination of instructional

DISCUSSION practices, learning experiences, and students’ performance
assessment that are designed to bring out and evaluate the
target learning outcome of a particular course.
It also a design plan for learning that requires

the purposeful and proactive organization, sequencing
and management of the interactions among the
teacher, students and content knowledge we want
students to acquire.
Curriculum processes are:
 Curriculum planning
 Curriculum designing
 Curriculum implementing
 Curriculum evaluating
There are models presented to us from well-
known curricularists like Ralph Tyler, Hilda Taba,
Galen Saylor and William Alexander which would help
clarify the process of curriculum development.
OBJECTIVES At the end of this lesson, you’re expected to:
(SMART HOTS)
a) describe the models of curriculum which are created
by like Ralph Tyler, Hilda Taba, Galen Saylor and
William Alexander; and
b) ifferentiate curriculum processes and models.
.
Curriculum
CONTENT OF  Curriculum is a dynamic process.
THE LESSON  In curriculum development, there are always changes

(MAIN BODY) that occur that are intended for improvement.
 There are models presented to us from well-known
curricularists like Ralph Tyler, Hilda Taba, Galen
Saylor and William Alexander which would help clarify
the process of curriculum development.
“Curriculum Development and Process”
1. Curriculum Planning- consist of mission, vision and
goals.
2. Curriculum Designing-is the way curriculum being
conceptualize to include the selection and organization
of content, the selection of learning experience or
activities and selection of the assessment procedure
and tools to measure achieved learning outcomes.
3. Curriculum implementing - in the classroom setting
or the learning environment. The teacher who the
facilitator of learning leads in putting into action the
plan which is based on the curriculum design.
4. Curriculum Evaluating - determines the extent to
which the desired outcomes have been achieved. This
procedure is ongoing as in finding the progress of
learning (formative) or the mastery of learning
(summative).
THE CURRICULUM MODELS
Tyler’s Model
Objectives- stating the aims and objectives of the
program based on the respective philosophy of
education. 59
Educ-316 Curriculum and Preparation of curriculum.
Content- selecting the contents or subject matter to
helps students achieve the objectives.
Hilda Taba
- Created a multi-purpose teaching model that utilizes
the use of multiple processes: listing, grouping,
labeling, regrouping and synthesizing.
- Is an inductive (teacher) approach.
- Belief that teachers are aware of the students needs
hence they should be develop the curriculum.
- Taba is a Grass-root approach
- The main idea to this approach is that needs of
students are the forefront to the curriculum.
Steps in Taba Model:

1. Diagnosis of learner’s needs and expectations
of the larger society.
2. Formulating of learning objectives.
3. Selection of learning content.
4. Organization of learning content.
5. Selection of learning experiences. 60
Educ-316 Curriculum and Preparation of curriculum.
6. Organization of learning activities.
Galen Saylor and William Alexander (1974) viewed
curriculum development as consisting of four (4) steps.
According to them, curriculum is “a plan for providing sets of
learning opportunities to achieve broad education goals and
related specific objectives for an identifiable population
served by a single school center”
THE FOUR STEPS
1. Goals, Objectives and Domain

The model indicates that curriculum planners begin by
specifying the major educational goal and represents a
curriculum domain and they advocate 4 major goals or
domains: personal development, human relations continued
learning skills and specification. The goals, objectives and
domains are selected after careful consideration of several
external variables such as findings from educational research,
accreditation standards, views of community groups and
others.
2. Curriculum Designing
Once the goals, objectives and domain have been
established, planners move into process of designing the
curriculum. Here decision is made on the appropriate learning
opportunities for each will be provided.
3. Curriculum Implementation
After the design have been created the next step is
implementation of the designs by teachers. Based on the
design of the curriculum plan teachers would specify
instructional objectives and then select relevant teaching
methods and strategies to achieve the desired outcomes
among students in the classroom.
4. Evaluation
Finally, curriculum planner and teachers engage in
evaluation. The model proposed that evaluation should be
comprehensive using a variety of evaluation techniques.

Evaluation should involve the total educational programed of
the school and the curriculum plan, the effectiveness of
instruction and the achievement of students. Through the
evaluation process, curriculum planners and developers can
determine whether or nor the goals of the school and the
objectives of instruction have been met.
SUMMARY Curriculum development focuses primarily on content

and areas related to it. It encompasses the macro or broadly
(RECAPULATION based activities that impact on a wide range of programs,
OF THE courses, and student experiences. Curriculum activities are
IMPORTANT typically conducted prior to and at higher level than
CONCEPTS AND instructional development.
PROVIDE A
SENSE OF  There are curriculum processes: The Curriculum
CLOSURE FOR planning, Curriculum designing, Curriculum
THE LESSON. implementing and Curriculum evaluating.
CONCLUSION  There are models presented to us from well-known
CAN BE curricularists like Ralph Tyler, Hilda Taba, Galen
INCLUDED) Saylor and William Alexander which would help clarify
the process of curriculum development.
Therefore, in curriculum development processes, the

model of those four proponent curricularist must be
applied and used in order to have a better outcome.
ENRICHMENT Activity 1: PUZZLE
(CAN BE AN Direction: Find all the hidden words in the puzzle by
ACTIVITIES TO searching them up, down, forward, backward and
REINFORCE diagonal. Encircle the word if found.
STUDENT’S ON
THE LESSON C D E D U C T I V E T L K
PRESENTED) A U I M X Z W U O P N R
S G R P L A N N I N G C D
T T R S D B V F H H J V
E N R E I N D U C T I V E
E O V P T C W Q V N C M N
I A B A T U V G N C M M
T T X R R Y Q L T T Y U I
Y A E W S L S X U L B V T
Y U S B B E E J L M M N K
Y L H L M R Y C T X C T M
Y A E E Y K N M M B M J L
Y V E T V T E N M M C X T
Y E E S S W R T T U Y N M
I M P L E M E N T I N G
A L E X A N D E R T M J T

1. CURRICULUM 7. DEDUCTIVE
2. TYLER 8. PLANNING
3. TABA 9. IMPLEMENTING
4. ALEXANDER 10. EVALUATION
5. SAYLOR
6. INDUCTIVE
7.
Activity 2. In ½ whole sheets of paper answer the following:
1. Describe the three models that are presented by

Ralph Tyler, Hilda Taba, Galen Saylor and William
Alexander.
2. For you, what are the roles of stakeholders in
curriculum?
ASSESSMENT Answer the following questions.
1. What are the 4 curriculum development processes?

2. Differentiate Ralph Tyler and Hilda Taba curriculum
model.
3. For you, what is the importance of curriculum in
learning?
REFERENCES  MUSHTAQ, M,. September 02, 2012., The Roles of

Curriculum Scholars in Current Curriculum Debates,.
Retrieved on October 15, 2020 on
https//.www.researchgate.net publication.
 Bibao, P.B. Corpuz, B B & Dayagbil, F.T. (2014),
Curriculum development for teachers Lorimar
Publishing, INC, Quezon City, Metro Manila.
Semi-detailed Lesson Plan in Curriculum Development Processes and

Models

Rhodelia B. Alsula
I. Objectives
At the end of the lesson the students can:
a) describe the models of curriculum which are created by Ralph
Tyler, Hilda Taba, Galen Saylor and William Alexander ; and
b) differentiate curriculum processes and models.
II. Subject Matter:
Topic: Curriculum Development Processes and Models

Materials: PowerPoint, Projector, Laptop, books and pictures
References:
MUSHTAQ, M,. September 02, 2012., The Roles of Curriculum
Scholars in Current Curriculum Debates,. Retrieved on October
15, 2020 on https//.www.researchgate.net publication.
Bibao, P.B. Corpuz, B B & Dayagbil, F.T. (2014), Curriculum
development for teachers Lorimar Publishing, INC, Quezon City,
Metro Manila.
III. Lesson Development/Presentation
A. Preliminary Activities
Prayer
Greetings
Checking of Attendance
Review
Ask the class about the previous lesson
What they learn in the previous lesson
Ask your learners if they understand the past lesson?
Motivation
Introduce the game “Guess the word” game by giving a sample.

Let the student guess the word.
Ask someone from the class to guess the word.
B. Lesson Proper (4 A’s)
ACTIVITIES
Divide the class into three (3) groups. Every group select a
Curriculum models to debate in the class. The teacher act as the
facilitator.
ANALYSIS/DISCUSSION
Curriculum

 Curriculum is a dynamic process.
 In curriculum development, there are always changes that occur that
are intended for improvement.
 There are models presented to us from well-known curricularists like
Ralph Tyler, Hilda Taba, Galen Saylor and William Alexander which
would help clarify the process of curriculum development.
“CURRICULUM DEVELOPMENT AND PROCESS”
1. Curriculum Planning- consist of mission, vision and goals.

2. Curriculum Designing-is the way curriculum being conceptualize to
include the selection and organization of content, the selection of learning
experience or activities and selection of the assessment procedure and
tools to measure achieved learning outcomes.
3. Curriculum implementing- in the classroom setting or the learning
environment. The teacher who the facilitator of learning leads in putting
into action the plan which is based on the curriculum design.
4. Curriculum Evaluating- determines the extent to which the desired
outcomes have been achieved. This procedure is ongoing as in finding the
progress of learning (formative) or the mastery of learning (summative).
The CURICULUM MODELS

Tyler’s Model
Objectives- stating the aims and objectives of the program based on the
respective philosophy of education.
Content- selecting the contents or subject matter to helps students
achieve the objectives.
Method- deciding on the method to organize and present the
contents.
Evaluation- determining the method to measure the extent the objectives
are achieved.
Hilda Taba
- Created a multi-purpose teaching model that utilizes the use of multiple

processes: listing, grouping, labeling, regrouping and synthesizing.
- Is an inductive (teacher) approach.
- Belief that teachers are aware of the students needs hence they should
be develop the curriculum.
- Taba is a Grass-root approach
- The main idea to this approach is that needs of students are the
forefront to the curriculum.
Steps in Taba Model:
1. Diagnosis of learner’s needs and expectations of the larger society.

2. Formulating of learning objectives.
3. Selection of learning content.
4. Organization of learning content.

5. Selection of learning experiences.
6. Organization of learning activities.
7. Determination of what to evaluate and the means of doing it.
Galen Saylor and William Alexander (1974) viewed curriculum development

as consisting of four (4) steps. According to them, curriculum is “a plan for
providing sets of learning opportunities to achieve broad education goals and
related specific objectives for an identifiable population served by a single
school center”
THE FOUR STEPS
1. Goals, Objectives and Domain. The model indicates that curriculum

planners begin by specifying the major educational goal and represents a
curriculum domain and they advocate 4 major goals or domains: personal
development, human relations continued learning skills and specification. The
goals, objectives and domains are selected after careful consideration of
several external variables such as findings from educational research,
accreditation standards, views of community groups and others.
2. Curriculum Designing: Once the goals, objectives and domain have

been established, planners move into process of designing the curriculum.
Here decision is made on the appropriate learning opportunities for each will
be provided.
3. Curriculum Implementation: After the design have been created the

next step is implementation of the designs by teachers. Based on the design
of the curriculum plan teachers would specify instructional objectives and then
select relevant teaching methods and strategies to achieve the desired
outcomes among students in the classroom.
4. Evaluation: Finally, curriculum planner and teachers engage in

evaluation. The model proposed that evaluation should be comprehensive
using a variety of evaluation techniques. Evaluation should involve the total
educational programed of the school and the curriculum plan, the
effectiveness of instruction and the achievement of students. Through the
evaluation process, curriculum planners and developers can determine
whether or nor the goals of the school and the objectives of instruction have
been met.
ABSTRACTION/GENERALIZATION
Why we need to have a processes and Models in a Curriculum

development?
What are the importance of this Models & Processes in developing
curriculum?

APPLICATION
The teacher let the students read the question on the screen and let
them answer each number.
ASSESSMENT
The students will find all the hidden words in the puzzle by searching
them up, down, forward, backward and diagonal. Encircle the word if
found.
ASSIGNMENT:
1. What are the 4 curriculum development processes?

2. Differentiate Ralph Tyler and Hilda Taba curriculum model.
3. For you, what is the importance of curriculum in learning?
Lesson 4
FOUNDATIONS OF CURRICULUM
Curriculum Development Processes and Models
Pre – Discussion:
Foundations of Curriculum is establish deeply with the foundation of

education. And these foundations are the forces that influence the thoughts
of curriculum developers which affect the content and structure of the
curriculum. And these forces are beliefs, orientation and conceptions of
learning and the needs of society.

Lesson Objectives:
 At the end of the lesson, the students can:
1. Recognize the role of the teacher in the implementation of the curriculum.
2. State the importance of curriculum in the teachers classroom or environment.
3. Able to tell where is curriculum development coming from.
Content of the Lesson:
Major Foundations of Curriculum
• Philosophical Foundation
• Historical Foundation
• Psychological Foundation
• Social Foundation
Four Educational Philosophies
• Perennialism
• Progressivism
• Essentialism
• Reconstructionism
Perennialism is a teacher- centered educational philosophy that

focuses on everlasting ideas and universal truths. Perennialism is based on
the philosophies of Aristotle Plato and St.Thomas Aquinas.
Aim of education:

- To educate the rational person
- To cultivate the intellect
Role of education:
- Teachers help students think with reason
Focus in the curriculum:
- Classical subjects, literary analysis and curriculum is constant
Curriculum trends:
- Use of great books and return to liberal arts
Essentialism is an educational philosophy whose adherents believe

that children should learn in traditional basic subjects thoroughly.Kappa Delta
Pi was America’s most influential philosopher of teacher of education and
known as the Father of Essentialism.
Aim of education:
- To promote the intellectual growth of learners and educate them to

become competent
Role of education:
- The teacher is the sole authority in her or his subject area
Focus in the curriculum :
- Essential subjects and essential skills of 3R’s
Curriculum trends :
- Excellent in education , back to basic and cultural literacy
Progressivism is a political philosophy in support of social reform. John

Dewey argued that curriculum should relevant to students’ lives.
Aim of education:
- To promote democratic and social living
Role of education:

- Teacher leads for growth and development of lifelong learners. Who
actively learn by doing.
- Subjects are interdisciplinary , integrative and interactive. Curriculum is

focused on students interests, human problems and affairs
Curriculum Trends:
- School reforms, relevant and contextualizes curriculum, humanistic

education
Reconstructionism / Critical Theory is a philosophy that emphasizes

the addressing of social questions and a quest to create a better society and
worldwide democracy.Theodore Brameld is the founder of social
reconstructionism and George Counts recognized that education was the
means of preparing people for creating this new social order.
Aim of education:
- Education for change
- To reconstruct and improve the society
Role of education:
- Teachers act as agents of change and reforms in various educational

projects including research
- On the issues of national and international interests on presents and

future
Curriculum trends:
- Access to global education
- Equality of educational opportunities
PSYCHOLOGICAL FOUNDATION
Behaviorist Psychology – the method is introduced in a step by step

manner with proper sequencing of task which is viewed by other educational
psychologist. And learning should be arranged in order that students can
experience success in the process of mastering the subject matter.

Cognitive Psychology – teachers use a lot of problem and thinking skills in
teaching and learning.
Learning is rooted in the tradition of subject matter and is similar

to the cognitive development theory.
Cognitive theories, learning constitutes a logical method for organizing

and interpreting learning.
Association and Behaviorism
Persons Contribution
Ivan Pavlov (1849 – 1936) - Father of the classical

conditioning theory
S-R theory – is a foundation of

learning practice called
indoctrination
- The key to learning is early

years of life is to train them what
you want them to become.
Edward Thorndike(1874-1949) Championed the connection

theory, Proposed the three laws
of learning
– Law of readiness
– Law of exercise
– Law of effect
Specific stimulus has specific

response
Robert Gagne (1916-2002) - Proposed the Hierarchical

Learning Theory
– Behaviour is based on
prerequisite conditions
– Introduced tasking in the

formulation of objectives
Cognitive Information Processing Theory

Jean Piaget (1896-1980) - Theories of Jean Piaget
- Describes cognitive development

in terms of stages from birth to
maturity
– Sensorimotor stage
(0-2), -preoperational stage (2-7),

concrete operation stage (7-11)
and formal operation (11onwards)
- Key to learning
- Assimilation
- Accommodation
- Equilibration
Ley Vygotsky (1896-1934) - Theory of Ley Vygotsky
- Cultural transmission and

development
– Children could as a result of
their interaction with the society,
actually perform certain cognitive
actions prior to arriving at
developmental stage
- Learning precedes
development
- Sociocultural Development
theory
- Key to learning
- Pedagogy creates learning

processes that lead to
development
– Child is an active agent in his

or her educational process
Howard Gardner Gardner’s Multiple intelligences

- Humans have several different
ways of processing information
and these ways are relatively
independent of one another
– Eight Intelligences: linguistic,

logicomathematical, musical,
spatial, bodily/kinesthetic,
interpersonal, intrapersonal
and naturalistic
Daniel Goleman - Emotion contains the power to

affect action
- Emotional Qoutient
Humanistic Psychology - psychologist are concern with how learners

can develop their human potential; the process not the products; personal
needs not the subject matter; psychological meaning and environmental
situations.
Persons/Symbols Contribution
Gestalt - Gestalt Theory
- Learning is explained I terms of

“wholeness” of the problem. –
Humans being do not respond to
isolated stimuli but to an
organization or pattern of stimuli.
- Key to learning
- Learning is complex and

abstract
– Learners analyze the problem,

discriminate between essential and
non essential data and perceive
relationships

– Learners will perceive
something in relation to the
whole. What/how they perceive is
related to their previous
experiences.
Abraham Maslow (1908-1970) - Self Actualization Theory
- Classic theory of human needs
- A child whose basic needs are

not met will not be interested in
acquiring knowledge of the world
- Put importance in human

emotions, based on love and
trust
- Key to learning
- Produce a healthy and happy

leaner who can accomplish
,grow and actualize his or her
human self.
Carl Rogers (1902- 1987) - Nondirective and Therapeutic

learning
- Establish counselling procedures and

methods for facilitating learning
Children’s perceptions which are

highly individualistic,influence their
learning and behaviour in class.
- Key to learning
- Curriculum concerned with process

not product; personal needs, not
subject matter, psychological
meaning not cognitive source.
SOCIAL FOUNDATIONS OF CURRICULUM

School and society - Society as a source of change
- Schools as agents of change
- Knowledge as an agent of
change
John Dewey - Considered two fundamental

elements
- school and civil society- to be major
topics needing attention and
reconstruction to encourage
experimental intelligence and
plurality
Alvin Toffler - Wrote the book Future Shock

- Believed that knowledge
should prepare students for the
future
- Suggested that in the future,

parents might have the resources
to teach prescribed curriculum
from home as a result of
technology, not in spite of it.
(Home Schooling).
- Foresaw schools and students

work creatively, collaboratively
and independent of their age.
HISTORICAL FOUNDATIONS
Franklin Bobbit(1876- 1956) - Started the curriculum

development movement
- Curriculum is a science that

emphasize on students’ needs

- Curriculum prepares learners for
adult life
- Objectives and activities grouped

together when task are clarified
Werret Charters(1875 – 1952) - Like Bobbit, curriculum is a

science and emphasizes
student’s needs
- Objectives and activities should

match. Subject matter or content
relates to objectives.
William Kilpartick - Curricula are purposeful

(1875 – 1952) activities which are child-
centered
- The purpose of the curriculum is

child development and growth
Harold Rugg(1886- 1960) - To Rugg, curriculum should

develop the whole child.
- With the statement of objective

and related learning activities,
curriculum should produce
outcomes
- Harold Rugg emphasized

social studies and the teacher
plans curriculum in advance
Hollis Caswell(1901-1989) - Sees curriculum as organized

around social functions of themes,
organized knowledge and learner’s
interest.
- Believes that curriculum,

instruction and learning are
interrelated.
- Currriculum is a set of
experiences. Subject matter
is developed around social
functions and learners’interests.

Ralph Tyler(1902-1994) - As one of the hallmark of
curriculum.He believes that
curriculum is a science and
an extension of school philosophy
It is based on students needs and
interest
Ralph Tyler(1902-1994) - Curriculum is always related

to instruction. Subject matter is
organized in terms of knowledge,
skills and values.
-The process emphasizes

problem solving. The aim is to
educate generalists and not
specialists.
Hilda Taba(1902-1967) - Contributed to the theoretical

and pedagogical foundations
of concepts development and
critical thinking in social studies
curriculum.
- Helped lay the foundation for

diverse student
population.
Peter Oliva(1992-2012) - Described how curriculum

change is a cooperative
endeavor.
-Teachers and curriculum

specialist constitute the
professional core of planners.
- Significant improvement
through group activity.
Summary
In summary, the foundation upon which curriculum is based are

educational philosophies, historical developments, psychological explanations
and societal influences. All of these are interrelated with each other. And with
the statement of objectives and related learning activities, curriculum should
produce outcomes.

Enrichment
Mental check-up:
________________It focuses on the development of 3R’s.

________________Teachers assist students to think with reason .
________________It focuses on the present and future educational
landscape.
________________Its example is learning by doing.
Essentialism Perennialism Reconstructionism Progressivism
Assessment
Assignment:
1. Who are those persons that contributed to curriculum development

during their time and what are those contribution?
2. What are the three groups of learning theories and who is the person
and its theory?
Reference
Bilbao,P.B.,Corpuz B.B. & Dayagbil,F.T. (2014). Curriculum

Development for Teachers. Lolimar Publishing, INC. Quezon
City , Metro Manila

Nove D. Balmocena DIT 2B
Semi – Detailed Lesson Plan
Curriculum Development and Preparation of Curriculum Materials
Nove D. Balmocena
I. Objectives
At the end of the lesson, the students can;
1. Recognized the role of the teacher in the implementation of the

curriculum.
2. State the importance of the curriculum in the teachers classroom or
environment.
3. Able to tell where curriculum development coming from.
II. Subject Matter
Topic: Foundations of Curriculum Development
Reference: Bilbao,P.B.,Corpuz B.B & Dayagbil, F.T.(2014).Curriculum

Development or Teachers.Lolimar Publishing, INC.,Quezon City, Metro
Manila
Materials: Laptop, Projector( for presentation)
III. Procedure
A.1 Prayer
A.2 Greetings
A.3 Checking of Attendance
B. Motivation
Activity : “Fix me and describe me”
Mechanics of game: (3 groups) the students are going to;

 Fix the picture
 Guess what the picture shows
 Describe it
IV. Lesson Proper
The teacher will discuss the Foundations of Curriculum Development.
Foundations of Curriculum is establish deeply with the foundation of

education. And these foundations are the forces that influence the thoughts
of curriculum developers which affect the content and structure of the
curriculum. And these forces are beliefs, orientation and conceptions of
learning and the needs of society
Major Foundations of Curriculum
• Philosophical Foundation
• Historical Foundation
• Psychological Foundation
• Social Foundation
Four Educational Philosophies
• Perennialism
• Progressivism
• Essentialism
• Reconstructionism
Perennialism is a teacher- centered educational philosophy that

focuses on everlasting ideas and universal truths. Perennialism is based on
the philosophies of Aristotle Plato and St.Thomas Aquinas.
Aim of education:
- To educate the rational person
- To cultivate the intellect
Role of education:

- Teachers help students think with reason
- Classical subjects, literary analysis and curriculum is constant
Curriculum trends:
- Use of great books and return to liberal arts
Essentialism is an educational philosophy whose adherents believe

that children should learn in traditional basic subjects thoroughly.Kappa Delta
Pi was America’s most influential philosopher of teacher of education and
known as the Father of Essentialism.
Aim of education:
- To promote the intellectual growth of learners and educate them to

become competent
Role of education:
- The teacher is the sole authority in her or his subject area
Focus in the curriculum :
- Essential subjects and essential skills of 3R’s
Curriculum trends :
- Excellent in education , back to basic and cultural literacy
Progressivism is a political philosophy in support of social reform. John

Dewey argued that curriculum should relevant to students’ lives.
Aim of education:
- To promote democratic and social living
Role of education:
- Teacher leads for growth and development of lifelong learners. Who

actively learn by doing.
- Subjects are interdisciplinary , integrative and interactive. Curriculum is

focused on students interests, human problems and affairs

Curriculum Trends:
- School reforms, relevant and contextualizes curriculum, humanistic

education
Reconstructionism / Critical Theory is a philosophy that emphasizes

the addressing of social questions and a quest to create a better society and
worldwide democracy.Theodore Brameld is the founder of social
reconstructionism and George Counts recognized that education was the
means of preparing people for creating this new social order.
Aim of education:
- Education for change
- To reconstruct and improve the society
Role of education:
- Teachers act as agents of change and reforms in various educational

projects including research
- On the issues of national and international interests on presents and

future
Curriculum trends:
- Access to global education
- Equality of educational opportunities
PSYCHOLOGICAL FOUNDATION
Behaviorist Psychology – the method is introduced in a step by step

manner with proper sequencing of task which is viewed by other educational
psychologist. And learning should be arranged in order that students can
experience success in the process of mastering the subject matter.
Cognitive Psychology – teachers use a lot of problem and thinking skills in

teaching and learning.
Learning is rooted in the tradition of subject matter and is similar

to the cognitive development theory.

Cognitive theories, learning constitutes a logical method for organizing
and interpreting learning.
Association and Behaviorism
Ivan Pavlov (1849 – 1936) - Father of the classical

conditioning theory
S-R theory – is a foundation of

learning practice called
indoctrination
- The key to learning is early

years of life is to train them what
you want them to become.
Edward Thorndike(1874-1949) Championed the connection

theory, Proposed the three laws
of learning
– Law of readiness
– Law of exercise
– Law of effect
Specific stimulus has specific

response
Robert Gagne (1916-2002) - Proposed the Hierarchical

Learning Theory
– Behaviour is based on
prerequisite conditions
– Introduced tasking in the

formulation of objectives
Cognitive Information Processing Theory
Jean Piaget (1896-1980) - Theories of Jean Piaget

- Describes cognitive development
in terms of stages from birth to
maturity
– Sensorimotor stage
(0-2), -preoperational stage (2-7),

concrete operation stage (7-11)
and formal operation (11onwards)
- Key to learning
- Assimilation
- Accommodation
- Equilibration
Ley Vygotsky (1896-1934) - Theory of Ley Vygotsky
- Cultural transmission and

development
– Children could as a result of
their interaction with the society,
actually perform certain cognitive
actions prior to arriving at
developmental stage
- Learning precedes
development
- Sociocultural Development
theory
- Key to learning
- Pedagogy creates learning

processes that lead to
development
– Child is an active agent in his

or her educational process
Howard Gardner Gardner’s Multiple intelligences
- Humans have several different

ways of processing information
and these ways are relatively
independent of one another

– Eight Intelligences: linguistic,
logicomathematical, musical,
spatial, bodily/kinesthetic,
interpersonal, intrapersonal
and naturalistic
Daniel Goleman - Emotion contains the power to

affect action
- Emotional Qoutient
Humanistic Psychology - psychologist are concern with how learners

can develop their human potential; the process not the products; personal
needs not the subject matter; psychological meaning and environmental
situations.
Gestalt - Gestalt Theory
- Learning is explained I terms of

“wholeness” of the problem. –
Humans being do not respond to
isolated stimuli but to an
organization or pattern of stimuli.
- Key to learning
- Learning is complex and

abstract
– Learners analyze the problem,

discriminate between essential and
non essential data and perceive
relationships
– Learners will perceive

something in relation to the
whole. What/how they perceive is
related to their previous
experiences.
Abraham Maslow (1908-1970) - Self Actualization Theory
- Classic theory of human needs

- A child whose basic needs are
not met will not be interested in
acquiring knowledge of the world
- Put importance in human

emotions, based on love and
trust
- Key to learning
- Produce a healthy and happy

leaner who can accomplish
,grow and actualize his or her
human self.
Carl Rogers (1902- 1987) - Nondirective and Therapeutic

learning
- Establish counselling procedures and

methods for facilitating learning
Children’s perceptions which are

highly individualistic,influence their
learning and behaviour in class.
- Key to learning
- Curriculum concerned with process

not product; personal needs, not
subject matter, psychological
meaning not cognitive source.
SOCIAL FOUNDATIONS OF CURRICULUM
School and society - Society as a source of change
- Schools as agents of change
- Knowledge as an agent of
change
John Dewey - Considered two fundamental

elements
- school and civil society- to be major
topics needing attention and

reconstruction to encourage
experimental intelligence and
plurality
Alvin Toffler - Wrote the book Future Shock

- Believed that knowledge
should prepare students for the
future
- Suggested that in the future,

parents might have the resources
to teach prescribed curriculum
from home as a result of
technology, not in spite of it.
(Home Schooling).
- Foresaw schools and students

work creatively, collaboratively
and independent of their age.
HISTORICAL FOUNDATIONS
Franklin Bobbit(1876- 1956) - Started the curriculum

development movement
- Curriculum is a science that

emphasize on students’ needs
- Curriculum prepares learners for

adult life
- Objectives and activities grouped

together when task are clarified
Werret Charters(1875 – 1952) - Like Bobbit, curriculum is a

science and emphasizes
student’s needs
- Objectives and activities should

match. Subject matter or content
relates to objectives.

William Kilpartick - Curricula are purposeful
(1875 – 1952) activities which are child-
centered
- The purpose of the curriculum is

child development and growth
Harold Rugg(1886- 1960) - To Rugg, curriculum should

develop the whole child.
- With the statement of objective

and related learning activities,
curriculum should produce
outcomes
- Harold Rugg emphasized

social studies and the teacher
plans curriculum in advance
Hollis Caswell(1901-1989) - Sees curriculum as organized

around social functions of themes,
organized knowledge and learner’s
interest.
- Believes that curriculum,

instruction and learning are
interrelated.
- Currriculum is a set of
experiences. Subject matter
is developed around social
functions and learners’interests.
Ralph Tyler(1902-1994) - As one of the hallmark of

curriculum.He believes that
curriculum is a science and
an extension of school philosophy
It is based on students needs and
interest
Ralph Tyler(1902-1994) - Curriculum is always related

to instruction. Subject matter is
organized in terms of knowledge,
skills and values.
-The process emphasizes

problem solving. The aim is to

educate generalists and not
specialists.
Hilda Taba(1902-1967) - Contributed to the theoretical

and pedagogical foundations
of concepts development and
critical thinking in social studies
curriculum.
- Helped lay the foundation for

diverse student
population.
Peter Oliva(1992-2012) - Described how curriculum

change is a cooperative
endeavor.
-Teachers and curriculum

specialist constitute the
professional core of planners.
- Significant improvement
through group activity.
V. Evaluation
Mental check-up:
________________It focuses on the development of 3R’s.

________________Teachers assist students to think with reason .
________________It focuses on the present and future educational
landscape.
________________Its example is learning by doing.
Essentialism Perennialism Reconstructionism Progressivism
VI. ASSIGNMENT
Assignment:
1. Who are those persons that contributed to curriculum development

during their time and what are those contribution?
2. What are the three groups of learning theories and who is the person
and its theory?

