Profed10 Part 2

34
II:
Curriculum Models and New Literacy
“The people who best understand what a particular school needs or might be
able to create, are the teachers who are most familiar with that setting because they
are there every day!” – Tim Moss
Basic Types and Models of Curriculum
Curriculum is composite of entire range of experiences the learner

undergoes of school or college. It is a systematic arrangement of the sum
total of selected experiences planned by a school or college or defined group
of student to attain the aims of particular educational program. A necessary
precursor to exploring curriculum designs for the twenty-first century is to
highlight that there is not a shared understanding of the notion of curriculum
by either theorists or practitioners in higher education. As a theorist, Grundy
(1987) frames curriculum as a way of organizing educational practices based
on three rationales: product where the focus is on reproducing knowledge for
a defined outcome, practice which emphasizes the development of
understanding in order to make judgments and apply knowledge, and praxis
which focuses on critical reflection with outcomes determined by the
community of learners. This chapter will tackle about the different types and
models of curriculum and its implications to students learning.
 Discuss five basic types of curriculum within these broader categories

 Determine the most appropriate type of curriculum suited to a various
learners
 Explain each curriculum models and its implications to instructions
Building and Enhancing New Literacies Across the Curriculum

35
Task: Interview at least three (3) students in your community who are
currently enrolled for this school year
Guide Questions:
1) What is your Course, age and parents occupation?
2) What are your weakness subjects and why?
3) What is the type of classroom activities/teaching
strategies that you prefer and why?
Note: record the answers of the students on a clean sheet of

paper and let them be informed the purpose of the
activity.
Base on the data that you gathered, answer the following:

1. Do the students have the same weaknesses? If yes, why do you think
so?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
2. What do you think of their preferences in terms of classroom

activities/teachers strategies?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
3. If you were to teach one of the students you interview, what are the
things that you should consider?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________.

36
Meaning of Curriculum
The term curriculum has been derived from a Latin word ‘Currere’
which means a ‘race course’ or a runway on which one runs to reach a goal.
Accordingly, a curriculum is the instructional and the educative programme
by following which the pupils achieve their goals, ideals and aspirations of
life. It is curriculum through which the general aims of a school education
receive concrete expression. A curriculum is a plan of educational
experiences with clearly stated components. The type of a curriculum is
decided based on the developmental needs of society. Effectiveness of a
curriculum depends on its determinants. Proper steps need to be followed
while developing a curriculum.
The five basic types of curriculum are as follows within these broader
categories. (Article from theducationcafe.wordpress.com)
1. Traditional - This is the traditional workbook/textbook approach

familiar to those who attended school in earliest 90’s. It is comprised of 6-7
unrelated subjects with a different book for each. It is grade specific and
may be expensive.
2. Thematic Unit Study - This type is known as “thematic learning,”
“teaching across the curriculum,” or integrated study. Basic school subjects
are studied in light of a particular topic, theme, or historical period instead of
isolated subjects. Most often, a separate phonics and math program is
needed (though some companies include them as supplements or offer
choices).
3. Programmed - This type is often based on a self-paced, sequential
workbook. It requires no preparation and usually little direct teaching by the
parent. Students work through the programmed material by themselves at
their own speed and after each step test their comprehension by answering
questions.
4. Classical - “The Trivium” is stages or ways of learning that coincide
with a child’s cognitive development; learning how to learn and learning how
to think.
 Grammar Stage - What’s in their world (PreK-2nd or 3rd)
 Dialectic Stage - Tell me more. Tell my why. How does it
work? Compare/contrast; Connect real things to
abstract. (2nd or 3rd – 5th or 6th)
 Rhetoric Stage - What does it mean to me? What do I do with
this info? How am I going to use it? Logic/Debate. (Middle
school to Adult)
5. Technological Learning - This includes internet and software-based

programs. The internet provides multi-sensory, interactive learning via
multi-media learning. Software provides the same in a more controlled
environment (minus the interaction).

37
Types of Curriculum Operating in Schools
Allan Glatthorn (2000) describes seven types of curriculum operating

in the schools.
1. Recommended Curriculum - Most of the curricula are recommended,

proposed or came from a national agency, scholars or any professional
organization.
2. Written Curriculum - Includes documents made by curriculum experts and
teachers for implementation. Example is the written lesson plans, syllabus,
etc.
3. Taught Curriculum - Varied activities suited to the students’ learning styles
and teachers’ teaching styles in order to achieve the objectives of the written
curriculum. Field trips, simulation games, collaborative activities, role plays,
projects, etc.
4. Supported Curriculum - These are the materials which help the teachers in
the implementation of the written curriculum. It includes resources such as
textbooks, computers, audio-visual materials, laboratory equipment,
playground and other facilities intended to help the learners achieve real and
lifelong learning.
5. Assessed Curriculum - Series of evaluations done by the teachers to
determine the extent of teaching and the progress of learning. Assessment
tools include pencil-and –paper tests, authentic assessments like portfolio,
etc.
6. Learned Curriculum - He learning outcomes achieved by the students
indicated by the results of the tests and changes in behavior which can either
be cognitive, affective or psychomotor.
7. Hidden Curriculum - This is the unintended curriculum which is not
deliberately planned but may modify behavior or influence learning
outcomes. These could be the peer influence, school environment, physical
condition, teacher-learner interaction, mood of the teacher and many other
factors.
8. Concomitant Curriculum - This refers to the things experienced, received
or learned from the church, home or society based on family preferences.
9. Phantom Curriculum - These are the messages prevalent in and through
exposure to social media such as personal messages, blogs, etc. These
messages play a major role in the enculturation of students to the
predominant meta-culture.
10. Null Curriculum - This refers to the ideas or concepts which were not
taught may be due to mandates from higher authorities, teacher’s lack of
knowledge, or deeply engrained assumptions and biases.
Curriculum Models
It is a broad term referring to the guide used in education to

determine specific aspects of teaching, such as subject, time frame, and
manner of instruction.

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1. Subject-Centered Curriculum - This model focuses on the content of

the curriculum. The subject centered design corresponds mostly to the
textbook written for the specific subject.
The subject-centered curriculum can be focused on:
 traditional areas in the traditional disciplines
 interdisciplinary topics that touch on a wide variety of fields
 on processes such as problem solving
 on the goal of teaching students to be critical consumers of
information.
A curriculum can also be organized around a subject center by

focusing on certain processes, strategies, or life-skills, such as problem
solving, decision making, or teamwork.
2. Learner-Centered Curriculum - centered on certain aspects of the

learners themselves. It may explore the learner’s own life or family
history or local environment.
Advantages:
- It gives power to the learners: they are identified as the
experts in knowing what they need to know.
- The constructivist element of this approach honors the
social and cultural context of the learner.
- It creates a direct link between in-class work and
learners' need for literacy outside the classroom.
Disadvantages:
- It often relies on the teacher's ability to create or select
materials appropriate to learners' expressed needs. This
requires skill on the part of the teacher, as well as time
and resources: at a minimum, texts brought in from real
life, a wide pool of commercially available materials from
which to draw, and a reliable photocopier. Given the
reality of teachers' professional preparation and working
conditions (Smith, et al., 2001), lack of skill, time and
resources makes creating curriculum with this approach
difficult.
3. Problem-Centered Curriculum - Problem-centered curriculum, or

problem based learning, organizes subject matter around a problem,
real or hypothetical, that needs to be solved. Problem-centered
curriculum is inherently engaging and authentic, because the students
have a real purpose to their inquiry -- solving the problem.
Types of problems to be explored may include:

a. Life situations involving real problems of practice
b. Problems that revolve around life at a given school
c. Problems selected from local issues
d. Philosophical or moral problems

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The Taba Model
Taba took what is known as a grass-roots approach to curriculum

development. She believed that the curriculum should be designed by the
teachers rather than handed down by higher authority. Further, she felt that
teachers should begin the process by creating teaching-learning units for
their students in their schools rather initially in creating a general curriculum
design. It is an inductive approach to curriculum development, starting with
specifics and building up to a general design
Five-Step Sequence
1. Producing pilot units - linking theory and practice

a.) Diagnosis of Needs
b.) Formulation of Objectives
c.) Selection of Content
d.) Organization of Content
e.) Selection of Learning Experiences
f.) Organization of Learning Activities
g.) Determination of what to evaluate and of the ways and means of
doing it
h.) Checking for Balance and Sequence
2. Testing Experimental Units
3. Revising and consolidating
4. Developing a Framework
5. Installing and disseminating new units.
Some Issues in Curriculum
1. Scope relates to what should be taught or learned.

2. Sequence relates to when different parts of the curriculum should be
learned with respect to the other parts of the curriculum.
3. Integration relates to how different strands of a piece of curriculum relate
to other things
4. Continuity relates to how previous learning and future learning relate in
terms of cumulative effects of learning.
Instruction: Answer the following questions based on your

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

___________________________________________________________
___________________________________________________________
___________________________________________________________

40
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
2. What educational experiences can be provided that are likely to attain

these purpose?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
2. On what bases would you choose a model for curriculum development?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
Instruction. Read each item carefully and encircle the letter of your choice.
1. Which does NOT belong in considering the type of curriculum?

A. Effectiveness C. The level of difficulty
B. Child’s learning style D. Time
2. Which curriculum that could be more interactive and engaging;
provides structured learning so child can learn more independently via
multi-media learning?
A. Programmed C. Classical
B. Thematic D. Technological
3. A child used to being in school and a methodical, routine learner. What
type of curriculum would be suited for him/her?
A. Traditional C. Thematic Unit Study
B. Technological D. Classical
4. Who controls the subject centered-curriculum?
A. Learner C. Teacher
B. Parent D. Teacher and parent
5. Which statement about the subject-centered curriculum is NOT true?
A. There is a high level of cooperative interaction
B. It covers much content in a short period of time

41
C. The teacher has full control of the classroom activities

D. The main task is mastery of learning
6. Ways of learning that coincide with a child’s cognitive development uses
real books; unit study approach to content; systematic/chronological
method. Which curriculum the statement coincide?
A. Classical C. Programmed
B. Traditional D. All of the above
7. Which is NOT a description of the learner-centered curriculum?
A. Emphasis is on the total growth and development of the
learners
B. Controlled and cooperatively directed by learners, teachers and
parents
C. Education is a means to develop social creative individual
D. Emphasis upon facts and knowledge for future use
8. Basic school subjects are studied in light of a particular topic, or
historical period instead of isolated subjects and teaches to child’s area
of interest. What type of curriculum is being used?
A. Programmed C. Classical
B. Practice-based D. Thematic
9. What do you call the curriculum when the teacher puts into action all
the different planned activities in the classroom?
A. Recommended Curriculum C. Written Curriculum
B. Taught Curriculum D. Supported Curriculum
10.Which of the following statements is NOT acceptable?
A. Instruction is the actual engagement of learners in the planned
learning activities.
B. Curriculum determines what assessment should be done, and
how to do it.
C. Instruction requires teachers to use a variety of action to
accomplish a variety of functions.
D. Assessment establishes what is to be accomplished in teaching
and learning.

