Final Modules

CURRICULUM DEVELO PMENT

TO: MA’AM JOSILIE FAITH OPLAY ISIC

FROM: JENJEN A. GOYAGOY

ASSESSMENT:

1. What factors make the k12 succeed? Write these on the left column A. You may not fill
up all the boxes.
2. What factors make the k12 difficult to succeed? Write these on the right column B. You
may not fill up all the boxes.

A. Driving Forces/factors E B. Retraining force/factors

Access to quality education Q To focused on area

Competitive Advantage U Urgent shift in environment

Increased focus on vocational I High school graduates are younger than

education 18 years and lack basic competencies and
maturity

Ready to join the workforce L High cost education

Holistic education I Lack of budget, classroom, school’s

supplies, and teachers.

Easy recognition as global citizens and B Forced to choose a strand

professionals

Sufficient instructional time R Dropout rates increase

More skilled and competent graduates I

Preparedness for tertiary learning U

Tailor, fitting tracks M

SELF-REFLECT;

1. As a future teacher what would be your response to curriculum implementation as

part of curriculums change? Are you willing to take part in the implementation?
Why? Or why not? Write your answer in more than 10 sentences.
 ⮚ For me as a future teacher as part of curriculum change, I will be the one to

guide my learners on what the knowledge they adopt and learned in a specific
time. Because I believe that a teacher must a curricularist who knows the
curriculum, plan curriculum and implement curriculum. And the curriculum is
a serve as the guide of a teacher in handling many students and without of it,
the goal of a teacher is not measurable. My response of it is I will understand
and analyzing the given changes. As a future teacher, I have my role in
handling my students in a creative way. Even there is a changes, there’s no
one can take part of a teacher because teacher is always a teacher.

⮚ Yes, I am willing to take part in the implementation because that is a teacher,

and I have the power on how to implement my curriculum. Through giving

some activities in my discussion that help the learners enhance their
intellectual skills, as well as their emotional and psychomotor skills will
propose an objective that in the end of the lesson, it can be effective and
useful.

IV-ASSESSMENT OF LEARNING OUTCOMES

1. If you throw the ball to a classmate, what force will you apply?
A) Push B) Pull C) Slide
2. You want the chair to be nearer you, so your best friend can sit, what will you do?
A.) Pull the chair B.) push the chair C) Carry the chair
3. A table blocking the way. You wanted to remove it further to provide passage. What will
you do?
A. Break the table B.) push the table on the side C) pull the table
a. What do you need in order to move an object away near you?
A) Force B) Food C) Water

5. Can your force move everything?

A) Yes B) NO C) Not sure

MY ASNWERS:

1.A
2. C
3. B
4. A
5. NO

V- ASSESMENT

At home, list four object that you can push or pull, what did you use to pull or
push the object?

⮚ In our home the things that I can push or pull are the closing the Door, pushing a Chair,

pulling Window curtain and opening Drawer, and I use to push and pull the object is my
Hands and my Feet.

ASSESSMENT;

Look for other model of curriculum evaluation and identity each of the model
disquieting features use the suggested Table.

CURRICULUM MODEL ORIGIN OF THE MODEL Distinguishing features/

who developed the model and
when it was developed
The Tyler Model Ralph Tyler he developed the
Tyler Model in 1949
The Taba Model Hilda Taba was Developed
the Taba Model in 1902-1967. multi-purpose teaching model
characteristics of the model
-its four sections focus on
setting objectives, selecting
learning experiences,
organizing instruction, and
evaluating progress. Tyler’s
straightforward
recommendations are sounds
and effective tools for
educators working to create a
curriculum that integrates
national objectives with their
student’s needs.
-Hilda Taba created a
that utilizes the use of
multiple processes, listing,

The Saylor and Alexandra Galen Saylor and William
Model Alexander Developed in 1974 of four steps: According to
CIPP Model Daniel L. Stufflebeam
Developed the CIPP Model in decision-oriented model that
1960
Stake’s Model Robert Stake Developed the
Stakes’s Model and It was
developed in the late 1960s.
Roger’s Model Carl Roger Developed the
Roger’s Model in 1983.
grouping, labeling,
regrouping, and synthesizing.
Taba is an inductive (teacher)
approach. Taba is belief that
teachers are aware of the
students’ needs hence they
should be the one to develop
the curriculum.
They developed as consisting
them curriculum is a’’ plan
for providing sets of learning
opportunities to achieve
broad educational goals and
related specific objectives for
an identifiable population
served by a single school
centre’’.
It considered a
systematically collects
information about a program
to identify strengths and
limitations in content or
delivery, to improve program
effectiveness or plan for the
future of a program.
-Model emphasizes the
importance of both
description and observation in
evaluation.
According to Rogers there are
five perceived characteristics
of innovations that help
explain the rate at which
innovations are adopted;
related advantage,
compatibility, complexity,
 trialability, observability.
Innovations are adopted faster
if users perceive them to be
better than that they currently
have.
Scriven’s Model Model Developed by Michael -Goal free evaluation
Scriven in 1991. evaluator actively avoids
information regarding
program goals. Evaluator
does not have preconceived
goals in order to narrow the
focus.
Krippatricks Model Was developed by Donald -This model includes the
Kirkpatrick in 1959 simplicity of the process,
measurement of a limited
number of variables, ease of
evaluation criteria, and lack
of need to collect the basic
data and learner’s previous
performance, and
independence of individual
and environmental variables.
The Oliva Model Model Develop by Peter F. -The Oliva Model is a
Oliva in deductive model that offers a
faculty a process for the
complete development of a
school’s curriculum. Oliva
recognized the needs of
students in a particular
community are not always the
same as the general needs of
students throughout our
society.
ASSESSMENT;
Since our school uses blended instruction using model system and the usual face to face
instruction delivery, what would you identify as the agent s of this innovation.
Innovation/ change
Incorporation of educational
technology
Faculty peer evaluation
Assessment
Evidence base for new
curricular elements
Agents of innovation Justification
-Department of education -successful application of
computer, tablets,
smartphones, social, media,
simulations, virtual
environments and other
educational technology tool
to enhance the learning.
-Teachers -publishing of texts, peer
- School heads reviewed articles and
presentations on innovation
curriculum you have created.
-external peer reviews of the
programs from colleagues
who design similar programs.
-Teachers -quality/strength of the
-School heads argument for the proposed
changes
-whether you obtained
funding for making and
supporting this curricular
innovation.
-Extend to which you need to
and do train faculty to
participate in this new
innovation.
-Faculties and Staff -faculty evaluations of what
-Teachers this new curriculum means
-School heads for them and for their
students