Professional Documents
Culture Documents
TABLE OF CONTENTS
Course Description:
This course emphasizes the more active role of the teacher in planning, implementing
and evaluating school curriculum as well as in managing school curriculum change
vis-à-vis various context of teaching –learning and curricular reforms. Fundamental
concepts and principles in curriculum and curriculum development shall provide the
foundation to engage prospective teachers as curricularists.
Course Outcome:
Course Outline
Content Discussion:
One of the most often repeated definitions of a curriculum are that curriculum
is the total learning experience. This description implies that the crux of a curriculum
is the different planned and unplanned activities which have been lived, acted upon or
done by the learners with the guidance of the teacher. Teaching as Process of
Curriculum Good teaching is difficult to agree upon. While it remains to be difficult to
agree on what good teaching is, effective teaching can be demonstrated. Effective
teaching is one that will bring about the intended learning outcomes.
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The following theorists are the advocates of the curriculum concept. Their
perspectives helped shape current understanding of how curriculum is used in meeting
educational goals.
ROBERT M. HUTCHINS
Hutchins believes that college education must be grounded on liberal education
while basic education should emphasize the rules of grammar, reading, rhetoric, logic
and mathematics. For him, curriculum is viewed as permanent studies which explain
why some subjects are repeated from elementary to college, such as grammar,
reading, and mathematics.
ARTHUR BESTOR
Bestor is an essentialist who believes that the mission of the school is to train
the intellectual capacity of learners. Hence, subjects to be offered are grammar,
literature, writing, mathematics, science, history and foreign language.
JOSEPH SCHWAB
Schwab views that discipline is the sole source of curriculum, and so, the
curriculum is divided into chunks of knowledge which are called subject areas like
English, mathematics, social studies, science, humanities, languages, and others. As
a leading curriculum theorist, Schwab used the term discipline as the ruling doctrine
for curriculum development. Therefore, curriculum is viewed as a field of study and it
should only consist of knowledge that comes from the disciplines; for example,
linguistics, economics, chemistry, among others.
JOHN DEWEY
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In a nutshell, progressivism comes from the word progress, which means making
changes, reforms, or improvements toward better conditions. In the way curriculum is
defined and implemented from the progressivists’ perspective, the people mentioned
above have contributed much in educational reforms. They all believe that teachers
must provide sets of experiences that are planned and facilitated by the teachers in
order for the students to actualize what they have learned within or outside the
classrooms.
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d. Reconstructivism
• Aim of Education – To improve and reconstruct society education
for change.
• Role of Education – Teachers act as agents of change and reform
in various educational projects including research.
• Focus in the Curriculum – focus on the present and future trends
and issues of national and international interests.
• Curriculum Trends – Equality of educational opportunities in
education, access to global education.
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1. BEHAVIOURIST PSYCHOLOGY
2. COGNITIVE PSYCHOLOGY
3. HUMANISTIC PSYCHOLOGY
In this theory, curriculum is after the process, not the product; focuses
on personal needs, not on the subject matter; and clarifying psychological
meanings and environmental situations. In short, curriculum views founded on
humanism posits that learners are human beings who are affected by their
biology, culture, and environment. They are neither machines nor animals.
Since the society is dynamic, there are many developments which are
difficult to cope with and to adjust to. But the schools are made to address and
understand the changes not only in one’s country but in the world as well.
Assessment:
Essay
Now, it is your time to reflect. Can you think of your experiences in which the major
foundation of curriculum can explain it?
All of the 6 famous curriculum theorists believe that the curriculum should be learner-
centered – addressing the needs and interests of the students. All of them have
salient contributions to the educational system of the world today.
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If you are an observant student, you might ask the following questions about your
teachers:
▪ Why is it that we are required to do projects, solve problems, and work in groups?
▪ Why is it that our teachers are being observed in class, and their lesson plans or
syllabi are checked?
▪ Why is it that all of us should take social studies, and not only the 3Rs?
▪ Why are the lessons being prepared in advance?
▪ Why should we experience what we have learned?
▪ Why do our teachers integrate values in our lessons?
▪ And why is it that the school is after our development as whole individuals (to
become generalists) and be ready to face life’s challenges?
The answers to your questions are the people behind our educational system. They
are the curriculum theorists.
Reference
Bilbao, P. P., Lucido, P. I., Iringan, T. C., and R. B. Javier (2008). Curriculum
development. Philippines: Lorimar Publishing, Inc.
Reference
Bilbao, P. P., Lucido, P. I., Iringan, T. C., and R. B. Javier (2008). Curriculum
development. Philippines: Lorimar Publishing, Inc.
Content Discussion:
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The Barangay played a major role as to how the Early Filipinos were educated.
What the barangay already practiced and believed in were passed down from
generation to generation. The curriculum was then unsystematic, unplanned and
spontaneous.
“the inhabitants were a civilized people, possessing their system of writing, laws
and moral standards in a well-organized system of government. They did not have an
organized system of education as we have now…
AIMS OF EDUCATION:
TYPES OF EDUCATION:
CURRICULUM:
MEDIUM OF INSTRUCTION
➢ Alibata/ Baybayin
EDUCATORS:
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“the curriculum for boys and girls was aimed to teach them to serve and love
God, discover what is good and proper for one’s self and enable the individual to get
along with his or her neighbors.”
AIMS OF EDUCATION:
TYPES OF EDUCATION:
EDUCATIONAL METHODS:
CURRICULUM ORGANIZATION:
➢ Subject organization
MEDIUM OF INSTRUCTION
➢ Spanish
EDUCATORS:
➢ Spanish missionaries
TYPES OF SCHOOL:
EDUCATIONAL LEVEL:
CURRICULUM:
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After the Filipinos rebelled against Spain, America began to take the reins. The
Philippines slowly underwent an American Acculturation and this was the largely
because of the education the Americans provided. The Thomasites played a major
role as to how the Filipinos were educated. Contrary to the Spanish Missionaries, the
Americans did not make religious instruction compulsory. The Philippine Curriculum
then evolved into a more organized, systematic and academe and skill focused
dynamism.
AIMS OF EDUCATION:
TYPES OF EDUCATION:
EDUCATIONAL METHODS:
CURRICULUM ORGANIZATION:
➢ Separate-Subject organization
MEDIUM OF INSTRUCTION
➢ English
EDUCATORS:
➢ Thomasites, soldiers
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TYPES OF SCHOOL:
➢ Public schools
EDUCATIONAL LEVEL:
CURRICULUM:
Consist of 4 Primary years and 3 Intermediate years. Body and mental training
were given to each student. As each student progresses, the subjects taught become
more complicated and advanced.
The Philippines was then beginning to prepare for its independence from
America (Tydings-Mcduffie Act) and the expansion and reformation of the Philippine
Curriculum began in this period. Filipino teachers were empowered to improve the
curriculum and as a result, content-rich and culture-specific courses were added.
Patriotism was then also considered as an important factor in the Philippine
Curriculum.
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TYPES OF EDUCATION:
EDUCATIONAL METHODS:
CURRICULUM ORGANIZATION:
➢ Separate-Subject organization
MEDIUM OF INSTRUCTION
➢ Filipino
EDUCATORS:
➢ Filipino teachers
TYPES OF SCHOOL:
EDUCATIONAL LEVEL:
CURRICULUM:
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Japanese Primary level school wherein children are studying reading in class
The growth of the Philippine Curriculum was stunted because of the Japanese
invasion. The Japanese tried to erase every influence of the Americans in the
Philippine Society most especially in the Philippine curriculum.
AIMS OF EDUCATION:
TYPES OF EDUCATION:
EDUCATIONAL METHODS:
MEDIUM OF INSTRUCTION
➢ Nihonggo
EDUCATORS:
TYPES OF SCHOOL:
➢ Public schools
EDUCATIONAL LEVEL:
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➢ Tertiary
CURRICULUM:
After the war, the Philippines started to recuperate and began modernizing,
likewise, the Philippines Curriculum started to gain some traction. More Filipino
educators began to experiment on the different types of curriculum and researches
were then conducted to find out which type of curriculum would best suit the Filipino
learners. But despite these efforts, the Philippine Curriculum gained only little
expansion.
