CHAPTER 1

CURRICULUM ESSENTIALS

Module 1 - The Teacher and the School Curriculum

Lesson 1: The Curricula in School

Desired Learning Outcomes:

 Discuss the different curricula that exist in the schools.

 Analyze the significance of curriculum and curriculum development in the
teacher’s classroom.

Different schools are established at different educational levels with

corresponding recommended curricula in our current Philippine educational system. The
educational levels are:

TESDA take care of the technical-vocational education training

1. Basic Education
This level includes Kindergarten, Grade 1 to Grade 6 for elementary, and for
secondary, Grade 7 to Grade 10, for the Junior High School and Grade 11 and
12, and the Senior High School. Each of the levels has its specific recommended
curriculum. The new basic education levels are provided in the K to 12
Enhanced Curriculum of 2013 of the Department of Education.

2. Technical Vocational Education

It is a post-secondary technical vocational education and training. The TechVoc
track in SHS of Deped and TESDA work in close coordination.

3. Higher Education
It includes the Baccalaureate or Bachelor Degrees and the Graduate Degrees
(Masterate and Doctorate), which are under the Commission on Higher
Education (CHED) regulation.
 Several curricula exist at different levels of schooling and various learning
environments. Let us find out how Allan Glatthorn (2000), as mentioned in Bilbao et
(2008), classified these:

Types of Curricula Simultaneously Operating in the Schools

Are you aware that there are several types of curricula in every classroom at the
same time? Let us study each one.

1. Recommended Curriculum.Almost all of the curricula found in our schools are

recommended. For Basic Education, these are recommendedby the Department
of Education (DepED), for Higher Education by the Commission on Higher
Education (CHED), and Vocational Technical Education by Technical Education,
Skills Development Authority (TESDA); these three government agencies
oversee and regulate Philippine education. The recommendations come in
memoranda or policy, standards and guidelines. Other professional organizations
or international bodies like UNESCO also recommend curricula in schools.

2. Written Curriculum. It includes documents based on the recommended

curriculum. They come in the form of course of study, syllabi, modules, books,
and instructional guides. A packet of this written curriculum is the teacher's
lesson plan. The most recent written curriculum is the K to 12 for Philippine Basic
Education.

3. Taught Curriculum. The curriculum has to be implemented or taught from what

has been written or planned. The teacher and the learners will put life into the
written curriculum. The teacher's skill to facilitate learning based on the written
curriculum with the aid of instructional materials and facilities will be necessary.
The taught curriculum will depend largely on the teacher's teaching style and the
learning style of the learners.

4. Supported Curriculum is described as support materials that the teacher

needs to make learning and teaching meaningful. These include print materials
like books, charts, posters, worksheets, or non-print materials like PowerPoint
presentations, movies, slides, models, realias, mock-ups, and other electronic
illustrations. The supported curriculum also includes facilities where learning
occurs inside the four-walled building. These include the playground, science
laboratory, audio-visual rooms, zoo, museum, market, or the plaza. These are
the places where authentic learning through direct experiences occurs.

5. Assessed Curriculum. Taught and supported curricula have to be evaluated to

find out if the teacher has succeeded or not in facilitating learning. In the
teaching process and end of every lesson or teaching episode, an assessment
is learning or assessment of learning. If the process is to find learning progress,
 then the assessed curriculum is for learning. However, if it is to determine how
much has been learned or mastered, it is an assessment of learning. In either
way, such a curriculum is the assessed curriculum.

6. Learned Curriculum. How do we know if the student has learned? We always

believe that if a student changes behavior, he/she has learned, for example,
from a non-reader to a reader or from not knowing to know or from being
disobedient to being obedient. The positive outcome of teaching is an indicator
of learning. Tools measure these in assessment, indicating the cognitive,
affective, and psychomotor outcomes. A learned curriculum will also
demonstrate higher-order and critical thinking and lifelong skill.

7. Hidden/Implicit Curriculum. This curriculum is not deliberately planned but has

a great impact on the learner's behavior. Peer influence,school environment,
media, parental pressures, societal changes, cultural practices, natural calamities
are some factors that create the hidden curriculum. Teachers should be sensitive
and aware of this hidden curriculum. Teachers must have good foresight to
include these in the written curriculum to bring to the surface what is hidden.

However, in every teacher's classroom, not all of these curricula may be

present at one time. Many are deliberately planned, like the recommended,
written, taught, supported, assessed, and learned curricula. However, a hidden
curriculum is implied, and a teacher may or may not predict its influence on
learning. All of these have a significant part in the teacher's life as a facilitator of
learning and have direct implications for the lives of the learners.

Now that you are fully aware that there are seven types of curricula operating
in every teacher's classroom, it is then very necessary to learn deeper and
broader about the role of the teacher concerning the school curriculum.

Lesson 2: The Teacher As A Curricularist

Desired Learning Outcomes:

 Enhance understanding of the role of the teacher as a curricularist in the

classroom and school.

Are you aware that the teacher's role in school is very complex? Teachers do a
series of interrelated actions about curriculum, instruction, assessment, evaluation,
teaching, and learning. A classroom teacher is involved with the curriculum continuously
all day. However, very seldom has a teacher been described as a curricularist.
Curricularists in the past are referred only to as those who developed curriculum
theories. According to the study conducted by Sandra Hayes (1991), the most influential
curricularists in America include John Dewey, Ralph Tyler, Hilda Taba, and Franklin
Bobbit. You will learn more about them in the latter part of the module.

In this lesson, we will start using the word curricular to describe a curriculum
specialist professional (Hayes, 1991; Ornstein & Hunkins, 2004; Hewitt, 2006). A person
involved in curriculum knowing, writing, planning, implementing, evaluating, innovating,
and initiating may be designated as a curricularist. A TEACHER’S role is broader and
inclusive of other functions, so a teacher is curricular.

So what does a TEACHER do to deserve the label curricularist? Let us look at

the different roles of the teacher in the classroom and the school. The classroom is the
first place of curricular engagement. The first school experience sets the tone to
understand the meaning of schooling through the interactions of learners and teachers
that will lead to learning. Hence, the curriculum is at the heart of schooling.

Let us describe the teacher as a curricular.

The Teacher as a curricular...

1. Knows the curriculum. Learning begins with knowing. The teacher as a

learner starts with knowing about the curriculum, the subject matter, or the
content. As a teacher, one must master what is included in the curriculum. It is
acquiring academic knowledge, both formal (disciplines, logic) or informal
(derived from experiences, vicarious, and unintended). It is the mastery of the
subject matter. (Knower)

2. Writes the curriculum. A classroom teacher records knowledge concepts,

subject matter, or content. These need to be written or preserved. As a
curriculum writer or reviewer, the teacher writes books, modules, laboratory
manuals, instructional guides, and reference materials in paper or electronic
media. (Writer)

3. Plans the curriculum. A good curriculum has to be planned. It is the role of the
teacher to make a yearly, monthly, or daily plan of the curriculum. It serves as a
guide in the implementation of the curriculum. The teacher takes into
consideration several factors in planning a curriculum. These factors include
the learners, the support material, time, subject matter or content, the desired
outcomes, the context of the learners, among others. By doing this, the teacher
becomes a curriculum planner. (Planner)

4. Initiates the curriculum.In cases where the curriculum is recommended to the

schools from DepEd, CHED, TESDA, UNESCO, UNICEF, or other educational
agencies to improve quality education, the teacher is obliged to implement it.
Implementation of a new curriculum requires the open-mindedness of the
 teacher and the full belief that the curriculum will enhance learning. There will
be many constraints and difficulties in doing things first or leading. However, a
transformative teacher will never hesitate to try something novel and relevant.
(Initiator)

5. Innovates the curriculum. Creativity and innovation are hallmarks of an

excellent teacher. A curriculum is always dynamic, hence keeps on changing.
From the content, strategies, ways of doing, blocks of time, ways of evaluating,
kinds of students, and skills of teachers, one cannot find a single eternal
curriculum that would perpetually fit. Therefore, a good teacher innovates the
curriculum and thus becomes a curriculum innovator. (Innovator)

6. Implements the curriculum. The curriculum that remains recommended or

written will never serve its purpose. Somebody has to implement it. As
mentioned previously, at the heart of schooling is the curriculum. It is in this role
that the teacher becomes the curriculum implementor. An implementor gives
life to the curriculum plan. The teacher is at the height of an engagement with
the learners, with support materials to achieve the desired outcome. It is where
the teacher's teaching, guiding, and facilitating skills are expected to the
highest level. It is here were teaching as a science and art will be observed. It is
here where all the curriculum elements will come into play. The success of a
recommended, well-written, and planned curriculum depends on the
implementation. (Implementor)

7. Evaluate the curriculum. How can one determine if the desired learning
outcomes have been achieved? Is the curriculum working? Does it bring the
desired results? What do outcomes reveal? Are the learners achieving? Are
there some practices that should be modified? Should the curriculum be
modified, terminated, or continued? These are a few questions that need the
help of a curriculum evaluator. That person is the teacher. (Evaluator)

The seven different roles are those which a responsible teacher does in the
classroom every day! Doing this multi-faceted work qualifies a teacher to be curricular.

To be a teacher is to be a curricular, even if a teacher may not equal the likes of

John Dewey, Ralph Tyler, Hilda Taba, or Franklin Bobbit. However, as a curricular, a
teacher will know, write, implement, innovate, initiate, and evaluate the curriculum in the
school and classrooms just like the role models and advocates in curriculum and
curriculum development who have shown the way.
Module 2: The Teacher as a Knower of Curriculum

Lesson 1: The School Curriculum: Definition, Nature, and Scope

Desired Learning Outcomes:

 Define curriculum from different perspectives.

 Describe the nature and scope of the curriculum.

Some Definitions of Curriculum

1. A planned and guided set of learning experiences and intended outcomes,

formulated through the systematic reconstruction of knowledge and experiences
under the auspices of the school, for the learners’ continuous and willful growth
in personal social competence" (Daniel Tanner, 1980).

2. A written document systematically describes goals planned, objectives, content,

learning activities, evaluation procedures (Pratt, 1980).

3. The contents of a subject, concepts, and tasks to be acquired, planned activities,

the desired learning outcomes and experiences, a product of culture, and an
agenda to reform society make up a curriculum (Schubert,1987).

4. A curriculum includes "all of the experiences that individual learners have in a

program of education whose purpose is to achieve broad goals and related
specific objectives, which is planned in terms of a framework of theory and
research or past and present professional practices" (Hass, 1987).

5. Program of activities (by teachers and pupils) is designed to attain possible

educational, and other schooling ends or objectives (Grundy, 1987).

6. A plan that consists of learning opportunities for a specific time frame and place,
a tool that aims to bring about behavior changes in students as a result of
planned activities, and includes all learning experiences received by students
with the school's guidance (Goodland & Su, 1992).

7. As answers to three questions: 1. What knowledge, skills, and values are most
worthwhile? 2. Why are the most worthwhile? 3. How should the young acquire
them? (Cronbeth, 1992)
Some Points of View of Other Curricularists
Since a person's point of view shapes the concept and meaning of curriculum, this
has added to fragmentation and some confusion. However, when put together, the
different definitions from confusion. However, when put together, the different definitions
from diverse points of view would describe the curriculum as dynamic and perhaps
ever-changing.

The point of view about the curriculum can either be traditional or progressive
according to their philosophical, psychological, and even psychological orientations.
This view can also define what a curriculum is all about.

Curriculum from Traditional Points of View

The traditional points of view of the curriculum were advanced by Robert Hutchins,
Arthur Bestor, and Joseph Schwab.

 Robert M. Hutchins views curriculum as "permanent studies" where rules of

grammar, reading, rhetoric, logic, and mathematics for basic education are
emphasized. The 3Rs (Reading, Writing, 'rithmetic) should be emphasized in
basic education, while liberal education should be emphasized in college.

 As an essentialist, Arthur Bestor believes that the school's mission should be

intellectual training. Hence curriculum should focus on the fundamental
intellectual disciplines of grammar, literature, and writing. It should include
mathematics, science, history, and foreign language.

 Joseph Schwab thinks that the sole source of the curriculum is a discipline, thus
the subject areas such as Science, Mathematics, Social Studies, English, and
many more. In college, academic disciplines are labeled as humanities, sciences,
languages, and mathematics. He coined the word discipline as a ruling doctrine
for curriculum development.

 Phillip Phenixasserts that curriculum should consist entirely of knowledge from

various disciplines.

From the traditional view of the theorists like Hutchins, Schwab, Bestor, and
Phenix, the curriculum can be defined as a field of study. The curriculum is highly
academic and is concerned with broad historical, philosophical, psychological, and
social issues. From a traditional view, the curriculum is mostly written documents such
as syllabus, course of study, books, and references where knowledge is found but is
used to accomplish intended goals.
Curriculum from Progressive Points of View
On the other hand, a listing of school subjects, syllabi, course of study, and a list
of specific disciplines do not make a curriculum. In its broadest terms, a progressive
view of the curriculum is the total learning experiences of the individual. Let us look into
how the curriculum is defined from a progressive point of view.

 John Dewey believes that education is experiencing. Reflective thinking is a

means that unifies curricular elements that are tested by application.

 Holin Caswell and Kenn Campbellviewed curriculum as all experiences

children have under the guidance of teachers.

 Nathaniel Smith, William Stanley, and Harlan Shore likewise defined

curriculum as a sequence of potential experiences set up in schools to discipline
children and youth in group ways of thinking and acting.

 Colin Marsh and George Willis also viewed curriculum as all the experiences in
the classroom which are planned and enacted by the teacher and learned by the
students.

The nature of the Curriculum has given rise to many interpretations, depending
on a person's philosophical beliefs. Let us put all of these interpretations in summary.

CURRICULUM is what is taught in school, as a set of subjects, content, a

program of studies, a set of materials, a sequence of courses, a set of performance
objectives, and everything within the school. It is what is taught inside and outside of
school directed by the teacher, everything planned by school, a series of experiences
undergone by learners in school, or what individual learner experiences as a result of
school. In short, Curriculum is the total learning experiences of the learner under the
teacher's guidance.

Lesson 2: Approaches About School Curriculum

Desired Learning Outcomes:

 Describe the different approaches to the school curriculum.

 Explain by examples how the approaches clarify the definition of curriculum.
 Reflect on how the three approaches interrelate with each other.

Three Ways of Approaching a Curriculum

 Curriculum can be approached or seen in three ways. It can be defined as
content, a process, or an outcome. If you examine the definitions of experts in the field,
there are three ways of approaching a curriculum. The first is to approach it as content
or a body of knowledge to be transmitted. The second is to approach it as a product or
the learning outcomes desired by learners. The third is to approach it as a process or
what happens when the curriculum is practiced.

1. Curriculum as a Content or Body of Knowledge

It is quite common for traditionalists to equate a curriculum as a topic outline,

subject matter, or concepts in the syllabus or books. For example, a primary school
mathematics curriculum consists of addition, multiplication, subtraction, division,
distance, weight, and many more. Another example is in secondary school science
that involves the study of biological science, physical science, environmental
science, and earth science. Textbooks tend to begin with biological science, and
such are plants and animals, physical science with the physical elements, force,
and motion, earth science with the layers of the earth, and environmental science
with the interaction of the biological and physical science and earth's phenomena,
climate, vegetation followed by economic activities such as agriculture, mining
industries, urbanization.

If a curriculum is equated as content, then the focus will be the body of

knowledge to be transmitted to students using appropriate teaching methods. There
can be a likelihood that teaching will be limited to acquiring facts, concepts, and
principles of the subject matter. However, the content or subject matter can also be
taken as a means to an end.

All curricula have content regardless of their design or models. The fund of
knowledge is the repository of accumulated discoveries and inventions of man from
the explorations of the earth and as a product of research. The curriculum is
anchored on a body of knowledge or discipline in most educational settings.

There are four ways of presenting the content in the curriculum. These are:

1. Topical approach, where much content is based on knowledge and

experience are included;
2. Concept approach with fewer topics in clusters around major and sub-
concepts and their interaction, with relatedness, emphasized;
3. A thematic approach is a combination of concepts that develops
conceptual structures and
4. Modular approach that leads to complete units of instruction.
Criteria in the Selection of Content
There are some suggested criteria in the selection of knowledge or subject
matter. (Scheffer, 1970 in Bilbao, et al 2009)

1. Significance - Content should contribute to ideas, concepts, principles, and

generalizations that should attain the overall purpose of the curriculum. It is
significant if the content becomes the means of developing the learner's
cognitive, affective, or psychomotor skills. As education is a way of preserving
culture, the content will be significant when this addresses the learners' cultural
context.

2. Validity - The authenticity of the subject matter forms is valid. Knowledge

becomes obsolete with the fast-changing times. Thus there is a need for validity
check and verification at a regular interval because the content which may be
valid in its original form may not continue to be valid in the current times.

3. Utility - Usefulness of the content in the curriculum is relative to the learners

who are going to use these. The utility can be relative to time. It may have been
useful in the past but may not be useful now or in the future. Questions like: Will
I use this in my future job? Will it add meaning to my life as a lifelong learner?
Or will the subject matter be useful in solving current concerns?

4. Learnability - The complexity of the content should be within the range of

experience of the learners. It is based on the psychological principles of
learning. Appropriate organization of content standards and sequencing of
contents are two basic principles that would influence learnability.

5. Feasibility- Can the subject content be learned within the time allowed, a
resource available, the expertise of the teachers, and the nature of the
learners? Are there contents of learning which can be learned beyond the
formal teaching-learning engagement? Are there opportunities provided to
learn these?

6. Interest - Will the learners take an interest in the content? Why? Are the
contents meaningful? What value will the contents have in the present and
future life of the learners? Interest is one of the driving forces for students to
learn better.

The selection of the subject matter or content, aside from the seven criteria
mentioned earlier, may include the following guidelines in selecting the CONTENT.
Guide in the Selection of the Content in the Curriculum
1. Content is commonly used in daily life.
2. Content is appropriate to the maturity levels and abilities of the learners
3. Content is valuable in meeting the needs and competencies of the future career.
4. Content is related to other fields or disciplines for complementation and
integration.
5. Content is important in the transfer of learning in other disciplines

BASICS: Fundamental Principles of Curriculum Contents

Palma 1952, proposed that the contents in the curriculum should be guided by
Balance, Articulation, Sequence, Integration, and Continuity. However, in designing a
curriculum, contents added an important element: Scope. Hence from BASIC and
BASICSinitials of Balance, Articulation, Sequence, Integration, and Continuity
(Hunkins &Ornstein, 2018)

Balance - Content should be fairly distributed in-depth and breadth. It will guarantee
that significant contents should be covered to avoid too much or too little of the contents
needed in the time allocation.

Articulation - As the content complexity progresses with the educational levels,

smooth connections or bridging should be provided vertically or horizontally across the
same discipline. It will assure no gaps or overlaps in the content. Seamlessness is
desired content and can be assured if there is articulation in the curriculum. Thus, there
is a need for a team among writers and implementers of the curriculum.

Sequence - The logical arrangement of the content refers to sequence or order. It

can be done vertically to deepen the content or horizontally to broaden the same
content. In both ways, the pattern usually is from easy to complex, what is known to the
unknown, what is current to something in the future.

Integration - Content in the curriculum does not stand-alone or in isolation. It has

some ways of relatedness or connectedness to other contents. Contents should be
infused in other disciplines whenever possible. It will provide a holistic or unified view of
the curriculum instead of segmentation. Contents integrated into other disciplines
acquire a higher premium than when isolated.

Continuity- Content should continuously flow as it was before, to where it is now

and where it will be in the future. It should be perennial. It endures time. Content may
not be in the same form and substance as seen in the past since changes and
developments in curriculum occur. Constant repetition, reinforcement, and content
enhancement are all elements of continuity.

Scope – The breadth and depth of the curriculum content are vital in a curriculum.
The scope consists of all the contents, topics, learning experiences comprising the
curriculum. In layman's terms, scope refers to coverage. The scope shall consider the
cognitive level, affective domain, and psychomotor skills in identifying the contents.
Other factors will be considered, but caution is given to the overloading of contents.
"More content is not always better.”

2. Curriculum as a Process
We have seen that the curriculum can be approached as content. On the other
hand, it can also be approached as a process. Here, a curriculum is not seen as a
physical thing or a noun but as a verb or an action. It is the interaction among the
teachers, students, and content. As a process, curriculum happens in the classroom as
the question asked by the teacher and the learning activities engaged in by the
students. It is an active process emphasizing the context in which the processes occur.
Used in an analogy of the recipe in a cookbook, a recipe is content while cooking is the
process.

This section will not discuss the different teaching strategies from where learning
experiences are derived. Rather, it will describe how the process as a descriptor of the
curriculum is understood. The content is the substance of the curriculum; how the
contents will be communicated and learned will be addressed by the process.

To teachers, the process is very critical. The other side of the coin is instruction,
implementation, and teaching. These three words connote the process in the
curriculum. When do educators ask teachers: What curriculum are you using? Some of
the answers will be 1. Problem-based. 2. Hands-on, Mind On 3. Cooperative Learning
4. Blended Curriculum 5. On-line 6.Case-based and many more. These responses
approach curriculum as a Process. These are the ways of teaching, managing the
content, guiding learning, methods of teaching, and learning strategies of teaching or
delivery modes. In all of these, there are activities and actions that every teacher and
learner do together, or the teacher guides learners. Some strategies are time-tested
traditional methods, while others are emerging delivery modes.

When curriculum is approached as a PROCESS, guiding principles are presented.

1. The curriculum process in teaching methods or strategies is meant to achieve

the end.
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.
3. The curriculum process should stimulate the learners' desire to develop each
individual's cognitive, affective, psychomotor domains.
4. In the choice of methods, learning and teaching styles should be considered.
5. Every method or process should result in learning outcomes described as
cognitive, affective, and psychomotor.
6. Flexibility in the use of the process or methods should be considered. An
effective process will always result in learning outcomes.
7. Both teaching and learning are two important processes in implementing the
curriculum.
3. Curriculum as a Product
Besides viewing curriculum as content that is to be transmitted, or process that
gives action using the content, it has also been viewed as a product. In other words, the
product is what the students desire to achieve as learning outcomes.

