Fil 103 – Ang Filipino sa Kurikulum sa Batayang Edukasyon

Aralin 8 – Ang Pagdulog sa Kurikulum

Introduksyon
Ang Kurikulum sa Filipino: Batayan ng Pagtuturo sa Sekondarya Dalawa ang
pangunahing dahilan kung bakit itinuturo ang Filipino sa ating mga paaralang
pambansa. Ang mga dahilang ito ay nakatadhana sa umiiral na patakarang pangwika
na ipinatutupad kaugnay ng gagamiting wikang panturo sa mga paaralan. Una, ituturo
ito bilang isang sabjek o aralin na bahagi ng kurikulum sa elementarya at sekundarya.
Ikalawa, gagamitin ang Filipino bilang wikang panturo sa mga tiyak na sabjek o aralin
na iniatas sa Patakarang Bilinggwal noong 1974 at 1986. Malinaw ang pagkakaiba ng
dalawang layunin subalit magkatuwang ng kaganapan sa pagkatuto. Kinakailangang
matutuhan ang Filipino bilang isang wikang may sariling kakanyahan upang magamit ito
sa pagkatuto ng iba pang sabjek na itinuturo sa Filipino at magiging tulay din ito sa
pagkatuto ng Ingles na pangalawang wika ng mga mag-aaral. Ang Pagtuturo ng Wika
Batay sa DepEd Kurikulum sa Filipino Sa ipinatupad na kurikulum ng DepEd para sa
pagtuturo ng Filipino may mga pananaw at simulain sa pagkatuto ng wika na
binibigyang pansin. Una ay ang pagkakaroon ng interaksyon sa pagitan ng mga mag-
aaral, ng guro at ng teksto.

Layuning Pagkatuto
1.Makilala nang buo at ganap ang pagtuturo ng Filipino na may kapaki – pakinabang na
literasi.
2. Maipamalas ang sariling interes sa pag - aaral ng kurikulum sa pamamagitan ng
pagpapakita ng interaksyon sa kapwa- mag -aaral at guro.
3. Malinang ang kakayahang komunikatibo, replektibo / mapanuring pag-iisip at,
pagpapahalagang pampanitikan ng mga mag-aaral sa pamamagitan ng mga
babasahin at teknolohiya tungo sa pagkakaroon ng pambansang pagkakakilanlan,
kultural na literasi, at

4. Makaagapay sa mabilis na pagbabagong nagaganap sa daigdig.

Nilalaman
1. Kurikulum sa Spiral
Ang kurikulum ng spiral ay tumutugon sa pag-aaral sa isang paraan kung saan ang
mga mag-aaral ay maaaring pumunta mula sa pangkalahatang kaalaman hanggang sa
dalubhasang kaalaman. Ang paraan na makamit niya ito ay sa pamamagitan ng patuloy
na pag-aaral, dahil pinipigilan nito ang mga konsepto na madaling mahulog sa limot.

Upang makamit ito, ang spiral kurikulum ay nagsisimula sa napaka-simpleng mga

konsepto na magiging kumplikado habang ang mga mag-aaral ay umuunlad sa
kanilang pag-aaral. Maaari nilang gawin ito dahil ang kurikulum ay umaangkop sa mga
posibilidad na mayroon ang mga mag-aaral. Sa gayon, ang lahat ay maaaring
sumulong at mas maunawaan ang mga konsepto ng isang paksa.

Gayunpaman, isang bagay na mahalaga para gumana ang kurikulum na ito ay, sa
isang paulit-ulit na batayan, ang mga mag-aaral ay bumalik sa parehong
pangkalahatang mga tema; sa malawak na prinsipyo. Ano ang dapat nilang magawa
kasama nito? Kaya, kapag bumalik sila sa mas malalim na bahagi ng paksa,
makakagawa sila ng iba't ibang mga pagsusuri at representasyon ng dati nilang pinag-
aralan.

Sa kurikulum na ito, Inilaan ni Bruner ang mga mag-aaral na pakainin ang kanilang pag-
usisa. Upang makahanap ng inspirasyon upang mapalawak ang kanilang kaalaman,
bumalik - na may ibang hitsura - sa alam na nila. Kaya, maaari silang mangatuwiran at
suriin ang mga konklusyon na dati nilang naabot.

