EDUPRO 5.

The Teacher and the School Curriculum Block C

Final Examination

June 1, 2022, Wednesday 01:00-02:00pm MWF

Name: Janelle M. Brito

Year/Course: BSED English II-C

Direction: Answer the following items as briefly as you can.

1. Give your view about teaching.

 Teaching and learning is a process that includes many variables. These variables interact
as learners work toward their goals and incorporate new knowledge, behaviors’, and
skills that add to their range of learning experiences.
2. Define teaching as an art and teaching as science.
 Teaching is a science, an art, and a craft. A science. It is a science in that there are
strategies and practices that a body of research has shown to be effective in enhancing
learning. Just like doctors, teachers should use research to inform their practice
3. Describe a teacher and as teaching profession.
 The definition of “professional teacher” refers to the status of a person who is paid to
teach. It can also, on a higher level, refer to teachers who represent the best in the
profession and set the highest standard for best practice.
 A teacher is responsible for preparing lesson plans and educating students at all levels.
Their duties include assigning homework, grading tests
4. Enumerate and describe the elements of teaching.
 Learner, Teacher, and Learning Environment
5. Explain the pre-service training program of would-be teachers.
 Pre-service education of teacher means, education of teachers before they enter into
service as teacher. During this period of teacher education programs, teaching practice
goes side by side, while they are getting knowledge about theory papers. A good deal of
improvement in the teacher education program is needed.
6. Define the meaning of School 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 schools.
7. Enumerate the examples of School Curriculum.
 The specific learning standard, lessons, assignments, and materials used to organize and
teach a particular course.
8. Give the types of curriculum.
 Written Curriculum
 Taught Curriculum.
 Supported Curriculum.
 Assessed Curriculum.
  Recommended Curriculum.
 Hidden Curriculum.
 Excluded Curriculum.
 Learned Curriculum
9. State the Principles and Philosophies of Education.
 They are Perennialism, Essentialism, Progressivism, and Reconstructionism. These
educational philosophies focus heavily on WHAT we should teach, the curriculum
aspect.
10. Give the School Triad of Teaching and describe each of the three (3).
 A three-member group comprised of the student teacher, supervisor, and cooperating
teacher
11. Enumerate and discuss the Essential Teaching Skills. Define what effective teaching is.
 Patience
 Creativity
 Communication and Collaboration
 Likable Personality
 Effective teaching can be defined in many ways including teacher behavior (warmth,
civility, and clarity), teacher knowledge (of subject matter, of students), teacher beliefs,
and so forth. Here we define effective teaching as the ability to improve student
achievement as shown by research.
12. Explain why there is need to develop a Concept of Teaching.
 Concept Development is important for many reasons: Concept Development is
important because it forces the teacher to have a very clear understanding and
definition of what is being taught, and it provides a written reference for students,
especially English Learners.
13. Elucidate further why teachers continue to teach while others left teaching.
 Arguably the most common reason that teachers decide to teach is the ability to make a
difference. There are many professions that give people the ability to have a positive
impact on the world, but there are few professions that have as direct of an impact on
creating a better society as teachers do.
 Five main factors were found to influence teachers' decisions to leave: workload, new
challenge, the school situation, salary and personal circumstances. Of these, workload
was by far the most important, and salary the least.
14. State your reason why teaching is a noblest profession.
 Teaching is a noble profession which comes with so much responsibility and duty
towards students. Teachers do not only teach and impart knowledge but inspire and
motivate students for life and take important steps in life. They keep working to boost
the confidence of students and direct them in the right direction.
15. Describe the Teacher Induction Program (TIP).
 Teacher Induction Program (TIP) is a systematic and comprehensive training scheme for
newly hired teachers as part of professional development toward effective teaching and
commitment for the profession.

