1

Course Orientation
 2

Course Orientation
Portfolio No. 1:

Analysis Paper on being an MAEd Student of Mabini Colleges and their

future role in the development of the educational system in the country.

Mabini Colleges provides a quality education that plays an important role to

the people of Camarines Norte. They don’t need to go to other provinces to get their
graduate degree because Mabini Colleges offer high-quality education, professional
growth, and builds leaders to become globally competitive enhancing the future of all
student. As MAEd students of Mabini Colleges Inc., we are provided with a
curriculum that enhances and help us reach our full potential as leaders in our
respective schools and in turn in the whole education department. The professors in
this institution are well equipped, intelligent, dedicated and enthusiastic in delivering
respective lessons to us. They are also understanding and role models to us in each
of their different ways. Regarding the bond among my classmates, my colleagues, I
am trained to gain the importance of teamwork which in order I can brought to our
own school station. The essence of the subjects and being a MAEd student is being
strengthened and beneficial as I apply my learnings in my teaching profession.
Mabini Colleges indeed serves as gateway for us to achieve the best learnings and
experiences to be applied in the education field and in turn to the whole community.
 3

Chapter 1: Review and

Backgrounder

Lesson 1:
The Philippine Education System and its
Curricular Development
 4

Chapter 1: Review and Backgrounder

Lesson 1: The Philippine Education System and its Curricular

Development

Portfolio No. 2: Discuss: How the Philippine curriculum developed, what

were the guiding principles used on its development, and what are the
curriculum strengths and flaws that has an implication to the
development of the learners as a whole?

In the Philippines, education has a high priority and this importance is

maintained as it is the primary avenue for upward social and economic mobility.
Before becoming stable, our educational system went through several stages of
development. The education of the early Filipinos was the great contributor and a
major factor in our education system. The medium of instruction used was Alibata,
the native alphabet. The teachers during this era were the Babaylan and the
Katalonan. The type of education that was taught during this time were beliefs and
traditions. There was insufficient scientific learning, they lacked efficient means of
economic production. There was an informal and unstructured education in the
Philippines during the pre-Spanish era. This education from the pre-Spanish time
then changed into a formal system. Due to the colonization of the Spaniards to the
Philippines, Spanish ideas bloomed. Christian doctrines were the main focus of the
schools during this time and schools for boys and girls. Unfortunately, even an
organized and systematic schools were published still, there was inequality in
attaining education. The system of education was religious and patriarchal. People
were taught that social mobility was achieved through education, but sadly this
manifested itself in social inequality and female subordination. The higher priority for
educational attainment was placed on men rather than on women. Science and
Mathematics were not much taught to the students; the missionaries greatly
emphasized teaching the Christine doctrines, the reading of Spanish books and a bit
of the relevant native language. Thus, there is again a need for the development of
education as the Americans started to colonize the Philippines. Americans brought
many cultural and traditional changes to the country during their 45 years of
colonization. Even today, these strong influences can still be seen in the lifestyle of
the Filipinos. The English language became a very important issue for the United
States’ colonial governments and they used it as a tool to fulfill their visions. In
accordance with the 1935 Constitution, free education in public schools all over the
country was provided by the Commonwealth. Nationalism was emphasized in
schools by teaching the students about the deceased Filipino heroes. This regime
ended as the Japanese colonized our country. The changes during this time was that
the focus of education revolved in the goals of enriching the Filipino culture and to
stop patronizing western countries, recognizing that the Philippines as a part of the
Greater East Asia Co-Prosperity Sphere so that the Philippines and Japan could
have good relations, boosting the morality of the Filipinos and instill cautiousness of
materialism, and stopping English language learning, and instead learn and adopt
Nippongo, proliferate primary and vocational education and foster love for work.
However, Filipinos were keen and did not just blindly believe the excessive promises
of the Japanese. Now, the educational curriculum in the Philippines, among the three
 5

colonizers of the country, the Americans dominate. With English as the medium of
instruction, the Philippine education today is a prototype of the American system.

The flaws in each curriculum provided by each educational era in the

Philippines were because of the inequalities in wealth, income, power, prestige and
opportunities in society at large during the Spanish regime. Transforming the
American education to Japanese is because of schools were provided by the state
and no state intends to establish schools which subvert its purpose, values and
ideals. Then, to be aware of materialism to raise the morality of the Filipinos which
was the flaw in Japanese education. The present system is now mostly anchored in
American Education. The guiding principles were the problems experienced and the
ideas brought by the colonizers. The disadvantages brought by different educational
system were considered in order to develop a better and more responsive curriculum
which will aid in the needs of the new generation of students today.

Reference:
Musa, S., & Ziatdinov, R. (2012). Features and Historical Aspects of the Philippines
Educational System. European Journal of Contemporary Education .
 6

Portfolio No. 3: Illustrate and discuss: If you will design a simple

classroom curriculum for your assigned teaching subject with the
integration of the learnings from "Itaewon" Class, what would it be?