Nove D. Balmocena DIT 2B
CRAFTING THE
CURRICULUM
CHAPTER OVERVIEW
This chapter contains the tools to help analyze and score

important characteristics that are fundamental to the review of any
curriculum. These include the fundamentals of curriculum design,
approaches to curriculum designing and curriculum mapping.
CHAPTER OBJECTIVES
1. define what is curriculum design,

2. discuss what are the types of curriculum design, and

3. appreciate the value of elements/components of curriculum design
in making a lesson plan.
4. Define the types of Curriculum Design and its variation

5. Determining the roles of subject centered design, learner centered
design and problem centered design
6. Distinguish the types of Curriculum Design and Models
7. Determine the importance of Curriculum Mapping.
8. Discuss the Ten Tenets of Curriculum Mapping.
Module 3
Lesson 1
Fundamentals of Curriculum Designing
PRE DISCUSSION
As a teacher, one has to be a curriculum designer, curriculum

implementer and a curriculum evaluator. Hence, it would be a great
help to know how school curricula how being made or crafted.
LESSON OBJECTIVES

1. define what is curriculum design,
2. discuss what are the types of curriculum design, and
3. appreciate the value of elements/components of curriculum design
in making a lesson plan.
Curriculum is considered “the heart of any learning institution” which means

that schools or universities cannot exist without it.
Fundamental is one of the basic and important part of something.
Design is used as a verb to designate a process (as in “designing a

curriculum), or as a noun to denote a particular plan resulting from a design
process (as in a curriculum design).
Curriculum design refers to the structure or arrangement of the components
or elements of the curriculum.
TYPES OF CURRICULUM DESIGN

May be broadly categorized into the following major groups:
1. Traditional or subject centered design
2. Learner-centered designs
3. Problem-centered or society centered designs
Traditional Designs – are subject centered. The emphasis is on making the

learners absorb as much knowledge as possible concerning a particular
course of broad field.
Learner-centered design – may be based on the anticipated needs and
interests of the learners. Usually built upon normal activities children engage
in (i.e. playing, storytelling, and drawing). Contents are not organized into

subjects (Math, English, Science, etc.) but into coursework (playing,
storytelling).
Society-centered design – it is heavily loaded with societal concerns,
problems and issues. May be aimed at making the school, the teachers and
the students as agents of social change.
4 Basic Questions (Tyler, 1950)

1. What educational purposes should the school seek to attain?
2. What educational experience can be provided that is likely to obtain the
purpose?
3. How can these educational experiences be effectively organized?
4. How can we determine whether these purposes are being attained?
Building on Peter Oliva’s 10 Axioms for Curriculum designing
1. Curriculum change is inevitable, necessary and desirable. Earlier it was
stated that one of the characteristic of curriculum is its being dynamic.
2. Curriculum reflects as a product of its time. A relevant curriculum
should respond to changes brought about by current social forces,
philosophical positions, psychological principles and educational
reforms.
3. Curriculum changes made earlier can exist concurrently with the newer
curriculum changes. A revision in a curriculum starts and ends slowly.
4. Curriculum change depends on people who will implement the change.
Teachers who will implement the curriculum should be involved in its
development, hence should know how to design a curriculum.
5. Curriculum development is a cooperative group activity. Group
decisions in some aspects of curriculum development are suggested.
6. Curriculum development is a decision-making process made from
choices of alternatives. A curriculum developer or designer must
decide what content, what to teach, philosophy or point of view to
support and what type of evaluation to use.
7. Curriculum development is an ongoing process. Continuous
monitoring, examination, evaluation, improvement of curricula are to be
considered in the design of the curriculum.

8. Curriculum development is more effective if it is a comprehensive
process, rather than a “piecemeal”. A curriculum design should be
based on a careful plan, intended outcomes clearly established,
support resources and needed time available and teaching staff
pedagogically equipped.
9. Curriculum development is more effective when it follows a systematic
process. A curriculum design is composed of desired outcomes,
subject matter content complemented with references, set of
procedures and evaluation procedures which can be placed in a matrix.
10. Curriculum development starts from where the curriculum is.
Curriculum planners and designers should begin with existing
curriculum.
There are many labels or names for curriculum design. Some would
call it a syllabus or a lesson plan. Some would call it a unit plan or
course design.
Let us take Lesson Plan as a miniscule curriculum. For a lesson
plan or teaching guide includes:
 Intended Learning Outcomes (ILO) or Desired Learning Outcome
(DLO) was formerly labeled as behavioral objectives
 Subject Matter or Content
 Teaching and Learning Methods
 Assessment Evaluations

Selection of Objective
- Based on desired outcomes of teaching-learning process: development
of knowledge, skill, values, attitudes and habits.
Role of Philosophy in Determining Objectives
Philosophy – provides basis for general theory of education and suggests its
goals.
Aims – are considered as “orientations.”
Goals – are specific statements used as guidelines for achieving purposes.
Objectives - may describe school-wide outcomes or specific behaviors.
The major educational philosophies are:
Perennialism
Essentialism
Humanism/Progressivism
Reconceptualism
Reconstructionism
Idealism
Taxonomy of Objectives
Cognitive
Affective
Psychomotor
Cognitive domain involves knowledge and the development of intellectual

skills (Bloom, 1956). This includes the recall or recognition of specific facts,

procedural patterns, and concepts that serve in the development of
intellectual abilities and skills.
Affective domain is one of the three domains in Bloom's Taxonomy. It

involves feelings, attitudes, and emotions. It includes the ways in which
people deal with external and internal phenomenon emotionally, such as
values, enthusiasms, and motivations.
Psychomotor domain (Simpson, 1972) includes physical movement,

coordination, and use of the motor-skill areas. Development of these skills
requires practice and is measured in terms of speed, precision, distance,
procedures, or techniques in execution.

Specific Measurable Attainable Result-oriented Time bound

Assessment may be formative. (Providing
feedback to help the student learn more) or
summative (expressing a judgment on the
students’ achievement by reference to stated
criteria). Many assessment tasks involve an
element of both, e.g. an assignment that is
marked and returned to the student with
detailed comments.
Summative assessment usually involves the allocation of marks or

grades. This helps the teacher make decisions about the progress or
performance of the students.
Application of the Fundamental Components in Other Curriculum

Designs.
While our example, refers only to designing a lesson plan which

is a mini curriculum, similar components will be also be used in making
a syllabus for teaching in higher education courses or other curricular
projects. Based on the curriculum models we have learned, the
fundamental components include the following:

Major components of a Course Design of Syllabus
1. Intended Outcomes (or Objectives)

2. Content/Subject Matter (with references)
3. Methods/Strategies (with needed resources)
4. Evaluation (means of assessment)
SUMMARY
All other additional components are trimmings that each

designer may place. This additional part may be an institutional
template, suggested by other curriculum experts and as required by
educational agencies like the Department of Education, Commission
on Higher Education, Accrediting Agencies, and Professional
Organization that would serve the purposes they intend to achieve.
Curriculum design is the planning period when instructors organize the
instructional units for their course. Curriculum design involves planning
activities, readings, lessons, and assessments that achieve educational
goals.
Curriculum design can be segmented into three forms. These include
subject-centered design, learner-centered design and problem-centered
design. Subject-centered design focuses on a specific discipline while learner-
centered design focuses on students’ own interests and goals. Problem-
centered design focuses on specific issues and how to source solutions.
In describing a curriculum, whether existing or proposed, the first requirement
is that its purpose – what it is supposed to achieve – be made clear.
Curriculum is the school’s main instrument for promoting the learning of
specified knowledge, skills and attitudes.

ENRICHMENT
1. Create a semi-detailed lesson plan following the

elements/components of curriculum design. Use any topic on the
subject you have selected.
2.
ASSESSMENT
1. What is curriculum design?

2. Enumerate the elements/components of curriculum design.
3. What does SMART stands for in the statement of objective?
4. Why is objective important in making a lesson plan
REFERENCES
Schweitzer, Karen. "Curriculum Design: Definition, Purpose and Types."

ThoughtCo, Oct. 29, 2020, thoughtco.com/curriculum-design-definition-
4154176..
Delgado, Antonio (August 18, 2012). Slideshare.net
Garcia, Dolores (2007). Designing Curriculum. Rex Book Store.
Bilbao, P.B., Corpuz, B.B. & Dayagmil, F.T. (2014). Curriculum Development
for Teachers. Lorimar Publishing, INC. Quezon City, Metro Manila.

De Vera, Genelyn N. D.I.T. 2B

A SEMI-DETAILED LESSON PLAN
FUNDAMENTALS OF CURRICULUM DESIGNING
Genelyn N. De Vera D.I.T. 2B
I. Objectives:

 define what Is curriculum designing
 enumerate the major components of a course design or
syllabus, and
 appreciate the value of the elements or components of a
curriculum design.
II. Content/Subject Matter
Topic:
 Module 3: The teacher as a curriculum designer

 Lesson 1: Fundamentals of Curriculum designing
Reference:
 Bilbao, P.B., Corpuz, B.B. & Dayagmil, F.T. (2014). Curriculum

Development for Teachers. Lorimar Publishing, INC. Quezon City,
Metro Manila.
 Garcia, Dolores (2007). Designing Curriculum. Rex Book Store.
 Delgado, Antonio (August 18, 2012). Slideshare.net
Materials:
Laptop, Powerpoint, TV, pictures and instructional materials
III. Procedure:

A. Review
 Checking of attendance
 Setting of standard
 Ask the class about the previous lesson.
 What they learn from the previous lesson
 Ask the students if they really understand the past lesson.
B. Presentation
 Presentation of the topic
 The teacher will discuss the lesson and give some examples.
C. Motivation
 Let the students compare the traditional and outcomes based
education (OBE) and give the advantages and disadvantages of
both educational system.
D. Activities
 Divide the class into four groups.
 Each group will follow the instruction given in the activity and write
your answer in one whole sheet of paper
 The students will share and discuss their answer and ideas
regarding the said activity.
E. Application
 The teacher will let the students participate in the discussion and let
them answer the questions provided.

IV. Assessment/Evaluation: Write in 1 whole sheet of paper.
1. What is curriculum designing?

2. Enumerate the elements of components of a curriculum design.
3. Differentiate the 3 forms of assessment.
4. Enumerate the 4 major components of a course design or
syllabus.
V. Assignment: Write in ½ sheet of paper. (crosswise)
1. Give at least 3 Peter Oliva’s Axioms for curriculum designing

and explain each.
2. Define and differentiate formative assessment and summative
assessment.

Lesson 2
Approaches to Curriculum Design
Lesson Objectives:
●Define the types of Curriculum Design and its variation
●Determining the roles of subject centered design, learner centered design and
problem centered design
●Distinguish the types of Curriculum Design and Models
Pre-Discussion:
Approaches to curriculum design explains the types and

contents of it that give us ideas us on how the process in each design
help the learners in the teaching process in our curriculum today. The
process of the teaching and learning process becomes more advance
as time goes by so at this moment in order to compete in this modern
world there are different ways on how the curriculum and the teaching

and learning process implements. There are three basic types of
curriculum design subject-centered, learner-centered, and problem-
centered design.
Subject-centered curriculum design revolves around a particular subject

matter or discipline, such as mathematics, literature or biology. Learner-
centered curriculum design, by contrast, revolves around student needs,
interests and goals. Problem-centered curriculum design teaches students
how to look at a problem and formulate a solution a this we can adhere what
are the needs and wants of the students in this curriculum design
Lesson Outline:
In this lesson the students will define the types of Curriculum Design
and its variation also will Determined the roles of subject centered design,
learner centered design and problem centered design and lastly will
Distinguish the types of Curriculum Design and Models as these we be able to
know on what are the understanding of the students.
First they must greet their teacher and their classmate before
opening the class and prayer to the follow. 2 nd the teacher will ask in
the previous topics if the learning process is still there in their mind and
the teacher will give a short overview about the topics today. Then the
teacher will discuss this lesson following its objectives and gives
activities for the assessment in order to know if the students are really
learning. Last the teacher will have conclusion through the lesson that
thought.
Outline
Title: Approaches to curriculum design
● Objectives: Define the types of Curriculum Design and its variation
● Determining the roles of subject centered design, learner centered


● Distinguish the types of Curriculum Design and Models
Discussion:
There are three basic types of curriculum design—subject-centered,

learner-centered, and problem-centered design.
Subject-centered curriculum design revolves around a particular subject
matter or discipline, such as mathematics, literature or biology. This type of
curriculum design tends to focus on the subject, rather than the student. It is
the most common type of standardized curriculum that can be found in K-12
public schools.
Teachers compile lists of subjects, and specific examples of how

they should be studied. In higher education, this methodology is
typically found in large university or college classes where teachers
focus on a particular subject or discipline.

Subject-centered curriculum design is not student-centered, and
the model is less concerned with individual learning styles compared to
other forms of curriculum design. This can lead to problems with
student engagement and motivation and may cause students who are
not responsive to this model to fall behind.
Subject design- The Traditional Approach to Teaching and learning the

oldest and most familiar design for all the people learning is compartmentalize
Discipline design- Focuses on Academic Disciplines used in college than in

elementary and secondary
Correlation design- Links separate subject design from a core to a variety of
subjects
Interdisciplinary design- Sometimes called Holistic Curriculum, a variation
of the Subject-centered design, made to cure compartmentalization

Learner-centered curriculum design, by contrast, revolves
around student needs, interests and goals. It acknowledges that
students are not uniform but individuals, and therefore should not, in all
cases, be subject to a standardized curriculum. This approach aims to
empower learners to shape their education through choices.
Differentiated instructional plans provide an opportunity to select

assignments, teaching and learning experiences, or activities. This
form of curriculum design has been shown to engage and motivate
students. The drawback to this form of curriculum design is that it can
create pressure on the educator to source materials specific to each
student’s learning needs. This can be challenging due to teaching time
constraints. Balancing individual student interests with the institution’s
required outcomes could prove to be a daunting task.
Child centered- Anchored on the needs and interests of the child, learners
interact with teachers and the environment, corresponds mostly to the
textbook

Experience centered design- Experiences of the learners become the
starting point of the curriculum, learners are made to choose from various
activities that the teacher provides aims for excellence in the subject matter
learners are empowered to shape their own learning from different
opportunities
Humanistic Design- Stresses the whole person and the integration of
thinking, feeling and doing
Problem-centered curriculum design teaches students how to

look at a problem and formulate a solution. Considered an authentic
form of learning because students are exposed to real-life issues, this
model helps students develop skills that are transferable to the real
world. Problem-centered curriculum design has been shown to
increase the relevance of the curriculum and encourages creativity,
innovation and collaboration in the classroom. The drawback to this
format is that it does not always consider individual learning styles.
By considering all three types of curriculum design before they

begin planning, instructors can choose the types that are best suited to
both their students and their course.

Life situations design- The contents are organized in ways that allow
students to clearly view problem areas
Core problem design- Centers on general education and the problems are
based on the common human activities
Summary:
Approaches to curriculum design explains here are three basic

types of curriculum design subject-centered, learner-centered, and
problem-centered design.
Subject-centered curriculum design revolves around a particular
subject matter or discipline, such as mathematics, literature or biology.
This type of curriculum design tends to focus on the subject, rather
than the student. It is the most common type of standardized
curriculum that can be found in K-12 public schools.
Teachers compile lists of subjects, and specific examples of how

they should be studied. In higher education, this methodology is
typically found in large university or college classes where teachers
focus on a particular subject or discipline.
Subject-centered curriculum design is not student-centered,

and the model is less concerned with individual learning styles
compared to other forms of curriculum design. This can lead to
problems with student engagement and motivation and may cause
students who are not responsive to this model to fall behind.
Learner-centered curriculum design, by contrast, revolves

around student needs, interests and goals. It acknowledges that
students are not uniform but individuals, and therefore should not, in all

cases, be subject to a standardized curriculum. This approach aims to
empower learners to shape their education through choices.
Differentiated instructional plans provide an opportunity to select

assignments, teaching and learning experiences, or activities. This
form of curriculum design has been shown to engage and motivate
students. The drawback to this form of curriculum design is that it can
create pressure on the educator to source materials specific to each
student’s learning needs. This can be challenging due to teaching time
constraints. Balancing individual student interests with the institution’s
required outcomes could prove to be a daunting task.
Problem-centered curriculum design teaches students how to

look at a problem and formulate a solution. Considered an authentic
form of learning because students are exposed to real-life issues, this
model helps students develop skills that are transferable to the real
world. Problem-centered curriculum design has been shown to
increase the relevance of the curriculum and encourages creativity,
innovation and collaboration in the classroom. The drawback to this
format is that it does not always consider individual learning styles.
Subject Design is the Oldest and so far the most familiar design for
teachers, parents, and other laymen. On Has an advantages because
it is easy to deliver, by means of textbooks; a written and instructional
materials that are commercially available.
On Learning is so compartmentalized. Discipline Design Related

to subject design, while the subject design centers only on the cluster
of content, discipline design focuses on academic disciplines.
Discipline refers to specific knowledge learned through a method which
the scholars use to study a specific content of their fields. Teachers
should learn how the scholars in the discipline will convey the particular
knowledge. Often used in college, but not in elementary or in
secondary levels. So from the subject centered curriculum, curriculum
moves higher to a discipline. Correlation Design On Coming from a
core, correlated curriculum design links separate subject design in

order to reduce fragmentation. Subjects are related to one another and
still maintain their identity. On Teachers should come together and plan
their lesson cooperatively. Broad field Design/Interdisciplinary It is a
variation of the of the subject-centered design. This design was made
to cure the compartmentalization of the separate subjects and integrate
the contents that are related to one another. Thus subjects such as
geography, economics, political science, anthropology and sociology
are fused into one subject called social studies. Interdisciplinary design
is similar to thematic design, where a specific theme is identified, and
all other subject areas revolve around the theme.
Assessment/ Evaluation:
Give at least 1 in each types of curriculum design and explain on what did you
understand in this lesson.
Assignment:
1. Write a reflection about approaches in curriculum design
References:
 American Educational Research Association. Learning Environments

SIG 120. Retrieved from https://edtechbooks.org/-CKj
 Bloom, B.S. (1956). Taxonomy of educational objectives: The

classification of educational goals. New York, NY: Longmans, Green.
 Educause (2017). Seven Things You Should Know About Adaptive

Learning. Retrieved from https://edtechbooks.org/-gvaK

Finalla, Franie D.I.T 2B
Lesson Plan
Approaches to Curriculum design
Franie Finalla
I. Learning Objectives:
At the end of the lessons the students should able to:
● Define the types of Curriculum Design and its variation

● Determining the roles of subject centered design, learner centered
● Distinguish the types of Curriculum Design and Models
II. Procedures:
A. Activity
Teacher’s Activity Student’s Activity
1.Greetings Good morning sir.
Good morning class.
Let us all stand up, bow our heads and Our father. . . Amen
Pray.
Our father. . . Amen
Sit down “Sitting down”
2.Topic Discussion
Approaches to Curriculum design “Listening, taking down notes”

Objectives
● Define the types of Curriculum

Design and its variation
● Determining the roles of subject
centered design, learner
centered design and problem
centered design
● Distinguish the types of
Curriculum Design and Models
I. Define the types of Curriculum

design and its variation
A. Subject Center design

Subject-centered curriculum design
revolves around a particular subject
matter or discipline. For example, a
subject-centered curriculum may focus
on math or biology. This type of
curriculum design tends to focus on the
subject rather than the individual.
Subject-centered curriculum design
describes what needs to be studied
and how it should be studied.
Variations
 Subject design
 Correlation design
 Discipline design
 Interdisciplinary design

B. Learner centered design
learner-centered curriculum design
takes each individual's needs,
interests, and goals into consideration.
In other words, it acknowledges that
students are not uniform and adjust to
those student needs. Learner-centered
curriculum design is meant to empower
learners and allow them to shape their
education through choices.
Variations
 Child centered
 Experience centered
 Humanistic design
C. Problem centered design

Problem-centered curriculum design is
also a form of student-centered design.
Problem-centered curricula focus on
teaching students how to look at a
problem and come up with a solution to
the problem. Students are thus
exposed to real-life issues, which helps
them develop skills that are
transferable to the real world.
Problem-centered curriculum design

increases the relevance of the
curriculum and allows students to be
creative and innovate as they are
learning. “Listening, taking down notes”

Variations
 Life-situation design
 Core Problem Design
3. Roles of Subject centered design,

learner centered design and
Problem centered design
 Subject centered design

A model where the curriculum is
divided into subject areas, and there is
little flexibility for cross-curricular
activity. Subjects are silted. Emphasis
is placed on acquisition, memorization,
and knowledge of each specific content
area. Within this curriculum structure,
strong emphasis is placed on
instruction, teacher-to-student
explanation, and direct strategies.
Direct strategies include lectures,
questions, and answers, as well as
teacher-student discussions. These
curricula often encourage
memorization and repetitive practice of
facts and ideas.
 learner centered design

It is a method of teaching that shifts the
focus of instruction from teacher to the
student. Here the aim is to develop the
independence of the learner by making
learner active in his learning path. It

focuses on skills that enable lifelong
learning and independent problem-
solving. This learner-centered
approach is based on
constructivist learning theory that put
emphasis on learner’s role in
constructing meaning from new
information and prior experiences.
In Learner-centered curriculum
approach, students choose what they
will learn, how they will learn and how
they will assess their own learning.
Here students take a more active role.
So, student-centered learning requires
the student to be active, responsible
participants in their own learning and
with their own pace of learning. Here
the teacher acts as a facilitator of
learning for individuals rather than for
the class as a whole.
 Problem centered design

Like learner-centered curriculum
design, problem-centered curriculum
design is also a form of student-
centered design. Problem-centered
curricula focus on teaching students
how to look at a problem and come up
with a solution to the problem. Students
are thus exposed to real-life issues,
which helps them develop skills that
are transferable to the real

world. Problem-centered curriculum
design increases the relevance of the
curriculum and allows students to be
creative and innovate as they are
learning. The drawback to this form of
curriculum design is that it does not
always take learning styles into
consideration.
4. Variations
 Subject design
The Traditional Approach to
Teaching and learning
the oldest and most familiar
design for all the people
learning is compartmentalize
 Correlation design
Links separate subject design

from a core to a variety of
subjects
 Discipline design
Focuses on Academic
Disciplines
Used in college than in
elementary and secondary
 Interdisciplinary design
Sometimes called Holistic
Curriculum
A variation of the subject-
centered design
Made to cure
compartmentalization

 Child centered “listening, taking down notes.”
Anchored on the needs and
interests of the child, Learners
interact with teachers and the
environment, Corresponds
mostly to the textbook
 Experience centered
Experiences of the learners
become the starting point of the
curriculum
Learners are made to choose
from various activities that the
teacher provides
Aims for excellence in the
subject matter
Learners are empowered to
shape their own learning from
different opportunities
 Humanistic design
Stresses the whole person and
the integration of thinking,
feeling and doing
 Life-situation design
The contents are organized in
ways that allow students to
clearly view problem areas
 Core Problem Design
Centers on general education
and the problems are based on

the common human activities
Conclusion
Developing, designing and
implementing an education curriculum
is no easy task. With the rise of
educational technology and the diverse
types of students attending higher
educational institutions these days,
instructors have their work cut out for
them. But by following the fundamental
guidelines and framework of curriculum
development, educators will be setting
themselves and their students up for
long-term success.
“No sir”
Any questions or clarification about

the topic?
3. Assessment/ Activity:
Ok class please 1 whole piece of paper Ok sir,” writing reflection about what
and write a reflection about the topic. they learned”
4.Closing/Closure
That’s all for today
Let’s stand, bow down your heads and “Standing, bowing down”
let’s pray
Our father. . . Amen Our father. . . Amen

Good bye class! Good bye sir
Thank you sir
Lesson 3

Curriculum Mapping
PRE-DISCUSSION:
Curriculum Mapping is the process indexing or diagraming

a curriculum to identify and address academic gaps,
redundancies, and misaligments for purposes of improving
the overall coherence of a course of study and, by extension,
its effectiveness ( a curriculum, in the sense that the term is
typically used by educators, encompasses everything that
teachers teach to students in a school or course, including the
instructional materials and techniques they use).
LESSON OBJECTIVES:
 Know what is curriculum mapping;

 discuss background in Heidi Hayes Jacobs mapping the big
picture;
 identify the Ten Tenets of Curriculum Mapping.
WHAT TO EXPECT:
1. Determine the importance of Curriculum Mapping.

2. Discuss the Ten Tenets of Curriculum Mapping.
Lesson Content:
What is curriculum mapping?

The curriculum mapping model based on Dr. Heidi Hayes
Jacobs’s work (1997, 2004, 2006, 2008, 2010) clearly addresses the
necessity to synthesize various models and create a framework that
focuses on the recommendations, requisites, and desires that affect
students’ learning and teaching environments.
Udelhofen (2005) states “…the concept of curriculum mapping

originated in the 1980s with the work of Fenwick English…” (xviii). Dr.
Jacobs embraced and enhanced the earlier work by adding a variety of
teacher-driven curriculum maps, horizontal and vertical alignments,
cyclic reviews, and professional curricular dialogue. Jacobs (2004)
states, “…curriculum maps have the potential to become the hub for
making decisions about teaching and learning. Focusing the barrage of
initiatives and demands on schools into a central database that can be
accessed from anywhere through the Internet can provide relief …
Mapping becomes an integrating force to
How is it defined?
Curriculum mapping is the process indexing or diagramming a

curriculum to identify and address academic gaps, redundancies, and
misalignments for purposes of improving the overall coherence of a
course of study and, by extension, its effectiveness (a curriculum, in
the sense that the term is typically used by educators, encompasses
everything that teachers teach to students in a school or course,
including the instructional materials and techniques they use).
It basically is how educators plan what subject content students

will learn over the course of the year. In many places, it is done over a
four to six-year plan, building off of content from one year to the next. It
follows a logical, time-progressive order to give the students a well-
rounded and comprehensive educational experience.

How is it mapped?
Curriculum mapping aims to achieve success over four goals:
 Vertical coherence: When a curriculum is vertically aligned

or vertically coherent, what students learn in one lesson, course, or
grade level prepares them for the next lesson, course, or grade level.
Curriculum mapping aims to ensure that teaching is purposefully
structured and logically sequenced across grade levels so that
students are building on what they have previous learned and learning
the knowledge and skills that will progressively prepare them for more
challenging, higher-level work.
 Horizontal coherence: When a curriculum is horizontally

aligned or horizontally coherent, what students are learning in one
ninth-grade biology course, for example, mirrors what other students
are learning in a different ninth-grade biology course. Curriculum
mapping aims to ensure that the assessments, tests, and other
methods teachers use to evaluate learning achievement and progress
are based on what has actually been taught to students and on the
learning standards that the students are expected to meet in a
particular course, subject area, or grade level.
 Subject-area coherence: When a curriculum is coherent

within a subject area—such as mathematics, science, or history—it
may be aligned both within and across grade levels. Curriculum
mapping for subject-area coherence aims to ensure that teachers are
working toward the same learning standards in similar courses (say,
three different ninth-grade algebra courses taught by different
teachers), and that students are also learning the same amount of
content, and receiving the same quality of instruction, across subject-
area courses.

 Interdisciplinary coherence: When a curriculum is coherent
across multiple subject areas—such as mathematics, science, and
history—it may be aligned both within and across grade levels.
Curriculum mapping for interdisciplinary coherence may focus on skills
and work habits that students need to succeed in any academic course
or discipline, such as reading skills, writing skills, technology skills, and
critical-thinking skills. Improving interdisciplinary coherence across a
curriculum might entail teaching students reading and writing skills in
all academic courses, not just English courses.
(source: Hidden curriculum (2014, August 26). In S. Abbott

(Ed.), The glossary of education reform. Retrieved from
http://edglossary.org/hidden-curriculum)
Why is curriculum mapping important?
Curriculum mapping is important because it allows teachers and

administrators to focus on balance between the content across
curricula. It allows them to look into each classroom and see what
children learn, and helps them gather data on redundancies or gaps in
the course content. Curriculum mapping also helps teachers and
administrators assess the structure of the course, and the time-scale
plan of when specific lessons or concepts are taught.
Hale (2008) says this, “curriculum mapping is not a spectator

sport. It demands teachers’ ongoing preparation and active
participation. There must also be continual support from administrators
who have a clear understanding and insight into the intricacies of the
mapping process.” (p. xv)
One important thing to remember, curriculum maps are never

considered “done”. They are an ongoing development seeking to
improve student learning and content quality across schools. As long

as teachers have new students, new classes, and new school years,
the content and structure should be continually assessed and revised
(if need be) to ensure students get the most out of their education, and
for teachers to use the most effective strategies in their lessons. If you
have questions about USD 320 process for revising curriculum, please
contact Dr. Mary Kaye Siebert, Director of Instructional Services.
Mapping
Ten Tenets of Curriculum Mapping
1. Curriculum mapping is a multifaceted, ongoing process

designed to improve student learning.
2. All curricular decisions are data-driven and in the students’
best interest.
3. Curriculum maps represent both the planned and operational
learning.
4. Curriculum maps are created and accessible using 21 st
century technology.
5. Teachers are leaders in curriculum design and curricular
decision- making processes.
6. Administrators encourage and support Teacher-Leader
environments.
7. Curriculum reviews are conducted on an ongoing and regular
basis.
8. Collaborative inquiry and dialogue are based on curriculum
maps and other data sources.

9. Action plans aid in designing, revising, and refining maps.
10. Curriculum mapping intra-organizations facilitate
sustainability.
Mapping is an Ongoing Process
Mapping is a continuous cycle of reviewing and making

decisions based what has actually happened (Diary Maps)
compared and contrasted with curriculum planning (other
Types of Maps) through ongoing curriculuar dialogue.
Remember

SUMMARY:
Curriculum Mapping provides an analytic framework for better

understanding how the skills and subject matter currently, or
potentially, embedded within individual courses contribute to
the established program-level outcomes of a program.
ASESSTMENT/EVALUATION:
1. How does inquiry effect knowledge?

2. How may curriculum mapping aid in improving
student learning and performance?
3. What is critical to realize regarding curriculum
mapping basics?
4. What is critical to realize regarding the use of
mapping system?

ASSIGNMENT:
 Learn more about K to 12 Curriculum
REFERENCES:
Hale, J. A. (2008). A guide to curriculum mapping: Planning,

implementing, and sustaining the process. Thousand Oaks, CA:
Corwin Press.
Jacobs, H. H. (1997). Mapping the big picture: Integrating curriculum

and assessment K-12. Alexandria, VA: Association for Supervision and
Curriculum Development.Jacobs, H .H. (2004). Getting results with
curriculum mapping. Alexandria, VA: Association for Supervision and
Curriculum Development.
Jacobs, H. H. (2006). Active literacy across the curriculum: Strategies

for reading, writing, speaking, and listening, Larchmont, NY: Eye On
Education.Jacobs, H. H. (2008). Keynote presentation. Glendale, AZ:
Regional Curriculum Mapping Conference.
Jacobs, H. H. (2010). Curriculum 21: Essential education for a

changing world. Alexandria, VA: Association for Supervision and
Udelofen, S. (2005). Keys to curriculum mapping: strategies and tools

to make it work. Thousand Oaks, CA: Corwin Press.
JOSEPH CHRISTIAN J. RUIZ

LESSON PLAN
Curriculum Mapping
JOSEPH CHRISTIAN J. RUIZ
I. OBJECTIVES
At the end of the lesson, the students should be able to:

To know what is curriculum mapping;
To have a background in Heidi Hayes Jacobs MAPPING THE BIG
PICTURE;
Discuss the Ten Tenets of Curriculum Mapping.
II. SUBJECT MATTER
Topic: Curriculum Mapping

References:
Curriculum Mapping Resources and biography, pp.
170-173,
Jacobs, H. H. (1997) Mapping the big picture:
integrating curriculum and assessment K-12.
Alexandra, VA: association for Supervision and
Materials: Presentation, Projector, Laptop, Pictures
III. PROCEDURE
A. PRELIMINARY ACTIVITIES
a. Prayer
b. Preparation
B. DEVELOPMENTAL ACTIVITIES
a. Motivation
Activity 1. Concept Web. Fill in the boxes with words that define
Curriculum Mapping.
Curriculum
Mapping

b. Lesson Proper
Define Curriculum Mapping
Discuss the Ten Tenets of Curriculum Mapping
Discuss that mapping is an ongoing process.
c. Application
1. How may curriculum mapping aid in improving student learning and
performance?
_______________________________________________________
____________
_______________________________________________________
____________
_______________________________________________________
____________
2. What is critical to realize regarding the use of mapping
system?
_______________________________________________________
__
_______________________________________________________
__
_______________________________________________________
__
IV. GENERALIZATION
Curriculum mapping is not static…it’s ongoing! Give points about this

statement.
V. EVALUATION
A. Some of the statements below are true about the Curriculum

Mapping and some are not. Write T if the statement is true
and F if the statement is False. Write your answer on the
space provided before the number.
_______1. Curriculum mapping is a multifaceted, ongoing process
designed to improve student
learning.
_______2. All curricular decisions are data-driven and in the students’
unnecessary interest.
_______3. Teachers are leaders in curriculum design and curricular
decision - making processes.

