PRED 1313. Module 1. CP 1. Version2

Course LM01-PRED
Packet
LM03-PRED
01 1313
1313
Learning Module 01
Nature of the
Curriculum
Course Packet 01
Definition
Major Conception
Knowledge Area Code : PROFEd

Course Code : PRED1313
Learning Module Code : LM01-PRED1313
Course Packet Code : LM01- PRED1313-01
Learning Module: The Teacher and The School Curriculum 3

Course LM01-PRED
Packet
01 1313
Course Packet 01
Course Packet 01
Definition
Major Conception
Introduction
This learning packet will help the students understand the concepts of curriculum which is as
dynamic as the changes that occur in society. In its narrow sense, curriculum is viewed merely as a
listing of subjects to be taught in school. In a broader sense, it refers to the total learning experiences of
individuals not only in schools but in society as well.
Moreover, this learning packet will introduce you to the elements of curriculum and some
curricular approaches. These topics will strengthen your knowledge and understanding of the nature,
concepts and purposes of the curriculum.
The nature of the elements and the manner in which they are organized may comprise which
we call a curriculum design. However, this section will only introduce to you the elements or components
of a curriculum. It will not discuss in length how each component relates to one another but will merely
provide the structure or the skeleton of the curriculum.
Objectives
After going through this course packet you will be able to:
• define curriculum and its major conceptions
• analyze the nature of the curriculum
• reflect on the importance of curriculum and its major conceptions
Learning Management System

To be able to accomplish the learning module of this course packet, you will be needing the
following platforms: Google Classroom and Google Meet. These platforms are available in your cellphone,
tablet or laptop as long as you have your gmail account. All announcements for the synchronous class
discussion will be made available through Google Classroom and Google Meet link. Your teacher will
send the link prior to the class schedule.
Reminders to each section of classes, kindly join on the following Google Classroom link below:
• _________ – _________
• _________ – _________
• _________ – _________
You are also encouraged to download the materials before the class will start. In case you have
queries regarding the modules you may send a message via text messaging, messenger or email, those
mode of communications are made available as presented to you at the course overview (page ___).
Duration
• Topic 01: Definition = 3 hours
(2 hours self-directed learning with practical
exercises and 1 hour assessment)
2
Learning Module: The Teacher and The School Curriculum
Course LM01-PRED
Packet
01 1313
• Topic 02: Major Conception = 3 hours

(2 hours self-directed learning with practical
exercises and 1 hour assessment)
Course Packet 01
Delivery Mode
The learning mode of this course packet 01 will be needing online and offline (synchronous and
asynchronous). Synchronous and asynchronous will be determined in your Learning Activity Calendar
to be posted in our Google Classroom.
Assessment with Rubrics

Several types of assessment may be given: an objective test that provides limited set of options
for the student’s response, a projective test that requires the student to generate free responses, product-
based assessment, and performance-based assessment.
For objective tests, one item is equivalent to one point unless indicated in the activity. For
course requirements, the rubrics below will be the basis of the student’s score:
Grading Rubric for Reflection Paper

SKILLS 5 4 3 2 1
Depth of Demonstrate a Demonstrate a Demonstrate basic Demonstrate a Demonstrate

reflection conscious and thoughtful understanding of limited little or no
thorough understanding of the writing prompt understanding of understanding
understanding of the the writing prompt and the subject the writing prompt of the writing
writing prompt and and the subject matter and subject matter. prompt and
the subject matter. matter. This reflection subject matter.
This reflection can be needs revision This reflection
used as an example needs revision.
for other students.
Use of Use specific and Use relevant Use examples from Use incomplete or No examples
textual convincing examples examples from the the text to support vaguely developed from the text are
from the texts studied texts studied to most claims in your examples to only used and claims
evidence and
to support claims in support claims in writing with some partially support made in your
historical
your own writing, your own writing, connections made claims with no own writing are
context making insightful and making applicable between texts. connections made unsupported
applicable connections connections between texts and irrelevant to
between texts. between texts. the topic at
hand.
Language use Use stylistically Use language that Use basic but Use language that Use language
sophisticated is fluent and appropriate is vague or that is
language that is original, with language, with a imprecise for the unsuitable for
precise and engaging, evident a sense of basic sense of voice, audience or the audience
with notable sense of voice, awareness of some awareness of purpose, with little and purpose,
voice, awareness of audience and audience and sense of voice, and with little or no
audience and purpose, purpose, and the purpose and some a limited awareness awareness of
and varied sentence ability to vary attempt to vary of how to vary sentence
structure. sentence structure sentence structure. sentence structure. structure
Conventions Demonstrate control Demonstrate Demonstrate Demonstrate Demonstrate

of the conventions control of the partial control of limited control of little or no
with essentially no conventions, the conventions, the conventions, control of the
errors, even with exhibiting exhibiting exhibiting frequent conventions,
sophisticated occasional errors occasional errors errors that make making
language. only when using that do not hinder comprehension comprehension
sophisticated comprehension. difficult. almost
language. impossible.
TOTAL:
Source: https://studylib.net/doc/25255677/written-reflection-rubric
3
Course LM01-PRED
Packet
01 1313
Requirement with Rubrics

One of the Intended Learning Outcomes of this course packet is for students to reflect on the
importance of curriculum so students will be required to write a reflective essay guided by the rubrics
Course Packet 01
given above.
Readings
The readings for this course packet that you must make all efforts to read is indicated below
(click the link). These can be accessed through internet using your computer, cellular phone or tablet.
The reference below is a source of information that you may read during your idle time.
✓ https://www.google.com/search?q= MODULE +Unit+I

✓ http://elibrary.nti.edu.ng/bitstream/
✓ https://www.academia.edu/33820685/Module_1._
✓ https://www.slideshare.net/RandyDacuro/nature-concepts-and-purposes-of-curriculum-
66020135
✓ https://pdfs.semanticscholar.org/
Major Components of the Learning Module
➢ Definition of Curriculum
➢ Major Conceptions on the Nature of Curriculum
Introduction
A basic role of education theory is to educate the public about the priorities of education from
which they are modified. Such a philosophy should necessarily give the fundamental principles to answer
the philosophical question: "What topics, experience and valuable activities are vital to understanding
the school's raison d’etr (reason for living)?
The curriculum is an important part of education theory. It's the educational stuff. It is the
means by which a theory of life becomes a reality. It converts strength into motion. It reflects the wisdom
of the ages in the field of education and the findings of thinkers, teachers, and researchers. The curriculum
is structured to represent social values and the process by which these values are passed on from
generation to generation.
The curriculum includes all of the learner’s experiences for which the school is responsible. The
curriculum is, in the widest sense, the hierarchical series of courses or subjects that form the structured
curriculum of the school.
The primary goal of education is the transition and protection of cultural heritage in the sense
of modern ideologies. A course consists of the skills and topics required in order to relate to the
inexperienced for the preservation of society in learning units. The subject is organized in a hierarchy
with priority given to topics which are considered to be more general. The later philosophies discuss the
learning process more. The following program refers to the tasks and projects, new approaches and issues
that are decided by the desires and needs of the learner.
4
Course LM01-PRED
Packet
01 1313
Pre-Assessment
Multiple Choice:
Course Packet 01
Directions: Let’s find out how much you know about this learning packet. Choose the letter that you
think best answers the question. Remember to answer all items. Write the answers on the
space provided for before the number. After taking this short test, your answers will be
checked to find out your score. Take note of the items that you won’t be able to correctly
answer and look for the right answer as you go through this module.
____1. Which is NOT a provision for the development of each learner in a good curriculum?
a. Extensive arrangements are made for the educational diagnosis of individual learners.
b. Self-directed, independent study is encouraged wherever possible and advisable.
c. Self-motivation and self-evaluation are stimulated and emphasized throughout the learning
opportunities of the school.
d. The program provides a wide range of opportunities for individuals with same abilities, needs
and interests.
____2. Teacher Lily would like to take part in developing a subject-centered curriculum because she
believes that all subjects in this type of curriculum are geared towards the holistic development
of the learner. Is her belief about the subject-centered curriculum true?
a. Yes, because the subject-centered curriculum focuses on the learners needs, interests and
abilities.
b. No, because it is the experience-centered curriculum that emphasizes the teaching of facts and
knowledge for future use.
c. Yes, because the subject-centered curriculum involves cooperative control.
d. No, because it is the experience centered and not the subject-centered curriculum that
emphasizes integration of habits and skills in learning the knowledge component of subject
areas.
____3. This phase of curriculum development involves decisions, among other things, on grade
placement and sequencing of content. Which phase is this?
a. Curriculum planning c. Curriculum organization
b. Curriculum evaluation d. Curriculum implementation
____4. Mr. Rivera, a new teacher believes that education is a process of development and is life itself;
therefore, experience related to the child's need and interest should be given primary
consideration. What educational philosophy is being exhibited by Mr. Rivera?
a. Idealism c. Progressivism
b. Reconstructionism d. Realism
____5. Teacher Dominguito believes that a new respect for the child is fundamental in curriculum. Thus,
all activities in the classroom are geared towards the development of the child - the center of the
educative process. To which approach in curriculum does Teacher Dominguito adhere?
a. Learner-centered c. Problem-centered
b. Subject-centered d. Pragmatic
____6. Which curriculum design element is taking place when Eduardo, a 4th year student can connect
the lessons he learned in a subject area to a related content in another subject area?
a. Articulation c. Continuity
b. Balance d. Integration
____7. What design element establishes the vertical linkage from level to level to avoid glaring gaps and
wasteful overlaps?
a. Articulation c. Scope
b. Balance d. Sequence
5
Course LM01-PRED
Packet
01 1313
____8. Who controls the subject centered-curriculum?

a. Learner c. Parent
b. Teacher d. Teacher and parent
Course Packet 01
____9. To provide individual differences in the classroom, how is curriculum designed?

