Unit III

Technology in the Learning Environment

This unit adheres to the Vygotskian principle of social construction of learning. Construction of knowledge
will occur if learners were hands-on in relevant settings & with the proper guidance.
Complementary to Vygotsky’s theory is Albert Bandura’s Social Learning Theory. He said that learning
takes place not only through imitation but also through observation.
The Situated Learning Theory reiterated Vygotsky’s & Bandura’s views. It emphasized that knowledge
needs to be presented in an authentic context – settings & applications that would normally involve that
knowledge; & that learning requires social interaction & collaboration.
Another theoretical basis of this is reflective education. John Dewey stressed the vital role that
reflection played in the growth & development of teachers. Reflection allows the learner to explore her
experiences in order to arrive at new understandings or insights. Reflection may be done individually or through
sharing & discussion with others.

Episode 1-Activity 1
Recall the learning resources we have here in our school. Classify these resources & fill up the activity
sheet.

List of Available Learning Resources

Available Learning Resources Characteristics & Unique Teaching Approach where it is
Capabilities most useful
1. Print Resources

2. Audio Resources

3. Non-Electronic Resources

4. ICT Resources
Impression:

Episode 2-Activity 2
Bulletin Board Display

This Photo by Unknown Author is licensed under CC BY-SA

Answers the following
1. Why are bulletin boards important?
2. Name at least 5 skills that a teacher should have to come up with an effective board display. Elaborate
on why each skill is needed.

Episode 2-Activity 3
Preparing a Power Point

This Photo by Unknown Author is licensed under

CC BY-NC
Power point is a preparation program developed by Microsoft. The software allows users to create
anything from basic slide to complex presentations. Power point is often used to create business presentations,
but can also be used for educational or informal purposes.
Answer these:
1. What are the benefits of a power point?
2. How can you make a power point presentation attractive?
3. Choose a very simple topic & make a power point presentation that may last from 10-15 minutes.
 Unit IV
Exploring the Curriculum
This unit unfolds the meaning of curriculum from the students’ point of view, from authoritative sources
& from different people of various discipline.

Episode 1
What is Curriculum?

Limited Definitions Broad Definitions

1. A set of courses constituting an area of 1. Sum total of all the learning experience inside
specialization. & outside the school.
2. An identification of proper goals. 2. Set of learning experiences for students
3. A system of dealing with people & the planned by the school to attain the aims of
process. education.
4. Means of attaining the aims & philosophy of 3. It is the entire range of experiences,
education. undirected & directed, concerned with
5. Planned learning experiences unfolding the abilities of the individual.
4. Is a plan of action or written document which
includes strategies for achieving desired goals
& ends.
5. Serves as the operational medium through
which the school displays & coordinates the
patterns of transmission, translation &
transposition of the educative experiences
for which it assumes responsibility.

Episode 1 - Activity 1
Interview people from different schools in various disciplines & levels. Get their opinion on the meaning
of curriculum.

Name Designation Meaning

1.

2.

3.

 What can you conclude about the meaning /definition of the curriculum?
 Why is curriculum important?
 How can you help enrich the curriculum?
Episode 2-Activity 1
Types of Curricula in Schools
Discuss briefly the different types of curricula.
1. Recommended Curriculum
2. Written Curriculum
3. Taught Curriculum
4. Supported Curriculum
5. Assessed Curriculum
6. Learned Curriculum
7. Hidden/Implicit Curriculum

 Why should a student need to know the different types of curricula?

 What type of curricula is our school using?

Episode 3-Activity 1
The Teachers as a Curricularist
In this episode, the role of the teacher as a curricularist will be discussed.
What specific roles do teachers play as a curricuralist? What is a curricularist?
A curricularist is a professional who is a curriculum specialist.