AIMS OF EDUCATION:
TYPES OF EDUCATION:
EDUCATIONAL METHODS:
MEDIUM OF INSTRUCTION
➢ Filipino/Vernacular
TYPES OF SCHOOL:
EDUCATIONAL LEVEL:
NEW DECLARATIONS:
CURRICULUM:
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Research then became more prevalent and it greatly helped in facilitating the
expansion and improvement of the Philippine Curriculum. The largely traditional
curriculum of the Philippines then became more colored with the Progressivist’s
methodology and mindset. Filipino resources, culture and approaches were now
melded into the education system.
AIMS OF EDUCATION:
TYPES OF EDUCATION:
MEDIUM OF INSTRUCTION
➢ Filipino/Vernacular
➢ Other Foreign languages
TYPES OF SCHOOL:
EDUCATIONAL LEVELS:
AIMS OF EDUCATION:
TYPES OF EDUCATION:
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MEDIUM OF INSTRUCTION
➢ Filipino/Vernacular
➢ Other Foreign languages
EDUCATIONAL LEVELS:
K-12 (PRESENT)
Pro’s of K to 12
Con’s of K to 12
Bases of K to 12 Implementations
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➢ Academic Track
Elements/Components of Curriculum
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Based from the mandate of the constitution, each school therefore should be
guided by its vision, mission and goals and its curricula should also revolve around
these. The school’s vision is a clear concept of what constitution would like to become
in the future. It provides the focal point or unifying element according to which the
school staff, faculty, student perform in individually or collectively.
The school’s mission statement, spell on how it intends to carry out its vision.
The mission targets to produce the kind of person the students will become after
having been educated over certain period of time.
Example: The Bulacan State University exist to produce highly competent, ethical abd
service-oriented professionals that contribute to the sustainable socio-economic
development of the nation.
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The school’s vision and mission are further translated into goals which are
broad statements or intents to be accomplished. Data for the sources of school goals
may include the learners, the society and the fund of knowledge.
In a curriculum, these goals are made simple and specific for the attainment of
each learner. These are called educational objectives. Benjamin Bloom and Robert
Mager defined educational objectives in two ways:
Benjamin Blooms and his association classified three big domains of the
objectives; These are cognitive, effective and psychomotor domains.
On the other hand, those who view knowledge as learner centered, relates
knowledge to the individuals personal and social world and how he or she defines
reality.
Each subject area has its own body of subject matter of learning content.
Here are just examples:
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There are other considerations that maybe used in the selection of the
learning content. It would be of great help if curriculum makers can use them.
Curriculum Experience
This section will not discuss in detail the different instructional strategies that
provide the experiences. Instead it will link instructional strategies and methods to
curriculum experiences, the core or the heart of the curriculum. The instructional
strategies and methods will put into action the goals and use the content in order to
produce an outcome.
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Whatever methods the teacher utilizes to implement the curriculum, there will
be some guide for the selection and use.
1. Teaching methods are means to achieve the end. They are used to translate
the objectives into action.
2. There is no single best teaching method. Its effectiveness will depend on the
learning objectives, the learners and skills of the teacher.
3. Teaching methods should stimulate the learner’s desire to develop cognitive,
affective, psychomotor, social and spiritual domain of individual.
4. In the choice of the teaching methods, learning styles of the students should
be considered.
5. Every method should lead to the development of the learning outcomes in the
three domains: cognitive, affective, and psychomotor.
CURRICULUM EVALUATION
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Aims
Objectives
Evaluation Content
Subject
Methods
Strategies
CURRICULUM APPROACHES
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GUIDING PRINCIPLES:
1. Subject-centered Design
a. Subject Design – is the oldest and so far the most familiar design for
teachers, parents and other laymen. Center only on the cluster of
content.
2. Learner-centered Design
3. Problem-centered Design
This design draws on social problems, needs, interest and abilities of the
learners.
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b. Core Design – centers on general education and the problems are based
on common human activities.
A. Curriculum Models
• Hilda Taba believed that the curriculum should be designed by the teachers
rather than handed down by higher authority.
• She felt that teachers should begin the process by creating specific
teaching-learning units for the students in the schools rather than by
engaging initially in creating a general curriculum design.
• Taba advocated an inductive approach to curriculum development.
• In the Inductive approach, curriculum workers start with the specifics and
build up to a general design as opposed to the more traditional deductive
approach of starting with the general design and working down to the
specifics.
TEACHING PROCESS
A. Planning Phase
B. Implementation Phase
This requires the teacher to implement what has been planned. Based on the
objectives, implementation means to put into action the different activities in order to
achieve the objectives through the subject matter. The important players in this phase
are the teacher and the learner.
C. Evaluation Phase
A match of the objectives with the learning outcomes will be made. The
evaluation phase will answer the question if the plans and implementation have been
successfully achieved.
a) The teaching is goal-oriented with the change of behavior as the ultimate end;
b) That the teachers are the ones who shape actively their own actions;
c) That teaching is a rational and reflective process; and
d) That teachers by their actions can influence learners to change their own
thinking or desired behavior, thus teaching is a way of changing behavior
through the intervention of the teacher.
• Good teaching is one that is well-planned wherein the activities are interrelated
to each other.
• Good teaching is one that provides learning experiences or situations that will
ensure understanding, application and critical thinking.
• Good teaching is based on the theories of learning.
• Good teaching is one where learner is stimulated to think and reason.
• Good teaching utilizes prior learning and its application to new situations.
• Good teaching is governed by democratic principle.
• Good teaching embeds a sound evaluation process.
• What is learning?
• What are the ways of learning?
• When do you say that we have learned?
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There are principal types of learning theories that explain how individuals learn
according to educational psychologists. These are:
Teaching styles of teachers should jibe with the learners’ learning styles. With
the advancement of information about the uniqueness of each learner, the multiple
intelligences theory and many more, teaching has to consider more factors in order to
be effective.
The concept of learning has become so vast that the simple stimulus-response
theory alone cannot explain it. Teaching is the cause and learning is the effect. The
quality of teaching is related to the quality of learning.
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• For large group teaching methods like lecture, expository, panel discussion,
seminar, forum, demonstration or a combination of lecture demonstration are
appropriate.
• For a small group, teaching methods like role playing, buzz session, workshop
process approach, discovery learning, cooperative learning in various forms
laboratory methods are few of the examples.
• For individualized teaching, modular instruction and programmed instructions
are some of the examples.
• Group of teaching methods will be traditional time tested inductive methods,
deductive methods, type study method, project method, laboratory method,
question and answer method or simply Socratic Method.
D. Ways of Learning
2. Learning by conditioning
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One of the crucial issues raised today in education is not what the students
should learn but rather how the students should learn how to learn. The curriculum
seems to be overloaded, too many subjects to cover, too many topics to teach.
Sometimes the curriculum is fragmented or is simply boxed. Subject matter overlaps
and integrates: naturally and holistically. Teaching and learning gives life and meaning
to the curriculum. The value placed in teaching will reap the same value when in
learning, thus a good curriculum can be judged by the kind of teaching and quality of
learning derived from it.
Reference:
Bilbao, P. P., Lucido, P. I., Iringan, T. C., and R. B. Javier (2008). Curriculum
Development. Philippines: Lorimar Publishing, Inc.
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A. Concepts of Curriculum.
1. Definitions
2. Purpose
3. Nature
1. Recommended Curriculum
2. Written Curriculum
3. Taught Curriculum
4. Supported Curriculum
5. Assessed Curriculum
6. Learned Curriculum
7. Hidden/Implicit Curriculum
8. 8.Concomitant Curriculum
9. Phantom Curriculum
10. Null Curriculum
C. Components of Curriculum
Introduction:
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Objectives/Competencies:
1. Define and describe the concepts and scope of curriculum from different
perspectives.
2. Analyze the nature of the different types of curriculum.
Pretest:
I. Read and understand thoroughly the questions. Choose and encircle the
letter of the best answer.
1. Mr. Cruz idea of curriculum leans heavily on being a cognitive process.
Which of the following statements hold true to this conception of
curriculum?
a. Aims to make learning efficient and systematic
b. Develops skills in analysis, deduction and speculation
c. Considers largely the full development of learners
d. The content is sources from the different academic and discipline.
2. The modern view about curriculum;
a. It comes from various disciplines.
b. The emphasis is on the fundamental intellectual discipline of
grammar and literature.
c. It is a written document or a plan of action in accomplishing goals.
d. It is the total learning experiences of the individual.