16. Give the definition of the curriculum.

 A curriculum is broadly defined as the totality of student experiences that occur in the
educational process. The term often refers specifically to a planned sequence of instruction, or
to a view of the student's experiences in terms of the educator's or schools instructional goals.
17. Write down the official curriculum embodied in the approved state curriculum guide by
Glatthorn, Boschee and Whitehead in 2006 prescribed by the government in the Philippine
context. DepEd, CHED and TESDA.
 DepEd-The K to 12 curriculum is standards- and competence-based. It is inclusive and
built around the needs of the learners and the community. The curriculum is done and is
available on the DepEd website. It is the first time in history that the entire curriculum is
digitized and made accessible to the public.
 CHED-The CHED designed a curriculum to attain such outcomes. This curriculum is
shown in Article V, Section 9 as a sample curriculum. The number of units of this
curriculum is herein prescribed as the "minimum unit requirement" under Section 13 of
RA 7722 (Higher Education Act of 1994).
 TESDA-All courses registered in TESDA require a competency-based curriculum (CBC) to
be implemented, which focuses on teaching students about relevant knowledge and
skills to be used by learners.
18. Give the meaning of Curriculum Development by curriculum scholars like Tyler (1949), Taba
(1962), Saylor, Alexander and Lewis (1981), Wisner (1985), Print (1993), Sowell (1996), and
Tanner (2007) generally identified three (3) categories of sources for curriculum foundations.
 Ralph Tyler (1957): The curriculum is all of the learning of students which is planned by
and directed by the school to attain its educational goals.
 Taba defines 'curriculum' as a document containing a statement of the aims and of the
specific objectives; it indicates some selection and organization of content; it either
implies or manifests certain patters of learning and teaching.
 According to Saylor, Alexander, and Lewis (1981), "We define curriculum as a plan for
providing sets of learning opportunities for persons to be educate". They define the
curriculum as a device to a group plan directed learning activity opportunities for
individuals to become educated.
 It refers to the result of the curriculum or what students actually learned in school (Print
1993). The achieved curriculum reveals whether the schools are successful in attaining
their curriculum goals objectives.
19. Identify the six (6) curriculum conceptions which McNeil (2006), Wisner (1985) and Print (1993)
made an explanation of the presence of various curriculum orientation or conceptions.
 Social reconstruction conception
 Cognitive process conception
 Academic conception
 Technology conception
 Humanistic conception
 Eclectic Conception

20. Cite the Curriculum Influences by various academic fields that served as the foundations of the
curriculum.
  Among the major foundations of curriculum development, the sociological theory
emphasizes the influence of society to education. It is founded on the belief that there is
a mutual and encompassing relationship between society and curriculum because it
exists within the societal context.
21. Cite examples of curriculum evaluation tools. Or instruments measure the success of the
curriculum.
 MCAT scores
 Demographic class data
 Grade distributions of standardized tests
 Previous accrediting body reports
 Comparative data on your school from the AAMC
 Alumni surveys
22. Cite the Curriculum Competencies and performance standards which are to be evaluated.
 A curriculum that emphasizes the complex outcomes of a learning process (i.e.
knowledge, skills and attitudes to be applied by learners) rather than mainly focusing on
what learners are expected to learn about in terms of traditionally-defined subject
content
23. In general, a curriculum has four (4) important elements that must be present in all curriculum
documents or before a document can be called a curriculum according to Murray Print.
 Curriculum Intent
 Contents
 Learning Experiences
 Evaluation
24. Share how evaluation is administered.
 Includes the different ways and tools used for evaluating whether or not
the curriculum intents were realized. Evaluation tools are also used to evaluate the
performance of the learners after they have undergone the curriculum
25. Give the three (3) levels of curricular offerings of the different curriculum models.
 subject-centered, learner-centered, and problem-centered design
26. Enumerate and define the five (5) major dimensions of the Autonomous Learner Model (ALM).
 Orientation, individual development, enrichment, seminars, and in-depth study.
27. Davis, ET. Al, 2011, cited three (3) "Dimensions based on the model of VanTassel and Baska
(1987) that guided the development of the curriculum. What are they?
a) advanced content, emphasizing advanced content knowledge that frames disciplines of
study
b) high-level process and product work, and
c) organizing learning experiences around major issues, themes, and ideas that define
understanding of a discipline and provide connections across disciplines