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Using Rich Media in Practice-Based

Curricula
Students in practice-based courses, such as law, medicine, education,

nursing and engineering, typically begin with a limited understanding of the
nature of the field of practice. Additionally, there is often a disconnection
between the theory of the discipline area—learnt at university—and the
teaching and learning that takes place at sites of professional practice. In this
lesson, we will discuss three common ways in which students are helped to
make connections between their university learning and their more
practically oriented learning: work-integrated learning programmes, inquiry-
based learning designs and simulation, but identify particular issues with
each approach. We then consider how rich media technologies such as
videoconferencing, web conferencing and mobile video can be used to
connect university classrooms to sites of professional practice and in doing so
help to address the identified issues with traditional approaches to practice-
based education.
 Define what is Practice based curricula

 Experience simulation activity and write a case study sample
 Appraise the importance of practice-based learning for
university students
 Analyze the situation of connecting student learning at
university with professional practice using media in practice-
based curricula
Instruction: Follow/Perform what was asked in the following:
Activity 1 – Put one hand behind your back, and try to do common activities
(get your books out of the bag, tie your shoe, pull up your pants, etc.)
Activity 2 – Find a pair of white foam ear plugs, something that can make
“white noise”. After hat, listen to the radio/television show.

43
Activity 3 - What to do: Say the COLOR the word is written in.
Note: Secure a documentation/evidence while doing the activity.
Instruction: I am hoping that you visited the link to the previous activity and
done it yourself. You can surely answer the following:
1. In activity 1 – This is to show other students what it is like to also

have one hand, really taking a walk in their shoes getting a dose of
what it is like to understand the struggle. Discus here your struggle
and reflection on the activity.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
__________________________________________________________.
2. In activity 2 – This is a way for students to experience what it is like to

not have the ability to hear. What struggle have you experience while
doing the activity?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

44
3. In activity 3 – it is an example of what it is like to struggle against

what your brain is telling you the answer is. Discuss here what are
those struggles and your reflection.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
__________________________________________________________.
From Theory to Practice
Researchers across a variety of professional disciplines have

highlighted differences in the bodies of knowledge and theories studied at
university and those used either explicitly or implicitly by practitioners, for
example, nursing (Spouse, 2001 ), teacher education (Cope & Stephen,
2001) and social work (Johansen & Ouellette, 2008 ). The complex
relationship between theory and practice has been a key focus for a number
of theorists.
In 1999, Ball and Cohen proposed a practice-based theory of
professional education, which would end inadequate professional
development efforts with a more comprehensive approach. Their work has
been referenced over the past decade, yet there have been limited attempts
to actualize their ideals and research their implications.
The disconnection creates three fundamental difficulties.
1. First, students often have an incomplete knowledge of the practice

context;
2. Second, in their university-based learning, students are asked to apply
the theoretical ideas they have been studying to contrived or
inauthentic problems; and
3. Third, when students do engage in learning at sites of professional
practice, the messages provided by their supervisors in professional
practice may be different from the ones they receive from their
university lecturers.
For many teaching graduates, the gap between what you learn in class
and the reality of the job can be a shock. There are a lot of important
theoretical frameworks for education out there. Yet as many new teachers
discover, when you’re dealing with a class of small, individual humans there
are no substitute for experience. As opposed to ‘theory-based learning,’
practice-based learning requires the learner to learn and apply theory in an
actual work environment, from the very beginning.

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Practice-based learning is more than ‘learn the theory then go to work.

With practice-based learning, you combine theory and work experience with
a strategic, reflective process throughout the duration of your learning. You
don’t just learn the theory first, then jump into the classroom and apply it
afterward. You implement the theory in the classroom as you learn it, assess
its effectiveness and revisit your initial framework according to what’s useful
in reality. The end goal is to become a self-sufficient professional who has
the capacity to develop, measure, redesign and grow your own practice over
time.
Tim Moss, Program Director for Torrens Education, explains:
“We don’t think it’s ideal for those seeking further qualifications in
Education to have to work through the dense theoretical material before they
get to what it means for them. So, our courses are about
learning through practice and finding the theory that helps to explain or
understand what happens, when we make changes to what we do and how
we do it. That means graduates of our courses finish with more than just
ideas about what they’d like to do with their learning; they also finish with
portfolios that demonstrate their capacity to apply their learning, and to
actually make changes, improve their practice, and analyze the results.”
Reasons why a practice-based learning model is great for educators and

future educators.
1. You get to know yourself as a professional (and a person) on a deeper

level.
Everyone who is just starting out as an educator has their own
ideas of how they’d like to teach. Often, the reality of the class will
challenge your ideas about teaching and about who you are. Your
capability as a teacher depends on having a strong understanding of
yourself as a person. You need to be able to monitor your own
responses to your students and to the class environment, reflect on
it, and alter it accordingly. If you’re studying a practice-based
education course, you’re given the opportunity and framework to learn
how to self-assess, during your first experiences in the classroom.
2. You have support as you start out in a classroom.
For a lot of teaching graduates, the first six weeks in the
classroom are the most difficult, and it’s not made easier by a lack of
support. If you’re studying under a practice-based model, you spend
your first weeks in the classroom under the guidance and supervision
of your own teachers. You can return from a day on the job and
debrief with your lecturers, ask for advice, and reflect on what you’ve
learned together as a group.
3. Practice-based teaching courses are relevant and responsive.
No matter how universal a theoretical framework may seem, no
classroom or teacher is the same. What works in one setting may not
be appropriate for another.

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Because practice-based teaching is built around a constant

feedback loop, the content of your course responds to the reality of
the classroom.
If a particular approach doesn’t work in class, you have the
opportunity to come back to your course content, analyze what you’ve
learned, and figure out new strategies more relevant. You don’t
emerge from teaching school stuck with a pedagogy that doesn’t
match your working experience.
The basis of knowledge creation is the dynamic relationships that

arise from the interaction of people with the environment, generations with
each other, and social and physical relationships (Durie, 2004, p. 1139).
Approaches to Reconciling Theory and Practice in Practice-Based

Education
The need to find ways to help students make connections between

their university learning and their more practically oriented learning has been
the subject of both curriculum development approaches and educational
research for many years. In this section, three approaches, work-integrated
learning, inquiry-based learning and simulation, are each discussed in turn.
1. Fundamental to these approaches is that there is a shared

responsibility between teaching staff from the university and
professionals at the site of practice, coordinated through clear
curriculum and assessment, that provides a link between what is
learnt in theory and what is applied in professional practice.
2. A second way in which curriculum design has been used to bridge
theory and practice is through inquiry-based models of teaching
and learning. Associated most commonly with Jerome Bruner’s
notions of ‘Discovery Learning’, inquiry-based learning can be
regarded as an umbrella term that covers a range of similar but
different curriculum and instructional approaches: problem-based
learning, case-based learning, discovery-based learning and
project-based learning (Bruner, 1962). The objective of is situating
the development of a student’s knowledge and understanding in
the context of ‘real-world’ activities, problems or scenarios.
3. A third way in which learners have been provided with curriculum
that attempts to integrate theory and practice is through the use of
simulation. A range of simulation methods have been used in
education and training. De Jong and van Joolingen (1998) make a
useful distinction between conceptual simulations—simulations
whose main purpose is to assist learners understand relationships
between facts, concepts and principles—and operational simulations
where the focus is on procedural tasks and the knowledge and skills
required to perform them.

47
Rich Media in Education
As discussed above, there are three specific aspects to the problem of

disconnections between universities and sites of professional practice in
professional education courses: incomplete knowledge of the practice
context, the need to apply theoretical ideas to authentic problems and
competing messages across the two sites of learning.
Of the three approaches or classes of approach commonly used to
address this disconnect—work-integrated learning, inquiry-based learning
and simulations—all address only part of the problem and all have the
potential to exacerbate part of the problem. In order to explore this, it would
be valuable to first describe how rich media, and specifically the three key
technologies of videoconferencing, web conferencing and mobile video can be
applied within teaching and learning contexts.
1. Videoconferencing refers to the use of audiovisual systems that enable
synchronous communication between remote participants. Popular
room-based videoconferencing systems used in education include the
Polycom and Tandberg systems, while Skype is currently the most
commonly used desktop videoconferencing application. Early
videoconference systems were often large and cumbersome and
significant effort was required prior to use to outfit a dedicated
videoconferencing space or room. This may involve the use of
videoconferencing to effectively transmit a lecture which is given from
a central site to other locations in real time. Alternatively,
videoconferencing can be used to engage numbers of students in small
group discussions from two or three sites.
2. An alternative to videoconferencing that shares some of the
functionality, particularly of desktop videoconferencing, is web
conferencing. Like desktop videoconferencing, web conferencing does
not require the specialized hardware needed for room-based
videoconferencing, but simply requires appropriate software to be
loaded onto participants’ Internet-connected personal computers.
Popular web- conferencing systems include Adobe Connect, Wimba
Classroom and Elluminate (now Blackboard Collaborate). These tools,
as well as including videoconferencing capabilities, also allow groups of
individuals to enter online ‘virtual classrooms’ in which they can work
collaboratively via video, audio and text. One possible advantage of
using web conferencing rather than videoconferencing to stream vision
of the practice context to students is that with web conferencing
students can view the video on their own computers and consequently
do not need to be present in the lecture theatre.
3. A final rich media technology that could help to bridge sites of
university and practice-based learning contexts is mobile video. The
rise in popularity of powerful personal mobile computing devices
including smart phones and tablets has been accompanied by an
emerging interest among educational technology researchers in how
the video recording capabilities of these devices can be used in
education.