3. They are stakeholders who spend their personal money to achieve the
goals of the curriculum and their interest is on the return of their
investment trough the learning outcomes of the learners.
a. Teachers
b. Learners
c. Parents
d. Community members
4. They have shown great influence in school curriculum since they have a
voice in licensure examinations, curriculum enhancement and better
view of the industry and professions where the graduates of the
curriculum go.
a. Curriculum managers
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b. Teachers
c. Professional organizations
d. Commission on Higher Education
5. School administrators as stake holders of the curriculum are tasked to;
a. Provide support to the organization
b. See to it that the written curriculum is correctly implemented
c. Provide leadership in the curriculum
d. Provide generic competency level
6. This refers to all learning experiences within the context of education.
a. Lesson plan
b. Curriculum
c. Teaching manual
d. Learning guide
7. These embody the vision and mission statements of a school.
a. Purpose of the school
b. Organization of experiences
c. Selection of experiences
d. Evaluation of experiences
8. Which of the following situation best shows the teacher’s consideration
of the learner’s development patterns?
a. Teaching from the basic to the complex
b. Using the best strategy for the topics
c. Having outdoor activities
d. Developing the learner’s hidden abilities
9. The constitution mandates all educational institutions to inculcate the
following except;
a. Patriotism
b. Love of education
c. Love of humanity
d. Respect of rights
10. Which topic is required by the constitution to be a part of the curricula in
all schools, colleges and universities?
a. Family planning
b. Religion
c. Vocational training
d. The constitution itself
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A. Concepts of Curriculum
1. What is curriculum?
Curriculum is often one of the main concerns in the educational field. Educators
are concerned about what choices are to make about teaching content and methods.
As for the parents, they would like to know what their children are going to learn.
Learners are also concerned about what kinds of content they are going to have in
class. “Curriculum” seems to be considered greatly as what teachers are going to
teach and, in other words, what learners are going to learn. In fact, “curriculum” is
also closely related to how well the learners learn—the outcomes.
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While Arthur Bestor, believes that the mission of the school should be
intellectual training; -curriculum should focus on the fundamental intellectual discipline
of grammar, literature and writing. It should also include mathematics, science, history
and foreign language.
For Joseph Schwab’s, he views the curriculum as the discipline that is the sole
source of curriculum. He said that curriculum should consist only of knowledge which
comes from discipline which is the sole source. This definition leads us to the view of
Joseph Schwab that discipline is the sole source of curriculum.
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Marsh and Willis on the other hand view curriculum as all the “experiences in
the classroom which are planned and enacted by the teacher, and also learned by
the students.
Progressive Traditional
From the various concepts given, the following are the types of curriculum;
1. Recommended Curriculum
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2. Written Curriculum
3. Taught Curriculum
The different planned activities which are put into action in the classroom
compose the taught curriculum. These are varied activities that are implemented in
order to arrive at the objectives or purposes of the written curriculum. It varied
according to the learning styles of the students and the teaching styles of the teacher.
4. Supported Curriculum
In order to have a successful teaching, other than the teacher, there must be
materials which should support of help in the implementation of a written curriculum.
Support curriculum includes material resources such as textbooks, computers, audio-
visual materials, laboratory equipment, playgrounds, and other facilities. Support
curriculum should enable each learner to achieve real and lifelong learning.
5. Assessed Curriculum
6. Learned Curriculum
7. Hidden Curriculum
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physical condition, teacher-learner interaction, mood of the teacher and many other
factors make up the hidden curriculum.
8.Concomitant Curriculum
Things that are taught at home; those experiences that are part of a family's
experiences, or related experiences sanctioned by the family.
9. Phantom Curriculum
The messages prevalent in and through exposure to any type of media. These
components and messages play a major part in the enculturation of students into
the predominant meta-culture, or in acculturating students into narrower or
generational subcultures.
10. Null
Refers to what is not taught. Not teaching some particular idea or sets of ideas
may be due to mandates from higher authorities, to a teacher’s lack of knowledge, or
to deeply ingrained assumptions and biases. Thus, giving students the message that
these elements are not important in their educational experiences or in our society.
When translated into questions, each component can be addressed by the following:
1. What is to be done?
2. What subject matter is to be included?
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The school’s mission statement, spells out how it intends to carry out its vision.
The mission targets to produce the kind of persons the students will become after
having been educated over a certain period of time.
The mission targets to produce the kind of persons the students will become
after having been educated over a certain period of time.
• Commits to the total development of individuals for life adjustment and to the
upliftment of the economically deprived but deserving students through quality
instruction, updated facilities and curricula responsive to the needs of the times.
The school’s vision is a clear concept of what the institution should would like
to become in the future. It provides the focal point or unifying element according to
which the school staff, faculty, students perform individually or collectively.
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• A model performing high school where students are equipped with knowledge,
skills and strength of character to realize their potential to the fullest.
• Commits to the Exemplary Christian Education for Life and responsive to the
needs of the total person and the world.
The school’s vision and mission are further translated into goals which are
broad statements or intents to be accomplished. Data for the sources of school goals
may include the learners, the society and the fund of knowledge.
In a curriculum, these goals are made simple and specific for the attainment of
each learner. These are called educational objectives. Benjamin Bloom and Robert
Mager defined educational objectives in two ways:
Examples of Goals
Benjamin Blooms and his associates classified three big domains of objectives.
These are cognitive, affective and psychomotor domains. Each domain is composed
of specific skills, attitudes and values which are presented in hierarchy or levels.
The curriculum aims, goals and objectives spell out what is to be done. It tries
to capture what goals are to be achieved, the vision, the philosophy, the mission
statement and objectives. Further, it clearly defines the purpose and what the
curriculum is to be acted upon and try what to drive at.
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The traditional sources of what is taught and learned in school is precisely the
foundation of knowledge, therefore, the sciences and humanities provide the basis of
selecting the content of school learning.
Science – branches of the natural sciences, exploration and discovery and use
of scientific method of investigation.
• Physical Education – health and physical fitness, individual and team sports,
spectatorship and music preparation.
Some criteria which can be used in the selection of subject matter content
or knowledge for the curriculum.
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Other considerations that maybe used in the selection of the learning content;
a. frequently and commonly used in daily life;
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3. Curriculum Experience
For the third component, the curriculum experience, instructional strategies and
methods are the core of the curriculum. These instructional strategies and methods
will put into action the goals and use of the content in order to produce an outcome.
These will include a multitude of teaching methods and educational activities which
will enhance learning.
• Teaching methods are means to achieve the end. They are used to translate the
objectives into action.
• There is no single best teaching method. Its effectiveness will depend on the learning
objectives, the learners and skill of the teacher.
• Teaching method should stimulate the learners desire to develop the cognitive,
affective, psychomotor, social and spiritual domain of the individual.
• In the choice of the teaching methods, learning styles of the students should be
considered.
• Every method should lead to the development of the learning outcomes in the three
domains: cognitive, affective and psychomotor.
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4. Curriculum Evaluation
All curricula to be effective must have the element of evaluation (Worthen and
Sanders, 1987). This refer to the formal determination of the quality, effectiveness or
value of the program, process, product of the curriculum. Evaluation is meeting the
goals and matching them with the intended outcomes. There are different evaluation
methods that can be utilized like diagnostic, placement, formative or summative
evaluation or the norm or criterion referenced evaluation.
• Analyze information.
Reflection/Learning Insights:
A. There are many divergent views about the nature of curriculum. What definition
of curriculum do you support? Justify your choice.
Post-test:
I. Read and understand thoroughly the questions. Choose and encircle the letter
of the best answer.
1. If you are to test the success of a particular course or lesson, what should be your
main criterion?
a. Attainment of objectives
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a. To contract a muscle
a. Molder of character
b. Facilitator of learning
c. Dispenser of knowledge
d. Evaluator of learning
b. curriculum is that body of subjects or subject matter prepared by teachers for the
student to learn.
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d. curriculum is the experience in the classroom planned and enacted by the teacher
and learned by the students.
a. it is dynamic process
a. taught curriculum
b. written curriculum
c. recommended curriculum
d. supported curriculum
a. self-sufficiency
b. significance
c. validity
d. utility
10. Which of the following elements of the curriculum are expressed in terms of
competencies in terms of knowledge, skills and attitudes?
a. objectives
c. content
d. instructional procedure
11. Collections of lesson plans, curriculum guides and DepED and CHED orders are;
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a. tested curriculum
b. learned curriculum
c. written curriculum
d. supported curriculum
a. taught curriculum
b. learned curriculum
c. official curriculum
d. supported curriculum
13. This type of curriculum includes documents, course study or syllabi handed down
to the schools, divisions, departments or colleges for implementation.
a. written
b. taught
c. recommended
d. supported
a. aims
b. content
c. perceptions
d. learning experiences
15. This curriculum comprises the different planned activities which are put into action
in the classroom.
a. assessed
b. hidden
c. taught
d. supported
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ANSWER KEY
UNIT 1 (Pre-test)
3. C. Parents
4. C. Professional organizations
6. B. Curriculum
9. B. Love of education
UNIT 1 (Post-Test)
1. A- Attainment of objectives
4. B- Facilitator of learning
8. C- Recommended curriculum
9. C. –Validity
10. A. –Objectives
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14. C- Perceptions
REFERENCES
Bilbao, P., Lucido, P. et.al. (2014) Curricular Development for Teachers. Cubao,
Quezon City; Lorimar Publishing.