My subject was Music, Arts, Physical Education and Health MAPEH, If I

design a simple classroom curriculum, it should be Learned and Differentiated
Curriculum. It’s important to identify and understand that there has diversity on
learning they all different in all aspect how they think and how they are going to learn.
In my experience may subject compose of 4 components Music, Arts, PE and Health,
most of my learners love PE and Health and few in Music and Arts. In that case I
actually identify their strength and weakness that can be develop. I will use peer
teaching, learning by doing and group discussion with the integration of Itaewon
Class, I notice on the series that the dream of their team is to defeat the top company
of Itaewon. I want to impose that they can learn through experiences they can learn
through their mistakes and in able to evaluate themselves.

Reference:
Musa, S., & Ziatdinov, R. (2012). Features and Historical Aspects of the Philippines
Educational System. European Journal of Contemporary Education .
 7

Chapter 1: Review and

Backgrounder 2.0

Lesson 2:
Nature, Principles and Theories of
Creative Curriculum Development
 8

Chapter 1: Review and Backgrounder 2.0

Lesson 2: Nature, Principles and Theories of Creative Curriculum
Development

Portfolio No. 4: Discuss: What is the general nature of creative

curriculum and its development and what are the underlying principles
and theories mandating its identity?

Creative Curriculum is focused on the knowledge of child development theory

and there is a careful consideration of the latest research in the field of early
childhood education. The research in creative curriculum ensures that teachers know
not only what and how to teach children but why particular practices are effective. By
understanding the theory and research behind how children’s knowledge, skills, and
behaviors progress over time, teachers are better able to support children’s
development and learning. The Creative Curriculum highlights the important balance
between applying a general knowledge of child development with the particular
knowledge a teacher gains by forming a relationship with each child and family.
The principles and characteristics of a Creative Curriculum include the
following; develop and maintain a trusting relationship with each child, implement
nurturing, trust-building routines, provide responsive caregiving to meet the individual
needs of children, provide learning experiences that help children feel competent,
offer children appropriate choices and challenges, assign primary caregivers to
infants and toddlers, to help build trusting, loving relationships, talk with children,
even before they understand anything you are saying, respond to children’s attempts
to communicate, help children express their emotions appropriately and to provide
many opportunities for pretend play. There are also five fundamental principles which
guide practice and help teachers to understand the reasons for intentionally setting
up and structuring preschool programs in specific ways. First is the positive
interactions and relationships with adults provide a critical foundation for successful
learning. Another is the social-emotional competence is a significant factor in school
success. Constructive, purposeful play supports essential learning. Then, the
physical environment affects the type and quality of learning interactions. Finally,
teacher-family partnerships promote development and learning.

References:
Creative Curriculum Overview. (2018, June 7). Retrieved August 2021, from
Youtube: https://www.youtube.com/watch?v=W8gVA91I9tM
Teaching Strategies. (2010). Research Foundation: The Creative Curriculum.
 9

Portfolio No.5: Illustrate and discuss: what for you is an ideal creative

curriculum framework based from the Portfolio No. 2 and the lessons of
"Itaewon" Class?
The best creative curriculum framework for me must be centered on the
education clients particularly our students. An ideal curriculum must consider an
understanding and provision of strategies that will aid the development of a child in
terms of intellect, physical, 21ST century skills and most importantly moral values+

References:
Creative Curriculum Overview. (2018, June 7). Retrieved August 2021, from
Youtube: https://www.youtube.com/watch?v=W8gVA91I9tM
Teaching Strategies. (2010). Research Foundation: The Creative Curriculum.
 10

Chapter 1: Review and

Backgrounder 3.0

Lesson 3:
Dimensions of Creative Curriculum
Development
 11

Chapter 1: Review and Backgrounder 3.0

Lesson 3: Dimensions of Creative Curriculum Development

Write Portfolio No. 6: Design and Discuss: How you will translate the
shared lessons of Elaine Sutton in your assigned subject lesson
development (for a week curriculum planning)?

Curriculum Design Week 1

Music
Time Monday Tuesday Wednesday Thursday Friday
Music relates identifies performs sings creates
images to the steady beat simple simple
sound and difference and melodic ostinato
silence between accurate patterns patterns in
within a sound and rhythm ( so –mi, groupings of
rhythmic silence through mi –so, 2s,
pattern accurately clapping, mi – re- 3s, and 4s
tapping do) through
chanting, body
walking and movements
playing
musical
instruments
in response
to
sound
o in
groupings of
2s

This design of curriculum focuses on specific to general they need to know

what are fundamentals before they perform such activities in music. For them to
further understand that the supervision of a teacher is necessary not all students
understand music specially on the beginners but in this design, they may develop
their intellectual and social skills because some activities are performed by group. At
the end on this lesson, they will learn to responds appropriately to the pulse of the
sounds heard and performs with accuracy the rhythmic patterns.