48
Table 1. Summary of the benefits and limitations of traditional approaches

to addressing the problems faced by practice-based education along with
those of the proposed rich media-facilitated approaches
Key problems faced by practice-based educators

Incomplete Need to apply Competing
knowledge of the theory to messages across
practice context authentic the two sites of
problem learning
Work-integrated Provides rich Although the Messages on

learning experiential work context is professional
knowledge of the by definition placement often
practice context authentic, the conflict with
limited messages from
connection with university
the university
may limit the
application of
theory studied at
university
Inquiry-based Typically shows a Provides Typically shows a

learning somewhat opportunities to simplified
simplified apply theory in university
perspective on the solving of perspective on
the site of authentic the site of
practice problems; practice
however, the
university setting
limits the
contextual
authenticity
Simulation Typically show a Provides Simulations may

somewhat opportunities to be developed
simplified apply theory in from a university
representation of the context of or practice
the site of problem solving; perspective but
practice however the they won’t help
fidelity of a reconcile the two
simulation will
always be less
than the
equivalent
authentic context

49
Rich media Provides a Limited Allows two sites

valuable view of opportunity to of learning to
the practice undertake come together
context scaffolded problem solving simultaneously
by the lecturer while observing
but opportunities
to use the
observed practice
as a rich case on
which to base
authentic
problems
Rich Media (a.k.a. Rich Internet Application, RIA, (ref.

http://en.wikipedia.org/wiki/Rich_Internet_application) is a development that
allows mobile applications and browsers to provide experiences that go
beyond displaying text, static and animated graphics or video. It enables
multimedia applications to be encapsulated in virtually any context that
displays on a mobile device.
Examples include:
- Inserting media elements (e.g. ad banners) that expand across the
page creating greater surface area for interaction and display of
information.
- Invoking a Video player application on a Mobile Web site or App,
without leaving the browsing context.
- Displaying real time content changes (stock prices, temperature,
product availability, etc) on a Mobile Website without reloading the
whole page.
- Assisting the consumer-to-brand conversation through simplifying
interactions (e.g. click-to-call, location on maps, tear-and-share on
social media sites, etc.)
Research provides strong evidence of the potential of technologies to

facilitate cognition and learning. We also know that technologies do not work
in isolation of the broader curriculum and where technologies have been
bolted on, rather than integrated in a holistic way, students are in danger of
an inferior learning experience. Hence, their use needs to be designed with
awareness of not only their potential for facilitating learning, but with an
understanding of their potential impact on the whole learning environment.

50
Instruction: Answer the following precisely and briefly.
1. What is a practice-base curriculum?

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
____________________________________________________________.
2. If online class would be implemented to all educational institution.

What do you think will be the effect of it to the practice-based
curriculum?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
____________________________________________________________.
3. Research at least five (5) advantages and disadvantages of practice –

based curriculum.
Advantages Disadvantages

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Instruction: Research sample case study and make or own with topics
focusing on society and education. A case study is a report of an event,
problem or activity. It usually contains a hypothetical or real situation. It
would also include intricacies you might come across in the workplace. Please
use the following headings to describe a community engagement process or
activity that you feel successfully engaged with.
1. What was the issue?

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
____________________________________________________________.
2. Who did you engage with?

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
____________________________________________________________.
3. What did you do/manner of engagement?

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
____________________________________________________________
4. What was the impact?

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
____________________________________________________________.
5. What barriers, challenges or points of learning did you identify?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________.

52
Social Learning, Push and Pull and

Building Platforms for Collaborative
Learning
This chapter explores three ideas that have recently been associated
with each other in discussions of how contemporary internet architecture
supports participatory and collaborative approaches to learning within non-
formal and formal settings. These are the concepts of “social learning” as
developed by John Seely Brown and Richard Adler (2008), the distinction
between “push” and “pull” paradigms for mobilizing resources in pursuit of
human purposes (Hagel and Brown 2005; Brown and Adler 2008), and the
idea of building “collaboration platforms” for social learning (Jarche 2005,
2010; Cross 2006; Brown and Adler 2008). As will become apparent in the
course of this chapter, the kinds of new literacies discussed in previous
chapters are related to social learning in a dynamic and reflexive way. To a
large extent they are required via processes of social learning within
participatory cultures. At the same time, however, these new literacies are
integral to forms of ongoing social learning that will become increasingly
important for living well in the foreseeable future. This chapter turns
attention to social learning and provides a framework for discussing some
empirical cases in society.
 Identify some accounts of ‘social learning’ that you think are informed
by different discipline areas, or that you would describe as different
‘paradigms’ of social learning.
 Draw a distinction between ‘acquisition’ and ‘learning’.
 Explain the difference between the “push” and “pull” learning
environment.

53
Try to give your inference to the following pictures:
Images retrieved from:

1. https://images.app.goo.gl/oMrYPBoGTrefB6CaA
2. https://images.app.goo.gl/8aa4NFxTrLaWZUJm7
3. https://images.app.goo.gl/NqbvPPKiY2iS9JG49
4. https://images.app.goo.gl/sWxcRsLfYSNAnpVr8
Direction: From the pictures shown above, try to write your inference.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________.

54
Social Learning, Participation, learning to be
By ‘social learning’, Brown and Adler mean, in the first place, learning
based on the assumption that our understanding of concepts and processes
is constructed socially in conversations about the matters in question and
through grounded (situated) interactions, especially with others, around
problems or actions. From a social learning perspective, the focus is more on
how we learn than simply on what we learn. The emphasis shifts from the
content of a subject to the learning activities and human interactions around
which that content is situated.
Social learning also puts the emphasis squarely on ‘learning to be’.
According to Brown and Adler (2008): mastering a field of knowledge
involves not only ‘learning about’ the subject matter but also ‘learning to be’
a full of participant in the field. This involves acquiring the practices and the
norms of established practitioners in that field or acculturating into a
community of practice.
Paradigm Shift: from “Push” to “Pull”
Having identified the potential of collaborative web architecture to

support social learning mediated by participation in online communities of
practice, Brown and Adler (2008;30) conclude their discussions of social
learning by arguing that this potential coincides with the need for a new
approach to learning that increasingly moves from the familiar ‘push’ or
‘supply’ model toward a ‘demand’ or ‘pull’ approach. They claim that the
demand-pull approach to learning ‘shifts the focus’ from pushing a pre-
determined curriculum content contained in (learning) programs to ‘enabling
participation in flows of action where the focus is both on “learning to be’
through “enculturation onto a practice” and on collateral (or consequential,
“spin off”, by-product) learning.
Throughout the 20th century the dominant common sense model for
mobilizing resources was based on logic of ‘push’. Resource needs were
anticipated or forecast, budgets drawn up, and resources pushed in advance
to sites of anticipated use so they would be in place when wanted. This ‘push
approach’ involved intensive and often large-scale planning and programme
development. Indeed, Hagel and Brown see programmes as being integral to
the ‘push model’. They note, for example, that in education the process of
mobilizing resources involves designing standard curricula that expose
students to codified information in a predetermined sequence of experiences.
Conventional education, in fact, is a paradigm case of the push model at
work.
Demands for innovation, sustainability, effective responses to rapid
changes in knowledge, production, goods and services, etc., are bringing on
a fundamental reordering of the way we live, learn, socialize, play and work.

55
This ‘big shift’ entails a move from the familiar ‘push’ paradigm toward
an emergent ‘pull’ paradigm as the condition for ‘being successful change.
They identify three levels of pull:
a. Access - find and access people and resources when we need them in
a manner analogous to searching
b. Attract - find and access people that are relevant to and important in
achieving our goals
c. Achieve - pull helps us and purposes-especially people and resources
we didn’t previously know existed.
From this perspective, platforms can be seen as combination of

components and resources that help us to access, attract, and achieve: to
connect with others, optimize the likelihood of serendipity, and persist with
our passions. Under this condition, resourcing learning is primarily matter of
building platforms to support (collaborative) social learning.
Building Platforms for Social Learning
Interactivity is a hot topic in education and learning platforms today. It

is the team spirit and interactivity that eventually creates quality practices in
online education. The trick is to make the courses as attractive as possible so
that no one gets bored. In social learning, the sharing of knowledge is
spontaneous, almost automatic. It is a process that is non-assigned nor
scheduled, primarily involving the art of observation. Learning in a social set-
up to a large extent involves the learners’ emotions and it comes naturally
when these people interact. So the knowledge does not have a specified
source; it could be between learners and their teacher, among learners
themselves, among few or many people.
Core components of Social learning in education
This form of learning has certain core components that are essential to
it.
1. Social learning has to involve some form of introduction of the

students or trainees to the social environment. Then they will likely
develop interest to learn from that particular environment.
2. The next crucial aspect is Motivation. Out of the interest to know
something new, the people will behave in a certain way that may
involve adopting what they have observed.
3. The response made by students in whichever direction provides the
final important component – Feedback.
Acquisition and Learning
Social learning involves learning through observation of other people’s

attitudes, views, behaviors and outcomes of those behaviors. The learner
then imitates those behaviors or attitudes and then models them.

56
What learners observe through social media or any interactive

platform is then later used as a guide to build their ideas about how to
acquire new behaviors.
Acquisition – The process of the subconscious process very similar to

the process children undergo when they acquire their first language. It
requires meaningful interaction in the target language.
Learning – It is the product of formal instruction and it comprises a

conscious process which results in conscious knowledge about the language.
Direction: Using an academic literature search engine, such as Scholar

Google or the Web of Science, identify some accounts of ‘social learning’ that
you think are informed by different discipline areas, or that you would
describe as different ‘paradigms’ of social learning. Present your answer
using a graphic organizer/diagram on the spaces provided.
1. What are they?
2. What discipline or disciplines do you associate them with?

57
3. What are some of the key differences between them?
4. What do you think are some significant educational implications of

these differences?

58
Direction: Answer the following questions.
1. What is collaborative learning? Why do you think that collaborative

learning environments promote social learning?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________.
2. Explain the difference between the “push learning environment” and
“pull learning environment”.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________.
3. What is social learning according to Brown and Adler?

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________.
4. Why do you think that the use of Web/ internet is essential for social
learning? Cite some situations.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
____________________________________________________________.