_______4. Administrators does not encourage and doesn’t support
Teacher - Leader environments.
_______5. Curriculum mapping intra-organizations facilitate
sustainability.
B. Directions: Fill in the blanks with the correct information about the
Curriculum
Mapping.
1. What is the importance of Curriculum Mapping in the development
of the learners? (5pts)
Answer:
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________
Rubrics
Criteria Excellent Good Needs
(5 points) (3-4 points) Improvement
(0-2 points)
Details and Provides adequate Provides adequate Information is
Coherence information to the information but is inadequate and not
question given. not well-organized. organized.
Spelling, sentence Articulates ideas Follows language Briefly expresses
structure, grammar and follows mechanics but ideas and does not
language does not express follow language
mechanics ideas articulately mechanics
VI. ASSIGNMENT
Learn more about K to 12 Curriculum.
Prepared by:
Joseph Christian J. Ruiz

DIT-2B

IMPLEMENTING THE CURRICULUM
Chapter Overview
Curriculum implementation entails putting into practice the
officially prescribed courses of study, syllabuses and subjects. The
process involves helping the learner acquire knowledge or
experiences.
This chapter introduces students to the process of implementing
curriculum in the classroom, the role of technology in curriculum delivery and
the persons involved in curriculum and curriculum development and brings

these topics to student to clearly understand the importance of curriculum
implementation in curriculum development.
General Objectives
After completing this chapter, the students can:

1. Define curriculum implementation
2. Create a daily plan in teaching
3. Discuss the role of technology curriculum application
4. Identify stakeholders of the curriculum
Module 4: The Teacher as Curriculum Implementor and Manager
Overview
The teachers whom implementer and manager of the
curriculum, they do not only deliver lesson just at it is, rather they put
their souls and want their products to be globally competitive. This is
the one major roles that they do in the school. Their task is to
implement such. The success of learning depends on implementation
effort.
Teachers play various roles in a typical classroom, but surely
one of the most important is that of classroom manager. Effective
teaching and learning cannot take place in poorly managed classroom.
In that note, being a teacher doesn’t end in giving the lessons, but the
true meaning of teacher is the summative formula of having students
not only globally competitive but inculcated good values in their hearts
not only to be good but better individuals of the society.
Lesson 1: Implementing the Designed Curriculum as a Change Process

Pre-discussion
In curriculum development process there is four phases, after

the curriculum designing the next step is the curriculum implementing.
In curriculum implementing, this is the phase where action take place.
It is one of the most crucial processes in curriculum development,
when you plan a curriculum you should implement it.
Implementation takes place as the learner acquires the intended
experience, knowledge, skills, ideas and attitudes that are aimed at
enabling the same learner to function effectively in a society.
Curriculum change is a learning process for teachers and for
their schools. Good understanding of change and clear conception of
curriculum are necessary conditions for improved implementation of
new curriculum into practice. Implementing changes in schools is
crucial for sustainable improvement.
Lesson Objectives

a. Interpret the curriculum implementation and implementing
curriculum as a change to in his/her own words;
b. Determine the teacher’s role in implementing a curriculum; and
c. Identify the categories of curriculum change and the important
elements in implementing curriculum as a change process.
Curriculum Implementation: Defined

Curriculum implementation process involves helping the learner
acquire knowledge or experience. It is important to note that curriculum
implementation cannot take place without the learner. Implementation takes
place as the learner acquires the intended experience, knowledge, skills,
ideas and attitudes that are aimed at enabling the same learner to function
effectively in a society.

According to Ornstein and Hunkins in 1998, curriculum implementation
defined as the interaction between the curriculum that has been written and
planned and the persons (teachers) who are in charged to deliver it.
Curriculum implementation implies the following: (Ornstein and Hunkins,
1998)
 Shift from what is current a new or enhanced curriculum.
 Change in knowledge, actions attitudes of the persons involved.
 Change in behavior using a new strategies and resources.
 Change which require efforts hence goals should be achievable.
Loucks and Liberman (1983) define curriculum implementation as the
trying out of a new practice and what it looks like when actually used in a
school system. It simply means that implementation should bring the desired
change and improvement.
In the classroom context, curriculum implementation means “teaching”
what has been written in the lesson plan. Implementing means using the plan
as a guide to engage with the learners in the teaching-learning process with
the end in view that learning has occurred and learning outcomes have been
achieved. It involves the different strategies of teaching with the support
instructional materials to go with the strategy.
In a larger scale, curriculum implementation means putting the
curriculum into operation with the different implementing agents. Curriculum
implementation takes place in a class, a school, a district, a division, or the
whole educational system. Or in higher education, curriculum implementation
happens for the course, a degree program, the institution or the whole higher
education system. It requires time, money, personal interaction, personal
contacts and support.
We have these two important aspects in curriculum implementation that we
should remember:
1. Learning must take place during curriculum implementation.
2. During implementation, teachers and students interact in a learner
friendly environment.
It is not only the teachers are teaching but the students are involved in the
learning process, where students acquire knowledge, skills, and attitude. Also,

the students are free to asks questions or if they need clarity to the topic.
There must an interaction between the teacher and the students.
Now we are adopting the enhanced curriculum or Kto12, we shift from current
to a new curriculum. The teacher have to change from being traditional to
more learner centered teaching approaches. We need to try out innovative
strategies and resources in new curriculum. We have to think of engaging our
students in the activities to develop communication or interaction, we have to
think of more collaboration. In Kto12 all teachers should work together to
achieve common goal for the benefits of their students and should embrace
change so that the implementation of curriculum is achieved.
Curriculum Implementation as a Change Process
Concept of Change
Change is a constant law of nature. It bring improvements.
Change is an ongoing process. Not all changes lead to improvement,
but all improvement requires change. The ability to develop, test, and
implement changes is essential for any individual, group, or
organization that wants to continuously improve. All organizations
require constant change and innovation for improvement. Change and
innovation is a hard and long-term process.
In educational terms, this may be interpreted as the need to
update practices in keeping with the findings of international research,
and to conform to national trends.
Kurt Lewin’s Force Field Theory

Kurt Lewin
 A German-American Psychologist
 Born in Poland in 1890 and died in 1947
 He is the father of social psychology,
who explains the process of change.
 He is the one who create Force Field
Theory
Force Field Analysis was developed by Lewin (1951) and is widely used
to inform decision-making, and in particular in planning and implementing
change management programs in organizations.
In educational landscape, there are always two forces that oppose each
other. These are the driving force and restraining force. Driving force push to
influence a situation in a particular direction and work to support a stated goal
or objective. Driving force are usually seen as ‘positive’ forces that facilitate
change. Restraining force work to block or counter progress towards a goal or
objective. They tend to limit or decrease the driving force.
Table 1. Force field theory

Look at the table 1. When these two forces are equal, the state is equilibrium
or balance. There will be a status quo, hence there will be no change. The
situation or condition will stay the same. However, when the driving force
overpowers the restraining force, then change will occur. If the opposite
happens that is when the restraining force is stronger than the driving force,
change is prevented. This is the idea of Kurt Lewin in his Force Field Theory.
According to Lewin, change will be better if the restraining forces shall be
decreased rather than increasing the driving force.
Here are the examples of driving force and restraining force in educational
landscape:
Categories of Curriculum Change

McNeil in 1990 categorized curriculum change as follows:
1. Substitution: The current curriculum will be replaced or substituted by
a new one. Example: changing an old book entirely new one, not
merely revision.
2. Alteration: In alteration, there is minor change to the current existing

curriculum. Example: Instead of using a graphing paper for

mathematics teaching, this can be altered by using a graphing
calculator.
3. Restructuring: Building a new structure would means major change or

modification in the school system, degree program or educational
system. Example: “In-school Off-school” or a blended curriculum.
4. Perturbations: these are changes that are disruptive, but teachers

have to adjust to them within a fairly short time. Example: the principal
changes the time schedule because there is a need to catch up with
the national testing time or the dean, shortens schedule to
accommodate unplanned extracurricular activities.
5. Value orientation: this classification will respond to shift to emphasis

that the teachers provides which are not within the vision or mission of
the school or vice versa. For example, new teachers who are recruited
in religious schools give emphasis on academics and forget the
formation of values and faith, need a curriculum value orientation.
Likewise, all teachers in the public schools, undergo teacher induction
program which is a special curriculum for newly hired teachers.
Regardless of the kind of change in curriculum and implementation, the

process of change may contain three important elements. As a process,
curriculum implementation should be develop, participatory and
supportive.
Important elements in the process of change:
 Developmental. It should develop multiple perspectives, increase
integration and make learning autonomous, create a climate of
openness and trust, and appreciate and affirm strengths of a teacher.
There should be teacher support in trying new tasks, reflection on the
new experiences and challenge.
There are simple stages in the developmental change process for the
teachers, first, is orientation and preparation. The initial use is very
routinary. However, as the skills are honed and mastery of the routine

is established, refinement follows. This means adjustments are made
to better meet the needs of the learners and achieve the learning
outcomes. In this step, there will be continuous reflection, feedback
and refinement.
 Participatory. For curriculum implementation to succeed, it should be

participatory, especially because other stakeholders like peers, school
leaders, parents and curriculum specialists are necessary.
Characteristics of teachers’ style, commitments, and willingness to
change, skills and readiness are critical to implementation. This should
be coupled with organizational structure, principal style, student
population characteristics and other factors. Trust among key players
should also be sought as this is a positive starting point. Involvement
and participation encourage sense of ownership and accountability.
Participation builds a learning community is which is very necessary in
curriculum implementation.
 Supportive curriculum implementation is required in the process of

change. Material support like supplies, equipment and conductive
learning environment like classrooms and laboratory should be made
available. Likewise, human support is very much needed. The school
leader or head should provide full support or institutional support in the
implementation of new curriculum. They too have to train to understand
how to address curriculum change as part of their instructional as well
as management functions.
Summary
Implementation takes place as the learner acquires the intended

experience, knowledge, skills, ideas and attitudes that are aimed at
enabling the same learner to function effectively in a society.

The teacher plays a major role in implementing the curriculum.
Teachers are the main implementers and manager in classroom. They
put action to what has been planned and design in a curriculum.
Kurt Levin’s Force field theory model used to explain curriculum
change and implementation. There are two forces that oppose each
other, the driving force and restraining force.
Curriculum change categorized as follows: substitution, alteration,
restructuring perturbation, and value orientation.
As a process, curriculum implementation should be developmental,
participatory, and supportive.
No curriculum should stop planning or designing phase, it has to be
implemented.
Enrichment
1. Define curriculum implementation.

2. What is curriculum change process?
3. Why is it the role of the teacher as curriculum implementor and
manager important to curriculum implementation?
Choose the letter of your correct answer.

1. In curriculum implementation, who will put action to what has been
planned and designed?
a. Student
b. Teacher
c. Parents
d. Principal
2. In curriculum development it is the one of the most crucial process.

a. Curriculum planning
b. Curriculum designing
c. Curriculum implementing

d. Curriculum evaluating
3. When driving force overpowers the restraining force?

a. Change will occur
b. Change is prevented
c. State is equilibrium or balance
d. None of the above
4. Current curriculum will be replaced or substituted by a new one.

a. Restructuring
b. Substitution
c. Alteration
d. Value orientation
5. These are changes that are disruptive.

a. Alteration
b. Restructuring
c. Perturbations
Assessment
Direction: Put your answer in a 1 whole sheet of paper.

Write a reflection on Curriculum Implementation as a change process,
and how change affect the education system of our country?

References
● Bilbao, P.B., Corpuz, B.B. & Dayagbil, F.T. (2014). Curriculum

development for teachers. Lorimar Publishing, INC. Quezon City,
Metro Manila.
● Patankar, P.S. & Jadhav, M.S. (2013). Role of teachers’ curriculum
development for teacher education. Retrieved from
https://www.research.net/publication/238023165_Role_of_teachers’_in
_curriculum_development_for_teacher_education
● Lock, D. (2019). Force Field Analysis: The Ulimate How-to-Guide.
Retrieved from https://daniellock.com/force-field-analysis
Prepared by: Kashmir F. Mellanes DIT 2B
Semi-detailed Lesson Plan in Curriculum Implementation

Prepared by: Kashmir F. Mellanes
I. Objectives
At the end of the lessons, the student can:
a. Interpret the curriculum implementation and implementing
curriculum as a change to in his/her own words;
b. Determine the teacher’s role in implementing a curriculum; and
c. Identify the categories of curriculum change and the important
elements in implementing curriculum as a change process.
II. Subject Matter

Topic: Implementing the Designed Curriculum as a Change Process
Reference: Bilbao, P.B., Corpuz, B.B. & Dayagbil, F.T. (2014).

Quezon City, Metro Manila.

Materials: Laptop, Projector (for presentation)
III. Procedure
A. Preparatory Activity
A.1 Prayer
A.2 Greetings
A.3 checking of attendance
A.4 Review of Past Lesson
B. Motivation
 The teacher will show a video about the current curriculum and
enhanced curriculum (Kto12).
C. Activity
 The learners will give their insights about the new curriculum
Kto12.
D. Analysis
 Why do we need to change the curriculum?

 How does curriculum change affect teachers and students?
 Why change is important in education?
E. Abstraction/Generalization
 Discussion/Lesson Proper
F. Application
Group activity:

 The class will divided into two groups. Based on Lewin’s Force
Field theory each group will make their own driving force and
restraining force in Kto12 curriculum. Each group will choose 1
representative to present their activity. They will be given 10 minutes
for the group discussion and 5 minutes each for their presentation.
IV. Assessment
Instruction: Write your answer in a 1 whole sheet of paper.
Test 1: Essay
1. Define curriculum implementation.

2. What is curriculum change process?
Test 2: Multiple choice

Choose the letter of the correct answer from the items below.
1. In curriculum implementation, who will put action to what has been
planned and designed?
a. Student
b. Teacher
c. Parents
d. Principal
2. In curriculum development it is the one of the most crucial process.

a. Curriculum planning
b. Curriculum designing
c. Curriculum implementing
d. Curriculum evaluating
3. When driving force overpowers the restraining force?

a. Change will occur
b. Change is prevented
c. State is equilibrium or balance
d. None of the above

4. Current curriculum will be replaced or substituted by a new one.
a. Restructuring
b. Substitution
c. Alteration
5. These are changes that are disruptive.

a. Alteration
b. Restructuring
c. Perturbations
Answer key:
1. B
2. C
3. A
4. B
5. C
V. Assignment
Write a reflection on Curriculum Implementation as a change process, and

how change affect the education system of our country?

LESSON 2
IMPLEMENTING A CURRICULUM DAILY IN THE CLASSROOMS
PRE DISCUSSION
A very important part of curriculum implementation is that the teacher
should consider carefully the order in which learning targets should be
learned. As educators, we are only as effective as what we know. If we have
no working knowledge of what students studied in previous years, how can
we build on their learning?
Curriculum implementation refers how teachers deliver instruction and
assessment through the use of specified resources provided in
a curriculum. Curriculum designs generally provide instructional suggestions,
scripts, lesson plans, and assessment options related to a set of objectives.
LESSON OBJECTIVES
 Identify the components of a daily plan for teaching
 Describe intended learning outcome
 Matched learning outcomes with appropriate teaching methods.

A teaching activity is like implementing a miniscule curriculum. A daily
lesson is based on a planned or written curriculum, which will be put to action
by the teacher in the classroom. Before the lesson ends the teacher must find
out if the students have truly learned.
Teachers of all public elementary and secondary schools will not be
required to prepare detailed lesson plans. They may adopt daily lesson logs
which contain the needed information and guide from the Teacher Guide (TG)
and Teacher Manual (TM) reference material with page number, interventions
given to the students and remarks to indicate how many students have
mastered the lesson or are needing remediation. However, teachers with less
than 2 years teaching experience shall be required to prepare Daily Plans
which shall include the following: I. Objectives, II. Subject Matter, III.
Procedure, IV. Assessment V. Assignment.
Intended Learning Outcome, these learning focuses of the lesson
learning outcomes are based on Taxonomy of Objectives presented to us as
cognitive, affective and psychomotor. Bloom’s Taxonomy has revisited by his
own student Lorin Anderson and David Krathwohl.
Blooms Taxonomy (1956) Revised Bloom’s by Anderson (2001)
Evaluation, Creating, Synthesis, Evaluating, Analysing, Application,
Applying, Comprehension, Understanding, Knowledge, Remembering.
Revised Bloom’s Taxonomy: A Quick Look First, changing the names in six
categories from nouns to verbs. Second, Rearranging these categories. Third,
Establishing the levels of the knowledge level in the original version.
CATEGORIES EXAMPLE KEY WORDS REMEMBERING- recall or retrieve
previous learned information. Defines, Describes, identifies, labels, outlines,
selects, states. CATEGORIES EXAMPLE KEY WORDS UNDERSTANDING-
comprehend, translation, state problem in words, making meaning.
Comprehends, explains, distinguishes, estimates, dives examples, interprets,
rewrites, summarizes. CATEGORIES EXAMPLE KEY WORDS APPLYING-
Use of concept in new situation, applies what has been learned in new
situation. Applies, changes, computes, operates, constructs, modifies, uses,
manipulates, prepares and shows. CATEGORIES EXAMPLE KEY WORDS
EVALUATING- Makes judgments about the values of Ideas Appraises,
evaluates, compares, criticizes, defends, describes, discriminates, evaluates,

interprets, justifies, summarizes. CATEGORIES EXAMPLE KEY WORDS
ANALYZING- Separates materials or concepts into component parts so that
the organization is clear. Distinguishes between facts and inferences. Breaks
down, compares, contrasts, diagrams, differentiates, discriminates, identifies,
infers, outline, relates, selects, separates. CATEGORIES EXAMPLE KEY
WORDS CREATING- builds a structure or pattern from various elements. Put
parts together to create a whole, to make new meaning and Composes,
complies, designs, generates, reorganizes, and revises.
Bloom’s Taxonomy (1936) Revised Bloom’s by Anderson

(2001)
EVALUATION CREATING
SYNTHESIS EVALUATING
ANALYSIS ANALYZING
APPLICATION APPLYING
COMPREHENSION UNDERSTANDING
KNOWLEDGE REMEMBERING
LEVEL OF KNOWLEDGE
o Factual knowledge ideas, specific, data or information.
o Conceptual knowledge words or ideas known by common name,
common features, multiple specific examples which may either be
concrete or abstract. Concepts are facts that interrelate with each other
to function together.
o Procedural knowledge how things work, step-by-step actions,
methods of inquiry.
o Metacognitive knowledge knowledge of cognition in general,
awareness of knowledge of one’s own cognition, thinking about
SMART WAY
Subject Matter or Content- (SM) comes from a body of knowledge
(facts, concepts, procedure and metacognition) that will be learned through
the guidance of the teacher. Subject matter is the WHAT in teaching.
Procedure or Methods and Strategies this id crux of curriculum

implementation. How a teacher will put to the intended outcomes and the
subject matter to be used depends to on this component.
o Direct Demonstration Methods: Guided Exploratory/Discovery
Approach, Inquiry Method, Problem-based Learning (PBL), Project
method.
o 2. Cooperative Learning Approaches: Peer Tutoring, Learning Action
cells, Thin-Pair Share
o 3. Deductive or Inductive Approaches: Project Method, Inquiry-
based Learning.
o 4. Other Approaches: Blended learning, Reflective Teaching,
Integrated Learning, Outcomes-based approach.
Student have Different Learning Styles Common Characteristics Tips
for Teacher about. If you are a teacher, you know that no two students are
the same and that there is a spectrum of different learning styles. An
educator’s teaching style, therefore, can greatly impact a student’s ability
to learn and comprehend.This is why knowledge of different learning
styles is essential for teachers.
o Learners visual- Uses graphs, charts, pictures. Tends to
remember things that are written in form. Turn notes into pictures,
diagrams, maps. Learn the big picture first than details. Make mind
maps and concept maps.
o Learners Auditory- Recalls information through hearing and
speaking. Prefers to be told how to do things orally. Learn aloud.
Record lectures and listen to these. Repeat materials out loud
“parrots”. Read loud.
o Learners Kinesthetic- Prefers hands-on approach.Demonstrates
how to do, rather than explain. Likes group work with hands on-
minds on. Learn something while doing another things (eats while
studying). Work while standing. Likes fieldwork. Does many things
at one time.
CONE OF LEARNING
Edgar Dale's Cone of Learning is a visual metaphor
for learning modalities. The objective of this visual is not intended to place

value on one learning modality over another, rather to show the difference
between Active Learning and Passive Learning.
GUIDELINES FOR INSTRUCTIONAL SUPPORT MATERIALS

Use of direct purposeful experience through learning by doing
retains almost all of the learning outcomes. 90% of learning is retained. In
Participation in class activities, discussion, reporting and similar activities
where learner have the opportunity to say and write. 70% of learning is
remembered. Passive participation in class activities, discussion, reporting
and similar activities where learners have opportunity to say and write.
Seventy percent of learning is remembered. Passive participation as in
watching a movie, viewing exhibits, watching demonstration will retain
around 50% of what has been communicated. By just looking at still
pictures, painting, illustration and drawings, will allow the retention of 30%
of the material content. By hearing as in lecture, sermon, manologous, only
20% is remembered. Reading, will assure 10% remembered of the
material. Visual, concrete or abstract, audio, recordings of sounds, natural

or artificial Audio-Visual. Combination of what can be seen and heard
kinesthetic; manipulative materials like modeling clay, rings, dumb bells,
equipment, other Experiential, utilize all modalities. Its components are
designed to develop concepts, from a basic level to increasingly complex
topics or skills.
SUMMARY
As educators, we are only as effective as what we know. If we have no

working knowledge of what students studied in previous years, how can we
build on their learning? If we have no insight into the curriculum in later
grades, how can we prepare learners for future classes? Heidi Hayes
Jacobs
A developmental approach to curriculum planning for children is
considered desirable. The curriculum content should be functional, aiming at
promoting the all-round development of these children and helping them to
lead an independent life and integrate into the community. This Guide to
Curriculum for Mentally Handicapped Children has discussed the various
aspects of curriculum development for children, including the general
principles underlying the design and implementation of the curriculum. It has
outlined the essential areas and elements of learning, such as pre-number
concepts, pre-verbal skills, perceptual training, etc. It has also suggested
different teaching strategies and approaches for curriculum implementation.
Evaluation, being an important part of the teaching process to reflect the
children's progress and the effectiveness of a learning programmer, is dealt
with in some detail in the Guide. A whole-school approach to curriculum
development, school-based curriculum development are current trends in
curriculum development especially in special education. These various
approaches to curriculum development have also been given their due shares
in the Guide.
A very important part of curriculum implementation is that
the teacher should consider carefully the order in which learning
targets should be learned, With the pre-requisite skills of the children

known, the teacher can then design learning materials to help them
achieve the target skills.
ENRICHMENT
Make a reflection about implementing a curriculum daily in the
classrooms?
ASSESSMENT
Make a detailed lesson plan
REFERENCE
o https://www.slideshare.net/RizzaLynnLabastida/implementing-a-
curriculum-daily-in-the-classrooms
o https://prezi.com/p/qcqxpak_2l8e/implementing-a-curriculum-daily-in-
the-classrooms
: IRENE JOY D. CANLAS DIT-2B
Lesson Plan in Curriculum Development

IRENE JOY D. CANLAS DIT-2B
I. Objectives
 Identify the components of a daily plan for teaching
 Describe intended learning outcome
 Matched learning outcomes with appropriate teaching methods.
II. Subject Matter
A. Topic: IMPLEMENTING A CURRICULUM DAILY IN THE
CLASSROOMS

B. Reference:
https://www.slideshare.net/RizzaLynnLabastida/implementing-a- curriculum-
daily-in-the-classrooms.
C. Content Focus
Starting the Class Right: Laying Down the Curriculum Plan
a. Intended Learning Outcomes
b. Revised Bloom’s Taxonomy
c. Level of Knowledge
d. Subject Matter or Content
e. Procedure or Methods and Strategies
f. Cone of Learning
D. Processes: Observing, Participating
E. Materials: Laptop and power point
III. Procedure
A. Teaching and Learning Method
Review the understanding of the student using laptop and power point
of the Prior Learning/ Past Lesson
B. Lesson proper
Discussion of the topics
IV. Assessment of Learning Outcomes
1. Make a reflection about implementing a curriculum daily in the
classrooms?
V. Assignment
Make a detailed lesson plan

Lesson 3
THE ROLE OF TECHNOLOGY IN DELIVERING CURRICULUM
PRE-DISCUSSION
Technology makes it flexible on when or where learning takes place

especially in the health crisis that we are experiencing right now. We cannot
go to school to do face to face ,it is really a big help to continue our learning
aside from that it is easier for the curriculum to build the learner.
OBJECTIVES:
At the end of the lesson the students can;
1. Discuss the role of technology curriculum application.
2. Enhance the application of outcome based learning with technology
both as an aid, and
3. Analyze the significance of systematic planning in appropriate choice of
media comes to play.
THE ROLE OF TECHNOLOGY IN DELIVERING CURRICULUM

• In delivering the curriculum the role of technology is very important.

• Right at the planning phase of any instruction, aside from formulating
the objectives and among other considerations, there is a need to
identify what instructional media are to be utilized in the
implementation.
TYPES OF INSTRUCTIONALMEDIA/TECHNOLOGY
1. Non-Projected Media- are those which require no projection
material or any electric power. are mostly composed of study
prints, charts, posters, maps, flash cards, photographs, textbook
illustrations, and illustrations found in magazines and newspapers.
2. Projected Media- helps teachers simplify, clarify, analyze, and

synthesize relationships between man and his environments.
Include slides, filmstrips, opaque and overhead projections, and
motion pictures.
FACTORS IN TECHNOLOGY SELECTION
1. PRACTICALITY
 Is the equipment ( hardware ) or already prepared lesson
material ( software ) available?
 If not, what would be the cost in acquiring the equipment or
producing the lesson in audial or visual form?
2. APPROPRIATNESS IN RELATION TO THE LEARNERS

 Is the medium suitable for the learners’ ability to comprehend?
 Will the medium be a source of plain amusement or entertainment,
but not learning?
2. ACTIVITY / SUITABILITY
 Will the chosen media fit the set instructional event, resulting in
either information, motivation, or psychomotor display?

3. OBJECTIVE-MATCHING
 Overall, does the medium help in achieving the learners objective
(s)?
CHARACTERISTICS OF TECHNOLOGY
1. Upgrading the quality of teaching-and-learning in schools

2. Increasing the capability of the teacher to effectively inculcate learning, and
for students to gain mastery of lessons and courses
3. Broadening the delivery of education outside schools through nontraditional
approaches to formal and informal learning, such as Open Universities
and lifelong learning to adult learners
4. Revolutionizing the use of technology to boost educational paradigm shifts
that give importance to students- centered and holistic learning.
3 COMPONENT TRENDS THAT COULD CARRY ON THE NATURE OF
EDUCATION IN THE FUTURE
1. The first trend is the paradigm shift from the teacher centered to student-
centered approach to learning.
2. The second is the broadening realization that education is not simply a
delivery of facts and information, but an educative process of
cultivating the cognitive, affective, psychomotor, and much more the
contemplative intelligence of the learners of a new age.
3. Is the increase in the use of new information and communication
technology or ICT.
SYSTEMATIC APPROACH TO INSTRUCTIONAL PLANNING

1. Define objectives- the instruction begins with the instructional
objectives that consider the students needs interest
and readiness.
2. Choose appropriate methods- the teachers selects the appropriate
teaching methods to be utilized.

3. Choose appropriate experience- Based on the teaching method
selected, the appropriate learning experiences an
appropriate materials equipment and facilities will also be selected.
4. Select materials, equipment and facilities- the use of learning
materials, equipment and facilities necessitates
assigning the personnel to assist the teacher.
5. Assign personnel roles-defining the role and task of any personnel
involved in the preparation setting and returning this
learning resources would also help in the learning process.
6. Implement the instruction-used the teacher implement planned the
instructions with the use of the selection teaching
method, learning activities and learning materials.
7. Evaluate the outcomes
8. Refine the process
Assessment
1. The journey to personalized learning is best describe as.
a. Mix and match different teaching style
b. Mix and match different learning style
c. Teacher-centered
d. Traditional
2. What are the most applicable role of technology in a
blended or personalized learning environment?
a. To make life easier and faster
b. To save money on ink/papers
c. To stress us all out to learn something new
d. To enhance thinking, creating, collaborating,
communicating
3. What is blended learning?
a. Teacher role being replaced with a computer
b. Makerspaces
c. Environments

d. Using the best of digital resoujrces and the best face to
face for instruction and assessment
4. Academic goals, curriculum/content – as well as method and
pace- can all conceivably vary in this environment
a. Station Rotation
b. Personalized Learning
c. Individual learning
5. What may teachers want to consider using random report?
Assignment
What is the challenges of online classroom management?
REFERENCES
• Bilbao, P.B., Corpuz, B.B & Dayagbil F.T. (2014). Curriculum

Metro, Manila.
• 9.ParadigmShift-Teacher
Student1.pdf.,http://www.coursehero.com/file/p7irah5512-
Appropriateness-in-relation-to-the-learners-is-the-medium-suitable-to
the/
• Systematic
Approach.,http://www.slideshare.net/mobile/ruby011965/ed-tech
RICO JAY T. GRASPARIL

SEMI DETAILED LESSON PLAN IN CURRICULUM DEVELOPMENT
RIC JAY T. GRASPARIL DIT 2B
I. Objectives
At the end of the lesson the students can;
a. Discuss the role of technology curriculum application.
b. Enhance the application of outcome based learning with
technology both as an aid, and
c. Analyze the significance of systematic planning in appropriate
choice of media comes to play.
II. Subject Matter

Topic: The Role of Technology in Delivering Curriculum
References: Bilbao, P.B., Corpuz, B.B & Dayagbil F.T. (2014).
Quezon City, Metro, Manila.9.ParadigmShift-Teacher
Student1.pdf.,http://www.coursehero.com/file/p7irah5512-
Appropriateness-in-relation-to-the-learners-is-the-medium-suitable-
to the/, Systematic Approach.,
http://www.slideshare.net/mobile/ruby011965/ed-tech
Materials: Laptop and Projector
III. Procedure
A. Daily Routine
A.1 Prayer
A.2 Greetings
A.3 Checking of Attendance
B. Motivation
Direction: Get a partner or group and arranged what are the
steps in systematic approach planning.
C. Discussion
The teacher presents the topic and explains the topic clearly for
the understanding of the learners.