Reference:

Sutton, E. (Director). (2012). Creative Curriculum Development with

Dimensions.
 12

Chapter 2: Dimensions & School of

Thoughts of Curriculum
Development 1

Lesson 3:
Principles of Dimensions in Curricular
Development
 13

Chapter 2: Dimensions & School of Thoughts of Curriculum

Development 1
Lesson 3: Principles of Dimensions in Curricular Development

Portfolio No. 7: Draft a technical lecture paper with assessment on the

first pre-read requirement.

Principle of Curriculum Design and Instruction

It is important in curriculum design that teachers should ensure learning

experience become more meaningful and relevant. Teachers must understand the
progression of learning in order to make effective decisions, bridge of transitions, and
support each student toward success. Curriculum rationale consider some sort of
logic and basis that need to be done in curriculum instruction it seems to find an
answer to some question. First, what educational purposes should seek to attain?
Then what educational experiences can be provided? Next is how can these
educational experiences be effectively organized? And lastly how can we determine
whether the purposes are being attain. In that case we are now aware on what is
needed to be done to improve our educational system and now we will proceed to
the feedback by stating the objective, selecting learning experiences, organizing
learning experiences and evaluating the curriculum. By that we can ensure the
improvement of student’s confidence, self-awareness and enthusiasm for learning.

Dimension of Curriculum Design

The dimension of curriculum design composes of scope, sequence,

continuity, integration, articulation and balance. Scope is defined as all content,
topics, learning experiences and organizing educational plan that compromise
cognitive, affective and psychomotor. Sequence is arranged in hierarchal manner
where the basis can either be logic of the subject matter or the developmental
patterns of growth of the cognitive, affective and psychomotor considering the
principle for sequence prerequisite of learning, whole part learning, chronological
learning and learning from simple to complex. The continuity processes the learner to
strengthen the permanency of learning and development of skills. Integration is the
essence of integration in the curriculum design where learning must be integrated
and connected in real life situation. Articulation can be either be done in horizontal or
vertical where contents are arranged from level to level or grade to grade so that the
content in the lower level are connected to next level. Horizontal articulations happen
at the same time like health in grade 8 is related to science in grade 8. Last was
balance its equitable assignment of content, time, experiences and other elements to
establish balance needed in curriculum design. It is importance in keeping the
curriculum in balance it requires fine timing and review for its effectiveness and
relevance. The goal for curriculum design is to deepen learning and support students
in gaining important core competencies such as critical and creative thinking, skillful
communication, and demonstrating care for self and others.
 14

Portfolio No. 8: Illustrate and Discuss: Based from the pre-readings provided,
what and how curriculum development may be designed to achieve the high
degree of effectiveness of your teaching and learning delivery theoretically?

A curriculum development may be designed in an organized and arranged

manner of the elements into a holistic plan. The organization is actually determined
by his or her curricular philosophy. The curriculum development process always
consists of a basic four-step cycle. First is through the analysis of purpose, next is
designing a program, then implementing the experiences in learning, and finally
evaluating the process/curriculum. Also, to achieve an effective curriculum, there are
four components one is the purpose which includes the aims, goals and objectives,
next is the design of subject matter, the implementation of the learning experiences,
and the evaluation approaches. Ralph Tyler is one of the experts who have theorize
and design a way on how to create a good curriculum.
When developing an effective curriculum design, the designer must have
definite philosophical and social views on education. These views will be their
sources of curriculum and determine the manner in which they influence the course
of education. Science, society, knowledge, and the learners are the main
considerations in this process. Lastly, another consideration to be taken as a
curriculum is designed are certain dimensions like Scope, Integration, Sequence,
Continuity, Articulation and Balance. These considerations will determine the shape
of the curriculum, the kind of learning experiences it will provide, its extent, and
organizing content into a useful sequence. Various curricular components, similar to
subject matter, learning activities, learner interests, attitudes, values etc. should be
given thought for optimal learning, based on learners’ needs. Theoretically, a fully
balanced curriculum is difficult to achieve since schools are slow in adapting to the
changing needs of individuals and society. Often one subject area is stressed more
than the others depending on local trends and social and political pressures. This is
the reason why it is of great importance to evaluate a curriculum in order to create
the best for our learners and the society.

References:

Collado, D., Esleta, F., & Gano, R. (n.d.). Principles and Dimensions of Curriculum
Design. Retrieved August 2021, from https://educ115web.files.wordpress.com
/2017/11/principlesanddimensions_curriculum.pdf?fbclid=IwAR2JzTnHkhwgU
YbtYsuTc03IPztJxecSkgjbBHvbew2Yo7OkiIz2amY71oc
 15

Chapter 2: Dimensions & School

of Thoughts of Curriculum
Development 2

Lesson 4:
School of Thoughts of Curricular
Development
 16

Chapter 2: Dimensions & School of Thoughts of Curriculum

Development 2

Lesson 4: School of Thoughts of Curricular Development

Write Portfolio No. 9: Discuss with Matrix on the Comparative Analysis

on the given school of thoughts.