59
Social Learning and New Literacies

in Formal Education
This lesson presents two empirical cases of social learning and new
literacies within formal education programmes as examples of current efforts
to develop approaches to learning within formal settings informed by the
kinds of ideas discussed in previous lessons. Conceived from a sociocultural
standpoint, literacies entail deep and extensive knowledge. Being literate
involves much more than simply knowing how to operate the language
system. Being literate in any of the myriad forms literacies take presupposes
complex amalgams of propositional, procedural and ‘performative’ forms of
knowledge. Making meaning is knowledge intensive, and much of the
knowledge that school-based learning is required to develop and mobilize is
knowledge involved in meaning making. The importance of social learning for
becoming proficient in many new literacy practices, and the significance of
new media for expanding the reach and potential of social learning will be
discussed in this lesson.
 Differentiate between providing programmes for learning and

providing platforms for learning.
 State some of the importance of social medias as one of the
platform of digital literacies
 To address the theme of ‘new’ literacies/digital literacies/new media
in theory and in practice
 Analyze the relevance of adopting new literacies in higher education
institutions
Direction: Try to look the following pictures below and give your insights.
https://image
s.app.goo.gl/
AHQJAYd7r
UcyDe158

60
1. Which of the following social media platforms are you familiar with?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
2. What challenges or difficulties have you encountered in accessing

these social media?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
3. Do you think, that these social media platforms are essential in the
context of the 21st century teaching and learning? Why or why not?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
New Media, New Literacies, and New Forms of Learning
Thinking about what is ‘new’ with respect to new literacies is

challenging and important. It involves trying to understand how our
conceptions and practices of literacy are changing in the midst of a far-
reaching move away from one kind of social-economic-technological
paradigm – and social order – and toward another.
New media are driving new practices that are profoundly affecting
many aspects of daily life and learning. The growing mass of resources online
and people to reach, and the increased availability and use of mobile and
internet-based platforms, affect where, what and from whom we learn. It
mediates how we trust online information and relationships.

61
New paradigms about literacy are emerging around key concepts of

digital practice, including multimodality, networked learning, participatory
practice, e-learning, gaming and ubiquitous (anytime, anywhere) learning.
Digital media are fundamentally changing learning practices, and that
the transition to digital media is not just a transfer of class content to online
venues, nor just an online-only effect, but instead represents a change in
learning practice for the digital age. This change accompanies transformation
in online practices associated with Web 2.0 and myriad new applications and
techniques. It includes new narratives of learning such as collaborative
learning, teachers as facilitators, students as learner-leaders, and
conceptualizations of technologies as site of practice rather than locations for
information or applications. The narrative is no longer of learners as ‘empty
vessels’, but instead as active, self-directed, entrepreneurial learners,
creating their own user generated contexts for learning. While this learner
may be independent, working through the ubiquitous medium of the internet
to gain knowledge, the individual is equally likely to be working with others,
at a distance and through computer media.
Media Literacy Pedagogy: Critical and New 21st Century Literacies

Instruction
Media literacy pedagogy particularly in highlighting critical and new

21st century literacies instruction, is the emphasis on learner-centered
education. While connected and quality teaching are not one and the same,
the connected teaching frame of the National Education Technology Plan is
consistent with the conceptual model of media literacy pedagogy thus far
explained via quality teaching. Connected teaching can be viewed as a form
of quality teaching because it speaks directly to a policy position that rejects
the one size fits all approach to learning mired in causality of teaching.
New media (i.e social networking sites, iPods, VoIP) challenge, re-
inscribe, expand and, in many instances connect in- and out-of-school
literacy (Morell, 2002). In other words, those literacy skills such as viewing
and writing and listening may be increasingly compromised or enhanced by
Web 2.0 networks is/are end-user writer access questions who ultimately is
the author of a particular text (Kist, 2005). Particularly important is
addressing the widening gap between the literacies in our society and the
literacies of our schools.
New Literacies in a Digital World
Literacy and technology are two words strike a chord within every
educator. It describes a framework for planning and implementing an
authentic, job-embedded professional development programme for in-service
teachers that focuses on incorporating digital literacies into the
comprehensive curriculum of a school or organization. The framework is
modular and highly adaptable in order to meet the unique needs of diverse
contexts.

62
It capitalizes on personnel and resources that are already available

internally, and it is within reach of anyone who is willing to put the necessary
time and effort into implementing it within his or her institution.
Digital literacies are not merely about gaining new technology skills,
learning to use new tools, or even simply applying those tools in teaching
and learning. Instead, digital literacies are the highly adaptable skills that
actually enable us to leverage those technical skills sets and navigate the
information superhighway.
Rather than locking us into skills and techniques that are relevant now
but may change tomorrow, digital literacies make us ready for the present
and the future, regardless of what it looks like. Digital literacies represent in
whole the essential skills for managing information and communication in the
rapidly changing and increasingly digital world that is the 21 st century. Digital
literacies are as follows:
1. Locating and filtering

o Internet search
o Research
o Tagging
2. Sharing and Collaborating
o Creative commons
o Identity and privacy management
o Social networking
o Online document productivity
o Podcast
3. Organizing and curating
4. Creating and generating
5. Revising and repurposing
Social Learning And New Literacies In Formal Education
Since much work has to be done outside of face-to-face sessions we
emphasize collaborative writing platforms and communications and virtual
meeting media to carry work when teams cannot meet physically. To this end
we use combinations of resources and applications like the following,
according to need, work rhythms, and participant preferences.
a. Google Docs (docs.google.com). Each team creates working
documents to which we are invited and given the same viewing and
editing – contributing – rights as regular team members.
Contributors get email notification of updates from within Google
Docs, and short messages inviting feedback and explaining changes
can be included with the notification.
b. Google Scholar (scholar.google.com) is a specialized search tool for
academic sources. It provides bibliographic information, a citation
count generated within its database, and can be customized to
automatically locate and link to resources inside a specified
electronic library archive.

63
c. Online library access to electronic journals and databases, with

Google Scholar preferences activated
(scholar.google.com/scholar_preferences).
d. Google Books (books.google.com) provides useful and considerable
online access to book content on a ‘hit and miss’ basis. Sometimes
entire chapters that are exactly what is needed are available. An
easy search using book title or author name quickly leads to the
book being sought.
e. Gmail (mail.google.com) provides an easy way to establish a
Google account that enables access to Google Sites and Google
Docs, and is an abundant and readily searchable email service.
f. A collaborative course blog using Blogger (blogger.com), which can
also be accessed via a Google account. Blogger can be set up to
allow posting via email or mobile phone, and a shared username
and password means anyone in the cohort can post and comment.
Alternatively, the blog can be designed as a collaborative forum,
with each user posting under their own name or alias.
g. We also encourage the use of Skype (Skype.com) free telephony,
chat, virtual group spaces, instant messaging services, and so on,
for easy communication.
h. The rest of the internet – that is, anywhere a conventional Google
search or a more specialized Google Scholar search may lead to for
the purposes of furthering the team’s collaborative work. This
includes affinity spaces, academic websites, file conversion
services, fi le transfer services, specialist discussion boards, social
networking and sharing spaces; in short, anything and anywhere
that helps get the job done.
Participants have on numerous occasions felt emboldened to
communicate directly with scholars and other experts, and join their
networks as part of their learning process.
1. State some of the importance of social medias as one of the platform

of digital literacies in the context of teaching and learning especially
this COVID-19 pandemic?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________.

64
2. Why media literacy pedagogy is the highlight of the 21st century

literacies instruction?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
3. Why do higher education curriculums are seeing the value in offering

programs that are different from the previous standard of teaching?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
_______________________________________________________.
4. What are the reasons, why higher education institutions should adopt
the new literacies within the programs that they are offering?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
Research for Reflection and discussion:
Instruction. Identify one or more blogs where you would regard yourself
as ‘part of’ or ‘included in’ what’s being blogged about, or how it’s being
blogged about, etc. If you’re new to the blog, spend some time reading
through it in order to become familiar with the overall purpose or intent of
the blog and to develop a sense of who the blogger ‘is’ within this particular
blog.

65
Consider the following:
1. To what extent do you believe you can be part of a blog as ‘just a

reader’?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
____________________________________________________________.
2. If you can be ‘just a reader’, what is it about your practice of being a

reader that makes you part of the blog?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________.
3. If being part of a blog requires more than simply ‘being a reader’, what
is it about your overall interactive practice concerning the blog that
makes you a part of it?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
____________________________________________________________.
Note: Cite the sources and include the link to the blog site selected and write
it here:

66
REFERENCES
Adock, B. & Remus, M.L (2006). Disability Awareness Activity Packet.

Retrieved December 6, 2016.
Bilbao,Purita (2018). Curriculum Development. Curriculum: Concepts, Nature

and Purposes, Lesson 1. January 25, 2018. Retrieved from
https://cachildpori.diarynote.jp/201801250025191494/
Gosper, M. & Ifenthaler, D. (2014). Curriculum Models for the 21 st Century:

Using Learning Technologies in Higher Education. Springer New York
Heidelberg Dordrecht London
Hanemann, U. (2014a). Evolution of literacy campaigns and programmes and

their impact since 2000. Background paper for the EFA Global Monitoring
Report 2015. UNESCO, Paris,
http://unesdoc.unesco.org/images/0023/002323/232398e.pdf [accessed 9
April 2015].
Haythornthwaite, C. (2012). New Media, New Literacies, and New Forms of

Learning. International Journal and Media 2012.
Lankshear, C. & Knobel, M. (2011). New Literacies: Everyday Practices and

Social Learning. McGrawHill Open University Press
Lynch, M. (2019). What are the 13 types of literacy? The Advocate. January
29, 2019.
Retrieved from https://www.theedadvocate.org/what-are-the-13-types-of-
literacy/
Pahl, K. & Rowsell, J. (2005). Literacy and Education: Understanding New

Literacy Studies in the Classroom. Paul Chapman Publishing, A Sage
Publication Company.
Street, B. (2005) ed. Literacies Across Educational Contexts, Calson

Publishing Philadelphia
Syomwene, A., Kitainge, K., & Mwaka, M. (2013). Psychological Influences in

the Curriculum Decision Making Process. Journal of Education and Practice, 4
(8), pp173-181.
Travis, Lee, (2016).Scholarship Review of Social Learning, “Push” and “Pull”,

and Building Platforms for Collaborative Learning.
Retrieved from http://www.travislearning.net/

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END OF MIDTERM COVERAGE

67
PRACTICE TEST – 2
Direction: Read and analyze each item thoroughly and choose the letter of
your best answer. Indicate your answer on the space provided on the last
part of this test questions.
1. If curriculum is the "means", what is the "end"?

