Name: BIONG, JESSA LAISON Subject: THE TEACHER & THE SCHOOL

CURRICULUM
Program & Section: BSED MATHEMATICS III
Instructor: MRS. MARINA MACASIL

DESIGNING THE CURRICULUM

Chapter 2 Activities

Activity 1  Finding an Example

Instruction:

1. Secure a copy of a sample Lesson Plan

2. Using the matrix given below, analyze the sample, you found and give your suggestions based on the
principles and concepts you learned in this module.

COMPONENTS COPY FROM THE SAMPLE YOUR COMMENT/SUGGESTION

Title of the Lesson Plan Detailed Lesson Plan in The Lesson Plan is very detailed and
Mathematics VI well-organized.

Intended Learning Outcome/ At the end of the lesson the The objectives are presented well.
Objective students should be able to: Cognitive, affective, and
psychomotor skills was clearly
a. define pie graph;
manifested in the objectives.
b. construct a pie graph based
Furthermore, the SMART principle
on a given set of data; and
was depicted in making the
c. interpret data presented in a
intended learning outcomes
pie graph.

Contents/ Subject Matter
Topic: Pie Graph
References: 21st Century Mathletes
textbook, pages 324-333 Algebra/
Geometry Institute Summer 2015
Lesson Plan 3: Pie Graph
www.mathenglish.com
Materials: Visual Aids, TV, laptop
and activity sheet
The content or the subject matter
is relevant to the outcomes of the
curriculum. It is also appropriate
to the level of the lesson or unit.
Meanwhile, the reference were
stated in detailed and it bears the
author of the material, publications,
etc. However, it is lacking. The
reference shown is inadequate. It
doesn’t have the reference from
different materials like books,
module, or any publications.

Methods/ Strategies A. PRELIMINARIES The methods or strategies is quite

Prayer good. It contains individual and
Greetings group activities.
Classroom set – up
 Review
Motivation
B. LESSON PROPER
Discussion

Evaluation/Assessment According to the National Statistics It utilized self-assessment and

Office, the number of Overseas peer assessment at the same time
Filipino Workers(OFWs) who where the students learn to
worked abroad at any time during evaluate their own learning and
the period of April to provide feedback on each other’s
September 2018 was estimated at learning too.
2.3 million. Given that:
Australia = 10%
North and South America =25%
Africa =5%
Asia =50%
Europe = 10%
A. Construct a Pie Graph using the
data.
B. How many OFWs are working
in Europe and Asia.
I will give you 10 minutes to
answer the problem. Your time start
now.

Based on the matrix you prepared, answer briefly the following;

1. Which one principles of Oliva is reflected in the Lesson Plan? Explain briefly
The principle of Oliva that is reflected in the Lesson Plan is curriculum development is more
effective when it follows a systematic process because the lesson plan clearly manifests a systematic
process from the desired outcomes to subject matter content complemented with references to set of
procedures to evaluation procedure.
2. If you were to improve the design, what will you add, or subtract or modify? Write your re-design suggestion.
If I were to improve the design, I will add some references from books, modules, and/or publications.
I will add more activities that focuses on the topic. Also, I would modify the activities into a more interactive
one with the integration of technology
Activity 2  Approaches to Curriculum Designing
The K to 12 Curriculum: What Design?
Get hold of materials about K to 12. Read carefully and understand what you read so that you will be able to
answer the following;
1. What kind of curriculum design influence mostly the K to 12 curriculums? (A) Subject-Centered? (B)
Learner-Centered(C) Problem-Centered? (you may have more than one answer)
TYPE OF CURRICULUM DESIGN IN K TO 12
Subject-Centered
Learner-Centered
Problem-Centered
2. Cite illustrative example that relates to your choice.
3. Place your answer on a matrix like the one below;
TYPE OF CURRICULUM DESIGN IN K TO 12
Subject-Centered Design/Approach
Learner-Centered Design/Approach
ILLUSTRATIVE EXAMPLE
xxx
Learner centered influences mostly by the K-12
curriculum in a way that the learner is the center of
educative process and everything that runs into a
curriculum always takes into consideration the
learners.
Problem-centered design also influences the K-12
curriculum mostly in a way that the K-12
curriculum/K-12 program emphasizes/draws social
problems, needs, interests and abilities of the
learners which allows them to solve a particular
problem which can be used and can be applied into
the real life situations.
ILLUSTRATIVE EXAMPLE
The lessons and activities include: Being clear about
how you will promote, measure, and celebrate
understanding; Modeling ‘how to think‘ for students;
Helping students understand what’s worth
understanding; Diversifying what you accept as
evidence of understanding; Creating curriculum and
instruction around a need to know; Collaborating with
students to create the rubric or scoring guide and
many more. Each learner will arrive at an individual
conclusion after collaboration is completed. Learning
tasks should have a real-world application that allows
 learners to connect personally with what they are
learning.