The teacher as a curricuralist –

1. Knows the curriculum (knower) – a teacher has to master what are included in the curriculum.
2. Writes the curriculum (writer) – the teacher writes books, modules, laboratory manuals, instructional
guides & reference materials in paper or electronic media.
3. Plans the curriculum (planner) – a good curriculum has to be planned. It is the role of the teacher to
make a yearly, monthly or daily plan of the curriculum. This will serve as guide in the implementation of
the curriculum. In planning the curriculum several factors are to be considered like – the learners, the
support material, time, subject matter or content, desired outcomes & the context of the learners.
4. Initiates the curriculum (initiator) – implementation of a new curriculum requires the open mindedness
of the teacher & the full belief that the curriculum will enhance learning.
5. Innovates the curriculum (innovator) – creativity & innovation are hallmarks of an excellent teacher. A
curriculum is always dynamic; hence it keeps on changing.
6. Implements the curriculum (implementor) – an implementor gives life to the curriculum plan. It is where
the teaching, guiding, facilitating skills of the teacher are expected to the highest level.
7. Evaluates the curriculum (evaluator) – determines if the desired learning outcomes have been achieved.

Activity 1
Identify the role of a teacher as a curricuralist-
1. I have a good idea on how to make my learners pay attention to the lesson. I will use the new ideas
& find out if it will work. __________________
2. DepEd sent the standards, competencies & guidelines in teaching the Mother tongue in Grade I. I
will study & use it in the coming school year. __________________
3. There is so much to do in school. I’m afraid I might not be able to accomplish all of them. So I made
a daily activity plan to guide me. _________________
 4. I composed a poem for my class in Literature to celebrate the World Teacher’s Day. _____________
5. Knowledge is limitless. What I learned in college is not enough, so I enrolled in a graduate school to
advance my learning. __________________
6. I am teaching in a faraway barangay with no electricity. Instructional aids sent to our school is all
films & video clips which can’t be used. I took my class outside as an alternative strategy.
____________________

Episode 3
The Teacher as a Knower of Curriculum
This episode will lead you to the differences between the traditional & progressive curriculum. Analyze
also the points of view of some curricuralist.

Curriculum from Traditional Points of View

1. Robert M. Hutchins – curriculum is a “permanent studies” where rules of grammar, reading, rhetoric,
logic & mathematics for basic education are emphasized. The 3R’s should be emphasized in college.
2. Arthur Bestor – is an essentialist who believes that the mission of the school should be intellectual
training. Hence curriculum should focus on the fundamental intellectual disciplines of grammar,
literature & writing. It should also include Mathematics, Science, History & Foreign language.
3. Joseph Schwab – thinks that the sole source of curriculum is a discipline thus the subject areas are
Science, Mathematics, Social Studies, English & many more. In college academic disciplines are labelled
as humanities, science, languages, math, among others. He coined the word discipline as a ruling
doctrine for curriculum development.
4. Philip Phenix – asserts that curriculum should consist entirely of knowledge which comes from various
disciplines.

Progressive Points of View

1. John Dewey – believes that education is experiencing. Reflective thinking is a means that unifies
curricular elements that are tested by application.
2. Hollis Caswell & Kenn Campbell – viewed curriculum as all experiences children have under the guidance
of teachers.
3. Othaniel Smith, William Stanley & Harlan Shore – defined curriculum as a sequence of potential
experiences, set up in schools for the purpose of disciplining children & youth in group ways of thinking
& acting.
4. Colin Marsh & George Willis – also viewed curriculum as all the experience in the classroom which is
planned & enacted by the teacher & learned by the students.

Episode 4 – Activity 1
Fill in the chart to make it complete
Aspects Traditional Progressive
1. Roles of Teacher

2. Roles of Pupil
 3. Modes of Instruction

4. Instructional Materials Used

5. Modes of Assessment

Episode 3 – Activity 2
Differentiate the traditional from the progressive curriculum. Write also the similarities.

Traditional Curriculum Progressive Curriculum

Similarities

Episode 5
Approaches to School Curriculum Desired Outcome
 Describe the different approaches to school curriculum.
 Reflect on how the three approaches interrelate with each other.

Three ways of approaching a curriculum

Curriculum can be approached or seen in three ways-
1. As a content or a body of knowledge to be transmitted
2. Product or a learning outcomes desired of learners
3. Process- what actually happens in the classroom when the curriculum is implemented.