UNESCO's Paidea Progressive Essentialist Humanistic

Four Pillars Education Education Education Education
of
Education
Four pillars Preparation Learning by Schools should Engages
of learning for a full life, doing be tailored to social skills,
-Learning to teaching all teach their feelings,
know students to Learner- students what intellect,
-Learning to Think, centered they need to artistic skills,
do Discuss, and know. practical skills,
-Learning to Act in ways Teachers as and more as
live together that will help facilitator Lectures part of
-Learning to them thrive in students’
be the volatile education.
world of the
21st century Self-esteem,
goals, and full
autonomy

UNESCO’s schools of thought are aligned in the four pillars of learning.

Learning to know serves to enable individual learners to understand the very least
enough about the nature, about humankind and its history, about his/her
environment, and about society at large. Learning to do simply means that best
learning happens through experience or simply through hands-on activities. Learning
to live together is then focus on the relationship of the students with themselves and
with other people. Finally, UNESCO thought of the learning to be which is about the
acquisition of knowledge, skills and values conducive to personality development in
its intellectual, moral, cultural and physical dimensions. UNESCO believes that these
pillars could be perceived and applied as fundamental principles in reorienting the
setting of curriculum objectives. The Paidea thought on the other hand, focuses on
the preparation of an individual in this 21st century of learning. The sum of child-
rearing, in its physical, moral and intellectual aspects, as well as ‘higher’ education,
including formation in good taste, manners and rhetoric so that a citizen can be turn
into the responsible person of the state by developing the fullest his or her potentiality
are the objectives of Paidea.
 17

The Progressive view of education then follows the learning by doing aspect.
Progressive education as described by Dewey should include socially engaging
learning experiences that are developmentally appropriate for young children. Dewey
thought that effective education came primarily through social interactions and that
the school setting should be considered a social institution. Teachers just act as
facilitator and the setting is student-centered. The Essentialist view of education on
the other hand is the educational philosophy of teaching basic skills. This philosophy
advocates training the mind. Essentialist educators focus on transmitting a series of
progressively difficult topics and promotion of students to the next level or grade. This
philosophy stresses core knowledge in reading, writing, math, science, history,
foreign language, and technology. The tools include lecturing, memorization,
repetition, practice, and assessment. Finally, the humanistic approach of education
his theory states that the student is the authority on how they learn, and that all of
their needs should be met in order for them to learn well. For example, a student who
is hungry won’t have as much attention to give to learning. Therefore, schools offer
meals to students so that need is met, and they can focus on education. The
humanistic theory approach engages social skills, feelings, intellect, artistic skills,
practical skills, and more as part of their education. Self-esteem, goals, and full
autonomy are key learning elements in the humanistic learning theory.

References:
Dhungana, J. (2018). Analysis of paideia perspective for developing curriculum in
Nepal. Research Gate .
Firdaus, F. A., & Mariyat, A. (2017). Humanistic Approach In Education According To
Paulo Freire. Research Gate .
Sahin, M. (2018). ESSENTIALISM IN PHILOSOPHY, PSYCHOLOGY, EDUCATION,
SOCIAL AND SCIENTIFIC SCOPES. Journal of Innovation in Psychology,
Education and Didactics .
Zhao, Z. N. (n.d.). Four ‘Pillars of Learning’ for the Reorientation and Reorganization
of Curriculum:Reflections and Discussions.
 18

Lesson 4: School of Thoughts of Curricular Development

Portfolio No. 10: Illustrate and Discuss: Based from the pre-readings
provided, how you will utilize the school of thoughts in designing a
creative curriculum?

The different schools of thought that I have read and analyzed gave me ideas
on how to create a curriculum particularly to be applied in our current educational
curriculum. As I have read, there are schools of thoughts that focuses on having a
learner-centered setting and the teacher is just a facilitator. For me, in the current
types of students I will utilized this thought. The students nowadays are equipped
with skills and attitudes that help them learn best through doing. The UNESCO's
Four Pillars of Education, Paidea Education and Progressive Education displays this
type of curriculum. Another is that as I design a curriculum, I believe that is important
to consider the Humanistic education which is important for the child himself. I will
make a curriculum that is responsive to the child’s daily basic needs, example is the
food. Some of our students are not that capable of always or everyday eat breakfast
before going to school. I believe, the consideration of the provision of the foods can
help them not only feed their bodies but their intellectual mind. In conclusion, I will
consider these schools of thought and combine and modify them as I create a
curriculum that is suitable and responsive for our Filipino students.

