The Teacher and the School Curriculum

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IV. 2
Learning Plan

Self-Assessment: Please refer to the google form provided in your LMS/GC.

Pre- Activity:

Look at the picture below. How

are they connected? What is
their contribution to curriculum
development?

MY REFLECTION
The focus of this inquiry is on the discipline gap as it is played out at the micro-level-in relationships and
interactions between teachers and students. Students spend most of their day with teachers, and the majority
of disciplinary referrals are initiated by teachers, pointing to the classroom and teacher-student relationships
as a leverage point for change. Depicts four aspects of these core elements: a) it illustrates the conceptual
elements of this fundamental core (the three labeled circles), b) it indicates that they are interrelated and
mutually constructed through practice, activity, and agency (the double-headed arrows between each pair of
circles), and c) depicts their placement in the institution of formal schooling (the labeled funnel containing the
circles and double-headed arrows), and d) it notes that schooling is a significant but limited period in the life
of the students (single-headed arrow pointing to the “End of Student Passage”)

EXPLORE

1. Understanding the concepts in curriculum is useful in appreciating curriculum

studies as an area in the field of education. Using the matrix below, write your personal
definition of curriculum
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*Devised by
*Overal Content of Goverment or
a course or program intitution
Curriculumis a whole content which is
thought in a particular
course/program .

CURRICULUM
*Duration is till *Refers to when and
completion of how (to delivered)
course

2. Browse the internet and check some examples of an ideal curriculum suggested by
professional organizations. List down the examples below

Idial/Recomended Curriculum

*Using VAKTO, visual, auditory, kinesthetic, tactile,

andolfactory approarches
*The integrationof values/character education to bring out
the ideal person.
*Employing the I.D.E.A.L teacher for the ideal class and
*Using stories, poems, art, drama, and dance
*Creating a fun-filled learning enviroment
*Learning the relaxation response

*Building self-confidence
*Using music and rhythm
*Visualizing Success

3. Discuss the roles of teachers and other curriculum workers in ensuring the
success of the implemented curriculum.

 A teacher's role in curriculum evaluation affects the school's choice of

textbooks, as well as the adoption of special programs to augment educational
standards. If a great disparity exists, school officials must reassess their
programs or consider editing or remapping the curriculum to best meet the
students' needs
The responsibilities of curriculum workers are the following: Develop technical
methods and tools to carry out curriculum planning in the schools (or school
district or state agency). Blend theory building with practice; obtain curriculum
knowledge and apply it in the real world of classrooms and schools.
With their knowledge, experience and competencies teachers are central to any
curriculum improvement effort, they are responsible for introducing the
curriculum in the classroom and outside the classroom as well. ... In order to
create strong curriculum teachers must play an integral role in every step of the
process.
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4. Provide an example of hidden curriculum. 4
 Extracurricular Activities
 Before or after care
 School associated club
 Nature of interacting among all people in the school environment
 Enactment of the rules of the school culture
 Educators communication of expectation for student achievement and demeanor
 Educator passion or lack of passion for teaching and learning
5. Examine a philosophy of a particular curriculum. Analyze what curriculum
conception it is leaning to.
 Term curriculum refers to the lessons and academic content taught in a school or in a
specific course or program. In dictionaries, curriculum is often defined as the courses
offered by a school, but it is rarely used in such a general sense in school. Depending on
how broadly educators define or employ the term, curriculum typically refers to
knowledge and skill student are expected to learn, which include the learning standards or
learning objectives they are expected to meet; the assignment and project given to
students; the books, materials, videos, presentations, and readings use in a course; and
the test, assessment, and other methods used to evaluate student learning. An individual
teacher’s curriculum, for example, would be the specific standards, lessons, assignments,
and materials used to organized and teach a particular course.

APPLY

1. Interview the following persons: (elementary grades teacher, school principal, college
teacher, non-education college student). Ask each one the question: What is
curriculum to you? Record their answers and present the definition in a matrix form.
Persons What is Curriculum to you?
Interviewed
Elementary  The curriculum is usually structured around the fundamental
Grades Teacher subjects of mathematics, science, social studies, language
arts, music, art and reading. The exact structure and
pedagogy can vary from school to school, but for the most
part, elementary school focuses on building the foundation for
a well-rounded education overseen by teachers who follow
students closely through their development. Elementary
school teachers are expected to be very hands-on, creating
fun and enthusiastic atmospheres within their classrooms and
adapting to meet the needs of their students.
School principal  The principal serves as the educational leader of the campus,
it is imperative that they have a working knowledge of
effective instructional strategies and understand the needs
of their students and teachers. Principals should understand
that good teaching strategies are appropriate for all students
whether they have been identified as requiring support
through, Response to Intervention (RtI), Special Education
eligibility, or state assessments results. The responsibility for
outlining effective practices for student instruction is a task
that should be shared with teachers and may include support
from the curriculum department and consultants. The process
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of identifying effective practices requires collaboration.
 Curriculum is all aspects in education
 Curriculum is everything pertaining to education
Example is attitude which is a composition of curriculum.
 Curriculum is a framework that sets expectations for student
College Teacher
learning. It serves as a guide for teachers, a roadmap if you
will, that establishes standards for student performance and
teacher accountability. Curriculum is a group for courses
offered in a particular field of study.
 Curriculum is the contents of the subject area.
Student
Teacher