The product from the curriculum is a student equipped with the knowledge, skills,
and values to function effectively and efficiently Approach. The real purpose of
education is to bring about significant changes in student's behavior patterns. Any
statement of objectives or intended outcomes of the school must be a statement of
changes in the students. Central to the approach is formulating behavioral objectives
stated as intended learning outcomes or desired products so that content and teaching
methods may be organized and the results evaluated. A product of learning is
operationalized as knowledge, skills, and values.

Curriculum product is expressed in the form of outcomes referred to as the achieved

learning outcomes. There may be several desired learning outcomes, but no learning
outcomes will be achieved if the process is not successful. These learned or achieved
learning outcomes are demonstrated by the person who has meaningful experiences in
the curriculum. All of these result from planning, content, and processes in the
curriculum.

Lesson 3: Curriculum Development: Processes and Models

Desired Learning Outcomes:

 Explain and summarize the curriculum development process and models.

Curriculum Development Process

Curriculum development is a dynamic process involving many different people and
procedures. Development connotes systematic changes. A change for the better means
alteration, modification, or improvement of an existing condition. Development should
be purposeful, planned, and progressive to produce positive changes. Usually, it is
linear and follows a logical step-by-step fashion involving the following phases:
curriculum planning, curriculum design, curriculum implementation, and curriculum
evaluation. Generally, most models involve four phases.

1. Curriculum planning considers the school's vision, mission, and goals. It also
includes the philosophy or strong education beliefs of the school. All of these will
eventually be translated to classroom desired learning outcomes for the
learners.
 2. Curriculum designing is how the curriculum is conceptualized to include the
selection and organization of content, the selection and organization of learning
experiences or activities, and the selection of the assessment procedure and
tools to measure achieved learning outcomes. A curriculum design will also
include the resources to be utilized and the statement of the intended learning
outcomes.

3. Curriculum implementation in the classroom setting or the learning

environment. The teacher, who is the facilitator of learning, leads the plan into
action, which is based on the curriculum design. Together with the learners, the
curriculum design guides what will transpire in the classroom to achieve the
intended learning outcomes. Implementing the curriculum is where the action
takes place. It involves the activities in every teacher's classroom where learning
becomes an active process.

4. Curriculum evaluation determines the extent to which the desired outcomes

have been achieved. This procedure is ongoing to find out the progress of
learning (formative) or the mastery of learning (summative). Along the way, the
evaluation will determine the factors that have hindered or supported the
implementation. It will also pinpoint where improvement can be made and
corrective measures introduced. The evaluation result is very important for the
decision-making of curriculum planners and implementors.

Curriculum Development Process Models

1. Ralph Tyler Model: Four Basic Principles

The curriculum development model is, also known as Tyler's Rationale,
emphasizes the planning phase. It is presented in his book Basic Principles of
Curriculum and Instruction. He posited four fundamental principles, which are
illustrated as answers to the following questions:

1. What educational purposes should the school seek to attain?

2. What educational experiences can be provided that are likely to attain
these purposes?
3. How can these educational experiences be effectively organized?
4. How can we determine whether these purposes are being attained or
not?
 Tyler’s model shows that in the curriculum development, the following
considerations should be made:

1. Purposes of the school

2. Educational experiences related to the purposes
3. Organization of the experiences
4. Evaluation of the experience

2. Hilda Taba Model: Grassroots Approach

Hilda Taba improved on Tyler's model. She believed that teachers should
participate in developing a curriculum. As a grassroots approach, Taba begins
from the bottom rather than from the top, as Tyler proposed. She presented
seven major steps to her linear model, which are the following:

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

2. Formulation of learning objectives
3. Selection of learning contents
4. Organization of learning contents
5. Selection of learning experiences
6. Determination of what to evaluate and the means of doing it

3. Galen Saylor and William Alexander Curriculum Model

Galen Saylor and William Alexander (1974) viewed curriculum
development as four steps. The curriculum is "a plan for providing sets of
learning opportunities to achieve broad educational goals and related specific
objectives for an identifiable population served by a single school center.”

1. Goals, Objectives, and Domains: Curriculum planners begin by

specifying the major educational goals and specific objectives they wish
to accomplish. Each major goal represents a curriculum domain:
personal development, human relations, continued learning skills, and
specialization. The goals, objectives, and domains are identified and
chosen based on research findings, accreditation standards, views of the
different stakeholders.

2. Curriculum Designing: The designing of a curriculum follows where

appropriate learning opportunities are determined and how each
opportunity is provided. According to student needs and interests, will
the curriculum be designed along with academic disciplines or themes?
These are some of the questions that need to be answered at this stage
of the development process.

3. Curriculum Implementation: A designed curriculum is now ready for

implementation. Teachers then prepare instructional plans where
instructional objectives are specified, and appropriate teaching methods
 and strategies are utilized to achieve the desired learning outcomes
among students.

4. Evaluation: The last step of the curriculum model is evaluation. A

comprehensive evaluation using a variety of evaluation techniques is
recommended. It should involve the school's total educational program
and the curriculum plan, the effectiveness of instruction, and the
achievement of students. Through the evaluation process, the
curriculum planner and developers can determine whether or not the
goals of the school and the objectives of instruction.

All the models utilized the processes of (1) curriculum planning, (2)
curriculum designing, (3) curriculum implementing, and (4) curriculum
evaluating.

Lesson 4: Foundations of Curriculum

Desired Learning Outcomes:

 Describe the foundations of curriculum development.

 Explain how each foundation influences curriculum development.

Foundations of Curriculum

1. Philosophical Foundations
Educators, teachers, educational planners, and policymakers must have a
philosophy or strong belief about education and schooling and the kind of
curriculum in the teachers' classrooms or learning environment. The philosophy of
the curriculum answers questions like What are Schools for? What subjects are
important? How should a student learn? What methods should be used? What
outcomes should be achieved? Why?

The various activities in school are influenced in one way or another by a

philosophy. John Dewey influenced "learning by doing," he is a pragmatist.
Alternatively, to an essentialist, the focus on the fundamentals of reading, writing,
and arithmetic are essential subjects in the curriculum.

There are many philosophies in education but will only have a few to illustrate,
as presented by Ornstein and Hunkins in 2004.
 A. Perennialism (Plato, Aristotle or Thomas Aquinas)
 Aim: To educate the rational person; cultivate intellect.
 Role: Teachers assist students to think with the reason (critical thinking:
HOTS)
 Focus: Classical subject, literary analysis. The curriculum is enduring.
 Trends: Use of great books (Bible, Koran, Classics) Liberal Arts

B. Essentialism (William Bagley (1974-1946)

 Aim: To promote the intellectual growth of learners to become competent.
 Role: Teachers are sole authorities in the subject area.
 Focus: Essential skills of the 3Rs; Essential subjects
 Trends: Back to Basics. Excellence in Education. Cultural Literacy

C. Progressivism (John Dewey (1859-1952)

 Aim: Promote democratic social living.
 Role: Teacher leads for the growth and development of lifelong learners.
 Focus: Interdisciplinary subjects. Learner-centered.Outcome-based.
 Trends: Equal opportunities for all.Contextualized curriculum. Humanistic
education.

D. Reconstructionism (Theodore Brameld (1904-1987)

 Aim: To improve and reconstruct society. Education for change
 Role: The teacher acts as an agent of change and reforms.
 Focus: Present and future educational landscape.
 Trends: School and curricular reform. Global education. Collaboration
and Convergence.Standards and Competencies.

2. Historical Foundations
Where is curriculum development coming from? The historical foundations will
show us the chronological development along a timeline. Reading materials would
tell us that curriculum development started when Franklin Bobbit (1876-1956) wrote
"The Curriculum." Let us see how each one contributed to curriculum development
during their own time. Here are eight among the many we consider to have a great
contribution.

Persons Contribution
 Started the curriculum development movement.
 Curriculum as a science that emphasizes students' needs.
 The curriculum prepares learners for adult life.
Franklin Bobbit  Objectives and activities are grouped when tasks are clarified.
(1876-1956)
 Like Bobbit, the curriculum is science and emphasizes students' needs.
  Objectives and activities should match. Subject matter or content relates
Werret to objectives.
Charters
(1875-1952)
 Curricula are purposeful activities that are child-centered.
 The purpose of the curriculum is child development and growth. The
William project method was introduced by Kilpatrick, where teacher and student
Kilpatrick plan the activities.
(1875-1952)
 To Rugg, the curriculum should develop the whole child. It is child-
centered.
Harold Rugg  With objectives and related learning activities, the curriculum should
(1886-1960) produce outcomes.
 Harold Rugg emphasized social studies, and the teacher plans the
curriculum in advance.
 Sees curriculum as organized around social functions of themes,
organized knowledge, and learner's interest.
 Caswell believes that curriculum, instruction, and learning are interrelated.
Hollis Caswell  A curriculum is a set of experiences. The subject matter is developed
(1901-1989) around social functions and learners' interests.

 As one of the hallmarks of curriculum, Tyler believes that curriculum is a

science and an extension of the school's philosophy. It is based on
students' needs and interests.
Ralph Tyler  To Tyler, the curriculum is always related to instruction. The subject
(1902-1994) matter is organized in knowledge, skills, and values.
 The process emphasizes problem-solving. The curriculum aims to
educate generalists and not specialists.
 Contributed to the theoretical and pedagogical foundations of concepts
development and critical thinking in social studies curriculum.
Hilda Taba  Helped lay the foundation for a diverse student population.
(1902-1967)
 Described how curriculum change is a cooperative endeavor.
Peter Oliva  Teachers and curriculum specialists constitute the professional core of
(1992-2012) planners.
 Significant improvement through group activity.

3. Psychological Foundation of Curriculum

Psychology provides a basis to understand the teaching and learning process. It
unifies elements of the learning process. Questions that psychological foundations
of education can address are: How should curriculum be organized to enhance
learning? What is the optimal level of students' participation in learning the various
contents of the curriculum? In this module, we shall consider three learning theories:
 behaviorism or association theories, cognitive-information processing theories, and
humanistic theories (Ornstien&Hunkins, 2004).

Let us review some theories in learning related to these clusters of learning

theories.

3.1 Association and Behaviorism

Persons Contribution
 Father of the Classical Conditioning Theory, the S-R Theory.
 The key to learning in the early years of life is to train them what
you want them to become.
Ivan Pavlov (1849-  S-R Theory is a foundation of learning practice called
1936) indoctrination.
 Championed the Connection Theory
 Proposed the three laws of learning
Edward Thorndike - Law of readiness
(1874-1949) - Law of exercise
- Law of effect
 The specific stimulus has a specific response.
 Proposed the Hierarchical Learning Theory. Learning follows a
hierarchy.
Robert Gagne  Behavior is based on prerequisite conditions.
(1916-2002)  Introduced tasking in the formulation of objectives

3.2 Cognitive Information Processing Theory

Persons Contribution
 Theories of Jean Piaget

- Describes cognitive development in terms of stages from

birth to maturity
- Sensorimotor stage (0-2), preoperational stage (2-7),
Jean Piaget
concrete operation stage (7-11), and formal operations (11 -
(1896-1980)
onwards)

 Key to learning

- Assimilation (incorporation of new experience)

 - Accommodation (learning modification and adaptation)
- Equilibration (balance between previous and later learning)

 Theory of Lev Vygotsky

- Cultural transmission and development

- As a result of their interaction with society, children could
perform certain cognitive actions prior to arriving at the
developmental stage.
Ley Vygotsky
(1896-1934) - Learning precedes development
- Sociocultural development theory

 Key to learning

- Pedagogy creates learning processes that lead to the

development
- The child is an active agent in his or her educational
process.

   Gardner’s multiple intelligences

-
Humans have several different ways of processing
Howard information, and these ways are relatively independent of
Gardner one another.
- Eight bits of intelligence: linguistic, logic mathematical,
musical, spatial, bodily/kinesthetic, interpersonal,
intrapersonal, and naturalistic.
 Emotion contains the power to affect the action
Daniel Goleman - Emotional Quotient

3.3 Humanistic Psychology

Persons/Symbols Contribution
 Gestalt Theory
- Learning is explained in terms of the "wholeness" of the
problem.
- Human beings do not respond to isolated stimuli but an
organization or pattern of stimuli.

 Key to learning
 Gestalt - Learning is complex and abstract.
- Learners analyze the problem, discriminate between
essential and nonessential data, and perceive
relationships.
- Learners will perceive something about the whole
what/how they perceive is related to their previous
experiences.

 Self-actualization Theory
 The classic theory of human needs.
 A child whose basic needs are not met will not be interested
in acquiring knowledge of the world.
 Put importance on human emotions based on love and trust.
Abraham
Maslow (1908-  Key to learning
1970)
- Produce a healthy and happy learner who can
accomplish, grow and actualize his or her human self.

 Nondirective and Therapeutic Learning

- Established counseling procedures and methods for

facilitating learning.
Carl Rogers - Children's highly individualistic perceptions influence their
(1902-1987)
learning and behavior in class.

 The key to learning is

- The curriculum is concerned with the process, not the

product; personal needs, not subject matter,
psychological meaning, not the cognitive source.

4.0 Social Foundations of Curriculum

Persons/Symbols Contribution
 Society as a source of change
Schools and Society  Schools as agents of change
 Knowledge as an agent of change
 Influence of society and social context in education
 Things that surround individuals can change, develop their
Emile Durkheim behavior
(1858-1917)  Considered two fundamental elements, which are schools
and civil society
 Wrote the book Future Shock
 Believed that knowledge should prepare students for the
Alvin Toffler
future
 Suggested that in the future, parents might have the
resources to teach prescribed curriculum from home as a
result of technology, not despite it. (Home Schooling)
 Foresaw schools and students worked creatively,
collaboratively, and independently of their age.

Other Theorists

 Education is a means of shaping the person and society

through critical reflections and "conscientization."
 Teachers use questioning and problem-posing approaches
Paolo Freire (1021-
1997) to raise students' consciousness.
 Emphasis on questioning problem posing and critical
thinking
 Major book: Pedagogy of the Oppressed, 1968
 Curriculum organized around needs and society and the
students
 Reduce student conformity in the classroom
John Goodlad
(1920-2014)  The constant need for school improvement
 Emphasis on active learning and critical thinking
 Involvement of students in planning curriculum content and
instructional activities
 Need to align content with standards
 Major book: A Place Called Schools, 1984; What Are
Schools For? 1989
 Broaden the conception of curriculum to enrich the practice
 Understand the nature of the educational experience
 The curriculum involves multiple disciplines
William Pinar (1947  The curriculum should be studied from historical, racial,
 -) gendered, phenomenological, postmodern, theological, and
international perspectives.

The foundation upon which the curriculum is based is educational philosophies,

historical developments, psychological explanations, and societal influences. All of
these foundations are interrelated to each.

References:

Bilbao, P.B., Corpuz, B.B. & Dayagbil, F.T. (2020). The teacher and the school
curriculum. Lorimar Publishing, INC. QuezonCity, Metro Manila.

Bilbao, P.P., Dayagbil, F.T., & Corpuz, B.B. (2014). Curriculum development. Lorimar
Publishing, Inc. 776 Aurora Blvd., cor. Boston Street, Cubao, Quezon City,
Metro Manila

CHAPTER 2

CRAFTING THE CURRICULUM

Module 3: The Teacher as a Curriculum Designer

Lesson 1: Fundamentals of Curriculum Designing

Building on Peter Oliva’s 10 Axioms for Curriculum designing

Before a teacher designs a curriculum, it would be important to connect to the
fundamental concepts and ideas about the curriculum mentioned in Module 1 and 2.
Every curriculum designer, implementor, or evaluator should consider the following
general axioms as a guide in curriculum development (Oliva, 2003).

1. Curriculum change is inevitable, necessary, and desirable. Earlier it was

stated that one of the characteristics of a curriculum is being dynamic. Because
of this, teachers should respond to the changes that occur in schools and their
contexts. Societal development and knowledge revolution come so fast that
addressing the changing condition requires new curriculum designs.
2. The curriculum reflects as a product of its time. A relevant curriculum should
respond to current social forces, philosophical positions, psychological
principles, new knowledge, and educational reforms. It is also called timeliness.

3. Curriculum changes made earlier can exist concurrently with newer

curriculum changes. A revision in a curriculum starts and ends slowly. The
curriculum is often gradually phased in and phased out; thus, the change that
occurs can coexist and frequently overlaps for long periods.

4. Curriculum change depends on the people who will implement the change.
Teachers who will implement the curriculum should be involved in its
development, hence should know how to design a curriculum. Because the
teachers are the implementers of the curriculum, they should design and own
the changes. It will assure an effective and long-lasting change.

5. Curriculum development is a cooperative group activity. Group decisions in

some aspects of curriculum development are suggested. Consultations with
stakeholders when possible will add to a sense of ownership. Even learners
should participate in some aspect of curriculum designing. Any significant
change in the curriculum should involve a broad range of stakeholders to
understand, support, and input.

6. Curriculum development is a decision-making process made from choices

of alternatives. A curriculum developer or designer must decide what contents,
teach, philosophy, or point of view to support, how to provide for multicultural
groups, what methods or strategies, and what type of evaluation to use.

7. Curriculum development is an ongoing process. Continuous monitoring,

examination, evaluation, and improvement of curricula are to be considered in
the design of the curriculum. As the needs of learners change, as society
changes, and as new knowledge and technology appear, the curriculum must
change.

8. Curriculum development is more effective if it is a comprehensive process

rather than a "piecemeal ."A curriculum design should be based on a careful
plan, intended outcomes established, support resources and needed time
available, and teaching staff pedagogically equipped.

9. Curriculum development is more effective when it follows a systematic

process. A curriculum design comprises desired outcomes, subject matter
 content complimented with references, a set of procedures, needed materials
and resources, and an evaluation procedure that can be placed in a matrix.

10. Curriculum development starts from where the curriculum is. Curriculum
planners and designers should begin with the existing curriculum. An existing
design is a good starting point for any teacher who plans to enhance and enrich
a curriculum.

Building upon the ideas of Oliva, let us continue learning how to design a
curriculum by identifying its components. For most curricula, the major components or
elements are answers to the following questions:

1. What learning outcomes need to be achieved? (Intended Learning

Outcomes)
2. What content should be included to achieve the learning outcome? (Subject
Matter)
3. What learning experiences and resources shall be employed? (Teaching-
Learning Methods)
4. How will the achieved learning outcomes be measured? (Assessment of
Achieved Learning Outcomes)
Elements or Components of a Curriculum Design
There are many labels or names for curriculum design. Some would call it a
syllabus or a lesson plan. Some would call it a unit plan or a course design. Whatever is
the name of the common components for all of them are almost the same. However,
some schools, institutions, or departments may add minor parts or trimmings to the
design.

Let us take the Lesson Plan as a miniscule curriculum. A lesson plan or teaching
guide includes (1) Intended Learning Outcomes (ILO) or the Desired Learning Outcome
(DLO) was formerly labeled as behavioral objectives, (2) Subject Matter or Content, (3)
Teaching and Learning Methods, and (4) Assessment Evaluation. Each of these
components or elements is described below.

I. Behavioral Objectives or Intended Learning Outcomes

Begin with the end in view. The objectives or intended learning outcomes are the
reason for undertaking the learning lesson from the student's point of view. The desired
learning outcome is accomplished in a particular learning episode, engaged in by the
learners under the teacher's guidance. As a curriculum designer, the beginning of the
learning journey is the learning outcomes to be achieved. In this way, both the learner
and the teacher are guided by what to accomplish.

The behavioral objectives, intended learning outcomes, or desired learning

outcomes are expressed in action words found in the revised Bloom's Taxonomy of
Objectives (Anderson and Krathwohl, 2003) to develop cognitive skills. For the effective
skills, the taxonomy was made by Krathwohl and the psychomotor domain by Simpson.
 The statement should be SMART: Specific, Measurable, Attainable, Result-
oriented, and Time-bound. For a beginner, it would help to provide the Condition,
Performance, and Extend or Level of Performance in the statement of the intended
earning outcomes.

For example, a lesson intends the students to identify the parts of a simple flower
or stated in desired learning outcomes should be "must-have identified the parts of a
simple flower.

Sometimes the phrase intended learning outcomes refers to the anticipated

results after completing the planned activity or lesson. In framing learning outcomes, it
is good practice to:

 Express each outcome in terms of what successful students will do. For
example, students will explain why rather than a state. It should be: 'Students
must have explained why...'. It helps students focus on what they have to
achieve as learning. It will also help curricularist devise appropriate
assessment tasks.

 Include different kinds of outcomes. The most common are cognitive

objectives (learning facts, theories, formulae, principles) and performance
outcomes (learning how to carry out procedures, calculations, and
processes, which typically include gathering information and communicating
results). In some contexts, effective outcomes are important too (developing
attitudes or values, e.g., those required as a person and for a particular
profession.

II. Content/Subject Matter

The content of the lesson or unit is the topics or subject matter that will be
covered. In selecting content, you should bear in mind the following principles in
addition to those mentioned about the content in previous lessons.

 Subject matter should be relevant to the outcomes of the curriculum. An

effective curriculum is purposively focused on the planned learning
outcomes.

 Subject matter should be appropriate to the level of the lesson or unit. An

effective curriculum is progressive, leading students towards building on
previous lessons. Contents that are too basic or too advanced for the
development levels of learners make students either bored or baffled and
affect their motivation to learn.

 Subject matter should be up to date and, if possible, should reflect current

knowledge and concepts.
III. References
The reference follows the content. It tells where the content or subject matter has
been taken. The reference may be a book, a module, or any publication. It must bear
the author of the material and, if possible, the publications. Some examples are given
below.