References:
Dhungana, J. (2018). Analysis of paideia perspective for developing curriculum in
Nepal. Research Gate .
Firdaus, F. A., & Mariyat, A. (2017). Humanistic Approach In Education According To
Paulo Freire. Research Gate .
Sahin, M. (2018). ESSENTIALISM IN PHILOSOPHY, PSYCHOLOGY, EDUCATION,
SOCIAL AND SCIENTIFIC SCOPES. Journal of Innovation in Psychology,
Education and Didactics .
Zhao, Z. N. (n.d.). Four ‘Pillars of Learning’ for the Reorientation and Reorganization
of Curriculum:Reflections and Discussions.
 19

Chapter 3: Creative
Curriculum Development
Process 1

Lesson 4:
Creative Curriculum Development
Process
 20

Chapter 3: Creative Curriculum Development Process 1

Lesson 4: Creative Curriculum Development Process

Portfolio No. 11: Discuss with Matrix: Provide the essential concepts of
the Curriculum Development: Planning, Implementation and Evaluation/
Audit as to: Nature, Dynamics/ Processes, Strategies, and Expected
Outcomes
 Nature Dynamics/Pr Strategies Expecte
ocess d
Outcome
s
Planning Developi Knowing the Involves Children 21
ng of educational achieving are
possible purpose. the expected
ideas to Imagination statutory to have
input in Planning for requiremen an
the measurable ts under impressi
curriculu educational the ve
m. value. curriculum. progress
Know the towards
needs of the
the curriculu
student, m.
community Ensures
and the that the
curriculum. student,
Consider teacher
creating a and
curriculum communi
map. ty will
Generates benefit
ideas from from it.
different
perspective

Implement Executin Teachers are Examining Innovativ

ation g and agent in the e
adapting observing availability strategie
to new and advising of s are
plans, for the instructiona impleme
proposal, strategies l material, nted and
ideas and that needs facilities, students
policy. revision. ideas show
Officially classroom evidence
designed observatio in the
course by ns and develop
curriculu supervision ment of
m when a new
workers conducting curriculu
and implement m.
written as ation.
syllabus They are
that It usually expected
teachers happens in to be
will the equippe
follow. process d in
that the knowled
students ge, skills
are with
attaining better
the experien
expected ce.
outcomes
about their
understand
ing and
skills
Evaluation evaluatio Conducting They can Teacher
n is the of need and conduct and
process assessment survey or students
of making about the questioner have a
value result of a s on how better
judgeme newly they feel teaching
 22

Portfolio No. 12: Discuss in 3 complete statements: How a creative

curriculum be designed to Secondary and Tertiary education programs?

Creative curriculum implementation can be designed in the secondary and

tertiary programs through a process of first, identifying the learning needs of the
students, next is setting priorities in these learning needs for curriculum development,
searching and retrieving resources within and outside the school, designing
curriculum programs, implementing the programs, evaluating its effectiveness and
finally, make adaptations to the curriculum programs. Through these steps a creative
curriculum can be designed in secondary and tertiary education with the basis of
lifting the lid through the following terms: Connecting through seeing relationships
and combining in new ways, Risking which is having the self-confidence and freedom
to fail and keep trying, Envisaging which is being original and imaginative about what
might be, Analysing: asking critical and challenging questions, Thinking: taking time
for reflection and soft thinking, Interacting: sharing ideas and collaborating, Varying:
testing options and trying different ways and lastly, Elaborating: exploring, fiddling,
doing the unnecessary.

References:
Bediako, S. (2019). Models and concepts of curriculum implementation, some
definitions and influence of implementation. Research Gate .
Quigley, C. (2011, January). Planning a Creative Curriculum. Retrieved August 2021,
from Taach Primary: https://www.teachprimary.com/learning_resources
/view/planning-a-creative-curriculum?fbclid=IwAR2hwvd7bdEk0w0-
ql55vQ6tYCXwkfyWgNqVLY0CUN5GneKHV4tnjTPM9ZA
Samuel, A. W. (2019). Strategies of Curriculum Implementation. Research Gate .
 23

Portfolio No. 13: Discuss in 3 complete statements: Provide insights on

the further readings cited below.

Defining a curriculum, designing, implementing and auditing are the basic

aspects of the creative curriculum process. In the defining step, educational creativity
is the core aspect, the design step then involves different aspects that are focused on
leaner’s intellect, imagination, and values, implementing is putting the curriculum into
action and auditing develops and monitor the current curriculum for further
improvement. Finally, making and implementing a curriculum can be based o a
number of curriculum development models and it is a rigorous process which
considers the learners, stakeholders, resources and the whole community, together
work hand-in-hand in order to achieve the goals of education.

References:
Bediako, S. (2019). Models and concepts of curriculum implementation, some
definitions and influence of implementation. Research Gate .
Quigley, C. (2011, January). Planning a Creative Curriculum. Retrieved August 2021,
from Taach Primary: https://www.teachprimary.com/learning_resources/
view/planning-a-creative-curriculum?fbclid=IwAR2hwvd7bdEk0w0-
ql55vQ6tYCXwkfyWgNqVLY0CUN5GneKHV4tnjTPM9ZA
Samuel, A. W. (2019). Strategies of Curriculum Implementation. Research Gate .
 24

Chapter 3: Creative Curriculum

Development Process 2

Lesson 5:
Formulating Learning Objectives
 25

Chapter 3: Creative Curriculum Development Process 2

Lesson 5: Formulating Learning Objectives

Portfolio No. 14: Apply and Create: Apply the lessons learned from the
cited pre-read in your subject with the concepts of creative curriculum.