Non-education  Curriculum is a system changes in education for improvement

College Student

2. Compare each definition and give comments

 As an elementary teacher, you will typically instruct the same group or cohort of children for the
duration of one academic year. As a secondary educator you will teach rotating groups of middle and
high school students throughout the school day.
In addition, an elementary educator teaches all subjects in their school district’s curriculum to students
while a secondary educator teaches a single subject. The various subjects that educators teach are
typically called “content areas.”

3. Visit a school of your choice. Observe, and interview the appropriate persons like the
classroom teacher, students or principals. Identify the existence of the different
curricula. Write specific examples. Record your data in a matrix like the one below.

Name of the School: Visayas State University Alang-alang Leyte

Types of Curricula
Operating in School Examples from Observations or Interviews

Recommended Vocational- Agriculture Curriculum

Curriculum Agricultural Home Making Curriculum
Written Curriculum Basic Education Curriculum
Agricultural Science Curriculum
Taught Curriculum Applied Research

Supported Textbooks, computers, Audio- visual materials, Laboratory

Curriculum equipment and play grounds
Assessed No formal assessment
Curriculum
Learned Curriculum Periodic examination, time to time examination, both written
and practical
Hidden Curriculum Peer influence, school environment, physical education,
teacher-learner interaction and mood of the teachers

4. Select a school, provide examples of the following curriculum intent, and analyze the
relationship.
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Curriculum Aims
 The broad, general statements of the purpose of education.
 They are meant to give general direction to education throughout the country.
 For example: to prepare youth to fit into a planned society.

Curriculum Goals
 Are a purpose or end stated in general terms without criteria or achievement.
 They are derived from a statement of philosophy, defined aims of education, and
assessment of needs.
 For example: students will demonstrate responsible behavior as citizens of our
school, communit, state, nation, and world.

Curriculum Objectives
 A purpose or end stated in specific, measurable terms.
 They refine the curriculum goal.
 For example: one hundred percent of the students will make some kind of positive
contribution to the community's clean-up campaign.

Provide examples of curriculum content and learning experiences.

Content Learning Experiences

1. Validity: The content of the curriculum 1. Validity: Learning experience is valid

is valid if it promotes the outcome that
it is intended to promote. It is also the
authenticity of the subject matter or
content selected, to make sure the
topics are not obsolete, for this to be
achieve, there should be a regular check
on the curriculum content and replace it
if necessary.
2. Self sufficiency: This criterion helps
learners attain maximum self sufficiency
at the most economical manner or
content selection. This is done when the
students or learners are given the
chance to experiment, observe and
carryout field study.
 Significance: The content is significant
if it is selected and organized for the
developed of learning activities, skills,
processes and attitude that will help in
solving the problem of the country. It
also develops the three domain of
learning namely cognitive, affective and
when it related objectives are in any of
the three domains; cognitive, affective
and psychomotor, the learning experience
must be holistic to involve all the domains.
2. Variety: Learners are different and
learn, in different ways base on their
interest and ability therefore varied
learning experience must be provided to
help them comprehend
 Interest: So that the desired objectives
can be achieve and also for learners to
demand pleasure learning experiences
from tem must be of great interest to
the learner.
1. Relevance to Life: Learning experience
must be relevant to real-life situations in
school and in the society to help learners
understand their society and proffer
solutions to some problems of the society.
This is where community-based resources
comes to play. Experience in real content
and situation bring realism to teaching
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psychomotor skills and considers the and learning.
cultural aspect of the learners 2. Suitability: Learning experience must not
particularly, if your learners come from be too simple nor complex but rather be
different cultural background and races suitable for the age or level of the
then the content must be cultural learners and for the content which it is
sensitive. meant for.
1. Interest: This criterion is true to be 3. Comprehensive: Learning experience must
learned centred curriculum. The cover all the stated objectives in a
interest of the students should be lesson; it must range from the simplest
considered in selecting content because learning experiences to the most complex,
students learn best if the subject covering all the domains of learning.
matter is meaningful to them. It  Potential for multiple Learning: This
becomes meaningful if they are means that learning experiences are not
interested in it. But if the curriculum is fashioned for different distinct domains
subject centred, teachers have no of instructional objectives. Therefore, it
choice but to finish the facing schedule is necessary to plan for learning
religiously and teach only what is in the experiences that will provide for the
book, this may explain why many fail in three domains as strategy for multiple
subject sometimes. learning. A single learning experience
2. Learnability: The content should be should involve cognitive, affective and
what the students can learn and should psychomotor domains of learning, hence it
be within their experience. Teachers is said to be comprehensive.
should apply theories on psychology of
learning in order to know their subject
are presented, sequenced an organized
to maximize the learning capacity of the
students
3. Utility: This is the usefulness of the
content in solving problems now and in
future. It is more important in skill or
procedural. Knowledge, whereby learners
can put what they have learnt into
practice life activities
 Consistency with Social Realities: This
means that content should be chosen
based on the facy that they relates to
our present social needs economic and
political situation. Content must be
acceptable to the culture and belief
system of the people.