1. Project Wild (1992) K to 12 Activity Guide, An Interdisciplinary, Supplementary

Conservation, and Environmental Education Program. Council of
Environmental Education, Bethesda, MD

2. Shipman, James and Jerry Wilson, et al. (2009). An introduction to Physical

Science.Houghton Mifflin Co. Boston MA

3. Romo, Salvador B. (2013). Horticulture and Exploratory Course.Lorimar

Publishing Inc. Quezon City

4. Bilbao, Purita P. And Corpuz, Brenda B. et al (2012).The Teaching Profession

2nd Ed. Lorimar Publishing Inc. Quezon City

IV. Teaching and Learning Methods

These are the activities where the learners derive experiences. It is always good
to keep in mind the teaching strategies students will experience (lectures, laboratory
classes, fieldwork) and make them learn. The teaching-learning methods should allow
cooperation, competition, and individualism or independent learning among the
students. For example:
 Cooperative learning activities allow students to work together. Students are
guided to learn their own to find solutions to their problems. The role of the
teachers is to guide the learners. The democratic process is encouraged, and
each contributes to the success of learning. Students learn from each other
in ways. Group projects and activities enhance the curriculum.

 Independent learning activities allow learners to develop personal

responsibility. The degree of independence to learn how to learn is
enhanced. This strategy is more appropriate for fast learners.

 Competitive activities, where students test their competencies against

another healthy manner, allow learners to perform to their maximum. Most
successful individuals in their adult life are competitive, even in early
schooling. They mostly become the survivors in a very competitive world.

 The use of various delivery modes to provide learning experiences is

recommended. Online learning and similar modes are increasingly important
 in many curricula. However, these need to be planned carefully to be
effective.

VI. Assessment/Evaluation
Learning occurs most effectively when students receive feedback, i.e., when they
receive information on what they have (and have not) already learned. The process by
which this information is generated is assessment. It has three main forms:

 Self-assessment, through which student learns to monitor and evaluate their

learning. It should be a significant element in the curriculum because we aim
to produce appropriately reflective and self-critical graduates.

 Peer assessment, in which students provide feedback on each other's

learning. It can be viewed as an extension of self-assessment and
presupposes trust and mutual respect. Research suggests that students can
judge each other's work as reliably as staff.

 Teacher assessment: The teacher prepares and administers tests and gives
feedback on the student's performance.

Assessment may be formative (providing feedback to help the student

learn more) or summative (expressing a judgment on the student's achievement
by referencing stated criteria). Many assessment tasks involve an element of
both, e.g., an assignment marked and returned to the student with detailed
comments.

Summative assessment usually involves the allocation of marks or grades.

It helps the teacher make decisions about the progress or performance of the
students.

Students usually learn more by understanding the strengths and

weaknesses of their work than by knowing the mark or grade given to it. For this
reason, summative assessment tasks (including unseen examinations) should
include an element of formative feedback, if possible.

Application of the Fundamental Components in Other Curriculum Designs.

While our example refers only to designing a lesson plan which is a mini
curriculum, similar components will also be used in making a syllabus for teaching in
higher education courses or other curricular projects. Based on the curriculum models
we have learned, the fundamental components include the following:

Major components of a Course Design or Syllabus

 1. Intended Outcomes (or Objectives)
2. Content/Subject Matter (with references)
3. Methods/Strategies (with needed resources)
4. Evaluation (means of assessment)

All other additional components are trimmings that each designer may place.
This additional part may be an institutional template suggested by other curriculum
experts. As required by educational agencies like the Department of Education,
Commission on Higher Education, Accrediting Agencies, and Professional Organization
would serve the purposes they intend to achieve.

Lesson 2: Approaches to Curriculum Designing

Types of Curriculum Design Models

There are many ways of looking at a curriculum and designing one. For our
purposes, let us focus on the most widely used examples.

1. Subject-Centered Design
It is a curriculum design that focuses on the content of the curriculum. The
subject-centered design corresponds mostly to the textbook because textbooks are
usually written on a specific subject or course. Henry Morrison and William Harris are
the few curricularists who firmly believe in this design. As practiced, school hours are
allocated to subjects such as Science, Mathematics, Language, Social Studies,
Physical Education, and others. It is also practiced in the Philippines because a school
day is divided into the class period, a school year into quarters or semesters. Most
schools using this kind of structure and curriculum design aim for excellence in the
specific subject discipline content.

Subject-centered curriculum design also has some variations focused on the

individual subject, specific discipline, and a combination of subjects or disciplines
that are broad field or interdisciplinary.

1.1. Subject Design - What subject are you teaching? What subject are you taking?
These are two sample questions that the teacher and the learner can easily answer.
It is because they are familiar with the subject design curriculum.
 Subject design curriculum is the oldest and the most familiar design for
teachers, parents, and other laypeople. According to the advocates, subject design
has an advantage because it is easy to deliver. Textbooks are written, and support
instructional materials are commercially available. Teachers are familiar with the
format because they were also educated using the design. In the Philippine
educational system, the number of subjects in elementary education is fewer than in
the secondary level. The number of subjects also differs according to the degree
programs being pursued in college. For each subject, a curriculum is being
designed.

However, the drawback of this design is that sometimes, learning is so

compartmentalized. It stresses so much the content and forgets about students'
natural tendencies, interests, and experiences. The teacher becomes the dispenser
of knowledge, and the learners are simply the empty vessel to receive the
information or content from the teacher. It is a traditional approach to teaching and
learning.

1.2 Discipline design - This curriculum design model is related to the subject
design. However, while subject design centers only on the cluster of the content,
discipline design focuses on academic disciplines. Discipline refers to specific
knowledge learned through a method the scholars use to study a specific content of
their fields. Students in history should learn the subject matter like historians,
students in biology should learn how biologists learn, and students in mathematics
should learn how mathematicians learn. Similarly, teachers should teach how the
scholars in the discipline will convey the particular knowledge.

1.3 Correlation design - Coming from a core, correlated curriculum design links
separate subject designs to reduce fragmentation. Subjects are related to one
another and still maintain the subject's identity. For example, English literature and
social studies correlate well at the elementary level. In the two subjects, while
history is being studied, different literary pieces during the historical period are being
studied. The same is true when science becomes the core. Mathematics is related
to it, as they are taken in chemistry, physics, and biology. Another example is
literature as the core, and art, music, history, geography will be related. To use
correlated design. Teachers should come together and plan their lessons
cooperatively.

1.4 Broad field design/Interdisciplinary - Broadfields or interdisciplinary variation

of the subject-centered design. This design was made to cure the
compartmentalization of the separate subject and integrate the contents that are
related to each other. Thus subjects such as geography, economics, political
science, anthropology, sociology, and history are fused into one subject called
social studies. Language arts include grammar, literature, linguistics, spelling, and
composition.
 Sometimes called holistic curriculum, broad fields draw around themes and
integration. Interdisciplinary design is similar to thematic design, where a specific
theme is identified, and all other subjects areas revolve around the theme.

2. Learner-Centered Design
The learner is the center of the educative process among progressive
educational psychologists. This emphasis is very strong at the elementary level;
however, more concern has been placed on the secondary and tertiary levels. Although
in high school, the subject or content has become the focus, and at the college level,
the discipline is the center, both levels still recognize the importance of the learner in the
curriculum.

Here are some examples of the curriculum design which are learner-centered.

2.1 Child-centered design - this design is often attributed to the influence of John
Dewey, Rousseau, Pestalozzi, and Frobel. The curriculum design is anchored on
the needs and interests of the child. The learner is not considered a passive
individual but engages with his/her environment. One learns by doing. Learners
actively create construct meanings and understanding as viewed by the
constructivists. In the child-centered design, learners interact with the teachers and
the environment; thus, both sides have a collaborative effort to plan lessons, select
content, and do activities together. Learning is a product of the child's interaction
with the environment.

2.2 Experience-centered design - This design is similar to child-centered design.

Although the focus remains to be the child, experience-centered design believes
that the interests and needs of learners cannot be pre-planned. Instead, the
learners' experience becomes the starting point of the curriculum; thus, the school
environment is left open and free. Learners are made to choose from various
activities that the teacher provides. The learners are empowered to shape their
learning from the different opportunities given by the teacher. Different learning
centers are found in a school where an experience-centered curriculum is provided,
time is flexible, and children are free to make options. Activities revolve around
different emphasis such as touching, feeling, imagining, constructing, relating, and
others. The emergence of multiple intelligence theory blends well with an
experience-centered design curriculum.

2.3 Humanistic Design - the key influence in this curriculum design are Abraham
Maslow and Carl Rogers. Maslow's theory of self-actualization explains that a
person who achieves this level accepts self, others, and natures; is simple,
spontaneous, and natural; is open to different experiences; possesses empathy and
sympathy towards the less fortunate; among the many others. The person can
achieve this state of self-actualization later in life but has to start the process while
still in school. On the other hand, Carl Rogers believed that a person could enhance
 self-directed learning by improving self-understanding basic attitudes to guide
behavior.

In humanistic curriculum design, self-development is the ultimate objective of

learning. It stresses the whole person and the integration of thinking, feeling, and
doing. It considers the cognitive, affective, and psychomotor domains
interconnected and must be addressed in the curriculum. It stresses the
development of positive self-concept and interpersonal skills.

3. Problem-Centered Design

Generally, the problem-centered design draws on the learners' social problems,

needs, interests, and abilities. Various problems are given emphasis. Those center on
life situations, contemporary life problems, areas of living, and many others. In this
curriculum, content cuts across subject boundaries and must be based on the students'
needs, concerns, and abilities. Two examples are given for the problem-centered
design curriculum.

3.1 Life-situation design - What makes the design unique is that the contents
are organized to allow students to view problem areas. It uses the past and the
present experiences of learners to analyze the basic areas of living. As a starting
point, the pressing immediate problems of society and the students' existing
concerns are utilized. Based on Herbert Spencer's curriculum writing, his
emphases were activities that sustain life, enhance life, aid in rearing, and
enhance leisure, tasks, and feelings. The connection of subject matter to real
situations increases the relevance of the curriculum.

3.2 Core Problem Design - Another example of problem-centered design is core

design. It centers on general education, and the problems are based on common
human activities. The central focus of the core design includes common needs,
problems, concerns of the learners. Popularized by Faunce and Bossing in 1959,
they presented ways to proceed using the core design of a curriculum. These are
the steps.

Step 1. Make group consensus on important problems.

Step 2. Develop criteria for the selection of important problems.
Step 3. State and define the problem.
Step 4. Decide on the areas of study, including class groupings.
Step 5. List the needed information for resources.
Step 6. Obtain and organize information.
Step 7. Analyze and interpret the information.
Step 8. State the tentative conclusions.
 Step 9. Present a report to the class individually or by the group.
Step 10. Evaluate the conclusions.
Step 11. Explore other avenues for further problem-solving.

These are some examples of curriculum designs. There are much more
emerging and those that have evolved in the past. The example given may be limited.
However, for our purposes, they can very well represent curriculum designs.

Approaches to Curriculum Design

How will the teacher approach a particular design? After writing a curriculum
based on the specific design, let us see how a teacher will approach this. We will find
out the utilization of the example design.

Child or Learner-Centered Approach- This approach to curriculum design is

based on the underlying philosophy that the child or the learner is the center of
the educational process. It means that the curriculum is constructed based on the
learners' needs, interests, purposes, and abilities. The curriculum is also built
upon the learners' knowledge, skills, previous learnings, and potential.

From its design, how should a child-centered curriculum be approached?

Let us consider these principles.

Principles for Child-Centered Curriculum Approach

1. Acknowledge and respect the fundamental rights of the child.

2. All activities shall revolve around the overall development of the learner.
3. Consider the uniqueness of every learner in a multicultural classroom.
4. Consider using differentiated instruction or teaching
5. Provide a motivating, supportive learning environment for all learners.

The subject-Centered Approach is anchored on a curriculum design that

prescribes separate, distinct subjects for every educational level: basic
education, higher education, or vocational-technical education. This approach
considers the following principles:

1. The primary focus is the subject matter

2. The emphasis is on bits and pieces of information which may be
detached from life.
3. The subject matter serves as a means of identifying problems of living.
 4. Learning means accumulations of content or knowledge.
5. Teacher’s role is to dispense the content.

Problem-Centered Approach- This approach is based on a design that

assumes that in the process of living, children experience problems. Thus,
problem-solving enables the learners to become increasingly able to achieve
complete or total development as individuals.

The following views and beliefs characterize this approach:

1. The learners can direct and guide themselves in resolving

problems, thus developing every learner to be independent.
2. The learners are prepared to assume their civic responsibilities through
direct participation in different activities.
3. The curriculum leads the learners to recognize concerns and
problems in seeking solutions. Learners are problem solvers themselves.
Lesson 3: Curriculum Mapping
A curriculum design is reflected in a written curriculum either as a lesson plan,
syllabus, unit plan, or a bigger curriculum like K to 12. Before a teacher puts this plan or
design into action, one must do a curriculum map.

Have you ever wondered how to pace your lesson so that it will cover a period of
time like hours, weeks, quarters, semester, or the whole year?

This lesson will teach us curricularists an important process and tool in

curriculum development: Curriculum Mapping and Curriculum Maps.

Curriculum Mapping
Curriculum mapping is a process or procedure that follows curriculum designing.
It is done before curriculum implementation or the operationalization of the written
curriculum. Heidi Hayes Jacobs introduced this process in 2004 in her book Getting
Results with Curriculum Mapping (ASCD, 2004). This approach is an ongoing process
or "work-in-progress." It is not a one-time initiative but a continuing action, which
involves the teacher and other stakeholders who have common concerns. Curriculum
mapping can be done by teachers alone, a group of teachers teaching the same
subject, the department, the whole school or district, or the whole educational system.

Some curricularists would describe curriculum mapping as making a map to

success. There are common questions that different stakeholders ask, like teachers,
colleagues, parents, school officials, and the community. These questions may include:
 1. What do my students learn?
2. What do they study in the first quarter?
3. What are they studying in the school throughout the year?
4. Do my co-teachers who handle the same subject cover the same content?
Achieve the same outcomes? Use similar strategies?
5. How do I help my students understand the connections between my subjects and
other subjects within the year? Next year?

Curriculum Mapping Process

According to what outcome one needs to produce, there are many ways of doing
things. It is also true with curriculum mapping. However, whatever outcome (map) will
be made, there are suggested steps to follow.

Example A.
1. Make a matrix or a spreadsheet.
2. Place a timeline that you need to cover. (one quarter, one semester, one
year). It should be dependent on the time frame of a particular curriculum that
was written.
3. Enter the intended learning outcomes skills needed to be taught or achieved
at the end of the teaching.
4. Enter the same matrix of the content areas/subject areas to be covered.
5. Align and name each resource available such as textbooks, workbooks,
modules next to subject areas.
6. Enter the teaching-learning methods to be used to achieve the outcomes.
7. Align and enter the assessment procedure and tools to the intended learning
outcomes, content areas, and resources.
8. Circulate the map among all involved personnel for their inputs.
9. Revise and refine map based on suggestions and distribute to all concerned.

Example A as a component of an OBE-inspired syllabus for higher education.

However, as you will see in some maps, this can be modified for basic education to
serve a specific purpose.

Example B (For a degree program in college)*

1. Make a matrix or a spreadsheet.

2. Identify the degree or program outcomes (ex. BEEd, or BSED)
3. Identify the subjects or courses under the degree (Gen.Ed, Prof.Ed, and Major
for BSEd)
 4. List the subjects along with the vertical cells of the matrix in a logical or
chronological order,
5. List the degree program outcomes along with the horizontal cell (use code as
PO1, PO2... if outcomes are too long to fit in the cell) PO mean Program
Outcomes
6. Cross the Subject and the Outcome, and determine if such subject accomplishes
the outcomes as either learned (L), Performed (P), or given Opportunity (O).
Place the code in the corresponding cell.
7. All cells should be filled up.
8. After accomplishing the map, this will serve as a guide for all teachers teaching
the course for students to complete the degree in four years.

The Curriculum Map

Curriculum maps are visual timelines that outline desired learning outcomes to
be achieved, content, skills, and values taught, instructional time, assessment to be
used, and the overall student movement towards the attainment of the intended
outcomes. Curricular maps may be simple or elaborate that can be used by an
individual teacher, a department, the whole school, or the educational system. A map is
geared to a school calendar.
Curriculum maps provide quality control of what schools teach to maintain
excellence, efficiency, and effectiveness. It is intended to improve instruction and
maintain the quality of education that all stakeholders need to be assured.

Sometimes, parents and teachers would ask questions like: "Why is my friend's
son studying decimals in Mr. Bernardos's class and my son is not studying the
same in Miss Julia's class when they are of the same grade level?" or "Why do
some of my students recognize the parts of speech while others are lost?"

Parents, teachers, and the whole educational community can look at the
curriculum map to see that intended outcomes and content are covered. A map can
reassure stakeholders specific information for pacing and alignment of the subject
horizontally or vertically. It will also avoid redundancy, inconsistencies, and
misalignment. Courses that are not correctly aligned will allow teachers to quickly
assess the mastery of the skills in the previous grade to avoid unnecessary reteaching.

Horizontal alignment, sometimes called a "pacing guide," will make all teachers
teaching the same subject at a grade level follow the same timeline and accomplish the
same learning outcomes. It is necessary for state-mandated, standard-based
assessment that we have in schools. The vertical alignment will see that concept
development in a hierarchy or spiral form does not overlap but builds from simple to
complicated concepts and skills. Whether vertical or horizontal, alignment will also
develop interdisciplinary connections among teachers and students, between and
among courses. Teachers can verify that skills and content are addressed in other
courses or higher levels, thus making learning more relevant.
 A curriculum map is always a work in progress that enables the teacher pr the
curriculum review team to create and recreate the curriculum. It provides good
information for modifying curriculum changing of standards and competencies to find
ways to build connections in the elements of the curricula.

Reference

Bilbao, P.B., Corpuz, B.B. & Dayagbil, F.T. (2014). Curriculum development for
teachers. Lorimar Publishing, INC. Quezon City, Metro Manila.

CHAPTER 3

IMPLEMENTING THE CURRICULUM

Module 4: The Teacher as Curriculum Implementor and Manager

Module Overview:
As a teacher, this is one of the major roles in the school. Many of the curricula
you use may have been recommended and written down. Your task is to implement
such. Daily your plan should be ready for implementation. The success of learning
depends on your implementation effort.

There is a miniscule curriculum like your lesson plan or a big one like the K to 12
curriculum. You will be both an implementor and a manager of these curricula. You will
put action on what has been planned and designed. You, a teacher, will add more
meaning to the various activities in the classroom. It is what we call teaching styles. You
have to make the learners' day interesting, engaging and unforgettable. No curriculum
should stop at the planning or designing phase. It has to be implemented.

Good luck, Teachers!

Lesson 1: Implementing the Designed Curriculum as a Change Process

Curriculum Implementation: Defined

Following Tyler, Taba, Saylor, and Alexander or Lewis's curriculum models are
the next steps to curriculum designing, which is curriculum implementation. It is the
phase where teachers' action takes place. It is one of the most crucial processes in
curriculum development. However, many education planners would say: "A good plan is
working half done." If this is so, then the other half of curriculum development's success
rests in the hands of the implement, who is the teacher.

Curriculum implementation means putting into practice the written curriculum that
has been designed in the syllabus course of study, curricular guides, and subjects. It is
a process wherein the learners acquire the planned or intended knowledge, skills, and
attitudes aimed at enabling the same learners to function effectively in society (SADC
MoE Africa, 2000)

Ornstein and Hunkins in 1998 defined curriculum implementation as the

interaction between the curriculum that has been written and planned and the persons
(teachers) who are in charge of delivering it. To them, curriculum implementation
implies the following:

 A shift from what is current to a new or enhanced curriculum.

 Change in knowledge, actions attitudes of the persons involved.
 Change in behavior using new strategies and resources.
 Change requires efforts; hence goals should be achievable.

Loucks and Lieberman (1983) define curriculum implementation as the trying out
of a new practice and what it looks like when used in a school system. It simply means
that implementation should bring the desired change and improvement.

In the classroom context, curriculum implementation means "teaching" what has

been written in the lesson plan. Implementing means using the plan as a guide to
engaging with the learners in the teacher-learning process with the end in view that
learning has occurred and learning outcomes have been achieved. It involves the
different teaching strategies with the support instructional materials to go with the
strategy.

On a larger scale, curriculum implementation means putting the curriculum into

operation with the different implementing agents. Curriculum implementation occurs in a
class, a school, a district, a division, or the whole educational system. Alternatively,
curriculum implementation happens for the course, a degree program, the institution, or
the whole higher education system in higher education. It requires time, money,
personal interaction, personal contacts, and support.

Curriculum Implementation as a Change Process

Kurt Lewin’s Force Field Theory and Curriculum Change

As the father of social psychology, Kurt Lewin (1951) explains the process of
change. The model can be used to explain curriculum change and implementation.
 In the education landscape, there are always two forces that oppose each
other. These are the driving force and the restraining force. When these two forces
are equal, the state is equilibrium or balanced. There will be a status quo; hence
there will be no change. The situation or condition will stay the same. However,
when the driving force overpowers the restraining force, then change will occur. If
the opposite happens, change is prevented when the restraining force is stronger
than the driving force. It is the idea of Kurt Lewin in his Force Field Theory.

Categories of Curriculum Change

McNeil in 1990 categorized curriculum change as follows:

1. Substitution- The current curriculum will be replaced or substituted by a new
one. Sometimes, we call this a complete overhaul. For example, changing an old
book to an entirely new one, not merely a revision.

2. Alteration- There is a minor change to the current existing curriculum in

alteration. For example, instead of using a graphing paper for mathematics
teaching, this can be altered by using a graphing calculator.

3. Restructuring- Building a new structure would mean major change or

modification in the school system, degree program, or educational system.
Using an integrated curriculum for the whole school for K to 12 requires the
primary and secondary levels to work as a team. Another example is that a
curriculum will be restructured when parents are involved instead of leaving
everything to the teacher. Using the "In-school Off-school" or a blended
curriculum are examples of restructuring.

4. Perturbations are disruptive changes, but teachers have to adjust to them fairly
quickly. For example, the principal changes the schedule because there is a
need to catch up with the national testing time, or the dean, shortens the
schedule to accommodate unplanned extracurricular activities.