The learnings I’ve gained from the pre-read can be used in my subject
particularly MAPEH, I can start by combining the method of selecting content or
topics that what you want students to know or start with what you want students to
do. I will combine or alternate between them in order to give students some of the
advantages of each. Especially in MAPEH where knowledge alone is not enough,
that’s why it is important to utilize the behavioral approach which is the learning by
doing. Also, another learning is the importance of the Bloom’s taxonomy which is a
great contributor in the organization of lesson to be delivered. The students can
grasp the knowledge and skills if the different levels Knowledge, Comprehension,
Application, Analysis, Evaluation, Synthesis will be used. These prepares and
condition the mind of the child as they learn the lessons from me.

References:
lumen. (n.d.). lumen. Retrieved August 2021, from lumen Educational Psychology:
https://courses.lumenlearning.com/educationalpsychology/chapter/formulating
-learning objectives/?fbclid=IwAR0WgKBqrQtPk6kGIw6MzAJEdczR1PB
4g6VSVCaWbWO-syP6NwjhjESnRbg
 26

Chapter 3: Creative Curriculum

Development Process 3

Lesson 6: Curriculum Change

 27

Chapter 3: Creative Curriculum Development Process 3

Lesson 6: Curriculum Change
Portfolio No. 15: Discuss: Provide your insights and reflections on the
cited pre-read.
Topic: Curriculum Change and Innovation
Change is the only thing that is constant. In our daily life we experience change, and
even in the curriculum, we experienced change. Curriculum change is about
reconstructing and redirecting the expected goals and outcomes that we have
envision. In curriculum change, it must be measurable and expected to finish within
the given time frame. There are key aspects that we need to consider during a
curriculum change. It involves societal needs, technology, national imposition and
stake-holders view. Due to the demand of the society and we are also bombarded
with technology, we are now accepting the changes in the curriculum so that it
satisfies the needs of the stake- holders and the students.
Technology has stepped in that way of achieving and attaining an effective
and convenient way of learning especially in this time of pandemic. Teachers are
now equipped with the knowledge on computer education. They are now exerting
effort to various plat form to deliver the curriculum.
After the curriculum changes, Curriculum workers are now developing a
design on how they can actually change a curriculum. Curriculum development, as
seen in the curriculum development models, follows a scientific and logical process.
Each curriculum development model represents different areas of emphasis.
Curriculum implementation is important to ensure the success of a particular
curriculum. The implementation of a curriculum involves various people known as
curriculum workers. Each curriculum worker has special task to do to ensure the
success of the curriculum.
Curriculum innovation in the other hand, needs an agent which is us—
teachers. Teachers must be collaborative, flexible and we need to have our own
professional skills and strategies. Educators and curriculum workers are always
encouraged to innovate in the curriculum. Curriculum innovations are essential
changes in the curriculum that have positive results for the
school and for the students. It could be new ideas and theories, new subjects or
courses, educational tools, new curriculum design, a curriculum product, or a new
process. Teachers and administrators play an important role in introducing and
implementing curriculum innovations. The success of any curriculum innovation is
based on the support of Stakeholders and the government.
To sum it up, curriculum change and innovation allows us to be more open in
the opportunities it may give us. Students are provided with a quality of education
and the important part is they are having fun. Teachers and students can enhance
their skills in using different plat form and multimedia to ensure that they are focused
on their activities. Curriculum change and innovation let the teachers be more open-
minded about the meaning of change that can benefit to the students and other
stake-holders.
I realized that making a change was also hard, it has to be systematic and
organized in order to achieve the expected outcomes. As an agent of curriculum
change, I must be observant, resourceful and open to changes in any time it may
occur.
References:
Hisham, N., Zakaria, S., & Zulkifly, M. (2018). Topic 8: Curriculum Change and
Innovation.
 28

Chapter 4: Principles in the

Selection and Organization of
Content 1

Lesson 6:
Principles in the Selection and
Organization of Content
 29

Chapter 4: Principles in the Selection and Organization of

Content 1

Lesson 6: Principles in the Selection and Organization of Content

Portfolio No. 16: Apply and Create: Apply the lessons learned from the
cited pre-read in your subject with the concepts of creative curriculum.