IV. Assessment
6. The journey to personalized learning is best describe as.
e. Mix and match different teaching style
f. Mix and match different learning style
g. Teacher-centered
h. Traditional
7. What are the most applicable role of technology in a
blended or personalized learning environment?
e. To make life easier and faster
f. To save money on ink/papers
g. To stress us all out to learn something new
h. To enhance thinking, creating, collaborating,
communicating
8. What is blended learning?
e. Teacher role being replaced with a computer
f. Makerspaces
g. Environments
h. Using the best of digital resoujrces and the best face to
face for instruction and assessment
9. Academic goals, curriculum/content – as well as method and
pace- can all conceivably vary in this environment
d. Station Rotation
e. Personalized Learning
f. Individual learning
10. What may teachers want to consider using random report?
V. Assignment
What is the challenges of online classroom management?
LESSON 4

STAKEHOLDERS IN CURRICULUM IMPLEMENTATION
PRE-DISCUSSION
Stakeholders are individuals or institutions

that are interested in the school curriculum.
Stakeholders may also play a role in community-based learning, which
refers to the practice of connecting what is being taught in a school to
its surrounding community, which may include local history, literature,
and cultural heritages, in addition to local experts, institutions, and
natural environments.
The term curriculum refers to the lessons and academic content
taught in a school or in a specific course or program. In many cases,
teachers develop their own curricula, often refining and improving them
over years, although it is also common for teachers to adapt lessons
and syllabi created by other teachers, use curriculum templates and
guides to structure their lessons and courses, or purchase pre-
packaged curricula from individuals and companies
LEARNING OBJECTIVES
At the end of the discussion, the students can;
 Identify stakeholders of the curriculum

 Enumerate the role of each stakeholders

CURRICULUM
 LEARNERS

 TEACHERS
 ADMINISTRATION
 PARENTS
 COMMUNITY
 GOVERNMENT AGENCIES
STAKEHOLDERS
 Stakeholders are individuals or institutions that are interested in the
school curriculum.
 They give life to the curriculum
STAKEHOLDERS
1. Learners
2. Teachers
3. Curriculum Management and Administrators
4. Parents
5. Community Members
6. Others Stakeholders in Curriculum Implementation
LEARNERS
 Center of the curriculum
 The very reason a curriculum id developed
 They are the ones who are directly influenced by it
LEARNERS ARE THE PRIMARY STAKEHOLDERS OF THE
CURRICULUM
CHARACTERISTICS OF THE LEARNERS:
 Gender
 Aspirations and Personal Goals
 Age
 Emotional development
 Interest
 Mental
 Cultural Background

 physical
In curriculum implementations, the concluding question will always be:

Has the learner learned?
The success of the curriculum can only be measured by the extent of

learning that the learners have achieved.
TEACHERS:
 Planning
 Writing
 Implementing
ROLES OF THE TEACHERS:

 The teacher prepares activities for the student to do
 The teachers address the goals and needs, interest of the learners by
creating experiences form where the students can learn
 The teachers design, enriches, and modifies the curriculum to suit the
learners characteristics
ROLES OF THE TEACHER:

 Doing implies guiding, facilitating and directing activities which will be
done by the students
 The teacher’s role as an implementer is very implementation of the
curriculum becomes the root of the educational failure, thus some
would say that the root of educational problem is the teacher.
ROLES OF THE TEACHERS:

 Although educational theories and practitioners are giving value the
idea of independent learning and learning how to learn, the role of the
teacher in curriculum implementation has never diminished.
No technology can ever replays a teacher; it will only support the

multifaceted role of the teachers.

CURRICULUM MANAGERS AND ADMINISTRATORS
In a school organization, there are always a curriculum managers or school

administrator.
In fact, for school principals, one of their functions is being a curriculum
manager.
Why are the school administrators and managers important to the

curriculum implementation:
 Supervise curriculum implementation
 Select and recruit new teacher
 Admit students
 Provide procedure, equipments and materials needed for effective
teaching.
How do the parents shape the curriculum and why they are consider as
stakeholders?
 Effective parental involvement in school ffairs may be linked to the
parent educational programs which is central to high quality
educational experiences of the children.
 The parents involvement extends from the confine of the school to
the homes
 In most schools, the parents association is organized.
COMMUNITY MEMBERS:
 Success in the implementation of the curriculum requires
resources
 Respected community members maybe included in school boards
 Some can be resource speakers
 They can provide local and indigenous knowledge in school
curriculum
OTHER STAKEHOLDERS:

 Professional organization have shown great influence in the school
curriculum
 They are asked by curriculum specialist to contribute in curriculum
review since they have a voice in the licensure examination, curriculum
enhancement and many more.
 On the other hand, since all school in the country, are under the
regulation of the government as provided for in the Philippine
constitution, then the government has great state in curriculum
implementation.
The Government is represented by the:

 Department of Education(Dep-ED) for basic education curricula
 Commission on Higher Education(CHED) for the tertiary and graduate
education
 The professional Regulation Commission(PRC)
 The Technical Education and Skills Development Authority(TESDA)
Other Stakeholders In Curriculum Implementation:

 Non-Government Agencies is represented by the:
1. Gawad Kalinga(GK) – To build communities means to include
education.
2. Synergia – An organization/foundation that supports basic
education through Readings, Science, Mathematics and
English.
3. Metrobank Foundation – Supports continuing teacher
development programs.
- Professional Organization: Philippine Association for
Teachers and Educators(PAFTE), State Universities and
Colleges National Organization Association(SUCTEA),
National Organization of Science Teachers and
Educators(NOSTE), Mathematics Teachers Association of
the Philippine(MTAP) and etc.

SUMMARY
Stakeholders are individuals or institutions that are interested in

the school curriculum.The term curriculum refers to the lessons and
academic content taught in a school or in a specific course or program.
In education, the term stakeholder typically refers to anyone who is
invested in the welfare and success of a school and its students,
including learners, teachers, Curriculum, managers and administrators,
Parents, Community Members and other Stakeholders in Curriculum
Implementation.
The teachers address the goals and needs, interest of the learners
by creating experiences form where the students can learn. In a school
organization, there are always a curriculum managers or school
administrator. The parents are the supporters of the curriculum. The
community memberscan provide local and indigenous knowledge in
school curriculum and the other stakeholdersshown great influence in
the school curriculum
Develop family-friendly policies and laws to encourage participation by diverse
families. Provide professional development for school teachers on family and
community engagement for school. Provide training to
community stakeholders and parents to help them develop effective
communications and partnering skills.
The stakeholders play an important role in managing schools.
They are the partners of the school leaders in making
the schools conducive to teaching and learning. They are also
responsible for the achievement of the learning outcomes through their
active participation in school activities, programs and projects
ENRICHMENT

APPLICATION
Direction:
1. Each group will choose one of the stakeholders.

2. They will have to play a role of the stakeholder they have
chosen.
3. One person in the group will explain the importance of that
stakeholder in school.
ASSESSMENT
ENUMERATION
Who are the stakeholders in curriculum implementation?
1.
2.
3.
4.
5.
6.
TRUE OR FALSE
1. Stakeholders are individuals or institutions that are interested in

the school curriculum.
2. Teachers are the center of the curriculum

3. The teacher prepares activities for the student to do.
4. In a school organization, there are always a curriculum
managers or school administrator.
5. Learners are the supporters of the curriculum.
6. Respected community membersmay be included in school
boards.
7. Other stakeholders are being asked by curriculum specialist to
contribute in curriculum review since they have a voice in the
licensure examination, curriculum enhancement and many
more.
ACRONYM
1. Dep-Ed -
______________________________________________________
__________
2. PRC -
______________________________________________________
____________
3. TESDA -
______________________________________________________
_________
4. CHED -
______________________________________________________
__________
ESSAY
1. How important is involvement of all stakeholders of school in the

schools programs and activities?

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
____________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
REFERENCES
● Bilbao, P.B., Corpuz, B.B. & Dayagbil, F.T. (2014). Curriculum
Metro Manila.
Prepared by: Romnick Rhey Huliganga

Lesson Plan
Stakeholdersin CurriculumImplementation
Romnick Rhey Huliganga DIT 2B
I. Objectives
At the end of the lesson the students are expected to;
A. Identify stakeholders of the curriculum.
B. Enumerate the role of each stakeholders.
II. Instructional materials/Reference;

PowerPoint Presentation,
Google Classroom,
Curriculum Development for Teacher Book.
III. Content;
IV. Procedure;
Classroom Routines.
1. Prayer
2. Greetings
3. Reminders
V. ACTIVITY;
*VideoPresentation – The teacher play a video about the
stakeholders in curriculum implementation and ask question with
regards about the stakeholders and curriculum.
Question to be asked;
1.Who are the centre of the curriculum?
2.They are the supporters of the curriculum?
3.They do the PLANNING, WRITTING, and IMPLEMENTING the
curriculum?
ABSTRACTION;

*Presentation of the lesson- After the presentation of the
stakeholders in curriculum implementation via video. The teacher
presents a short Microsoft PowerPoint Slideshow about the
stakeholders then the teacher, let the students guess who are those
stakeholders to be discuss for the topic of the day.
ANALYSIS;
*Lecture discussion- The teacher and students together discuss
about the stakeholders in curriculum implementation.
*Stakeholders/ Are the individuals or institutions that are interested
in the school curriculum and they give life into it.
THE STAKEHOKDERS;
1. LEARNERS
2. TEACHERS
3. CURRICULUM MANAGERS AND
ADMINISTRATORS
4. COMMUNITY MEMBERS
5. OTHER STAKEHOLDERS IN CURRICULUM
IMPLEMENTATION
*Characteristics of the LEARNERS as a STAKEHOLDERS.
1. AGE
2. ASPIRATION AND PERSONAL GOALS
3. GENDER
4. EMOTIONAL DEVELOPMENT
5. INTEREST
6. MENTAL
7. CULTURAL BACKGROUND
8. PHYSICAL
*Government stakeholders in curriculum implementation.

1. DEP-ED
2. CHED
3. PRC
4. TESDA

*Non- Government stakeholders in curriculum implementation.
1. GAWAD KALINGA (GK)
2. SYNERGIA
3. METROBANK FOUNDATION
4. PROFESSIONAL ORGANIZATION.
APPLICATION;
*ROLE PLAY; the students will showcase their special talent by
performing the role of a stakeholders.
Direction:
1. Each group will choose one of the stakeholders.
2. They will have to play a role of the stakeholder they have choose.
3. One person in the group will explain the importance of the
stakeholder in school.
ASSESTMENT:
ENUMERATION:
Who are the stakeholders in curriculum implementation?
1.
2
3
4
5
6
TRUE OR FALSE
_______1. Stakeholders are individuals or institutions that are interested in
school curriculum.
_______2. Teachers are the centre of curriculum.
_______3. The teacher prepares activities for the student to do.
_______4. In a school organization there are always a curriculum managers
or school administrator.
_______5. Learners are the supporters of the curriculum.
_______6. Respected community members may be included in school
boards.

_______7. Other stakeholders are being asked by curriculum specialist to
contribute in curriculum review since they have a voice in the licensure
examination, curriculum enhancement and many more.
ACRONYM;
1. DEP-ED
2. PRC
3. TESDA
4. CHED
ASSIGNMENT;
ESSAY: 10Points.
Question; How important is involvement of all stakeholders of school in the
schools program and activities.
TEACHER AS A CURRICULUM EVALUATOR
OVERVIEW
Schools evaluate their curricula to ensure they are continuing to
meet students’ needs. The evaluation process encompasses several
areas, including student understanding of main concepts mastery of
established academic goals and objectives, and standardized
assessments.

The main source of information in each of these areas, educators are
crucial in the evaluation process. Classroom teachers have first-hand
knowledge of instructional methods and thus are the best qualified to assess
a curriculum’s effectiveness in utilizing the best learning strategies for student
success.
OBJECTIVES
At the end of the chapter, the students can:
 Acquire clear understanding about curriculum evaluation;
 Appreciate the connection between planning, implementing and

evaluating the curriculum process;
 Create an evaluation using the appropriate assessment tools;
 Match the levels of learning outcomes with the appropriate

assessment tools.
MODULE 5
Lesson 1
What, Why and How to Evaluate a Curriculum
PRE-DISCUSSION
Curriculum is defined as the sum of all experiences, which are to
be provided in an educational institution. It is more fundamentally
concerned with deciding on the value or worth wholeness of a learning
process as well as the effectiveness with which it is being carried out.
Curriculum evaluation, as a field of study, is dynamic. For over
the years it has been responsive to the developments in the

conceptualization of curriculum and the associated processes of
curriculum change. Much of the decision making relates to what
knowledge is to be selected for inclusion in the curriculum.
LESSON OBJECTIVE
1. acquire clear understanding of what is Curriculum Evaluation;
2. discuss the importance of Evaluation in a Curriculum;
3. expand knowledge about the different models of Curriculum
Evaluation.
What is Curriculum Evaluation?

Curriculum Evaluation is an integral and essential part of the
whole process of curriculum development. It is the assessment of the
merit and worth of a program of studies, a field of study, or a course of
study. It is a continuous activity and not a “tail-end-process”.
Curriculum Evaluation Definition according to different

Curricularists:
Persons Definition
Ornstein, Allan & Process done in order to gather data that enables
Hunskin, Francis one to decide whether to accept, change, eliminate,
(1998) the whole curriculum of a textbook.
McNeil, John (1977) 1. Do planned learning and organized actually

produce desired results?

2. How can a curriculum best be improved?
Gay, L. (1985) Identify the weakness and strengths as well as
problems encountered in the implementation, to
improve the curriculum development process. It is to
determine the effectiveness of and the returns on
allocated finance.
Oliva, Peter (1988) Is a process of delineating, obtaining and providing
useful information for judging alternatives for
purposes of modifying, or eliminating the curriculum.
There are two ways of looking at curriculum evaluation:

1) Curriculum Program Evaluation-focuses on the overall aspects of a
curriculum or the curriculum itself. It refers to as BIG CURRICULUM
PROGRAM. Examples are the K to 12 Curriculum, the Integrated
Science Program, the Mother Tongue Curriculum and so on.
2) Curriculum Program Component Evaluation-a curriculum
component may include separate evaluation of
a. Achieved Learning Outcomes
b. Curriculum Process (teaching-learning methods/strategies)
c. Instructional materials (i,e books ,modules, models)
Curriculum Evaluation: A Process and a Tool

Analysis of the various definitions reveals that evaluation is both a
process and a tool.
 As a Process, it follows a procedure based on models and frameworks
to get to the desired results.
 As a Tool, it will help teachers and program implementers to judge the
worth and the merit of the program and innovation or curricular change.
For both Process and a Tool, the results of the evaluation will be the
basis to IMPROVE Curriculum.
Why is there a need to evaluate a curriculum? Tyler, Taba

and others, all of them agree that planning, designing and

implementing are less useful unless there is Evaluation. The following
are the specific reasons for Curriculum Evaluation:
 Curriculum Evaluation identifies the strengths and weaknesses of an
existing curriculum that will be the basis of the intended plan, design or
implementation. This is referred to as the needs assessment.
 When evaluation is done in the middle of the curriculum development, it
will tell if the designed or implemented curriculum can produce or is
producing the desired results. This is related to monitoring.
 Based on some standards, curriculum evaluation will guide whether the
results have equalled or exceeded the standards, thus can be labeled
as SUCCESS. This is called terminal assessment.
 Curriculum Evaluation provides information necessary for teachers,
school managers, curriculum specialists for policy recommendations
that will enhance achieved learning outcomes. This is the basis for
decision-making.
In curriculum evaluation, important processes were evolved

such as needs assessment, monitoring, terminal assessment and
decision-making.
CURRICULUM EVALUATION MODELS
How are we going to Evaluate a Curriculum? Curriculum specialists

proposed an array of models which are useful for classroom, teachers and
practitioners in evaluating a Curriculum. Let’s look some of these.
1) Bradley Effectiveness Model for Curriculum Development Indicators

In 1985, L.H. wrote a handbook on Curriculum Leadership and
Development. This book provides indicators that can help measure the
effectiveness of a developed or written curriculum. For purposes of the
classroom teachers, some of the statements were simplified.

First, you have to identify what curriculum you will evaluate.
Example: Elementary Science Curriculum, Teacher Education
Curriculum, Student Teaching Curriculum, Field Study Curriculum.
Then fins out if the curriculum you are evaluating answers YES or NO.
Answering YES to all the questions means, good curriculum.
Indicators Descriptive Questions Yes or No
1. Vertical  Does the curriculum reflect the format

Curriculum (i.e. K to 12, OBE, Inquiry, etc.) that
Continuity enables teachers quickly access what is
being taught in the grade/year levels
below or above the current level?
2. Horizontal  Does the curriculum provide content and
Curriculum objectives that are common to all classes
Continuity of the same grade level? (Example: All
English 101 for all 1st year College
students.)
3. Instruction  Are lesson plans/syllabi/course design
Based on derived from the curriculum and
Curriculum strategies? Are materials used correlated
with the content, objectives and
activities?
4. Broad  Is there evidence of involvement of the
Involvement different curriculum stakeholders in the
planning and implementation of the
curriculum?
5. Long Range  Is review cycle followed within the period
Planning of planning and implementation of the
curriculum?
6. Positive  Did the initial thoughts about the
Human curriculum comes from teachers,
Resource principals, curriculum leaders and other
stakeholders?
7. Theory-into  Is there clarity of vision, mission,
practice graduation outcomes, program

philosophy, learning outcomes in the
curriculum?
8. Planned  Are there tangible evidence to show that

changed the internal and external publics accept
the developed program?
If any of the indicators is answered with a “NO”, actions should be made
to make it YES.
2. Tyler Objectives Centered Model

Ralph Tyler in 1950 proposed a curriculum evaluation model
which until now continues to influence many curriculums assessment
process. The Tyler Model is often referred to as the objective model
because of its objective approach to educational evaluation. It
emphasizes consistency among objectives, learning experiences, and
outcomes. The Tyler model is best known models for curriculum
development.
In using the Tyler’s Model, the following curriculum
components and processes are identified in curriculum evaluation.
Curriculum Elements Evaluation Process Action
Taken:
Yes or No
1. Objectives/Intende  Pre-determine intended
d Learning learning outcomes or
Outcome objectives.
2. Situation or  Identify the situation/context
Content that gives opportunity to
develop behavior or achieve
objectives.
3. Evaluation  Select, modify and construct
Instruments/Tools evaluation instruments or tools,
Check its objectivity, reliability
and validity.
4. Utilization of Tool  Utilize the tools to obtain

results. Compare the results
obtained from several
instruments before and after to
determine the change.
5. Analysis of Results  Analyze the results obtain to
determine strength and
weaknesses. Identify possible
explanation about the reason
for the particular pattern.
6. Utilization of  Use the results to make the
Results necessary modifications.
3. Daniel Stufflebeam- Context, Input, Process, Product (CIPP) Model

Program Evaluation
This CIPP Model of Curriculum Evaluation was a product of the
Phi Delta Kappa committee chaired by Daniel Stufflebeam This model
made emphasis that of the result evaluation should provide data for
decision making. There are four stages of Program Evaluation. These
include (1) CONTEXT EVALUATION (2) INPUT EVALUATION (3)
PROCESS EVALUATION (4) PRODUCT EVALUATION.
 CONTEXT EVALUATION-assess the needs and problems in the context
for decision makers to determine the goals and objectives of the program/
curriculum.
 INPUT EVALUATION-assess the alternative mean based on the inputs for
the achievement of objective to help decision makers to choose options for
optimal means.
 PROCESS EVALUATION-monitors the processes both to ensure that the
means are actually being implemented and make necessary modifications.
 PRODUCT EVALUATION-compares actual ends with intended ends and
leads to a series of recycling decisions.
For all the four stages, the six steps are suggested.

Stages of the Steps Taken in All the Stages
CIPP Model
1. Context Step 1: Identify the kind of decision to be made.
Evaluation Step 2: Identify the kinds of data to make that
2. Input
decision.
Evaluation
Step 3: Collect the data needed.
3. Process
Step 4: Establish the criteria to determine quality of
Evaluation
4. Product data.
Evaluation Step 5: Analyze data based on the criteria.
Step 6: Organize needed information needed for
decision makers.
4. Stake Responsive Model

Stake Responsive Model is oriented more directly to program
activities than program intents. Evaluation focuses more on the
activities rather than the intent or purposes.
Robert Stake (1975) recommends to the curriculum evaluator

the following steps.
The Curriculum evaluator follows the steps below.

Step 1 Meets with stakeholders to identify their perspectives and
intentions regarding curriculum evaluation.
Step 2 Draws from Step 1 documents to determine the scope of the
evaluation.
Step 3 Observes the curriculum closely to identify the unintended sense
of implementation and any deviations from announced intents.
Step 4 Identifies the stated real purposes of the program and the various
audience.
Step 5 Identifies the problems of the curriculum evaluation at hand and
identifies an evaluation design with needed data.
Step 6 Selects the means needed to collect data or information.
Step 7 Implements the data collection procedure.
Step 8 Organizes the information into themes.
Step 9 Decides with stakeholders the most appropriate formats for the
report.

5. Scriven Consumer Oriented Evaluation
This evaluation was introduced by Michael Scriven in 1967.

These products are often used in schools which require a purchasing
decisión. The products include textbooks, modules, educational
technology like softwares and other instructionsl materials.
Consumer-oriented evaluation uses criteria and checklists as a
tool for either formative or summative evaluation purposes. The use of
criteria and checklist as a tool was proposed by Scriven for adoption by
educational evaluators.
+ O - NA
yes all No Not
or right or applicable
Criteria no but poor
not so
good
1. Content covers a significant portion
of the course competencies.
2. Contents are up-to-date.
3. Reading level is appropriate for most
students who will use the material.
4. Intended learning outcomes,
competencies are stated.
5. Formative and summative
assessments are included.
6. Activities are varied to meet the
needs of students.
7. Teachers guide is included with
management suggestions.
8. Materials are presented in logical
order.
9. Learning outcomes, competencies
and/ or tasks.
10. Degree of match between learning
activities and intended learning
outcomes.

11. Quality of test items and degree of
math with intended learning
outcomes.
12. Quality of direction on how students
will process through the materials.
13. Quality of drawings, photographs, and/
or other materials.
14. Overall design of the learning
activities for individual instruction.
15. Quality of management procedures
for teachers (TG’s)
16. Optional (List course map
competencies covered by the
instructional material)
A SIMPLE WAY OF CURRICULUM EVALUATION PROCESS
For a very simple and practical way of curriculum evaluation,

responding to the following questions will provide an evaluation data for
curriculum decision. Just ask the following questions and any NO Answer to
an item will indicate a need for a serious curriculum evaluation process.
1. Does the curriculum emphasize learning outcomes?
2. Does the implemented curriculum require less demands?
3. Can this curriculum be applied to any particular level?
4. Can the curriculum aspects be assessed as
a) Written
b) Taught
c) Supported
d) Tested and
e) Learned
5. Does the curriculum include formative assessment?
6. Does the curriculum include summative assessment?
7. Does the curriculum provide quantitative methods of assessment?
8. Does the curriculum provide for qualitative methods of assessment?
9. Can the curriculum provide the data needed for decision making?

10. Are the findings of evaluation available to stakeholders?
In summary, whatever models of curriculum evaluation to be used,

ASCD,1983 suggest the following steps.
STEPS IN CONDUCTING A CURRICULUM

EVALUATION
STEPS WHAT TO CONSIDER

1) Identifying primary  Curriculum Program Sponsors, Managers and
audiences. Administrators, School Heads, participants
(Teachers and Students) Content Specialist;
other stakeholders.
2) Identifying critical  Outcomes (expected, desired, intended)
issues/problems. Process (implementation) Resources (inputs)
3) Identifying data  People (teachers, students, parents,
source. curriculum developers) Existing documents;
Available records; Evaluation Studies.
4) Identifying  Standardized Test, Informal tests; Sample of
techniques for Students Work; Interviews; Participant
collecting data. Observations, Checklist, Anecdotal records.
5) Identifying  Standards previously set by agency; DepEd,
established CHED, Professional Organization.
standards and
criteria.
6) Identifying  Content Analysis, Process Analysis, Statistics,
techniques in data Comparison, Evaluation Process.
analysis
7) Preparing evaluation  Written; Oral; Progress; Final; Summary;
report. Descriptive, Graphic, Evaluative and
Judgmental; List of Recommendations.
8) Preparing modes of  Case Studies; Test Scores Summary;
display. Testimonies; Multimedia representation;

Product Display (exhibits); Technical Report.
The steps are easy to follow. Begin thinking of how curriculum

evaluators will proceed in finding out if there is a need to modify, enhance or
continue with the implementation of the curriculum. The main purpose of
evaluation is to improve the existing condition, so that it would benefit the
students.
SUMMARY
Curriculum Evaluation is an integral and essential part of the

whole process of curriculum development. It is the assessment of the
merit and worth of a program of studies, a field of study, or a course of
study. It is a continuous activity and not a “tail-end-process”.
Famous curricularists have also their own definition on
curriculum evaluation. According to Ornstein et. al, (1998) they defined
curriculum evaluation as a process in gathering data that enables them
to decide whether to accept, change, eliminate, the whole curriculum.
For Mcneil (1977) the evaluation answers these two questions. First,
do planned learning and organized actually produce desired results?
Secondly, how can a curriculum best be improved?
Gay (1985) stated that evaluation is to identify strengths and
weaknesses as well as the problems encountered in the implementation, to
improve the curriculum development process.
Oliva (1988) believes that curriculum evaluation is a process of
delineating, obtaining and providing useful information for judging alternatives
for purposes of modifying, or eliminating a curriculum.
There are two ways of looking at curriculum evaluation:
1. Curriculum Program Evaluation where it focuses on the overall aspects

of a curriculum and this refers to as big Curriculum like the K to 12
Curriculum and so on.

2. Curriculum Program Component evaluation which has a separate
evaluation of achieved learning outcomes,curriculum process and
instructional media such as books and modules.
There are some specific reasons and important processes why

we need to evaluate a curriculum. First the needs assessment, it
should be assessed according to the need through recognizing the
strength and weaknesses of an existing curriculum. Secondly,
monitoring of the designed curriculum and examine the implementation
if it’s still aligned to the intended learning outcomes. Then, in the
Terminal Assessment, it can only be tagged as an effective curriculum
if the results of the evaluation have been rivalled or excelled form the
standards. Lastly the decision-making, the result of the conducted
curriculum evaluation will be the basis by some stakeholders and
curriculum specialists for policy recommendations for the improvement
of the existing condition. All of the curricularists agreed that planning,
designing and implementing are worthless unless there is evaluation
process.
There five models in evaluating a curriculum that proposed by
curriculum specialists which are highly useful in classroom, for teachers and
practitioners.
1. Bradley Effectiveness Model for Curriculum Development Indicators
 L.H. Bradley wrote a book on Curriculum Leadership and
Development. In this book it provides indicators that help measure
the effectiveness of a developed curriculum.
 In 1950, Ralph Tyler proposed a curriculum evaluation model which
gained a big impact in curriculum development because it is easy to
understand and apply. It focuses on curricular strengths and
weaknesses, rather than being concerned solely with the
performance of individual students.
3. Daniel Stufflebeam Model-Context, Input, Process, Product (CIPP)
Model Program Evaluation

 CIPP Model of evaluation was developed by Daniel Stufflebeam
and colleagues in the 1960’s. It is an evaluation model that provides
the holistic view of every element by evaluating the context, input,
process and product from each and every angle.
 Robert E. Stake created a system for carrying out evaluation in
education in 1970’s. It focuses on the concerns of the primary
stakeholders, gathered through conversations with these parties on
an ongoing basis during evaluation.
5. Scriven Consumer Oriented Evaluation Model
 This evaluation was introduced by Michael Scriven in 1967. In this
model, it emphasizes the function of the evaluator as unbiased
observer who begins by generating a profile of needs for the group
served by a given program. It uses criteria and checklist as a tool
for either or summative evaluation purposes.
In conducting curriculum evaluation, we have to consider the following

steps:
1. Identifying primary audiences such as the stakeholders because

they play an important role in managing schools. They are the partners
of the school leaders in making the schools conducive to teaching and
learning.
2. Identifying critical issues/problems. We have to expect different
outcome after the evaluation process it might be of what we expected
or the opposite one. Also, the availability and suitability of our
resources during the implementation process.
3. Identifying data sources. We have to emphasize the capability of our
performers or the sources of your information and the conductors who
manage the evaluation. The validity of the data gathered during
evaluation process.
4. Identifying the techniques for collecting the data. Having a direct
observation/interview to gather a firsthand information so that the
observer will have a holistic perspective in data gathering. Providing a

simple with basic directions in the questionnaires so that it is readable
and easy to understand.12
5. Identifying established standards and criteria. The established
standard/criteria set by DepEd, CHED and PRC shall be fully
implemented by the government schools as it will be their
basis/guidelines in evaluation.
6. Identifying techniques in data analysis. We have to consider how
you conduct the evaluation, how the data gathered and its
interpretation.
7. Preparing evaluation report. It is a written document that describes
how you monitored and conducted the evaluation. It presents the
findings, conclusions and recommendations for how evaluation results
can be used to guide the program for improvement and decision
making.
8. Preparing modes of display. Choosing what kind of multimedia to be
used in representing the result of the evaluation conducted and some
recommendations.
It depends on the curriculum evaluators to locate if there’s a

need to reject, improve or continue with the implementation of the
curriculum. The main purpose for evaluating the curriculum is to
improve the existing condition, so that it will benefit the students. One
way to achieve the success of a curriculum is a hand in hand
participation and cooperation of all stakeholders.
ENRICHMENT

Teacher Evaluation
Teacher: ______________________________ Date:

_________________
Course/ Program: ______________________
Instruction: Please read the following statements carefully and circle the
response that best indicates your option. Write your comments below.
Rating Interpretation:
1-Strongly Disagree 2-Disagree 3-Somewhat Agree 4- Agree 5- Strongly
Agree
How well the teacher teaches the core subject?
1 2 3 4 5
1. Teacher is prepared for class. 1 2 3 4 5
2. Teacher knows his/her subject. 1 2 3 4 5
3. Teacher is organized and neat. 1 2 3 4 5
4. Teacher plans class time and assignments that
help students to problem solve and think 1 2 3 4 5
critically. Teacher provides activities that make
subject matter meaningful.
5. Teacher is flexible in accommodating for 1 2 3 4 5
individual student needs.
6. Teacher is clear in giving directions and on
explaining what is expected on assignments and 1 2 3 4 5
tests.
7. Teacher allows you to be active in the classroom 1 2 3 4 5
learning.
8. Teacher manages the time well. 1 2 3 4 5
9. Teacher returns homework in a timely manner. 1 2 3 4 5
10. Teacher has clear classroom procedures so 1 2 3 4 5
students don’t waste time.
11. Teacher grades fairly. 1 2 3 4 5
12. I have learned a lot from this teacher about this 1 2 3 4 5
subject.
13. Teacher gives me a good feedback on 1 2 3 4 5
homework and projects so that I can improve.
14. Teacher is creative in developing activities and 1 2 3 4 5

lessons.
15. Teacher encourages students to speak up and 1 2 3 4 5
be active in the class.
Comments:
_________________________________________________________
_________________________________________________________
_________________________________________________________
ASSESSMENT
Instruction: Fill in the blanks and Identification. Put the correct word/phrase in
every item.
1. The main purpose for evaluating the curriculum is to

____________________the existing condition.
2. It focuses on the overall aspects of a curriculum or the curriculum itself.
3. What type of curriculum evaluation model does Ralph Tyler proposed
in 1950.
4. _____________________ is an integral and essential part of the whole
process of curriculum development.
5. _____________________ uses criteria and checklists as a tool for
either formative or summative evaluation purposes.
6. Type of Evaluation Model that was introduced in 1967.
7. Who stated that Curriculum Evaluation “Is a process of delineating,
obtaining and providing useful information for judging alternatives for
purposes of modifying, or eliminating the curriculum”.
8. What does CIPP stand for?
9. In 1985, he wrote a handbook on Curriculum Leadership and
Development.

10. Analysis of the various definitions reveals that evaluation is both
_____________________
11. He defined Curriculum Evaluation as “Identify the weakness and
strengths as well as problems encountered in the implementation, to
improve the curriculum development process”.
12. He created the Responsive Model
13. In curriculum evaluation, important processes were evolved such as
needs assessment, monitoring, terminal assessment and
_____________________.
14. A type of model that is oriented more directly to program activities than
program intents. Evaluation focuses more on the activities rather than
the intent or purposes.
15. One of the curricularists who believes that “Process done in order to
gather data that enables one to decide whether to accept, change,
eliminate, the whole curriculum of a textbook”.
Answer:
1. Improve
2. Curriculum Program Evaluation
4. Curriculum Evaluation
5. Consumer-oriented evaluation
6. Michael Scriven
7. Oliva, P.
8. Context, Input, Process, Product
9. L.H. Bradley
10. A process and a tool
11. Gay L.
12. Robert Stake
13. Decision making
15. Ornstein, A. & Hunskin, F.