5. Value orientation. To McNeil, this is a type of curriculum change. Perhaps this

classification will respond to a shift in the teacher's emphasis, which is not within
the mission or vision of the school or vice versa. For example, new teachers in
religious schools emphasize academics and forget that forming values or faith
requires a curriculum value orientation. Likewise, all teachers in public schools
undergo an induction program, a special curriculum for newly hired teachers.
 Regardless of the kind of change in curriculum and implementation, the change
process may contain three important elements. As a process, curriculum
implementation should be developmental, participatory, and supportive.

It should be developmental because it should develop multiple

perspectives, increase integration and make learning autonomous, create a
climate of openness and trust and appreciate and affirm the teacher's strengths.
There should be teacher support in trying new tasks reflection on the new
experiences and challenges.

There are simple stages in the developmental change process for the
teachers. The first is orientation and preparation. The initial use is very routinely.
However, refinement follows as the skills are honed, and mastery of the routine
is established. It means adjustments are made to meet the needs of the
learners better and achieve the learning outcomes. There will be continuous
reflection, feedback, and refinement in this step.

Participatory. It should be participatory for curriculum implementation to

succeed, especially because other stakeholders like peers, school leaders,
parents, and curriculum specialists are necessary. Characteristics of teacher
styles, commitment, willingness to change, skills, and readiness are critical to
implementation. It should be coupled with organizational structure, principal
style, student population characteristics, and other factors. Trust among key
players should also be sought as this is a positive starting point. Involvement
and participation encourage a sense of ownership and accountability.
Participation builds a learning community is, which is very necessary for
curriculum implementation.

Supportive curriculum implementation is required in the process of

change. Material support like supplies, equipment, conducive learning
environments like classrooms and laboratories should be made available.
Likewise, human support is very much needed. The school leader or head
should provide full school or institutional support in implementing the new
curriculum. They, too, have to train to understand how to address curriculum
change as part of their instructional and management functions.
Lesson 2: Implementing A Curriculum Daily in the Classrooms

DepEd Order No. 70 s. 2012

Teachers of all public elementary and secondary schools will not be
required to prepare detailed lesson plans. They may adopt daily lesson
logs which contain the needed information and guidance from the
Teacher Guide (TG) and Teacher Manual (TM) reference material with
page number, interventions given to the students, and remarks to
indicate how many students have mastered the lesson or are needing
remediation.

However, teachers with less than two years of teaching experience

shall be required to prepare Daily Plans, which shall include the
following:

I. Objectives
II. Subject Matter
III. Procedure
IV. Assessment
V. Assignment

 Starting the Class Right: Laying Down the Curriculum Plan

Before the class begins every day, a teacher must have written a lesson
plan. The main parts of a lesson plan are (1) Objectives or Intended learning
outcomes (ILO), (2) Subject Matter (SM), (3) Procedure or Strategies of
Teaching, (4) Assessment of learning outcomes (ALO), and (5) Assignment of
Agreement.

I. Intended Learning Outcomes (ILO) are the desired learning that will
focus on the lesson. Learning outcomes are based on the Taxonomy
 of Objectives presented as cognitive, affective, and psychomotor.
Bloom's Taxonomy has revisited by his student Lorin Anderson and
David Krathwohl. Let us study both in the comparison below.

Blooms Taxonomy (1956) Revised Bloom’s by Anderson (2001)

EVALUATION CREATING
SYNTHESIS EVALUATING
ANALYSIS ANALYZING
APPLICATION APPLYING
COMPREHENSION UNDERSTANDING
KNOWLEDGE REMEMBERING

Somehow the two are similar. However, the highest level of cognition in
the revised version is creating. Note that the original version is stated as nouns.
In contrast, the revised version is stated as verbs, which implies a more active
thinking form.

Revised Bloom’s Taxonomy: A Quick Look

There are three major changes in the revised taxonomy. These are:
a. Changing the names in the six categories from nouns to verbs.
b. Rearranging these categories
c. Establishing the levels of the knowledge level in the original version.

Let us study the cognitive categories with the example keywords (verbs) in the new
version of Bloom's Taxonomy.

Categories Example Key Words

Remembering- refers to recalling or Defines, describes, identifies, labels, lists,
retrieving previously learned information. outlines, selects, states
Understanding- refers to comprehending Comprehends, explains, distinguishes,
meaning, translation, state problem in own estimates, gives, examples, interprets,
words, making meaning. predicts, rewrites, summarizes.
Applying- refers to using the concept in a Applies, changes, computer, operates,
new situation applies what has been learned constructs, modifies, uses, manipulates,
in a new situation. prepares, shows, solves
Analyzing- refers to separating materials or Breaks down compare, contrasts, diagrams,
concepts into parts so that the organization is differentiates, discriminates, identifies, infers,
clear. Distinguishes between facts and outlines, relates, selects, separates.
inferences
Evaluating- refers to making judgments Appraises, compares, criticizes, defends,
about the value of ideas or materials. describes, discriminates, evaluates, interprets,
justifies, summarizes.
Creating- refers to building a structure or Composes, compiles, designs, generates,
pattern from various elements. Put parts modifies, organizes, rearranges, reorganizes,
together to create a whole, to make new revises, rewrites, summarizes, creates.
meaning and structure.

In writing objectives or intended learning outcomes, it is always recommended

that more of the Higher Order Thinking Skills (HOTS) be developed and less of the Low
Order Thinking Skills (LOTS) for learners. The low-level categories will develop LOTS,
and thinking skills progress as the categories move higher.

Higher Order Thinking Skills HOTS

doing

Active
Receiving and
Participating

Visual Receiving

Passive

Verbal Receiving

LOTS
 Lower Order Thinking Skills

Another revision is expanding the concept of Knowledge, which was not

emphasized nor discussed thoroughly before.

Levels of Knowledge
1. Factual knowledge- ideas, specific data, or information.
2. Conceptual knowledge- words or ideas known by common name, common
features, multiple specific examples that may be concrete or abstract.
Concepts are facts that interrelate with each other to function together.
3. Procedural knowledge- how things work, step-by-step actions, methods of
inquiry.
4. Metacognitive knowledge - general knowledge of cognition, awareness of
one's cognition., thinking about thinking.

Intended Learning Outcomes (ILO) should be written in a SMART way Specific,

Measurable, Attainable, Result Oriented (Outcomes), and Time-bound.

II. Subject Matter or Content- (SM) comes from a body of knowledge (facts,
concepts, procedure, and metacognition) that will be learned through the teacher's
guidance. The subject matter is the WHAT in teaching. In a plan, this is followed by
the references.

III. Procedure or Methods and Strategies is the crux of curriculum implementation.

How a teacher will put life to the intended outcomes and the subject matter to be used
depends on this component.

 There are many ways of teaching for the different kinds of learners
(Corpuz&Salandanan, 2013) enumerated the following approaches and methods,
which may be useful for the different kinds of learners. Some are time-tested
methods, while others are non-conventional constructive methods.

1. Direct Demonstration Methods: Guided Exploratory/Discovery Approach,

Inquiry Method, Problem-based Learning (PBL), Project method.
2. Cooperative Learning Approaches: Peer Tutoring, Learning Action cells,
Thin-Pair Share
 3. Deductive or Inductive Approaches: Project Method, Inquiry-based Learning.
4. Other Approaches: Blended learning, Reflective Teaching, Integrated
Learning, Outcomes-based approach.

 Students have different learning styles. There are many classifications of

learning styles, according to the different authors. The multiple Intelligence
Theory of Howard Gardner implied several Learning Styles. However, we will
focus on the three learning styles for our lesson: visual, auditory, and Kinesthetic.
These three preferred styles can help teachers choose the method and the
materials they will use.

Common Characteristics Tips of Teachers about Learners

Visual- Uses graphs, charts, pictures. Tends to Turn notes into pictures, diagrams, maps.
remember things that are written in the form. Learn the big picture first than details.
Make mind maps and concept maps.
Auditory- Recalls information through hearing Record lectures and listen to these.
and speaking. Prefers to be told how to do Repeat materials out loud "parrots." Read
things orally. Learns aloud. aloud.
Kinesthetic- Prefers hands-on approach. Learn something while doing another thing
Demonstrates how to do, rather than explain. (eats while studying). Work while standing.
Likes group work with hands-on-minds on. Likes fieldwork. Does many things at one
time.

 Teaching and Learning must be supported by instructional materials (IMs)

Considering the teaching methodologies and the learning styles, the different
support materials should be varied. It will ensure that individual differences will
be considered.

Instructional materials should complement Visual, Auditory, and Tactile or a

Combination of the three; however, following Dale's Cone of Learning is a visual
device that can help teachers decide what resources and materials will maximize
learning.
 Cone of Learning

After 2 weeks Nature Involvement

We tend

10% of what we READ Reading Verbal Receiving

20% of what we HEAR Hearing Words

30% of what we SEE
50% what we HEAR &
SEE
Passive
Looking at Pictures
Watching a movie
Active
Looking at an Exhibit Visual Receiving
Watching a Demonstration
Seeing it Done on Location

70% of what we SAY Participating in a discussion Receiving

Giving a Talk Participating
Doing a Dramatic Presentation
90% of what we Simulating the Real Experience Doing
SAY & DO Doing the Real Thing

So what instructional support materials will the teachers use, according to the
learning styles and the outcomes to be achieved? Here are some guidelines.
1. Direct, purposeful learning experience retains almost all of the learning outcomes
through learning. Ninety percent of learning is retained. Examples are field trips,
field study, community immersion, practice teaching.
2. Participation in-class activities, discussion, reporting, and similar activities where
learners have the opportunity to say and write. Seventy percent of learning is
remembered. Examples are small group discussion, buzz session, individual
reporting, role play, panel.
 3. Passive participation as in watching a movie, viewing the exhibit, watching
demonstration will retain around 50% of what has been communicated.
4. Looking at still pictures, paintings, illustrations, and drawings will retain around
30% of the material content.
5. By hearing as in lectures, sermons, monologues, only 20% is remembered.
6. Reading will assure 10% remembering of the material.

Regardless of the amount of remembering from the concrete to the abstract,

each layer contributes to learning and requires instruction support materials.
Visual: Concrete (flat, three dimensional, realias, models) or abstract
(verbal symbols, words)
Audio: recordings of sounds, natural or artificial
Audio-Visual: Combination of what can be seen and heard

Kinesthetic: Manipulative materials like modeling clay, rings, dumbbells,

equipment, others
Experiential: utilize all modalities

 Using Methods and Materials to Implement the Plan: Taking Action

Example No.1 Lesson Using Basic Steps and Parts as Prescribed by Deped Order
70s s, 2012 for Teachers Two years and less in Service.

This lesson plan will show the basic component of any plan. It can be applied to
any subject that follows a generic format.

Lesson Plan in Science

I. Objectives/Intended Learning Outcomes

1. Tell that force is applied to move objects.
2. Describe that pushing or pulling with force moves objects.
3. State that if force moves the object away from the person, it is a push.
4. State that if the force moves the object towards the person, it is a pull.

II. Subject Matter

A. Topic: Pushing or pulling Moves Objects
B. Reference: Bilbao, P. (2020) Exploring Science with Fun
 C. Science Concepts:
1. Objects move when force is applied to them.
2. A push is a force that moves objects away.
3. A pull is a force that moves the object near.
D. Science Processes: Observing, Inferring, Making Operational Definition
E. Materials: Real objects like chairs, tables, books, stones, big boxes, and pictures

III. Procedure
A. Preparatory Activity
1. Review of Prior Learning/ Past Lesson
B. Lesson Proper
1. Motivation
1.1 Brings children to observe outside the classroom to identify moving things
or objects.
1.2 Ask the children to report their observations in the class.

2. Pre-laboratory Activities
2.1 Let the learners recall the standards during a laboratory activity.
2.2 Present all the materials needed.
2.3 Distribute activity sheet to each group.

3. Laboratory Activity
3.1 Using the activity as a guide, each group work cooperatively.
3.2 Activity 1: Force: Can it Push or Pull?
3.3 Each group records observation for exhibits and reporting.

4. Post-Laboratory Activity
4.1 After the report, display the work in front of the classroom.
4.2 Analyze with the whole class each group result.
4.3 Make agreements on the results that lead to conceptualization.

5. Conceptualization
5.1 Throw the following questions of the class to elicit their formed concepts.
a. What is needed to move the object from one place to another? (Force is
needed to move the object.)
b. How will you move with force if you want the object to go far from you?
(Push the object away?
c. How will you move with force, If you want the object to move near you?
(Pull the object near.)

6. Application
6.1 Do you have enough force to push the wall? Try it.
6.2 Do you have enough force to pull a box? Try it.
6.3 Do you have enough force to push a chair? Try it

IV. Assessment of Learning Outcomes

 Circle the letter of the correct answer from the items below.
1. If you throw a ball to a classmate, what force will you apply
a. Push b. Pull c. Slide
2. What will you do if you want the chair to be nearer you so your best friend can sit?
a. Pull the chair b. Push the chair c. Carry the chair
3. A table is blocking the way. You wanted to remove it farther to provide a passage. What
will you do?
a. Break the table b. Push the table to the side c. Pull the table
4. What do you need to move an object away or near you?
a. Force b. Food c. Water
5. Can your force move everything?
a. Yes b. No c. Not sure

V. Assignment at home, list four objects that you can push or pull. What did you use to pull or
push the objects?

 Finding out what has been achieved: Assessing achieved outcomes.

At the end of the activities, the teacher will determine if the intended learning
outcomes (ILO) have been converted into achieved learning outcomes (ALO).

Tests and other tools are utilized at the end of the lesson to identify this. What
the learners demonstrate knowledge, Process Understanding, and Performance
(KPUP)? The rule of thumb is that what has been taught should be measured to
determine if the intended outcomes set at the beginning have been achieved.
More detailed discussion will be found in the Module on Evaluation of the
curriculum.
 Lesson 3: The Role of Technology in Delivering the Curriculum

After learning fundamental concepts about the curriculum- its nature and
development-comes, the practical phase of curriculum implementation, appropriately,
the significance of technology in curriculum development deserves discussion.
The role of technology in the curriculum springs from the very vision of the e-
Philippine plan (e stands for electronic). Thus is stated: “an electronically enabled
society where all citizens live in an environment that provides quality education, efficient
government services, greater sources of livelihood and ultimately a better way of life
through enhanced access to appropriate technologies.” (International workshop on
emerging technologies, Thailand, December 14-16, 2005). It points to the need for an e-
curriculum or a curriculum that delivers learning consonant with the Information
Technology and Communications Technology (ICT) revolution. This framework
presupposes the curriculum delivery adopts ICT as an important tool in education while
users implement teaching-learning strategies that conform to the digital environment.
Instructional media may also be referred to as media technology, learning
technology, or simply technology. Technology plays a crucial role in delivering
instruction to learners.
In the process, what ensues is the objective-matching, where the teacher
decides on what media or technology to use to help achieve the set learning objectives.

Non-projected media Projected media

Real objects Overhead transparencies
Models Opaque projection
Field trips Slides
Kits Filmstrips
Printed materials (books, worksheets) Films
Visuals (drawings, photographs, graphs, Video, VCD, DVD
charts, posters) Computer / multimedia presentations
Visual boards (chalkboard, whiteboard, flannel
board)
Audio materials
Table 1. Types of instructional media/technology
Factors for Technology Selection
In deciding on which technology to use from a wide range of media available, the
factors on which to base selection are:
1. Practicality – Is the equipment (hardware) or already prepared lesson material
(software) available? If not, what would be the cost of acquiring the
equipment or producing the lesson in audial or visual form?

2. Appropriateness concerning the learners – Is the medium suitable to the

learners' ability to comprehend? Will the medium be a source of plain
amusement or entertainment but not learning?

3. Activity/suitability – Will the chosen media fit the set instructional event,
resulting in either information, motivation, or psychomotor display?

4. Objective-matching – Overall, does the medium help achieve the learning

objective(s)?

The Role of Technology in Curriculum Delivery

It can easily be observed that technological innovation in the multifarious fields of

commerce, science, and education, is fast developing. It is difficult to foresee the
technological revolution in the millennium, inclusive of educational changes. For certain,
however, technological changes in education will impact the delivery of more effective,
efficient, and humanizing teaching and learning.
For now, the primary roles of the educational technology in delivering the school
curriculum’s instructional program have been identified:

 Upgrading the quality of teaching-and-learning in schools

 Increasing the capability of the teacher to inculcate learning effectively and for
students to gain mastery of lessons and courses.
 Broadcasting the delivery of education outside schools through non-traditional
approaches to formal and informal learning, such as Open Universities and
lifelong learning to adult learners
 Revolutionizing the use of technology to boost educational paradigm shifts that
give importance to student-centered and holistic learning.
Lesson 4: Stakeholders in Curriculum Implementation

Who are involved in curriculum and curriculum development? These are the
persons whom we call the stakeholders. Stakeholders are individuals or institutions that
are interested in the curriculum. They get involved in many different ways. You must be
one of them. The teachers, school managers, parents, and even the whole community
are interested in the curriculum. We will all meet them in this lesson.

Curriculum Stakeholders
1. Learners are at the core of the curriculum.
To what extent are the students involved in curriculum development? The
old view that students are mere recipients of the curriculum is now changing.
Learners have more dynamic participation from the planning, designing,
implementing, and evaluating. However, the degree of their involvement is
dependent on their maturity. The older they are in high school or college, the
more they participate. From another angle, whether learners are at the
elementary or college level, they can make or break curriculum implementation
by their active or non-involvement. After all, learners and the teachers place
action on the curriculum.
When some college students were asked about their role in curriculum
development, here are their answers.

Student 1: I never realize that as a student. I have participated in curriculum

development. As students, our learning is the basis of the
success or failure of the curriculum. For example, if we pass the
board examination, it will mean that the teacher education curriculum
is a success.

Student 2: In high school, our teachers would always look into what we were learning
We have varied activities inside the class and our
co-curricular activities the whole year-round. I think, we as students, are
considered in writing
 the curriculum.

Student 3: Our lessons were very simple when we were at the elementary level.
However, now that we are in college, learning content has become
complicated.
I learned that actually, our curriculum is spiral. And that the difficulty of the
the subject matter is also adjusted to our maturity level.

Why do curricularists place much premium on the students? It is because

the learners make the curriculum alive.

2. Teacher are curricularists

Teachers are stakeholders who plan, design, teachers, implement and

evaluate the curriculum. No doubt, the most important person in curriculum
implementation is the teacher. Teachers' influence on learners cannot be
measured. Better teachers foster better learning. However, teachers need to
continue with their professional development to contribute to the success of
curriculum implementation. Teachers should have full knowledge of the program
philosophy, content and components of curriculum, and ways of teaching.

A teacher's designs enrich and modify the curriculum to suit the learner's
characteristics. As curriculum developers, teachers are part of textbook
committees, teacher selection, school evaluation committees, textbooks, and
module writers.

Some of the roles that the teachers do in curriculum implementation are:

1. guiding, facilitating, and directing the activities of the learners;

2. choosing the activities and the methods to be utilized;
3. choosing the materials that are necessary for the activity;
4. evaluating the whole implementation process and
5. deciding whether to continue, modify or terminate the curriculum.
All of these roles are very crucial to achieving success in the
implementation. An unsuccessful implementation may even lead to educational
failure.

Let us read how the teachers are viewed as a curriculum implementer

Student 1: I believe my teachers know our curriculum very well. She knows what to teach
and how to teach it well. I do not miss my class every day because she guides
us in our lesson activities. Without our teacher, I am not sure if we could learn
more than now.

Teacher: As a classroom teacher, I am responsible for making my students learn. I have to give
action to the written curriculum. I have to see that my students are provided experiences
to learn from. I keep in my mind how I can sustain my students' interest by using
effective teaching strategies. At the end of the day. I am very happy that my
students have achieved the intended learning outcomes. I do this because, as a teacher, I am
a curriculum implementer.

Truly the teacher has a great stake in the curriculum. Curriculum planning,
designing, and implementing are in the hands of a good teacher. The teacher has a
significant role in curriculum development in the educational setting.
3. School leaders are curriculum managers.

Principals and school heads, too, have important roles in the curriculum
implementation process in schools. They should understand the need for change
and the implementation process fully. They should be ready to assist the
teachers and the students in the implementation. Communication lines should be
open to all concerned should be the school leaders a lead in curriculum
teamwork. Convincing the parents on the merits of the new curriculum is the job
of the school heads. They should be committed to change and should employ
strategies to meet the needs of the teachers and learners like buildings, books,
libraries, and other needed resources.
Let us listen to the two heads on how they understand their stakes in the
curriculum.

Principal: I am a principal of a big central elementary school. It is part of my function

to
lead my school in any curriculum innovation. First of all, I make sure that my teachers
understand the forthcoming restructuring or alteration of our school curriculum. I also
call on the parents to participate in the change by keeping them informed. I have to
make sure that the materials needed are available for the teachers and students. I
always keep in mind my role as an instructional leader.

Head Teacher: Leading a small school in a far-flung barrio has pros and cons. First,
there are few teachers to supervise and fewer students to support. As a proactive
school head, I always see that we keep pace with the changes in the school
curriculum. While preparing for K to 12, I realize that the change process is inevitable.
My teachers have to be retained. Their attitudes should change. I am responsible for
ensuring that the curriculum is implemented as it should be. At the end of the year,
our school can show that learning has taken place as designed by the K to 12
 recommended curriculum.

4. Parents

Parents are significant school partners. Besides the students, teachers and school
administrators play an important role in curriculum implementation. When children bring
home homework from school, some parents cannot help. Schools need to listen to
parents' concerns about the school curriculum like textbooks, school activities, grading
systems, and others. Schools have one way of engaging parents to know the situation
in the school. Most often, parents volunteer to help.

Here are the two examples of how parents think of their stake in curriculum
development.

Parent: I am proud that my child goes to this school. The teachers are hardworking, and the
School head is very supportive. On my part, I always cooperate in the school's concern that will make my
child learn. I volunteer for work where I am needed. Our parents support Brigada Eskwela and other
school activities. If they call on us parents, we always answer their request. We also make suggestions on
how the parents at home can assist in the children's learning.

Guardian: I am a guardian. I stand as a second parent of my nieces and nephew. I know that as a
parent,
I should not leave entirely to the school the responsibility of educating the child. Although I do
not know much about the new curriculum, I welcome the school's changes. I
am always ready to give support to school concerns of my words.