The learnings that I have gained from the article that I have read includes that
we are not entirely free in the selection of our content as I apply in MAPEH subject.
The contents are given but how they are organized and presented in the classroom,
ultimately depends on me. I learned the principles to be observe in the selection and
organization of content, the validity, significance, balance, self-sufficiency, interest,
utility and feasibility. Another learning that I can apply in my subject is that at the
base of the structure of cognitive subject matter content is facts. I can't do away with
facts but be sure to go beyond facts by constructing an increasingly richer and more
sophisticated knowledge base and by working out a process of conceptual
understanding. Few ways that I have gained is to provide opportunities for
experimentation pr practical activities for example, apply practical activities such as
going outside ang letting my students play volleyball or whatever the content is,
present the ideas of others, emphasize conceptual understanding, organize, explore
each topic in depth, explain how new ideas relate to students’ own experiences, ask
students to teach to others what they have learned through the evaluation part of the
lesson plan, usually in my lesson, I provide performance tasks with rubrics, promote
dialogue as I deliver the lesson and use authentic activities that will encourage and
give opportunities to the different types of learners I have. It is also of great
importance to have an integration of cognitive, skill, and affective elements in my
subject matter. Finally, as I teach MAPEH, I have learned the effective questioning,
reacting Techniques and how to motivate my students for them to get the best
learning they can have.

Reference:
Elcomblus Contributor. (2020). Guiding Principles in the Selection and Organization
of Content. Retrieved August 2021, from Elcomblus: https://www.elcomblus.
com/guiding-principles-in-the-selection-and-organization-ofcontent/?fbclid=
IwAR 3ZdMFBkTpAxT2-yj7H0NQTUFpo8tA33h1xuqKrRG5bvGsE8QcteTa
XWzI
 30

Chapter 4: Principles in the

Selection and Organization of
Content 2

Lesson 7:
Sequencing of Contents and Learning
Objects
 31

Chapter 4: Principles in the Selection and Organization of

Content 2
Lesson 7: Sequencing of Contents and Learning Objects
Write Portfolio No. 17: Rejoin: What is the essential learnings from the
pre-read that can be integrated to your lesson planning development
with utilizing creative curriculum principles.

The essential learning that I have gained from the reading material is that
there are some underlying assumptions present when organizing and sequencing
learning contents particularly I can apply this in my lesson planning strategy. The
general objectives that I must set for each level in a plan, will have to affect the
formative action for each inferior level of a plan through the general objectives
established for that level. It is important to sequence criteria of the contents properly,
from simple to complex. Another is that, when organizing a task when sorting and
sequencing contents, I have to refer to the acquisition of the cognitive and
psychomotor capacities, those of balance and personal autonomy, those of
interpersonal and social relationships, all within the frame of the corresponding
objectives for the unit. Here, I can use the Knowledge, Psychomotor and Affective in
the objectives of my lesson plan particularly in MAPEH. A differentiated type of
learning or activities is also relevant in lesson planning for the diverse students to
adapt, enjoy and get the nest learning. Another learning is the aim of sequencing
contents is to establish a certain order within them that will ensure the link between
the educational objectives and the learning activities of the students. Lastly, I have
learned the Elaboration theory which I can base my technique in doing my lesson
plan. It says that the leaning contents should be order so as to leave the more simple
and general elements in the first place, and incorporating the more complex and
detailed elements progressively later on. This will help our students to step-by-step
and easily catch the lesson to be learned in an organized manner.

Reference:
Zapata, M. (2006). Sequencing of Contents and Learning Objects. Revista de
Educación a Distancia .
 32

Chapter 5: Qualification Frameworks

and K to 12 Curriculum 1

Lesson 8:
ASEAN and Philippine Qualification
Frameworks
 33

Chapter 5: Qualification Frameworks and K to 12 Curriculum 1

Lesson 8: ASEAN and Philippine Qualification Frameworks

Portfolio No. 18: Rejoin: ASEAN and Philippine Framework: An answer
to make the Philippine Curriculum globally accepted.

The Philippine Qualifications Framework and the ASEAN Qualifications

Framework are relevant in our educational curriculum today, particularly the K to 12
curriculum and the higher education. The development of these qualifications
benefits every person, employer, education and training providers, and the
authorities. The PQF promotes lifelong learning as it recognizes prior learning,
formal, home and work-based experience, while AQRF accommodates lifelong
learning as well as learner mobility as it is used in linking the learning paths of the
levels of education and referencing all sections of education. These qualifications
serve as the baseline in monitoring and developing the curriculum, hence producing
a quality education as we face the new chapters of Philippine education.
 34

Chapter 5: Qualification
Frameworks and the K to 12
Curriculum

Lesson 9:
The K to 12 Curriculum
 35

Chapter 5: Qualification Frameworks and the K to 12

Curriculum

Lesson 9: The K to 12 Curriculum

 Portfolio No. 19: Rejoin: K to 12 Curriculum Audit: What aspects and

dimensions to be audited? and how?