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_____10. What Education Act that provides the establishment and maintenance
of an integrated system of education?
A. Phil.Const. of 1987 C. Educational Decree No.6-A
B. Educational Act of 1994 D. Educational Act of 1982
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Activity 1 :
As a pre-service teacher, what is your perception of the top three priorities to
be included in a curriculum? Explain your answer.
Answer:
_________________________________________________________________
_________________________________________________________________
__________________________________________________
Analysis:
What is the connection between philosophy and curriculum?
Philosophy helps us answer the following: What are schools for? Why do we
need to study? How can we learn the content of the subject? Who will teach us the
content of the subject? Philosophy provides the educators a framework for organizing
schools and classrooms, to determine the goals of education, its content, organization,
methodologies to be applied and the process of teaching and learning.
There are four philosophies of curriculum namely: Perennialism, Essentialism,
Progressivism and Reconstructionism.
Perennialism- is the oldest and most conservative educational philosophy, has its
roots in the philosophy of Plato and Aristotle. Perennialism is a teacher-centered
educational philosophy that focuses on everlasting ideas and universal truths. This
philosophy suggests that the focus of education should be the ideas and truths that
are always valid and have lasted for centuries believing the ideas are as relevant and
meaningful today as when they were written.
Essentialism – comes from the word “essential” which means the main things or the
basics. It was originally popularized in the 1930s by William Bagley and later in the
1950s by Arthur Bestor and Admiral Rickover. Essentialism is a philosophy which
instills in the students the essentials or basics of academic knowledge and character
development. Essentialism philosophy believes that teachers should instill traditional
moral values and intellectual knowledge that students need to become model citizens.
Progressivism- is a philosophy that argues that education must be based on the fact
that humans are by nature social and learn best in real-life activities with other people.
Progressive education emphasized the need to learn by doing. Dewey believed that
human beings learn through a ‘hands-on’, approach and allow learner’s to realize their
interests and potential.
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Reconstructionism- is a philosophy that favor reform and argue that students must
be taught how to bring about change. Students are to study social problems and think
of ways to improve society. One proponent of reconstructionism was George Counts
(1932).
Activity 2
Identify which of the four psychological perspectives in curriculum is
applicable to you as a learner. You can choose one or more perspectives.
Justify your answer.
Answer: ____________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
Analysis
Psychology is a discipline devoted to the study of behavior, mind and thought.
When applied to teaching and learning, it provides the basis for understanding how
students learn and understand a body of knowledge.
There are four psychological perspectives that have had an impact on
curriculum, namely: Behaviorism, Cognitivism, Humanism and Constructivism.
Behaviorism - is the theory that human behavior consists of reflexes and behaviors
learned through conditioning. Learning occurs as a result of responses to stimuli in the
environment that are reinforced by adults and others, as well as from feedback from
actions on objects. The teacher can help students learn by conditioning them through
identifying the desired behaviors in measurable, observable terms, recording these
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behaviors and their frequencies, identifying appropriate reinforcers for each desired
behavior and providing the reinforce as soon as the student displays the behavior.
Cognitivism – focuses on the conceptualization of students’ learning processes and
address the issues of how information is received, organized, stored and retrieved by
the mind. The learner is viewed as a very active participant in the learning process. It
emphasizes also the role that environmental conditions play in facilitating learning.
Instructional explanations, demonstrations and illustrative examples are all considered
to be instrumental in guiding student learning.
Constructivism - is the psychological foundation which believe that the learner
actively constructs his or her own understandings of reality through interaction with
objects, events and people in the environment and reflecting on those interactions.
Learners are not passive recipients of information but are active agents engaging in
constructing their own knowledge.
Humanism- believes that the learner should be in control of his or her own destiny.
Since the learner should become a fully autonomous person, personal freedom,
choice and responsibility are the focus. The learner is self-motivated to achieve
towards the highest level possible. Motivation to learn is intrinsic in humanism.
Lesson 3 - Historical- Sociological Foundations of Curriculum
Objectives:
At the end of this lesson, the students should be able to:
1. describe the historical-sociological foundations of curriculum and its
significance.
2. Explain how history and society influence the curriculum.
Activity 3
Answer :
_________________________________________________________________
_______________________________________________________
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Analysis
Historical Foundation of the Curriculum
There are major events in the life of the Filipinos that have great impact on the
educational system. Three colonizers dominated the Filipinos and used education in
different ways to spread their principles and beliefs. Because of this, education in our
country has undergone various changes throughout the years. Pre-Hispanic Filipinos
had no formal schools. Learning began in the home. Education was oral, practical and
hands-on. Pre-Spanish children were taught reading, writing and arithmetic by their
parents.
Spanish Government
The arrival of the Spaniards in the Philippines paved way to the establishments
of schools in the country. Religion was a compulsory subject at all levels-from the
primary schools to the universities. Establishment of normal school for the training of
teachers with a mastery of the Spanish language.
Although, the Spanish government exerted effort to educate the Filipinos, basic
education remained inadequate and defective. The educational system was
characterized by the absence of a systematic government supervision of the schools,
over-emphasis on religion, limited and irrelevant curriculum, obsolete teaching
method, poor classroom facilities and inadequate instructional materials. There was
also racial discrimination against Filipino students and absence of academic freedom.
American Government
There were three levels of education during the American period -the
elementary, secondary and college. Higher education was promoted by the
Americans, the Public Schools- the University of the Philippines in 1908 and the
Philippine Normal School; the Private Schools- Siliman University in1901, Centro
Escolar University in 1907 and the Philippine Women’s University in 1919 were
created and started. Americans encourage Filipino in the field of teaching. Outstanding
Filipino scholars were sent to US to train as teachers. Americans restored damaged
school houses, build new ones and conduct classes. They infused their students the
spirit of democracy and progress as well as fair play.
Japanese Government
The Japanese period recognized the important role of education in realizing
their vision of a New Order in Asia and emphasized the six basic principles. They
promoted the vocational courses and inspire people with the spirit of love and labor.
On October 14, 1943, the Japanese sponsored Republic created the Ministry of
Education. There were important changes in the curriculum this period. The class size
increased to 60, no summer vacation for students, deleted anti-asian opinions,
American symbols and banned the singing of American songs. Nihongo was used as
means of introducing and cultivating love for Japanese culture.
After World War II, in 1947, by the virtue of Executive Order no. 94, the
Department of Instruction was changed to “Department of Education”. During this
period, the regulation and supervision of public and private schools belonged to the
Bureau of Public and Private Schools.
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should address the wants and needs of the learners by responding to social conditions
locally, nationally and globally.
Objectives:
At the end of this lesson, the students should be able to:
1. describe the legal foundations of curriculum and its significance.
Analysis
The four dimensions of the legal bases of Philippine Education are the following:
1. The Philippine Constitution of 1987
2. The Educational Decree 6-A
3. The Educational Act of 1982 and
4. The Educational Act of 1994
The Educational Decree No. 6-A – this decree shall be known as the Educational
Development Decree of 1972 which emphasized the following:
The Education Act of 1982 - was an act providing for the establishment and
maintenance of an integrated system of education. ... In accordance with Section 2,
this act shall apply to and govern both formal and non- formal system in public and
private schools in all levels of the entire educational system.
Abstraction:
Gather information on how a particular school develops its curriculum to
enrich teaching practice.
Application:
After learning the lessons in this module, what particular foundation/
philosophy of a curriculum can you recommend to use as basis to accommodate
and serve the students. Explain your answer.
Philosophical
Psychological
Historical-Sociological
Legal
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Post Test
Multiple Choice: Read and understand each statement, choose the item that correctly
answers each question. Write the letter of the correct answer in the blank before each
number.