A. Strategies C. Technique
B. Instruction D. Approaches
2. Mrs. Manuel, the Principal of Bagong Barrio Elementary School invited the
Brgy. Captain in the school to solicit inputs for a new curriculum in Social
Science which highlights indigenous knowledge in the community. What is
shown in this situation?
A. Community members as supporters of curriculum
B. Community members as curriculum resources
C. Community members as managers of curriculum
D. Community members as beneficiaries of curriculum
3. Schools divide the school hours to different subjects such as reading,

grammar, literature, math, science, history and geography. What curriculum
design is referred here?
A. Problem-centered C. Subject-centered
B. Learner-centered D. Culture-based
4. What refers to an individual or group of individuals who have a direct and

indirect influence in curriculum development?
A. Stockholders C. Promoters
B. Stakeholders D. Incorporators
5. As a member of the curriculum committee, your chief concern is to give

the child freedom to choose what to learn and believe, as you allow them to
set their own identities and standards. What philosophy will you consider?
A. Existentialism C. Idealism
B. Realism D. Pragmatism
6. Why should a teacher take the obligation upon himself to study and
understand the custom and traditions of the community where he works?
A. To change the culture of the community

B. To have a sympathetic attitude for the people of the community
C. To identify the weaknesses of the culture of the community
D. To please the people of the community

68
7. Which philosophy approves a teacher who lectures most of the time and
requires his students to memorize the rules of grammar?
A. Existentialism C. Pragmatism
B. Idealism D. Realism
8. Which of the following situations presents a value conflict?

A. The teacher and his students have class standing as their priorities.
B. The teacher and the administrator follow a set of criteria in giving
grades.
C. The teacher has students whose parents want their children to
obtain higher grades than what they are capable of getting.
D. The teacher sets high expectations for intelligent students such as
getting higher grades.
9. According to reconstructionism, the goal of education is to bring about a

new social order. Which practice best manifests this view?
A. The class conducts scientific experiments to discover or verify

concepts.
B. The class discusses role models and their impact on society.
C. The class allowed to engage in divergent thinking.
D. The class undertakes well-planned projects in the community.
10. Which reform in the Philippine Educational System advocates the use of
English and Filipino as media of instruction in specific learning areas?
A. Alternative Learning C. K-12 Program
B. Bilingual Education D. Multilingual Education
11. Activities planned by school clubs/ organizations show school-community

connection geared towards society's needs. What philosophy is related to
this?
A. Existentialism C. Realism
B. Progressivism D. Social reconstructionism
12. Which of the following is not a function of the school?

A. Changing cultural practices
B. Development of attitudes and skills
C. Reproduction of species
D. Socialization among children
13. Homeroom advisers always emphasize the importance of cleanliness of

the body. Children are taught how to wash their hands before and
after eating. What is this practice called?
A. Folkway C. Mores
B. Laws D. Social norm

69
14. Which of the following is not a reason why the basic education curriculum
has been restructured?
A. To become globally competitive during this industrial age
B. To be relevant and responsive to a rapidly changing world
C. To empower the Filipino learners for self- development throughout
their life.
D. To help raise the achievement level of students
15. Which of the following should be done to build a sense of pride among
Filipino youth?
A. Replace the study of folklores and myths with technical subjects
B. Re-study our history and stress on our achievements as people
C. Re-study our history from the perspective of our colonizers
D. Set aside the study of local history
16. Which of the following situation manifests a balance between teachers

responsibility and accountability?
A. She entertains her students with personal stories until the end of
the period.
B. She spends most of the time on the latest gossips in showbiz.
C. She teaches as much as she could for duration of the period.
D. She teaches as well as entertains the students with per personal
stories.
17. Ana, who is low-achieving, shy and withdrawn, is rejected by most of her
peers. her teacher wants to help Ana increase her self-esteem and
social acceptance. What can Joy's teacher suggest to her parents?
A. Transfer her to a different school
B. Help their daughter improve her motor skills
C. Help their daughter learn to accept more responsibility for her
academic failures
D. Help their daughter improve her skills in relating to peers
18. Rita easily remember dates and events in history. What component of
Long Term Memory does Rita have?
A. Creative thinking C. Reflective thinking
B. Critical thinking D. Logical thinking
19. According to Bronfenbrenner, what system contains structures that has

direct contact with the child?
A. Chronosystem C. Mesosystem
B. Exosystem D. Microsystem
20. Which of the following does not belong to the so-called “Four Cs”?
A. Critical thinking C. Collaboration
B. Compassion D. Creativity.

70
21. It involve a group of people working together to complete a shared goal.

A. critical thinking C. collaboration
B. Compassion D. creativity.
22. It refer to the intellectually disciplined process of actively and skillfully

conceptualizing, applying, analyzing, synthesizing, and/or evaluating
information gathered from, or generated by, observation, experience,
reflection, reasoning, or communication, as a guide to belief and action.
A. critical thinking C. collaboration
B. Compassion D. creativity.
23. The following are early literacy skill, except ____.

A. Voice Identity C. Narrative Skills
B. Print Awareness D. Phonological Awareness
24. As a parent and at the same time a teacher, which of the following will
you to do to show your cooperation to a PTA project in your school to be
financed with the proceeds of the sales of the school canteen where food
prices are a little bit higher?
A. Bring food for you and your children, but always make it a point to
buy in the school canteen.
B. Buy all your food in the school canteen but request for a discount.
C. Bring food enough for you and your children but do not eat in the
canteen.
D. Buy all your food from the school canteen even if you cannot afford
to do every day.
25. The authoritarian setting in the Filipino home is reinforced by a classroom

teacher who:
A. Encourage pupils to ask questions C. Is open to suggestions
B. Prescribes what pupils should do D. Ask open ended questions
26. The Constitutional provision on language has the following aims, EXCEPT:
A. To make the regional dialect as auxiliary media of instructions in
regional school
B. To maintain English as a second language
C. To make Filipino the sole medium of instruction (no-against
bilingual; multilingual policy)
D. To make Filipino the national language & medium of instruction &
communication
27. Pick out the situation that illustrates the duty of a new teacher to the
state:
A. Take a long vacation which she firmly believes she deserves after
four years of diligent study before taking the examination for teachers
B. Apply for teaching job where eligibility is not required to gain
teaching experience before taking the teachers board examination.

71
C. Prepare for the wedding she and her boyfriend have long planned to
be able to raise a family with children which they plan to rear as good
citizen of our country
D. Take the licensure examination for teacher and an oath to do her
best to help carry out the policies of the state
28. A teacher notices glaring wrong pronunciation of vowel sounds among

her students necessitating more practice. Which of the following activities
would be at most help?
A. Dictionary use C. Assignments
B. Review D. Drill
29. A teacher is a facilitator of learning and of the development of the youth.

Which practice NOT keeping with his role as facilitator?
A. Considers the multiple intelligences of learners
B. Humiliates misbehaving pupils
C. Dialogs with parents and with other members of the community
D. Keeps himself abreast with educational trends
30. Teaching in the cognitive, psychomotor and effective domains is based on

the concept that the learner is a:
A. Moral and feeling being C. Thinking, feeling and acting being
B. Material and an acting being D. Spiritual and material being
Practice Test - 2 Answers
1. 6. 11. 16. 21. 26.

2. 7. 12. 17. 22. 27.
3. 8. 13. 18. 23. 28.
4. 9. 14. 19. 24. 29.
5. 10. 15. 20. 25. 30.
Student’s Name/Course/Section: __________________________________

72
III:
New Literacies and the 21st Century Skills and the
Curriculum Process
“One learns how to teach and get better at it by actually teaching, analyzing results,
and using feedback to improve. Teacher education programs do not teach people
how to teach; at best, they prepare students to learn the needed professional skills
once they begin teaching.”
― Bob Kizlik
New Literacies and the 21st

Century Skills and the Curriculum
Process
To become fully literate in today’s world, students must become

proficient in the new literacies of 21st-century technologies. As a result,
literacy educators have a responsibility to effectively integrate these new
technologies into the curriculum, preparing students for the literacy future
they deserve. Although there are multiple ways to view the changes in
literacy and communication emerging from new technologies (Labbo &
Reinking, 1999), it is not possible to ignore them. We need only to consider
the experience of students who graduate from secondary school this year to
see how literacy is changing their experiences at school and in their everyday
lives.
Graduates began their school career being taught the literacies of
paper, pencil, and book technologies. Many will finish their secondary school
careers familiar with the new literacies demanded by a wide variety of ICTs:
wikis, blogs, avatars, podcasts, mobile technologies, and many others
unimagined at the beginning of their schooling. Because of rapid changes in
technology, it is likely that students who begin school this year will
experience even more profound changes in their literacy journeys.
(www.literacyworldwide.org).
 Familiarize and develop the most important literacy skills in the

21st century learning
 Lists down the steps, procedure and processes on the
making/creating the curriculum.
 Explore how students come to learn about the limits of reading
and writing in school settings.

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ACTIVITY 1: Plan an imaginary trip
Let’s tap into your sense of adventure by planning an imaginary trip.

Choose where you’d like to go, and plan the process in ways that expand
your literacy skills. Collect/search travel or tourist brochures, look up
information online, use maps to figure out how to get there, write an
itinerary, and make lists of items you would need to pack. Complete the
tasks below:
 TASK 1: On the box provided you have to draw a travel route map of
the imaginary trip. (Use of coloring materials will be highly
appreciated)
 TASK 2: Write an itinerary of your trip

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TASK3: List of items in your pack

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The above activity will help you develop a sense of meaning making and
will enhance your skills in Learning to Build Your Curriculum. Further, from
your responses on the previous activity, please do the following tasks by
writing a short description of your vision, focus, objectives, and needs.
1. Identify resources.
_____________________________________________________________
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____________________________________________________________.
2. Identify experiences that meet your objectives.

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____________________________________________________________.
3. Collect and devise materials.

_____________________________________________________________
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____________________________________________________________.
4. Lock down the specifics of your task.

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____________________________________________________________.

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5. Develop plans, methods, and processes.

_____________________________________________________________
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____________________________________________________________.
6. Create your experience.

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21st Century Skills
In the above activities, it is very necessary that we have fully

developed the most important literacy skills in the 21 st century learning. They
became known as the “Four Cs”— critical thinking, communication,
collaboration, and creativity. While each framework has slightly different list
of critical 21st century skills, all agree on four critical areas for development:
1. Collaboration and teamwork - Both teamwork and collaboration involve a

group of people working together to complete a shared goal. The key
difference between the collaboration and teamwork is that
whilst teamwork combines the individual efforts of all team members to
achieve a goal, people working collaboratively complete a project collectively.
2. Creativity and imagination - Creativity is defined by psychological

scientists as the generation of ideas or products that are both original and
valuable. Creativity relies on imagination, the conscious representation of
what is not immediately present to the senses.
3. Critical thinking - is the intellectually disciplined process of actively and

skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating
information gathered from, or generated by, observation, experience,
reflection, reasoning, or communication, as a guide to belief and action.