The K to 12 curriculum provides time for mastery of concepts and skills

through the spiral progression approach, wherein the basic principles are introduced
in the lower grades and are being rediscovered in a more complex fashion as the
student attend in the higher levels. However, due to the current type of learners and
other factors such as availability of materials and equipment, occurrence of
calamities, and many more, this mentioned time provided to master the concepts are
insufficient. Also, in the curriculum guide, there are numerous competencies and
objectives included which are not achieved by the teachers and students in the
current situation. Another is that, the Department of Education K to 12 curriculums
particularly in science gave equipment that is usable but it is not enough to hold the
whole classes in the different schools. Therefore, the teacher will be the one who is
in charge to provide all the equipment needed. Localization was one of the
approaches used but it’ll not suffice all the needed material especially to those living
in the rural places. Finally, another aspect that I consider to audit in the K to 12
curriculum is about ICT integration in all subjects. I suggest that let’s start the
changes in the facilitators of learning by equipping them to gain the acquired
pedagogical knowledge in delivering the skills. Or else, find IT experts to teach the
lessons.
 36

FINAL EXAMINATION FOR ED. L

203: CREATIVE CURRICULUM
LEADERSHIP
 37

FINAL EXAMINATION FOR ED. L 203: CREATIVE

CURRICULUM LEADERSHIP

1. Is there a need to Curriculum Audit for Kto12 Curriculum?

The K to 12 curriculum is already equipped with the competencies and

objectives that are responsive to the 21 st century learners however, there are some
aspects that I believe need to be audited.

2. What are the key result area for Dimension to be Audited?

The K to 12 curriculum provides time for mastery of concepts and skills

through the spiral progression approach, wherein the basic principles are introduced
in the lower grades and are being rediscovered in a more complex fashion as the
student attend in the higher levels. However, due to the current type of learners and
other factors such as availability of materials and equipment, occurrence of
calamities, and many more, this mentioned time provided to master the concepts are
insufficient. Also, in the curriculum guide, there are numerous competencies and
objectives included which are not achieved by the teachers and students in the
current situation. Another aspect that I consider to audit in the K to 12 curriculum is
about ICT integration in all subjects. I suggest that let’s start the changes in the
facilitators of learning by equipping them to gain the acquired pedagogical knowledge
in delivering the skills. Or else, find IT experts to teach the lessons. Finally, the
concerns that I consider to audit is English aspect of the curriculum. I propose a
recommendation to establish a reading habit in every child since they are at
kindergarten whereas the hidden curriculum taught on this stage.
 38

Summary

I’m very glad to attend this course Creative Curriculum Leadership. I learned
a lot, it enlightened my knowledge in every aspect of curriculum development, like
curriculum planning, implementation and evaluation. It is very important to identify the
problem to come up with the revision of content to better ensure the quality of
education that will benefit the next generation. The sleepless nights are worth it as I
take this course and prepare these activities. The challenges and experiences even
molded me as I pursue my desire to become a leader.
Aside from the activities that were assigned to us, I am grateful for the
opportunity to participate in a four-part NGF Mind strong webinar series. It helps me
mentally to become more resilience in life in this type of pandemic. In their first series
the topic was “Valuing Life Experiences: Developing Resilience in Us” a very life
changing series, it assists me in determining what to do in given circumstances. Also
help me how to define bully and how to deal with the bullies. The need for knowing
and studying school bullying, especially in the university, is then reinforced, since the
exposure to bullying may cause problems of different orders for victims, such as
stress, lowering or loss of self-esteem, anxiety, depression, low school achievement,
and even, in more serious cases such as suicide. For me it is important to put an
extra effort in dealing with this type of circumstances. As a leader and role model in
school as well in society we need to address the issue as soon as possible before
something might happen to the person who suffer from bullying until we can change
the culture, their future and build a new world and the word bully will be eliminated
forever. Life is too short to overthink, be sad and get bad to the world. Why not build
a world with full positivity in life. Another series was review of Itaewon Class and
Moving Forward. The series was amazing I already watch some episode and I notice
in the story of the resiliency of the protagonist toward his father situation who died
from a car accident and the characters shows leadership and management but when
he found out who’s behind of his father’s death, he so upset and mad and try to kill
the person which is the son of the antagonist. To cut a long story short, Park Saeroyi
was imprisoned. In jail, he learns a lot from his previous experiences, and he
improves himself while seeking vengeance for his father's death, but this time he's
smart, and he wants his vengeance to be on destroying the antagonist company.
Series no 3: Family Values: Developing Child’s Mindset. In this series a learn about
family parenting, how to deal with our child and how to improve their mindset. Values
is very important to impart to our child. Values give families an outlook on life, a way
to view the world and their situation as well as an identity. Values can also add to
relationships and influence judgments, behaviors, and parenting styles. Family
values serve as the core of what family members do the opinions they have. Then
developing child mindset helps them to reframe their approach to challenges and
stay motivated to work and to improve their skills. And the last series was Societal
Balance: The Rule of Karma. In this series I understand that being kind will create
your own karma. Our taught build character, Desire make opportunities in life and
man is a creator of his future and master of his own destiny.
Thank you so much for this life-changing four-part webinar series. It gives me
a lot of hope in life to know that we can improve our children's future. I am grateful to
all the speakers and to our professor Sir BB Nebres for providing us with so much
inspiration and knowledge that we can use to improve our lives, also determine what
is truly important in life and concentrate on what our life's destiny can be.