a. Minimum learning competencies are included
b. Realistic and meaningful experiences are provided
c. Some degree of flexibility is provided
d. Social skills are emphasized
____10. What do you call the curriculum when the teacher puts into action all the different
planned activities in the classroom?
a. Recommended Curriculum c. Taught Curriculum
b. Written Curriculum d. Supported Curriculum
____11. Which statement about the subject-centered curriculum is NOT true?
a. There is a high level of cooperative interaction
b. It covers much content in a short period of time
c. The teacher has full control of the classroom activities
d. The main task is mastery of learning
____12. Schools divide the school hours to different subjects such as reading, grammar, literature,
math, science, history and geography. What curriculum design is referred here?
a. Problem-centered c. Subject-centered
b. Learner-centered d. Culture-based
____13. Which characteristic of a good curriculum highlights the psychological nature of the
learner?
a. Provisions are made for the smooth transition and continuing achievement of pupils.
b. Curriculum plans in areas which extend over several years are developed vertically.
c. Classroom practices give attention to the maturity and learning problems of each pupil.
d. Cooperative planning and teaching provide for exchange of information about pupil's
learning experiences.
____14. "Knowledge is true if it is workable". What philosophical foundation supports this
statement?
a. Idealism c. Pragmatism
b. Realism d. Essentialism
____15. As a member of the curriculum committee, your chief concern is to give the child freedom to
choose what to learn and believe, as you allow them to set their own identities and standards.
What philosophy will you consider?
a. Existentialism c. Idealism
b. Realism d. Pragmatism
____16. Who amongst the following viewed curriculum as “permanent studies where the
rules of grammar, reading, rhetoric and logic and mathematics for basic education?
a. Arthur Bestor c. Joseph Schwab
b. Robert Hutchins d. Caswell
____17. Which of the following views curriculum as a listing of school subjects, syllabi or study?
a. progressivist c. idealist
b. theorist d. pragmatist
____18. Which of the following types of curriculum is tested and evaluated before its implementation?
a. recommended curriculum c. learned curriculum
b. taught curriculum d. assessed curriculum
____19. Which of the following events of learning is the learner motivated to learn by expectation that
learning will be rewarding?
6
Course LM01-PRED
Packet
01 1313
a. acquisition phase c. motivation phase

b. feedback phase d. retention phase
____20. Which of the following events of learning serves as a reinforcer for successful performance?
Course Packet 01

Lesson Proper
• Activity
Let us start this Course Packet by answering this:
"Is Philippine education really deteriorating?" This is a big question raised by many sectors of our
society. Let us reflect on this issue. Choose a particular level (elementary secondary, tertiary) and a
specific subject area (Science, Math, English) as a point of reference.
• Processing of activity
How would you describe your own experiences as a student? What are the difficult and best
experiences you had?
• Lesson Proper
Concepts, Nature and Purposes of Curriculum
In a sense, the task of defining the concept of curriculum is perhaps the most difficult of all, for the term
curriculum has been used with quite different meanings ever since the field took form. Curriculum can
be defined as perspective, descriptive or both.
What is curriculum? What is its purpose? What is its nature? These are the fundamental questions that
will be addressed in this lesson.
A. Prescriptive Definitions of the Curriculum

Date Author Definition
Curriculum is a continuous reconstruction, moving from the child’s present experience
1902 John Dewey out into that represented by the organized bodies of truth that we call studies, the
various studies are themselves experience—they are that of the race. (pp. 11–12)
Franklin Curriculum is the entire range of experiences, both directed and undirected, concerned
1918
Bobbitt in unfolding the abilities of the individual. (p. 43)
[The curriculum is] a succession of experiences and enterprises having a maximum

Harold O.
1927 lifelikeness for the learner giving the learner that development most helpful in meeting
Rugg and controlling life situations. (p. 8)
The curriculum is composed of all the experiences children have under the guidance of
Hollis
1935 teachers. . .. Thus, curriculum considered as a field of study represents no strictly
Caswell limited body of content, but rather a process or procedure. (pp. 66, 70)
[The curriculum is] all the learning experiences planned and directed by the school to
1957 Ralph Tyler
attain its educational goals. (p. 79)
7
Course LM01-PRED
Packet
01 1313
Curriculum is a sequence of content units arranged in such a way that the learning of
1967 Robert Gagne each unit may be accomplished as a single act, provided the capabilities described by
specified prior units (in the sequence) have already been mastered by the learner. (p. 23)
Course Packet 01
James
[Curriculum is] all planned learning outcomes for which the school is responsible. . ..
1970 Popham
Curriculum refers to the desired consequences of instruction. (p. 48)
Eva Baker
[Curriculum] refers to a written plan outlining what students will be taught (a course
J.L. McBrien
1997 of study). Curriculum may refer to all the courses offered at a given school, or all the
R. Brandt courses offered at a school in a particular area of study.
Indiana Curriculum means the planned interaction of pupils with instructional content,
2010 Department materials, resources, and processes for evaluating the attainment of educational
of Education objectives. (n.p.)
The descriptive definitions of curriculum displayed in the next table go

beyond the prescriptive terms as they force thought about the
curriculum “not merely in terms of how things ought to be . . . but how Key Points:
things are in real classrooms” (Ellis, 2004, p. 5). Another term that
could be used to define the descriptive curriculum is experience. The • The word curriculum is
experienced curriculum provides “glimpses” of the curriculum in derived from the Latin
action. Several examples, in chronological order, of descriptive “currere” meaning ‘to
run’. This implies
definitions of curriculum are listed in the table below.
(involves) that one of
the functions of a
The definitions provided for prescriptive and descriptive curricula vary curriculum is to provide
primarily in their breadth and emphasis. It would seem that a useful an outline or design
definition of curriculum should meet two criteria: It should reflect the which enables learning
general understanding of the term as used by educators, and it should to take place.
• In education, where the
be useful to educators in making operational distinctions.
word curriculum has
been imported, like in a
race, indeed, for many
B. Descriptive Definitions of the Curriculum
students, the school
Date Author Definition curriculum is a race to
be run, a series of
Hollis Caswell All the experiences children have under the
1935 obstacles or hurdles
Doak Campbell guidance of teachers. (subjects) to be
Those learnings each child selects, accepts, passed.
1941 Thomas Hopkins and incorporates into himself to act with, on, • In broader sense
and upon, in subsequent experiences. Curriculum can be
All experiences of the child for which the defined as sum total of
1960 W. B. Ragan all the experiences a
school accepts responsibility.
The set of actual experiences and perceptions learner go through
1987 Glen Hass of the experiences that each individual learner under the guidance of
has of his or her program of education.
the school, institution.
The reconstruction of knowledge and
Definition of Terms:
Daniel Tanner & experience that enables the learner to grow in
1995
Laurel Tanner exercising intelligent control of subsequent Curriculum – dynamic
knowledge and experience. process; listing of
All student school experiences relating to the subjects and total learning
improvement of skills and strategies in experiences.
2006 D. F. Brown thinking critically and creatively, solving Curriculum – defined as
problems, working collaboratively with others, perspective, descriptive or
communicating well, writing more effectively, both.
8
Course LM01-PRED
Packet
01 1313
reading more analytically, and conducting Key Points:

research to solve problems.
An emphasis on what students can do with • Curriculum is the entire
range of experiences,
Course Packet 01
knowledge, rather than what units of

2009 E. Silva
knowledge they have, is the essence of 21st-
both directed and
undirected, concerned
century skills.
in unfolding the abilities
https://www.sagepub.com/sites/default/files/upm-binaries /44334_1.pdf
of the individual.
• the curriculum is
A. Curriculum from Different Points of View composed of all the
experiences children
There are many definitions of curriculum. Because of this, the concept have under the
of curriculum is sometimes characterized as fragmentary, elusive and guidance of teachers.
confusing. However, the numerous definitions indicate dynamism that • Curriculum is a
sequence of content
connotes diverse interpretations of what curriculum is all about. The
units arranged in such
definitions are influenced by modes of thoughts, pedagogies, and a way that the learning
political as well as cultural experiences. Let us study some of these of each unit may be
definitions. accomplished as a
single act, provided the
1. Traditional Points of View of Curriculum capabilities described
by specified prior units
(in the sequence) have
In the early years of the 20th century, the traditional concepts held on already been mastered
the concept that "curriculum is a body of subjects or subject matter by the learner.
prepared by the teachers for the students to learn. It was synonymous
to the "course of study" and "syllabus".
Robert M. Hutchins views curriculum as "permanent studies where
the rules of grammar, reading, rhetoric and logic and mathematics for Curriculum: refers to a
basic education are emphasized. Basic education should emphasize the written plan outlining what
3 Rs and college education should be grounded on liberal education. On students will be taught
the other hand, Arthur Bestor, as an essentialist believes that the
Curriculum: may refer to
mission of the school should be intellectual training; hence curriculum
all the courses offered at
should focus on the fundamental intellectual disciplines of grammar, a given school, or all the
literature and writing. It should also include mathematics, science, courses offered at a
history and foreign language. school in a particular area
of study
This definition leads us to the view of Joseph Schwab that discipline is
Prescriptive Curriculum:
the sole source of curriculum. Thus, in our education system,
– is defined as what is
curriculum is divided into chunks of knowledge we call subject areas in ought to happen, and
basic education such as English, Mathematics, Science, Social Studies, more often than not take
and others. In college, discipline may include humanities, sciences, the form of plan, intended
languages and many more. To Phenix, curriculum should consist program, or some kind of
entirely of knowledge which comes from various disciplines. expert opinion.
Descriptive Curriculum:
Academic discipline became the view of what curriculum is after the – How things are in real
cold war and the race to space. Joseph Schwab, a leading curriculum classroom. Or in other
theorist coined the term discipline as a ruling doctrine for curriculum words “experiences”.
development. Curriculum should consist only of knowledge which
comes from disciplines which is the sole source.
9
Course LM01-PRED
Packet
01 1313
Key Points:
Thus, curriculum can be viewed as a field of study. It is made up of its • D. F. Brown. All student
school experiences
foundations (philosophical, historical, psychological, and social
relating to the
foundations); domains of knowledge as well as its research theories and improvement of skills
Course Packet 01
principles. Curriculum is taken as scholarly and theoretical. It is and strategies in thinking

