LAGUNA STATE POLYTECHNIC UNIVERSITY

Lopez Satellite Campus

Lopez, Quezon

PROF ED 9 THE TEACHER AND THE SCHOOL CURRICULUM

Name: Arcel A. Soriano Date: June 4, 2022

Year and Section: BEED 3A Instructor: Mr. Leonilo Capellan

Explain the following:

1. The curriculum as a process: Its guiding principles.

Curriculum is a process of teaching because it is marked by change,

action, and advancement. It is purposefully created to fulfill the requirements of
all children while simultaneously challenging them to improve their existing
abilities, interests, and understandings while also developing new ones. As a
results, the teachers should incorporate their learning styles, technology, and
real-world applications as part of learning process and styles.

Guiding Principles:

1. Curriculum process in the form of teaching methods or strategies is

means to ACHIEVE THE END.
Explanation:
The curriculum process, expressed as instructional techniques or
tactics which you are creating a plan for long term development of the
students to achieve end which the students will practice and apply the
concepts to attain the end goals with new knowledge and skills they need
to continue to grow as a individual.

2. There is no single BEST PROCESS or method. Its effectiveness will

depend on the desired learning outcomes, the learners, support
materials and the teacher.
Explanation:
Certainly, there is no one perfect teaching approach, but it cannot be
about the instructor. There are some things I would rather do in class, but I
must consider the needs of the students as well as the whole class. It can't
be about what I enjoy or how I feel most at ease. There is also no one right
method to do things because on any given day something works, might not
be effective on the next day. Everything depends on the day, the activity,
the student, and the result what is going on that time.

3. Curriculum process should STIMULATES the learners’ desire to

develop the cognitive, affective, psychomotor domain in each
individual.
Explanation:
Curriculum should attain the end goals of every learner which to
develop their mental and intellectual process, enhance their emotional
recognition and to process their skills through motor activities.
 4. In the choice of method, learning and teaching styles should be
considered.
Explanation:
When choosing a method the teacher should considered the learning
objectives, to make sure the method is appropriate, the nature of the
materials and how we want students to interact with this information.

5. Every method or process should result to learning outcomes which

can be described as cognitive, affective, and psychomotor.
Explanation:
Every approach and method that we used, at the end of the lesson it
has a result of expand understanding, emotional recognition and exercising
skills and abilities.

6. FLEXIBILITY in the use of the process should be considered. An

effective process will always result to learning outcomes.
Explanation:
Being flexible all throughout may results of a good outcome. And we
need to considered because it is our way to give the students a freedom in
how, what, when and where they learn.

7. Both teaching and learning are the two important processes in the
implementation of curriculum.
Explanation:
Teaching and learning are important components of curriculum
because both concepts have an ultimate goal for why a curriculum is creates.
Both of this are applied by instructors while pursuing the content of the
curriculum.

2. The axioms and theorems about curriculum design. (Elaborate 5 of

them)

Curriculum change is inevitable (expected) necessary and desirable.

The teacher should aware on the changes happen in school environment to
produced and improve the curriculum into innovative design that suitable for the
learners and through this the learning and teaching styles will improve and
effective.

Curriculum is a product of its time.

Curriculum is timeless because on the very start we set a goal that need to
achieved then after an hour the learners should attain that to see how your method
and strategies are effective.

Curriculum changes depends on people who will implement the change.

Whatever changes happen the teacher should involve in this improvement,
the teacher know how to personalized their curriculum according to the needs,
environment and time in able to more effective and valuable.

Curriculum development is a cooperative group activity.

Collaboration may result a good product. Through benchmarking we can
design a new curriculum from other school stakeholders. Even the learners can
contribute on how can will improve it, through act of participation and how will
respond on the previous curriculum.

Curriculum development is a decision-making process made from choices

of alternatives.
The teacher is a designer and they know how to create a new interactive
concept that will help the learners achieve the goals that needed to attain. Though
this process of choosing of alternative we have a broad mindset considering what
was the outcome if I use this new material.

3. What is grassroots approach in curriculum development? Application in

lesson planning.
The grassroots approach is developed by Hilda Taba which the teachers
are involved in curriculum development. Goal of this approach is to provide the
student cognitive support. Taba suggested 6 major steps that should apply in
lesson planning.

1. Diagnose of learners’ needs and expectations of the larger society.

The teacher should identify first the students needs for the development
of curriculum.

2. Formulation of learning objectives.

In formulating learning objectives must be specific or SMART.

3. Selection of the learning contents.

The objectives should match on the content as well as demonstrates
validity.

4. Organization of learning contents.

Curriculum content is designed based on student interest, development
and achievement.

5. Selection of learning experiences.

The instructional methods should select by the teachers and must suite to
the needs of the students.

6. Determination of what to evaluate and the means of doing it.

Evaluation procedure should determine by students and teachers.

4. The level of psychomotor behavior by Anita Harlow.

Anita Harlow categorized the level of psychomotor into 6 concepts which the
students need to perform and develop.

A. Reflex movements – is an activity or movement with coordination of body

muscle.

B. Fundamental Movement- a light movement which involved our whole body

to perform.

C. Perceptual Abilities- This ability related and involves our 4 basic senses of
the body which are seeing which is ability to recognize one movement, hearing the
ability to follow an instruction, sense of touch which is ability to feel and interact
our body and ability to control our body in any situation.
D. Physical Abilities- This ability is pertaining to the vigorous activities which
involves our mind and body while performing. The students must have strength to
perform, ready to all unexpected situation happen and being adaptable on the time
duration given.

E. Skilled Movements- This movements measures our skills and knowledge on

different activities such as performing different sports, executing steps from
different dances and create an visual art through composition of our hand.

F. Nondiscursive (non-verbal) - expressive movements through posture,

gestures, facial expression, and creative movements. This movement is non-verbal
expression and gestures of our body that need to see during the performance. It is
the way to express our feeling and emotion through body movement such as facial
expression and posture.