REFERENCES
Bilbao,P.B.,Corpuz, B.B. & Dayagbil, F.T (2014). Curriculum development fo
r
teachers. Lorimar Publishing, INC. Quezon City, Metro Manila.
Stufflebeam, D. L., Madaus, G. F., & Keliaghan, T. (Eds.). (2000) Evaluation
Models. Viewpoints on Educational and Human Services Evaluation.
Second Edition. Hingham,MA, USA:Kluwer Academic Publishers. Retri
eved from http://www.ebrary.com.
Curriculum Evaluation Meaning, Importance & Objective. (2014, August 18).
Study
Lecture Notes. Retrieved from http://studylecturenotes.com/curriculum-
evaluation-meaning-importance-objective/.
Woods, J. D. (2021, February 05). U7 - class discussion.docx - in
woodu2019s (1988
paper curriculum evaluation models you are presented with three (3
models of curriculum evaluation which: Course hero. Retrieved
February 11, 2021, from
https://www.coursehero.com/file/79956906/U7-Class-Discussiondocx/.
Meaning of Curriculum Evaluation: [Essay Example], 688 words. (2020,
December
11). GradesFixer. https://gradesfixer.com/free-essay-
examples/meaning-of-curriculum-evaluation/.
Prepared by: Ledesma, Jina DIT-2B

WHAT, WHY AND HOW TO EVALUATE A CURRICULUM
Ledesma, Jina DIT-2B
I. OBJECTIVES
At the end of the lesson, the students are expected to:
1. acquire clear understanding of what is Curriculum Evaluation;
2. discuss the importance of Evaluation in a Curriculum;
3. make a sample of evaluation.

II. SUBJECT MATTER
A. Topic: Evaluating a Curriculum

B. Reference/s:
Bilbao,P.B.,Corpuz, B.B. & Dayagbil, F.T (2014). Curriculum
development for teachers. Lorimar Publishing, INC. Quezon
City, Metro Manila.
C. Materials: PowerPoint, Laptop, Manila Paper, Pentel pen, Scotch
tape
III. PROCEDURE
A. Preparation
1. Daily Routine
a. Prayer
b. Greeting the class
c. Energizer
d. Checking of attendance
e. Checking ang passing of the assignments
f. Review of the past lesson
(The teacher will call a student to recap the past
lesson)
B. Motivation- “Word Web Map” (4 mins.)
a. Divide the class into two groups.
b. Each group will create a map using their own idea.
CRITERIA:
CATEGORY PERCENTAGE
Content 30 %
Creativity and Originality 25%
Cooperation and Teamwork 25 %
Time Management 20 %
Total 100 %
C. Activities (4 mins.)
a. Divide the class into two groups according to gender.

b. Each group will select a leader and a reporter to present
their work in the class.
c. Distribute a hand out and let them answer the following
questions:
1. What is Curriculum?
2. What is Evaluation?
CRITERIA:
CATEGORY PERCENTAGE
Content 20 %
Presentation 20%
Total 100 %
D. Analysis
1. What is Curriculum Evaluation?
2. Why is there a need to evaluate a curriculum?
3. How to evaluate a curriculum?
(Discussion)
E. Abstraction
 What will happen if there’s no evaluation in the whole
process of curriculum development?
F. Application (5 mins.)
 The students will proceed to their respective group and
make a sample of Evaluation.
CRITERIA:
CATEGORY PERCENTAGE
IV. Neatness and Orderliness
Assessment 25%
Total 100 %
Instruction: Fill in the blanks and Identification. Put the correct word/phrase in
every item.

1. The main purpose for evaluating the curriculum is to
____________________the existing condition.
2. It focuses on the overall aspects of a curriculum or the curriculum itself.
3. What type of curriculum evaluation model does Ralph Tyler proposed
in 1950.
4. _____________________ is an integral and essential part of the whole
process of curriculum development.
5. _____________________ uses criteria and checklists as a tool for
either formative or summative evaluation purposes.
6. Type of Evaluation Model that was introduced in 1967.
7. Who stated that Curriculum Evaluation “Is a process of delineating,
obtaining and providing useful information for judging alternatives for
purposes of modifying, or eliminating the curriculum”.
8. What does CIPP stand for?
9. In 1985, he wrote a handbook on Curriculum Leadership and
Development.
10. Analysis of the various definitions reveals that evaluation is both
_____________________
11. He defined Curriculum Evaluation as “Identify the weakness and
strengths as well as problems encountered in the implementation, to
improve the curriculum development process”.
12. He created the Responsive Model
13. In curriculum evaluation, important processes were evolved such as
needs assessment, monitoring, terminal assessment and
_____________________.
14. A type of model that is oriented more directly to program activities than
program intents. Evaluation focuses more on the activities rather than
the intent or purposes.
15. One of the curricularists who believes that “Process done in order to
gather data that enables one to decide whether to accept, change,
eliminate, the whole curriculum of a textbook”.
Answer:
1. Improve
2. Curriculum Program Evaluation

4. Curriculum Evaluation
5. Consumer-oriented evaluation
6. Michael Scriven
7. Oliva, P.
8. Context, Input, Process, Product
9. L.H. Bradley
10. A process and a tool
11. Gay L.
12. Robert Stake
13. Decision making
15. Ornstein, A. & Hunskin, F.
V. Assignment
Research about Curriculum Evaluation through Learning Assessment.
Prepared by: Ledesma, Jina DIT-2B

Lesson 2
Curriculum Evaluation through Learning Assessment
PRE DISCUSSION
This chapter contains assessment of learning is an evaluation

process that tells whether the intended learning outcomes through the
teaching-learning process, have been converted to achieved learning
outcomes.
Assessment of learning occurs throughout the learning process.
In evaluating the achieved learning outcome, teachers use
assessments tools as to find out what their students know and can do,
and what confusions, preconceptions, or gaps they might have.
LESSON OBJECTIVES
1. Identify the levels of learning outcomes an levels of assessment;
2. Understand how the curriculum can be evaluated by the
assessment of learning outcomes;
3. Match the levels of learning outcomes with the appropriate
assessment tools.

Achieved Learning Outcomes is defined in outcomes-based

education (OBE) as a product of what have been intended in the
beginning of the learning process.
 These are also accomplished learning outcomes.
 Standard and competencies are used as the indicators and measures
of these outcomes.
Philippine Qualifications Framework (PQF)
Our country has established the Philippine Qualification Framework

(PQF) as a standard which will be aligned to the ASEAN Reference
Qualification Framework (ARQF) for the comparability of the learning
outcomes at the different levels of educational ladder. The PQF is shown in
the diagram:

The Philippine Educational System is divided into eight levels. In
each level, the learners is expected to achieve specific standards and
competencies of the learning outcomes. The eight levels of complexity is
based on the three domain.
 Knowledge, Skills and Values
 Application
 Responsibility – degree of independence

This three degree program the baccalaureate, master’s and
doctorate degrees are for tertiary education issued by the Commission on
Higher Education (CHED).
The PQF is the Philippine framework which is comparable to the ten

member countries of the ASEAN. These countries are Malaysia, Indonesia,
Brunei Darrussalam, Philippines, Singapore, Thailand, Cambodia,
Myanmar, Lao PDR and Vietnam.
Each countries national framework shall be referenced to the

ASEAN Reference Qualification Framework (ARQF). ARQF is a tool or
device that enables comparisons of qualifications across ASEAN member
states. It addresses education and training that promote lifelong learning.
Knowledge, Process, Understanding, Performance (KPUP) - Levels of

Learning Outcomes
Knowledge, Process, Understanding, Performance reflect different

learning outcomes that are arranged in hierarchy or complexity. Knowledge

being the basic level of learning outcomes and performance being the
advanced level of learning outcomes.
LEARNING DESCRIPTION OF LEARNING GUIDE QUESTION

OUTCOME FOR TEACHERS
LEVEL 1 KNOWLEDGE – factual knowledge; 1. What do you want
conceptual knowledge, procedural your student to know in
knowledge, metacognition. terms of facts,
concepts, procedure
and multiple thinking?
I.e. parts of the body,
the sky is blue, how to
dissect a frog.
LEVEL 2 PROCESS – skills that the students 1. What do you want
use based on facts and information your students to do
for making meaning and with what they know?
understanding. i.e. identify the arts of
the frogs body after
dissecting it.
LEVEL 3 UNDERSTANDING – big ideas or 1. What do you want
concepts students to
understand? i.e. how
do the elements of
weather interact to
produce climate
change?
LEVEL 4 PRODUCT/PERFORMANCE – what 1. Can you place in a
products (material, tangible) or portfolio all the
performance (oral, visual, written,) as evidence to show your
evidence of learning? i.e. portfolio, learning outcome?
paintings, drama, research, projects, 2. Can you create a
etc. one act play showing
the principles in
dramatization?
3. Present a research

report on conversation
of indigenous plants.
Assessment Tools for each level of learning outcomes
Knowledge, Process, Understanding (KPU) are learning outcomes.

Students who can show that they have gained knowledge, can apply such
knowledge and have achieved several meaning on the particular knowledge
have achieved the learning outcomes.
Types pf Tests to Measure Knowledge, Process and Understanding
1. Objective Tests – this test require only one and one correct answer. It
is difficult to construct but easy to check.
1.1 Pencil and Paper Test - the test is written on the paper and
requires a pencil to write.
A. Simple Recall – is the most common tool to measure

knowledge. There are varieties of Simple recall test includes:
 Fill in the blanks
 Enumeration
 Identification
 Simple recall
B. Alternative Response test – is the type of pencil and pencil
test, where two options or choices are provided. The items can
be stated in a question or a statement form.
Example:
 True or False: The Philippine population has reached
one million.
 Yes or No: Has the Philippine population reached one
million?

C. Multiple Choice Test – is the type identified as the most
versatile test type because it can measure a variety of learning
outcome.
The incomplete statements, or direct question is called
STEM. The list of suggested solutions in word, numbers, symbols,
or phrases are called ALTERNATIVES, OPTIONS or CHOICES.
The correct alternatives is called the ANSWER while the
remaining options or choices are called DISTRACTERS,
DISTRACTORS or DECOYS.
 Correct Answer Type - other alternatives are clearly

wrong and only one is the correct answer. This can be
constructed in direct question or completion of the
sentence.
Examples:
Direct Question
What is NOT a member of ASEAN 2015 economic
community?
A. Vietnam C. Malaysia
B. Korea D. Philippines
Incomplete Sentence
A country in South East Asia which is not a
member of the ASEAN 2015 economic community is
A. Vietnam C. Malaysia
B. Korea D. Philippines
 Best Answer Type - all the alternatives are correct but

only one is the best.
Examples:
Direct Question

What do progressive educators consider as the
most important factor in the teaching learning process?
A. Teacher C. Learner
B. Books D. Principal
Incomplete Sentence
According to the progressive educators, the most
important factor in the teaching-learning process is.
A. Teacher C. Learner
B. Books D. Principal
D. Matching Type Test – the most common matching type is made
up of two parallel columns, the first column A as the premise that
present the problem and the second column B that provides the
answer.
Matching type test is useful in measuring the factual information
as well as relationships between two things, ideas, or concepts. Some
of the relationships that can be matched are found in the matrix below.
Relationships that can be used in Matching Type Tests

Persons Achievements
Dates Historical Events
Terms Definitions
Principles Illustrations
Parts Functions
Machines Uses
Diseases Causes
 Perfect Matching Type - is the number of premises in

Column A is less than number of responses in Column B.
the response can only be used once.
Example:
In column A are popular descriptions of Presidents
during their term of office. Match them with the names of
Philippine President in Column B.
Column A (Premise) Column B
(Responses)

1. Ramon Magsaysay A. Man of the
Masses
2. Carlos Garcia B. People Power
3. Corazon Aquino C. Filipino First
Policy
D. Champions of
First
Land Reform Law
 Imperfect Matching Type - is the number of premises in

column A are not equal to the number of the responses in
Column B. the response or premise can be used more
than once.
Example:
In column A are names of well-known curriculum

evaluators. Match them with the evaluation models they
have been identified with in column B. You can use the
letter once or more than once.
Column A (Premise) Column B (responses)
1. Consumer Oriented Model A. Michael Scriven
2. Responsive Model B. Daniel
Stufflebeam
3. CIIP Model C. Robert Stake
4. Goal free Model D. Ralph Tyler
5. Phi Delta Kappa Model
2. Subjective Test - Learning outcomes which indicate
learner’s ability to originate and express ideas is difficult to test through
objective type test. Subjective type test, answers through reflections,
insights, and opinion can be through essay.
1. Essay - test items allow students freedom of response.

Students are free to select, relate and present ideas in their own words.

A. Restricted Response Item - this is like an expanded form of
short answer type objective test. There is a limit on both the content
scope and the form of student response.it is most useful in measuring
learning outcomes that require the interpretation and application of
data in a specific area.
Example:
1. What are the main body parts of plant? Describe each part.
B. Extended Response Item – the student is generally free to

select any factual information that can help in organizing the
responses. The contents of an extended essay will depend on the
analysis, synthesis, evaluation and other higher order thinking skills of
the test takers.
Example:
1. What can you say about NATO’s position on the ISIS?
Types of Essay that measure Complex Learning Outcomes
Type of Essay Test Item Examples of complex Learning

outcomes that can be measured
Ability to:
 Explain cause-effect
relationships
Restricted Response Essay Items  Describe application of
principles
 Formulate valid conclusion
 Enumerate and explain
 Explain methods and procedure
Ability to:
 Organize ideas
Extended Response Essay Items  Integrate learning
 Design an experiment
 Evaluate the worth of ideas

3. Authentic Learning Performance and Products Assessment Tools is a
test that measures real life tasks, performances and actual products.
A. Checklist - is a tool that consists of a list of qualities that are expected

to be observed as present or absent. The presence is to be marked √ and
the absence is marked X.
Example: Checklist on the use of microscope (5points)
Instruction: Observe the student in a laboratory activity with the use of
microscope. Check (√) the items which you have seen, which were
done appropriately and mark (X) items which were not appropriately
done.
________1. Put specimen on the slide.
________2. Place the slide on the stage.
________3. Turns to low power objectives.
________4. Looks through eyepiece with one eye.
________5. Adjust for maximum enlargement and resolution.
B. Rating Scale is a tool that uses a scale in a number line as a basis

to estimate the numerical value of a performance or a product. The
most popular rating scale is called Likert Scale.
Example: Rating Scale for a Science Project
Instruction: On a scale of 1 to 10, with 1 as the lowest and 10 as the
highest score, rate the projects on the following elements. Circle the
choice of your answer.
1. Purpose/s are clear 1 2 3 4 5 6 7 8 9 10

2. Relevant to environmental problem 1 2 3 4 5 6 7 8 9 10
3. Use local materials 1 2 3 4 5 6 7 8 9 10
4. Shows collaborative work 1 2 3 4 5 6 7 8 9 10
5. Overall impact to humanity 1 2 3 4 5 6 7 8 9 10

C. Rubrics for portfolio- a Portfolio is compilation of the
experiences as authentic learning outcomes presented with

evidence and reflections. To assess the total learning
experiences as presented in a wholistic package, an
assessment tool called a RUBRIC is utilized.
Levels of Assessment for the Levels of Learning Outcomes
Levels of assessment describe levels of the learning outcomes

which are 1. Knowledge, 2. Process or Skills, 3. Understanding 4.
Products or Performance.
The levels of learning outcomes are also used to describe the levels of
assessment.
Use of levels of Assessment in the classroom for a summative test
Sample Table of specification matrix for a periodical Test for third

Quarter

Placing Value to the Assessment Results form KPUP
The computed value of the four levels of assessment will be

described according the value of the composite scores of the students.
This interpretation is used for all the learning areas or subjects in basic
education

SUMMARY
Assessment of student academic achievement is the process of
evaluating whether students are learning. More specifically,
assessment is the systematic collection, review, and use of information
to increase students' learning and development. Through a variety of
measures, students are assessed to determine whether or not they are
achieving the learning outcomes that faculty have determined for their
courses and programs.
Achieved Learning Outcomes - is defined in outcomes-based
education (OBE) as a product of what have been intended in the
beginning of the learning process.
The Philippine Educational System is divided into eight levels these are
the Grade 10 and Grade 12 for Basic Education, NC1, NCII, NCIII, NCIV and
Diploma for TESDA, Baccalaureate, Master’s and Doctor’s degree for Higher
Education. The eight levels of complexity of learning outcomes has three
domains, first Knowledge, Skills and Values, second Application and last is
the Responsibility.
Types of Test to measure Knowledge, Process and Understanding are:
1. Objective Tests.
 Pencil and Paper Test
o Simple Recall

- Fill in the blanks
- Enumeration
- Identification
- Simple recall
o Alternative Response Test
- True or False
- Yes or No
o Multiple Choice Test
- Correct Answer Type
- Best Answer Type
o Matching Type Test
- Perfect Matching Type
- Imperfect Matching Type
2. Subjective Test
 Essay
o Restricted Response Item
o Extended Response Item
3. Authentic Evaluation
 Checklist
 Rating Scale
 Rubrics for Portfolio
These are the Assessment tools that we can use to measure the learning
outcomes of our student.
The four Levels of Learning Outcomes are Knowledge, Skills, Understanding

and Performance. This level of learning outcome is also used to describe the
levels of Assessment.
ENRICHMENT

1. Give two test items that are appropriate for each level of learning outcomes
by using the assessment tools.
A. Knowledge
B. Process
C. Understanding
ASSIGNMENT
1. Define Achieved learning outcome in your own understanding.
2. What are the levels of Assessment?
3. What are the Assessment tools to measure learning outcomes?
4. What is are the two types of matching type?
5. Define Objective Test and Subjective Test.
REFERENCES
Bilbao, P. P., Corpuz, B. B., & Dayagbil, F. T. (2015). Curriculum

Development for Teachers Lorimar Publishing, Inc..

Sharon Ballasiw, (September 27, 2015) Curriculum Evaluation through
learning assessment (https://www.slideshare.net/norahs88/curriculum-
evaluation-through-learning-assessment)
Joan Bahian, (October 6, 2016) Curriculum Evaluation through learning

assessment (https://www.slideshare.net/sexytterry/curriculum-
evaluation-through-learning-assessment-66812031)
Argie242424, (March 7, 2015) The Philippine Qualification Framework

(https://www.slideshare.net/Argie242424/the-philippine-qualification-
framework)
https://classroom.google.com/u/2/c/MTU0MTY2MjA3NzQ3/m/MjM3NT
kzNjkxNDY5/details
Prepared by: Selloriquez, Beverly Joy A. DIT 2B

CURRICULUM EVALUATION THROUGH LEARNING
ASSESSMENT
Beverly Joy A. Selloriquez
I. Objectives

 Identify the levels of learning outcomes an levels of
assessment;
 Understand how the curriculum can be evaluated by the
assessment of learning outcomes; and
 Match the levels of learning outcomes with the appropriate
assessment tools.
II. Content/Subject Matter

Topic:
 Module 5: Curriculum Evaluation and the Teacher
 Lesson 2: Curriculum Evaluation through Learning Assessment
Reference:
Bilbao, P. P., Corpuz, B. B., & Dayagbil, F. T. (2015). Curriculum
Development for Teachers Lorimar Publishing, Inc.
Sharon Ballasiw, (September 27, 2015) Curriculum Evaluation through

learning assessment (https://www.slideshare.net/norahs88/curriculum-
evaluation-through-learning-assessment)
Joan Bahian, (October 6, 2016) Curriculum Evaluation through learning

assessment (https://www.slideshare.net/sexytterry/curriculum-
evaluation-through-learning-assessment-66812031)
Argie242424, (March 7, 2015) The Philippine Qualification Framework

(https://www.slideshare.net/Argie242424/the-philippine-qualification-
framework)
Materials:
Laptop, Microsoft PowerPoint, Instructional Materials and Sample Test
Papers.

III. Procedure
A. Preparatory Activities
 Prayer
 Greetings
 Checking of Attendance
 Setting Standards
 Passing of Assignments
 Review
- Ask the class about previous lesson and what they
learn from it.
B. Motivation
- Make your students recall what are the types of assessment tools that
they can see in examination test paper.
C. Presentation
- The teacher will discuss the lesson to the class using PowerPoint and
presenting sample test papers.
D. Application
- The teacher will let the students participate in the discussion and let
them answer the questions provided
.
E. Activities/Generalization
- The teacher will ask some questions regarding to the topic they have
discussed.
IV. Assessment/Evaluation
Get ¼ sheet of intermediate paper and answer the question correctly.
Write the correct answer that corresponds to the question.
___________1. It is a compilation of the experiences as authentic
learning outcomes presented with evidences and reflection.

___________2. It is a tool that uses a scale in a number lines as a
basis to estimate the numerical value of the performance.
___________3. The student is free to select any factual information
that can help in organizing response.
___________4-7. What are the levels in Learning Outcomes?
___________8-10. What are the three domains?
___________11. PQF means?
___________12. Incomplete statement or direct question is
called.
___________13. It is the most common tool to measure
knowledge.
___________14. The other term for Column A
___________15. ARQF means?
16-20. Define Achieved Learning Outcomes in your own

understanding.
V. Assignment
Write in a ½ crosswise of intermediate paper.
1. Give at least 3 assessment tools and explain each.

2. Why Curriculum needs to be evaluated?
RUBRICS
PRE-DISCUSSION

A rubric is typically an evaluation tool or set of guidelines
used to promote the consistent application of learning
expectations, learning objectives, or learning standards in the
classroom, or to measure their attainment against a consistent set
of criteria.
In instructional settings, rubrics clearly define academic
expectations for students and help to ensure consistency in the
evaluation of academic work from student to student, assignment
to assignment, or course to course. Rubrics are also used as
scoring instruments to determine grades or the degree to which
learning standards have been demonstrated or attained by
students.
In courses, rubrics may be provided and explained to
students before they begin an assignment to ensure that learning
expectations have been clearly communicated to and understood
by students, and, by extension, parents or other adults involved in
supporting a student’s education.
LESSON OBJECTIVES
 Define Rubrics ( Holistic and Analytic)
 Determine the disadvantages and advantages of Holistic and
Analytic Rubrics
 Recognize the steps in making Rubrics
 Create Rubrics
 Appreciate the importance of making Rubrics

Rubrics the word rubric came from Latin word for red .In
education terminology rubrics mean a guide listing specific
criteria for grading or scoring academic papers, projects, or
tests.
Definition;
 A scoring tool that lays out the specific expectations for an

assessment task (Stevens & Levi, 2005)
 A set of clear explanations or criteria used to help teachers and
students focus on what is valued in a subject, topic, or activity
(Russell, & Airasian, 2012).
What is Rubrics?
 A standardized scoring guide
 Identifies important criteria and levels of success for each criterion
 A table that identifies and describes various levels of student
performance for each of a set of criteria
 A method of rating student work in a more objective manner.  A
kind of scorecard that breaks down a written or demonstrated
assignment into manageable, observable pieces.
Advantages using Rubrics
 Good for measuring higher-order skills or evaluating complex

tasks.
 Summaries of results can reveal patterns of student strengths
and areas of concern.
 Can generate great discussions of student learning among
faculty, especially regarding expectations.
 Grading is more objective, unbiased, and consistent
Characteristics of Good Rubrics

o Well defined
o Content specific
o Finite & Comprehensive
o Ordered
o Related to common goals/themes
Rubrics can used to assess
 Essays/Papers
 Projects
 Lab work
 Presentations
 Exam questions
 Capstone projects
 Exhibits
 Performances
 Portfolios of student work
 Artwork
 Internships
Basic Steps to Design

Rubric
Step 1: Select a project/assignment for assessment.

Example: Work in small groups to write and present a
collaborative research paper.
Step 2: What performance skill(s) or competency (ies) are
students demonstrating through their work on this project?
Example: Ability to work as part of a team.
Step 3: List the traits you'll assess when evaluating the
project--in other words, ask: "What counts in my assessment of
this work?" Use nouns or noun phrases to name traits, and avoid
evaluative language. Limit the number of traits to no more than

seven. Each trait should represent a key teachable attribute of the
overall skill you're assessing.
Example: Content, Coherence and Organization, Creativity,
Graphics and visuals Delivery‐
Step 4: Decide on the number of gradations of mastery
you'll establish for each trait and the language you'll use to
describe those levels.
Example: Four points of gradation: Exceptional/Excellent
Admirable/Good Acceptable/Fair Amateur/Poor
Step 5: For each trait write statements that describe work
at each level of mastery.
Step 6: Design the format for presenting the rubrics to
student and for scoring the student work.
Step 7: Test the rubrics and tune it on the feedback from
colleagues. Step to Design rubrics Exceptional: Thesis is clearly
stated and developed; specific examples are appropriate and
clearly develop thesis; conclusion is clear; ideas flow together
well; good transitions; succinct but not choppy; well-organized.
Types of Rubrics
Holistic Rubrics:
 Single criteria rubrics (one-dimensional) used to assess
participants' overall achievement on an activity or item based on
predefined achievement levels;
 Performance descriptions are written in paragraphs and usually
in full sentences.
Example for Holistic Rubrics

Criterion Score
Use appropriate test which correct 4
interpretation. Identifies correct null and

alternative hypothesis.
Provides most of level 4 but with 3
unclear/incorrect interpretation.
Use incorrect test reaming work follow 2
from error.
Use incorrect test and remaining work 1
does not follow.
Little or no work of value. 0
Advantages & Disadvantages of Holistic

Rubrics
Advantages
 Give diagnostic information to the teacher.
 Gives formative feedback to students.
 Easier to link to instruction than holistic rubrics.
 Good for formative assessment; adaptable for summative
assessment; if you need an overall score for grading, you can
combine the scores.
Disadvantages
 Does not provide specific feedback for improvement
 Does not provide detailed information, may be difficult to provide
one overall score.
Analytic Rubrics
Two-dimensional rubrics with levels of achievement as
columns and assessment criteria as rows. Allows you to assess
participants' achievements based on multiple criteria using a
single rubric. You can assign different weights (value) to different
criteria and include an overall achievement by totaling the
criteria; written in a table form.

Example for Analytic Rubrics
CRITERIA POU DEVEL SUPE
R OPING RIOR
SPELLING Lots Errors Virtua
of of lly
spelli specific error
ng type, free
error but not
s consiste
nt or
only in
technic
al
languag
e
DRAWN Little Used Drow
UPON or no sources n not
SOURCE sourc only only
e mention menti
mate in class oned
rial or in
used syllabus class.
But
also
found
appro
priate
new
ones
METHOD No Chose Best
OLOGY meth a meth
od method od
evide ology chose
nt but the n and

best appro
choice, priatel
and y
incorrec applie
tly d
applied.
Advantages & Disadvantages of Analytic Rubrics
 Scoring is faster than with analytic rubrics.

 Requires less time to achieve inter-rater reliability.
 Good for summative assessment. Disadvantages:
 Takes more time to score than holistic rubrics.
 Unless each point for each criterion is well-defined raters may
not arrive at the same score.
Holistic Rubric VS Analytic Rubrics
Holistic
 Single grading scale all criteria considered in the evaluation is
included together.
 Rater assign a single score (ex. AP exam)
 Doesn’t provide as granular, targeted feedback on student
performance.
Analytic
 Multi-component grading scale- describes each evaluation
criteria separately.
 Rater assign a score for each component, along with an overall
score (total or weighted).
 Provides more granular, targeted feedback.

 More time consuming to create.
Why We Use Rubrics
 Enhance students’ learning experiences by involving them in the

process of developing the rubrics
 Provide samples/examples of successful student work from
previous classes and/or analogous classes
 Develop and use rubrics for each assignment (regardless of
paper, presentation, report, etc.)
 Return rubric to student when handing back assignments
 Use the rubric to award a final grade for the assignment, and
include any additional comments that do not fit within the rubric’s
criteria below the rubric (if space allows)
SUMMARY
Rubrics
A scoring tool that lays out the specific expectations for an
• A set of clear explanations or criteria used to help teachers and
students focus on what is valued in a subject, topic, or activity
Basic Steps of Design Rubrics


ENRICHMENT/ASSESSMENT
I. Create your own Rubrics in Research Paper. Fill in the table

below

II. Discuss the following:
 What are the advantages and disadvantages of Holistic Rubrics?
 What are the Advantages and disadvantages of Analytic
Rubrics?
ASSIGNMENT
 Choose your favorite subject and make your own rubrics.
 Why is it important to use Rubrics?
REFERENCES
Https://www.queensu.cat/teachingandlearning/assessments/35_
s4_05_types_of_rubrics.htm l
hhttps://ii.library.jhu.edu/tag/holistic-rubric/
hh://www.ascd.org/publication/books//112001/chapters/What-
Are-Rubrics-and-Why-Are-They-Important
%C25A2.aspxhttps://www.slideshare.net/rowenativoli/rubric-
26693523
https:www.slideshare.net/joemdiazdelacruz/rubrics-analytic-and-
holistic https://uwaterloo.ca/centre-for-teaching-
excenllence/teaching-tips/assessing-student-work/grading-and-
feedback/rubrics-useful-assessment-tools

PREPARED BY : ENTANO PRINCESS A. DIT-2B

RUBRICS
Priness A. Entano
I. Objectives
 Define authentic assessment
 Differentiate authentic assessment to traditional assessment
 Make authentic rubrics
 Appreciate performance by using rubrics
II. SUBJECT MATTER

Topics: RUBRICS
Materials: LCD TV, Laptop, Power Point presentation, Pentel Pens
Value Focus: Valuing
Teaching Strategy: Discuss,Questioning
III. PROCEDURAL ACTIVITIESK9888

 Prayers
 Greetings

 Checking of attendance
 Collecting of Assignment
 Review of past lesson
B. Motivation
Questions:
 How do you assess performance?
 What is your criteria in assessing ?
 Did you used something when assessing ?
 What assessments instrument you used during assessments?
C. Lesson Proper
Question:
What is the best thing to do when assessing something, for
instance,singing performance?
Rubrics the word rubric came from Latin word for red .In
education terminology rubrics mean a guide listing specific criteria
for grading or scoring academic papers, projects, or tests.
Definition
• A scoring tool that lays out the specific expectations for
an assessment task (Stevens & Levi, 2005)
• A set of clear explanations or criteria used to help
teachers and students focus on what is valued in a subject, topic,
or activity (Russell, & Airasian, 2012).
What is Rubrics?
 A standardized scoring guide
 Identifies important criteria and levels of success for each
criterion
 A table that identifies and describes various levels of student
performance for each of a set of criteria
 A method of rating student work in a more objective manner.  A
kind of scorecard that breaks down a written or demonstrated
assignment into manageable, observable pieces.