concerned with broad historical, philosophical, and social issues and critically and creatively,
academics. solving problems,
working collaboratively
with others,
Most of the traditional ideas view curriculum as written documents or
communicating well,
a plan of action in accomplishing goals. writing more effectively,
reading more
2. Progressive Points of View of Curriculum analytically, and
conducting research to
On the other hand, to a progressivist, a listing of school subjects, syllabi, solve problems.
• E. Silva. An emphasis on
course of study, and list of courses or specific discipline do not make a
what students can do
curriculum. These can only be called curriculum if the written with knowledge, rather
materials are actualized by the learner. Broadly speaking, curriculum than what units of
is defined as the total learning experiences of the individual. This knowledge they have, is
definition is anchored on John Dewey's definition of experience and the essence of 21st-
education. He believed that reflective thinking is a means that unifies century skills.
curricular elements. Thought is not derived from action but tested by
• Traditional Points of View
application. of Curriculum
- Body of subjects or
Caswell and Campbell viewed curriculum as "all experiences children subject matter;
have under the guidance of teachers." This definition is shared by Course of study and
Smith, Stanley and Shores when they defined "curriculum as a syllabus
sequence of potential experiences set up in the schools for the purpose of
• Robin M. Hutchins –
disciplining children and youth in group ways of thinking and acting." permanent studies
(basic education)
Marsh and Willis on the other hand view curriculum as all the
experiences in the classroom which are planned and enacted by the • Arthur Bestor – an
teacher, and also learned by the students. essentialist
- mission of the school
should be intellectual
B. Points of View on Curriculum Development training
- should focus on the
From the various definitions and concepts presented, it is clear that fundamental intellectual
Curriculum is a dynamic process. Development connotes changes disciplines.
which are systematic. A change for the better means any alteration,
• Joseph Schwab, a
modification or improvement of existing condition. To produce positive
leading curriculum
changes, development should be purposeful, planned and progressive. theorist coined the term
This is how curriculum evolves. discipline as a ruling
doctrine for curriculum
Let us look at the two models of curriculum development and concepts development.
of Ralph Tyler and Hilda Taba.
• Progressivist point of
view – listing of school
Ralph Tyler Model: Four Basic Principles. subjects, etc…do not
This is also popularly known as Tyler's Rationale. He posited four make a curriculum
fundamental questions or principles in examining any curriculum in -can only be called
schools. These four fundamental principles are as follows: curriculum if the written
materials are actualized
by the learner
10
Course LM01-PRED
Packet
01 1313
1. What educational purposes should the school seek to attain?

2. What educational experiences can be provided that are likely Key Points:
to attain these purposes?
• John Dewey’s
Course Packet 01
3. How can these educational experiences be effectively

definition of
organized? experience and
4. How can we determine whether these purposes are being education
attained or not? - Reflective thinking is a
means that unifies
In summary, Tyler's Model shows that in curriculum development, the curricular elements.
- Thought is not derived
following considerations should be made:
from action but tested
by application
a. Purposes of the school,
b. Educational experiences related to the purposes, • Caswell and Campbell
c. Organization of the experiences, and – all experiences of
d. Evaluation of the experiences children have under
the guidance of
teachers
On the other hand, Hilda Taba improved on Tyler's Rationale by - Shared by Smith,
making a linear model. She believed that teachers who teach or Stanley and Shores
implement the curriculum should participate in developing it. Her (sequence of potential
advocacy was commonly called the grassroots approach. She presented experiences set up in
seven major steps to her model where teachers could have a major input. the schools for the
purpose of disciplining
children and youth in
These steps are as follows: group ways of thinking
and acting).
1. Diagnosis of learners’ needs and expectations of the larger
Society • Development –
2. Formulation of learning objectives connotes changes
which are systematic
3. Selection of learning content - Should be purposeful,
4. Organization of learning content planned and
5. Selection of learning experiences progressive
6. Organization of learning activities
7. Determination of what to evaluate and the means of doing it • Ralph Tyler – Four
Basic Principles /
Questions
Thus, as you look into curriculum models, the three interacting
a. What educational
processes in curriculum development are planning, implementing and purposes should the
evaluating. school seek to attain?
b. What educational
C. Types of Curriculum Operating in Schools experiences can be
provided that are likely
to attain these
From the various concepts given, Allan Glatthorn (2000) describes purposes?
seven types of curriculum operating in the schools. These are: c. How can these
educational
1. Recommended curriculum - proposed by scholars and experiences be
professional organizations. effectively organized?
d. How can we
2. Written curriculum - appears in school, district, division or
determine whether
country documents these purposes are
3. Taught curriculum - what teachers implement or deliver in the being attained or not?
classrooms and schools.
4. Supported curriculum - resources-textbooks, computers,
11
Course LM01-PRED
Packet
01 1313
audio-visual materials which support and help in the

implementation of the curriculum. Key Points:
5. Assessed curriculum - that which is tested and evaluated
• Recommended
Course Packet 01
6. Learned curriculum - what the students actually learn and

Curriculum
what is measured and - proposed by
7. Hidden curriculum - the unintended curriculum scholars and
professional
1. Recommended curriculum - Most of the school curricula are organizations
recommended. The curriculum may come from a national agency like -DepEd, CHED,
DOST, PAFTE,
the Department of Education, Commission on Higher Education BIOTA
(CHED), Department of Science and Technology (DOST) or any
professional organization who has stake in education. For example, the • Written Curriculum –
Philippine Association for Teacher Education (PAFTE) or the Biology appears in school,
Teacher Association (BIOTA) may recommend a curriculum to be district, division or
implemented in the elementary or secondary education. country documents
- Course of study or
syllabi
2. Written curriculum - This includes documents, course of study or - made by curriculum
syllabi handed down to the schools, districts, division, departments or experts with
colleges for implementation. Most of the written curricula are made by participation of
curriculum experts with participation of teachers. These were pilot- teachers
- Pilot-tested or tried
tested or tried out in sample schools or population. Example of this is
out
the Basic Education Curriculum (BEC). Another example is the written - e.g. BEC, written
lesson plan of each classroom teacher made up of objectives and planned lesson plan (with
activities of the teacher. objectives and
planned activities)
3. Taught curriculum-The different planned activities which are put
• Taught Curriculum –
into action in the classroom compose the taught curriculum. These are
what teachers
varied activities that are implemented in order to arrive at the objectives implement or deliver
or purposes of the written curriculum. These are used by the learners in the classrooms and
with the guidance of teachers. Taught curriculum varies according to schools
the learning styles of students and the teaching styles of teachers. - Activities are put into
action in order to
arrive at the
4. Supported curriculum - In order to have a successful teaching there
objectives or
than the teacher, there must be materials which should Support or help purposes of the
in the implementation of a written curriculum. These refer to the written curriculum
support curriculum that includes material resources such as textbooks, - varies according to
computers, audio-visual materials, laboratory equipment, playgrounds, the learning styles of
zoos and other facilities. Support curriculum should enable each learner students and the
teaching styles of
to achieve real and lifelong learning.
teachers
5. Assessed curriculum - This refers to a tested or evaluated • Supported Curriculum

curriculum. At the duration and end of the teaching episodes, series of - Resources –
evaluations are being, done by the teachers to determine the extent of textbooks, computers,
teaching or to tell if the students are progressing. This refers to the audio-visual
materials, lab
assessed curriculum. Assessment tools like pencil-and-paper tests,
equipment,
authentic instruments like portfolio are being utilized. playground, zoos, and
other facilities
6. Learned curriculum - This refers to the learning outcomes achieved
by the students. Learning outcomes are indicated by the results of the
12
Course LM01-PRED
Packet
01 1313
tests and changes in behavior which can either be cognitive, affective or Key Points:
psychomotor.
• Elements/Components of
Course Packet 01
7. Hidden curriculum - This is the unintended curriculum which is not the Curriculum
deliberately planned but may modify behavior or influence learning
For most curricula, the
outcomes. There are lots of hidden curricula that transpire in the
major components or
schools. Peer influence, school environment, physical condition, elements are
teacher-learner interaction, mood of the teachers and many other factors
make up the hidden curriculum. 1. aims, goals and
objectives;
D. Elements/Components of the Curriculum 2. subject matter/content;
3. Learning experiences
and
For most curricula, the major components or elements are 4. Evaluation approaches.
teachers
1. aims, goals and objectives;
2. subject matter/content; • Component 1 -
3. Learning experiences and Curriculum Aims,
Goals and Objectives
4. Evaluation approaches.
A formal curriculum is
When translated into questions, each component can be addressed by embedded in a formal
the following: institution called schools.
Schools are established
institutions which are
1. What is to be done?
either run by the
2. What subject matter is to be included? government or by the
3. What instructional strategies, resources and activities will be private sector. The
employed? Philippine educational
4. What methods and instruments will be used to assess the system is divided in
results of the curriculum? three educational levels:
primary, secondary and
tertiary levels.
I. Component 1 - Curriculum Aims, Goals and Objectives
A formal curriculum is embedded in a formal institution called schools.