How do parents shape the curriculum in schools? Here are some observations.

 The school composed of parents who are positively involved in school activities
have better achievement than schools with uninvolved parents. Disciplinary
problems are minimal, and students are highly motivated. When parents are
interested in their child's learning, they become closer to the school.
 The home is the extended school environment. In lifelong learning, the achieved
learning in schools is transferred at home. Thus, the home becomes the
laboratory of learning. Parents see that what children learn in school is practiced
at home. They follow up lessons, make available learning materials, and permit
their children's participation.
 In most schools, parent associations are organized. It is being encouraged
School-Based Management. In some cases, this organization also includes
teachers to expand the school learning community. This organization supports
many school projects and activities. It is considered the best practice in most
performing schools.
5. Community as the Curriculum Resources and a Learning Environment

“It takes the whole village to educate the child," goes the statement of
former First lady Hillary Clinton. What do you think of this statement?
Yes, the school is in the community; hence the community is the extended
school ground, a learning environment. All the barangay leaders, the elders,
other citizens, and community residents have a stake in the curriculum. It is the
bigger school community that becomes the venue of learning. The rich natural
and human resources of the country can assist in educating the children. The
community reflects the school's influence, and the school reflects community
support.

6. Other Stakeholders in Curriculum Implementation and Development

6.1 Government Agencies

- DepEd, TESDA, CHED – Trifocalized agencies that have regulatory

and mandatory authorities over the implementation of the curricula.

- Professional Regulation Commission (PRC) and Civil Service

Commission (CSC)- the first agency certifies and issues teacher
licenses to qualify one to teach. The second affirms and confirms the
appointment of teachers in public schools.

- Local Government Units (LGU) include the municipal government

officials and the barangay officials. Some of the teachers are paid
through the budget of the LGUs. They also construct school buildings,
provide equipment, support the professional development teachers
provide school supplies and books. They are big supporters in the
implementation of a school curriculum.

6.2 Non-Government Agencies

Non-government agencies are organizations and foundations that have

the main function of supporting education. To name a few, this will include
the following:

- Gawad Kalinga (GK) – to build communities means to include

education. The full support of GK in early childhood education is very
significant. A school for pre-school children and out-of-school youth
has been established in each village.
 - Synergies- an organization/foundation that supports basic education to
elevate education through Reading, Science, Mathematics, and
English.

- Metrobank Foundation- supports continuing teacher development

programs.

- Professional Organizations like Philippine Association For Teacher

Education (PAFTE). State Universities and Colleges Teacher
Educators Association (SUCTEA), National Organization of Science
Teachers and Educators (NOSTE), Mathematics Teachers Association
of the Philippines (MTAP), and many more.
Whether big or small, a school curriculum is influenced by many stakeholders.
Each one has a contribution and influence in replacing, modifying, and substituting the
current curriculum. Each one has a significant mark in specific development and change
process of curriculum development.

CHAPTER 4

EVALUATING THE CURRICULUM

Module 5: Curriculum Evaluation and the Teacher

Module Overview
This module is all about curriculum evaluation in the context of its definition and
the role of the teacher as an evaluator. It will present ways to evaluate the
curriculum as written, planned, or implemented. It will reference popular curriculum
models currently used in educational programs here and abroad.
Curriculum evaluation is a component of curriculum development that responds
to public accountability. It looks into educational reforms on innovations that happen
in the teacher's classrooms, the school, district, division, or the whole educational
system. It is establishing the merit and worth of a curriculum. Merit refers to the
value and worth of the curriculum. The test result will only be used as one of the
evidence of evaluation. In the end, the purpose of the evaluation is to improve and
not to prove.
Curriculum evaluations are premised on the alignment of planned, written, and
implemented curricula. It is an attempt to answer two big questions
 :

1. As written and implemented, planned courses, programs, and activities

produce desired outcomes?
2. How can these school curricula be improved?

Lesson 1: What, Why, and How to Evaluate a Curriculum

Curriculum evaluation is a new idea for many teachers, not knowing that the
teacher is involved in several components of the evaluation every day. There are now
two ways of looking at curriculum evaluation:

1. Curriculum Program Evaluation may focus on the overall aspects of the

curriculum itself. More often, it refers to a big curriculum program.
Examples of these programs that may undergo a curriculum program
evaluation are the K to 12 Curriculum, the Integrated Science Program,
the Teacher Education Program, the Mother Tongue Curriculum, the
Process Approach in Mathematics Curriculum, the Outcomes-Based
Curriculum in Teacher Education, or Experiential Teacher Education
Program are some of the big curriculum programs.

2. Curriculum Program Component Evaluation. A curriculum component may

include separate evaluation of (a) Achieved learning outcomes, (b)
curriculum process (teaching-learning methods/strategies), (c)
instructional materials (i.e., books, modules, models)

Curriculum Evaluation: A Process and a Tool

Do you have a clear understanding of what curriculum evaluation is all about? Is
it synonymous with the assessment of learning? Analysis of the various definitions
reveals that evaluation is both a process and a tool. It follows a procedure based on
models and frameworks to get to the desired results. As a tool, it will help teachers and
program implementers to judge the worth and the merit of the program and innovation
or curricular change. For both process and a tool, the evaluation results will be the basis
to IMPROVE curriculum.
Let us look at how curricularists define curriculum evaluation. Read what each of
them says.

Persons Definition

Ornstein & Curriculum evaluation is a process done to gather data that

enables one to decide whether to accept, change, or eliminate
Hunskin (1998) the whole textbook curriculum.

Evaluation answers two questions 1. Do planned learning

opportunities, programs, courses, and activities as developed
McNeil (1977)
and organized produce desired results? 2. How can a curriculum
best be improved?

The evaluation identifies the weaknesses, strengths, and

problems encountered in the implementation to improve the
Gay (1985)
curriculum development process. It is to determine the
effectiveness of and the returns on allocated finance.

It is a process of delineating, obtaining, and providing useful

information for judging alternatives to modify or eliminate the
Oliva (1988)
curriculum.

Reason for Curriculum Evaluation

Why is there a need to evaluate a curriculum? The curriculum processes
presented by Tyler, Taba, and others at the end of the line or cycle undergo an
evaluation. They all agree that planning, designing, and implementing are less useful
unless evaluated. Here are some of the specific reasons.

 Curriculum evaluation identifies the strengths and weaknesses of an

existing curriculum that will be the basis of the intended plan, design, or
implementation. It is referred to as the needs assessment.

 When the evaluation is done in the middle of the curriculum development,

it will tell if the designed or implemented curriculum can produce the
desired results. It is related to monitoring.

 Based on some standards, curriculum evaluation will guide whether the

results have equaled or exceeded the standards, thus can be labeled as
success. It is sometimes called terminal assessment.
  Curriculum evaluation provides information necessary for teachers,
schools, managers, curriculum specialists for policy recommendations that
will enhance achieved learning outcomes. It is the basis of decision-
making.

In curriculum evaluation, important processes were evolved, such as (a) needs

assessment, (b) monitoring, (c) terminal assessment, and (d) decision making.

Curriculum Evaluation Models

Curriculum models by Ralph Tyler and Hilda Taba end with evaluation.
Evaluation is a big idea that collectively tells about the value or worth of something
done.
How can the merit or worth of an aspect of a curriculum be determined?
Curriculum specialists have proposed an array of models which are useful for classroom
teachers and practitioners. Let us look at some of these.
1. Bradley Effectiveness Model

In 1985, L. H. wrote a handbook on Curriculum Leadership and

Development. This book provides indicators that can help measure the
effectiveness of a developed or written curriculum. For the classroom teachers,
some of the statements were simplified.

First, you have to identify what curriculum you will evaluate. Example:
Elementary Science Curriculum, Teacher Education Curriculum, Student
Teaching Curriculum, Field Study Curriculum. Then find out if the curriculum you
are evaluating answers Yes or No. Answering Yes to all the questions means a
good curriculum, as described by Bradley.

Bradley Effectiveness Model for Curriculum Development Indicators

Indicators Descriptive Questions Yes or No

 Does the curriculum reflect the format (i.e., K

to 12, OBE, Inquiry) that enables teachers to
Vertical quickly access what is taught in the grade/year
Curriculum levels below or above the current level?
Continuity (Example: If you are looking at Science 5,
below means Science 4 and above means
Science 6)
Horizontal  Does the curriculum provide content and
Curriculum objectives common to all classes of the same
Continuity grade level? (Example: All English 101 for all
1st-year college students)
Instruction  Are lesson plans/ syllabi/ course design
Based on derived from the curriculum and strategies?
Curriculum Are materials used correlated with the content,
objectives, and activities?
 Is there evidence of involvement of the
Broad different curriculum stakeholders in the
involvement planning, designing and implementing, and
reviewing of the curriculum?
Long Range  Is the review cycle followed within the planning
Planning and implementation of the curriculum?

Positive  Did the initial thoughts about the curriculum

Human come from teachers, principals, curriculum
Resource leaders, and other stakeholders?

Theory-Into  Is there clarity of vision, mission, graduation

Practice outcomes, program philosophy, learning
outcomes in the curriculum?
Planned  Is there tangible evidence to show that the
Change internal and external publics accept the
developed program?
If any of the indicators is answered with a "No," actions should be made to make it Yes.

2. Tyler Objectives Centered Model

Ralph Tyler, in 1950 proposed a curriculum evaluation model, which

continues to influence many curriculum assessment processes. His monograph
was entitled Basic Principle of Curriculum and Instruction.

Using Tyler's model, curriculum components and processes are identified

in curriculum evaluation.

Curriculum Elements Evaluation Process Action Taken:

Yes or No
Objectives/Intended 1. Pre-determine intended learning
outcomes or objectives.
Learning Outcomes

2. Identify the situation/context that

allows developing behavior or
Situation or Context achieving objectives.
3. Select, modify and construct
evaluation instruments or tools.
Evaluation Check its objectivity, reliability, and
validity.
Instruments/Tools

4. Utilize the tools to obtain results.

Utilization of Tool
Analysis of Results
Utilization of
Results
Compare the results obtained from
several instruments before and after
to determine the change.
5. Analyze the results obtained to
determine strengths and
weaknesses. Identify possible
explanations about the reasons for
the particular pattern.
6. Use the results to make the
necessary modifications.

Using all the steps to evaluate the curriculum and obtaining all YES answers
would mean the curriculum has PASSED the standards. Tyler's model of evaluating the
curriculum is relatively easy to understand, which many teachers can follow.

3. Daniel Stufflebeam Model- Context, Input, Process Product Model (CIPP)

This CIPP Model of Curriculum Evaluation was a product of the Phi Delta
Kappa committee chaired by Daniel Stufflebeam. The model made emphasis that
the result of the evaluation should provide data for decision making. There are
four stages of program operation. These include (1) CONTEXT EVALUATION,
(2) INPUT EVALUATION, (3) PROCESS EVALUATION, and (4) PRODUCT
EVALUATION. However, any evaluator can only take any four stages as the
focus of evaluation.

 Context Evaluation- assess the needs and problems in the context for
decision-makers to determine the goals and objectives of the
program/curriculum.
  Input Evaluation- assess the alternative mean based on the inputs for
achieving objectives to help decision-makers choose options for optimal
means.

 Process Evaluation- monitors the processes to ensure that the means are
being implemented and make necessary modifications.

 Product evaluation- compares actual ends with intended ends and leads
to a series of recycling decisions.

For all four stages, the six steps are suggested.

Stages of the CIPP Model Steps Taken in All the Stages

1. Context Evaluation Step 1: Identify the kind of decision to be made

Step 2: identify the kinds of data to make that

decision.
2. Input Evaluation
Step 3: Collect the data needed.

Step 4: Establish the criteria to determine the quality

3. Process Evaluation
of data.

Step 5: Analyze data based on the criteria.

Step 6: Organize needed information needed for

4. Product Evaluation decision-makers.

4. Stake Responsive Model- Responsive model is oriented more directly to

program activities than program intents. The evaluation focuses more on the
activities rather than intent or purposes.
 Robert Stake (1975) recommends to the curriculum evaluator the following steps.

The curriculum evaluator follows the steps below.

Step 1 Meets with stakeholders to identify their perspectives and intentions

regarding curriculum evaluation.

Step 2 Draws from Step 1 documents to determine the scope of the

evaluation.

Step 3 Observe the curriculum closely to identify the unintended sense of

implementation and any deviations from announced intents.

Step 4 Identifies the stated real purposes of the program and the various
audiences.

Step 5 Identifies the problems of the curriculum evaluation at hand and

identifies an evaluation design with needed data.

Step 6 Selects the means needed to collect data or information.

Step 7 Implements the data collection procedure.

Step 8 Organizes the information into themes.

Step 9 Decides with stakeholders the most appropriate formats for the report.

5. Scriven Consumer-Oriented Evaluation – MichealScriven, in 1967, introduced

this evaluation among many others when education products flooded the market.
Consumers of educational products needed to support an implemented
curriculum often use consumer-oriented evaluation. These products are used in
schools which require a purchasing decision. The products include textbooks,
modules, educational technology like software, and other instructional materials.
Even teachers and schools nowadays write and produce these materials for their
purposes.
The consumer-oriented evaluation uses criteria and a checklist as a tool
for either formative or summative evaluation purposes. Scriven proposed the use
of criteria and checklists for adoption by educational evaluators.
An example of an Instructional Material Review Form by Marvin Patterson
of Florida State University is adapted for better understanding.
 Preliminary Information Recommendation

Title: ________Retain for further review

Author(s)
________Reject (Comments)
Publisher:

Copyright date:

Material Evaluator:

Use the following codes to rate the material.

+ means yes or good quality - means no or poor quality

o means all right but not good quality NA means not applicable

+ o - NA
yes all right no not
Criteria or but not or applicable
no so good poor

1. Content covers a significant portion of the

course competencies.
2. Contents are up-to-date.

3. Reading level is appropriate for most students

who will use the material.
4. Intended learning outcomes competencies are
stated.
5. Formative and summative assessments are
included.
6. Activities are varied to meet the needs of
students.
7. The teacher's guide is included with
management suggestions.
8. Materials are presented in a logical order.
 9. Learning outcomes, competencies, and/ or
tasks.
10. Degree of the match between learning activities
and intended learning outcomes.
11. Quality of test items and degree of math with
intended learning outcomes.
12. Quality of direction on how students will process
through the materials.
13. Quality of drawings, photographs, and other
materials.
14. The overall design of the learning activities for
individual instruction.
15. Quality of management procedures for teachers
(TGs)
16. Optional (List course map competencies
covered by the instructional material)

Using the checklist of instructional material review or evaluation may help any
curricularist decide which textbook, modules, or instructional support material will be
used, revised, modified, or rejected.

A Simple Way of Curriculum Evaluation Process

For a very simple and practical curriculum evaluation, responding to the following
questions will provide evaluation data for curriculum decisions. Just ask the following
questions, and any NO Answer to an Item will indicate a need for a serious curriculum
evaluation process.
1. Does the curriculum emphasize learning outcomes?
2. Does the implemented curriculum require fewer demands?
3. Can this curriculum be applied to any particular level? (kindergarten, elementary,
secondary, tertiary levels)
4. Can the curriculum aspects be assessed as (a) written, (b) taught, (c) supported,
(d) tested, and (e) learned?
5. Does the curriculum include formative assessment?
6. Does the curriculum include summative assessment?
7. Does the curriculum provide quantitative methods of assessment?
8. Does the curriculum provide for qualitative methods of assessment?
9. Can the curriculum provide the data needed for decision-making?
 10. Are the findings of evaluation available to stakeholders?

In summary, whatever curriculum evaluation models are to be used, ASCD, 1983

suggest the following steps.

Steps in Conducting a Curriculum Evaluation

Steps What to Consider

1. Identifying primary audiences  Curriculum Program Sponsors, Managers,

2. Identifying critical issues/ problems
3. Identifying data sources
4. Identifying techniques for collecting
data.
5. Identifying established standards
and criteria
6. Identifying techniques in data
analysis
7. Preparing evaluation report
8. Preparing modes of display
Administrator, School Heads, Participants
(Teachers and Students) Content Specialist;
other stakeholders.
 Outcomes (expected, desired, intended)
Process (Implementation) Resources (Inputs)
 People (teachers, students, parents,
curriculum developers) Existing documents;
Available records; Evaluation Studies.
 Standardized Test, Informal tests; Samples of
Students Work; Interviews; Participant
Observations, Checklist, Anecdotal records,
 Standards previously set by the agency
(DepEd, CHED, Professional Organization,
 Content Analysis, Process Analysis, Statistics,
Comparison, Evaluation Process
 Written; Oral; Progress; Final; Summary;
Descriptive, Graphic, Evaluative and
Judgemental; List of Recommendations
 Case studies; Test Scores Summary,
Testimonies; Multimedia representation;
Product Display (exhibits); Technical Report
 The steps are easy to follow. Begin thinking of how curriculum evaluators will
proceed in finding out if there is a need to modify, enhance or continue with the
implementation of the curriculum. After all, the main purpose of the evaluation is to
improve the existing condition to benefit the students.

Lesson 2: Curriculum Evaluation Through Learning Assessment

We have gone a long way in understanding, interpreting, and applying the

concept of curriculum development. We will continue to understand that curriculum can
be evaluated right in the teacher's classroom. Finding out if the planned, written, and
implemented curriculum functions as intended in the assessment of learning is crucial.
How does a teacher know that the students have learned from what has been
taught? Many educational practitioners agree that the measure of one's teaching is
indicated by what the children have learned. The teacher cannot claim that he/she has
taught if the students have not learned anything.
1. Achieved Learning Outcomes
Achieved learning outcomes are defined in outcomes-based education
as a product of what has been intended at the beginning of the learning
process. Indicators of the learning outcomes which are complicated are called
achieve learning outcomes. Standards and competencies are used as the
indicators and measures of these outcomes.
Our country has established the Philippine Qualification Framework
(PQF) as a standard aligned to the ASEAN Reference Qualification
Framework (ARQF) for the comparability of the learning outcomes at the
different levels of the educational ladder. The PQF is shown below: Source:
Department of Education.
 The Philippine Educational System is divided into eight levels. The
learners are expected to achieve specific standards and competencies of the
learning outcomes at each level. The eight levels of complexity of learning
outcomes are based on three domains.
 Knowledge, Skills, and Values
 Application
 Responsibility- degree of independence

After finishing Grade 11, the learner must have achieved Level 1 of the learning
outcomes; Grade 12, the level of complexity of learning outcomes achieved, is labeled
Level 2. Using the three-domain, these are described in the matrix below. (Source:
Department of Education)

Level 1 (Grade 11) Level 2 (Grade 12)

Domains Competencies Competencies

-Possess foundational knowledge -Possess functional knowledge

across learning areas with core
competencies in communication,
scientific, critical, and creative
thinking, and use of technologies.
Knowledge, Skills
-Have an understanding of right
and Values and wrong, one's history and
across a range of learning areas
and technical skills in chosen career
tracks with advanced competencies
in communication, scientific, critical,
and creative thinking, and use of
technologies.
 cultural heritage, and deep -Have an understanding of right and
respect for self, others, and their wrong, one's history and cultural
culture and environment. heritage, and deep respect for self,
others and their culture, and the
environment.

Application -Apply foundational knowledge, -Apply functional knowledge,

skills, and values in academic
and real-life situations through
sound reasoning, informed
decision-making, and the
judicious use of resources.
technical skills, and values in
academic and real-life situations
through sound reasoning, informed
decision-making, and the judicious
use of resources.

Degree of
Independence
-Apply skills in limited situations -Apply skills in varied situations with
with close supervision. minimal supervision

While for the degree programs for tertiary education issued by the Commission
on Higher Education (CHED). There are three competency domains for the
baccalaureate, master's, and doctorate degrees.

Baccalaureate Master’s Doctorate Degree

Domains Degree Degree Competencies

Competencies Competencies PQF 8

PQF 6 PQF 7

Knowledge, Skills, Broad and coherent Broad, deep, Generates new

Values knowledge in the field specific knowledge knowledge skills
 of discipline in the field of with established
discipline values in the
discipline

Application Apply in professional Apply in Apply in

work. professional work professional work
and research. and research as a
leader or initiator.

Degree of Independent or in Independent Highly independent,

Independence teams leads and initiates.

As mentioned earlier, the PQF is the Philippine Framework comparable to the ten
member countries of the ASEAN. These countries are Malaysia, Indonesia, Brunei
Darussalam, Philippines. Singapore, Thailand, Cambodia, Myanmar, Lao PDR, and
Vietnam. Each country's national framework shall be referenced to the ASEA N
Reference Qualification Framework (ARQF). ARQF is a tool or device that enables
comparisons of qualifications across ASEAN member states. It addresses education
and training that promote lifelong learning. (Coles, M, and Bateman, A. Undated).

Knowledge, Process, Understanding, Performance (KPUP)- Levels of Learning

Outcomes
Knowledge, Process, Understanding, Performance reflect different learning
outcomes arranged in a hierarchy of complexity. Knowledge is the basic level of
learning outcomes, and Performance is the advanced learning outcomes.
Let us look at how these learning outcomes are calibrated. Later on, we will find
examples of how each level is assessed.

Learning Description of Learning Outcomes Guide Questions for Teachers

1. What do you want your

students to know about
 facts, concepts,
procedures, and multiple
Level 1 KNOWLEDGE – factual knowledge; conceptual
thinking? i.e., parts of the
knowledge, procedural knowledge,
body; the sky is blue,
metacognition
how to dissect a frog;
describing a typhoon
from different views.
2. What do you want your
student to do with what
PROCESS – skills that the student uses based
they know? i.e., identify
on facts and information to make meaning and
Level 2 the parts of the frog's
understand.
body after dissecting it.
3. What do you want
students to understand?
i.e., How do the elements
Level 3 UNDERSTANDING- big ideas or concepts of weather interact to
produce climate change?
4. Can you place in a
portfolio all the evidence
to show your learning
outcome?