_____1. Which of the following is NOT a characteristic of a good curriculum?
A. The curriculum is continuously evolving.
B. The curriculum is based on the needs of the people.
C. The curriculum is the result of an action plan.
D. The curriculum is democratically conceived.
_____2. Which philosophy emphasizes on the necessities of academic
knowledge and character development?
A. Essentialism C. Progressivism
B. Perennialism D. Reconstructionism
_____3. Who was the person responsible for Progressivism?
A. Robert Hutchins C. Mortimer Adler
B. John Dewey D. Theodore Brameld
_____4. Which philosophy focuses on the importance of reforms and
rebuilding of social and cultural infrastructure to improve society?
A. Essentialism C. Progressivism
B. Perennialism D. Reconstructionism
_____5. The oldest and most conservative educational philosophy?
A. Essentialism C. Progressivism
B. Perennialism D. Reconstructionism
_____6.RA 7722 is also known as:
A. Department of Education C. Commission on Higher Education
B. Department of Education D. Technical Education and Skills
Culture and Sports Development Authority
_____7. Which legal foundation of the curriculum emphasized that quality
education should be accessible to all?
A. Phil. Const. of 1987 C. Educational Act of 1994
B. Educ’l Decree No. 6-A D. Educ’l Act of 1982
_____8. What Education Act that provides the establishment and maintenance
of an integrated system of education?
A. Phil.Const. of 1987 C. Educational Decree No.6-A
B. Educational Act of 1994 D. Educational Act of 1982
_____9. Which government in our history promoted Higher Education of
learning?
A. Spanish C. Japanese
B. American D. Present
_____10. Which legal basis of education provides 12 years of basic education?
A. Educational Act of 1994 C. Enhance Basic Education Act of 2013
B. Educational Act of 1994 D. Phil. Constitution of 1987
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Key to Correction
Pre-Test
1. B
2. D
3. B
4. A
5. C
6. C
7. B
8. C
9. A
10. D
Post Test
1. C
2. A
3. B
4. D
5. B
6. C
7. A
8. D
9. B
10. C
Final Requirement:
REFERENCES:
Aleyan, C., Education act-of-1982 Published in Education, Feb 13, 2017
Ertmer, P. A., & Newby, T. J. (2013). Behaviorism, cognitivism, constructivism:
Comparing critical features from an instructional design perspective. Performance
Improvement Quarterly, 26(2), 43-71.
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Online Sources :
https://study.com/academy/answer/what-is-behaviorism-in-philosophy-of-
education.html
https://oregonstate.edu/instruct/ed416/PP4.html
https://www.slideshare.net/johnarvin18/historical-foundations-of-curriculum-in-
the-philippines.
https://www.google.com/search?q=2.+The+Educational+Decree+6-
A&oq=2.%09The+Educational+Decree+6-
A&aqs=chrome..69i57.2171j0j7&sourceid=chrome&ie=UTF-8
ched.gov.ph, Executive Summary-CHED,2017
Duration: 3 Hours
INTRODUCTION
In the past lessons, we have discussed the nature of the curriculum and
other pertinent theories related to the curriculum. We have learned that the
curriculum is an integral part of every school. Having acknowledged the
importance of the curriculum, it is but natural that we should be acquainted with
the other procedures in the curriculum-making process.
This lesson shall present to you the definition of curriculum planning and
its sources and influences. You will learn how these influences affect the
planning of the curriculum. Moreover, two samples of curriculum models that
show the elements of curriculum planning, such as goals and objectives,
curriculum content, selecting learning resources, and assessment, shall be
discussed.
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OBJECTIVES:
PRETEST:
LESSON PROPER:
A. Activity
B. Analysis
According to experts in the field, like Ralph Tyler, we can say that when
we talk about curriculum, we identified three significant sources of curriculum –
subject matter, society, and learners (Pawilen, 2015). Curriculum workers must
have a thorough understanding of these sources. The nature of the subject
matter should be understood to provide knowledge and skills vital to the
discipline's nature. Understanding society's nature can provide a more
comprehensive idea of the needs, demands, and problems that we need to
address when we develop a curriculum. Moreover, as the largest member of
the school, identifying the nature of the learners is essential in curriculum
development. We need to identify the learners' needs, nature, interests,
learning styles, learning preferences, and thinking styles. Learners are the most
critical stakeholders of the school and the direct subject of the curriculum.
Hence, it is essential to include them as one of the curriculum sources,
particularly in selecting the curriculum (Tyler, 1949).
Subject Matter
The subject matter is the topics or content knowledge that we want our
learners to learn. It can also be called discipline. Tyler (1949) stated that the
nature of subject matter or discipline as one of the primary sources of the
curriculum. He reiterated that each subject is unique in terms of design and
content. Each subject matter targets a particular skill which is different from the
other subject. On the other hand, some subjects target the same skills,
concepts, and strands that may be possible points for integration (Pawilen,
2015).
Society
Aside from the fact that society is changing, let us not forget that as
curriculum workers, we need to understand the primary considerations when
we talk about society as an essential curriculum source. Teachers, as part of
curriculum workers, should have a full understanding of the culture,
socioeconomic, and political condition of the people in the community when
selecting curriculum goals and objectives, content, and learning experiences
(Oliva, 2005; Pawilen, 2015). Their full understanding of these considerations
may lead them to provide a curriculum that is relevant and responsive to
society.
Learners
Knowledge about the nature of the learner is one of the critical sources
of the curriculum. Learners are different from each other. They are different in
terms of nature and needs. They come from different contexts, cultures,
languages, learning styles, types, and levels of motivation, even socioeconomic
status and educational background (Pawilen, 2015). Wraga (2017) added that
learners' characteristics are one of the ingredients in developing a curriculum.
Hence, curriculum workers must closely align the curriculum with the attributes
of learners to provide responsive and relevant learning experiences.
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Once the learning objectives are selected and refined, we will proceed
to the next step: the selection and organization of learning experiences. The
term "learning experience" refers to the interaction between the learner and the
external conditions in the environment to which he can react. The learning
experience is not the content that the teacher presented to the learners. Tyler
argued that it deals with the learning that takes place through the active
behavior of the learners. They can learn if they actively work on the learning
experience and not on the activities performed by the teacher. It is more about
the interaction of learners to their environment.
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● Selection of content - In this step, curriculum workers select the subject matter
that they want to include in the curriculum based on the stated objectives per
unit lesson. Further, they have to consider the validity and significance of the
content to be included.
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C. ABSTRACTION
D. APPLICATION
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POST-TEST
Read the following statements. Write the letter of the correct answer in
the space before the number.
___________ 2. It targets a certain skill which is different from the other subject.
a. Content c. Evaluation
b. Learning activities d. Objectives
a. Evaluation c. Objectives
b. Organization of Content d. Diagnosis of needs
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References:
Oliva, P. F. (2005). Developing the Curriculum, 7th Ed. US: Pearson Education,
Inc.
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Duration: 3 hours
INTRODUCTION
OBJECTIVES:
PRETEST
1. Design
______________________________________________________________
______________________________________________________________
______________
2. Subject-centered
______________________________________________________________
______________________________________________________________
______________
3. Sociology
______________________________________________________________
______________________________________________________________
______________
4. Horizontal organization
______________________________________________________________
______________________________________________________________
______________
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5. Balance
______________________________________________________________
______________________________________________________________
______________
LESSON PROPER
A. Activity
B. Analysis
Philosophy
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curriculum, one of the critical factors are society and culture. Curriculum
workers are planning education that suits our multicultural society. That will help
every child from every different background live, work, and go on to lead
successful lives in our melting pot of society. Different related issues are
emerging regarding the role of educational institutions in society. Society's
expectations for its higher education institutions and these institutions'
responses to society will reflect in the curriculum. Every stakeholder has a
different view on the relationship of the curriculum to the society. There are
times wherein a curriculum is appropriate to one society but not with another
society. For example, in the Philippines, a subject like sex education has
profound difficulty in our curriculum because of the resistance from some
religious groups. They will not tolerate a curriculum that does not follow their
belief system. However, some groups believe that including sex education to
the educational system will be beneficial to the leaners. In this case, we can
say that society has both positive and negative influences on the curriculum.
Psychology
The curriculum
can draw upon psychology for at least five areas of information:
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Subject-centered design
This design organized based on the subject. It revolves around the teaching of
an established body of content derived from the accumulated wisdom of the
academic discipline. The design is not learner-centered because it is not
concerned with the learners' attributes, such as the learning style compared to
other designs. In this design, the learners expected to acquire the content of a
distinct subject. However, this design is the most popular compared with the
three other curriculum designs.