Schools are established institutions which are either run by the
government or by the private sector. The Philippine educational system Definition of Terms:
is divided in three educational levels: primary, secondary and tertiary Assessed curriculum -
levels. This refers to a tested or
evaluated curriculum.
Based on the Philippine Constitution of 1987, all schools shall aim to:
Learned curriculum - This
refers to the learning
1. Inculcate patriotism and nationalism
outcomes achieved by the
2. Foster love of humanity students.
3. Promote respect for human rights
4. Appreciate the role of national heroes in the historical Hidden curriculum - This
development of the country is the unintended
5. Teach the rights and duties of citizenship curriculum which is not
deliberately planned but
6. Strengthen ethical and spiritual values
may modify behavior or
7. Develop moral character and personal discipline influence learning
8. Encourage critical and creative thinking outcomes.
9. Broaden scientific and technological knowledge and promote
13
Course LM01-PRED
Packet
01 1313
vocational efficiency Key Points:
• Aims of Elementary
1. Aims of Elementary Education (Education Act of 1982)
Education (Education Act
Course Packet 01
In the elementary level, schools through their curricula should aim to: of 1982) include KSV,
• provide knowledge and develop skills, attitudes, values learning experiences, love
essential to personal development and necessary for living in for the nation, and
and contributing to a developing and changing society; promote
• provide learning experiences which increase the child's
• Aims of Secondary
awareness of and responsiveness to the changes in the Society
Education promote the
• promote and intensify knowledge, identification with and love objectives of Elementary
for the nation and the people to which he belongs; and Education and enhance
• Promote work experiences which develop orientation to the different attitudes and
world of work and prepare the learner to, engage in honest and interest of students in
gainful work. order to equip them with
skills…in preparation for
tertiary schooling
2. Aims of Secondary Education
In high school or secondary level, educational curricula aim to: • Aims of Tertiary Education
contain general education
• continue to promote the objectives of elementary education; programs,
and manpower/skills,
leadership, and
• Discover and enhance the different aptitudes and. interests of
application of knowledge
students in order to equip them with skills for productive
endeavor and or to prepare them for tertiary schooling. • -hence, each school is
guided by VMGs
3. Aims of Tertiary Education -VISION – what the
Tertiary education refers to college and university formal education institution would like to
become in the future;
based on the curricula of the different courses. The different courses
guiding post/unifying
should aim to: elements
-e.g. A model performing
• provide general education programs which will promote high school where
national identity, cultural consciousness, moral integrity and students are equipped
spiritual vigor; with knowledge, skills and
strength of character to
• train the nation's manpower in the skills required for national realize their potential to
development the fullest
• develop the professions that will provide nation; and • -MISSION- how intends to
• Advance knowledge through research and apply new carry out its VISION
knowledge for improving the quality of human life and -to produce the kind of
persons the students will
respond effectively to changing society.
become after having been
educated over a certain
Based on the mandate of the constitution, each school therefore should period of time.
be guided by its vision, mission and goals and its curricula should -e.g. to produce a globally
also revolve around these. competitive lifelong
learners
The school's vision is a clear concept of what the institution would
• GOALS- broad statements
like to become in the future. It provides the focal point or unifying to be accomplished
element according to which the school staff, faculty, students perform -e.g. Build a strong
individually or collectively. It is the guiding post around which all foundation of skills and
educational efforts including curricula should be directed. The school's concepts
vision can be very ambitious but that is a characteristic of vision.
14
Course LM01-PRED
Packet
01 1313
Key Points:
• Educational objectives
Examples of a school's vision - Simple and specific! And
as defined by Benjamin
1. A model performing high school where students are equipped Bloom and Robert Mager in
Course Packet 01
with knowledge, skills and strength of character to realize their two ways:
1. Explicit formulation of the
potential to the fullest
ways in which students
2. Commits to the Exemplary Christian Education for Life and are expected to be
responsive to the needs of the total person and the world. changed by the educative
process
The school’s mission statement spells out how it intends to carry out 2. Intent communicated by
its Vision. The mission targets to produce the kind of persons the statement describing a
proposed change in
students will become after having been educated over a certain period
learners
of time.
• Affective (Krathwohl)
Examples of school's mission -domain of valuing, attitude
and appreciation (RRVOV)
1. To produce globally competitive lifelong learners. a. Receiving-willingness to pay
attention
2. Commits to the total development of individuals for life
b. Responding- active
adjustment and to the upliftment of the economically deprived participation
but deserving students through quality instruction, updated c. Valuing- worth or value
facilities and curricula responsive to the needs of the times. d. Organization- building a
value system
The school's vision and mission are further translated into goals which e. Value complex OR
characterization by a value –
are broad statements or intents to be accomplished. Data for the sources
developing a lifestyle from a
of school goals may include the learners, the society and the fund of value system
knowledge.
• Psychomotor (Simpson)
Examples of school goals: -domain of the use of
psychomotor attributes
(PSGMCAO)
1. Build a strong foundation of skills and concepts
a. Perception – use of sense to
2. Efficient and effective administration responsive of the needs guide motor activities
of the university and community. b. Set- readiness
c. Guided response –
In a curriculum, these goals are made simple and specific for the concerned with the early
attainment of each learner. These are called educational objectives. stages in learning complex
skills. Imitation and trial and
Benjamin Bloom and Robert Mager defined educational objectives in error are some of the ways
two ways: of doing
d. Mechanism – habitual
1. explicit formulations of the ways in which students are responses; performance
expected to be changed by the educative process, and skills
e. Complex overt responses –
2. Intent communicated by statement describing a proposed
complex movement patterns
change in learners. f. Adaptation – ability to modify
is very easy
In other words, objectives direct the change in behavior which is the g. Origination – creativity
ultimate aim of learning. They provide the bases for the selection of
learning content and learning experiences. They also set the criteria Definition of Terms:
against which learning outcomes will be evaluated.
Knowledge. It is the lowest
cognitive level
Benjamin Bloom and his associates classified three big domains of Comprehension. It is the
objectives. These are cognitive, affective and psychomotor domains. ability to grasp the meaning of
material.
15
Course LM01-PRED
Packet
01 1313
Each domain is composed of specific skills, attitudes and values which Key Points:
are presented in hierarchy or levels. Although there are some • According to Jerome Bruner,
modifications in the concepts of behavioral objectives, the original ideas "knowledge is a model we
Course Packet 01
are presented in this section. construct to give meaning and

structure to regularities in
experience."
• Cognitive Domain (Bloom et al 1956) domain of thought process
1. Knowledge - recall, remembering of prior learned materials in a. Communication Arts - include
terms of facts, concepts, theories and principles. It is the lowest skills in listening, speaking,
cognitive level reading and writing as well as
2. Comprehension - ability to grasp the meaning of material. It the effective use of language
indicates the lowest form of understanding in daily living.
b. Mathematics - includes
3. Application - the ability to use learned material in new and
numeric and computational
concrete situation skills, geometry and
4. Analysis - ability to break down material into component parts measurement, algebra, logic
so that its organizational structure may be understood and reasoning.
5. Synthesis - ability to put parts together to form a new whole c. Science includes all branches
6. Evaluation - ability to pass judgment on something based on of the natural sciences,
exploration and discovery
given criteria
dealing with natural
phenomena and the use of
• Affective Domain - (Krathwohl, 1964) - domain of valuing, attitude scientific method of
and appreciation investigation.
1. Receiving-students' willingness to pay attention to particular d. Social Studies include basic
event, stimuli or classroom activities elements of Geography,
History, Sociology,
2. Responding - active participation on the part of the students Anthropology, Economics,
3. Valuing - concerned with the worth or value a student attaches Civics, Political Science and
to a particular phenomenon, object or behavior Psychology.
4. Organization - concerned with bringing together different e. Music-includes basic music
values and building a value system theory, practice in listening,
singing playing musical
5. Characterization - by a value or value complex developing a
instruments and music
lifestyle from a, value system preparation.
• Psychomotor Domain - (Simpson, 1972)- domain of the use of • here are some criteria which
psychomotor attributes. can be utilized in the selection
of subject matter content or
knowledge for the curriculum.
1. Perception - use of sense organs to guide motor activities
2. Set -refers to the readiness to take a particular type of action - Self-sufficiency – the prime
3. Guided response - concerned with the early stages in learning guiding principle (Scheffler);
complex skills. Imitation and trial and error are some of the less teaching and learning
ways of doing efforts (economical) but more
4. Mechanism - responses have become habitual. Performance results and effective
- Significance – a contribution
skills are with ease and confidence
…to achieve the overall aim
5. Complex overt responses - skillful performance and with of the curriculum - Significant
complex movement patterns. if it will develop learning
6. Adaptation - skill well developed that the ability to modify is abilities…develop 3 domains
very easy. of objectives, culture is
7. Origination - refers to creating new movement’s patterns to considered
- validity- authentic,
fit the situation. Creativity is evident. verified/checked
- interest- learner-centered
II. Component 2 - Curriculum Content or Subject Matter curriculum
- Utility – usefulness
16
Course LM01-PRED
Packet
01 1313
All curricula have content, regardless of their design or models. Key Points:
Content is more than simply information to be learned in school. To
Course Packet 01
some curriculum specialists, content or subject matter is another term • Balance – curriculum
for knowledge. It is a compendium of facts, concepts generalization, content is fairly
principles and theories. The fund of human knowledge represents the distributed in depth of the
particular learning area or
repository of accumulated discoveries and inventions of man down the
discipline; to ensure that
centuries, due to man's exploration of his world. This is the subject the level or area will not
centered view of the curriculum. On the other hand, those who view be overcrowded or less
knowledge as learner-centered, relates knowledge to the individual's crowded
personal and social world and how he or she defines reality. According
to Jerome Bruner, "knowledge is a model we construct to give meaning • articulation – smoothly
connected to the next;
and structure to regularities in experience."
glaring gaps and wasteful
overlaps will be avoided
Let us look into broad subject areas in basic or general education. Each -enhanced contents in the
subject area has its own body of subject matter or learning content. curriculum due to
These are just examples: teamwork among
teachers
a. Communication Arts - include skills in listening, speaking,
• sequence – logical
reading and writing as well as the effective use of language in arrangement of the
daily living. subject matter;
b. Mathematics - includes numeric and computational skills, deepening and
geometry and measurement, algebra, logic and reasoning. broadening of content as
c. Science includes all branches of the natural sciences, it is taken up in the higher
levels
exploration and discovery dealing with natural phenomena
and the use of scientific method of investigation. • integration – horizontal
d. Social Studies include basic elements of Geography, History, connections; related to
Sociology, Anthropology, Economics, Civics, Political Science one another; helps
and Psychology. learner get a unified view
e. Music-includes basic music theory, practice in listening, of reality and outlook in
life
singing playing musical instruments and music preparation.
f. Physical Education - includes health and physical fitness, • SEQUENCE is the logical
individual and team sports, spectatorship and wise use of arrangement of the
leisure. subject matter. It refers to
g. Vocational Education- includes psychomotor and the deepening and
manipulative skills in basic crafts and trades, design, work broadening of content as
it is taken up in the higher
ethic and appreciation of manual productive work.
levels.
What subject matter will be taught in the different clusters in order to • The horizontal
achieve the objectives? What criteria should be used in selecting the connections are needed
content? Content selection is a very crucial stage in curriculum in subject areas that are
development. similar so that learning
will be related to one
another. This is
Here are some criteria which can be utilized in the selection of subject INTEGRATTON. This will
matter content or knowledge for the curriculum. help the learner get a
holistic or unified view of
1. Self-sufficiency - According to Schefler (1970) the prime reality and outlook in life.
guiding principle for content selection is helping the learners
to attain maximum self-sufficiency in learning but in the most
17
Course LM01-PRED
Packet
01 1313
economical manner. Economy means less teaching effort and