Si Jerome Bruner ay hindi nag-aalala tungkol sa mga pagkakamali. Sa katunayan,

isinaalang-alang niya ang mga ito sa isang mabuting paraan upang matuto ang mga
mag-aaral. Samakatuwid, ang parehong mga pagkakamali at patay na wakas ay
malugod na tinatanggap sa spiral kurikulum.

Hindi mahalaga kung ano ang kinakailangan upang malaman ang isang konsepto. Para
kay Bruner, nanaig ang interes at kasiyahan ng pagpapasigla ng teorya ng bawat mag-
aaral.

Ang pag-unawa sa paggawa ng mga pagkakamali ay hindi dapat makagawa ng

kahihiyan, ngunit sa halip ay maging isang paraan upang muling maibalik ang mga
pagpapalagay at magpatuloy sa pagsasaliksik ay isang mahalagang paraan upang
malaman na, sa katunayan, nagtataguyod ng kurikulum ng spiral. Walang
alinlangan, ibang paraan ito upang turuan ang mga mag-aaral. Gayunpaman,
nagbubunga ito ng napaka positibong resulta.

Halimbawa ng Kurikulum sa Spiral

Ngayong alam mo nang higit pa tungkol sa kurikulum ng spiral, narito ang isang
maikling halimbawa ng kung paano magaganap ang pag-aaral kasama nito.
Magsisimula ka sa isang napaka-simpleng layunin para sa mga maliliit na bata, tulad ng
pagkilala at pag-uuri ng mga hayop.
Ang unang punto ay upang uriin ang mga hayop at pag-aralan ang mga pagkakatulad
at pagkakaiba ng bawat isa sa kanila. Sa paglaon, magsisimulang pamilyar ang mga
mag-aaral sa kanilang mga tirahan ng bawat hayop at kanilang mga indibidwal na pag-
uugali. Sa wakas, pag-aaralan nila ang kanilang anatomya at pisyolohiya.

Napakadali nito. Sa pagsulong ng mga tirahan, babaling sila sa mga konseptong

natutunan na upang maiugnay ng mga mag-aaral ang dati nilang nalalaman sa kanilang
natutunan. Sa gayon, mauunawaan nila talaga kung ano ang kanilang pinag-aaralan at
pakiramdam na mas nakakausyoso upang malaman ang tungkol dito.

Sa konklusyon, pinapayagan ka ng spiral na kurikulum na magtrabaho sa isang paraan

kung saan ang isang mag-aaral ay maaaring mag-isip para sa kanilang sarili, kumuha
ng konklusyon, at ayusin ang mga pagkakamali. Isang paraan na nagtataguyod ng
pagsasaliksik, pag-unawa, at isantabi ang tukso na kabisaduhin ang mga konsepto -
nang hindi nauunawaan ang mga ito - upang makapasa lamang sa isang pagsusulit.
Kaya, sa palagay mo posible na ipatupad ang kurikulum na ito sa kasalukuyang modelo
ng pang-edukasyon?