I. Curriculum as a content or body of knowledge

 Traditionalists equate curriculum as a topic outline, subject matter or concept to be included in
the syllabus or book. If it is equated as a content, the focus will be the body of knowledge to be
transmitted to the learners using appropriate teaching method.
Ways of presenting a content
1. Topical approach – much content is based on knowledge & experience are included
2. Concept approach – fewer topics in clusters around major & sub-concepts & their
interaction with relatedness emphasized.
3. Thematic approach – a combination of concepts that develop conceptual structures.
4. Modular approach- leads to complete units of instructions.
II. Curriculum as a process
Curriculum as a process is seen as a scheme about the practice of teaching. The process of
teaching & learning becomes the central concern of teaching to emphasize critical thinking, heads
on, hands-on doing & many others. As a process, curriculum links to the content. While content
provides materials on what to teach, the process provides curriculum on how to content. When
accomplished the process will result to various curriculum experiences for the learners. To the
teachers, process is very critical because it means instruction, implementation and teaching.

III. Curriculum as a product

Product is what the students desire to achieve as a learning outcome. The students must be
equipped with the knowledge, skills & values to function effectively & efficiently. If the process is not
successful then no learning outcomes will be achieved. If the learning outcome is achieved
successfully, it is because of the result of planning, content & processes in the curriculum.

Episode 5-Activity 1
Choose the subject you want to work on. Accomplish the template. Study the example.
Subject Content Process Product
Musika Mga Parirala ng Awit Pag-aralan at awitin: Pansinin ansg
Magkatulad at di Umindak-indak panandang
magkatulad Suriin mga pariralang /: : /
bumubuo sa awitin Anyo ng awit ayon sa
parirala ABCBCB
Begin here:
1.
2.

Activity 2
Criteria in the selection of Content
(by Scheffer 1970 in Bilbao et.al 2009)

Criteria Questions Indications

1. Significance How do you know the
significance in the content of the
curriculum?

2. Validity How do you know if the

curriculum is valid?
 3. Usefulness When is the curriculum useful?

4. Learnability What will be your basis that the

content is within your learner’
experience?

5. Feasibility When is the content feasible?

6. Interest When do you know that the

learners are interested in
content?

Episode 6
Curriculum Development: Process & Models
Curriculum development is a dynamic process involving many different people & procedures.
Development connotes changes which is systematic. Change for the better means alteration, modification or
improvement of existing condition. Development usually undergo four phases.
1. Curriculum planning – considers the school vision, mission & goals. It also includes the philosophy or
educational belief of the school.
2. Curriculum designing – curriculum is conceptualized to include the selection & organization of
content of the learning experiences or activities, assessment procedure & tools to measure achieved
learning outcomes. Also included are the resources to utilize & the statement of the intended
learning outcomes.
3. Curriculum implementing – putting into action the plan based on the curriculum design. The teacher
must be the facilitator of learning.
4. Curriculum evaluating – determines the extent to which the desired outcomes have been achieved.
The result of the evaluation is very important for decision making of curriculum planners &
implementers.

Curriculum Development Process Models

A. Ralphy Tyler Model or Tyler’s Rationale
1. Purposes of the school
2. Educational experiences related to the purpose
3. Organization of the experiences
4. Evaluation of the experience
B. Hilda Taba Model: Grassroots Approach
1. Diagnosis of learner’s needs
2. Formulation of learning objectives
3. Selection of learning contents
4. Organization of learning contents
5. Selection of learning experiences
6. Determination of what to evaluate & the means of doing it
C. Galen Saylor & William Alexander Model
1. Goals, objectives & domains
 2. Curriculum designing
3. Curriculum implementation
4. Evaluation

Episode 6 – Activity 1

Read some more about the 3 curriculum development process models. Compare their similarities & differences.
Make your own matrix.

Episode 7
Crafting the Curriculum: The Teacher as a Designer
Review Peter Oliva’s 10 Axioms for Curriculum Designers

An axiom – self-evident or universally recognized truth – a maxim

Curriculum designing is anchored on Peter Oliva’s axiom. Let us now look into the different components or
elements of a curriculum design.

