FM-AA-CIA-15 Rev.

0 10-July-2020

Study Guide in Prof. Ed. 109 – The Teacher and The School Curriculum Module No. 6

STUDY GUIDE FOR MODULE NO. 6

Module 6 Trends and Issues on Curriculum and Curriculum

Development
MODULE OVERVIEW

Today, many developments and trends in Pre K–12 Education are altering the landscape for
curriculum work in subject areas. Although history shows it is often hard to predict which changes will
have a substantial impact on schools and which will turn out to be nothing more than fads, it is
worthwhile to assess current trends, especially in subject areas, as part of curriculum renewal.

One of the best ways to understand general developments in the curriculum is to examine trends,
as well as individual success, in specific subject areas. While certain innovations transcend the
discipline, most of the important changes seem to take place and are worked out in the subject areas
themselves.

A good curriculum helps students learn, practice and evaluate specific skills and competencies. An
effective curriculum also elicits students’ experiences and knowledge, and affirms and builds on them.
Finally, it should create room for students to pose problems and issues and develop strategies together
for addressing them, and contextualized lessons are effective tools for accomplishing this.

Contextualization refers to the educational process of relating the curriculum to a particular

setting, situation, or area of application to make the competencies relevant, meaningful, and useful to all
learners. Contextualizing curriculum is effective both for community-based and workplace classes. To
contextualize curriculum, teachers use authentic materials, activities, interests, issues and needs from
learners’ lives to develop classroom instruction. The degree of contextualization may be distinguished
into Indigenization and Localization.

Curriculum Indigenization refers to the process of enhancing curriculum competencies, education

resources, and teaching-learning processes in relation to the bio-geographical, historical and socio-
cultural context of the learners’ community. It may also include the enhancement of curriculum
framework, curriculum design and learning standards of subject areas guided by the standards and
principles adhered to by national curriculum. Relevance of curriculum content is a crucial dimension of
quality education. The promotion of localized curricula is a way of encouraging such relevance in very
different local, cultural and socio-economic contexts.

Curriculum Localization refers to the process of relating learning content specified in the curriculum to
local information and materials in the learners’ community. The localization of the curriculum can allow
learning to become more meaningful and relevant. Localization will involve the use of local materials
both as the subject and object of instruction. Localization will also involve making the local culture an
integral part of the curriculum.

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MODULE LEARNING OBJECTIVES

At the end of the module, you should have:

1. Identified the trends and issues on Curriculum and Curriculum Development
2. Determined the strategies for development and implementation on Curriculum Development
3. Conceptualized the Curriculum Development between local and foreign
4. Comprehended the operational and functional understanding of contextualization, indigenization and
localization of curriculum
5. Formulated a curriculum design in improving students’ learning experiences adapting contextualization and
localization

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Study Guide in Prof. Ed. 109 – The Teacher and The School Curriculum Module No. 6

LEARNING CONTENTS and ACTIVITIES

FOR YOUR UNDERSTANDING!

Using the organizers below, the class will think of a word or a phrase that relates to the main idea. Through
this bubble topical organizer and hierarchical topical organizer, the class will deepen knowledge regarding the
topic and enhance their cognitive skills..

A. Bubble Topical Organizer

TRENDS AND
ISSUES ON
CURRICULUM

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Study Guide in Prof. Ed. 109 – The Teacher and The School Curriculum Module No. 6

B. Hierarchical Topical Organizer

TRENDS AND ISSUES ON

CURRICULUM DEVELOPMENT

ACQUIRE

Acquisition of knowledge will occur from the from the following topics:

Topic 1 The Researches on Curriculum and Curriculum Development Locally and Internationally
Topic 2 The Contextualization on Curriculum
Topic 3 Teaching strategies that are Inclusive of Learners from Indigenous Group
Topic 4 Indigenized/Localized Sample Lesson

1. Find the importance of Contextualized/Localized Curriculum by exploring its strengths and potentials as
well as its weaknesses for improvement through the use of SOAR Analysis Model.

2. The class will be divided into five (5) groups. After doing the activity, each group will be given 5-10 minutes
to present their outputs.

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Study Guide in Prof. Ed. 109 – The Teacher and The School Curriculum Module No. 6

SOAR Analysis Matrix

STRENGTHS OPPORTUNITIES
PRESENT

ASPIRATIONS RESULTS
FUTURE

EXTERNAL

With the SOAR Analysis Model, formulate teaching strategies for the Indigenized Curriculum using SMART
Objectives.

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Study Guide in Prof. Ed. 109 – The Teacher and The School Curriculum Module No. 6

SUMMARY

One of the most limiting issues that the field of education is currently not doing enough to resolve is
perhaps research bias and questionable validity. Educational research is marred with pseudo-empiricism,
arbitrariness, and researchers' bias. Under the pretext of obtaining quantifiable data and utilizing purely
scientific approaches, those researchers often ignore the essence of educational inquiry; valuation or the
qualitative conceptual design. Protecting against bias is actually the core of meaningful research. Myrdal
(1969) asserts that qualitative and quantitative data are complementary as they constitute the mainstays of
theory, policy, and practice. Educators need to look for possibilities, opportunities, and practicalities of
balanced research findings; not for limitations in testing instruments, research design, sampling,
interpretations, and conclusions. Manipulated statistical data, maintains Myrdal, will not reveal the truth for
they are seldom objective or factual knowledge.

Other issues that need tackling are curriculum balance and equality in educational opportunity. Those
two ideals are what all parents would prefer for their own children. Coleman (1968) affirms that heterogeneous
schools and mixed ability classrooms tend to inspire and energize the disadvantaged students much more
than the opposite practice in terms of educational attainment. Those diverse students are more likely to
significantly improve achievement when they socialize with different groups, particularly mainstream,
advantaged students and when they are enjoying a sound and inclusive curriculum, as well as enhanced
resources, expenditures, and school facilities. Perhaps the future of the curriculum field resides in the hybrid
or holistic approach, or more realistically, in the correlation design (Ornstein and Hunkins, 2009) where a
logical linkage between related subjects is established, without losing a subject’s proper identity and
distinctiveness (e.g., the idea of a broad, overarching theme as a unit of organization). To this end, an
integrative approach to curriculum design reflects the humanistic and progressivist theories’ emphasis on the
whole person, being a thinker, a feeler, and an actor. In addition to the thinking, feeling, and acting (also
termed the intellectual, emotional, and social), there are three other important aspects to be accounted for: the
physical, aesthetic, and spiritual. All six elements must be integrated and assimilated within comprehensive
content components so that to address the various learners’ facets and make learning truly meaningful and
purposeful.

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Study Guide in Prof. Ed. 109 – The Teacher and The School Curriculum Module No. 6

REFERENCES

(Utech, Jenny. (2008). Contextualized Curriculum for Workplace Education: An Introductory

Guide. Massachusetts.https://www.umass.edu/roundtable/projects/Integrated
%20curr_guide%20p1.pdf)

(https://www.slideshare.net/rtipolo/contextualization-presentation)

(http://www.ibe.unesco.org/fileadmin/user_upload/COPs/Pages_documents/
Resource_Packs/TTCD/sitemap/Module_4/Module__2_concept.html?
fbclid=IwAR1dZjdyb7Zs2tHgAlbHTwCJzbBz58gNZCawZPFHAGRzW5TVQYS2qXNNtQY

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