2. Thematic Curriculum
Ito ay isang set ng mga organisadong karanasan sa pagkatuto gaya ng programa,
kurso apang mga gawain pampaaralan na naglalaan sa mga mag-aaral sa higit na
malawak at pangnilalamang tema.
Ang mga Benepisyong Matatamo sa Paggamit ng Thematic Curriculum
1.Oportunidad na matutuhan sa pamamagitan ng higit na kontekstwalisadong mga
karanasan sa pagkatuto
2.Eksposyur sa mga lingkedyes sa pagitan ng pagkatutong ibinase sa paaralan at
pagkatutong nagaganap
lugar ng paggawa at komunidad.
3.Oportunidad na mailantad ang malawakang mga karanasan awtentik.
4.Malalim na eksposyur sa kinagigiliwang Gawain.
5.Oportunidad na masuri ang malawakang pagkakaloob ng hanapbuhay.
6.Higit na malawak na potensyal sa paghahanda ng higit na mataas na edukasyon at
paghahanapbuhay.
7.Kakayahang makilala ang mga naiiba at di-pangkariniwang interes
Ang mga Benepisyong Matatamo Para sa mga Edukador
1.Oportunidad para sa mga guro na magsama-sama silang mga miyembro ng grupo ng
mga propesyunal nmay mga estratehiya sa pagkatuto.
2.Oportunidad para sa mga gurong tagapamatnubay nama’y mga positibong impak sa
mga mag-aaral.
3.Oportunidad para sa mga administrador na magpakita ng pamumuno sa pagsasaayos
ng paaralan at pagtulong sa mga mag-aaral na magkaroon ng mga matagumpay na
karanasan sa paaralan.
Ang mga Pangunahing Salik sa Lahat ng Aspeto ng Thematic Curriculum
1.Ang Thematic Curriculum ay maaaring maipatupad sa maraming paraan gaya ng
kurso, akademya klasmagnet at ang buong paaralan.
2.Ang Thematic Curriculum ay maaaring maisanib sa ibang mga reporma gaya ng
integrasyon ng edukasyong bokasyunal at akademiko, transisyong paaralan-paggawa.
3.Ang Thematic Curriculum ay nakalaan para sa paaralang sekundarya, ibagamat
maaari ring maging kapakipakinabang sa paaralang elementarya.
4.Ang Thematic Curriculum ay magsisilbing tulay upang mapagsama angmga
karanasan sa pagkatuto na ibinatay sa paaralan at paggawa.
5.Ang mga hadlang sa lugar ng paggawa gaya ng suplay sa paggawa, maliit na
produksyon at tradisyon abinawasan ang pagpapatupad ng thematic curriculum na
nabuo mula sa mga aspekto.
Ang Pagdulog sa Pagtuturong Batay sa Nilalaman (Content –Based Instruction o CBI)
Binibigyang kahulugan nina Brinton , Snow at Iverche (1989) Ang pagtuturong Batay sa
Nilalamanbilang integrasyon ng pagkatuto sa nilalaman at sa mga layunin sa pagtuturo
ng wika. Ito’y tumutukoy sa kasalukuyang pag-aaral ng paksa at paksang aralin, nang
may porma at pagkakasunud-sunod ngpresentasyong taglay ng nilalaman ng teksto.
Naka-pokus ito hindi lamang sa pagkatuto, kundi sa wikanggamit bilang midyum ng
pagkatuto ng matematika, agham panlipunan, at iba pang mga asignaturang pang-
akademiko.
Thematic teaching (also known as thematic instruction) is the selecting and
highlighting of a theme through an instructional unit or module, course, or multiple
courses. It is often interdisciplinary, highlighting the relationship of knowledge across
academic disciplines and everyday life. Themes can be topics or take the form of
overarching questions.[1] Thematic learning is closely related to interdisciplinary or
integrated instruction, topic-, project- or phenomenon-based learning.  Thematic
teaching is commonly associated with elementary classrooms and middle schools using
a team-based approach, but this pedagogy is equally relevant in secondary schools and
with adult learners. A common application is that of second or foreign language
teaching, where the approach is more commonly known as theme-based instruction.
Thematic instruction assumes students learn best when they can associate new
information holistically with across the entire curriculum and with their own lives,
experiences, and communities.
Steps
Under the thematic learning instruction, organization of curriculum can be based on a macro or
micro theme, depending upon the topic to be covered. [3]

Choosing a theme: Themes about the particular topic should be of interest to students and relevant
to the curriculum. In some approaches, students choose the thematic topic. Themes should also be
topics of interest to the teacher(s) because successful thematic instructions often requires additional
research and preparation. Interdisciplinary themes related to multiple academic disciplines such as
science, social studies, math, language/writing, and other courses or subjects can be reinforced in
lessons throughout the school day.

o Themes relevant to students' interests encourage active participation. For example,

students may express interest in current popular music. This interest can be developed into
thematic instructional units and lessons that span across time and cultures, how cultures
interact and impact one another, music as a social or political commentary in social studies
or history classes.
o Themes allowing past to present connections and highlight persistent issued faced
by society such as war, poverty, pollution, disease, or natural disasters are especially
effective

Doing the research: Effective interdisciplinary thematic instruction requires extensive

knowledge and research by the teacher. Without a broad knowledge base on which to
design relevant activities and lessons, thematic lessons can become randomly selected
activities loosely related to a topic that fail to demand higher level thinking from
students.

Design an essential question(s) relevant to the theme. Essential questions are

open-ended, intellectually engaging questions that demand higher-order thinking.
Essential questions focus a thematic inquiry, helping the teacher chose the most
important facts and concepts relative to the theme and focus planning efforts. Essential
questions require students to learn the key facts and concepts related to the theme as
well as analyze and evaluate the importance and relevance of that information. Good
essential questions can not be answered with a simple yes/no or true/false; students
must discuss, defend, and debate issues related to the theme. Designing thematic
instruction around essential questions requires that students learn both content and
develop critical analysis skills

Designing instructional units and activities that guide students in answering the
essential question. Teachers must choose teaching and learning strategies, activities,
classroom materials, and experiences related to the wider theme and guide students in
answering the essential question. Strategies can be individual or cooperative; stress
various skills such as reading, writing, or presenting.