Key Points:
educational resources, less learners' effort but more results
and effective learning outcomes. • Learning requires a
Course Packet 01
2. Significance - When content or subject matter will contribute continuing application of

to basic ideas, concepts, principles, and generalization to the new knowledge,
achieve the overall aim of the curriculum, then it is significant. skills, and attitudes or
values so that these will
It is also significant if it will develop leaning abilities, skills,
be used in daily living.
processes and attitude. Subject matter is significant if it will The constant repetition,
develop the cognitive, affective and psychomotor skills of the review and
learners. It can also be significant if the cultural aspects will reinforcement of
be considered. learning is what
3. Validity - The authenticity of the subject matter selected is its referred to as
CONTINUITY.
validity. With information explosion, oftentimes, knowledge
selected for school content may become obsolete. Thus, subject
matter should be checked or verified at regular intervals, to • Worthen and Sanders
determine if the content that was originally valid continues to (1987) – all curricula to
be. be effective must have
4. Interest - For a learner-centered curriculum, this is the key the element of evaluation
criterion. A learner will value the content if it is meaningful
• formal determination of
to him or her. Students’ interests should be considered and the quality, effectiveness
adjusted taking into consideration maturity, prior or value of the program,
experiences, educational and social value of their interest process, product of the
among others. curriculum
5. Utility - Usefulness of the content or subject matter may be
• Tuckman (1985) –
relative to the learner who is going to use it. Usefulness maybe
meeting the goals and
either be for the present or the future. Questions like Will I use matching them with the
it in my future job?" "Will it add meaning to my life or intended outcomes
develop my human potential?" Or "Will the subject matter be
useful in solving my current problems? • Stufflebeam’s CIPP
6. Learnability - Subject matter in the curriculum should be (Context, Input, Process,
and Product) Model
within the range of the experiences of the learners. This is
a. context – environment of
clearly suggested by the psychological foundations of a the curriculum; situation
curriculum. There are ways of presenting subject matter or analysis
content which can easily be learned. Optimal placement the nd b. input – ingredients of the
appropriate organization and sequencing of contents are the curriculum which include
two ways by which these can be done. the goals, instructional
strategies, the learners,
7. Feasibility - Can the subject matter or content be learned
the teachers, the
within the time allowed, resources available, expertise of the contents and all the
teacher, and the nature of the learners? Content selection materials needed.
should be considered within the context of the existing reality c. process – how the
in schools, in society and government. curriculum has been
implemented; entire
operation of the
There are other considerations that may be used in the selection of the curriculum
learning content. It would be of great help if curriculum makers can use d. product – if the
them. As a guide, subject matter or content can be selected for use if curriculum accomplishes
these are: its goals; to what extent;
a. frequently and commonly used in daily life; to what extent the
curriculum objectives has
b. suited to the maturity levels and abilities of students;
been achieved
c. valuable in meeting the needs and the competencies of a future
18
Course LM01-PRED
Packet
01 1313
career; Key Points:

d. related with other subject areas; and
e. important in the transfer of learning. • Steps in Curriculum
Course Packet 01
Evaluation
In organizing or putting together the different learning contents Palma,
1. Focus on one particular
1992 suggested the following principles: balance, articulation, component of the
sequence, integration and continuity. curriculum.
a. Curriculum content should be fairly distributed in depth and breadth 2. Collect or gather the
of the particular learning area or discipline. This will ensure that the information. Information
is made up of data
level or area will not be overcrowded or less crowded. This refers to
needed regarding the
BALANCE. object of evaluation.
b. When each level of subject matter is smoothly connected to the next, 3. Organize the information.
glaring gaps and wasteful overlaps in the subject matter will be avoided. This step will require
Teamwork among the teachers will enhance ARTICULATION of coding, organizing,
storing and retrieving
contents in the curriculum.
data for interpretation.
c. SEQUENCE is the logical arrangement of the subject matter. It 4. Analyze information. An

refers to the deepening and broadening of content as it is taken up in appropriate way of
the higher levels. analyzing will be utilized.
5. Report the information.

d. The horizontal connections are needed in subject areas that are
The result of evaluation
similar so that learning will be related to one another. This is should be reported to
INTEGRATTON. This will help the learner get a holistic or unified specific audiences.
view of reality and outlook in life. Reporting can be done
formally in conferences
with stakeholders, or
e. Learning requires a continuing application of the new knowledge,
informally through
skills, and attitudes or values so that these will be used in daily living. roundtable discussions
The constant repetition, review and reinforcement of learning is what and conversations.
referred to as CONTINUITY.
6. Recycle the information
III. Component 3 - Curriculum Experiences for continuous feedback,
modification and
adjustments to be made.
This section will not discuss in detail the different instructional
strategies that provide the experiences. Instead it will link instructional
strategies and methods to curriculum experiences, the core or the heart
of the curriculum. The instructional strategies and methods will put
into action the goals and use the contents in order to produce an
outcome.
Context refers to the
Teaching strategies convert the written curriculum to instruction. environment of the
Both the teacher and the learner take actions to facilitate learning. The curriculum
actions are based on planned objectives, the subject matter to be taken
and the support materials to be used. These will include a multitude of
teaching methods and educational activities which will enhance
learning. Among these are the time-tested methods, inquiry approaches,
constructivist and other emerging strategies that complement new
theories in teaching and learning. Educational activities like field
19
Course LM01-PRED
Packet
01 1313
Key Points:
viewing, conducting experiments, interacting with computer
programs, field trips and other experiential learning will also form part • Planning phase
- Decision about
of the repertoire of teaching.
a. the needs of the learners
Course Packet 01
b. achievable goals and

Whatever methods the teacher utilizes to implement the curriculum, objectives to meet the
there will be some guide for the selection and use. needs
c. selection of the content to
Here are some of them: be taught
d. motivation to carry out
the goals
1. Teaching methods are means to achieve the end. They are used to e. strategies most fit to
translate the objectives into action. carry out the goals
2. There is no single best teaching method. Its effectiveness will depend f. evaluation process to
on the learning objectives, the learners and skill of the teacher. measure learning
outcomes
3. Teaching methods should stimulate the learners desire to develop the
cognitive, affective, psychomotor, social and spiritual domain of the
individual. • Implementation phase
4. In the choice of the teaching methods, learning styles of the students -actual teaching and
should be considered. experiencing of a
5. Every method should lead to the development of the learning curriculum
-requires the teacher to
outcomes in the three domains: cognitive, affective and psychomotor.
implement what has been
6. Flexibility should be a consideration in the use of the teaching planned
methods. -to put into action the
different activities in order
IV. Component 4 - Curriculum Evaluation to achieve the objectives
through the subject
matter
According to Worthen and Sanders, (1987) all curricula to be effective
-interaction between the
must have the element of evaluation. Curriculum evaluation here may teacher and the learner
refer to the formal determination of the quality, effectiveness or value of
the program, process, and product of the curriculum. Tuckman (1985) • Evaluation phase
defines evaluation as meeting the goals and matching them with the -a match of the objectives
intended outcomes. From the definitions, several models of evaluation with the learning
outcomes will be made
came up. The most widely used is Stufilebeam's CIPP (Content, Input,
-answer the question if the
Product, and Process) Model. In CIPP, the process is continuous and plans and implementation
is very important to curriculum managers like principals, supervisors, have been successfully
department head, deans and even teachers. achieved
The context refers to the environment of the curriculum. The real situation where the curriculum is
operating is its context. Simply put, context evaluation refers to situation analysis. Input refers to the
ingredients of the curriculum which include the goals, instructional strategies, the' learners, the
teachers, the contents and all the materials needed. The process refers to the ways and means of how the
curriculum has been implemented. This component of the CIPP looks into the entire operation of the
curriculum. The product indicates if the curriculum accomplishes its goals. It will determine to what
extent the curriculum objectives have been achieved.
The CIPP model can be taken as a whole, or each component taken separately. It is a long and continuous
process.
Within the evaluation process, smaller and more specific activities are needed to determine the
effectiveness of the curriculum. These activities include assessment and measurement of learning
20
Course LM01-PRED
Packet
01 1313
outcomes, the ultimate product of a curriculum. Different methods can be utilized like diagnostic,
placement, formative or summative evaluation or the norm referenced or criterion-referenced
measurement. With the variety of evaluation methods are the different materials which can be effectively
Course Packet 01
utilized.
Regardless of the methods and materials evaluation will utilize, a suggested plan of action for the process
of curriculum evaluation is introduces. These are the steps.
1. Focus on one particular component of the curriculum. Will it be the subject area, the grade
level, the course, or thee degree program? Specify the objectives of evaluation.
2. Collect or gather the information. Information is made up of data needed regarding the object
of evaluation.
3. Organize the information. This step will require coding, organizing, storing and retrieving
data for interpretation.
4. Analyze information. An appropriate way of analyzing will be utilized.
5. Report the information. The result of evaluation should be reported to specific audiences.
Reporting can be done formally in conferences with stakeholders, or informally through
roundtable discussions and conversations.
6. Recycle the information for continuous feedback, modification and adjustments to be made.
In summary, the components of a curriculum are distinct but are interrelated to each other in a
curricular design as shown in the figure below.
Aims
Objectives
Content
Evaluation Subject
Matter
Methods/
Strategies
Interrelationship of the Components of a Curriculum
E. Teaching-Learning Processes and Curriculum Development
I. Teaching as a Process in Curriculum
What do you know about teaching? What knowledge is needed to

understand this process? This section clarifies the process of teaching
21
Course LM01-PRED
Packet
01 1313
as it relates to the experiences in the curriculum, an important Key Points:

ingredient.
• BASIC assumptions of
Course Packet 01
Good teaching is difficult to agree upon. While it remains to be difficult TEACHING

to agree on what good teaching is, effective teaching can be a. goal-oriented with the
demonstrated. Effective teaching is one that will bring about the change behavior as the
ultimate end
intended learning outcomes. b. rational and reflective
process
Because of the changing paradigms of teaching, several definitions have
evolved based on the theories of teaching and learning that have come • BASIC assumptions of
about. Some view teaching as an organization of meaningful learning. TEACHERS
It is creating a situation or selecting life-like situations to enhance a. shape actively their own
actions
learning. To the traditionalists, teaching is a process of imparting
b. influence learners to
knowledge and skills required to master a subject matter. It is a process change their own thinking
of dispensing knowledge to an empty vessel which is the mind of the or desired behavior, thus
learner. Teaching is showing, telling, giving instruction, making some teaching is way of
one understands in order to learn. In this instance, the person who changing behavior
through the intervention
teaches controls learning. This person is a teacher, a dispenser of
of the teacher
knowledge, an ultimate authority, and a director of learning.
On the other hand, as progressive and humanist education advance, the • GOOD TEACHING is…
a. well planned and where
meaning of teaching broadened to fit the psychological meaning of the
activities are interrelated
term. Teaching is now perceived as stimulating, directing, guiding the to each other
learner and evaluating the learning outcomes of teaching. The teacher's b. provides learning
role in teaching becomes complex but has given the learner the experiences or situations
responsibility to learn. Teaching then is a process that enables the that will ensure
learner to learn on his/her own. understanding,
application and critical
thinking
The teacher now becomes a decision maker in the teaching process. Let c. based on the theories of
us look at the teaching process as a series of actions from PLANNING, learning
IMPLEMENTING and EVALUATING. It looks similar to curriculum d. learner is stimulated to
development. Definitely, it is because the process of teaching replicates think and reason
the process of curriculum development. The implementation phase of e. utilizes prior learning and
its application to new
curriculum development is the actual teaching and experiencing of a situations
curriculum. The teaching process is shown in the figure below. f. governed by democratic
principles
g. embeds a sound
evaluation process
PLAN IMPLEMENT EVALUATE
Feedback and Reflections