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4. Problem solving - is the act of defining a problem; determining the cause

of the problem; identifying, prioritizing, and selecting alternatives for a
solution; and implementing a solution.
What are These Six Early Literacy Skills?
 Vocabulary - the words that make up a language, all of

the words known and used by a person, words that are related to a
particular subject.
 Print Motivation - is the interest in and enjoyment of books. This skill
is supported by reading with your child, attending story time, showing
that you love reading, and encouraging your child to choose books that
he or she enjoys.
 Print Awareness - refers to a child's understanding of the nature and
uses of print. A child's print awareness is closely associated with his or
her word awareness or the ability to recognize words as distinct
elements of oral and written communication. Both skills are acquired in
the child's natural environment.
 Narrative Skills - are all about storytelling and understanding how
stories work. Children should begin to understand that stories have a
beginning, middle, and an end. Being able to describe things and tell
events in order, as well as being able to re-tell stories, aids in
later reading comprehension skills.
 Letter Knowledge - is one of the early literacy skills that researchers
say is important for children to have in order to learn to read. Letter
Knowledge knows that the same letter can look different,
that letters have names and are related to sounds.
 Phonological Awareness - is a meta-cognitive skill (i.e.,
an awareness/ability to think about one's own thinking) for the sound
structures of language. Phonological awareness allows one to attend
to, discriminate, remember, and manipulate sounds at the sentence,
word, syllable, and phoneme (sound) level.
“New literacies” that arise from new technologies include things like text-
messaging, blogging, social networking, podcasting, and video making.
These digital technologies alter and extend our communication abilities, often
blending text, sound, and imagery.
What are the 7 literacies?
 Multimodal literacy - is meaning-making across multiple modes of

communication.
 Critical literacy - is an instructional approach, stemming from
Marxist critical pedagogy that advocates the adoption of "critical"
perspectives toward text. Critical literacy is actively analyzing texts and
includes strategies for what proponents describe as uncovering underlying
messages.

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 Digital literacy - refers to an individual's ability to find, evaluate, and

compose clear information through writing and other media on
various digital platforms.
Digital literacy is evaluated by an individual's grammar, composition,
typing skills and ability to produce text, images, audio and designs using
technology.
 Media literacy - is the ability to identify different types of media and the
messages they are sending. ... Therefore, we as the readers or viewers need
to view the media objectively, with the goal to find out or analyze what is
being presented.
 Visual literacy - is the ability to interpret, negotiate, and make meaning from
information presented in the form of an image, extending the meaning
of literacy, which commonly signifies interpretation of a written or printed
text.
 Information literacy - is the ability to find, evaluate, organize, use, and
communicate information in all its various formats, most notably in situations
requiring decision making, problem solving, or the acquisition of knowledge.
 Game literacy - is an approach to literacy based on game design. ...
Traditional ideas about literacy have centered on reading and writing— the
ability to understand, exchanges, and creates meaning through text, speech,
and other forms of language.
What is the purpose of teaching literacy skills?
The ultimate goal of literacy instruction is to build a student's

comprehension, writing skills, and overall skills in communication. Why are
multiple literacies important in today's classrooms? In utilizing Multiple
Literacies in the classroom students should learn to locate, evaluate, and
process information and communicate what they have learned to others
What is the literacy across the curriculum?
Curriculum requires students to have literacy skills which enable them

to interpret and compose texts across different disciplines. This involves
teaching about how different language choices and patterns represent and
document ideas and views of the world through a range of genres.
Why is literacy important across the curriculum?
Literacy enables people to read their own world and to write their own
history. In other words, literacy is not the sole responsibility of English
teachers; rather, literacy is the language of learning in
every curriculum subject and thus must be actively taught by teachers of
every curriculum.

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What are the 3 types of curriculum design?
 Subject-centered - revolves around a particular subject matter or

discipline. For example, a subject - centered curriculum may focus on
math or biology. This type of curriculum design tends to focus on
the subject rather than the individual.
 Learner-centered - students choose what they will learn, how they will
learn and how they will assess their own learning. Here students take
a more active role.
 Problem-centered design - a curriculum design that also uses a
student approach but that instructs students to look at a problem or
situation and figure out a way to solve it. Teachers expect students to
use their real-life experiences to determine an answer.
What are the 5 types of curriculum?
 A traditional curriculum - is a curriculum stay at traditional method of

teaching. The techniques of teaching are not changing. It concentrated
a learning of the learners by old and commonly strategies of teaching.
The facilities are good for the learners to have learning at all.
 Thematic instruction - is the organization of a curriculum around
macro “themes.” Thematic instruction integrates basic disciplines like
reading, math, and science with the exploration of a broad subject,
such as communities, rain forests, river basins, the use of energy, and
so on.
 Programmed instruction - is a method of presenting new subject
matters to students in a graded sequence of controlled steps. Students
work through the programmed material by themselves at their own
speed and after each step test their comprehension by answering an
examination question or filling in a diagram.
 Classical Homeschool Curriculum Homeschool curriculum for a classical
education will: Provide core knowledge of the subjects of language
arts, mathematics, science, and history. Put a particular emphasis on
Latin learning, logic, and rhetoric. Employ the trivia to explain the
stages of child learning and development.
 Curriculum Technology is a full service academic resource for
education and training, offering end-to-end development and
consulting services. We develop academic and training
programs, curricula and courses.
What is the importance of curriculum design?
If designing curricula is like designing any object, process, or system

in important respects, it follows that it has these attributes: Curriculum
design is purposeful. It is not just to “have” a course of study. Its grand
purpose is to improve student learning, but it may have other purposes as
well.

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1. What do you think are the most important skills for the 21st century?
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2. What is the purpose of teaching literacy skills?

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3. Why is literacy important across the curriculum?

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____________________________________________________________.
4. What is the importance of curriculum design?

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Apply what you have learned so far.
Transmedia storytelling (also known as transmedia narrative or

multiplatform storytelling) is the technique of telling a
single story or story experience across multiple platforms and formats using
current digital technologies.
What to do?
 Look for any short stories and present it through any of the seven new
literacies in the 21st century
 Provide necessary materials needed in the presentation
 Submit your presentation in soft copy.

81
Literacy Diversity: Understanding

and Responding to the textual
tapestries of Home, School and
Community
Today’s education is concerned with the relationship between the

literacy of home and school. The match and mismatch in language and
literacy between home/community and school is of vital importance in
addressing the specific needs of all students, but in particular, those who
experience difficulties with literacy and schooling. In this lesson, we are
going to know the needs of schools and their communities. And later
evaluate specific literacy practices that could form part of significantly
different literacy events across different families.
 Perceive the needs of specific schools and their communities.

 Evaluate specific literacy practices that could form part of
significantly different literacy events across different families.
 Analyze the significance of community and school in developing
literacy in diverse learners.
ACTIVITY 1: Poetry Scavenger Hunt
The Purpose:
 This activity encourages students to see the poetry in the everyday
language around them, while helpfully reinforcing their understanding
of some of the conventions of the genre.
The Process:
 Encourage students to ‘scavenge’ their school, home, and outside
community for snippets of language they can compile into a piece of
poetry or a poetic collage. They may copy down or photograph
words, phrases, and sentences from signs, magazines, leaflets or
even snippets of conversations they overhear while out and about.

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 Examples of language they collect may range from the Keep Out
sign on private property to the destination on the front of a local
bus.
 Once students have gathered their language together, they can work
to build a poem out of the scraps, usually choosing a central theme
to give the piece cohesion. They can even include corresponding
artwork to enhance the visual appeal of their work too, if they wish.
___
Output should be submitted in soft copy (to any available platform
used by the teacher) and hard copy to be attached on this module.
Activity 1 helps you realize that diversity in literature goes beyond

ethnicity. Diversity may include the various facets of sexuality and gender,
cultural, and societal groups. Whether characters in the books we read reflect
others or ourselves, what is most important is connecting with them in ways
that help us understand who we are today.
In relation to activity 1, Narrative research is a term that subsumes a

group of approaches that in turn rely on the written or spoken words or
visual representation of individuals. These approaches typically focus on the
lives of individuals as told through their own stories. Void unnecessarily
flowery language. (Use of technologies will be highly appreciated)
WHAT YOU WILL DO NOW?
 Out of the chosen group you have selected I want you to write a
narrative research.
 You will be graded following this rubric:
Excellent – 100
Doing well – 90
Needs practice – 85
Output should be submitted in soft copy (to any available platform

used by the teacher) and hard copy to be attached on this module.

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Literacy Diversity
Promoting diversity in literature enriches the medium as a whole. It

opens up a myriad of options and spaces to discuss any and all ideas we, as
creators and readers, might have. Being able to empathize and sympathize
with diverse characters means that we as people are more open to
understanding others in general.
Students who learn about different cultures during their education feel
more comfortable and safe with these differences later in life. This allows
them to interact in a wider range of social groups and feel more confident in
themselves as well as in their interactions with others. Language is one of
the many ways through which culture affects development. We know from
research on adults that languages forge how people think and reason. ... This
early exposure affects the way children attend to themselves or to their
relationship with others – forming their self-image and identity.
Schools, parents, and the community should work together to promote
the health, wellbeing, and learning of all students. ... These partnerships
result in sharing and maximizing resources, while also helping students
develop healthy behaviours and promote healthy families.
At the base of the pyramid are physiological needs, followed by safety
needs, social needs, esteem needs, and finally, at the top, self-
actualization—achieving full potential and the ability to fulfil creative
activities.
Local needs are gaps between what services exist in a community and
what should exist. It may be helpful to categorize gaps based on these four
types of community needs: perceived needs, expressed needs,
absolute needs, and relative needs.
Understanding and Responding to Difference
It is clear from the evidence provided in our research that families and
schools differ markedly in their literacy practices and values. What is also
clear is that there are significant differences among families in the way they
define and use literacy.
1. As Teacher
Individual teachers need to observe and understand literacy discourse
practices within their classrooms and to appreciate the differences that may
exist between these and home literacy practices. In many ways, the actual
literacy events that are planned are secondary to the nature of the
interaction that takes place, the definitions of literacy privileged or
marginalized, the way we choose texts and set topics, and so on. The
following are just some of things that teachers need to consider in light of
our findings. In essence, teachers need to be less concerned about the actual
events planned and more concerned with factors such as the following.