5. Can you create a one-act

PRODUCTIVE/PERFORMANCE- what play showing the
products (material, tangible) or performance principles of
Level 4 dramatization?
(oral, visual, written) as evidence of learning?
i.e., portfolio, paintings, drama, research,
projects) 6. Present a research
report on the
conservation of
indigenous plants.
Assessment Tool for Each Level of Learning Outcomes

Knowledge, Process, Understanding (KPU) Learning Outcomes

Knowledge, process, and understanding are learning outcomes. Students who
can show that they have gained knowledge can apply such knowledge and have
achieved several meanings on the particular knowledge have achieved the learning
outcomes.

Types of Tests to Measure Knowledge, Process, and Understanding

1. Objective Test – Test that requires only one and one correct answer. It is
difficult to construct but easy to check.

1.1. Pencil and Paper Test – as the name suggests, the test is written on
paper and requires a pencil to write. However, in modern times, a pencil-
and-paper test can also be translated to an electronic version, making the
test “ paperless. “

1.0.1 Simple Recall – This is the most common tool to measure knowledge.
There are varieties of Simple Recall Tests to include.
 Fill in the Blanks

 Enumeration

 Identification

 Simple Recall

1.1.2 Alternative Response Test - This is the type of pencil and paper test
where two options or choices are provided. The items can be stated in a question
or a statement form. Examples of this are:
 True or False- Example: The Philippine population has reached one
million.

 Yes or No- Example: Has the Philippines population reached one million?
 1.1.3. Multiple Choice Test- This is the most versatile type because it can
measure a variety of learning outcomes. It consists of a problem and a list of
suggested solutions. The incomplete statement or direct question is called the
STEM. The list of suggested solutions in words, numbers, symbols, or phrases is
ALTERNATIVES, OPTIONS, or CHOICES. There should be three to five options
for each item. The correct alternative is the ANSWER, while the remaining options
or choices are DISTRACTERS, DISTRACTORS, or DECOYS. Some multiple
choices items are presented with STIMULUS MATERIAL.
 Correct answer type – Other alternatives are wrong, and only one is the
correct answer. It can be constructed in either direct question or completion
of the sentence.
Examples:

Direct Question:

What is NOT a member of the ASEAN 2015 Economic Community?

A. Vietnam B. Korea
C. Malaysia D. Philippines
Incomplete Sentence:

A country in Southeast asia which is not a member of the ASEAN 2015

economic community is
A. Vietnam B. Korea
C. Malaysia D. Philippines

 Best answer Type- All the alternatives are correct, but only one is the best.

Direct Question:
What do progressive educators consider the most important factor in the
teaching-learning process?
A. Teacher B. Learner
C. Books D. Principal
1.1.4 Matching Type Test – The most common matching type test comprises two
parallel columns, the first Column (A) as the Premise that presents the problem and the
second Column (B) that provides the Answer. There are many modified matching types
as well.
 Matching type test is useful in measuring factual information and relationships
between two things, ideas, or concepts. It reduces guessing to the minimum as
compared to the alternative response test. Some of the relationships that can be
matched are found in the matrix below:

Relationships That Can Be Used in Matching Type Tests

Persons Achievements

Dates Historical Events

Terms Definitions

Principles Illustrations

Parts Functions

Machines Uses

Diseases Causes

1.2.4.1. Perfect Matching Type- The number of premises is less than the number of
responses in Column B. The response can only be used once.
Example:
In Column A are popular descriptions of Presidents during their term of office. Match
then with the names of Philippines Presidents in Column B.

Column A (Premise) Column B (Responses)

1. Ramon Magsaysay A. Man of the M
2. Carlos P. Garcia B. People Power President
3. Corazon Aquino C. Filipino First Policy
D. Champions of First Land Reform Law

1.2.4.2. Imperfect Matching Type- The number of premises in Column A is not equal
to the number of the responses in Column B or the other way around. The responses or
the Premise can be used more than once.
Example:
In Column A are names of well-known curriculum evaluators. Match them with the
evaluation models they have been identified within Column B. You can use the letter
once or more than once.

Column A (Premise) Column B (Responses)

1. Consumer Oriented Model A. Michael Scriven

2. Responsive Model B. Daniel Stufflebeam
3. CIIP Model C. Robert Stake
4. Goal Free Model D. Ralph Tyler
5. Phi Delta Kappa Model

1.2 Subjective Test- Learning outcomes which indicate a learner's ability to originate
and express ideas is difficult to test through objective type test. Hence in subjective type
tests, answers through reflections, insights, and opinions can be easy.
1.2.1. Essay test items allow students freedom of response. Students are free to
select, relate and present ideas in their own words. The type of answers would
reflect the extent of the learner's knowledge of the subject matter ability to use
higher thinking skills and express ideas accurately, creatively, and appropriately.
1.2.1.1 Restricted Response Item- This is like an expanded short answer type
objective test. There is a limit on the content, scope, and the form of student
response. It is most useful in measuring learning outcomes that require the
interpretation and application of data in a specific area.
Examples:
1. What are the main body parts of a plant? Describe each part.
2. Why is the barometer one of the most useful instruments to forecast the
weather? Explain in one paragraph.

1.2.1.2 Extended Response Item- The student is generally free to select any
factual information that can help organize the response. The contents of an
extended essay will depend on the test takers' analysis, synthesis, evaluation,
and other higher-order thinking skills.

Examples:
1. Evaluate the significance of the result of the national referendum of
Scotland to the global peace condition.
2. What can you say about NATO's position on ISIS?
 3. Comment on the term “new normal” that refers to the environmental
condition and climate change.

Types of Essay that Measures Complex Learning Outcomes

Type of Essay Test Item Example of Complex Learning Outcomes that can
be Measured

Ability to:

 Explain cause-effect relationships

 Describe the application of principles
Restricted response Essay Items  Formulate valid conclusion
 Enumerate and explain
 Explain methods and procedure
Ability to:

 Organize ideas
 Integrate learning
Extended Responses Essay Items  Design an experiment
 Evaluate the worth of ideas

Assessment Tools to Measure Authentic Learning Performance and Products

(KPUP)
Level IV of the learning outcomes in KPUP can be assessed through
Performance or Product. These learning outcomes can best be done through the use of
authentic evaluation. Authentic evaluation is a test that measures real-life tasks,
performance, and actual products. The most common authentic assessments are the
performance assessment and a portfolio.
Performance Assessment Tools
1. A checklist is a tool that consists of a list of qualities that are expected to be
observed as present or absent. The presence is to be marked and the absence
is marked X.
Example: Checklist on the use of a microscope (10 points)
Instruction: Observe the student in a laboratory activity using a microscope. Check
() the items you have seen, which were done appropriately, and mark (X) items
that were not appropriately done.
_____ 1. Wipes the slide with lens paper.
_____ 2. Places drop or two of culture on the slide.
 _____ 3. Adds few drops of water
_____ 4. Places slide on the stage
_____ 5. Turns to low power lens
_____ 6. Looks through the eyepiece with one eye
_____ 7. Adjusts mirror
_____ 8. Turn high power lens
_____ 9. Adjust for maximum enlargement and resolution
_____ 10. Records results

2. Rating Scale is a tool that uses a scale in a number line to estimate the numerical
value of a performance or a product. The value is easier to score if the points are in
whole numbers. The most popular rating scale is called the Likert Scale.

Example: Rating Scale for a Science Project (name/title)

Instruction: On a scale of 1 to 10, with one as the lowest and ten as the highest
score, rate the projects on the following elements. Circle the choice of your
answer.

1. Purpose/s are clear: 1 2 3 4 5 6 7 8 9 10

2. Relevant to environmental problem 1 2 3 4 5 6 7 8 9 10
3. Use of local materials 1 2 3 4 5 6 7 8 9 10
4. Shows collaborative work 1 2 3 4 5 6 7 8 9 10
5. Overall impact to humanity 1 2 3 4 5 6 7 8 9 10
3. Rubrics for Portfolio- A portfolio is a compilation of the experiences as authentic
learning outcomes presented with evidence and reflections. An assessment tool called
a RUBRIC is utilized to assess the total learning experiences as presented in a holistic
package.
Example:
Suggested Rubric for a Field Study Course Portfolio

Description and Numerical Value

Criteria
1 2 3 4 5

Contents of Less than 40% Less than 59 % Has a 60-74% Has 75-89% Has 90-100%

the portfolio Needed entries of the needed Of the needed of the needed needed entries

content content content

Most intended Some intended Intended Intended Intended

learning NOT learning learning
learning outcomes are Learning outcomes are
outcomes are outcomes are
Objectives of NOT SMART SMART, do not SMART but SMART and SMART and
cover the whole cover a least
the Portfolio and cover only course cover only less 75% of the cover the
minimum than 75% of course whole course
the course.

Few entries Some entries Entries are of Entries are Entries are

are acceptable are acceptable Better quality, of better Best quality,

Quality of quality, not well quality, well many are well quality, many well selected
Entries selected very selected and selected and are well and substantial

minimal substantial substantial. selected and

substance
substantial

Not creative Minimal Creative, neat Creative Creative, neat

Presentation in disarray, creativity, neat and an neat and has very strong

of Entries less impact, no but with minimal average strong appeal/impact

appeal impact/appeal. impact/appeal
impact

Submitted Submitted 11- Submitted on Submitted on Submitted

ahead of
Properties after the 30 30 days after schedule schedule
schedule
days after the schedule

deadline

Levels of Assessment for the Levels of Learning Outcomes

The levels of assessment are also the description of the levels of the learning
outcomes, which are (1) Knowledge, (2) Process or Skills, (3) Understanding (4)
Product or Performance. The levels of learning outcomes are also used to describe the
assessment levels. Through the DepEd Order 73, s 2012 learning outcomes are also
the levels of assessment. In other words, the assessment levels also follow the level of
thinking skills from lower level to higher level.

Level of Learning Type of Percentage

 Outcomes/assessment What to Test/ Assess? Assessment

Value in

Assessment

Pencil & Paper/

Level 1 – Knowledge Who, What, When, How, Why? Nonpaper and 15%

Pencil

Pencil & Paper/

Level 2 – Process Skills Constructed meaning from Knowledge Non-paper and 25%

Pencil

Explanation, interpretation

Level 3 – Understanding Application, Empathy, Perspective and Pencil and paper 30%

Self Knowledge, Big ideas, principles

and generalization

Level 4 – Products/ Transfer of understanding to life Checklist /Rating 30%

Performance situations as Products, or Scale

Performance

Tota
l
100%

Use of Levels of Assessment in the Classroom for a Summative Test

Illustrative Example for a summative Test (Third Grading Period) in Elementary Science
Grade 6
Miss Portia Bala will prepare a periodical test for the first quarter lesson. It will be
a summative test covering knowledge, Process Skills, Understanding, and
 Products/Performance. According to the DepEd order 73, s. 2012, the distribution of
items should cover the achieved learning outcomes.
For every grading period, a summative test is constructed. A Table of
Specification (ToS) is developed to help construct the test. This TOS should reflect the
Levels of Learning Outcomes provided. An example is shown below:

Sample Table of Specification Matrix for a Periodical Test for the Third Quarter

Assessment level Tools Highest Scores Weights

Knowledge Objective Test 25 15%

Process Objective Test 25 25%

Understanding Objective Test/Essay 30 30%

Product Rubric/ Rating scale 20 30%

Total 100 100%

Sample Matrix of a Periodical Summative Test Result in the Third Quarter

(Example: Anna Padilla Performance in the Test)

Assessment Tools Highest Scores % Weights % Value of

earned of Anna’s
Level possible Score
by Anna Scores
Scores

Knowledge Objective Test 25 25 15% 15.00

Process Objective Test 25 20 25% 24.00

Understanding Objective/Essay 30 26 30% 25.99

Product Performance 20 20 30% 30.00

 Product Test

94.99%

Total 100 points 91 points 100% Composite

Score

Placing Value to the Assessment Results from KPUP: The Grading System
The four levels may be employed in the formative assessment, but the result is
not recorded. It will just tell how the students are progressing. On the other hand, the
KPUP format is required for summative assessments recorded for grading purposes.
The computed value of the four assessment levels will be described according to the
value of the students' composite scores.
The interval scale of the four-level learning outcomes is given Level of
Proficiency Description. This interpretation is used for all the learning areas or subjects
in basic education.

Levels of Proficiency Description Composite Score In Summative

(Grade) in %

Beginning 74 below

Developing 75.79

Approaching Proficiency 80.84

Proficient 85.89

Advanced 90 and above

When used as a tool for the formative assessment, the teacher will be guided by the
level of proficiency of each learner. Thus, remediation can be done immediately before
going to the next school quarter or school level. Using Anna's composite score of
94.99% means that her level of proficiency is Advanced.
Lesson 3: Planning, Implementing and Evaluating: Understanding the
Connections

Does Curriculum Development end up with evaluation? Yes, according to

some models presented by Hilda Taba and Ralph Tyler. However, since
curriculum development is a continuous process, it can also be viewed like a PIE.
Planning. Implementing and Evaluating (PIE) is a cyclical process that means
that after evaluating, the planning process starts again.

The Evaluation Cycle: The Connections

Evaluating Planning

Implementing
 Planning, Implementing, and Assessing are three processes in curriculum
development that are taken separately but are connected. The cycle continues as each
is embedded in a dynamic change in curriculum development.

Key Idea: Planning is an initial step in curriculum development.

Planning

Planning is an initial process in curriculum development. It includes determining

the needs through an assessment. Needs would include those of the learners, the
teachers, the community, and the society as these relate to the curriculum. After the
needs have been identified, the intended outcomes are set. Intended outcomes should
be smart, specific, measurable, attainable, with the result, and within the time frame.
Intended outcomes should be doable, achievable, and desired. After establishing these,
then curricularist should find out in planning ways to achieve the desired outcomes.
These are ways and means and the strategies to achieve outcomes. Together with the
methods and strategies are the identification of the support materials. All of these
should be written and should include the means of evaluation.
An example of a curriculum plan is a lesson plan. It is a written document. Many
planners would say: A good plan is half of the work done. "So, in curriculum
development, a well-written plan assures a successful implementation.
The end product planning is a written document. Some outputs of curriculum
planning are lesson plans, unit plans, syllabus, course design, modules, books,
instructional guides, or even a new science curriculum plan.

Key Idea: Implementing continues after planning

Implementing

What should be implemented? The planned curriculum which was written should
be implemented. It has to be put into action or used by a curriculum implementer who is
the teacher. Curriculum plans should not remain as written documents. It will become
useless.
A curriculum planner can also be a curriculum implementor. A curriculum planner
who implements the curriculum must fully grasp what is to be done. It is an important
role of the teacher.
 With a well-written curriculum plan, a teacher can execute this with the help of
instructional materials, equipment, resource materials, and enough time. The curriculum
implementor must also see that the plan that serves as a guide is executed correctly.
The teacher's skill and ability to guide learning are necessary for curriculum
implementation. The end given the intended outcomes must be achieved in the
implementation.

Key Idea: Evaluation follows the implementation

Evaluating

The focus of this chapter is an evaluation after planning and implementation was
done. It is very necessary to determine if the planned or written curriculum was
implemented successfully and the desired learning outcomes were achieved.
Curriculum evaluation as a big idea may follow evaluation models used for
programs and projects. These models discussed in the previous lesson guide the
process and the corresponding tools used to measure outcomes.
 However, when used for assessment of learning, which is also evaluation, more
attention is given to assessment levels for the levels of learning outcomes as defined by
the Department of Education. The description for the learner's proficiency is described
by the qualified values of the weighted test scores on an interval scale.
Key Idea: What has been planned, should be implemented, and what has been
implemented should be evaluated.
Finally, the PIE. The cyclical flow of the three processes in curriculum
development is very easy to remember and follow. As a curricularist, these guiding
ideas clarify that one cannot assess what was not taught nor implement what was not
planned. PLAN then IMPLEMENT, then EVALUATE, and the next cycle begins.

CHAPTER 5
CURRICULUM DEVELOPMENT REFORMS AND ENHANCEMENT

Module 6: Gearing Up for the Future: Curriculum Reforms

Module Overview:
This module brings you to some curricular development reforms and
enhancements. As Philippine education braces itself with the ASEAN and the rest of the
world, there is a need to enhance and reform the curriculum. As a curriculum knower,
designer, implementer, and evaluator, substantial knowledge of some of these reforms
are necessary.

Lesson 1: The enhanced Basic Education Act of 2013 (K to 12)

Curriculum designers need to enhance the curriculum and propose curricular

innovations to respond to the changing educational landscape in the country and other
parts of the globe. As a future curricularist and a teacher, it is most necessary that you
be familiar with what is happening and will happen in our curriculum. There is no
substitute for being READY and INFORMED.

(Research on the Full details of K-12 Curriculum)

Module 7: Outcomes-Based-Education: Basis for Enhanced Teacher Education
Curriculum
Module Overview:
Outcome-based education (0BE) has recently become the fundamental
philosophy of higher education in the Philippines. All curricula, including teacher
education, will be anchored on the concept of OBE in terms of course designing,
instructional planning, teaching, and assessing student learning. This module will allow
you to understand what OBE is all about and relate the same to teacher education
curriculum as future teachers.

Lesson 1: Outcomes-Based Education for Teacher Preparation Curriculum

There has been increasing attention on outcomes-based education for several
reasons in recent years. These include the return of investments and accountability,
driven by political, economic, and educational reasons.
Definition of Outcomes-Based Education (OBE)
Among the many advocates of OBE in the early years was W.Spady (1994). He
defined OBE as clearly focusing and organizing everything in the educational system
around the essentials for all the students to do successfully at the end of their learning
experiences. It starts with a clear picture of what is important for students to do, then
organizes the curriculum, instruction, and assessment to ensure that learning happens.
This definition points to the desired results of education, which are the learning
outcomes. It is made up of knowledge, understanding, skills, and attitudes that students
should acquire to reach their full potential and lead fulfilling lives as individuals in the
community and at work.
The teachers should address the following questions to define and clarify further.
1. What do we want these students to learn?
2. Why do we want students to learn these things?
3. How can we best help students to learn these things?
4. How will you know when the students have learned?
Spady premised that in Outcomes-Based Education;
 All students can learn and succeed, but not simultaneously or in the same
way.
 Successful learning promotes even more successful learning.
 Schools and teachers control the conditions that will determine if the
students are successful in school learning.
Four Essential Principles in OBE
In order to comply with the three premises, four essential principles should be
followed in the planning, instruction, teaching, and assessing learning.

Principle 1: Clarify of Focus

A clear focus on what teachers want students to learn is the primary
principle in OBE. Teachers should bear in mind that the outcome of teaching is
learning. To achieve this, teachers and students should have a clear picture of
what knowledge, skills, values must be achieved at the end of the teaching-
learning process. It is like looking straight ahead so that the target will be
reached.

Principle 2: Designing Backwards

This principle is related to the first. The learning outcome has to be clearly
defined at the beginning of a curriculum design. What to achieve at the end of
formal schooling is determined as the beginning. Decisions are always traced
back to desired results. It means that planning, implementing (teaching), and
assessing should be connected to the outcomes.

Principle 3: High Expectations

Establishing high expectations challenging standards of performance will
encourage students to learn better. It is linked to the premise that successful
learning promotes more successful learning, as mentioned by Spady in 1994. It
parallels Thorndike's law of effect, which says that success reinforces learning,
motivates, builds confidence, and encourages learners to do better.

Principle 4: Expanded Opportunities

In OBE, all students are expected to excel; hence equal expanded
opportunities should be provided. As advocates of multiple intelligences say,
"every child has a genius in him/herself, hence is capable of doing the best.”
Learners develop inborn potentials if corresponding opportunities and support
are given to nurture.

Teaching- Learning OBE

 Teaching is teaching if learners learn. Learning is measured by its outcome.
Whatever approach to teaching is used, the intent should focus on learning rather than
on teaching. Subjects do not exist in isolation, but links between them should be made.
Students must learn how to learn; hence a teacher should be innovative. How then
should teaching-learning be done in OBE? Here are some tips:
 Teachers must prepare students adequately. It can be done if the
teachers know what they want the students to learn and what learning
outcomes to achieve. Prerequisite knowledge is important; thus, a review
is necessary at the start of a lesson.

 Teachers must create a positive learning environment. Students should

feel that the teacher is always there to help regardless of individual
uniqueness. Teacher and student relationship is very important. The
classroom atmosphere should provide respect for diverse kinds of
learners.

 Teachers must help their students understand what they have to learn,
why they should learn it (what use it will be now and in the future), and
how they will know that they have learned.

 Teachers must use a variety of teaching methods. The most appropriate

strategy should be used, considering the learning outcome teachers want
the students to achieve. Also to consider are the contents, the
characteristics of the students, the resources available, and the teacher's
teaching skills. Even if OBE is learning-centered, sometimes more direct,
time-tested teaching methods will be appropriate.

 Teachers must provide students with enough opportunities to use the new
knowledge and skills. When students do this, they can explore the new
learning, correct errors, and adjust their thinking. Application of learning is
encouraged rather than the mere accumulation of these.

 The teacher must help students bring each learning to a personal closure
that will make them aware of what they learned.

Here are additional key points in teaching-learning in OBE which show the
shifts from a traditional to an OBE view.

From Traditional View To OBE View

Instruction Learning

Inputs and Resources Learning Outcomes

 Knowledge is transferred by the Knowledge already exists in the
minds of the learners
teacher.