28. Explain further the Kid Academia Model of Japan developed by Dr. Manabu Sumida. In 2010.
  Japan has no formal educational system for gifted children. However, in 2005, Japan’s
Cabinet approved and established the third Science and Technology Basic Plan (2006-
10), which includes “nurturing the individuality and ability of gifted (sainou in Japanese)
children.” Enforcement of this plan is exemplified in programs such as “Super Science
High Schools,” “Next-Generation Scientists Programs,” “Science Camps,” and “Japan
Science Tournaments.” The number of Japanese participants in the Science Olympiad
has increased threefold within 5 years
29. Expound further on the checklist adopted from the Gifted Behavior in Science for Primary
Children in the development of the curriculum.
 Gifted Education: Definition. Gifted education is a type of education that provides gifted
and talented students with an educational environment designed specifically for their
social, emotional, and academic needs.
30. Define the Gifted Education Curriculum and give examples of gifted curriculum models.
 Enable students to be in school with peers who often have similar abilities and interests
as them. This can provide a stimulating environment. This also enables some students to
more easily find a group of friends.
 Renzulli's School Wide Enrichment Model (SEM) ~ a widely used model which appeals to
a broader definition of giftedness.
31. Define School Wide Enrichment Model (SEM).
 The School wide Enrichment Model (SEM) is an organizational plan designed to improve
academic achievement, student engagement in the learning process, and the
professional skills and enthusiasm of teachers and principals seeking to infuse a more
engaging brand of learning into their regular curriculum
32. Give the Unpacking Curriculum Standards and competencies, then classify standards according
to knowledge, skills and values.
 Curriculum unpacking technically occurs when the intended curriculum is interpreted or
translated by the teachers into classroom instruction. It is the connecting process that
transpires between curriculum planning and curriculum implementation.
33. Define the following terms: Transition, Transition to school life, transition after post-secondary
schooling, transition from school to entrepreneurship, transition from school to adult life, and
transition from adult life to functional life.
 Transition-the process or a period of changing from one state or condition to another.
 Transition to school life- In education, the term transition typically refers to the three
major transitional points in the public-education system: when students move from
elementary school to middle school, from middle school to high school, and from high
school to college.
 Transition after post-secondary schooling-Postsecondary transition planning is how
schools assist students in preparing for postsecondary education or employment after
high school. This vital educational component is required in IEPs for any student with
disabilities, aged 16 and older.
 Transition from school to entrepreneurship-Transition from school to entrepreneurship
– includes programs that will allow special learners to become entrepreneurs in their
respective communities.
  Transition from school to adult life-Transition is a formal process of long-range
cooperative planning that will assist students with disabilities to successfully move from
school into the adult world. High quality transition planning and services will enable
students with disabilities to pursue their desired postsecondary goals.
 Transition from adult life to functional life-includes learning of life skills that will allow
the special learners to learn how to take care of themselves and develop some special
skills that they can use everyday
34. Give the aims of the transition program to realize the K to 12 Basic Education program of
producing holistically developed functionally-literate Filipino learners in the Context of Special
Education.
 The K-12 program offers a decongested 12-year program that gives students sufficient
time to master skills and absorb basic competencies. Students of the new system will
graduate at the age of 18 and will be ready for employment, entrepreneurship, middle
level skills development, and higher education upon graduation.
35. Explain whether curriculum innovations essentially changes the life of the Filipino children.
 Innovation means taking risks, sharing results early, and learning quickly from ideas that
don't work. While most leaders in the early childhood field focus on the delivery of best
practices today, others need to invest in the creation and expansion of more effective
best practices for tomorrow.
36. Discuss the positive results created by the curriculum innovations for the school and for the
students in our country
 Innovation in education encourages students and teachers to research, explore, and use
all the tools to uncover something new. Innovation involves a different way of looking at
problems and solving them. It also improves education because it compels students to
use a higher level of thinking to solve complex problems.