Curriculum
For thematic learning to be successful among learners, the following should be
considered:
 Thematic learning consists of a curriculum that is unified and dwells on an
identified theme or topic, ideally guided by essential questions.
 The sources are not limited to textbooks. For example, in the social studies or
history classroom, primary source texts and images encourage the development of
critical reading skills. For themes related to current events, analysis of modern
media hones media literacy skills.
 Various teaching and learning methods can be used. Projects, cooperative
learning, active participation, experiential learning are often highlighted.
 Thinking and problem solving skills, observation, critical reasoning, analysis and
drawing conclusions are key skills in thematic learning.

Advantages

 Students learn better when experiencing knowledge in a larger context. They

begin to see relationships and connections across time, place, and disciplines.
 Learning about wider themes and related concepts and facts more closely
resembles how life is experienced outside of school and the classroom.
 Themes can be chosen that are current and student-centered, incorporating the
needs, interests and perspectives of the students.
 Carefully selecting topics and information related to a theme helps teachers
narrow the overwhelming amount of information of any discipline.
 Thematic instructions aligns with current popular pedagogies and standards
including place-based education, project-based education, and cooperative learning.
 When thematic instruction takes place along with cooperative learning, the
advantages include the following:
o Thematic cooperative learning activities encourage authentic
communication.
o The learner shares one's ideas with others in the group.
o Interaction encourages the values of respect and cooperation, thus
building effective peer learning groups.
o The teacher becomes the facilitator, reduces the role of dispenser of
learning.

3.A vertical curriculum links knowledge from one lesson to the next across a program
of study, while a horizontal curriculum integrates knowledge across different classes or
disciplines. An integrated curriculum uses both approaches.
In a vertical curriculum, what is learned in one lesson prepares students for the next
lesson. It establishes skills and knowledge which are used and further developed across
a whole program of study. In this way, basic skills and knowledge are both developed
and reinforced as other elements are introduced into study. This method of teaching is
structured and progressive, focusing on building to advanced levels of knowledge.
A horizontal curriculum means that what is studied in one particular course in an
institution is in line with other, similar classes both in terms of course content and
evaluation. Horizontal coherence means that teachers are evaluating students based on
the standards for a particular subject and grade level.
Horizontal integration may also mean the integration of basic concepts from one course
or discipline into another. For example, in studying medicine, certain basic concepts
may be relevant to the study of multiple disciplines, such as anatomy, biochemistry,
physiology and more. Conversely, topics such as ethics and finance from other
disciplines may be integrated into the study of medicine.

Key Questions and Considerations

 In reflecting on how a particular programme (or part of it) might be designed to be inclusive and
enable all students to fulfil the intended learning outcomes, staff are encouraged to consider the
following issues: 
Teaching – Content and Methods
How will students’ transition to higher education in the UK be supported? 

A significant number of students entering the University now come from academic
backgrounds that may have left them unfamiliar with, and unprepared for, the teaching
and assessment methods used at the University, and an understanding of UK academic
practice. Such students face a cultural and academic shock in adapting to learning in a
University setting, and supporting their transition is vital.
In view of this fact, Senate has agreed that all programmes must incorporate, into
their first term, instruction on disciplinary and generic academic conventions and skills,
and an opportunity to work through the assessment criteria used on the
programme. This is in line with the Principles for Student Induction. Staff are particularly
encouraged to think about how students are prepared to identify and avoid plagiarism.
 Staff are also encouraged to consider how students will be prepared for the teaching,
learning and assessment methods to be used in the programme, so that such methods
are not unfamiliar at the point at which students are summatively assessed. Does the
programme give an early opportunity for students to experience these methods?
How will the programme / module accommodate different learning styles?
In recognition of the different learning style of students, it is good practice to consider
utilising a range of teaching methods (see the indicative list of potential teaching
methods). This can be applied not only at module- or programme-level, but also within
specific classes (consider, for instance, breaking up lectures or seminars with elements
of interactivity, group work; pauses for clarity, emphasis or reflection).
How does information about the module / programme available to students anticipate and provide
for a range of student needs?
10. Staff should carefully consider the information supplied to students (and prospective students)
about the module / programme, with a view to enabling students to make an informed choice based
on a sound understanding of what is involved.
It is good practice to provide details of the syllabus (e.g. what will be covered in lectures and
seminars; how students should prepare for a particular class) and associated learning materials /
resources in advance. This helps clarify what is expected and allows students to prepare, enabling
them to get the most out of a particular session.
A common adjustment for students with disabilities is for them to be provided with lecture materials
and/or a lecture outline in advance of the lecture. Further details can be found in the relevant
University policy.
How accessible are teaching methods / materials / content?
Considerations here include:

 Could the learning outcomes act to exclude students with particular protected
characteristics? If so, could they be rewritten so as to be more inclusive? 
 Is there an over-reliance on teaching methods that are likely to engage some students more
than others?
 How readable / understandable are learning materials?
 Does teaching content rely on culturally-specific background knowledge?
 Does teaching content avoid stereotypes? 

Assessment and Feedback

How does the nature and timing of assessment help support an equal opportunity for all students to
demonstrate the learning outcomes being assessed?
In designing a module / programme, assessment tasks need to be selected in relation to the learning
outcomes being assessed. In relation to inclusive curriculum design, a key question is therefore
whether a particular assessment task provides all students with an equal opportunity to demonstrate
the learning outcomes being assessed.
Staff are encouraged to think about the timing of assessment, particularly in relation to its impact on
student wellbeing. For instance, at programme-level, are there clusters of assessment whereby
students would need to complete multiple assignments simultaneously? If so, could these be
avoided?
Staff are also encouraged to consider using a diverse range of assessment methods. Different
students are likely to perform better on one form of assessment than another, whilst certain
assessment practices can necessitate adjustments being made for students with particular
disabilities. By diversifying assessment, staff can better support inclusion for all students, and reduce
the need for multiple ‘adjustments’ to be made for the same student.

 Note that consideration of this issue will need to be balanced against the utility of
familiarising students with methods under which they will be summatively assessed, which also
supports inclusion.

How will formative assessment and feedback be used to support students?

Formative assessment and feedback (including feedback on summative assessment) is known to
play a valuable role in supporting student success, and is likely to be of particular use to those facing
challenges in adapting to UK higher education. Staff should consider:

 How and at what point will students obtain feedback on their work?
 How will this feedback support future assessment? Will the feedback be timely in allowing
the student opportunity to reflect and improve prior to doing a relevant future summative
assessment?

How will students be clearly informed of what is required of them in assessment tasks?
All students benefit from clarity over what is expected of them in relation to assessment. This is
particularly important for students with certain disabilities and for international students for whom
English is not a first language. Staff should:

 Consider how and when information about assessment tasks – for instance, questions,
assessment criteria, deadlines – will be communicated to students.
 Ensure that assessment questions and tasks are clear and free of ambiguity.

4. Alternative Learning System (ALS)

It is a parallel learning system in the Philippines that provides a practical option to
the existing formal instruction. When one does not have or cannot access formal
education in schools, ALS is an alternate or substitute. System only requires learners to
attend learning sessions based on the agreed schedule between the learners and the
learning facilitators.
The program has two different schematics for conducting instruction: school-based
and community-based. On the school-based program, instructions are conducted in
school campuses while in the community-based program, formal instruction are
conducted in community halls or on private places. The ALS program follows a uniform
lesson modules for all academic subjects covering the sciences, mathematics,
English, Filipino, social studies, current events among others. Delivery of instructions
are provided by government-paid instructors or by private non-government organization.
Aside from schematics, the program has two levels: elementary and secondary.
Students have to start from elementary level, then proceed to high school level. If a
student is a graduate of elementary under a formal classroom system, the student is
automatically admitted to the secondary levels depending on which year level the
student stopped schooling.
Program administration is held by the Department of Education, an agency of the
government of the Philippines in charge of providing education to all Filipinos. Private
non-government organization may deliver the program but still under the supervision of
the Philippine education agency.

Pagtataya at Ebalwasyon
May maikling pagsusulit sa LMS.

Sanggunian
https://tl.larafornm.com/spiral-curriculum-what-is-it-2572

https://en.wikipedia.org/wiki/Thematic_learning
eference.com/world-view/horizontal-vertical-curricula-48984cf58c3a211a
https://www.dur.ac.uk/learningandteaching.handbook/3/12/

Prepared: Checked: Approved:

Ms. GINA A. SIGLOS Dr. AIDA A. CASAS Dr. RANDY M. BAJA
Instructor Department Head Dean