The teacher is dispensing Teachers are designers of methods

knowledge

Teachers and students are Teachers and students work in

teams
independent and in isolation

Assessment of Learning Outcomes in OBE

Assessment in OBE should also be guided by the four principles of OBE, which
are clarity of focus, designing backward, high expectations, and expanded opportunity.
It should contribute to the objective of improving students' learning. Since in OBE, there
is a need to establish a clear vision of what the students are expected to learn (desired
learning outcome), assessment becomes an embedded part of the system.
An assessment should be guided by the following principles to be useful in the
OBE system:
1. The assessment procedure should be valid. Procedure and tools should
assess what one intends to test.
2. The assessment procedure should be reliable. The results should be
consistent.
3. The assessment procedure should be fair. Cultural background and other
factors should not influence assessment procedure.
4. Assessment should reflect the knowledge and skills that are important to the
students.
5. Assessment should tell both the teachers and students how students are
progressing.
6. Assessment should support every student's opportunity to learn important
things
7. Assessment should allow individual or uniqueness to be demonstrated.
8. Assessment should be comprehensive to cover a wide range of learning
outcomes.
Learner’s Responsibility for Learning
In OBE, students are responsible for their learning and progress. Nobody can
learn for the learner. Only the learner, himself/herself, can drive himself to learn; thus,
learning is a personal matter. Teachers can only facilitate that learning, define the
learning outcomes to be achieved, and assist the students to achieve those outcomes.
Students have a bigger responsibility to achieve those outcomes. In this way, they will
know whether they are learning or not.
 In terms of students' perspectives, common questions will guide them as they
learn under the OBE Curriculum framework. To guide the students in OBE learning,
they should ask themselves the following questions.
As a student,
1. What do I have to learn?
2. Why do I have to learn it?
3. What will I be doing while I am learning?
4. How will I know that I am learning what I should be learning?
5. Will I have any say in what I learn?
6. How will I be assessed?
Lesson 2: Enhanced Teacher Education Curriculum Anchored on OBE

As a teacher education curriculum initiatives gear towards globalization,

contextualization, indigenization, and other reforms or enhancements, much
harmonization is being done by educators, curriculum specialists, faculty, teachers,
students, and all stakeholders. Outcomes-Based Education as philosophy, system, and
classroom practice gives a very strong signal in the reconceptualization of the teacher
education curriculum.

Let us learn how a teacher education curriculum embraces the philosophy,

system, and classroom practice of OBE.

Teacher Education Curriculum Anchored on OBE

What could be a teacher education curriculum that anchors itself on outcomes-
based education? What would be the features of this curriculum that could address
future concerns of basic education? What competencies must one acquire to be able to
address these concerns? How will these competencies enhance the attributes of a
teacher education graduate? These questions and many more shall be addressed in the
content of this lesson.
1. Desired Outcomes of the Teacher Education Program (Ideal Graduate of
Teacher Education Program Competencies)
Questions like: What kind of teacher do we desire to graduate in the
future? What kind of teacher will you be? What qualities will you possess?
To address these questions, the desired competencies and outcomes of
the teacher education curriculum must be clearly stated. These competencies will
guide teacher education programs on what product they desire at the end of the
college education. What are the attributes of the Ideal Graduate?
 Recognizing the demand of K to 12, the framework of the National
Competency-Based Teacher Standards (NCBTS), and global requirements of
ASEAN 2015, a need to harmonize the teacher competencies is very critical.
With OBE, these competencies will form the desired outcomes of the teacher
education program.
With the current imperatives of the 21 st Century, the teacher education
curriculum must emphasize teachers' values, skills, and knowledge that are
fundamental to good teaching. The roles and responsibilities of teachers should
be viewed collaboratively with other professionals because of new job
opportunities. Teachers may not remain in the classrooms but may take on tasks
as course designers, program evaluators, training specialists, and others related
to teaching.
Competencies for all Future Teachers in the Teacher Education Curriculum
It is desired that all graduates of any teacher education program have the
following competencies to be ready to teach in the classroom. Here is the suggestion
based on CMO 30. S. 2004 and the NCBTS.
1. Demonstrate basic and higher levels of literacy for teaching and learning
2. Demonstrate deep and principled understanding of the teaching and learning
process
3. Master and apply subject matter content and pedagogical principles
appropriate for teaching and learning
4. Apply a wide range of teaching-related skills in curriculum development,
instructional material problem, learning assessment, and teaching delivery
5. Articulate and apply a clear understanding of how educational processes
related to the political, historical, social, and cultural context
6. Facilitate learning in a various classroom setting diverse learners coming from
different cultural backgrounds
7. Experience direct field and clinical activities in the teaching milieu as an
observer, teaching assistant, or practice teacher.
8. Create an innovative alternative teaching approach to improve student
learning
9. Practice professional and ethical standards for teachers anchored for both
local and global perspectives
10. Pursue continuously lifelong learning for personal and professional growth as
teachers
With the enumerated intended outcomes, future teachers should be aware of the
outcomes they should become.
Using the National Competency-Based Standards as a frame, as a global Filipino
teacher, let us analyze the intended competencies/outcomes addressed by the different
NCBTS domains. (TCSE Progress Report, 2013)
 Teacher Standards Outcomes Domains Addressed in NCBTS

 Uses specialized knowledge and skill  Diversity of learners

in a variety of school contexts and  Learning Environment
diverse students background  Curriculum

 Applies inquiry with the use of  Diversity of Learners

research approaches and utilize  Planning, Assessing, and
evidence-based knowledge to Reporting
improve teaching.  Personal Growth and Professional
Development
 Social Regard for Learning

 Self-directs continuous learning  Personal Growth and Professional

related to own expertise to enhance Development
student outcomes and strengthen  Social Regard for learning
professional identity.

 Maximize the involvement of

education stakeholders and non-  Community Linkages
education
communities to work in collaboration
for relevant educational reforms

From the identified competencies, standards, and outcomes, the IDEAL

GRADUATE of the teacher education program as a new breed of TEACHER are:

 Multiliterate
 Reflective
 Master subject content
 Highly Skilled
 Sensitive to issue
 Multicultural
 Innovative
 Highly professional
 Lifelong learner
2. Teacher Education Curriculum: An Example
What kind of teacher education curriculum can develop such
competencies in colleges of education or teacher education departments?
The competencies previously stated are now translated into outcomes
using the OBE framework. These are the outcomes we need to see in every
graduate.

Teacher Education Program Outcomes

At the end of the degree plan for elementary or secondary teaching, the future
teacher must have:
 Demonstrated basic and higher levels of literacy for teaching and learning.
 Demonstrated deep and principled understanding of the teaching and learning
process.
 Mastered and applied the subject matter content and pedagogical principles
appropriate for teaching and learning.
 Applied a wide range of teaching-related skills in curriculum development,
instructional material production, learning assessment, and teaching delivery.
 Articulated and applied a clear understanding of educational processes related to
political, historical, social, and cultural contexts.
 Facilitated learning in various classroom settings with diverse learners from
different cultural backgrounds.
 Experienced direct field and clinical activities in the teaching milieu as an
observer, teaching assistant, or practice teacher.
 Created and innovated alternative teaching approaches to improve student
learning.
 Practiced professional and ethical standards for teachers anchored for both local
and global perspectives.
 Pursued continuously lifelong learning for personal and professional growth as
teachers.
Content and Pedagogy to Achieve the Outcomes
Having identified the program's outcomes, how will universities, schools, and
departments form the future teachers?
1. Course or Degree Contents- A college degree is required to become a
teacher. A degree comprises courses or subjects clustered as general
education courses, professional education courses, and major or
specialized subject courses.

There are similarities and differences in the required number of subjects

and courses recommended for elementary and secondary level teachers.
 Let us look at the examples:

Elementary Level Teaching for K to Grade 6- General Education

Courses, Professional Teacher Education Courses, Areas of
Specialization or Additional Subjects in a Specialized Field.

Secondary Level Teaching for Grade 7-10 (Junior High)- General

Education Courses, Professional Teacher Education Courses, Major
Discipline (English, Maths, Science, others)

Secondary Level Teaching for Grade 11-12 (Senior High School)-

General Education Course, Professional Teacher Education Courses,
Major Discipline (higher level of contents)
There are common courses for both levels of teaching. In the
professional teacher education courses, both will have almost the same
with one or two different courses to address the context of the grade level
they will teach.
Illustrative Example of Probable Subjects in the Professional Teacher Education
For all future teachers in K to 12 (elementary and secondary levels)
A. Foundation Courses

 Child and Adolescent Learners and Learning Principles

 The Teacher and Society
 The Teaching Profession
 School Culture and Organizational Leadership
 School-Community Linkages
 Foundations of Special and Inclusive Education

B. Pedagogical Content Knowledge Courses

 Facilitating Learner-Centered Teaching and Learning

 Assessment of Learning
 Technology for Teaching and Learning
 The teacher and the School Curriculum
 Building and Enhancing Literacy Skill Across the Curriculum
 Content and Pedagogy of the Mother Tongue (Elementary level only)
 Teaching the Major Field Subjects (Secondary level only)

C. Major Courses for the Secondary and Selected Subject Area Content for the
Elementary

D. Experiential Learning Courses

 Field Study Courses (Field Observations)

  Practice Teaching (Classroom Observation, Teaching Assistants, Full
immersion)
These subjects are coherent and integrated to create and achieve an
almost seamless experience of learning to teach. Bringing theory into practice,
faculty teach the content and supervise student teachers in the field. Pedagogical
Content Courses (PCK) bring together courses that treat them holistically.
There will also be an integration with the academic courses and the
practicum courses to allow students to learn from the experts in the field. It will
enhance collaborative relationships with the academe and the schools.
2. Methods of Teaching and Teaching Delivery Modes
The teaching methods should be varied to address different kinds
of learners. Time-tested methods, as well as current and emerging
strategies, shall be utilized. These should be student-centered, interactive,
integrative, and transformative. Courses should enhance the concept of
"learning how to learn" for future teachers. The teaching methods should
be replicated what should be used in the workplace or schools.
The delivery modes may vary from the traditional face-to-face,
online, and experiential learning approaches. When these modalities are
combined in one course, it is called the blended approach.
The use of technology for teaching and learning in all subject areas
is encouraged so that every future teacher will develop skills to guide
future learners, most of whom are digitally skilled.
A very strong field-based experience in teacher education where
pre-service teacher students are immersed in the actual classrooms. It will
enable the students to gain experiential learning through observation,
teaching assistantship, and practice teaching.
Whatever methods of teaching or delivery modes to be used by the
teachers are written in a course design or syllabus prepared by the faculty
and shared with the students.
3. Assessment of Learning
College learning shall be assessed similarly to all other means of
assessment. It has to be remembered that in the Philippine Qualifications
Framework (PQF), there are three levels of competencies that all
undergraduate students should possess as evidence of their learning
outcomes. It refers to Level 6 of the PQF, which is described as Level 1 –
Knowledge, Skills, and Values Level 2 – Application of KSV and Level 3 –
Degree of Independence.
 Every subject has established a set of desired learning outcomes to
be achieved at the end of the course. These learning outcomes should be
evaluated to confirm if they have been achieved.
For example, in a subject Curriculum Development, the desired
course outcomes are:
At the end of the semester, the students must have :
1. Identified curriculum concepts that include the nature and purposes of
curriculum.
2. Discussed the different models of curriculum and approaches to
curriculum design.
3. Explained curriculum development in terms of planning, implementing,
and evaluating.
4. Describe the different involvement of stakeholders in curriculum
implementation.
5. Utilized different evaluation procedures and tools in the assessment of
learning outcomes.
6. Explained examples of curricular reforms such as K to 12 and OBE.
7. Reflected on the value of understanding curriculum development as a
teacher.
How will we know that students have arrived or achieved the learning
outcomes enumerated above? We need to assess these using varied
assessment tools and procedures as mentioned in previous modules. The key
verbs shall be used as an assessment check to determine the success of the
course.
The assessment procedure and tools should be appropriate for the
learning outcomes to be measured to be valid and reliable.
In summary, the teacher education curriculum that approaches the OBE
model for classroom practice begins with the end in view by establishing the
program outcomes at the start. It is followed by the Course Content, Pedagogy,
and Assessment. However, the three components are linked to each other.

Planning

(Degree Outcomes and

Attributes of an Ideal
Graduate)

Evaluating Implementing
(Assessment of Learning (Contents, Methods of
to indicate if degree Delivery)
Module 8: Curricular Landscape in the 21st Century Classrooms

Module Overview:

A dramatic technological revolution ushered the 21 st Century. We live in a society

that has become diverse, globalized, complex, and media-saturated. Current education
breaks the mold that we know of in the past. It has to be flexible, creative, challenging,
and complex. This module makes students aware of the current landscape in the
curriculum and the skills that the curriculum has to develop.

Lesson 1: The 21st Century Curricular Landscape in the Classrooms

The world has shrunk because of technology. Classrooms have become virtual
and global. Current students face emerging issues like global warming, poverty, health
issues, war, population growth, and many more. What would all of these requirements
be?

Emerging Curricula of the 21st Century Learners

What does the curriculum for the 21st Century look like? What are the emerging
factors and conditions that will shape the curriculum of the Century?

Discussion in various for here and abroad revolve along with the different issues.

 Globalization of economies and independence on international markets

 Increased concerns and actions about environmental degradation, water
and energy shortages, global warming, pandemic (HIV, Ebola)
 Nations competing for power block thus generating conflict but gives
opportunities to build alliances and cooperation
 Increased global migration and opportunities for working overseas
 Science and technological revolution
 Knowledge economy as a generator of wealth and jobs

These issues need a curriculum that will address global solutions to

environmental problems, environmental sustainability, cultural diversity, global conflicts,
technology revolution, and scientific breakthroughs.

Thus, an integrative approach to curriculum to curriculum is necessary. There

should be unity in core academic subjects where life and career skills are included. The
curriculum includes interdisciplinary themes development of essential skills for modern
pedagogies and technologies.
 The curriculum incorporates higher-order thinking skills, multiple intelligences,
technology and multi-media, and multiple literacies of 21 st-century skills. The 21st-
century curriculum includes innovation skills, information and media, and ICT literacy.

The curriculum for this Century should inspire and challenge both the teacher
and the learner. These are some of the characteristics of this curriculum. It is a
curriculum that...

 Provides appropriate knowledge, skills, and values to face the future.

 Is based on knowledge drawn from research.
 Is a product of a consultative, collaborative development process.
 Supports excellence and equity for all learners.

Need to Develop 21st Century Skills of Learners in the Curriculum

What are the skills needed by 21 st-century learners in order to cope with the
curriculum? Will the curriculum likewise develop these skills, too? According to the
Singapore Ministry of Education, such clusters of the competencies are seen in the
matrix below:

The cluster of Skills for the 21st Specific Descriptors

Century

Learning and Innovation Skills Critical Thinking and Problem Solving

Creativity and Innovation

Oral and Written Communication

Knowledge, Information, Media and Content Mastery

Technology Literacy Skills
Information Literacy

Media Literacy

ICT Literacy

Life Skills Flexibility and Adaptability

 Initiative and Self Direction

Teamwork and Collaboration

Social and Cross-Cultural Skills

Productivity and Accountability

Leadership and Responsibility

Citizenship Skills Valuing of Diversity

Global Awareness

Environmental Awareness

Values, Ethics and Professionalism

On the other hand, Howard Gardner (2006), from his book Five Minds of the
Future, sees that the five frames of thinking would help develop thinking skills. Each
frame of thinking is attributed to the type of mind the learner has to use to survive the
future.

The Five Frames of Thinking

Five Frames of Thinking Descriptions

The Disciplined Mind Makes use of the ways of thinking

necessary for major scholarly work and
profession.

The Synthesizing Mind Selects crucial information from the

voluminous amounts available, processing
such information in ways that make sense
to self and others.
The Creating Mind Goes beyond existing knowledge. Posse
new questions offer new solutions.

The Respectful Mind Sympathetically and constructively adjusts

to individual differences.

The Ethical Mind Considers one's role as a citizen

consistently and strives toward good work
and good citizenship.

Lastly, Tony Wagner, in his book The Global Achievement Gap, mentioned the
seven survival skills for the 21st-century curriculum.

1. Critical Thinking and Problem Solving

2. Collaboration Across Networks and Leading by Influence
3. Agility and Adaptability
4. Initiative and Entrepreneurship
5. Effectiveness Oral and Written Communication
6. Accessing and Analyzing Information
7. Curiosity and Imagination

Lesson 2: The Final Action for a Curriculum Material: A Celebration!

The 7 Rs of QUALITY CURRICULUM MATERIAL

(Modified from Ron Ritchart, Culture of Thinking Project, Bialik College, Melbourne)

The Rs of Quality Description of the R

Seven Curriculum Material
(7)

1 Rigorous Requires students to demonstrate a high level of

understanding and thinking

2 Real Authentic quality that mirrors what the students

will do as teachers

3 Requires independence Students are self-directed in doing their tasks

 4 Rich in Thinking Requires students more than memorization

5 Revealing Uncovers students level of understanding and

misconceptions

6 Rewarding Intrinsically motivating the students to do the task.

7 Reflective Makes students more reflective in the learning

process that contributes to better performance

Here is the more detailed explanation of the R. Study to evaluate and give
feedback on the curriculum material (Module) that you have used. Curriculum material
refers to the Curriculum Development for Teachers.

Rigorous- A curriculum material is rigorous if it provides students opportunities

to develop higher-order thinking skills, decision-making, and deep understanding.
It also points the direction for learning but opens for students understanding
beyond a minimal outcome. Do the activities in the lessons allow students to
develop higher-order thinking? How do the activities launch learning?

Real- A curriculum material is real if it builds understanding to engage in real-life

activities related to becoming teachers. Are the topics significant to the life of the
students? How do the topics intersect their lives as students and as future
teachers?

Requires independence- A curriculum material requires independence if

students are given opportunities to make appropriate choices, like whom to
interview or what class to observe, and when to do it. It will make students
engage in deep learning and allow them to learn from their mistakes.

Rich in thinking- A curriculum material is rich if it asks students more than just
memorization or repetition. The curriculum materials make students do
observations, ask questions, consider alternatives, evaluate outcomes, reflect,
and judge based on evidence.
 Revealing- A quality curriculum material reveals if it seeks to show what the
students do and do not understand, but how they understand it. Does the
curriculum material reveal what they understand from their answers in the
activities, self-check, and self-reflection?

Rewarding- A quality curriculum material is rewarding if students can articulate

what they are learning and share the results of their individual and group tasks. It
is indicative of the students' effort, which is directed toward a well-defined
learning goal. The sense of purpose is shown in their work as the intrinsic
rewards they gain. In short, they are happy with what they are doing.

Reflective- A quality curriculum material is reflective if it allows students to think

about one's learning, not only about feelings. For example, the statement . . . "I
used to think . . . but now I think . . . "

These are the seven Rs of the quality curriculum material. Collectively focused
on the topics to be covered, skills to be mastered, facts to be learned, and outcomes to
be achieved. These are the aspects of the curriculum material that is of quality.

Module 8: Curricular Landscape in the 21st Century Classrooms

Module Overview:

A dramatic technological revolution ushered the 21 st century. We live in a society

that has become diverse, globalized, complex and media-saturated. Current education
breaks the mold that we know of the past. It has to be flexible, creative, challenging and
complex. This module makes students aware of the current landscape in curriculum and
the skills that the curriculum have to develop.

Lesson 1: The 21st Century Curricular Landscape in the Classrooms

Desired Learning Outcomes:

 Describe the curricular landscape of the 21st century.

 Identify the 21st century skills to be developed in the curriculum.

The world has shrunk because of technology. Classrooms have become virtual and
global. Current students are facing emerging issues like global warming, poverty, health
issues, war, population growth and many more. What would all of these require?

Emerging Curricula of the 21st Century Learners

How does the curriculum for the 21 st century look like? What are the emerging
factors and conditions that will shape the curriculum of the century?
 Discussion in various for here and abroad revolve along the different issues.

 Globalization of economies and independence on international markets

 Increased concerns and actions about environmental degradation, water
and energy shortages, global warming, pandemic (HIV, Ebola, etc)
 Nations competing for power block thus generating conflict but gives
opportunities to build alliances and cooperation
 Increased global migration and opportunities for working overseas
 Science and technological revolution
 Knowledge economy as a generator of wealth and jobs

All of these issued need a curriculum that will address global solutions to
environmental problems, environmental sustainability, cultural diversity, global conflicts,
technology revolution, and science breakthrough.

Thus, an integrative approach to curriculum to curriculum is absolutely

necessary. There should be unity in core academic subjects where life and career skills
are included. Curriculum includes interdisciplinary themes, development of essential
skills for modern pedagogies and technologies.

The curriculum incorporates higher order thinking skills, multiple intelligences,

technology and multi-media and multiple literacies of the 21 st century skills. The 21 st
century curriculum includes innovation skills, information and media and ICT literacy.

The curriculum for this century should inspire and challenge both the teacher and
the learner. These are some of the characteristics of this curriculum. It is a curriculum
that...

 provides appropriate knowledge, skills and values to face the future.

 is based on knowledge drawn from research.
 is a product of consultative, collaborative development process.
 supports excellence and equity for all learners.

Need to Develop 21st Century Skills of Learners in the Curriculum

What are the skills needed by 21 st century learners in order to cope with the
curriculum? Will the curriculum likewise develop these skills, too? According to the
Singapore Ministry of Education, such clusters of the competencies are seen in the
matrix below:

Cluster of Skills for the 21st Century Specific Descriptors

Learning and Innovation Skills Critical Thinking and Problem Solving

Creativity and Innovation
 Oral and Written Communication

Knowledge, Information, Media and Content Mastery

Technology Literacy Skills Information Literacy
Media Literacy
ICT Literacy

Life Skills Flexibility and Adaptability

Initiative and Self Direction
Teamwork and Collaboration
Social and Cross-Cultural Skills
Productivity and Accountability
Leadership and Responsibility

Citizenship Skills Valuing of Diversity

Global Awareness
Environmental Awareness
Values, Ethics and Professionalism

On the other hand, Howard Gardner (2006) from his book five Minds of the
Future, sees that the five frames of thinking which would help in the development of
thinking skills. Each frame of thinking is attributed to the type of mind the learner has to
use in order to survive the future.
The Five Frames of Thinking

Five Frames of Thinking Descriptions

The Disciplined Mind Makes use of the ways of thinking

necessary for major scholarly work and
profession.

The Synthesizing Mind Selects crucial information from the

voluminous amounts available,
processing such information in ways that
make sense to self and others.

The Creating Mind Goes beyond existing knowledge. Posse

new questions, offers new solutions.

The Respectful Mind Sympathetically and constructively

adjusts to individual differences.

The Ethical Mind Considers one’s role as citizen

consistently and strives toward good work
 and good citizenship.

Lastly, Tony Wagner in his book The Global Achievement Gap mentioned the
seven survival skills for the 21st century curriculum.