There are three specific designs under the subject-centered design. These are
the subject design, academic discipline design, and integrated design.
Subject Design
This design is probably the oldest and most widely used form of
curriculum organization found in school. The design is classified and organized
based on school subjects like Science, English, Mathematics, Filipino, and
others, which commonly offered at the elementary level (Pawilen, 2015). The
subjects are fragmented, and the integration is not the primary concern.
Learners expect to learn general knowledge for each subject.
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Learner-centered design
Activity/experience design
Humanistic design
Problem-centered design
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Thematic design
Problem design
Core design
This design is a set of subjects that learners are required to learn, and
teachers are required to teach in the whole country. For example, for primary
level DepEd has its national curriculum guide for kinder to grade 12, CHED
released memorandum for the different programs for the tertiary level.
Horizontal organization
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Vertical organization
In the previous part of this lesson, you have learned about the various
approaches and elements of curriculum design. In designing a curriculum, it is
necessary to consider how its parts are interrelated. Thinking about the
curriculum plan and the arrangement of its part addresses the essence of
curriculum design. The parts should promote the wholeness of the curriculum
(Oliva, 2005).
When designing a curriculum, we always have to consider the philosophical
and learning theories to determine if our design is related to our belief
concerning people, what and how they learn, and how they should use their
acquired knowledge. Curriculum design deals with the nature and arrangement
of four necessary parts: objectives, content, learning experiences, and
evaluation—a discussion on these components already done in the previous
lessons.
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Scope
Sequence
● Simple-to-complex learning
It indicates that content is optimally organized in a sequence proceeding
from simple subordinate components to complex components, highlighting
interrelationships among components.
● Prerequisite learning
It is similar to part-to-whole learning. It works on the assumption that bits
of information must be grasped before other bits can be comprehended.
● Whole-to-part learning
It receives support from cognitive psychologists. They urged the
curriculum to arrange so that the content or experience presented in an
overview provides learners with a general idea of the information or situation.
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● Chronological learning
It refers to content whose sequence reflects the times of real-world
occurrences. History, political science, and world events frequently are
organized chronologically.
Continuity
Integration
Articulation
Balance
C. ABSTRACTION
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Four types of curriculum designs are unique to each other. These are
subject-centered design, learner-centered design, problem-centered design,
and core design. Design forces in the curriculum are referred to as horizontal
organization and are concerned with the arrangement of curriculum
competencies at any one point in time. In contrast, the vertical organization
addresses the relationship between curriculum components over the entire
duration of the curriculum's application.
D. APPLICATION
REFLECTION
In a short bond paper, write a short reflection about our discussion about
curriculum design.
POST-TEST
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REFERENCES
Oliva, P. F. (2005). Developing the Curriculum, 7th Ed. US: Pearson Education,
Inc.
Ornstein, A.C. & Hunkins, F.P. (2013). Curriculum Foundations, Principles, and
Issues. US; Pearson Education Inc.
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Answer Key
Lesson 1
PRE-TEST
1. Objective
2. Curriculum
3. Curriculum Plan
4. Instructional Materials
5. Evaluation
POST-TEST
1. B
2. A
3. C
4. D
5. D
6. A
7. C
8. C
9. B
10. A
Lesson 2
POST-TEST
1. Curriculum Design
2. Balance
3. Broad fields design
4. Learner-Centered Design
5. Objective
6. Philosophy
7. Integration
8. Vertical Organization
9. Continuity
10. Horizontal Organization
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Duration: 3 hours
Introduction:
After you have laid your plans and deign in your curriculum, the next thing to do
is to implement it. As a teacher this is a major role that you do in the school. Many of
the curricula that you use may have been recommended or written down. Your task is
to implement such. Daily, your plans 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 –
12 Curricula. You will be both an implementer and a manager of this curricula. You will
put action to what has been planned and designed. It is you, a teacher, who will add
more meaning to the various activities in the classroom. This is what we call teaching
styles. You have to make the day of learners interesting, engaging and unforgettable.
No curriculum should stop at planning and designing phase. It has to be implemented.
Objectives
At the end of this lesson, you should be able to:
➢ Define Curriculum Implementation
➢ Analyze what is change process in curriculum implementation
➢ Explain the process of Curriculum Implementation
Activity
We hear teachers say: “Here goes again, another curricular change. We are already
overloaded! Why do we have to do this?”
This is a common voice that we hear from teachers and implementers. But as
we mentioned earlier, change is inevitable from curriculum development. To be
relevant, we need to change – a change for better and it can be obviously seen through
implementation.
As future teachers, what changes do you foresee in the curriculum after 5 years? State
your basis.
Analysis
Curriculum Implementation Defined
Following the Curriculum Models of Tyler, Taba, Saylor, and Alexander and
Lewis, is the next step to curriculum designing which is curriculum implementing. This
is the phase where teacher action takes place. It is one of the most crucial process in
curriculum development although many education planners would say: “A good plan
is work half done”. If this is so, then the other half of the success of curriculum
development is rests in the hands of implementer who is the teacher.
Curriculum implementation means putting into practice the written curriculum
that has been design in syllabi, course of study, curricular grades and subjects. It is
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the practice where the learners acquire the planned or intended knowledge, skills and
attitudes that are 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 curricula that has been written and planned and the
persons(teachers) who are in charged to deliver it. To them, curriculum
implementation implies the following:
• Shift from what is current to a new or enhanced curriculum
• Changed in knowledge, actions and attitudes of persons involved.
• Change in behavior using new strategies and resources.
• Change which requires efforts hence goals should be achievable.
Loucks and Lieberman defined it as the trying out of a new practice and what it
looks like when actually used in school system. It simply means that implementation
should bring desired change and improvement.
In the classroom context, curriculum implementation means “teaching” what has
been written in lesson plan. Implementing means using the plan as a guide to engage
with the learners in the teaching-learning process with end in view that learning has
occurred and learning outcomes have been achieved. It involves the different
strategies of teaching with the support instructional materials to go with the strategy.
In a larger scale, curriculum implementation means putting the curriculum into
operation with the different implementing agenda. Curriculum implementation takes
place in a class, a school, a district, a division or the whole educational system. In
higher education, curriculum implementation happens for the course, the degree
program, the institution or the whole higher education system. It requires time, money,
personal interaction, personal contacts and support.
Abstraction
Technological Changes
L
Tradition values
I
B
Knowledge Explosions Limited resources
R
I
Administrative Support Obsolete equipment
U
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Application
K – 12 is the current reform in our national basic education curriculum. There are
driving forces as well as restraining forces that affect its implementation. In other
words, there are factors that will make K – 12 succeed but there are also factors that
will make K – 12 fail.
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1. What factors make the K – 12 succeed? Write those on the right column A. You
may not fill up all the boxes.
2. What factors make the K – 12 difficult to succeed? Write those on the right
column B. You may not fill up all the boxes.
3. You see that the middle portion is the word equilibrium or balance.
A. Driving Forces/Factors B. Restraining
E Forces/Factors
Q
U
I
L
I
B
R
I
U
M
Quiz
In column A are concepts about curriculum implementation. Connect a line from
the box on the left (A) to the arrow on the right (B) of the correct match.
Match the descriptions in Column A to its correct term in curriculum implementation in
Column B. Write your answer on the space provided before the number.
Column A Column B
____1. Minor curriculum change like the use of A. Implementing
e-portfolio instead of portfolio as an artifact
____2. Progressive steps from orientation to B. Restructuring
reflection about curriculum that is a
characteristics of a curriculum implementation. C. Developmental
____3. Major curriculum change like shifting
D. Alteration
from face to face to online in the delivery of an
academic program.
E. Change Process
____4. Curriculum process of putting into action
what has been planned and designed
____5. Process that ensures that the curriculum
brings about something different and before
than before in the desired learning outcomes
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REFERENCES
Bilbao, Purita P., Dayagbil, Filomena T., & Corpuz, Brenda B. (2015) Curriculum
Development for Teachers. Quezon City: Lorimar Publishing, Inc.
http://www.fnbaldeo.com/EDCI547/Resource%20Materials/Philosophical%20Founda
tions%20of%20Curriculum%202.pdf
Duration: 3 hours
Introduction:
Curriculum evaluation is a component of curriculum development that responds
to public accountability. It looks into educational reforms or innovations that happen in
the teacher’s classroom, the school district, division or the whole educational system
as well. It is establishing the merit and worth of a curriculum. Merit refers to the value
and worth of the curriculum. Test results will only be used as one of the piece evidence
of evaluation. For in the end, the purpose of evaluation is to improve and not to prove.