Advantages using rubrics
 Good for measuring higher-order skills or evaluating complex
tasks.
 Summaries of results can reveal patterns of student strengths
and areas of concern.
 Can generate great discussions of student learning among
faculty, especially regarding expectations.
 Grading is more objective, unbiased, and consistent
Characteristics of Good Rubrics

 Well defined
 Content specific
 Finite & Comprehensive
 Ordered
 Related to common goals/themes
Rubrics can used to assess

 Essays/Papers
 Projects
 Lab work
 Presentations
 Exam questions
 Capstone projects
 Exhibits
 Performances
 Portfolios of student work
 Artwork
 Internships
Basic Steps to Design Rubric


Types of Rubrics
1. Holistic Rubrics:

 Single criteria rubrics (one-dimensional) used to assess
participants' overall achievement on an activity or item based on
predefined achievement levels;
 Performance descriptions are written in paragraphs and usually
in full sentences.
Sample for Holistic Rubrics

Criterion Score
Use appropriate test which correct 4
interpretation. Identifies correct null and
alternative hypothesis.
Provides most of level 4 but with 3
unclear/incorrect interpretation.
Use incorrect test reaming work follow 2
from error.
Use incorrect test and remaining work 1
does not follow.
Little or no work of value. 0
Advantages & Disadvantages of Holistic Rubrics
Advantages
 Give diagnostic information to the teacher.
 Gives formative feedback to students.
 Easier to link to instruction than holistic rubrics.
 Good for formative assessment; adaptable for summative
assessment; if you need an overall score for grading, you can
combine the scores.
Disadvantages:

 Does not provide specific feedback for improvement
 Does not provide detailed information, may be difficult to provide
one overall score.
2. Analytic Rubrics
Two-dimensional rubrics with levels of achievement as columns
and assessment criteria as rows. Allows you to assess
participants' achievements based on multiple criteria using a
single rubric. You can assign different weights (value) to different
criteria and include an overall achievement by totaling the
criteria; written in a table form.
Sample for Analytic Rubrics:

CRITERIA POU DEVEL SUPE
R OPING RIOR
SPELLING Lots Errors Virtua
of of lly
spelli specific error
ng type, free
error but not
s consiste
nt or
only in
technic
al
languag
e
DRAWN Little Used Drow
UPON or no sources n not
SOURCE sourc only only
e mention menti
mate in class oned
rial or in
used syllabus class.
But

also
found
appro
priate
new
ones
METHOD No Chose Best
OLOGY meth a meth
od method od
evide ology chose
nt but the n and
best appro
choice, priatel
and y
incorrec applie
tly d
applied.
Advantages & Disadvantages of Analytic Rubrics:

 Scoring is faster than with analytic rubrics.
 Requires less time to achieve inter-rater reliability.
 Good for summative assessment. Disadvantages:
 Takes more time to score than holistic rubrics.
 Unless each point for each criterion is well-defined raters may
not arrive at the same score.
Holistic Rubrics VS Analytic Rubrics

Holistic
 Single grading scale all criteria considered in the evaluation is
included together.
 Rater assign a single score (ex. AP exam)
 Doesn’t provide as granular, targeted feedback on student
performance.

Analytic
 Multi-component grading scale- describes each evaluation
criteria separately.
 Rater assign a score for each component, along with an overall
score (total or weighted).
 Provides more granular, targeted feedback.
 More time consuming to create.
Why We Use Rubrics

 Enhance students’ learning experiences by involving them in the
process of developing the rubrics
 Provide samples/examples of successful student work from
previous classes and/or analogous classes
 Develop and use rubrics for each assignment (regardless of
paper, presentation, report, etc.)
 Return rubric to student when handing back assignments
 Use the rubric to award a final grade for the assignment, and
include any additional comments that do not fit within the rubric’s
criteria below the rubric (if space allows)
A. APPLICATION
Instruction:
 How to construct Rubrics
SAMPLE RUBRICS :
SCOURING RUBRICS FOR RESEARCH PAPER

B. GENERALIZATION
Rubrics
A scoring tool that lays out the specific expectations for an
• A set of clear explanations or criteria used to help teachers
and students focus on what is valued in a subject, topic, or activity
Basic steps of Design Rubrics

IV. EVALUATION
Question:
 Differentiates Analytic and Holistic Rubrics.
 Construct your own rubrics.
IV. ASSIGNMENT
 Choose your favorite subject and make your own rubrics.
PREPARED BY : ENTANO PRINCESS A. DIT-2B

LESSON 3
Planning, Implementing and Evaluating: Understanding the
Connection
PRE DISCUSSION
This learning resource hope to engage the learners into guided
and independent
Learning activities at their own pace and time. Furthermore, this
also aims to help learners acquire the needed 21 st century skills while
taking into consideration their needs and circumstances.
LESSON OBJECTIVE
 Explain the connection of planning to implement in curriculum
development;
 Explain the connection of implementing to evaluating in curriculum
development;
 Explain the connection of evaluating to planning in curriculum
development;
 Understand the connection between planning and Implementing and
evaluating in the curriculum process.

Does Curriculum Development end up with evaluation? Yes,
according to some models presented by Hilda Taba and Ralph Tyler.
However, since curriculum development is a continuous process, it can
also viewed like a PIE. Planning. Implementing, and Evaluating (PIE) is
a cyclical process which means that after evaluating, the process of
planning starts again.

The Evaluation Cycle: The Connections
Planning, Implementing and Assessing are three processes
in curriculum development that are taken separately but are connected
to each other. The cycle continues as each is embedded in a dynamic
change that happens in curriculum development
Key Idea: Planning is an initial step in curriculum development.
Planning is an initial process in curriculum development. It

includes determining the needs though an assessment. Needs would
include those of the learners, the teachers, the community and the
society as these relate to curriculum. After the needs have been
identified, the intended outcomes are set. Intended outcomes should
be smart, specific, measurable, attainable, with result, and with in the
frame of time. Intended outcomes should be doable, achievable and
desired. After establishing these, then a curricularist should find out in
planning the ways of achieving the desired outcomes. These are ways
and means, and the strategies to achieve outcomes. Together with the
methods and strategies are the identification the support materials. All
of these should be written, and should to include the means of
evaluation.
An example of curriculum plan is a lesson plan. It is a written
document. Many planners would say: A good plan is half of the work
done. “So, in curriculum development a well written plan assures a
successful implementation.
The end product planning is a written document. Some outputs
of curriculum planning are lesson plans, unit plan, syllabus, course
design, modules, books, instructional guides, or even a new science
curriculum plan.
Key Idea: Implementing continues after planning

What should be implemented? The planned curriculum which
was written should be implemented. It has to be put into action or used
by a curriculum implementer who is the teacher. Curriculum plans
should not remain as a written document. It will become useless.
A curriculum planner can also be a curriculum implementor. In
fact, a curriculum planner who implements the curriculum must have a
full grasp of what is to be done. This is an important role of the teacher.
With a well written curriculum plan, a teacher can execute this
with the help of instructional materials, equipment, resource materials
and enough time. The curriculum implementor must also see to it that
the plan which serves as a guide is executed correctly. The skill and
the ability of the teacher to impart guide learning are necessary in the
curriculum implementation. It is necessary that the end in view or the
intended outcomes will be achieved in the implementation.
Key Idea: Evaluation follows implementation
The focus of this chapter is evaluation after planning, and

implementation was done. It is very necessary to find out at this point, if
the planned or written curriculum was implemented successfully and
the desired learning outcomes were achieve.
Curriculum evaluation as a big idea may follow evaluation
models which can be used for programs and projects. These models
discussed in the previous lesson guide the process and the
corresponding tools that will be used to measure outcomes.
However, when used for assessment of learning, which is also
evaluation, more attention is given to levels of assessment for the
levels of learning outcomes as defined by the Department of
Education, The use of the description for proficiency the learner is
described by the qualified values of the weighted test scores in a
interval scale.
Key Idea: What has been planned, should be implemented and what
has been implemented should be evaluated.

Finally the PIE. The cyclical flow of the three process in curriculum
development is very easy to remember and follow. As a curricularist,
these guiding ideas clarify our understanding that one cannot assess
what was not taught, nor implement what was not planned. PLAN then
IMPLEMENT then EVALUATE and the next cycle begins.
TAKE ACTION
Activity 1: A day in a life of a teacher in the classroom
1. Look for a teacher, who you know personality?

2. Ask her/him to answer the following;
a. What are the teaching plans that you do everyday?

Give at least three.
b. Do you implement this plans? How?
c. If you implements this plans, how do you evaluate
these?
3. After you have ask and recorded the information, write

this in a paragraph form.
Self-Reflection
Reflect the information given by the teacher in your interview above.
“Is the teacher’s life a series of planning, implementing and

evaluating? Will this improve teaching? Why?”
ASSESSMENT
Using your own idea, create a simple 4a lesson plan.

REFERENCE
Bilbao, P.B., Corpuz, B.B. & Dayagbil, F.T. (2014). Curriculum
development for teachers. Lorimar Publishing, INC. Quezon City, Metro
Manila.
PREPARED BY: CANONERO, RHEA MAE DIT-2B

PLANNING, IMPLEMENTING AND EVALUATING:
UNDERSTANDING THE CONNECTION
I. Objectives
At the end of the lesson, students should be able to:
1. Classify the roles of planning in the cycle of curriculum

development.
2. Distinguish the end products of planning in curriculum
development.
3. Create a written documents as the plan for the curriculum
implementation.
II. Subject Matter: Connection of planning Stage in implementing the

curriculum.
Learning Materials: LCD Projector, Laptop, Bond paper, Marker,

Collored Paper, Ballpen, white board Marker
Reference Material: Curriculum Development
By: Flora Tayao Bilbao Purita P. ET. Al
Publisher: Lorimar Publisher Philippines
Philippines 2014
III. Procedure:
A. Preliminary Activities:
Opening Prayer
Checking of attendance
B. Motivation/ Priming: Recall of the previous lesson

Showing of images of different Plans,

Checklist, Itinerary etc.
C. Activity: 1mins
The students will play “tic-tac-toe” – the class was already
divided into 6 each group will provide 1 representative which then
will be divided into two groups. Each member has a towel, and then
the towel will be their marker in creating a tic-tac-toe on the floor.
The first one who will create the straight towel markings will be the
winner.
Relevance of the game: to show the importance of planning in

winning a game. Just like the importance of planning in
implementing the curriculum.
D. Analysis: 10mins
1. What are the benefits of planning in implementing?

2. What are the different written plans in curriculum
implementation?
E. Abstraction: 15mins.
Presentation of the lesson on how planning helps in implementing

the curriculum
DEFINITION OF TERMS:
Planning –
PLANNING AND PREPARATION
‘One of the most important (principles of good teaching)

is the need for planning. Far from compromising spontaneity,

planning provides a structure and context for teacher and students,
as well as a framework for reflection ‘(Spencer, 2003, p. 25).
We have seen that one of the advantages of small group

teaching is that it provides opportunities for in- depth discussion,
reflection and consolidation of learning. Small group teaching is
also costly in terms of time and physical resources, so it is
important to maximize the learning that can be achieved by forward
planning and appropriate structuring of activities.
Spenser (2003, p. 25) notes that there are four fundamental

questions a clinical teaching should ask themselves when planning
a teaching session.
 Who am I teaching? The number of learners and their study level or

stage in training.
 What am I teaching? The topic or subject, the type of expected

learning (knowledge, skills, and behaviors).
 How will I teach it? Teaching and learning methods, length of time
available, location of teaching session, access to patients, internet
resources, clinical skills models, etc.
 How will I know if the students understand? Informal and formal

assessments, questioning techniques, feedback from learners.
To these we might add the following.
 What do the learners know already?
 What are the learners going on to next?

 What do the learners want to know or be able to do as a result of your
teaching? And how will I find this out?
 How will I build in flexibility to unforeseen learning needs?
Thinking point
 Can you answer the above questions for all the groups you teach? If
not, how might you find out the answers?
You will find more detailed ideas about identifying learning needs in the
assessing education needs module in this series.
It can be helpful to devise a lesson plan for each teaching session, this
may be very detailed or a simple broad-brush plan, but before the
session, you should:
 Define your aims and learning outcomes or objectives
 Think about the structure of the session and timing of activities
 Decide on the best teaching and learning methods to achieve the

learning outcome
 List content and key topics, and research more if needed
 Refine the lesson plan
 Identify learning resources and support material
 Finalize any linked assessment or evaluation.
See the lesson plan from the teachers’ toolkit

Jacques defines three steps in planning the structure of a small
discussion
Group:
Planning the structure of a small discussion group
Step 1
Consider what you want the students to learn or achieve:
The learning outcomes
Step 2
Choose a suitable set of group tasks to deliver the selected

outcomes
Step 3
Decide how to organize the small group.

Your tasks are to:
-prepare materials,
Thinking points -explain and check agreement on the tasks,
What sort of group do -monitor
you thinkthe
aredevelopment of the tasks,
the most appropriate for?
-control time boundaries.
 Small group learning in general?
 Knowledge/understanding- based learning outcomes?
 Clinical or procedural – based skills?
 Developing teamwork skills?
F. Application 10mins.
Group Activity
Write a curriculum plan. It could be in a form of:
 A Lesson plan
 Syllabus

 ModuleS
IV. Assessments: 15mins
Master your planning skills with creating your own lesson plan
objectives.
Choose a topic to teach then create the first part of a 4a- format
of lesson plan containing the Domains: Cognitive, Psychomotor,
and Affective.
V. Assignment:
You are given the chance to accomplish all your plans in 1 day.
List down you’re the activity in order of fulfillment. The priority
shall be listed first down to the least priority. Be creative and
imaginative. ! Good Luck! Note: Print it on a short bond paper.
PREPARED BY: CANONERO, RHEA MAE DIT 2B

CURRICULUM DEVELOPMENT
REFORMS AND ENHANCEMENT
Chapter Overview
In response to the long-standing crisis faced by its education
system, the Philippines has embarked on a major and comprehensive
education reform known as K to 12 which needed most the enhancement and
reform in the curriculum. In this chapter, brings you to the developments,
reforms and enhancement of curriculum.
As a future curricularist and a teacher, substantial knowledge
of some of this reform is necessary. This chapter was designed and written
with you in mind, so let’s study theme one by one.
Chapter Objective

1. explain the curriculum development, reform and enhancement;
2. describe the curricular reform in the Philippines;
3. appreciate the importance of curricular innovation.

Gearing up for the Future:
Module 6
Curriculum Reforms
The Enhanced Basic Education Act of

Lesson 1
2013 (K to 12)

Pre-Discussion
K-12 program have been implemented by the Department of

Education throughout the whole country. Philippines is continuously
getting more and more globally competitive, the K-12 program is just
another step closer to a brighter and more competitive future to all
students and professionals alike.
In this lesson you will be learning on the curricular reforms in the
Philippines. It is here to help you learn more about the implementation
of K to 12. This you will learn the curricular innovation in the
Philippines. This lesson was designed and written with you in mind, so
let’s study theme one by one. Are you ready? Get it on!
Lesson Objectives
a. talk about the importance of Senior High School;
b. present in details the factors affecting Senior High School;
c. appreciate the importance of the Senior High School.
Content of the Lessson
The enhanced basic education

program encompasses: – One (1) year of
kindergarten education, – six (6) years of
elementary education, – six (6) years of
secondary education, in that sequence.
Secondary education includes four (4) years
of junior high school and two (2) years of
senior high school education. For
kindergarten and the first three (3) years of

elementary education, instruction, teaching
materials and assessment shall be in the
regional or native language of the learners.
Why K to 12
K-12 program Makes the Philippine education system par with the
international standard of 12- year
basic education thereby
contributing to a better
educated society capable of
pursuing productive employment,
entrepreneurship, or higher
education studies. After going
through kindergarten, elementary,
junior high and a specialized
senior high school program, every k-12 graduate is ready to go into different
paths– higher education, middle level skills development or entrepreneurship.
The k-12 graduates are also expected to be equipped with 21st century skills
like information, media and technology skills, learning innovation skills,
effective communication skills, and life and career skills.
Basis of the K-12 implementation

1. Insufficient mastery of basic competencies due to congested curriculum.
The table present the national

achievement test result of 4th
year student of Mathematics
which results only 15% of the
students acquired mastery of
Mathematics competencies
while majority of the high
school students belonged to
the low mastery level

The table present the national achievement for Science which is more
discouraging since only 3% of
the 4th year high school
students mastered the
Science processes and skills.
Majority belonged to the low
mastery category and a few
were in the near mastery
level.
One of the factors that
contribute to the low
performance in achievement
test is the congested basic education curriculum. The ten (10) years would not
be enough to master the competencies. Adding two (2) years would make
possible the decongestion of the curriculum for comprehensive acquisition of
basic competencies and the 21st century skills.
2. The Philippines is the only remaining country in Asia with 10 – year basic
education program
Basic Education program puts millions of overseas Filipino

workers, esp. the professionals, and those who intended study abroad
at disadvantages. Graduate of Philippine school are not recognized as
professionals outside the country due to the lack of two (2) years of
basic education.
With K to 12, Filipino professionals would have the same competitive
edge with professionals in other countries having gone through twelve (12)
years of basic education.
Researchers on Philippine Basic Education Curriculum and their

Recommendations
Year Source Recommendation

1925 Monroe Survey Training of graduate student in agriculture,
commerce and industry because secondary
education did not students for life.

1949 UNESCO Mission Restoration of Grade VII in primary
Survey education
1950 Swanson Survey
1953 Education Act Revising the primary school system by
adding one year (Grade VII)
1960 Swanson Survey Restoration of Grade VII in primary
education
1970 PCSPE Extending primary education by one (1)
year or better prepare student who have no
plans to take up university education
1991 EDCOM Report Retaining the ten (10) year basic education
phase while institutionalizing career
counseling in primary and secondary
schools in preparation for higher education
1998 Philippine Prioritizing student learning through
Educational Sector curricular reforms, the provision of
Study (World Bank textbooks, the use of vernacular in lower
and ADB) primary grades, and the institution of a
longer basic education cycle
2000 PCER Implementing a compulsory one-year pre-
baccalaureate stage as prerequisite for
students interested in enrolling in higher
education degree programs
2006 Philippine EFA Lengthening the educational cycle by
2015 National adding two (2) years to formal basic
Action Plan education (one each for primary and high
school)
2008 Presidential Task Extending pre-university education to a
Force on total of twelve (12) years, benchmarking the
Education content of the eleventh and twelve years
with internationals programs
Employability of Filipino high school graduates

As early as Grade 7 and Grade 8, the student is made to explore at least 8
subjects in the four (4) areas of Technology and Livelihood Education (TLE)
namely: Home economics, ICT, industrial Arts and Agriculture and Fishery
Arts. In Grade 10 and 12, the student is supposed to have obtained a National
Certificate (NC) level 1 and 2 from TESDA. NCI and NCII make graduate
employable.

Section 5 of the Enhanced Basic Education Act of 2013, stipulates the
following curricular standards which the curriculum developers adhered to on
crafting the K to 12 curriculum:
a) The curriculum shall be learner- centered, inclusive and developmentally
appropriate;
b) The curriculum shall be relevant, responsive and research-based;
c) The curriculum shall be culture- sensitive;
d) The curriculum shall be contextualized and global;
e) The curriculum shall use pedagogical approaches that are constructivist,
inquiry-based, reflective, collaborative and integrative;
f) The curriculum shall adhere to the principles and framework of Mother
Tongue-Based Multilingual Education (MTB-MLE)
g) The curriculum shall use the spiral progression approach to ensure mastery
of knowledge and skills after each level; and
h) The curriculum shall be flexible enough to enable and allow schools to
localize, indigenize and enhance the same based on their respective
educational and social contexts.
Curriculum Tracks
The student after undergoing Senior High School can choose
among four tracks: Academic; Technical-Vocational-Livelihood; and
Sports track and Arts and Design track. The Academic track includes
four strands: Business, Accountancy, Management (BAM); Humanities
and Social Sciences (HUMSS); Science, Technology, Engineering,
Mathematics (STEM); and General Academic Strand (GAS)
Core Curriculum

NOMENCLA TURE / DESCRIPTION DESCRIPTION
LEARNING AREA Grades 1 to 6 Grades 7 to 10
Focused on the Ang Filipino ay
development of literacy naglalayong malinang
Integrated Language and numeracy skills and (1) kakayahang
Arts Mother Tongue and learning of komunikatibo at (2)
Filipino English concepts first in the kahusayan sa pag-
Mother Tongue from unawa at
Grades 1-3 and later pagpapahalagang
transfer to second pampanitikan ng mga
language mag-aaral.
Science education aims This course deals with
to develop scientific the basic concepts in
literacy among students Biology, Chemistry,
that will prepare them Physics and
Science to be informed and Earth/Space Science.
participative citizens The course is focused
who are able to make on the development of
judgments and awareness and
decisions regarding understanding of
applications of scientific practical everyday
knowledge that may problems that affect the
have social, health, or learners’ lives and
environmental impacts. those around them.
Elementary It includes key concepts
mathematics covers and principles of
basic concepts and number sense,
ideas, skills and measurement, algebra,
Mathematics processes on numbers geometry, probability
and number sense- and statistics as
geometry, applied, using
measurement, patterns appropriate technology,
and algebra, probability in critical thinking,
and statistics as enlist, problem solving,

using appropriate reasoning,
technology in critical communicating, making
thinking, problem connections,
solving, reasoning and representations and
decision in real life. decision in real life.
Ito ay asignatura na Ito ay naglalayong
nagtuturo ng mga tumalakay sa
Araling Panlipunan konsepto sa kasaysayan ng Pilipinas
pananagutang gamit ang sipi ng mga
pansarili, pamilya, piling primaryang
kapwa, bansa/daigdig sanggunian mula sa
at diyos; pananagutan iba’t ibang panahon at
para sa kabutihang uri; at magpamalas ng
panlahat upang malalim na pang-
mamuhay nang may unawa sa pangunahing
kaayusan, katiwasayan, kaisipan at mga
kaunlaran tungo sa napapanahong isyu sa
kaligayahan ng tao. pag-aaral ng
Edukasyong kasaysayan ng Asyano
Pantahanan At Edukasyong Edukasyong
Pangkabuhayan Pantahanan at Pantahanan at
(EPP) / Technology Pangkabuhayan Pangkabuhayan
and Livelihood develops knowledge, develops knowledge,
Education (TLE) skills, values and skills, values and
attitude in Agriculture attitudes in Agriculture
Entrepreneurship and Entrepreneurship and
Information Information
Communication Communication
Technology (ICT), Technology (ICT),
Home Economics and Home Economics and
Industrial Arts than can Industrial Arts than can
help improve self, help improve self,
family and community family and community
life considering life considering

sustainable sustainable
development. development.

Music Program focuses Music and Art deal with
on the learner as the the study of man’s
recipient of the aesthetic expressions
knowledge, skills, and through sounds and
values necessary for visuals mirroring the
Music, Art, Physical artistic expression and sentiments and ideas of
Education and Health cultural literacy. society and culture, and
(MAPEH) The Art Program contributing to the
provides our Filipino development of
learners with art individual and collective
experiences that identity.
include recognizing, The health program
creating, appreciating, deals with physical.
and critiquing their own Mental, emotional,
artistic works and the social, moral and
works of others. spiritual dimensions of
Physical Education and health that enable
Health (MAPEH) . The learners to acquire
Physical Education essential knowledge,
Program is anchored attitudes and skills
on the tenet “Move to necessary to promote
Learn and Learn to good nutrition, prevent
Move” with ultimate and control diseases to
goal of achieving life maintaining and
long fitness. The Health improving personal,
Program focuses on the family, community,
physical, mental, national and global
emotional, social, moral health.
and spiritual The health program
dimensions of health deals with physical.

Mental, emotional,
social, moral and
spiritual dimensions of
health that enable
learners to acquire
essential knowledge,
attitudes and skills
necessary to promote
good nutrition, prevent
and control diseases to
maintaining and
improving personal,
family, community,
national and global
health.
Edukasyon sa Ang Edukasyon sa Ang Edukasyon sa
Pagpapakatao ay
Pagpapakatao (EsP) Pagpapakatao (EsP) ay
naglalayong malinang
asignaturang bahagi ng at mapaunlad ang
kakayahan ng mga
K to 12 na gagabay at
mag-aaral sa moral na
huhubog sa mga pagpapasya at
paggawa ng mga
kabataan. Ang tunguhin
pasyang batay sa
o outcome ng EsP ay idinidikta ng tamang
konsensya. Ang
kabataang nagpapasya
nilalaman at istractura
at kumikilos nang ng Edukasyon sa
Pagpapakatao ay
mapanagutan tungo sa
nakaangkla sa
kabutihang panlahat. dalawang disciplina:
Ethics at Career
Guidance.
The Senior High School Curriculum

The Senior High School
Curriculum
ACADEMIC TRACK
The academic track has
four strands namely:
1. Science, Technology,
Engineering and Math
(STEM);
2. Humanities and Social
Sciences (HUMSS);

3. Accounting Business and Management (ABM); and
4. General Academic Strand (GAS).
TEC-VOC TRACK
The tec-voc track has four strands namely:
1. Home Economics (HE);
2. Information and Communication Technology (ICT);
3. Agri-Fishery Arts; and
4. Industrial Arts.
SPORTS
ARTS & DESIGN TRACK
Core Subject
Language Oral Communication

Reading & Writing
Komunikasyon at Pananaliksik sa
Wikang Filipino at Kulturang Pilipino9
Pagbasa at Pagsusuri ng Iba’t Ibang
Teksto Tungo sa Pananaliksik
Humanities 21st Century Literature from the
Philippines and the World
Contemporary Philippine Arts from the
Regions
Communication Media & Information Literacy
Mathematics General Mathematics
Statistics & Probability
Science Earth and Life Sciences Lecture and
Laboratory
Physical Sciences Lecture and
Laboratory
Social Science Personal Development / Pansariling
Kaunlaran Understanding Society &
Culture

Philosophy Intro to Philosophy of the Human
Person/Pambungad sa Pilosopiya ng
Tao
PE and Health Physical Education and Health
Contextualized Subjects
Academic Track Tech-voc, Sports, Arts and Design

Tracks
English for Academic and English for the Professions
Professional Purposes
Introduction to Research Methods – Research Skills 1
Quantitative
Introduction to Research Methods – Research Skills 2
Qualitative
Filipino course Mga Diskurso sa Trabaho
ICT for Learners ICT applications
Entrepreneurship Entrepreneurship
Research Project Research Project / Culminating
Activity
1. Applied Economics
2. Business Ethics and Social
Responsibility
3. Fundamentals of Accountancy,
Business and Management 1
4. Fundamentals of Accountancy,
Business and Management 1
5. Business Math
6. Business Finance
7. Organization and Management
8. Principles of Marketing
9. Work Immersion/Research/Career
Advocacy/Culminating

1. Pre-Calculus
2. Basic Calculus
3. General Biology 1
4. General Biology 2
5. General Physics 1
6. General Physics 2
7. General Chemistry 1
8. General Chemistry 2
9. Work
Immersion/Research/Career Advocacy/Culminating Activity
1. Creative Writing
2. Creative Non-Fiction: The Literacy
Essay
3. World Religions and Belief Systems
4. Trends, Networks and Critical
thinking in the 21st Century
5. Philippine Politics and Governance
6. Community Engagement, Social
Participation and Citizenship
7. Disciplines and Ideas in the Social
Sciences
8. Disciplines and Ideas in the Applied
Sciences
9. Work Immersion/Research/Career Advocacy/Culminating Activity
1. Humanities 1
2. Humanities 2
3. Social Science 1
4. Applied Economics
5. Organization and Management
6. Disaster Readiness and Risk Reduction

7. Elective 1 (from any track/strand)
8. Elective 2 (from any track/strand)
1. Safety and First Aid

2. Human Movement
3. Fundamentals of Coaching
4. Sports Officiating and Activity
Management
5. Fitness, Sports and Recreation
Leadership
6. Psychosocial Aspects of Sports
and Exercise
7. Fitness Testing and Exercise
Programming
8. Practicum (in-campus)
Special courses in Academic Track
Liberal Arts HUMSS BAM STEM

Literature 1 Literature 1: Applied Pre-Calculus
fiction and Drama Economics 1
Humanities 1 Literature 2 Applied Basic Calculus
Economics 2
Social Science 1 Humanities 1: Accounting 1 General
Popular Art as Chemistry 1
Text
Economics 1 Humanities 2 Accounting 2 General
Chemistry 2
Organization and Foreign Business Math Foreign
Management Language 1 General Physics Language 1
Education 1

Foreign Education 2 / Business Finance General Physics
Language 1 Foreign 2
Language 2
Applied Science Social Science 1 Organization and General Biology
Management 1
Pre-Calculus Social Science 2 Principles of General Biology
Marketing 2
Work Immersion Research Career Advocacy Culminating
Activity
1. Introduction to Applied Arts

and Design Production
2. Introduction to Performing Arts
3. Understanding Elements and
Principles of the Different Arts
4. Work Environment in Various
Arts Fields
5. Developing Filipino Identity in
the Arts
6. Leadership and Management
in Different Arts Fields
7. Apprenticeship and Exploration
of Different Arts
8. Apprenticeship and Exploration
of Different Arts Fields
(Production and Performing:
Music, Dance and Theater)

9. Apprenticeship and
Exploration of Different Arts
Design Production (Media
Arts, Visual Arts and Literary
Arts)
1. Safety and First Aid

2. Understanding Human Movement
3. General Coaching Course
4. Sports Officiating
5. Fitness Leadership
6. Sports/Recreation/Fitness Management
7. Student-Athlete Enhancement and Formation 8. Fitness Testing and
Exercise Prescription
9. Recreation Leadership
SUMMARY
The K to 12 covers Kindergarten and 12 years of basic education. The
program aims to provide sufficient time for mastery of concepts and skills,
develop lifelong learners, and prepare graduates for tertiary education,
middle-level skills development, employment, and entrepreneurship.
Students in Grades 1 to 10 will experience an enhanced, context-
based, and spiral progression-learning curriculum with the following
subjects:
 Mother Tongue
 Filipino
 English
 Mathematics
 Science
 Araling Panlipunan
 Edukasyon sa Pagpapakatao (EsP)
 Music
 Arts
 Physical Education
 Health
 Edukasyong Pantahanan at Pangkabuhayan (EPP)
 Technology and Livehood Education (TLE)

Grades 11-12 (Senior High) Core curriculum will be taught, along
with a Specific Track chosen by the student.
There are seven learning areas under the Core Curriculum:
 Languages
 Communication
 Literature
 Math
 Natural Sciences
 Philosophy
 Social
ENRICHMENT
 Make a reflection on what you have learned in this topic, The
Enhances Basic Education Act of 2013 (K to 12)
ASSESSMENT
1. What is the impact of K to 12 in the Philippine Education?
2. What is the main goal of the K to 12 curriculum?
3. What are the advantages and disadvantages in the implementation of K
to 12 curriculum?
REFERENCES
Bilbao, P. P., Corpuz, B. B., & Dayagbil F. T. (2015). Curriculum Development for
Teachers. Quezon City: Lorimar Publishing, INC.
Prepared by:
Salve Jean Suropia & Genelyn Mallo

Semi-Detailed Lesson Plan in K-12 curriculum
Genelyn Mallo
I.Objectives
At the end of this lesson the student
1. Define the K-12 program.
2. Understand the K-12 implementation.
3. Explain the advantage of graduate in K-12 curriculum. t can:
II. Subject matter

Topic: the ENHANCE BASIC EDUCATION ACT OF 2013
Reference: Curriculum development for teacher.
Materials: Laptop, Projector
III. Procedure
A .REVIEW
-Ask the Class about the previews lesson
-What they learn in the previous lesson
-Ask the students if they really understand the past lesson.
B. Motivation
- Introduce the games “Guess the Words” game by guessing a
sample
- Play the Guess the word game
- Let the students guess the word
- Ask someone from the class to guess the word.
C. Activities
- Divide the class into the three groups
-Each group will follow the instruction given in the activity
-The teacher will check the work of each group.