1. Critical Thinking and Problem Solving

2. Collaboration Across Networks and Leading by Influence
3. Agility and Adaptability
4. Initiative and Entrepreneurship
5. Effectiveness Oral and Written Communication
6. Accessing and Analyzing Information
7. Curiosity and Imagination
Lesson 2: Education 4.0 in the School Curriculum

Desired Learning Outcomes:

 Explain what Education 4.0 in the school curriculum.

 Discuss ways of implementing Education 4.0.

Watch TED X Talks on Education 4.0 then as a group discuss your answers to
the following questions:
1. What is Education 4.0?
2. What learning outcomes are expected to be realized in Education
3. Which skills must students be taught?
4. Which should be the points of emphasis in the curriculum to align to
Education 4.0?
5. Which current curricular practices, particularly in teaching and assessing
methods and techniques, must be modified to respond to the demands of
the times?

Industrial Revolution 4.0 (JR) and Education 4.0

Education 4.0 is a response to Industrial Revolution 4.0 or IR 4.0. What is IR 4.0?

This is the Fourth Industrial Revolution. Obviously, the Fourth Industrial Revolution
came after a First, Second and Third Industrial Revolution which are referred to as IR
1.0, IR 2.0 and IR 3.0, respectively.

In the first place, you may ask what Industrial Revolution is all about. Schwab,
the founder and executive chairman of the World Economic Forum, the International
Organization for Public-Private Cooperation, describes an industrial revolution as the
appearance of technologies and novel ways of perceiving the world [that] trigger a
profound change, in economic and social structures."
 IR 1.0 was the invention of the steam engine. With the steam engine, human
labor was replaced by the machine. Many laborers lost their jobs because machines
did their jobs even more efficiently.

IR 2.0 was the age of science and mass production. Things started to speed up
with the discovery of' electricity. There were a number of key inventions –gasoline
engines, airplanes, and chemical fertilizer. Advancements in science weren’t limited to
the laboratory. Scientific principles were brought right into the factories, the most
notable of which is the assembly line. which effectively powered mass production,
Recall here Henry Ford’s company where by the early part of the 20 th century mass
produced cars with gasoline engine built on an assembly line.
IR 3.0 is the digital revolution. We moved from analog electronic and
mechanical devices to digital technology which dramatically disrupted industries,
especially global communications. We are now enjoying the blessings of digital
revolution- computers. cellphones. We used to tune in our television with an antenna
(analog). This is now replaced by an Internet-connected tablet that lets you stream
movies (digital).
IR 4.0 is computers connected to computers. It is interconnectivity. It's the Internet of
Things (IoT), Artificial Intelligence. In IR4.0 we have robots, driverless cars, genetic
sequencing and editing, miniaturized sensors, and 3D printing, to name some. We get
digitally connected to one another across the globe. We can know anything, anytime,
anywhere. Global community connects everything, everywhere always - the INTERNET
of Everything. Stem cell curing becomes obsolete. With genetic sequencing and editing,
we can now remove the sickness.

Education 4.0

With all these profound changes brought about by IR 4.0, how should education
be? What and how should schools teach? What should curriculum consist of? What
should curriculum focus on? The answer or answers to these questions are actually
what Education 4.0 means. In other words, Education 4.0 is the response of the
education sector to all the changes brought about by IR 4.0.
Schools have no choice but to respond to the dramatic brought about by IR 4.0, if
they have to be relevant. Higher education institutions cannot ignore these
developments or else become irrelevant. To be relevant, schools should consider some
statistics:

 80% of the skills trained in the last 50 years can now be outperformed by
machines
 65% of children who entered in 2018 will work in a job that have not been
invented yet
 49% of current jobs have the potential for machine replacement
(Statistics, Whelsh, 2018)
 With the efficiency of machines, routinized jobs can be done by machines with
greater efficiency than laborers. So human laborers must be taught how to use the
machines at their advantage. But machineslack important human characteristics such
as creativity, flexibility, compassion and empathy. School curricula then should focus
on the development of these innately human characteristics of creativity, flexibility,
compassion and empathy. Actually these human characteristics, form part of the 10
skills demanded by IR 4.0 enumerated by the World Economic Forum Report as
follows:

 Complex Problem Solving

 Critical Thinking
 Creativity
 People Management
 Coordinating with Others
 Emotional Intelligence
 Judgment and Decision- making
 Service Orientation
 Negotiation
 Cognitive Flexibility
(Source: World Economic Forum Report)

Education 4.0 must intentionally and formally include program outcomes, course
outcomes and learning outcomes that are focused on the development of the 10 skills
for success in IR 4.0. School curricula should develop a new generation that is
analytical in their way of thinking and is continuously adaptable to new skills and new
roles.
Course content must necessarily, purposively (not incidental teaching) include or
integrate these 10 skills. They must be taught to welcome machines and other features
brought by IR 4.0. Learners should be taught that Al can enhance' or optimize creativity
but cannot create Al is a great creative tool for scientists, artists, musicians and writers.
Learners must therefore be taught how to use machines with their unprecedented
processing power, storage capacity and their unlimited access to knowledge. Learners
must be made to understand that Artificial Intelligence (Al) can't replace workers in
creative jobs but can do the routine jobs at the service of humans.
Teaching methods, strategies and activities must be such that these top skills for
success in IR 4.0 must be developed. Problem-based learning (PBL), Project-based
learning (PrBL), service learning, immersion, shadowing, internship are
expected regular features of teaching-learning methods and strategies.
 Modes of teaching shall be flexible. With knowledge anywhere, anytime; lesson
delivery can be flexible. We can have flipped classrooms where students are given the
problems or questions in class and they go out to search for the answers to the
problems or questions then come back to share their answers. One can combine face-
to-face instruction with on-line learning.
Assessment of learning will not be limited to paper-and-pencil test. The
assessment of knowledge, skills and values is done through more authentic modes of
assessment.

LESSON 3:Curricular Modification in Basic Education During and Post-Pandemic

Desired Learning Outcomes:

 Explain curriculum changes introduced in basic education to address

learning-related problems brought about by the pandemic.
 Identify the different modes of teaching delivery during and post Covid 19
pandemic.

Read the following statements and relate them to curriculum-related actions

taken by schools to prevent the disruption of learning even as classrooms are
disrupted.
"Less is more".
"Avoid inch-deep-and mile-wide teaching."
"I cannot see the trees because of the forest."

The statements above suggest trimming down curriculum to' the most essential for
effective learning. When curriculum is focused on essentials, the inch-deep-mile-wide
teaching approach is avoided. Teacher teaches the most essential to a point of mastery.
Thus, less becomes more. There is less to teach because of the focus on the most
essential and as a consequence, learners master the lesson.
In this period of COVID 19 crisis, the Department of Educatio n came up with its Most
Essential Learning Competencies (MELCS).

The Most Essential Learning Competencies (MELCS)

A part of this Basic Education Learning Continuity Plan (BE-LCP) is the 60%
reduction of learning competencies found in the K to 12 Curriculum Guide from 14,171
competencies listed in the K to12 Curriculum Guide to 5,689 Most Essential Learning
Competencies(MELCs).
 One common problem that teachers meet is an overcrowded curriculum. There is
so much to cover that teachers tend to do mile-wide-inch deep teaching. The reduction
of the number of competencies may lead to more focused teaching. Teaching should
focus on essentials. "...The key to success is doing less” (The Wall Street Journal,
2018). Make teaching simple. American executive, designer, technologist John Maeda
(2006), says “…the first principle to of the simplicity is reduce.” The reduction of the
learning competencies to the most essential is a thing surely welcomed by both
teachers and students.

Various Curriculum Delivery Modes

Obviously, with the unseen threat called COVID 19 virus and for the health,
safety and welfare of all learners, teachers and personnel, face-to-face instruction is a
remote possibility in the immediate future until a vaccine is made available. Meantime,
classes have to go on. The Show must go on. This time not in the usual brick-and-
mortar classrooms, the traditional in-classroom set-up, but in the learners' homes and
the virtual classrooms.

Delivery mode is contextualized in the DepEd's Learning Continuity Plan. Since

schools and communities are differently situated, the choice of the learning delivery
modality of schools will depend on the local COVID-19 situation as well as access to
certain learning platforms.

The various curriculum delivery modes include: 1) Online learning, 2)

Alternative Delivery Mode, 3) Distance Learning, 4) Homeschooling, and 5)
Alternative Learning System.

The DepEd explains that online learning is only one of the delivery modes among
all others in this new learning environment. The DepEd directed its field units to
determine the most appropriate combinations or strategies of learning delivery for every
locality taking equity concerns into consideration. It is wise that schools consider valid
concerns related to online learning raised by stakeholders. Most of these concerns are
connectivity and accessibility, lack of or poor internet connection in schools, access for
teachers and students, availability of equipment such as computers, smart phones, and
printers for both teachers and students.

Alternative delivery mode (ADM) refers to the non-traditional education

program recognized by the Department of Education (DepEd) which applies a flexible
learning philosophy and a curricular delivery Program that includes non-formal and
informal sources of knowledge and skills.

Three (3) accredited ADMs are I) Modified In-School and Off-School Approach
(MISOSA); 2) Enhanced Instructional Management by parents, community, a Teachers
(e-IMPACT) for primary education.
 This alternative modality was developed to address the problems of seasonal
absentee learners and congested classrooms in schools.

Distance learning modes of education include delivery of educational content

online, digitally or through radio and television. There used to be "School-on-the Air". In
this Covid 19 crisis, the Philippine government offered government-run television and
radio stations as platforms for delivering lesson.
Homeschooling is another flexible learning option recognized by DepEd. In
fact, this is not only a stop-gap solution in times of crisis. Based on the policy
guidelines released by DepEd, homeschooling provides learners with access to formal
education while staying in an out of-school environment. It is meant for learners in
unique circumstances, such as illness, frequent travel, special education needs and
other similar contexts. Authorized parents, guardians or tutors take the place of
teachers as learning facilitators and are given flexibility in learning delivery, scheduling,
assessment and curation of learning resources.

To enroll children in a homeschool program, parents or guardians should do so

through a public school, through a private school that had been given a permit to offer a
homeschool program or through homeschool providers, which are learning centers or
institutions that provide homeschooling.

Homeschooling is not the same as home-based schoolmg. •It is much more than
using the home as a setting for schooling.

Alternative Learning System or ALS 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. ALS includes both the non-formal and informal sources of knowledge and
skills."

There are two major programs on ALS that are being implemented by the
Department of Education, through the Bureau of Alternative Learning System (BALS),
one is the Basic Literacy Program and the other is the Continuing Education Program
Accreditation and Equivalency (A&E). Both programs are modular and flexible. This
means that learning can take place anytime and anyplace, depending on the
convenience and availability of the learners.
LESSON 4: Curriculum Response of Higher Education for Teacher Education
Amid the Pandemic and Beyond

Desired Learning Outcomes:

 Identify the implications of the occurrence of COVID 19 pandemic to teacher

education curriculum.
 Propose adjustments to the curriculum during a pandemic.
 Identify ways and means to address the curriculum vis-a-vis the situation that
prevails during the pandemic.
The post-CO VID 19 global health crisis has resulted to unprecedented
challenges economically, socially, politically all over the world. More than just a health
crisis, it has resulted to an educational crisis. When lockdown and enhanced
community quarantines were declared across the world and in the Philippines,
educational institutions were unprepared on how to establish academic continuity
since students cannot anymore report to the university. Continuing the academic
engagement has been a challenge for teachers and students. To ensure continuity in
learning, higher education institutions resorted to online learning. However, the shift to
online mode of delivery has caused problems in terms of access and connectivity.
Further analysis reveals that the difficulty in shifting to online modality is the
unpreparedness of teachers to shift to flexible modality as the syllabus and learning
activities are geared towards traditional face-to-face delivery.

The post COVID scenario may be changed because the vaccine is already
available. However, social distancing will still have to be observed even when
quarantines are lifted. Gathering of large crowds would still be discouraged. Traditional
classroom face-to-face delivery will pose a risk for contamination. In other words, the
new normal will soon pervade in the areas of business, commerce, industry and
education. Thus, universities and educational institutions have to prepare for, thenew
normal in teaching delivery and ensure academic continuity amid beyond the pandemic.

One emerging concern the pandemic is the provision for flexible learning
modality to mitigate the risk of a face-to-face interaction. With the shift to flexible
teaching and learning modality is the provision for flexible curriculum. Do curricular
programs need to be changed to support the trajectory towards flexible teaching and
learning? In the Philippines, the standard written curricula are anchored on the
programs, standards and guidelines (PSGs) of the different disciplines as
recommended by the Commission on Higher Education (CHED). Do we need to modify
the current curricula to make them flexible and resilient?

Teacher Education Curriculum Response to the COVID 19 Pandemic and

Beyond
 A. Curriculum Modification
Curriculum modification is the process of making adjustments to
existing programs in higher education, specificallyteacher education in
order to respond to the needs of the learners amid and post pandemic.

1. Focusing on the Essentials: Mapping the Needed and Enduring

Outcomes in the Recommended and Written curriculum

The challenge during the pandemic is how to create a balance between

relevant basic competencies for the students to acquire and the teachers' desire
to achieve the entire outcomes of the curriculum. To solve this challenge, the
teacher needs to revisit the existing curriculum and analyze the outcomes of the
program or course, The mapping of the course outcomes should be done to
determine the needed and the enduring outcomes and which outcomes should be
emphasized. Needed outcomes are the desired knowledge, skills and values that
are required to learn higher concepts. They are defined as competencies that
learners need for continuation to subsequent level of concept. They are
considered as prerequisite competencies. On the other hand, enduring outcomes
are competencies that are necessary not just for succeeding in a certain topic but
are useful beyond a single unit or study. They are knowledge, skills and values
that have overarching applicability in real-life situations. In curriculum
modification, enduring outcomes can be given emphasis. Identifying and mapping
the needed and enduring outcomes can also shed light on overlapping so, the
teacher can decide which competency would be retained or merged.

Here are two examples of outcomes taken from the sample syllabus in
appreciation, a course in the general education curriculum in higher education.

Box A. Existing Statement of Box B. Modified Statement of

Outcomes in a Syllabus
At the end of the 3-unit course, the
students should be able to:
1. Mount an art exhibit (concept
development, post production,
production marketing,
documentation, critiquing)
2. Create their own works of art and
curate their own production of
exhibit.
Outcome to Cover the Essential
At the end of the 3-unit course, the
students should be able to:
1. Create their own work of art or
through virtual exhibit.
(In this way there is only one
outcome instead of two)
 The outcomes in Box A and Box B are all essential However in Box A,
there are two statements and in Box B, the two are merged into one essential
and enduring outcome.

Here is another example of unit outcomes for the course Purposive

Communication, in the general education curriculum. The two current
outcomes will be merged only into one outcome to address the essentials

Box A: Current Unit Outcome for Box B: Modified Statement of Outcome

Purposive Education
1. 1. Determine culturally appropriate terms,
expressions, and images
(sensitivity to gender, race, class, etc)
(needed outcome)
as Essential
1. Use culturally and interculturally
appropriate terms, expressions and
images in communication of ideas.

2. Determine cultural and intercultural

awareness and sensitivity in
communication of ideas. (needed
outcome)

The two examples show how learning outcomes can be reduced during the times
of pandemic by putting two together into one as an essential. These examples can also
be applied to learning outcomes in teacher education.

2. Rearranging of the College Course Offerings

Another way of modifying the curriculum during the pandemic is to rearrange the
course offerings. For example, the theories and concepts courses that can be delivered
online may be offered in the first two years while face-to-face delivery is not yet possible
due to risk of infection. The laboratory-based, field study and practicum courses can be
offered later when face-to-face modality is already feasible.

3. Offering of Elective or Cognate Courses that Relate to the Pandemic

In the global health crisis, it is imperative that the curriculum be adjusted by

offering courses that are needed to survive and thrive amidst the challenges of the
pandemic. Some of the proposed elective courses that are deemed essential especially
in the teacher education programs are the following:
  Change Management
 Disaster Risk Management
 Flexible Learning and 'Teaching Strategies
 Resilient Education
 Alternative Assessment
 Remote Teaching
 Health and Mental Wellness
 Instructional Materials Development for Blended Instruction
 Active Learning Principles and Practices
 Psycho-Social Support during Crisis

1. Modifying the taught curriculum

Another way of modifying the curriculum and ensuring learning continuity
during the pandemic is the implementation of multiple learning delivery
modalities. Considering that face-to-face modality is not feasible, teachers may
consider flexible distant learning options like correspondence teaching, module
based learning, project-based, and television broadcast. For learners with internet
connectivity, computer-assisted instruction, synchronous online learning,
asynchronous online learning, collaborative e-learning maybe considered. Details
of the delivery modification will be given emphasis later.

2. Modifying the assessed curriculum

Adjustments on the assessment measures can also be considered amid the

pandemic. There is a need to limit requirementsand focus on the major essential
projects that measure the enduring learning outcomes like case scenarios, problem-
based activities and capstone projects.Authentic assessments have to be intensified to
ensure that competencies are acquired by the learners. In the process of modifying the
curriculum amid the pandemic, it must be remembered that and evaluation tasks must
be anchored on what the learners need including their safety and well-being.

B. Curriculum Considerations

1. The Context or Teaching and Learning

Since the World Health Organization (WHO) has declared a pandemic

time in March, 2020 everything has changed, including people's way of life. The
havoc that Covid 19 has brought in reclaiming than million lives (and still
 counting) is unprecedented in human history. Education as a human right has to
continue despite (his pandemic, thus curriculum delivery appropriate to context
should be given a more serious thought by educators and teachers.

The Context

Based on the initial scientific studies, CO VID 19 is a rare disease which is

caused by a new virus. By the nature of the virus, the WHO issued fundamental
guidelines for everybody to follow to avoid its contamination and transmission. These
are:
l. Wash hands frequently with soap and water. Avoid touching the eyes, nose and
mouth with unwashed hands.
1. Wear face mask. This will provide a personal protection that no droplets due to
coughing or talking of a transmitter will be passed on to another person.
2. Keep distance. Social distancing or keeping away from another person at least
one meter away will break the circuit of transmission.
3. Practice health etiquette. When coughing, cover mouth or cough on your
sleeves, not on the person in front of you.

4. Do exercise. Physical exercise whether indoor or outdoor when allowed is

recommended.
5. Eat healthy food that will build the immune system.

In short, the general health protocols to be followed include the following:

STAY at KEEP WASH WEAR FACE

HOME DISTANCE HANDS MASK

With the fundamental rules given above, face-to-face classes are almost
impossible. Thus the usual classroom scenario can never be the same during this time.
Schools are open, but faculty and students are not allowed to report physically to work
at the height of pandemic, although the protocols are calibrated as the days go on. The
current education and perhaps, the future new normal shall happen anytime, any place
and anywhere as in Education 4.0. Hence, in this situation everything isvolatile,
Uncertain, Complex and Ambiguous (VUCA).

For teacher education to continue, these contexts should be given great

consideration.

2. The Learners and the Teachers

 Like all learners, college students arc diverse in reference to their readiness to
learn under the pandemic. Teacher Education Institutions (TEIs) are spread all over the
country and there are more than 1200 of these institutions.

Before the pandemic, students come from diverse backgrounds based on

geographical location (rural or urban); economic status (rich or poor) schools in
attendance (big universities or small local) and many more. Likewise, the teachers are
also coming from similar contexts. Because of this diversity, it can be said that to shift
from face-to-face to online or flexible learning maybe difficult for both the learners and
teachers. Thus the choice of delivery must be appropriate to the condition.

3. Appropriate Teaching Delivery During the Time of Pandemic and Beyond

So what kind of teaching delivery, may be appropriate for the learners' and
teachers context? This is a difficult question to answer because there are several
factors to consider aside from the learners and teachers.

Below are examples of delivery modes which may be utilized for flexible learning
relative to students and teachers with the availability of internet connectivity as a major
factor to implement flexible teaching and learning.

What kind of teaching delivery can be used if the students and teachers have:

No Internet Limited Internet Excellent Internet

Connectivity? Connectivity? Connectivity

Here are some ways: Here are some ways:
1. Use of printed self
learning modules or
learning packets which
are distributed through
means that will follow
social distancing. Can
be picked up from
strategic distribution
centers.
Here are some ways:
1. Asynchronous 1. Synchronous Learning
Learning- a real time teaching and
teaching delivery learning using on line
where students are platforms like Zoom,
doing their work Facebook, Messenger,
independently Google Meet, or
based on what has Google Classroom.
been instructed on This is also called
line by the teacher remote learning
or they can access a. Teacher prepares an
on-line learning at instructional guide (IG)
different times. This like a lesson plan
will allow flexibility in where most of the
the learner's delivery will be lecture
or demonstration. It is
 2. In places with no risk similar to whole class
of Covid 19, a group of instruction. There is a
schedule. They can
not more than ten very little interaction at
learn on their own
the end of the session
students may meet face pace. through a Question
to face but health a. Students are provided and Answer (Q & A)
protocols should be with learning materials b. Synchronous learning
followed. (Social or packets which may can also be followed by
Distancing, use of Mask, either be printed, an asynchronous
Wash Hands Often, and recorded tutorials. learning.
others) b. Open Educational
Resources or OERs will
be provided.

In summary, teacher education curriculum responds to the pandemic in many

ways. Some strategies used to modify curriculum to address the crisis for education of
pre-service teachers to continue its implementation are (I) focusing on the essentials,
(2) rearranging of the College Course Offerings, (3) offering of elective or cognate
courses. (4) modifying the taught curriculum and (5) modifying the assessed
curriculum. Further, in the process of modification, curriculum considerations should
include (1) context of teaching and learning, (2) the learners and the teachers and (3)
appropriate teaching delivery.

References:

Bilbao, P.B., Corpuz, B.B. & Dayagbil, F.T. (2020). The teacher and the school
curriculum. Lorimar Publishing, INC. Quezon City, Metro Manila.

Bilbao, P.P., Dayagbil, F.T., & Corpuz, B.B. (2014). Curriculum development. Lorimar
Publishing, Inc. 776 Aurora Blvd., cor. Boston Street, Cubao, Quezon City,
Metro Manila