Objectives
At the end of this lesson, you should be able to:
➢ Acquired clear understanding of what is curriculum evaluation
➢ Explain the need to evaluate the curriculum and how it’s being done
➢ Expanded knowledge about different curriculum evaluation models
Pretest
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Column A Column B
A. Identifying primary
_____1. Curriculum Program Sponsors, Managers and
audiences
Administrators, School Heads, Participants (Teachers and
Students) Content Specialist; other stakeholders
B. Identifying critical
_____2. Outcomes (expected, desired, intended) Process
issues/ problems
(implementation) Resources (inputs)
C. Identifying data source
_____3. People (Teachers, students, parents, curriculum D. Identifying techniques
developers) Existing documents; Available records; for collecting data
Evaluation Studies E. Identifying established
_____4. Standardized Tests, Informal Test; Samples of standards and criteria
students Work; Interviews: Participants, Observations, F. Identifying techniques in
Checklists, Anecdotal records data analysis
_____5. Standards previously set by agency (DepEd, G. Preparing evaluation
CHED, Professional Organization) report
_____6. Content Analysis. Process Analysis, Statistics, H. Preparing modes of
Comparison, Evaluation Process display number
_____7. Written; Oral; Progress; Final; Summary;
Descriptive, Graphic, Evaluative and Judgmental; List of
Recommendation
_____8. Case Studies; Test Score Summary; Testimonies;
Multimedia Representation; Product Display (exhibits);
Technical Report
The use of face shields has been mandatory in places with stricter community
quarantine protocols. Draw three designs of face shields that you would like to sell to
people. Specify the materials that you are going to use to make your products and
then set prices for each.
Once done, you are going to assume that you are the customer. You are going to buy
one among the available designs. List down the factors that you will consider in
choosing the best product.
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Analysis
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If any of the indicators is answered with a “No”, actions should be made to make
it Yes.
Using all the steps to evaluate the curriculum and obtaining all YES answer
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’s Context, Input, Process Product Model (CIPP)
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The CIPP Model of Curriculum Evaluation was a product of Phi Delta Kappa
Committee chaired by Daniel Stufflebeam. The model made an emphasis that the
result of 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 of the four stages as the focus of evaluation.
• Context Evaluation – assesses needs and problems in the context for
decision makers to determine the goals and objectives of the
program/curriculum.
• Input Evaluation – assesses alternative means based on the inputs for
the achievement of the objectives to make the decision makers to
choose option for optimal means.
• Process Evaluation – monitors the processes both to ensure that the
means are actually being implemented and make necessary
modification.
• Product Evaluation – compares actual ends with intended ends and lead
to a series of recycling decision
For all the four stages, the six steps are suggested.
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Step 5 Identifies the problem 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 9 Decide with stakeholders the most appropriate formats for the report.
5. Scriven Consumer Oriented Evaluation. Michael Scriven in 1967 introduce
this evaluation among many others when education products flooded the
market. Consumers of educational products which are needed to support an
implemented curriculum often use consumer-oriented evaluation. These
products are used in schools which require a purchasing decision. These
products include textbooks, modules, educational technology like soft wares
and other instructional materials. Even teachers and school themselves
nowadays write and produce these materials for their own purposes.
Consumer-oriented evaluation uses criteria and checklist as a tool for either
formative or summative evaluation purposes. The use of criteria and checklist was
proposed by Scriven for adoption by educational evaluators.
An example of Instructional Material Review Form by Marvin Patterson of
Florida State University is adapted for better understanding.
Copyright date
Material Evaluator
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Using the checklist for instructional material review or evaluation may help any
curricularist make decision as to which textbook, modules or any instructional support
material will be used, revised, modified or rejected.
Abstraction
A Simple Way of Curriculum Evaluation Process
For a very simple and practical way of curriculum evaluation, responding to the
following questions will provide an evaluation data for curriculum decision. 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?
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Application
Reflection:
Reflect on your current and past experiences on the different curriculums you went
through from the time you entered school up to the present.
Pause for some moments and read the “I wonder if . . .” incomplete sentence.
Based on your reflection, choose a number and write your answer on the box provided
then based on your response on “I wonder if . . .”, complete the sentence, “I think . . .”
I wonder if . . .
1. My teachers have reviewed the textbooks we used in high school.
2. The instructional materials we are using now will not be used in the future.
3. What I have learned now still be relevant in the future.
4. Evaluation of a curriculum will still be a task of a teacher.
5. There is really a need to evaluate the curriculum.
I wonder if
________________________________________________________________
I think
___________________________________________________________________
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Post-test
1. L. H. Bradley
2. Michael Scriven
3. Robert Stake
4. Daniel Stufflebeam
5. Ralph Tyler
REFERENCES
Bilbao, Purita P., Dayagbil, Filomena T., & Corpuz, Brenda B. (2015) Curriculum
Development for Teachers. Quezon City: Lorimar Publishing, Inc.
http://www.fnbaldeo.com/EDCI547/Resource%20Materials/Philosophical%20Founda
tions%20of%20Curriculum%202.pdf
Duration: 3 hours
Introduction:
Curriculum designers need to enhance the curriculum and propose curricular
innovations to respond to the changing educational landscape in the country as well
as in the other parts of the globe. It is most necessary that as future curricularist and
a teacher, you should be familiar with what is happening and will happen in our
curriculum. There is no substitute for being READY and INFORMED.
In this lesson, you will have a comprehensive knowledge on curricular reforms
initiated in the Philippines and abroad to improve the quality of teaching and learning.
Let’s study them one by one.
Objective
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Pretest
List down ten ideas or concepts about K-12 curriculum in the Philippines.
Activity
What do you think are the goals of the K-12 curriculum?
Analysis
Curriculum designers need to enhance the recommended curriculum and
propose curricular innovations to respond to the changing landscape in education
regionally and globally. Are you aware of some curricular reforms in the Philippines
and other countries? Are they familiar to you?
Republic Act 10533, otherwise known as the Enhance Basic Education Act of
2013, is the latest educational reform in Philippine Education signed into law by
President Benigno Aquino III last May 15, 2013. It is an act enhancing Philippine Basic
Education system by strengthening its curriculum and increasing the number of years
for basic education appropriating funds therefore and for purposes. The Enhance
Basic Education Act of 2013 popularly known as K – 12 includes one (1) year of
kindergarten education, six (6) years of elementary education and six (6) years of
secondary education. The six-year secondary education includes four (4) years of
Junior High School and two (2) years of Senior High School. With K to 12, the
existing 10 years of basic education is increased with 12 years with kindergarten
education as a prerequisite to entry in Grade 1.
Why K to 12?
K to 12 makes the Philippine education system at par with the international
standard of 12-year basic education thereby contributing to a better educated society
capable of pursuing productive employment, entrepreneurship and higher education
studies. After going through kindergarten, elementary, junior high and a specialized
senior high school program, every K to 12 graduate is ready to go into different paths
– higher education, middle level skills development, employment or entrepreneurship.
The K to 12 graduates are also expected to be equipped with 21st Century skills like
information, media and technology skills, learning and innovation skills, effective
communication skills and life and career skills.
When K to 12 was launched in 2012, many Filipinos are apprehensive because
of the addition of two (2) more years in secondary schooling. Some said, the additional
two years are added burden for the average Filipino family. Other said, the K to 12
program is doomed to fail since it does not address the basic problems in education
like lack of classrooms, chairs, books, teachers, quality teaching and many more.
Amidst criticism, the Department of Education pushed K to 12 program
implementation. What could be the reasons?
Let’s consider these existing realities in Philippine education that became the
bases of K to 12 program implementation:
1. Mastery of basic competencies is insufficient due to congested
curriculum
In international examination, the Philippines performed poorly as revealed in 2003
TIMSS (Trends in International Mathematics and Science) scores. In grade 4 Science
and Math, the Philippines ranked 23 out of 25particpating countries. In High School II
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Science, the Philippines rank 43 out of 46 and in math ranked 34 out of 38. Even with
only the science high schools participating in the Advance Mathematics category in
2008 TIMSS, the country’s ranking did not improve. In fact, it ranked the lowest (10)
among ten participating countries.