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a. The Way We Question Students. What types of questions do we

ask? How do we direct such questions? Do we direct our questions
more to some students than others? Are there differences in the
type of questions that we use for children with different
backgrounds, abilities, gender, and so forth?
b. The Way We Permit Interaction. How do we structure our
classrooms for interaction? Do the spatial arrangements limit
interaction or open up new possibilities? Do our practices lead to
some children receiving and responding to more questions? Does
there appear to be any relationship between level of interaction and
factors such as gender, ethnicity, physical location in classroom
space, and so on?
c. The Forms of Cooperation Permitted or Not Permitted. How
frequently do we vary the way students work together? Do we
privilege individual learning, small group work, whole class lessons?
Do we actively create opportunities for students to work with
students of different ability levels, life experiences, interests,
genders, and so forth? How do we limit or enhance forms of
cooperation and collaboration?
d. The Language of Instruction We Use. How frequently do teachers
vary the language of instruction? Do we modify the language we
use for specific individuals, groups, instructional contexts? What
impact do some of these variations have for specific students?
e. The Knowledge We Privilege in Classrooms. How do we make
decisions about the knowledge we share, or that we encourage
students to seek? How does our interpretation of curriculum
guidelines limit or expand possibilities? How do we attempt to draw
on the rich knowledge resources of home and community?
f. The Text Types We Use. How do we make decisions about the texts
we use? How do the texts we use and the text forms that we
request as written tasks reflect a diversity of genres and cultural
traditions? Do the topics or themes of the texts privileged match
the interests and needs of all students? How do we actively seek a
balance?
g. The Very Instructional Approaches We Use. Are there specific
instructional practices used more frequently than others? If so, is
this justified? Do some practices privilege specific students because
of their learning styles, gender, cultural backgrounds, and so forth?
2. As School
Just as individual teachers have a responsibility to understand
and respond to the diversity of the families they teach, schools also
need to respond to community diversity. Educational change is not
something to be "done to" minority groups, and effective programs
cannot exist as add-ons to the "real" work of schools. What is needed
is fundamental change in student-teacher-parent relationships.

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The key to this is the development of more effective

partnerships between homes and schools that acknowledge the diverse
needs of all students, recognize the way power and resources are
unevenly distributed, and in the process open up the discourses of
schooling to critique and reconstruction. Such partnerships require five
essential conditions to be met.
When entering into genuine partnerships, we need to:
- KNOW our communities and their people, be in contact with them,

and be open and dialogic in our approach to them.
- UNDERSTAND our communities—do more than maintain contact;

seek to understand their languages, cultures, and social fabric.
- ACKNOWLEDGE the significant "funds of knowledge" they bring and

contribute.
- VALUE our communities and what their people have to offer—not in
token ways but by listening to parents and community members.
- LEARN from our communities as well as providing opportunities for

them to learn about our goals and key strategies.
3 Literacy Practices That Work
 Morphology Instruction. Morphemes are the smallest meaning-carrying

units in language. ...
 Fostering Motivation to Read. Designing instruction to include specific
motivational practices can foster motivation to read. ...
 Interactive Writing
Here are some general tips on improving your vocabulary:
1. Read. As much as you can. ...

2. Keep notes. Whenever you find interesting words that are used in
order to describe something more easily, write them down somewhere
(have a notebook just for new words). ...
3. Write. ...
4. Get interested in new things.
Rather than simply examining family and community literacy to gain

lessons for school literacy, we need to consider the synergistic relationship
between the two contexts and the roles that students play as mediators
between them. Another critical need is to consider how multimedia and
digital literacy demands are changing the literacy of home and community
and what this means for traditional school literacy.

86
Instruction: Ask students to think about groups at school or in

the community that we tend to lump together. If they have trouble
thinking of groups, you may want to prompt them with some of the
following groups:
 kids who live in a dilapidated community

 kids of a certain religion
 kids in the gifted class
 kids in special education classes
 kids from a certain racial or ethnic group
 kids who live in rural settings
 kids who live in the city
Use groups that are relevant and meaningful for the school/community
you are addressing. Discuss answers to the following questions:
 When we lump everyone from the same group together and

assume they all have the same characteristics, what are we doing?
What is this called?
______________________________________________________________
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_____________________________________________________________.
 Do you know a lot of children from the groups you tend to lump
together? Do they all have the same intellectual capacity?
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 Now, you have chosen a group for further observation I want you
to write a comprehensive description of the group. (home and
community background)
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_____________________________________________________________
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____________________________________________________________.
Instruction: Kindly answer the following briefly and precisely based on your
understanding of the topics.
1. Why is diversity in literature important?

_____________________________________________________________
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_____________________________________________________________.
2. Why is it important for all students to have culturally diverse

experiences?
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_____________________________________________________________.

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3. How culture affects language development?

_____________________________________________________________
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____________________________________________________________.
4. Why is community important in schools?

_____________________________________________________________
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_____________________________________________________________
_____________________________________________________________
_____________________________________________________________.
5. How do you develop your own literacy skills?

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_____________________________________________________________
____________________________________________________________.

89
Role of teacher in Curriculum

development
Teachers are the major pillars in the teaching and learning process.
Without doubt, the most important person in the practice of curriculum is the
teacher. With their knowledge, experience and competencies teachers are
central to any curriculum improvement effort, they are responsible for
introducing the curriculum in the classroom and outside the classroom as
well.
Let us now prepare our mind as we enter the lesson 3 of this chapter
about the role of teachers in curriculum development as a person, teacher
and a professional. Let’s begin!
 Illustrate the role of a teacher in curriculum development as a person,

teacher and a professional.
 Appraise the significant role of a teacher in curriculum implementation
 Reflect on personal viewpoint of teacher as future educators
1. Conduct an interview through call, text, chat or video call with the
following persons:
a. Beginning Professional Teacher- 1 to 3 years of teaching
b. Master Professional Teacher- 11 to 15 years of teaching
c. Expert Professional Teacher- 15 years and above in teaching
2. Ask each of them the question below:
a. What are your roles in curriculum development as a PERSON
(person in society), as a TEACHER and as a PROFESSIONAL?
3. Record all the data with documentations of interview as evidence.
4. Submit the soft copy (any LMS provided by teacher) and hard copy to
be attached to this module.

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Complete the table below according to the result of the interviews you
conducted.
Name of the Role in Role in Role in curriculum

Professional curriculum curriculum development as a
Teacher development as a development as a PROFESSIONAL
PERSON TEACHER
1. Beginning
Professional
Teacher
2. Master
Professional
Teacher
3. Expert
Professional
Teacher

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What is Curriculum?
 Curriculum is a systematic and intended packaging of competencies:

knowledge, skills and attitudes they are underpinned by values.
Learners should acquire these values through organized learning
experiences both in formal and informal settings.
What is Curriculum Development?
 Curriculum Development is defined as planned, a purposeful,

progressive and systematic process to create positive improvements in
the educational system.
What Is The Importance Of Curriculum In A School?
 Good curriculum plays an important role in forging life-long learning

competencies, social attitudes and skills such as tolerance and respect,
peaceful conflict management, promotion and respect of human rights,
gender equality and social justice.
 Besides, it also contributes to thinking skills, creativity and the
acquisition of relevant knowledge that is applicable to their daily life
and careers.
 It also supports the learners’ personal development by enhancing their
self-respect, confidence, motivation and aspirations.
Who Implements This Curriculum?
- This entire curriculum is implemented by teachers and depends on the

quality of teaching and learning strategies, learning materials and
assessment. Only those teachers who are trainees can play an
effective role in defining and implementing the curriculum. This entails
understanding and participating in the curriculum development
process, taking on new roles as advisors, facilitators and curriculum
developers.
You, the Teacher, as a Person in Society, and as Professional
Teachers are one of the most significant members of a society. They

are also one of the most influential professionals in the community. Before a
teacher becomes a professional facilitator, motivator, initiator, and
motivator, teachers are essential learner of their own nature. Professionals
will not be professionals without professional teachers in the society. Socially
speaking, teachers are active contributor in the progression and development
in a social institution.

92
Far from being the ideal person, the teacher is firstly, a common
person; having a specific evolution, certain opinions about life and guiding
values; having certain feelings. As any other person, he let himself lead by
impulses, acts more or less aware in different situations and especially, he
has an emotional history which subordinates his lifestyle and the general
conception about life. Over this sum of specificities, the profession is added.
Out of combination of the individual characteristics with the ones
requested by the profession, comes the teacher as he shows up in every
school. His dominant activity is focused around the transmission of the
information and the methods used in this activity. It seems that there cannot
be too strong interferences between the real teacher’s personality and his
personality as a professor.
However, the major impact of a teacher upon his students, especially
if they are young, is not the informative one but the emotional and
axiological impact.
The teacher, as any other person, has the tendency to project his own
experience upon the classroom events. Directly or indirectly, he guides his
pupils in that way that they would assimilate his experiences as their own, to
live the teacher’s own feelings as they are their own sentiments.
The teacher, as a professional person, is strengthened by improving:
(a) his knowledge of the subject matter, the techniques and the processes of
inquiry in which he guides his learners; (b) his knowledge of the learning
process; and (c) his knowledge of teaching techniques. The latter can be
easily disposed of Techniques, in and of themselves, are useless. They are
productive only when they are the product of the matter to be taught; and
third, an understanding of the learning process and its relationship to the
learners involved. Techniques of teaching can be handed down from teacher
to teacher, but are most effective when they are the product of one’s own
experiences and thinking. As other understandings are gained, techniques
develop naturally.
The Roles Of Teacher In The Curriculum Development
1. Through the awareness of teachers to educational ecosystem, they

are in a position to point out gaps in the existing curriculum and
suggest improvements.
2. Teachers are implementers of the curriculum, so they are aware of
the approaches that work and those that don’t and hence their
advice and involvement at the planning stage is very essential.
3. As evaluators of the curriculum, teachers are in a position to
suggest which methods maybe more suitable for assessing students
and truly be more suitable for assessing students and be truly
reflective of what knowledge and skills have been acquired by
students.
4. A teacher can gauge whether an activity will fit into a specified time
frame and engage students. All teachers should be allowed to
provide input during the creation stage.