Examine the relationship.

 learning experience and content is based on the cumulative development behavior

the learners gradually experience during the educational process.
Content and learning experience are organized in two relationship bases; vertical
and horizontal relationship;
 Vertical organization is the arrangement of learning experiences and content over
a time sequence access classes in the same subject. For instance, for a four year
programme in English, language, contents are arranged in hierarchical order, from
the lowest level to the highest level. This arrangement learning of English
language becomes cumulative as knowledge continues to build up over time. This
knowledge building starts from simple to complex in the subject progressively.
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 The horizontal organiza
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attitude in another subject within the same class. For instance, there should be a
relationship between the knowledge acquired in biology and that of agricultural
science, the knowledge and skills acquired in economics lessons can enhance that
of political science within the same class.

There are certain criteria that must be met in organizing learning experience and
content. These include:

 Continuity: It is the recurring emphasis on the learner’s experience on a particular

element or kind of activities, until mastery is achieved. With mastery, learners
develop progressively, systematically and naturally, with new knowledge building on
earlier acquired knowledge and thus learners can gain competence.
 Sequence: It is also related to continuity as well as progressively moving from the
lower to the higher level of knowledge and from simple to complex. In sequence,
each successive experience goes more deeply and broadly into the subjects. Each
experience reinforces and extends the previous one. Curriculum practices in the
arrangement of sequence of learning experiences usually based according to one
of the following; chronological order, logical order and difficulty.
 Integration: It refers to the relationship among learning experiences which
brings about a unified view, and behavior is a horizontal relationship which cut
across several subjects and the areas of student’s life. One subject should
buttress the other. For instance, what is learnt in mathematics to solve problems
can be used for solving problems in other subjects, as this enhances the transfer
of knowledge.

ASSESS

1. Ask a copy of any curriculum evaluation tools of a certain school. Analyze the
examples and examine how the evaluation instruments measure the success of the
curriculum.
 When Common Core and S/BAC became part of our public education establishment’s
landscape, our administration wanted to know whether or not our Mathematics and
English/Language-Arts programs were effectively preparing our students to achieve the
learning targets that would, subsequently be assessed by the standardized tests. This process
involved poring over data provided by standardized tests, identifying area of proficiency and
skills that many students missed. At length, we were able to determine which areas were
being successfully promoted, and those skills for which instructional tweaks and adjustments
were needed.Over time, our practices were aligned with meeting the goal of having an
increasing number of students meet standard on the exams by which our district’s efficacy
would be measured. Critics will complain that the object of curriculum evaluation results in
“Teaching to the Test.”
2. What curriculum competencies and performance standards are evaluated?

 In some cases, a regulatory body or professional organization would evaluate the competenies
and standards they have published as expected for people in whatever field they focus on. In
other cases, the government might evaluate the effectiveness, especially in cases of school
systems and other educational bodies. Always, the user (teachers, students, the public) will
evaluate these items in both formal and informal ways.
3. What forms of evaluation tools are used?
 SURVEY
  OBSERVATION
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 CASE STUDIES
 FOCUS GROUPS
 INTERVIEW

4. How often does the school evaluate the curriculum?

 There are ongoing curriculim committes working on the overall plan every year, and subject
departments and grade levels continuously evaluate their pieces as well. Districts typically
have a schedule to adopt new text books, rotating by grade or department, with consideration
given to the different speeds with which subjects become outdated. (For example, Grammar
doesn’t change much. History grows every year.
5. How does the school evaluate the hidden curriculum?

 If a school has a hidden curriculum it seems suspicious for anybody looking at it as a source of
support and therefore, it would lack honesty between the institution and fellow students,
parents, different subjects teachers, advertising and even the national curriculum.

6. What decisions and actions are made after getting the results of the curriculum
evaluation?

 In some cases, a regulatory body or professional organization would evaluate the

competenies and standards they have published as expected for people in whatever field they
focus on. In other cases, the government might evaluate the effectiveness, especially in cases
of school systems and other educational bodies. Always, the user (teachers, students, the
public) will evaluate these items in both formal and informal ways. There factors in the
curriculum that are acceptable, but need to be improved e.g. the teaching methods may be
very effective in certain parts of the course but not in others. Classrooms too small, furniture
needs changing, insufficient digital resources etc. Library resources limited etc Are there
units/modules that need deleting from the curriculum.