In teaching, the planning phase includes decision about:
a. the needs of the learners;

b. the achievable-goals and objectives to meet the needs;
c. the selection of the content to be taught;
d. the motivation to carry out the goals;
22
Course LM01-PRED
Packet
01 1313
e. the strategies most fit to carry out the goals; and

f. the evaluation process to measure learning outcomes.
Course Packet 01
Teaching plans maybe short term like the daily plan or long-term plan like the unit plan or a yearly plan.
In a plan, considerations should include the learner, availability of materials, time requirements of
particular activities, the strategies needed to achieve the objectives and the teacher. The planning phase
recognizes the intent that it will be the learners who will learn; hence the next phase will engage more
the learner.
The implementation phase requires the teacher to implement what has been planned. Based on the
objectives, implementation means to put into action the different activities in order to achieve the
objectives through the subject matter. Here, two important players are involved: the teacher and the
learner. Their interaction is important in the accomplishment of the plan. Most often the planning phase
directs what will be done in the activity but such can also be flexible. The use of the different teaching
styles and strategies should be included in the implementation phase.
In the evaluation phase, a match of the objectives with the learning outcomes will be made. The kind of
information should be determined so that the type of evaluation should be chosen to fit the purpose.
Simply, the evaluation phase will answer the question if the plans and implementation have been
successfully achieved.
In all the three phases of teaching, a continuous process of feedback and reflection is made. To give a
feedback is to give information as to whether the three phases were appropriately done and gave good
results. In short, feedback is the reflection on the feedback. Is there a need to adjust something in
planning, implementation and evaluation? Reflection is a process embedded in teaching where the
teacher inquiries into his or her actions and provides deep and critical thinking.
On the basis of the diagram, basic assumptions can be made.
These assumptions are:
1. That teaching is goal-oriented with the change of behavior as the ultimate end;
2. That teachers are the ones who shape actively their own actions;
3. That teaching is a rational and a reflective process; and
4. That teachers by their actions can influence learners to change their own thinking or desired
behavior, thus teaching is a way of changing behavior through the intervention of the teacher.
To further clarify, what teaching is all about there are some indicators which you can use to guide in the
process of good teaching?
a. Good teaching is one that is well planned and where activities are interrelated to each other.
b. Good teaching is one that provides learning experiences or situations that will ensure
understanding, application and critical thinking
c. Good teaching is based on the theories of learning and reason.
d. Good teaching is one where the learner is stimulated to think situations.
e. Good teaching utilizes prior learning and its application to new situations.
f. Good teaching is governed by democratic principles.
g. Good teaching embeds a sound evaluation process.
23
Course LM01-PRED
Packet
01 1313
II. Learning as a Process in Curriculum
"To teach, is to make someone to learn." This statement means that the end product of teaching is
Course Packet 01
learning. What is learning? What are the ways of learning? When do say that we have learned?
Let us now look closer at the concept of learning as it relates to the

concept of curriculum.
Learning is usually defined as a change in an individual's behavior

caused by experiences or self-activity. It implies that learning can only Key Points:
happen through the individual's activity or his/her own doing. Most
leaning is intentional, like when a learner acquires knowledge in the • Learning as a Process
classroom or when one observes a demonstration activity. Intentional in Curriculum
learning occurs when activities are purposefully arranged for the -to teach is to make
someone to learn (the
students to participate and experience. On the other hand, learning
end product of teaching is
sometimes is unintentional like when a child touches a lighted candle learning)
and feels it is hot. All individuals are engaged in learning every waking
moment; however, learning occurs more when the various stimuli are • 2 principal types of
properly arranged for purposes of learning. learning theories:
1. Behavioral learning
theories –observable and
Broadly speaking, there are two principal types of learning theories to
measurable
explain how individuals learn according to educational psychologists. 2. Cognitive learning
These are behavioral learning theories and cognitive learning theories. theories – concerned with
Behavioral learning theories emphasize observable behavior such as new human learning in which
skills, knowledge, or attitudes which can, be demonstrated. These forms unobservable mental
of behavior are observable and measurable. According to this group of processes are used to
learn and remember new
theories, if the individual has changed behavior, he has learned. information or acquire
skills
Among the early behavioral learning theories were those of Ivan 3. Behavioral learning
Pavlov's Classical Conditioning Theory, Edward Thorndike's Laws of theories emphasize
Learning and B.F. Skinner's Operant Conditioning. The outgrowth of observable behavior such
as new skills, knowledge,
the behavioral learning theory is Albert Bandura's modeling or
or attitudes which can, be
observational learning. demonstrated.
On the other hand, cognitive learning theories are concerned with

human learning in which unobservable mental processes are used to Definition of Terms:
learn and remember new information or acquire skills. Related to these
Learning by definition:
theories is the concept of meaningful learning through cognitive
-Change in an individual’s
models. Jerome Bruner (1966), David Ausubel (1968) and Robert behavior caused by
Gagne (1970) described three models of teaching which are anchored on experiences or self-activity
the cognitive learning theory. -most is/are intentional
(purposefully arranged for
Discovery learning of Jerome Bruner states that the individual learns the students to participate
and experience
from his own discovery of the environment. Learners are inherently - Unintentional (e.g. when a
curious; thus, they can be self-motivated until they find answers to the child touches a lighted
problems. Learners, when actively involved in their own learning, will candle and feels it is hot)
continuously construct their own knowledge. Each individual is
capable of learning how to learn. Bruner's idea gave rise to the emerging
theory of constructivism and self-learning. Learning is flexible,
24
Course LM01-PRED
Packet
01 1313
Key Points:
exploratory and independent.
• Discovery learning
-Jerome Bruner
Reception learning of David Ausubel poses a contrast to the discovery -curious, self-motivated until
Course Packet 01
learning of Bruner. To Ausubel, though learners are inherently curious, they find answers to the
they may not be able to know what is important or relevant and they problems
need external motivation in order to learn. However, both theories -construct their own
believe that learners should be actively involved in their own learning. knowledge
- self-learning that is flexible,
Both also emphasize that prior learning is important in order to learn
exploratory and
new things and because knowledge continuously changes once it is in independent
the learner's mind. • Reception learning
-David Ausubel
Events of Learning of Robert Gagne proposed that an act of learning -differs with Bruner
involves a series of eight internal events: - They may not be able to
know what is important or
relevant
1. Motivation phase - The learner must be motivated to learn by -they need external
expectation that learning will be rewarding. motivation in order to learn
2. Apprehending phase - The learner attends or pays attention if • Similarities between Bruner
learning has to take place. and Ausubel:
3. Acquisition phase- While the learner is paying attention, the -learners should be actively
involved in their own
stage is set and the information presented. Learner transforms
learning
information into meaningful form. The mental images formed - Prior learning is important in
associates the new information with old information. This is order to learn new things
where advance organizers are useful. and because knowledge
4. Retention phase - The newly acquired information must be continuously changes
transferred from short-term to long-term memory. This may once it is the learner’s
mind
take place by means of practice, elaboration or rehearsal.
5. Recall phase - Recall previous learned information. To learn to Definition of Terms:
gain access to that which has been learned is a critical phase in 1. Motivation phase –
learning. learning will be rewarding
6. Generalization phase - Transfer of information to new 2. Apprehending phase –
attends or pays attention
situations allows application of the learned information in the
3. Acquisition phase –
context in which it was learned. learning transforms
7. Feedback phase - Students must receive feedback on their information into meaningful
performance. This will serve as reinforce for successful form
performance. 4. Retention phase – the
newly acquired information
must be transferred from
Some general statements which describe learning based on the theories
short-term to long-term
of learning may include the following. memory
a. Learning does not take place in an empty vessel. Each learner is assumed to have prior learning
and maybe able to connect these to present learning.
b. Learning is a social process where interactions with other learners and the teacher are needed.
c. Learning is a result of individual experiences and self-activity.
d. Learning 1s both observable and measurable.
e. Learning takes place when all the senses are utilized.
f. Learning will be enhanced when the learner is stimulated, directed, guided and feedback is
immediately given.
g. Each learner has his/her own learning styles.
25
Course LM01-PRED
Packet
01 1313
III. Teaching and Learning Go Together
How does teaching and learning connect to each other? One process cannot succeed without the success
Course Packet 01
or support of the other. A teacher cannot claim she/he has taught if the learners have not learned
substantially. The teaching styles of the teachers should jibe with the learners' learning styles. Unless
the two are fit, teachers and learners will be existing in two different worlds.
Teaching as a process cannot be taken independently in its entirety. With so many ingredients needed,
the most important is still the learned. The learner being in the center of the teaching will influence to a
great extent teaching. It is therefore important that the knowledge of the learner and his learning styles
be considered. With the advancement of information about the uniqueness of each learner, the multiple
intelligences theory and many more, teaching has to consider more factors in order to be effective.
On the other hand, the concepts of learning have become so vast that the simple stimulus-response theory
alone cannot explain it. Thus, as learners become complex individuals capable of learning on their own,
the repertoire of teaching should also increase. The different teaching styles with the support of simple
to sophisticated teaching materials are now necessary to effect good learning.
In many cases, it has been observed that teaching is the cause and
Key Points:
learning the effect. Learning outcomes can indicate teaching
performance. The quality of teaching is related to the quality of • Teaching and Learning
learning. If the students fail to learn, the greater factor is the failure in Go Together
teaching. We always attribute the kind of learning to the kind of -One process cannot
teaching It has now become a fallacy that some learners are non- succeed without the
teachable. If our theories of learning and development are strong, then success or support of the
other
all individuals are teachable, therefore they are capable of learning. The -a teacher cannot claim
question now is raised. How can you a teacher, make someone, the she/he has taught if the
learner, learn something? learners have not learned
substantially
As the direct relationships of teaching and learning become clear, -the teaching styles of the
teachers should jibe with
success of both brings out something like, "learning in teaching and
the learners’ learning
teaching for learning.” This means that while the teacher, teaches, he or styles
she also learns in the process. On the other hand, as the students learn, - Knowledge of the learner
they are also teaching themselves how to learn. and his learning styles be
considered
IV. Some Ways of Doing Teaching and Learning -as learners become
complex individuals
capable of learning on
Since both teaching and learning are interrelated processes and are their own, the repertoire
important components in the curriculum, let us review some ways of of teaching should also
doing these. This section will simply give some examples because the increase
details of the methods of teaching and learning are included in another
course.
The different methods of teaching can be clustered according to the number of students being taught.
Teaching methods or strategies can be clustered according to the number of students in a class Large
group is composed of thirty or more students, small groups of two to thirty members or individualized
teaching. For large group teaching, methods like lecture, expository, panel discussion, seminar, forum,
demonstration or a combination of lecture demonstration are appropriate. On the other hand, for a small
group, teaching methods like role playing, buzz session, workshop, process approach, discovery learning,
26
Course LM01-PRED
Packet
01 1313
cooperative learning in various forms, laboratory methods are few of the examples. For individualized
teaching, modular instruction, e-teaching, programmed instruction are some of the examples.
Course Packet 01
Another grouping of teaching method will be traditional time- tested methods which include among
others the following: inductive method, deductive method, type study method, project method, laboratory
method, question and answer method or Socratic Method, and lecture method. Those that belong to the
other group are the improved teaching practices which include among others integrative technique,
discovery approach, process approach, conceptual approach, mastery learning, programmed instruction,
e-learning, simulation, case-based teaching, conceptual teaching, cooperative learning and many more.
If there are various ways of teaching, there must be various ways of