D. abstraction
Proceed to the nest Lesson where in The K-12 Curriculum
Ask the learner about their Ideas in K-12 Curriculum
Introduce the K12 Curriculum
Discuss the K-12 Programs, Cover and the Bases of the K-12
Curriculum Implementation.
E. Application
Let the student read the question on the screen and let them
answer each number.
IV. Assessment: Essay

Direction: In one half sheet of paper explain the following:
1. Why the Department of Education Pursuing the K-12 Implementation
even though there’s a lot of issues?
2. The K-12 Curriculum is really Help to the Filipino people? Yes or no
defend youre answer.
V. Assignment
In one half sheet of paper:
Write your Opinion about the Enhance Basic Education (K-12 Curriculum).
3. Study you’re lesson for our long quiz next meeting.
Lesson Plan
The Enhanced Basic Education Act of 2013 (K to 12)
Instructor: Salve Jean B. Suropia
Objectives:
At the end of the lesson, the students are expected to:
a. talk about the importance of Senior High School;
b. present in details the factors affecting Senior High School;
c. appreciate the importance of the Senior High School.
Learning Content:
Topic: The Senior High School Curriculum
Reference: Curriculum Development for Teachers

Materials: Laptop, Projector, Activity sheets
Learning Task:
1. Prayer
2. Greetings
3. Checking of the Attendance
4. Unlocking of Difficulties
5. Motivation - (An anecdote about a growing plant…referring to
the implementation of Senior High School Curriculum)
 From the story, what refers to the fruits of the tree in
education?
 What we are going to do with the repined fruits?
B. Development of the lesson
Activity:
 Unscrambled the letters to form a track.
Abstraction:
 This are the different track offered in the Senior High

School Curriculum:
1. Science, Technology, Engineering and Math (STEM);
2. Humanities and Social Sciences (HUMSS);
3. Accounting Business and Management (ABM); and
4. General Academic Strand (GAS)…Etc…
* The teacher will explain the different tracks and strands
in Senior High School Curriculum.
Analysis:
 Identify what the statements refers to:

1. This track goes with specialization in sciences and
mathematics.
2. This track specializes in world religion and belief

systems with creative writing
3. This goes with the study of fundamentals of

accountancy, business and management.
4. This goes with disaster readiness and risk reduction.
5.This track goes with fitness sports and recreation

leadership.
Application:
 Self-evaluation to determine the appropriate track fitted

for their self.
Generalization:
Summarize the lesson discussed.
Assignment:
 Let the student look for a picture on different jobs and

describe the picture in ten sentences.

MODU OUTCOME-BASED-EDUCATION: BASIS FOR
ENHANCED TEACHER EDUCATION
Module 7 CURRICULUM
Module Overview
What matters today is that, good education and training has
become one of the key aspects of the requirements for being successful in
life. Therefore, good education and training should not only be of an academic
nature, but it should also prepare learners adequately for the work place. And
that is what Outcome-Based Education for.
Outcome-Based Education (0BE) became the fundamental

philosophy of higher education in the Philippines lately. All curricula including
of teacher education will be anchored on the concept of OBE in terms of
course designing, instructional planning, teaching and assessing students
learning. OBE becomes a big help for the teachers to be more effective in the
teaching-learning process.

This module will give you the opportunity to understand what
OBE is all about and relate the same to teacher education curriculum as
future teachers.
Objective
 Understand what OBE is all about
 Analyze the influence of OBE in the teacher education curriculum
 Reflect on the future teacher education curriculum in the light of OBE
 Appreciate the importance of OBE in the teaching-learning process
Lesson 1
Outcome-Based-Education: Basis for Enhanced Teacher Education
Curriculum.
PRE-DISCUSSION
Teaching in the 21st century is very challenging; it demands a
higher quality and standard education. In order to meet the educational
demand, educators come up with new strategies and approaches that
could help the teaching-learning process. Outcome-based education is
a model of education that rejects the traditional focus on what the
school provides to students, in favor of making students demonstrate
that they "know and are able to do" whatever the required outcomes
are.
OBE is simply the establishment of expected goals or outcomes

for different levels of elementary-secondary education, and a

commitment to ensuring that every student achieves at least those
minimum proficiencies before being allowed to graduate. Now a days
students became more involve and responsible in their learning.
Outcome-based education keeps learner at the center of education
system and its emphasis on skill and knowledge oriented development
of the learner.
LESSON OBJECTIVE
At the end of the lesson the student can:

1. Adjust the strengths and weaknesses to further develop their knowledge
and skills.
2. Set up to succeed and improve their knowledge and skills.
3. Yields students to become outputs rather than inputs.

Lesson 1: Outcomes Based Education for teacher preparation
curriculum.
Definition of Outcomes Based Education clearly focusing and organizing in

educational system around the essential for all the student to do successfully
at the end of their learning experience. (W.Spady).
Four Essential Principles of OBE:
Principle 1: Clarity of focus.

Teacher should bear in mind that the outcome of teaching is
learning.
Teacher and student should have a clear picture in min

d what knowledge, skills values must be achieved.
Principle 2: Designing Backwards.

At the beginning of the learning outcomes has to be clearly defined.
This means that planning implementing (teaching) and assessing should be
connected to the outcomes.
Principle 3: High Expectation.

Challenging standard of performance will encourage to learn better.
Parallel to the Thorndike’s law of effect which says that success reinforces
learning, motivates, builds confidence and encourage learners to do better.
Principle 4: Expanded Opportunities.

Learners develop inborn potentials if corresponding opportunities and support
are given to nurture.
Teaching- learning OBE

Teaching is teaching if learners learn. Learning is measured by its outcome.
How then should teaching- learning be done in OBE?
 Teacher must prepare student adequately.
 Teacher must create positive learning environment.
 Teachers must use a variety of methods.

Assessment of Learning Outcomes in OBE
1. Assessment procedure should be valid.

2. Assessment procedure should be reliable.
3. Assessment procedure should be fair.
4. Assessment procedure should reflect the knowledge and skills that are
important to the students.
5. Assessment should tell both teacher and student how student are
progressing.
6. Assessment should support every student’s opportunity to learn things
that are important.
7. Assessment should allow individually or uniqueness to be
demonstrated.
8. Assessment should be comprehensive to cover a wide range of learning
outcomes.
Learners Responsibility for Learning.

Student’s are responsible for their own learning and progress.
Common question that will guide student as they learn under the OBE
Curriculum framework.
As a student,
1. What do I have to learn?
2. Why do I have to learn it?
3. What will I be doing while I am learning?
4. How will I know that I am learning?
5. Will I have any say in what I learn?
6. How will I be assessed?
SUMMARY
OBE is more of a philosophy than a uniform set of practices.
Clarity of focus (having specific outcomes gives a strong
sense of purpose to everything teachers and students do).
Designing Backwards, (when planning curriculum, educators
start with the outcomes and work backwards; when planning
instruction, teachers teach what students need to learn to demonstrate the
outcomes).
High expectations (OBE departs from traditional education in its assumption
that all students can learn well—although not in the same way and not
necessarily on the same day), an.
Expanded opportunities (students must be permitted to demonstrate their
learning in different ways, and they must have numerous opportunities to
demonstrate the outcomes, not just one. Spady calls this “grading in pencil”).
Educators who accept the OBE philosophy begin by involving teachers,

parents, citizens, and students in establishing the outcomes students are to
demonstrate. These outcomes may be traditional—in terms of subject matter
—or may include other outcomes, such as ability to communicate in a variety
of forms, or the ability to perform life roles, such as “creators and producers.”
ENRICHMENT
 Group yourselves into 4 groups and dramatize the difference between
traditional view of education and OBE.
ASSIGNMENT
 In one half sheet of paper list all the advantages and disadvantages of
OBE as a student.
REFERENCES
• Brandt, R. (1994). “On Creating an Environment Where All Students
Learn: A Conversation with Al Mamary.” Educational Leadership 51, 5:
18–23.
• Spady, W. (1994). “Choosing Outcomes of Significance.” Educational
Leadership 51, 5: 18–23.

Lesson Plan In Outcome-Basic-Education: Basis for Enhanced Teacher
Education Curriculum.
I Objectives
At the end of the lesson the student can:
Adjust the strengths and weaknesses to further develop their knowledge and
skills.
Set up to succeed and improve their knowledge and skills.
Yields students to become outputs rather than inputs.
II Subject Matter; Outcome based Education; Basis for Enhance Teacher

Education.
Material: LCD Projector. Laptop, Pencil, White Board Marker.
References Materials;
Brandt, R. (1994). “On Creating an Environment Where All Students Learn:
A Conversation with Al Mamary.” Educational Leadership 51, 5: 18–23.
Spady, W. (1994). “Choosing Outcomes of Significance.” Educational
Leadership 51, 5: 18–23.

III Procedure.
Preliminary Activities
Opening Prayer
Checking of Attendance
A. Motivation/ Priming: Recall The previous lesson on implementing a K

TO 12 program The enhanced basic education act of of 2013.
B. Activity. The student will group themselves into 5 groups and they will
play message relay the fastest and the group that get the correct
message is the winner.
C. Analysis.
 Each Group will discuss the principle of outcome based education in

the Philippines.
D. Abstract Lesson Proper.
OBE is more of a philosophy than a uniform set of practices. Clarity

of focus (having specific outcomes gives a strong sense of purpose to
everything teachers and students do).
Designing Backwards, (when planning curriculum, educators start
with the outcomes and work backwards; when planning instruction,
teachers teach what students need to learn to demonstrate the
outcomes).
High expectations (OBE departs from traditional education in its
assumption that all students can learn well—although not in the same
way and not necessarily on the same day), an.
Expanded opportunities (students must be permitted to
demonstrate their learning in different ways, and they must have
numerous opportunities to demonstrate the outcomes, not just one.
Spady calls this “grading in pencil”). Educators who accept the OBE
philosophy begin by involving teachers, parents, citizens, and students
in establishing the outcomes students are to demonstrate. These

outcomes may be traditional—in terms of subject matter—or may
include other outcomes, such as ability to communicate in a variety of
forms, or the ability to perform life roles, such as “creators and
producers.”.
F. APPLICATION.
The learners will create their own criteria for goals and objectives for their
future Career.
IV Evaluation
Answer the following questions
1. What is Out Come Based Education?
2. In an OBE classroom, all activities are designed to _____.?
3. What is the primary purpose of evaluating an OBE training system?
4. Give the four principle of Outcome Based Education.?
V. Assignment
Using the internet browse your own example of Outcome Based Education
Principle and connect it in your future goals.
Prepared by:
Betalac, Billy Jay O. DIT 2-
Lesson Plan
In
Curriculum Development and Preparation of Curriculum Materials

I. OBJECTIVES:
At the end of the lesson, the students should be able to:
a.) Identify the key points in teaching-learning in OBE;
b.) Create an assessment that is based on the OBE guidelines;
c.)Appreciate the importance of OBE in the student‘s learning
process.
II. SUBJECT MATTER

A. Topic: Outcome-Based Education: Basis for Enhanced Teacher
Education Curriculum
B. Materials: Laptop, Projector
III. PROCEDURE
A. Preparation
1. Prayer
2. Greetings
3. Checking of Attendance
4. Setting of Standard
 Sit down properly;
 listen attentively to your teacher;
 raise your hand in answering or in asking questions;
 don’t use gadgets when not necessary.
B. Motivation
The teacher will present a video-clip presentation showing the shift

of teaching and learning from traditional view to OBE view.

-What did you observe about the video presented?
-What do you think our lesson for today?
C. Presentation
Additional key points in teaching-learning OBE which shows the

shifts from traditional to an OBE view:
FROM TRADITIONAL VIEW TO OBE VIEW
Instruction Learning
Inputs and Resources Learning Outcomes
Knowledge is transferred by the teacher Knowledge exists in
the mind of the learner
Teacher dispenses the knowledge Teachers are designer
of methods
Teacher and student are independent and in Teacher and student
isolation work in teams
ASSESSMENT OF LEARNING OUTCOMES IN OBE

1. Assessment procedure should be valid.
2. Assessment procedure should be reliable.
3. Assessment procedure should be fair.
4. Assessment procedure should reflect the knowledge and skills that are
important to the students.
5. Assessment should tell both teacher and student how student are
progressing.
6. Assessment should support every student’s opportunity to learn things that
are important.
Assessment should allow individually or uniqueness to be demonstrated.
Assessment should be comprehensive to cover a wide range of learning
outcomes.

LEARNERS RESPONSIBILITY FOR LEARNING
Students’ are responsible for their own learning and progress. It is only the
learner himself/herself who can drive himself to learn, thus learning is a
personal matter. Teachers can only facilitate that learning, define the learning
outcomes to be achieved, and assist the students to achieve those outcomes.
Common question that will guide student as they learn under the OBE
Curriculum framework:
As a student,
 What do I have to learn?
 Why do I have to learn it?
 What will I be doing while I am learning?
 How will I know that I am learning?
 Will I have any say in what I learn?
 How will I be assessed?
D. APPLICATION
The teacher will group the students into two, each group will choose either
traditional or OBE form of teaching. They will be having a debate if what form
of teaching is most effective in the learning of the students.
E. GENERALIZATION
Primary Questions: What have you learned from our lesson for today?
Why students are responsible of their learning?
Why is OBE important in the teaching-learning process?
IV. ASSESSMENT
ESSAY: Answer all questions in at least 5 sentences (10 pts. each).

1. Explain the importance of OBE.
2. Do you believe that students are responsible with their own learning?
Explain why.
3. Why is assessment important in the learning process?
V. ASSIGNMENT

Create an assessment based on the OBE guidelines.
Prepared by:
Shyleen V. Barilla
Lesson 2 Enhanced Teacher Education Curriculum Anchored

OBE
Pre-Discussion
Outcome-Based Education means clearly focusing and organizing

everything in an educational system around what is essential for all
students to be able to do successfully at the end of their learning
experiences. This means starting with a clear picture of what is
important for students to he able to. Then organizing curriculum,
instruction, and assessment to make sure this learning ultimately
happens.
There is a need for tertiary education to provide both professional
knowledge/skills and all-round attributes to the graduates so as to enable
them to face the diversified yet global demands of the 21st century society.
This lesson will give you emphasizes about OBE on what is expected from the
learner to finally achieve when they complete their course rather than how
they achieved it. Outcome based education is defined as an approach to
education in which decisions about the curriculum are driven by the outcomes
the learner should display by the end of the course- professional knowledge,
skills, abilities, values and attitudes- rather than on the educational process

Lesson Objectives
● Understand the teacher education curriculum embrace in the philosophy, system and
classroom practices of Outcome Based Education.
● ∙ Analyzed the future teacher education curriculum in the light of Outcome Based
Education.
● ∙ Demonstrate the classroom practice of Outcome Based Education.
Content of the Lesson
Teacher Education Curriculum Anchored on OBE

What could be a teacher education curriculum that anchors itself on
outcomes based education? What would be the features of this curriculum
that could address and future concerns of basic education? What
competencies must one acquire to be able to address these concerns?
How will these competencies enhance the attributes of a teacher
education graduate. These questions and many more shall be addressed
in the content of this lesson.
1. Desired Outcomes of the Teacher Education Program (Ideal

Graduate of Teacher Education Program Competencies)
Questions like: What kind of teacher do we desire to
graduate in the future? What kind of teacher will you be? What
qualities will you possess?
To address these questions, it is necessary that the desired
competencies and outcomes of the teacher education curriculum be
clearly stated. These competencies will guide teacher education
programs on what product do they desire at the end of the college
education. What are the attributes of the Ideal Graduate?
Recognizing the demand of K to 12, the framework of the
National Competency-Based Teacher Standards (NCBTS) and
global requirements of ASEAN 2015, a need to harmonize the
teacher competencies is very critical. With OBE, these
competencies will form the desired outcomes of the teacher
education program.

With the current imperatives of the 21 st century, the teacher
education curriculum must emphasize teacher’s values, skills and
knowledge that are fundamental to good teaching. The roles and
responsibilities of teachers should be viewed collaboratively with
other professionals because of new job opportunities. Teachers
may not remain in the classrooms but may take on tasks as course
designers, program evaluators, training specialists, and other which
are also related to teaching.
Competencies for all Future Teachers in the Teacher Education
Curriculum
It is desired, that all graduates of any teacher education program
should have the following competencies to be ready to teach in the
classroom. Here are the suggestion based on CMO 30. S. 2004 and the
NCBTS
1. Demonstrate basic and higher levels of literacy for teaching and
learning
2. Demonstrate deep and principled understanding of the teaching and
learning process
3. Master and apply subject matter content and pedagogical principles
appropriate for teaching and learning
4. Apply a wide range of teaching related skills in curriculum
development, instructional material problem, learning assessment and
teaching delivery 5. Articulate and apply clear understanding of how
educational processes relate to political, historical, social and cultural
context
6. Facilitate learning in various classroom setting diverse learners
coming from different cultural backgrounds
7. Experience direct field and clinical activities in the teaching milieu as
an observer, teaching assistant or practice teacher.
8. Create and innovative alternative teaching approaches to improve
student learning
9. Practice professional and ethical standards for teachers anchored
for both local and global perspectives

10.Pursue continuously lifelong learning for personal and professional
growth as teachers
With the enumerated intended outcomes, the future teachers
should be aware of the outcomes they should become.
Using the National Competency-Based Standards as a frame,
as a global Filipino teacher let us analyze the intended
competencies/outcomes that are addressed by the different NCBTS
domains. (TCSE Progress Report, 2013)
Teacher Standards Outcomes Domains Addressed in NCBTS
❖ Uses specialized knowledge and ❖ Diversity of learners

skill in a variety of school context ❖ Learning Environment
and in diverse students background ❖ Curriculum
❖ Applies inquiry with the use of ❖ Diversity of Learners

research approaches and ❖ Planning, Assessing, and
utilize Reporting
evidence-based knowledge to ❖ Personal Growth and
improve teaching. Professional Development
❖ Social Regard for Learning
❖ Self-directs continuous learning ❖ Personal Growth and

related to own expertise for Professional Development
enhancement of students outcomes ❖ Social Regard for learning
and strengthening of professional
identity.
❖ Maximize the involvement of ❖ Community Linkages

education stakeholders and non
education
communities to work in
collaboration for relevant
educational reforms

From the identified competencies, standards and outcomes the
IDEAL GRADUATE of the teacher education program as a new breed of
TEACHER are:
∙ Multi-literate
∙ Reflective
∙ Master subject content
∙ Highly Skilled
∙ Sensitive to issue
∙ Multicultural
∙ Innovative
∙ Highly professional
∙ Lifelong learner
2. Teacher Education Curriculum: An Example

What kind of teacher education curriculum can develop such
competencies in colleges of education or teacher education
departments?
Using the OBE framework, the competencies previously
stated are now translated into outcomes. These are the outcomes
we need to see in every graduate.
Teacher Education Program Outcomes

At the end of the degree plan for elementary or secondary teaching,
the future teacher must have:
❖ Demonstrated basic and higher levels of literacy for teaching and
learning. ❖ Demonstrated deep and principled understanding of the
teaching and learning process.
❖ Mastered and applied the subject matter content and pedagogical
principles appropriate for teaching and learning.
❖ Applied a wide range of teaching related skills in curriculum
development, instructional material production, learning
assessment and teaching delivery.

❖ Articulated and applied clear understanding of how educational
processes relate to political, historical, social and cultural
context.
❖ Facilitated learning in various classroom setting diverse learners
coming from different cultural backgrounds.
❖ Experienced direct field and clinical activities in the teaching milieu as
❖ Created and innovated alternative teaching approaches to improve
student learning.
❖ Practiced professional and ethical standards for teachers anchored for
both local and global perspectives.
❖ Pursued continuously lifelong learning for personal and professional
growth as teachers.
Content and Pedagogy to Achieve the Outcomes
Having identified the outcomes of the program, how will universities,
schools and departments form the
future teachers?
The following impacting teaching quality

and student learning to achieve the
outcomes.
1. Course or Degree Contents- To

become a teacher, a college degree is
required. A degree is made up of
courses or subjects which are clustered as general education courses,
professional education courses and major or specialized subject courses.
There are similarities as well as differences in the required number of

subjects and courses that are recommended for teachers in the
elementary and secondary level teaching.
Let us look at the examples:

Elementary Level Teaching for K to Grade 6- General
Education Courses, Professional Teacher Education
Courses, Areas of Specialization or Additional Subjects in a
Specialized Field.
Secondary Level Teaching for Grade 7-10 (Junior
High)- General Education Courses, Professional Teacher
Education Courses, Major Discipline (English, Math,
Science, others)
Secondary Level Teaching for Grade 11-12 (Senior
High School)- General Education Course, Professional
Teacher Education Courses, Major Discipline (higher level of
contents)
There are common courses for both levels of
teaching. In the professional teacher education courses, both
will have almost the same with one or two courses that are
different to address the context of the grade level they will
teach.
Illustrative Example of Probable Subjects in the Professional

Teacher Education
For all future teachers in K to 12 (elementary and secondary levels)
A. Foundation Courses
⮚ Child and Adolescent Learners and Learning
Principles
⮚ The Teacher and Society
⮚ The Teaching Profession
⮚ School Culture and Organizational Leadership
⮚ School-Community Linkages
⮚ Foundations of Special and Inclusive Education
B. Pedagogical Content Knowledge Courses
⮚ Facilitating Learner-Centered Teaching and Learning
⮚ Assessment of Learning
⮚ Technology for Teaching and Learning
⮚ The teacher and the School Curriculum

⮚ Building and Enhancing Literacy Skill Across the
Curriculum
⮚ Content and Pedagogy of the Mother Tongue
(Elementary level only) ⮚ Teaching the Major Field
Subjects (Secondary level only)
C. Major Courses for the Secondary and Selected Subject Area
Content for the Elementary
D. Experiential Learning Courses
❖ Field Study Courses (Field Observations)
❖ Practice Teaching (Classroom Observation, Teaching
Assistance, Full immersion)
These subjects are coherent and integrated with each other
to create and achieve almost seamless experience of learning to
teach. Bringing together theory into practice, faculty teaching the
content, also supervise student teachers in the field. Pedagogical
Content Courses (PCK) bring together courses that treat them
holistically.
There will also be an integration with the academic courses
and the practicum courses to allow students to learn from the
experts in the field. This will enhance collaborative relationships
with the academe and the schools.
2. Methods of Teaching and Teaching Delivery Modes
The methods
of teaching
should be
varied to
address the
different kind
of learners.
Time-tested methods as well as current and emerging strategies shall
be utilized. These should be student-centered, interactive, integrative,
and trans-formative. Courses should enhance the concept of “learning

how to learn” for future teachers. The methods of teaching should
replicated what should be used in the work place or schools.
The delivery modes may vary from the traditional face-to-face, on
line, anled experiential learning, approaches. When these modalities are
combined in one course, it is called blended approach.
The use of technology for teaching and learning in all subject areas
is encouraged so that every future teacher will develop skills to be ready to
guide future learners, most of whom are digitally skilled.
A very strong field-base experience in teacher education where a
pre-service teacher students are immersed to the actual classrooms is
necessary. This will be enable the students to gain experiential learning
through observation, eaching assistant ship and practice teaching.
Whatever methods of teaching or delivery modes to be used by the
teachers are clearly written in a course design or syllabus prepared by the
faculty and shared to the students.
3. Assessment of Learning
Refers to strategies designed to confirm what students know, demonstrate
whether or not they have met curriculum outcomes.
College learning shall be
assessed in similar manner as
all other means of assessment.
It has to be remembered that in
the Philippine Qualifications
Framework (PQF) there are
three levels of competencies that
all undergraduate students
should possess as evidence of
their learning outcomes.
This refers to Level 6 of the PQF which is described as :
Level 1 – Knowledge, Skills and Values

Level 2 – Application of KSV

Level 3 – Degree of Independence.
Every subject has established a set of desired learning outcomes to be

achieved, at the end of the course. These learning outcomes should be
evaluated so as to confirm if they have be achieved.
For example, in a subject Curriculum Development, the desired

course outcomes are:
At the end of the semester, the students must have:
1. Identified curriculum concepts that include the nature and purposes of
curriculum.
2. Discussed to the different models of curriculum and approaches to
curriculum design.
3. Explained curriculum development in terms of planning, implementing
and evaluating.
4. Described the different involvement of stakeholders in curriculum
implementation.
5. Utilized different evaluation procedures and tools in assessment of
learning outcomes.
6. Explained examples of curricular reforms such as K to 12 and OBE.
7. Reflected on the value of understanding curriculum development as a
teacher.
How will we know that students have arrived or achieved the learning
outcomes enumerated above? We need to assess these, with the use of
varied assessment tools and procedure as mentioned in previous
modules. The key verbs shall be used as an assessment check to
determine the success of the course. The assessment procedure and tools
should be appropriate for the learning outcomes to be measured so as to
be valid and reliable.
Summary
Teacher quality is an important factor in determining gains in student

achievement, even after accounting for prior student learning and family

background characteristics. Predictors of teacher quality have typically
included factors such as class size, certification, type of qualification,
degrees earned, or years of experience. Another, less studied, indicator of
teacher quality is the pedagogical knowledge of teachers. Pedagogical
knowledge refers to the specialized knowledge of teachers for creating
effective teaching and learning environments for all students. This project
focuses on the pedagogical knowledge base of teachers and the
knowledge dynamics in the teaching profession in order to examine their
implications for the instructional process and to derive evidence-based
suggestions for educational policy.
ENRICHMENT
Activity #1 Answer the following questions. Write it in 1(one) whole
sheet of paper. Explain the following:
1.Desired Outcomes
2. Program Outcomes
3.Teacher Standards Outcomes
4. Domains Addressed in NCBTS
5.. Method of Teaching
6. Delivery Modes
ASSIGNMENT
ESSAY
1. From the identified competencies, standards and outcomes the
IDEAL GRADUATE of the teacher education program, what are the
qualities they must have as a new breed of Teacher? Why is it important?
_______________________________________________________
_______________________________________________________

_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
__________________________________________
2. How will we know that learner have achieved the learning outcomes?
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
______________________________
_______________________________________________________
_______________________________________________________
____________
REFERENCES

Bilbao, P. P., Corpuz, B. B., & Dayagbil F. T. (2015). Curriculum

Development for Teachers.: Lorimar Publishing, INC.Quezon City, Metro
Manila
https://www.scribd.com/presentation/439842468/Enhanced-Teacher
Education-Curriculum-Anchored-on https://mylesmelgarejo.blogspot.co
m/2017/03/chapter-1-outcomes-based education.html
LESSON PLAN IN EHANANCED TEACHER

CURRICULUM EDUCATION ANCHORED ON OBE
I. Learning Objectives
The learners will be able to:
 Understand the teacher education curriculum embrace the philosophy,

system and classroom practices of OBE.
 Analysed the future teacher education curriculum in the light of OBE.
 Demonstrate the classroom practices of OBE.
I. Subject Matter
Content: Lesson 2 Enhance Teacher Education Curriculum
Anchored on OBE
Materials: Research Hand-out
References: Bilbao, P. P., Corpuz, B. B., & Dayagbil F. T. (2015).
Curriculum Development for Teachers.: Lorimar Publishing,
INC.Quezon City, Metro Manila
II. Learning Activities

 Prayer
 Energizer
 Motivation- “In your own idea, what is OBE?”
III. Situational Analysis
1. What could be a teacher education curriculum that anchors itself on

outcomes-based education?
1. What kind of a teacher education curriculum can develop such
competencies in colleges of education of teacher’s education department?

a. Abstraction:
Discuss the following:
 Teacher education curriculum on OBE

 Teacher education program outcomes.
 1. Desired Outcomes of the Teacher Education Program
(Ideal Graduate of Teacher Education Program Competencies)
 To address these questions, it is necessary that the desired
competencies and outcomes of the teacher education curriculum be
clearly stated. These competencies will guide teacher education
programs on what product do they desire at the end of the college
education.
 Competencies for all Future Teachers in the Teacher Education
Curriculum
 It is desired, that all graduates of any teacher education
program should have the following competencies to be ready to teach
in the classroom. Here are the suggestion based on CMO 30. S. 2004
and the NCBTS.
 11.Demonstrate basic and higher levels of literacy for teaching
and learning 12.Demonstrate deep and principled understanding of the
teaching and learning process
 13.Master and apply subject matter content and pedagogical
principles appropriate for teaching and learning
 14.Apply a wide range of teaching related skills in curriculum
development, instructional material problem, learning assessment and
teaching delivery
 15.Articulate and apply clear understanding of how educational
processes relate to political, historical, social and cultural context
 16.Facilitate learning in various classroom setting diverse
learners coming from different cultural backgrounds
 17.Experience direct field and clinical activities in the teaching
milieu as an observer, teaching assistant or practice teacher.