Curriculum Elements

Curriculum Intent

Content

Learning Experiences

Evaluation

1. Curriculum intent – includes –

Aims - broad statements of social or educational expectations.
Goals – more specific than the aims. Goals are general statements of what concepts, skills & values
should be learned in the curriculum.
Objectives – specific learning outcomes. It includes specific concepts, skills & values that should be
learned by the students.
 2. Content – includes the different topics to be learned or covered in a curriculum. These topics are based
on the curriculum intents. Included are values, concepts or skills that are important for the learners’
lives.
3. Learning experiences – include all instructional strategies that are useful for the implementation of the
curriculum. These are in the form of activities, strategies, methods or approaches that are useful in the
implementation of the curriculum.
4. Evaluation – includes the different ways & tools used for evaluating whether or not the curriculum
intent is realized. These tools are also used to evaluate the performances of both the learners &
teachers.

Episode 7 – Activity 1
A. Try to look into the curriculum aims, goals & objectives of your school. Copy it. Analyze the relationships
among these elements.
1. Curriculum aims
2. Curriculum goals
3. Curriculum objectives
B. Borrow a teacher’s manual. Copy one lesson complete with objectives, content, learning experiences &
evaluation. Analyze whether each element jibe with each other. If you cannot secure a teacher’s
manual, write a lesson plan.

Episode 8
Approaches to Curriculum Design
This episode explains various curriculum design models & how these are used in the classroom.

Episode 8 – Activity 1
Complete the template. Cite the best feature or advantage of each curriculum design model. Read the
description of each model before you answer.

Curriculum Design Models Best Feature

1. Subject -Centered Design
1.1 Subject Design

1.2 Discipline Design

1.3 Correlation Design

1.4 Broad field/Interdisciplinary

2. Learner-Centered Design
2.1 Child-centered

2.2 Experience – centered

2.3 Humanistic
 3. Problem-Centered Design
3.1 Life-situation

3.2 Core problem

Insights gained:

Episode 9
Implementing the Curriculum: The Teacher as Curriculum Implementer and Manager
After curriculum planning & designing, the next step is to implement it. Your lesson plan is a miniscule
curriculum. The K-12 curriculum is a bigger one. As a teacher you are both the implementer & manager of these
curricula.

What is curriculum implementation?

1. Curriculum implementation means putting into practice the written curriculum that has been designed
in syllabi, course of study, curriculum guides & subjects.
2. Ornstein & Hunkins in 1998 defined curriculum implementation as –
1.1 shift from what is current to a new or enhanced curriculum
1.2 change in knowledge, actions, attitudes of the persons involved
1.3 change in behavior using new strategies & resources
1.4 change which requires efforts hence goals should be achievable
2. Loucks & Lieberman (1983) – the trying out of a new practice & what it looks like when actually used in a
school system.
Levels of Curriculum Implementation at the Basic Education

National Level

Regional
Level

Division Level

District Level

School Level

Levels of Implementation at the Higher Education Level

Comission on Higher Education

(National Level)

CHED Regional Offices

Higher Education Institution College,

Professional Institutes, Universities
Categories of Curriculum Change – Mcneil in 1990
1. Substitution – replace the present with a new one. Complete overhaul.
2. Alteration – make minor changes to the current or existing curriculum.
3. Restructuring – introduce major change or modification in the existing curriculum.
4. Perturbations – changes happen within a fairly short time.
5. Value orientation – respond to shift in emphasis within the vision/mission of the school.

Episode 9 – Activity 1
Answer the following:
1. Why is there a need to change the curriculum from time to time?
2. What are some barriers that may hinder curriculum change?
3. At this point in time should you consider the modality learning a curriculum change? Prove your answer.

Episode 10
Stakeholders in Curriculum Development
Who are the stakeholders?
Stakeholders are individuals or institutions that are interested in the curriculum. They get involved in many
different ways.