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As teachers provide input they will gain ownership in the

product and feel more confident that the curriculum was created
with their concerns , and the needs of their students in mind.
5. Teachers must implement the curriculum in their own classroom
sticking to the plan that has taken so much time, careful planning
and effort to create. When a teacher fails to properly implement a
strong curriculum, she risks not covering standards or failing to
implement effective practices in the classroom.
6. That does not mean a teacher can’t make minor changes. In fact a
strong curriculum is designed to allow a teacher to be flexible to
add a few personalized components, from a selection of activities.
Why Are Teachers Important In The Implementation Of Curriculum?
Teachers/educators are the major pillars in the teaching and learning

process. Without doubt, the most important person in the practice curriculum
is the teacher. With their knowledge, experience and competencies teachers
are central to any curriculum improvement effort, they are responsible for
introducing the curriculum in the classroom and outside the classroom as
well.
Handal and Herrington (2003) also stress the central role of the
teachers in implementing the curriculum and call on policy makers to take
teachers attitudes and perceptions into account.
A teacher does more than just implement curriculum. While curriculum
specialists, administrators and outside education companies spend countless
hours developing curriculum it is the teachers who know best what the
curriculum should look like. After all, they work directly with the students
who are meant to benefit from the curriculum. In order to create strong
curriculum teachers must play an integral role in every step of the process.
Instruction: Answer the following questions based on the result of your

previous activity and the topics discussed above.
1. Based on the interviews you conducted, what is the major role of a

teacher in the curriculum development? Why do you think so?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________.

94
2. Lea is a single mother. Her two children in Elementary does not hinder
her success. She passed the Licensure Examination for Teachers (LET)
last September 2018. She is now working at the call center as
Customer Service Representative. Is she still part in curriculum
development? How? Why?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
__________________________.
3. Considering that you will be a future professional teacher, what

realization have you gained from the data you have gathered from
your interviews?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________.
TRUE/FALSE. Write TRUE is the statement is correct and X if otherwise.
__________1. Retired teachers can be considered as curriculum evaluators.

__________2. Teachers play a vital role in curriculum development because
they have a clear background and they are aware of the
learning needs of the learners.
__________3. Curriculum is the key concept of the education process.
__________4. Curriculum is only implemented by the school principals.
__________5. Teacher can be a curriculum evaluator but cannot be a
curriculum writer.

95
Working and Learning with Families,

Communities and Schools
Everyone has a role to play in raising a child. Families, classroom

teachers and community members need to work together to ensure that the
best interests of the child are addressed. Working together, educators,
families, community organizations, employers, and volunteers can expand
opportunities for continuous and sustained learning in positive, safe, and
structured environments.
In this lesson, we will focus on the involvement of the families,
communities and schools to the child development.
 Highlight the paradox between the assumptions and expectations

placed on parents as the “first and most important educators”
 Select activities that match specific school goals and the interests
and needs of students and families.
 Identify different types of involvement for parents and the
community.
 Explain the role of literacy and “parental involvement” in the
context of their everyday lives and learning.
Read and analyze the following statements.

1. School can collaborate with the community through job training
services, recreational services and health services.
2. When schools, families and communities work together to support
learning, learners tend to earn higher grades, attend school more
regularly and are motivated.
3. Learners who feel supported by their parents are less likely to
experience emotional distress, practice unhealthy eating behaviors,
attempt suicide or disengage from school and learning.
4. Early development of literacy skills will critically enhance the child’s
language abilities and ensure that they become good readers and
confident communicators.
5. Parent, families and community involvement in education links with
higher academic performace and school improvement.

96
Would you agree with each of the statement below? Why? Why not?
SITUATION DID YOU EXPLANATION

AGREE?
(YES/NO)
1. School can collaborate with the
community through job training
services, recreational services
and health services.
2. When schools, families and

communities work together to
support learning, learners tend
to earn higher grades, attend
school more regularly and are
motivated.
3. Learners who feel supported by

their parents are less likely to
experience emotional distress,
practice unhealthy eating
behaviors, attempt suicide or
disengage from school and
learning.
4. Early development of literacy

skills will critically enhance the
child’s language abilities and
ensure that they become good
readers and confident
communicators.
5. Parent, families and community

involvement in education links
with higher academic
performace and school
improvement.

97
Components of a Comprehensive Program of Partnerships
Comprehensive programs of partnerships include activities for all six

types of involvement. Because there are many activities to choose from,
elementary, middle, and high schools can tailor their programs of
partnerships by selecting activities that match specific school goals and the
interests and needs of students and families.
Type 1–Parenting. Type 1 activities are conducted to help families

strengthen parenting skills, understand child and adolescent development,
and set home conditions to support learning at each school level. Type 1
activities also enable families to provide information to schools so that
educators understand families' backgrounds, cultures, and goals for their
children.
Type 2–Communicating. Type 2 activities increase school-to-home and

home-to-school communications about school programs and student
progress through notices, memos, conferences, report cards, newsletters,
telephone calls, e-mail and computerized messages, the Internet, open
houses, and other traditional and innovative communications.
Type 3–Volunteering. Type 3 activities are designed to improve

recruitment, training, and schedules to involve parents and others as
volunteers and as audiences at the school or in other locations to support
students and school programs.
Type 4–Learning at home. Type 4 activities involve families with their

children in academic learning activities at home that are coordinated with
students' classwork and that contribute to student success in school. These
include interactive homework, goal-setting for academic subjects, and other
curricular-linked activities and decisions about courses and programs.
Type 5–Decision-making. Type 5 activities include families in developing

schools' mission statements and in designing, reviewing, and improving
school policies that affect children and families. Family members become
active participants on school improvement teams, committees, PTA/PTO or
other parent organizations, Title I and other councils, and advocacy groups.
Type 6–Collaborating with the community. Type 6 activities draw upon

and coordinate the work and resources of community businesses; cultural,
civic, and religious organizations; senior citizen groups; colleges and
universities; governmental agencies; and other associations in order to
strengthen school programs, family practices, and student learning and
development. Other Type 6 activities enable students, staff, and families to
contribute their services to the community.

98
The Importance of Parents as First Teachers:
 Helping to develop secure and trusting attachments.

 Helps develop early social skills.
 Helps establish values and morals.
 Helps develop early literacy skills.
 Helps to develop emotional awareness.
Why it is important to involve parents in the learner’s literacy

development?
 Early reading experiences with their parents prepare learner for the
formal literacy instruction.
 Involvement with reading activities at home has significant positive
influences not only on reading achievement, language comprehension
and expressive language skills but also on learner’s interest in reading
and attentiveness in the classroom.
Importance of Parent Involvement in Child’s Education:
 Improves student achievement

 Reduces absenteeism
 Students have better social skills
 Students are motivated and acquire higher level of education.
1. How do parents help to develop emotional awareness of their children?

________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
__________________.
2. Why do most of the high school students nowadays are impotent to

read and comprehend well?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
___________________

99
3. How important is the collaboration of families, communities and

schools to the child development?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
Read and answer the following situations.
1. Barangay Captain Agapito donated twenty (20) boxes of chalk, a

budget for feeding program and for building the school gymnasium.
Describe the involvement of community to the school.
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
2. Most of the Kindergarten pupils enrolled at the Makiling Elementary

School knows how to sing the alphabet song and identify the alphabet
letters. Describe how parents give importance to the role of literacy to
their children.
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
3. Cris is a single-parent child and is cared by her caregiver. Her mother

is an OFW. She doesn’t perform well in class. She wants to be alone
every time. Why did Cris possesses this kind of behavior?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
_______________________________________________________.

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34

Basic Types and Models of Curriculum

Curriculum is composite of entire range of experiences the learner

 Discuss five basic types of curriculum within these broader categories

Building and Enhancing New Literacies Across the Curriculum

Note: record the answers of the students on a clean sheet of

Base on the data that you gathered, answer the following:

2. What do you think of their preferences in terms of classroom

Building and Enhancing New Literacies Across the Curriculum

1. Traditional - This is the traditional workbook/textbook approach

5. Technological Learning - This includes internet and software-based

Building and Enhancing New Literacies Across the Curriculum

Types of Curriculum Operating in Schools

Allan Glatthorn (2000) describes seven types of curriculum operating

1. Recommended Curriculum - Most of the curricula are recommended,

It is a broad term referring to the guide used in education to

Building and Enhancing New Literacies Across the Curriculum

1. Subject-Centered Curriculum - This model focuses on the content of

A curriculum can also be organized around a subject center by

2. Learner-Centered Curriculum - centered on certain aspects of the

3. Problem-Centered Curriculum - Problem-centered curriculum, or

Types of problems to be explored may include:

Building and Enhancing New Literacies Across the Curriculum

The Taba Model

Taba took what is known as a grass-roots approach to curriculum

1. Producing pilot units - linking theory and practice

Some Issues in Curriculum

1. Scope relates to what should be taught or learned.

Instruction: Answer the following questions based on your

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

Building and Enhancing New Literacies Across the Curriculum

2. What educational experiences can be provided that are likely to attain

2. On what bases would you choose a model for curriculum development?

1. Which does NOT belong in considering the type of curriculum?

Building and Enhancing New Literacies Across the Curriculum

C. The teacher has full control of the classroom activities

Building and Enhancing New Literacies Across the Curriculum

Using Rich Media in Practice-Based

Students in practice-based courses, such as law, medicine, education,

 Define what is Practice based curricula

Instruction: Follow/Perform what was asked in the following:

Building and Enhancing New Literacies Across the Curriculum

Note: Secure a documentation/evidence while doing the activity.

1. In activity 1 – This is to show other students what it is like to also

2. In activity 2 – This is a way for students to experience what it is like to

Building and Enhancing New Literacies Across the Curriculum

3. In activity 3 – it is an example of what it is like to struggle against

From Theory to Practice

Researchers across a variety of professional disciplines have

1. First, students often have an incomplete knowledge of the practice

Building and Enhancing New Literacies Across the Curriculum

Practice-based learning is more than ‘learn the theory then go to work.

Tim Moss, Program Director for Torrens Education, explains:

Reasons why a practice-based learning model is great for educators and

1. You get to know yourself as a professional (and a person) on a deeper

Building and Enhancing New Literacies Across the Curriculum

Because practice-based teaching is built around a constant

The basis of knowledge creation is the dynamic relationships that

Approaches to Reconciling Theory and Practice in Practice-Based

The need to ﬁnd ways to help students make connections between

1. Fundamental to these approaches is that there is a shared

Building and Enhancing New Literacies Across the Curriculum

Rich Media in Education