learning, too. Since the arrays of teaching should fit the ways of
Key Points:
learning or learning styles, let us look into ways of how human beings
learn. Each of the different' ways are based on learning theories. • large group- e.g. lecture,
expository, panel
Here are some ways of learning: discussion, seminar,
forum, demonstration or a
combination of lecture
1. Learning by trial and error. This type of learning is related to the
demonstration
stimulus-response theory of learning. Reaction, action and reaction
where the beginning reaction is due to a stimulus. When the result is • Small group – e.g. role
correct or satisfying then the response will be repeated. When the playing, buzz session,
reaction is wrong or negative then it will not be repeated. Learning will workshop, process
take place in both instances. This type of learning is oftentimes risky approach, discovery
learning, cooperative
and time consuming because the next step will only follow depending
learning in various forms,
on the result. Making several errors would be very expensive in time, laboratory methods
effort and money. However, trial and error are the easiest way of doing
things without necessarily anticipating a definite objective. • Traditional time-tested
methods - e.g. inductive
2. Learning by conditioning. The classical conditioning theory of method, deductive
method, type study
Pavlov serves as the basis of this learning. Training is the simple term
method, project method,
to describe learning here, thus even animals can be trained to do laboratory method, Q and
something but such action does not refer to learning, Aside from A method or Socratic
Pavlov's classical conditioning, Skinner's operant conditioning plays a method, and lecture
great role in this kind of learning. Learning here is a product of what method
the individual does which will result to either pleasant or unpleasant
behavior. Drill and practice are some learning activities based on • Improved teaching
practices- e.g. integrative
conditioning. technique, discovery
approaches, process
3. Learning by insight. From a simple trial and error learning to approach, conceptual
learning by conditioning, educational psychologists believe that human approach, mastery
beings learn also by insights. In this type of leaning a higher level of learning, programmed
instruction, e-learning,
intelligence is being utilized. Insight is looking into oneself with deeper
simulation, case-based
thinking. A sudden flash of idea or solution to a problem sometimes teaching, conceptual
called "aha" learning is an example of insightful learning. Learning by teaching, cooperative
insight requires higher thinking skills of the learner. Through insights learning, and others
the learner will also be capable of reflection.
4. Learning by observation and imitation through modeling. This process of learning assumes that one
learns from someone. It is through observation and imitation from a model that a person will be able to
27
Course LM01-PRED
Packet
01 1313
do a similar thing. Anchored on the social learning of Albert Bandura, learning by observation and
imitation requires a model, hence it is referred to as "no-trial" learning.
Key Points:
Course Packet 01
This process of learning involves four phases:

• Ways of Learning:
a. attentional phase where the learner observes a model;
b. retention phase, where the learner copies, practice or rehearse 1. Learning by TRIAL and
what has been observed; ERROR
c. reproduction phase, where the learner matches their behavior -related to stimulus-
response theory of
to the model; and learning
d. motivational phase where learners will imitate the behavior for -oftentimes risky and time
getting a chance to be reinforced by becoming like the one from consuming
whom the behavior was copied. -easiest way of doing things
without necessarily
anticipating a definite
V. Teaching and Learning in the Curriculum
objective
2. Learning by
One of the crucial issues raised today in education is not what the CONDITIONING (Pavlov,
students should learn but rather how the student should learn how to Skinner)
learn. The deluges of information in our midst and the different ways -training, drill, and practice
of retrieving them have become a challenge to both teaching and 3. Learning by INSIGHT
-a higher level of
learning. The curriculum seems to be overloaded: too many subjects to
intelligence is utilized;
cover, too many topics to teach. Sometimes the curriculum is requires higher thinking
fragmented or is simply boxed. Unfortunately, the learners' life is not skills
compartmentalized. Subject matter overlaps and integrates naturally -looking into oneself with
and holistically. How then should teaching approach this challenge? deeper thinking
How should students learn? How can a curriculum be designed to -a sudden flash of idea or
solution to a problem
enhance the process of teaching? What kind of learning will be achieved sometimes called “aha”
from such kind of teaching? learning
4. Learning by
Teaching and learning give life and meaning to the curriculum. Each OBSERVATION and
complements and supplements each other. The value placed in teaching IMITATION through
MODELING (Bandura)
will reap the same value in learning, thus a good curriculum can be
-One learns from someone;
judged by the kind of teaching and the quality of learning derived from be able to do similar thing
it. -“no-trial learning”
• Generalization.
The word curriculum is derived from the Latin “currere” meaning ‘to run’. This implies (involves) that
one of the functions of a curriculum is to provide an outline or design which enables learning to take
place.
Allan Glatthorn (2000) describes seven types of curricula operating in the schools. These are:
Recommended curriculum, Written curriculum, Taught curriculum, Supported curriculum, Assessed
curriculum, Learned curriculum, and Hidden curriculum
For most curricula, the major components or elements are aims, goals and objectives; subject
matter/content; Learning experiences and Evaluation approaches.
Based on the mandate of the constitution, each school therefore should be guided by its vision, mission
and goals and its curricula should also revolve around these.
28
Course LM01-PRED
Packet
01 1313
Activity Sheet
• Application.
Activity Sheet
Name: ____________________________________________ Score: __________________

Year & Section: ____________________________________ Date: __________________
Identifying the Curricula Operating in Sindangan Elementary School
https://www.youtube.com/watch?v=hsWaQVu-o1Y
The class will be divided into seven groups. You will watch the documentary video by Sandra
Aguinaldo, “Iskul ko, No. 1” then be able to:
A. identify the following curricula operating in the school.
Types of Curricula Operating in Explanation (examples, proofs, justification)

School
Group 1:
Recommended Curriculum
Group 2:
Written curriculum
Group 3:
Taught Curriculum
Group 4:
Supported Curriculum
29
Course LM01-PRED
Packet
01 1313
Group 5:
Assessed Curriculum
Activity Sheet
Group 6:
Learned Curriculum
Group 7:
Hidden Curriculum
B. answer this question:
What do you think contributed most in snagging the first and second spots of the best
performing schools in the National Achievement Test in 2007 and 2006 respectively, from its
78th place the prior year. Justify your answer.
C. Prepare to present your work during the synchronous discussion.
30
Course LM01-PRED
Packet
01 1313
Assessment
Post-Assessment:
Assessment
Name: ____________________________________________ Score: __________________