Curriculum Stakeholders
1. Learners are at the core of the curriculum
Learners have more dynamic participation from the planning, designing, implementing &
evaluating. However, the degree of their involvement is dependent on their maturity.
Learners make the curriculum that does not consider the students, will have a little chance to
succeed.
2. Teachers are curricularists
Teachers plan, design, teach, implement & evaluate the curriculum. A teacher designs, enriches
& modifies the curriculum to suit the learner’s characteristics. The teachers influence upon the learners
cannot be measured.
3. School leaders are curriculum manager
Principals & school heads have important roles in the process of curriculum implementation.
They should assist the teachers & the learners. Also, they must convince the parents on the merit of the
new curriculum.
4. Parents
Parents are significant school partners. They may not be directly involved in curriculum
implementation, they are formidable partners for the success of any curriculum development
endeavors. Schools have one way of engaging parents’ cooperation through Brigada Eskwela & in other
co-curricular activities. School should also listen to the concerns of the parents about school curriculum
especially this time of pandemic.
5. Community serves as the curriculum resource and learning environment
According to Hillary Clinton, “It takes the whole village to educate a child.”
The school is in the community, hence the community is the extended school ground, a learning
environment. Everybody in the barangay have a stake in the curriculum. The rich natural & human
 resources of the community can assist in educating the children. The community is the reflection of the
school’s influence & it is a reflection of the community support.
6. Other stakeholders in curriculum implementation & development
Some agencies & organizations that are involved in planning, designing, implementing &
evaluating the curriculum.
6.1 Government agencies
6.1.1 DepEd, TESDA, CHED – the focalized agencies that have regulatory & mandatory authorities
over the implementation of the curricula.
6.1.2 PRC (Professional Regulation Commission) & CSC (Civil Service Commission the agency that
certifies & issues teacher licenses to qualify one to teach, affirms & confirms the
appointment of teachers in the public school.
6.1.3 Local Government Units (LGU) some teachers are paid through the budget of the LGU’s.
They construct school buildings, provide equipment, support the professional development
of teachers & provide school supplies & textbooks.
6.2 Non-Government Agencies
Organizations & foundations that support education
6.2.1 Gawad Kalinga
6.2.2 Synergia
6.2.3 Metrobank Foundation
6.2.4 PAFTE
6.2.5 SUCTEA
6.2.6 NOSTE
6.2.7 MTAP

Episode 10 – Activity 1
Try to look for some clippings about this government agencies & foundations & non-government
organizations, on how they help support education.

Episode 11
Curriculum Evaluation & The Teacher

These are two ways of looking at curriculum evaluation –

1. Curriculum Program Evaluation may focus on the overall aspects of a curriculum or itself like the K-12 &
the Outcome Based Approach in Math Curriculum.
2. Curriculum Program Component Evaluation may include 1. Achieved learning outcomes 2. Curriculum
process 3. Instructional materials

Purposes of Curriculum Evaluation

1. Essential in providing feedbacks to learners
2. Helpful in determining how well learners have achieved the objectives of the curriculum
3. To improve the curriculum

For the teachers & administrators

1. Evaluation helps in making decisions about improving teaching & learning process
2. It helps in shaping academic policies
 3. It guides in initialing curricular changes & innovations
4. It ensures quality of any curricular program
5. It helps schools align their curriculum to different sources & influences.
6. It determines the level of success of the school’s vision & mission

Curriculum Evaluation Instrument in the Classroom

1. Test results
2. Anecdotal records
3. checklists
4. interview guides
5. observation guides
6. personality inventories
7. rating scales
8. IQ tests
9. Interest inventories

Evaluation at School System Level

1. Opinion
2. Surveys
3. Focus-group discussion
4. Studies
5. Standard evaluation instruments
6. Results of district and national tests

Episode 11 – Activity 1
Reflect on & answer the following:
1. Why do you think curriculum evaluation is important?
2. What is the difference between evaluation & assessment?
3. How often should schools evaluate their curriculum?
4. What data can be gathered in the classroom & school level?
5. How do these data provide the necessary information for evaluating a curriculum?
6. Do you consider accreditation as a form of curriculum evaluation? Why?