 18.Create and innovative alternative teaching approaches to
improve student learning
 19.Practice professional and ethical standards for teachers
anchored for both local and global perspectives
 20.Pursue continuously lifelong learning for personal and
professional growth as teachers
 With the enumerated intended outcomes, the future teachers
should be aware of the outcomes they should become.
 Using the National Competency-Based Standards as a frame,
as a global Filipino teacher let us analyze the intended
competencies/outcomes that are addressed by the
 different NCBTS domains. (TCSE Progress Report, 2013)
Teacher Standards Outcomes Domains Addressed in

NCBTS
❖ Uses specialized knowledge and skill in a variety of ❖ Diversity of

school context and in diverse students background learners
❖ Learning
Environment
❖ Curriculum
❖ Applies inquiry with the use of ❖ Diversity of

research approaches and utilize Learners
evidence-based knowledge to improve teaching. ❖ Planning, Assessing,
and Reporting
❖ Personal Growth and
Professional
Development
❖ Social Regard for
Learning
❖ Self-directscontinuouslearning related to own ❖ Personal Growth and

expertise for enhancement of students outcomes Professional
and strengthening of professional identity. Development
learning
❖ Maximizetheinvolvementof education stakeholders ❖ Community

and non education Linkages
communities to work in collaboration for relevant
educational reforms
 From the identified competencies, standards and outcomes the

IDEAL GRADUATE of the teacher education program as a new breed
of TEACHER are:
 ∙ Multi-literate
 ∙ Reflective
 ∙ Master subject content
 ∙ Highly Skilled
 ∙ Sensitive to issue
 ∙ Multicultural
 ∙ Innovative
 ∙ Highly professional
 ∙ Lifelong learner
 2. Teacher Education Curriculum: An Example
 What kind of teacher education curriculum can develop such
departments?
 Using the OBE framework, the competencies previously stated
are now translated into outcomes. These are the outcomes we need to
see in every graduate.
 Teacher Education Program Outcomes
 At the end of the degree plan for elementary or secondary
teaching, the future teacher must have:

 ❖ Demonstrated basic and higher levels of literacy for teaching
and learning. ❖ Demonstrated deep and principled understanding of
the teaching and learning process.
 ❖ Mastered and applied the subject matter content and
pedagogical principles appropriate for teaching and learning.
 ❖ Applied a wide range of teaching related skills in curriculum
development, instructional material production, learning assessment
and teaching delivery. ❖ Articulated and applied clear understanding
of how educational processes relate to political, historical, social and
cultural context.
 ❖ Facilitated learning in various classroom setting diverse
learners coming from different cultural backgrounds.
 ❖ Experienced direct field and clinical activities in the teaching
milieu as an observer, teaching assistant or practice teacher.
 ❖ Created and innovated alternative teaching approaches to
improve student learning.
 ❖ Practiced professional and ethical standards for teachers
anchored for both local and global perspectives.
 ❖ Pursued continuously lifelong learning for personal and
professional growth as teachers.
a. Application:
Direction:
1. Each group will re-enact their assigned scenario given by the teacher
and will be given 10 minutes to prepare.
1. They have to present on how teacher education curriculum enhance
the philosophy, system and classroom practices of OBE.
IV. Evaluation
Direction:
Activity #1 Answer the following questions. Write it in 1(one) whole
sheet of paper. Explain the following:
1.Desired Outcomes
2. Program Outcomes
3.Teacher Standards Outcomes

4. Domains Addressed in NCBTS
5.. Method of Teaching
6. Delivery Modes
V. Assignment
ESSAY
IDEAL GRADUATE of the teacher education program, what are the
qualities they must have as a new breed of Teacher? Why is it important?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
2. How will we know that learner have achieved the learning outcomes?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
Prepared by: ROSAN PALMA LOSANES
LESSON PLAN IN ENHANCED TEACHER
CURRICULOM EDUCATION ANCHORED ON OBE
I. Learning Objectives
The learners will be able to:

• Understand the teacher education curriculum embrace the philosophy,
system and classroom practices of OBE;
• Analyzed the future teacher education curriculum in the light of OBE;
• Demonstrate the classroom practices of OBE.
II. Subject Matter
Content: Lesson 2:Enhance Teacher Education Curriculum
Anchored on OBE
Materials: Laptop,Projector
References: Bilbao, P. P., Corpuz, B. B., & Dayagbil F. T.
(2015). Curriculum Development for Teachers.: Lorimar
Publishing, INC.Quezon City, Metro Manila
III. Development /Presentation
A. Learning Activities
∙ Prayer
∙ Greetings
∙ Cheeking the Attendance
∙ Energizer
∙ Motivation- “In your own idea, what is the classroom
practices of OBE?”
B. Lesson Proper (4 A’s)
ACTIVITIES
Group Activity: The students will be divided into 4
groups. Each group composed of 6-7 members. They will
demonstrate the classroom practices of OBE.
ANALYSIS
1. Desired Outcomes of the Teacher Education Program (Ideal
Graduate of Teacher Education Program Competencies)
To address these questions, it is necessary that the desired
competencies and outcomes of the teacher education curriculum
be clearly stated. These competencies will guide teacher
education programs on what product do they desire at the end of
the college education.
Competencies for all Future Teachers in the Teacher Education
Curriculum

It is desired, that all graduates of any teacher education program
should have the following competencies to be ready to teach in the
classroom. Here are the suggestion based on CMO 30. S. 2004 and the
NCBTS.
11.Demonstrate basic and higher levels of literacy for teaching and
learning 12.Demonstrate deep and principled understanding of the
teaching and learning process
13.Master and apply subject matter content and pedagogical principles
appropriate for teaching and learning
14.Apply a wide range of teaching related skills in curriculum
development, instructional material problem, learning assessment
and teaching delivery
15.Articulate and apply clear understanding of how educational
processes relate to political, historical, social and cultural context
16.Facilitate learning in various classroom setting diverse learners
coming from different cultural backgrounds
17.Experience direct field and clinical activities in the teaching milieu
as an observer, teaching assistant or practice teacher.
18.Create and innovative alternative teaching approaches to improve
student learning
19.Practice professional and ethical standards for teachers anchored
for both local and global perspectives
20.Pursue continuously lifelong learning for personal and professional
growth as teachers
With the enumerated intended outcomes, the future teachers should
be aware of the outcomes they should become.
Using the National Competency-Based Standards as a frame, as a
global Filipino teacher let us analyze the intended competencies/outcomes
that are addressed by the different NCBTS domains. (TCSE Progress
Report, 2013)
Teacher Standards Outcomes Domains Addressed in

NCBTS

❖ Uses specialized knowledge and skill in a ❖ Diversity of learners
variety of school context and in diverse ❖ Learning Environment
students background ❖ Curriculum
❖ Applies inquiry with the use of ❖ Diversity of Learners

research approaches and utilize ❖ Planning, Assessing, and
evidence-based knowledge to improve Reporting
teaching. ❖ Personal Growth and
Professional
Development
Learning
❖ Self-directscontinuouslearning related to ❖ Personal Growth and

own expertise for enhancement of students Professional
outcomes and strengthening of Development
professional identity. ❖ Social Regard for
learning
❖ Maximizetheinvolvementof education ❖ Community Linkages

stakeholders and non education
communities to work in collaboration for
relevant educational reforms
From the identified competencies, standards and outcomes the

IDEAL GRADUATE of the teacher education program as a new breed of
TEACHER are:
∙ Multi-literate
∙ Reflective
∙ Master subject content
∙ Highly Skilled
∙ Sensitive to issue
∙ Multicultural
∙ Innovative

∙ Highly professional
∙ Lifelong learner
2. Teacher Education Curriculum: An Example
What kind of teacher education curriculum can develop such
departments?
Using the OBE framework, the competencies previously
stated are now translated into outcomes. These are the outcomes
we need to see in every graduate.
Teacher Education Program Outcomes
At the end of the degree plan for elementary or secondary teaching,
the future teacher must have:
❖ Demonstrated basic and higher levels of literacy for teaching and
learning. ❖ Demonstrated deep and principled understanding of the
teaching and learning process.
❖ Mastered and applied the subject matter content and pedagogical
principles appropriate for teaching and learning.
❖ Applied a wide range of teaching related skills in curriculum
development, instructional material production, learning assessment
and teaching delivery. ❖ Articulated and applied clear understanding
of how educational processes relate to political, historical, social and
cultural context.
❖ Facilitated learning in various classroom setting diverse learners
coming from different cultural backgrounds.
❖ Experienced direct field and clinical activities in the teaching milieu as
❖ Created and innovated alternative teaching approaches to improve
student learning.
❖ Practiced professional and ethical standards for teachers anchored for
both local and global perspectives.
❖ Pursued continuously lifelong learning for personal and professional
growth as teachers.
Content and Pedagogy to Achieve the Outcomes

1. Course or Degree Contents- To become a teacher, a
college degree is required. A degree is made up of courses
or subjects which are clustered as general education
courses, professional education courses and major or
specialized subject courses.
There are similarities as well as differences in the required
number of subjects and courses that are recommended for
teachers in the elementary and secondary level teaching.
Let us look at the examples:
Elementary Level Teaching for K to Grade 6- General
Education Courses, Professional Teacher Education
Courses, Areas of Specialization or Additional Subjects in a
Specialized Field.
Secondary Level Teaching for Grade 7-10 (Junior High)-
General Education Courses, Professional Teacher Education Courses,
Major Discipline (English, Math, Science, others)
Secondary Level Teaching for Grade 11-12 (Senior High
School)- General Education Course, Professional Teacher Education
Courses, Major Discipline (higher level of contents)
There are common courses for both levels of teaching. In the
professional teacher education courses, both will have almost the
same with one or two courses that are different to address the context
of the grade level they will teach.
Illustrative Example of Probable Subjects in the Professional
Teacher Education For all future teachers in K to 12 (elementary and
secondary levels) E. Foundation Courses
⮚ Child and Adolescent Learners and Learning
Principles
⮚ The Teacher and Society
⮚ The Teaching Profession
⮚ School Culture and Organizational Leadership
⮚ School-Community Linkages
⮚ Foundations of Special and Inclusive Education
F. Pedagogical Content Knowledge Courses

⮚ Facilitating Learner-Centered Teaching and Learning
⮚ Assessment of Learning
⮚ Technology for Teaching and Learning
⮚ The teacher and the School Curriculum
⮚ Building and Enhancing Literacy Skill Across the
Curriculum ⮚ Content and Pedagogy of the Mother
Tongue (Elementary level only) ⮚ Teaching the Major
Field Subjects (Secondary level only)
G. Major Courses for the Secondary and Selected Subject Area
Content for the Elementary
H. Experiential Learning Courses
❖ Field Study Courses (Field Observations)
❖ Practice Teaching (Classroom Observation, Teaching
Assistance, Full immersion)
These subjects are coherent and integrated with each other
to create and achieve almost seamless experience of learning to
teach. Bringing together theory into practice, faculty teaching the
content, also supervise student teachers in the field. Pedagogical
Content Courses (PCK) bring together courses that treat them
holistically.
There will also be an integration with the academic courses
and the practicum courses to allow students to learn from the
experts in the field. This will enhance collaborative relationships
with the academe and the schools.
2 . Methods of Teaching and Teaching Delivery Modes
The methods of teaching should be varied to address
the different kind of learners. Time-tested methods as well as
current and emerging strategies shall be utilized. These
should be student-centered, interactive, integrative, and
transformative. Courses should enhance the concept of
“learning how to learn” for future teachers. The methods of
teaching should replicated what should be used in the work
place or schools.

The delivery modes may vary from the traditional face-
to-face, on line, angled experiential learning, approaches.
When these modalities are combined in one course, it is
called blended approach.
3. Assessment of Learning
Refers to strategies designed to confirm what
students know, demonstrate whether or not they
have met curriculum outcomes.
College leang shall be assessed in similar manner as all other means

of assessment. It has to be remembered that in the Philippine
Qualifications Framework (PQF) there are three levels of competencies
that all undergraduate students should possess as evidence of their
learning outcomes. This refers to Level 6 of the PQF which is described as
Level 1 – Knowledge, Skills and Values Level 2 – Application of KSV and
ABSTRACTION
Discuss the following:
• Teacher education curriculum on OBE
• Competencies for all future teacher in the teacher education
curriculum.
• Teacher education program outcomes.
• Content and pedagogy to achieve the outcomes.
• Illustrate examples of probable subjects in the professional
teacher education.
APPLICATION
The students will demonstrate the classroom practices of OBEin
5 minutes eachgroup.
ASSESSMENT
The students explain the following term given in the
activity in 1 whole sheet of paper.
III. ASSIGNMENT
ESSAY

IDEAL GRADUATE of the teacher education program, what are
the qualities they must have as a new breed of Teacher? Why is it
important?
_______________________________________________________
_______________________________________________________
_______________________________________________________
__________________
2. How will we know that learner have achieved the learning
outcomes?
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
________________________
Prepared by: Judy Mae Lawas
CURRICULAR LANDSCAPE IN THE 21ST

Module 8 CENTURY CLASSROOMS
Module Overview
Twenty-first century curriculum is the “abandonment,
finally, of textbook-driven, teacher-centered, paper and pencil
schooling”. It means a new way of understanding the concept of
“knowledge”, a new definition of the “educated person”. A new way of
designing and delivering the curriculum is required. Twenty-first

century curriculum is: “interdisciplinary, project-based, and research-
Module 8
driven.
A dramatic technological revolution ushered the 21st century.
We live in a society that has become diverse, globalized, complex and
media-saturated. Current education breaks the mold that we know of
the past. It has to be flexible, creative, challenging and complex. This
module makes students aware of the current landscape in curriculum
and the skills that the curriculum have to develop.
Module Objective

1.Explain the importance of 21st century classroom;
2. Identify among the different types of Cluster of Skills for the
21st Century;
3. Appreciate the value the 7 Rs of quality curriculum material.
CURRICULAR LANDSCAPE IN THE 21ST

CENTURY CLASSROOMS
Lesson 1 THE 21ST CENTURY CURRICULAR

LANDSCAPE IN THE CLASSROOMS
Pre-Discussion
The world has shrunk because of technology. Classrooms have

become virtual and global. Current students are facing emerging issues

like global warming, poverty, health issues, war, population growth and
many more. What would all of these require?
Lesson Objectives

1. Explain the importance of 21st century classroom;
21st Century;
3. Understand the five frames of thinking.
Discussion in various groups here and abroad revolve along the different
issues like:
● Globalization of economies and independence on international

markets
● Increased concerns and actions about environmental
degradation, water and energy shortages, global warming,
pandemic (HIV, Ebola, etc.)
● Nations competing for power block thus generating conflict but
gives opportunities to build alliances and cooperation
● Increased global migration and opportunities for working
overseas
● Science and technological revolution
● Knowledge economy as a generator of wealth and jobs

All of these issued need a curriculum that will address global
solutions to environmental problems, environmental sustainability,
cultural diversity, global conflicts, technology revolution, and science
breakthrough.
Thus, an integrative approach to curriculum to curriculum is

absolutely necessary. There should be unity in core academic subjects
where life and career skills are included. Curriculum includes
interdisciplinary themes, development of essential skills for modern
pedagogies and technologies.
The curriculum incorporates higher order thinking skills, multiple

intelligences, technology and multi-media and multiple literacies of the
21st century skills. The 21 st century curriculum includes innovation
skills, information and media and ICT literacy.
The curriculum for this century should inspire and challenge

both the teacher and the learner. These are some of the characteristics
of this curriculum. It is a curriculum that...
● provides appropriate knowledge, skills and values to face the
future.
● is based on knowledge drawn from research.
● is a product of consultative, collaborative development process.
● Supports excellence and equity for all learners.
Need to Develop 21st Century Skills of Learners in the Curriculum

What are the skills needed by 21st century learners in order to
cope with the curriculum? Will the curriculum likewise develop these
skills, too? According to the Singapore Ministry of Education, such
clusters of the competencies are seen in the matrix below:
Cluster of Skills for the 21st Century Specific Descriptors

Critical Thinking and Problem
Learning and Innovation Skills Solving
Creativity and Innovation
Oral and Written Communication
Knowledge, Information, Media and Content Mastery

Technology Literacy Skills Information Literacy
Media Literacy
ICT Literacy
Flexibility and Adaptability

Initiative and Self Direction
Life Skills Teamwork and Collaboration
Social and Cross-Cultural Skills
Productivity and Accountability
Leadership and Responsibility
Valuing of Diversity
Citizenship Skills Global Awareness
Environmental Awareness
Values, Ethics and
Professionalism
On the other hand, Howard Gardner (2006) from his book five Minds of the
Future, sees that the five frames of thinking which would help in the
development of thinking skills. Each frame of thinking is attributed to the type
of mind the learner has to use in order to survive the future.

Five Frames of Thinking Descriptions
Makes use of the ways of thinking

The Disciplined Mind necessary for major scholarly work and
profession.
Selects crucial information from the

The Synthesizing Mind voluminous amounts available, processing
such information in ways that make sense
to self and others.
Goes beyond existing knowledge. Posse

The Creating Mind new questions, offers new solutions.
Sympathetically and constructively adjusts

The Respectful Mind to individual differences.
Considers one’s role as citizen

The Ethical Mind consistently and strives toward good work
and good citizenship.
Lastly, Tony Wagner in his book The Global Achievement Gap mentioned the
seven survival skills for the 21st century curriculum.
1. Critical Thinking and Problem Solving

2. Collaboration Across Networks and Leading by Influence

3. Agility and Adaptability
4. Initiative and Entrepreneurship
5. Effectiveness Oral and Written Communication
6. Accessing and Analyzing Information Curiosity and Imagination
SUMMARY
The curriculum for this century should inspire and challenge both the teacher
and the learner. These are some of the characteristics of this curriculum. It is
a curriculum that
• provides appropriate knowledge, skills and values to face the future.
• Is based on knowledge drawn from research.
• Is a product of consultative, collaborative development process.
• Supports excellence and equity for all learners.
The curriculum incorporates higher order thinking skills, multiple intelligences,
technology and multimedia and multiple literacies of the 21st century skills.
The 21st century curriculum includes innovation skills, information and media
and ICT literacy.
1.Identify what types of Cluster of Skills for the 21st Century used on the
given descriptors below.
___________________ 1. Environmental Awareness

___________________ 2. ICT Literacy
___________________ 3. Critical Thinking and Problem Solving
___________________ 4. Teamwork and Collaboration
___________________ 5. Oral and Written Communication
___________________ 6. Global Awareness
___________________ 7. Ethics and Professionalism
___________________ 8. Leadership and Responsibility
___________________ 9. Content Mastery

___________________ 10. Innovation
2. In your own understanding, what is the value of 5 frames of thinking in

student learning?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
________________________________________
ASSIGNMENT
1.Explain the importance of 21st century classroom
REFERENCES
1. https://www.slideshare.net/RizzaLynnLabastida/21st-century-
curricular-landscape-67540287
2. https://www.govtech.com/education/k-12/Re-Defining-the-21st-
Century-Classroom.html
3. https://www.scribd.com/presentation/435431569/Curricular-
Landscape-in-the-21st-Century-Classrooms
Prepared By: Salahodin Mandayan

Semi-Detailed Lesson Plan in Curricular Landscape in 21 Century st
Classroom
I. Objectives
1. Explain the importance of 21st century classroom;
21st Century;
3. Understand the five frames of thinking.
II. Subject Matter

Topic: The 21st Century Curricular Landscape in The
Classrooms
Material: PowerPoint, Projector, Laptop
References: Principles of Teaching I 4 Edition
th
III. Procedure
A. Review
Ask the class about the previous lesson.
What they learn in the previous lesson.
Ask the student if they really understand the past lesson?
B. Motivation
Emphasize the learning in curricular landscape in 21 st
century classroom.

Let the student expand their knowledge about the lesson.
Ask someone from the class what comes in their mind
about the lesson.
C. Activities
Divide the class into two groups.
Each group will follow the instruction given in the activity.
The teacher will give points of work of each group.
D. Abstraction
Proceed to the lesson which is Curricular Landscape in
21 Century Classroom.
st
Ask the learners about their ideas in Curricular

Landscape in 21 Century Classroom.
st
Discuss the Curricular Landscape in 21 Century

st
Classroom.
E. Application
The teacher let the student read the question on the
screen and let them answer each question.
IV. Assessment
1.Identify what types of Cluster of Skills for the 21st Century used on
the given descriptors below.
___________________ 1. Environmental Awareness

___________________ 2. ICT Literacy
___________________ 3. Critical Thinking and Problem Solving
___________________ 4. Teamwork and Collaboration
___________________ 5. Oral and Written Communication
___________________ 6. Global Awareness
___________________ 7. Ethics and Professionalism
___________________ 8. Leadership and Responsibility
___________________ 9. Content Mastery
___________________ 10. Innovation

2. In your own understanding, what is the value of 5 frames of thinking
in student learning?
V. Assignment
1.Explain the importance of 21st century classroom
Prepared By:
SALAHODIN S. MANDAYAN
THE FINAL ACTION FOR A CURRICULUM

Lesson 2
MATERIAL: A CELEBRATION!
Pre-Discussion
To teach for understanding, teachers must be able to identify the

big ideas of their subject and know what it is they truly want students to
understand. They also must engage students in understanding

performances, that is, opportunities for actively building personal
understanding, and provide meaningful feedback on learning as it
unfolds. It is at this intersection of big ideas, understanding goals,
performances, and assessment feedback that curriculum lives, in what
I call the enacted curriculum.
Over the past fifteen years I have worked with teachers
exploring the enacted curriculum of understanding. During that time
I’ve had the opportunity to reflect on the qualities that make an activity,
a unit, a curriculum something that effectively engages students in
developing a deeper understanding. Seven common criteria emerge:
rigorous, rewarding, real, requires independence, rich in thinking,
revealing, and reflective. I present these here as guidelines for the
planning, enacting, and evaluating of a curriculum focused on
understanding.
Lesson Objectives

1. Knows the 7 Rs of quality curriculum material;
2. Identify among the different types of 7 Rs quality
curriculum material;
3. Understand the importance 7 Rs of quality
curriculum material.

The 7 Rs of QUALITY CURRICULUM MATERIAL
(Modified from Ron Ritchart, Cuture of Thinking Project, Bialik College,
Melbourne)
The Rs of Quality Description of the R

Seven Curriculum Material
(7)
1 Rigorous Requires students to demonstrate a

high level of understanding and
thinking
2 Real Authentic quality that mirrors what

the students will do as teachers
3 Requires independence Students are self-directed in doing

their tasks
4 Rich in Thinking Requires students more than

memorization
5 Revealing Uncovers students level of

understanding and misconceptions
6 Rewarding Intrinsically motivating the students

to do the task

7 Reflective Makes students more reflective in
the learning process that
contributes to better performance
Here is the more detailed explanation of the R. Study so that

you can very well evaluate and give feedback on the curriculum
material (Module) that you have used. Curriculum material refers to the
Curriculum Development for Teachers.
Rigorous
What does it mean for a curriculum itself to be rigorous? For a
task or a lesson? Rather than think of difficulty, I think in terms of
affordances. A rigorous curriculum embodies and affords students
opportunities to develop a deeper understanding and not just show
what they already know. Too often curricula state carefully defined
objectives that put an unintentional cap on students’ understanding and
obscure the big ideas of the discipline, leading to superficial coverage.
A rigorous curriculum
must point the direction for learning but be open enough to extend
students’ understanding beyond a minimal outcome. When I look at an
activity a class is to do, I ask myself, “How can students further their
learning of big disciplinary ideas through this task? How does this task
launch the learning but avoid truncating it?” I also ask myself if
students can do a particular task without understanding, by merely
walking through the steps or repeating back information. If so, that
performance doesn’t offer the rigor of understanding.
Real
Disciplinary learning can be thought of as a process by which
individuals

gradually increase their participation in communities of practice. As
such, a curriculum that builds understanding must look to engage
students in authentic disciplinary activities so that students’ classroom
activities mirror the real work of adults in the field. Rather than learning
about math, science, writing, history, and so on, students must become
mathematicians, scientists, authors, and historians to build true
disciplinary understanding. When a topic is assigned to a curriculum,
we need to ask: When, where, and how does this topic arise and/or
become significant in the lives of those working in the field? What
contexts give rise to this topic and can imbue it with meaning? How can
this topic intersect with the lives of our students in a meaningful way?
Requires independence
Educational theorist Jerome Bruner defines understanding as
the ability to use and apply one’s skills in novel situations to solve
problems, make decisions, and advance new understandings. This
means that learners must necessarily be able to spot occasions for the
use of their skills and knowledge in the moment, make appropriate
choices, and follow through with application. Too often schoolwork
leaves students with few choices and strips them of opportunities to
make the decisions that meaningfully shape learning and lead to a
sense of accomplishment. Rather than engaging in deep learning,
students merely complete work.
A quality curriculum must be filled with opportunities for students
to make choices and to direct their learning. When students experience
difficulty and are at the edge of their competence, support needs to be
there, but as educators we need to be more comfortable with the
messiness and individuality of building understanding, asking
ourselves: Where does the learning become personal? What choices
were made and risks taken? Where and how did students learn from
their mistakes?
Rich in thinking

A quality curriculum asks more of students than just
memorization and replication. Students must make connections,
observe closely, ask questions, form conjectures, identify points of
view, consider alternatives, evaluate outcomes, make evidence-based
judgments, and so on. One of the most important questions educators
can ask is, “What is the thinking students will do as they progress
through this activity?” If teachers don’t know what and where the
thinking is in a lesson, it is unlikely to be little more than an activity.
Furthermore, to assess students’ developing understanding, educators
have to find ways to uncover and make the thinking of students’ visible,
which leads to the next point.
Revealing
A quality curriculum must constantly seek not only to reveal
what it is that students do and do not understand, but how they
understand it. This is the holy grail of ongoing assessment, which is not
a separate piece of the enacted curriculum but part and parcel of it.
Students do lots of work over the course of a unit, but how does
it reveal what they do and do not understand? Completion of a
worksheet might tell you a student possesses a set of facts or
mastered a skill, but it generally reveals little about understanding.
Understanding goes beyond the possession of skills and knowledge to
the use of that skills and knowledge. For example, solving for x in the
equation y = 3x + 15 is a simple application of skill, but describing a
situation for which that equation could be a possible model requires
understanding the mathematics behind the equation.
A curriculum of understanding also should reveal students’

naïve conceptions of a topic. In a coverage curriculum, these get
glossed over, leading to fragile knowledge and what Howard Gardner
has dubbed the “unschooled mind.” However, in teaching for

understanding, effort must be made to reveal these early so that they
can be explored and addressed.
Rewarding
When you walk into a classroom where students are deeply
engaged with learning, you know it right away. There is a sense of
purpose to the work they are doing. They know what they are on about.
Students can articulate what they are learning and why. This goes
beyond activity and fun. Their efforts feel directed toward a well-defined
learning goal. Talk, discussion, and debate advance progress toward
that goal. Building understanding goes beyond working for the grade. It
has its own intrinsic rewards through a sense of efficacy,
accomplishment, and relevance. The written curriculum seldom
addresses the issue of intrinsic rewards, but the enacted curriculum
must if it is to engage students in building understanding. Good
teachers know this, but curricula often lose sight of it. Rather than
prescribing a list of knowledge and skills that might be useful at some
later date, in some other place, for some other purpose, the curriculum
should do all it can to situate learning in the present, learning for now
as David Perkins calls it.
Reflective
As a learner, it can be challenging to know what one really
thinks or understands. It is even more difficult to know what others
really understand or where they are in their learning. Reflection can
help address these challenges. Reflection on one’s learning—not one’s
feelings about an activity or experience but on the actual learning itself
— helps to anchor understanding and facilitates connection making.
For example, responses to the prompt “I used to think…. But now I
think….” can reveal a lot about students’ learning. Such reflections help
make one’s thinking visible to oneself and others by revealing thought
processes and lines of reasoning. Reflection on learning forces us to

reconsider the purposes of that learning and situate it within an
ongoing process of developing understanding.
These are the seven Rs of the quality curriculum material.

Collectively focused on the topics to be covered, skills to be mastered,
facts to be learned and outcomes to be achieved. These are the
aspects of the curriculum material that is of quality.
SUMMARY
Curriculum work generally focuses on the topics to be covered, skills
to be mastered, and facts to be learned in a particular grade level in a given
subject. These aspects of the written curriculum are certainly important as
they guide teachers’ planning, ensure some uniformity across schools, and
provide a template for formal assessments. However, as teachers know, the
written curriculum is just a shadow of the enacted curriculum. It is the enacted
curriculum, what students actually experience and how they experience it,
which ultimately shapes students’ learning.
In using curriculum as a tool to improve education, we need to
think beyond the traditional division of curriculum and instruction and
focus on the enacted curriculum. The seven criteria outlined here can
be a useful tool for that discussion and in the creation of a curriculum of
understanding.
1.Identify what types of Quality Curriculum Material on the given descriptions
below.
___________________ 1. Makes students more reflective in the learning

process that contributes to better performance.
___________________ 2. Requires students to demonstrate a high level of

understanding and thinking.

___________________ 3. Requires students more than memorization.
___________________ 4. Uncovers students level of understanding and

misconceptions.
___________________ 5. Intrinsically motivating the students to do the

task.
2. Give at least 5 from the 7 Rs of quality curriculum material
1.
2.
3.
4.
5.
ASSIGNMENT
1.In your own understanding, what is the importance of the 7 Rs of quality

curriculum material in teaching curriculum?
REFERENCES
1. https://prezi.com/p/xeb0l5drfqgs/the-final-action-for-a-curriculum-
material-a-celebration/
2. https://www.slideshare.net/RizzaLynnLabastida/the-final-action-for-a-
curriculummaterial#:~:text=REQUIRES%20INDEPENDENCE%20A
%20curriculum%20material,and%20when%20to%20do%20it.

3. https://shahidahayobjb.wordpress.com/2014/09/09/modules-b3-the-
written-curriculum/
4. http://www.ala.org/acrl/standards/guidelinescurriculum
PREPARED BY: RYAN C. MARQUEZ DIT-2B

A SEMI-DETAILED LESSON PLAN FOR MODULE 8 LESSON 2:
THE FINAL ACTION FOR A CURRICULUM
I. OBJECTIVES:
At the end of the discussion, the students can:
A. Knows the 7 Rs of quality curriculum material;
B. Identify among the different types of 7 Rs quality curriculum
material; and
C. Understand the importance 7 Rs of quality curriculum
material
SUBJECT MATTER
A. TOPIC: LESSON 2: THE FINAL ACTION FOR A CURRICULUM

B. REFERENCE:
a. https://prezi.com/p/xeb0l5drfqgs/the-final-action-for-a-
curriculum-material-a-celebration/
b. https://www.slideshare.net/RizzaLynnLabastida/the-final-
action-for-a-curriculummaterial#:~:text=REQUIRES

%20INDEPENDENCE%20A%20curriculum%20material,and
%20when%20to%20do%20it.
c. https://shahidahayobjb.wordpress.com/2014/09/09/modules-
b3-the-written-curriculum/
d. http://www.ala.org/acrl/standards/guidelinescurriculum
C. MATERIALS: Instructional Materials, Audio Visual Presentation and

Marker
II. INSTRUCTIONAL PROCEDURES
A. PREPERATOTY ACTIVITIES
1. PRAYER
2. GREETINGS
3. OPENING SONG
4. SETTING OF STANDARDS
5. CHECKING OF ATTENDANCE
6. PASSING OF ASSIGNMENT
7. REVIEW
- The class will talk about the past lesson.
B. LESSON PROPER
1. MOTIVATION:
- Make the students Imagine the difference between 20 th century
classroom and 21st century classroom. Ask them how they feel?
2. LESSON PROPPER / PRESENTATION:
- The teacher will present the lesson to the class.
3. DISCUSSION:
- The teacher will discuss the lesson by showing some
examples and giving some activities.
4. APPLICATION:

- Let the students read the presentation and ask them to explain
the meaning of each frames of thinking and 7Rs of quality
curriculum material.
5. GENERALIZATION:
- The teacher will ask sort of questions regarding the topic they
have discussed.
III. EVALUATION
1.Identify what types of Quality Curriculum Material on the given descriptions

below.
___________________ 1. Makes students more reflective in the learning

process that contributes to better performance.
___________________ 2. Requires students to demonstrate a high level of

understanding and thinking.
___________________ 3. Requires students more than memorization.
___________________ 4. Uncovers students level of understanding and

misconceptions.
___________________ 5. Intrinsically motivating the students to do the

task.
2. Give at least 5 from the 7 Rs of quality curriculum material
1.
2.
3.
4.
5.

ASSIGNMENT
1.In your own understanding, what is the importance of the 7 Rs of quality

curriculum material in teaching curriculum?
Prepared By: Ryan C. Marquez DIT2B

Educ - 316 Module Dit - 2b

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EDUC 316

CURRICULUM AND PREPARATION

Educ-316 Curriculum and Preparation of curriculum. 1

Educ-316 Curriculum and Preparation of curriculum. 2

At the end of the chapter, the students can:

 Analyze the changing concepts of curriculum including various types of

 Identify the meaning and Scope of Curriculum

 Describe the different approaches to school curriculum

Educ-316 Curriculum and Preparation of curriculum. 3

The basic concepts and principles of curriculum creation are included

At the end of the module, the students can:

 Discussed the cultural origins of education;

Educ-316 Curriculum and Preparation of curriculum. 4

THE STORY OF SABER-TOOTH CURRICULUM

The Saber-Tooth Curriculum, Harold Benjamin (aka J. Abner Pediwell)

At the end of the lesson, the students can:

 uncover cultural origins of education

CONTENT OF THE LESSON

 THE SABER-TOOTH CURRICULUM

THE CULTURAL ORIGINS OF EDUCATION

 THE PALEOLITHIC ERA

Educ-316 Curriculum and Preparation of curriculum. 5

HISTORY OF PALEOLITHIC EDUCATION

 Saber Tooth Tiger Scaring

These new activities of net-making , snare-setting, and pit digging are

THE MAIN THEMES

 Many schools are teaching an outdated set of skills and knowledge to

Educ-316 Curriculum and Preparation of curriculum. 6

Without teacher interference or domination, let him (the student) always

 Individual is involved in creating their own learning experiences and

As society changes, the skills necessary to negotiate the complexities

 Critical Thinking and Problem Solving Skills emphasized.

 Learning Happens Through Doing

Since the inception of education there have been different ideas of

Educ-316 Curriculum and Preparation of curriculum. 7

Each student explain how certain disciplines become academically

 Benjamin, H. R. (2004). The Saber-Tooth Curriculum. New York:

Educ-316 Curriculum and Preparation of curriculum. 8

- The teacher will provide an activity. It is a examine the impact

- The teacher will provide an activity. It is a examine the impact of

- The teacher will present the lesson to the class.

Directions: Differentiate some examples of Origin of the Education. And

Educ-316 Curriculum and Preparation of curriculum. 10

At the end of the lesson, the students can;

 understand the value of Curriculum in school;

Educ-316 Curriculum and Preparation of curriculum. 11

The educational levels are:

1. Basic Education level include Kindergarten, Grade 1 to Grade 6 for

2. Technical Vocational Education is post-secondary technical vocational

3. Higher Education includes the Baccalaureate or Bachelor Degrees and

From the various concept given, Allan Glanthorn (2000) describes

1. Recommended Curriculum - proposed by scholars and professionals

2. Written Curriculum - appears in school, district, division or country

3. Taught Curriculum - what teachers implement or deliver in the classroom

4. Supported Curriculum - resource-textbook, computers, audio-visual

5. Assessed Curriculum - that which is tested and evaluated.

6. Learned Curriculum - what the students actually learn and what is

Curriculum is a dynamic as the changes occur in society that plays

Educ-316 Curriculum and Preparation of curriculum. 12

Find a partner and make a reflection about in educational level in the

1. Enumerate 7(seven) types of Curricula in School

2. Enumerate 3(three) educational levels.

1. Why is it Important for teachers to learn about curriculum?