One of the factors that contribute to the low performance in achievement test is the
congested basic education curriculum. What other countries teach in twelve (12)
years, the Philippines teach only in ten years. The 10 years would not be enough to
master the competencies. Adding 2 years would make possible the decongestion of
the curriculum for comprehensive acquisition of basic competencies and the 21 st
Century skills.
2. The Philippines is the only remaining country in Asia with a 10-year basic
education program
The Philippines is the only country in Asia that has ten-year basic education
program. The short duration of basic education program also puts million overseas
Filipino workers, especially the professionals, and those who intend to study abroad
at a disadvantage. Graduate of Philippine Schools are not automatically recognized
as professionals outside the country due to the lack of two years in basic education.
Bologna Accord imposes twelve (12) years of education for university admission and
practice of profession in European countries. Washington Accords prescribes twelve
(12) years of basic education as an entry of recognition of engineering professionals.
With K to 12, Filipino professionals would have the same competitive edge with
professionals from the other countries having gone through 12 years of basic
education.
Employability of Filipino high school graduates
The K to 12 curriculum prepares the students for the world of work, middle level
skills development, entrepreneurship and college education. As early as Grade 7 and
Grade 8, the student is made to explore at least 8 subjects in the four areas of
Technology and Livelihood Education (TLE) namely: Home Economics, ICT, Industrial
Arts and Agriculture and Fishery Arts. In Grade 10 and Grade 12, the student is
supposed to have obtained a National Certificate (NC) Level and NC Level II from
TESDA. NC I and NC II make a Grade 12 graduate employable.
The short duration of basic education in the Philippines resulted as 15-year-old
graduate who are not legally employable. With the implementation of K to 12, the
graduates of senior high is 18-years old who is legally employable.
Let’s pause and answer this question.
Are the existing realities enough for justification for the implementation of the K
– 12 Program? Why and Why not? Write your answers.
Abstraction
The K to 12 Curriculum
Section 5 of the Enhance Basic Education Act of 2013, stipulates the following
curricular standards which the curriculum developers adhered to in crafting the K to
12 Curriculum:
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Grade 11 Academic
TechVoc
Sports
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STEM HUMSS
General
ABM Academic
Academic
Track
Core Subjects
Oral Communicaton
Reading & Writing
Language Komunikasyon at Pananaliksik sa Wikang Filipino at Kulturang Pilipino
Pagbasa at Pagsusuri ng iba’t ibang Teksto tungo sa Pananaliksik
21st Century Literature from the Philippines and the World
Humanities
Contemporary Philippine Arts from the Regions
Communication Media and Information Literacy
General Mathematics
Mathematics
Statistics and Probability
Earth and Life Science Lecture and Laboratory
Science
Physical Science Lecture and Laboratory
Personal Development/Pansariling Kaunlaran
Social Science
Understanding Society and Culture
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Application
The Philippines has implemented the K to 12 Curriculum Program from
Kindergarten to Grade 3 in elementary and Grade 7 to 9 in the junior high. Conduct a
survey among teachers handling those grade levels. Ask them what they like and what
they do not like about the curriculum. Ask their suggestions on how to improve the
curriculum implementation.
Reflection:
Post-test
What do I know? What do I tell?
If you will be interviewed about K to 12, what ten ideas or concepts can you tell?
REFERENCES
Bilbao, Purita P., Dayagbil, Filomena T., & Corpuz, Brenda B. (2015) Curriculum
Development for Teachers. Quezon City: Lorimar Publishing, Inc.
The lessons and activities in this module will help the learners to reflect on the
formation and contextualization, indigenization and localization of the curriculum
especially in the Philippine Education System.
Objectives/Competencies:
At the end of Unit II, pre-service teachers should be able to:
a. Describe the contextualization, indigenization and localization of the
curriculum.
b. discuss how these factors affect the development of the curriculum.
c. explain the flow or process of each factor in the curriculum.
Pretest
Multiple Choice: Encircle the letter of the correct answer.
1. It helps students learn language skills by teaching the skills using the authentic
contexts in which students must use those skills in the real world.
a. Curriculum Localization
b. Curriculum Indigenization
c. Contextualized Curriculum
d. School-Based Curriculum
2. One of the processes for contextualizing curriculum.
a. lack of resources
b. lack of competent staff
c. put new skills into action in the real world.
d. teachers’ attitudes and potential resistance
3. When embarking this process, educators at all levels in an education system
are required to adopt additional responsibilities, new roles and to perform
familiar tasks in different ways.
a. Contextualized Curriculum
b. Curriculum Localization
c. Curriculum Indigenization
d. School-Based Curriculum
4. If the education system is seen as a learning organization and the individuals
within it as learners, their roles becomes one of facilitating change and building
capacity throughout the system.
a. policy maker and implementer
b. teacher and school principal
c. teacher and curriculum
d. learners and teachers
5. The agency wherein Tertiary Education occurs.
a. Basic Education Department
b. Department of Education
c. TESDA
d. Commission on Higher Education
6. The agency wherein the primary and secondary education occurs.
a. Commission on Higher Education
b. TESDA
c. Basic Education Department
d. Department of Education
7. It supports policy formulation and standard setting for reform of the curriculum
and the impact of this on teacher skills and knowledge.
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a. Curriculum Indigenization
b. Curriculum Localization
c. School-Based Curriculum
d. Curriculum Contextualization
8. It is a distinct process that needs to be practiced in its own right, and the two
should not be merged together in policy or practice.
a. Indigenization
b. Multiculturalism
c. Localization
d. Contextualization
9. This refers to the lessons and academic content taught in a school or in a
specific course or program.
a. Curriculum
b. Academic Evaluation
c. Certificate of Grades
d. Transcript of Records
10. This does not require abandoning multiculturalism, both can be practiced side-
by-side.
a. Localization
b. Contextualization
c. Curriculum
d. Indigenization
Activity:
As pre-service teacher, what do you think is/are the subject/s that the
learners need to be focused on and the least to be focused? Explain and write
your answers on the blanks.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
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Analysis:
Contextualized curriculum
https://www.slideshare.net/rtipolo/contextualization-
presentation#:~:text=Key%20Concepts%20Contextualization%2
0refers%20to,and%20useful%20to%20all%20learners.
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Quiz
Inside the box, illustrate using graphic organizer that you prefer explaining how the
contextualization of the curriculum occurs.
Activity:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
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_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Analysis
Difference between Indigenization and Multiculturalism
When talking about Indigenization, it is important to keep in mind that this
process and approach to working in post-secondary institutions is different from
approaches that place multiculturalism at the center. While multiculturalism
approaches are also necessary and relevant, they differ from Indigenization at
a philosophical, political, and systemic level. A question we often hear when
trying to include Indigenous perspectives into the curriculum is: “Why are we
not including other ethnic groups if Canada is a culturally diverse country?” In
response to this question, it is important to remember the following:
References:
https://opentextbc.ca/indigenizationcurriculumdevelopers/chapter/the-
need-to-indigenize/
Quiz
______________________________________________________________
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______________________________________________________________
______________________________________________________________
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______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
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Activity:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_______________________________________________________________
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Analysis
Curriculum Localization
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Four main areas where practical difficulties may arise can be identified:
Reference:
http://www.ibe.unesco.org/fileadmin/user_upload/COPs/Pages_documents/R
esource_Packs/TTCD/sitemap/Module_4/Module_4_2_concept.html
Quiz
Create your own version of curriculum localization. You may choose any of the
subjects and grade level that you wish to do (e.g. Mathematics Grade 3). You may do
your curriculum localization by using an illustration or graphic organizer or it can be in
an essay form depending upon your preference. You may use the space provided
below.
Rubrics for scoring
Relevance of the idea to the question - 5 points
Clearly illustration - 3 points
Writing legibly and neat - 2 points
TOTAL POINTS - 10 points
Post Test
Multiple Choice: Encircle the letter of the correct answer.
1. It helps students learn language skills by teaching the skills using the authentic
contexts in which students must use those skills in the real world.
a. Curriculum Localization
b. Curriculum Indigenization
c. Contextualized Curriculum
d. School-Based Curriculum
2. One of the processes for contextualizing curriculum.
a. lack of resources
b. lack of competent staff
c. put new skills into action in the real world.
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Pre-Test
1. C
2. C
3. B
4. A
5. D
6. D
7. B
8. A
9. A
10. D
Post Test
1. C
2. C
3. B
4. A
5. D
6. D
7. B
8. A
9. A
10. D
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