Problem-Centered Design/Approach The curriculum leads the learners in the recognition

of concerns and problems and in seeking solution.
Most of the school activities revolve around
solutions to problems like poverty, drug problems,
deterioration of positive values, environmental
concern and many more. Since the school is using
the problem centered approach, case study as a
method of teaching is popularly utilized.

Activity 3  Curriculum Mapping

1. Using the sample A1 for Science Curriculum Map, what knowledge and understanding have you learned?
Analyze the matrix and answer the questions that follow:
What are the main clusters of science content that students should learn from G3 to G10?
The main clusters of science that the students should learn from G3 to G10 are Matter, Force,
Motion, Energy, Living Things and Their Environment and lastly, the Earth and Space.
How does science content progress from Grade 3 to Grade 10?
In G3 to G10, the content were aligned horizontally and the process in each level remained the same
through following the timeline. Looking at the table given, it shows that they had to accomplish the
same learning outcomes. The remaining grade level had different content to make more learning
relevant.
When you look at and analyze the map, what summary ideas can you give?
Primary science education (G3-G6) follows the order of science material for these main groups quite
clearly. This lasts until the first year of secondary education (G7) but remains different with each of
the terms G8, G9 and the last grade as mentioned above. Therefore, the type of spiral sequence that
is commonly recommended in the design of K-12 curriculum material is followed.
Science Curriculum is spiral. How do you explain that in terms of what you see in the map?
As indicated, the science curriculum in the Spiral Education Preference is structured such that the
key clusters of scientific material have been the same over the years, differing only in how they are
organized, distributed, and subdivided in content. It reflects the incremental mastery of a subject
determined by the way it was structured, starting from its fundamental foundations and ending with
its very abstract subjects, such as: Instead of focusing on shorter hours, the time it takes for the
learning process to spread will prompt students to revisit, study, and relearn the subjects they had
lost in their minds.
2. Using the Sample B, analyze and answer the following questions briefly.
What is the meaning of Practiced with a green background for subject Teaching Profession and PO1
Apply basic and higher 21st century skills?
It might suggest that the student/s studied and practiced the subjects of Teaching Profession, the
Applied Basic and Higher 21st Century skills. As a scholar myself of the aforementioned subject,
competencies which includes crucial reasoning, creativity, communicative competencies etc. are to
taught and learnt withinside the gaining knowledge of process.
What is your interpretation of the colored cell with Learned that cross between subject Social
Dimension and PO5, Facilitate learning of different types of learners in diverse learning
environment?
Seeing this block-colored in the Social Aspects gives one an understanding that it has mastered the
basic principles and skills of Promoting Learning for all groups of learners in multiple learning
environments. By that point, students can learn about various learning theories that endorse different
ideas.
What does the colored Opportunity in the cell of the subject Curriculum Development that crosses
with the PO6 Direct experience in the field and classroom (observations, teaching assistance,
practice teaching).
Just like in last two items, the colored block affirms that a desired outcomes for a professional
education course was achieved, and this time is having to learn, and practice a knowledge and skills
of curriculum development through an opportunity offered in an informal classroom setting like
teaching demonstration and teaching assistance, and practice teaching.
The Highlighted colored block asserts that a desired result for a professional education course has
been attained. Informal means of teaching methods to incorporate and develop necessary skills for
curriculum development such as teaching demonstrations, student teaching, practice teaching and
teaching apprenticeship are needed to foster and develop these skill.