Multiple Choice:
Directions: On the space provided for before the number, write the letter of the correct answer.
____1. Which is NOT a provision for the development of each learner in a good curriculum?
a. Extensive arrangements are made for the educational diagnosis of individual learners.
b. Self-directed, independent study is encouraged wherever possible and advisable.
c. Self-motivation and self-evaluation are stimulated and emphasized throughout the learning
opportunities of the school.
d. The program provides a wide range of opportunities for individuals with same abilities, needs
and interests.
____2. Teacher Lily would like to take part in developing a subject-centered curriculum because she
believes that all subjects in this type of curriculum are geared towards the holistic development
of the learner. Is her belief about the subject-centered curriculum true?
a. Yes, because the subject-centered curriculum focuses on the learners needs, interests and
abilities.
b. No, because it is the experience-centered curriculum that emphasizes the teaching of facts and
knowledge for future use.
c. Yes, because the subject-centered curriculum involves cooperative control.
d. No, because it is the experience centered and not the subject-centered curriculum that
emphasizes integration of habits and skills in learning the knowledge component of subject
areas.
____3. This phase of curriculum development involves decisions, among other things, on grade
placement and sequencing of content. Which phase is this?
a. Curriculum planning c. Curriculum organization
b. Curriculum evaluation d. Curriculum implementation
____4. Mr. Rivera, a new teacher believes that education is a process of development and is life itself;
therefore, experience related to the child's need and interest should be given primary
consideration. What educational philosophy is being exhibited by Mr. Rivera?
a. Idealism c. Progressivism
b. Reconstructionism d. Realism
____5. Teacher Dominguito believes that a new respect for the child is fundamental in curriculum. Thus,
all activities in the classroom are geared towards the development of the child - the center of the
educative process. To which approach in curriculum does Teacher Dominguito adhere?
a. Learner-centered c. Problem-centered
b. Subject-centered d. Pragmatic
____6. Which curriculum design element is taking place when Eduardo, a 4th year student can connect
the lessons he learned in a subject area to a related content in another subject area?
a. Articulation c. Continuity
b. Balance d. Integration
____7. What design element establishes the vertical linkage from level to level to avoid glaring gaps and
wasteful overlaps?
31
Course LM01-PRED
Packet
01 1313
a. Articulation c. Scope
b. Balance d. Sequence
____8. Who controls the subject centered-curriculum?
Assessment
a. Learner c. Parent
b. Teacher d. Teacher and parent
____9. To provide individual differences in the classroom, how is curriculum designed?
a. Minimum learning competencies are included
b. Realistic and meaningful experiences are provided
c. Some degree of flexibility is provided
d. Social skills are emphasized
____10. What do you call the curriculum when the teacher puts into action all the different
planned activities in the classroom?
a. Recommended Curriculum c. Taught Curriculum
b. Written Curriculum d. Supported Curriculum
____11. Which statement about the subject-centered curriculum is NOT true?
a. There is a high level of cooperative interaction
b. It covers much content in a short period of time
c. The teacher has full control of the classroom activities
d. The main task is mastery of learning
____12. Schools divide the school hours to different subjects such as reading, grammar, literature,
math, science, history and geography. What curriculum design is referred here?
a. Problem-centered c. Subject-centered
b. Learner-centered d. Culture-based
____13. Which characteristic of a good curriculum highlights the psychological nature of the
learner?
a. Provisions are made for the smooth transition and continuing achievement of pupils.
b. Curriculum plans in areas which extend over several years are developed vertically.
c. Classroom practices give attention to the maturity and learning problems of each pupil.
d. Cooperative planning and teaching provide for exchange of information about pupil's
learning experiences.
____14. "Knowledge is true if it is workable". What philosophical foundation supports this
statement?
a. Idealism c. Pragmatism
b. Realism d. Essentialism
____15. As a member of the curriculum committee, your chief concern is to give the child freedom to
choose what to learn and believe, as you allow them to set their own identities and standards.
What philosophy will you consider?
a. Existentialism c. Idealism
b. Realism d. Pragmatism
____16. Who amongst the following viewed curriculum as “permanent studies where the
rules of grammar, reading, rhetoric and logic and mathematics for basic education?
a. Arthur Bestor c. Joseph Schwab
b. Robert Hutchins d. Caswell
____17. Which of the following views curriculum as a listing of school subjects, syllabi or study?
a. progressivist c. idealist
b. theorist d. pragmatist
____18. Which of the following types of curriculum is tested and evaluated before its implementation?
a. recommended curriculum c. learned curriculum
b. taught curriculum d. assessed curriculum
32
Course LM01-PRED
Packet
01 1313
____19. Which of the following events of learning is the learner motivated to learn by expectation that
learning will be rewarding?
Assessment

____20. Which of the following events of learning serves as a reinforcer for successful performance?
33
Course LM01-PRED
Packet
01 1313
Assignment
Name: ____________________________________________ Score: __________________
Assignment
Name: ____________________________________________ Score: __________________

Year & Section: ____________________________ _______ Date: __________________
Self-reflect:
Let us find out how much we have learned from the lesson. You may go back to your readings
and activities (documentary video, “Iskul Ko, No. 1”) which you have done before. Answer the
questions exhaustively.
1. How much did you know about the topic before you started?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
__________________________________________________________________________________
2. Now that you have watched the video presentation and conducted research about the topic,
what are your first thoughts about this? Are they mostly positive or negative? If positive,
what comes to your mind specifically? Negative?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
__________________________________________________________________________________
3. What is the most important thing you learned personally?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
4. How will you use what you have learned in the future?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
34
Course LM01-PRED
Packet
01 1313
Annexes
• References.
Annexes
Almeda, Rosario and Bilbao, Purita. (2002) Curriculum Development. WVSU Printing Press.
Bilbao, Purita P., et.al, (2008), Curriculum Development. Lorimar Publishing, Cubao, Quezon
City
Bruner, Jerome. (2001) The Culture of Education. Cambridge, Mass: Harvard University Press.
Faunce and Bossing. (1959) Developing the Core Curriculum. 2 nd Ed. Englewood Cliffs. NJ.
Printice Hall.
Fitspatrick, Judy, Sanders, I. & Worthen, Blaire. (2004) Program Evaluation: Alternative
Approaches and Practical Guidelines. Pearson and Pearson, Inc. Boston.
Glathorn, Allan. (2000) The Principal as Curriculum Leader. 2nd Edition. Corwin Press
(Goodland, John I. (1984) A Place Called School. McGrawHill.
Hawthorne, Rebecca. (1992) Curriculum in the Making. New York: Teacher's College Press.
Columbia University.
Howell, Kenneth and Nolet, Victor. (1985) Curriculum Based on Evaluation: Teaching and
Decision Making. 3rd Edition, Wadsworth, Belmont, California.
Mancall, J., Ladish, E and Judith Springer. (1992) Searching Across the Curriculum. Phi Delta
Kappan.
Maslow, Abraham. (1962) Toward a Psychology of Being. New York: D. Van Nostrand.
Ornstein, Allan and Hunkins, Francis. (2004) Curriculum Foundations, Principles and Issues.
4th Edition Pearson Foundation, Inc.
Ornstein, Allan and Levine, Daniel. (2003) Foundations of Education, 8th Edition. Boston,
Houghton Mifflin.
Scheffler, Israel. Justifying Curriculum Divisions in J. Martin. Ed. (1970) Readings in the
Philosophy of Education: A Study of Curriculum. Boston, Allyn and Bacon.
Smith, Othaniel, Stanley Williám and Shores, Harlan. (1957) Fundamentals of Curriculum.
New York, Harcourt Brace.
Taba, Hilda. (1962) Curriculum Development: Theory and Practice, New York: Harcourt Brace.
Tyler, Ralph. (1949) Basic Principles of Curriculum and Instruction. University of Chicago
Press.
Tuckman, Bruce. (1985) Evaluating Instructional Programs. 200 Ea. Boston: Allyn and Bacon.
Stufflebeam, Daniel. (1971) Educational Evaluation and Decision Making. Itasca: Peacock.
Worthen, Blaine and Sanders, James, (1987) Educational Evaluation: Alternative Approaches
and Practical Guidelines. 2nd Edition.
35
Course LM01-PRED
Packet
01 1313
Learner’s Feedback Form

Learner’s Feedback Form
Name of Student: __________________________________________________________

Program : __________________________________________________________
Year Level : ______________ Section : __________________
Faculty : __________________________________________________________
Schedule : __________________________________________________________
Course Packet : Code : _________ Title : __________________________________
How do you feel about the topic or concept presented?

 I completely get it.  I’m struggling.
 I’ve almost got it.  I’m lost.
In what particular portion of this course packet, you feel that you are struggling or lost?
_____________________________________________________________________________
_____________________________________________________________________________
__________________________________________________________________________
Did you raise your concern to you instructor?  Yes  No
If Yes, what did he/she do to help you?

_____________________________________________________________________________
_____________________________________________________________________________
__________________________________________________________________________
If No, state your reason?

_____________________________________________________________________________
_____________________________________________________________________________
__________________________________________________________________________
To further improve this course packet, what part do you think should be enhanced?
_____________________________________________________________________________
_____________________________________________________________________________
__________________________________________________________________________
How do you want it to be enhanced?

_____________________________________________________________________________
_____________________________________________________________________________
__________________________________________________________________________
36

PRED 1313. Module 1. CP 1. Version2

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

PRED 1313. Module 1. CP 1. Version2

Uploaded by

Copyright:

Available Formats

Course LM01-PRED

Knowledge Area Code : PROFEd

Learning Module: The Teacher and The School Curriculum 3

Learning Management System

• Topic 02: Major Conception = 3 hours

Assessment with Rubrics

Grading Rubric for Reflection Paper

Depth of Demonstrate a Demonstrate a Demonstrate basic Demonstrate a Demonstrate

Conventions Demonstrate control Demonstrate Demonstrate Demonstrate Demonstrate

Requirement with Rubrics

✓ https://www.google.com/search?q= MODULE +Unit+I

Major Components of the Learning Module

____8. Who controls the subject centered-curriculum?

____9. To provide individual differences in the classroom, how is curriculum designed?

a. acquisition phase c. motivation phase

a. acquisition phase c. motivation phase

Concepts, Nature and Purposes of Curriculum

A. Prescriptive Definitions of the Curriculum

[The curriculum is] a succession of experiences and enterprises having a maximum

The descriptive definitions of curriculum displayed in the next table go

reading more analytically, and conducting Key Points:

knowledge, rather than what units of

principles. Curriculum is taken as scholarly and theoretical. It is and strategies in thinking

1. What educational purposes should the school seek to attain?

3. How can these educational experiences be effectively

audio-visual materials which support and help in the

6. Learned curriculum - what the students actually learn and

5. Assessed curriculum - This refers to a tested or evaluated • Supported Curriculum

A formal curriculum is embedded in a formal institution called schools.

vocational efficiency Key Points:

are presented in this section. construct to give meaning and

economical manner. Economy means less teaching effort and

2. Significance - When content or subject matter will contribute continuing application of

career; Key Points:

c. SEQUENCE is the logical arrangement of the subject matter. It 4. Analyze information. An

5. Report the information.

b. achievable goals and

Interrelationship of the Components of a Curriculum

E. Teaching-Learning Processes and Curriculum Development

I. Teaching as a Process in Curriculum

What do you know about teaching? What knowledge is needed to

as it relates to the experiences in the curriculum, an important Key Points:

Good teaching is difficult to agree upon. While it remains to be difficult TEACHING

Feedback and Reflections

a. the needs of the learners;

e. the strategies most fit to carry out the goals; and

On the basis of the diagram, basic assumptions can be made.

These assumptions are:

II. Learning as a Process in Curriculum

Let us now look closer at the concept of learning as it relates to the

Learning is usually defined as a change in an individual's behavior

On the other hand, cognitive learning theories are concerned with

III. Teaching and Learning Go Together

If there are various ways of teaching, there must be various ways of

This process of learning involves four phases:

Name: ____________________________________________ Score: __________________

Identifying the Curricula Operating in Sindangan Elementary School

A. identify the following curricula operating in the school.

Types of Curricula Operating in Explanation (examples, proofs, justification)

B. answer this question:

C. Prepare to present your work during the synchronous discussion.

Name: ____________________________________________ Score: __________________

b. feedback phase d. retention phase

Name: __________________________ Score:

Name: __________________________ Score:

Year & Section: __________________ Date:

Name: __________________________ Score:

Course Packet : Code : _ Title : __________________________