Curr. Dev. Module 1-4

PPRE-FINAL MODULE
Lesson Components of a Curriculum Design

4
At the end of the lesson you are expected to:
1. Distinguish between horizontal alignment and vertical alignment in

designing a curriculum.
2. Analyze and explain a sample curriculum map using the structure discussed
as the benchmark.
Introduction
It is noted that a lesson plan tells about in detail what and how a teacher
intends to teach a lesson on a day-to day basis. But a curriculum map provides a
teacher a plan in diagram form on what will happen for the entire school year. In
this lesson you will be introduced to curriculum mapping and its organization.
K-W-H-L
What do you think you know about a curriculum map? After completing the KWH,
find a partner and share your answer. 60
K W H L
What I know or What I want to How I can learn this What I learned
think I know learn
Analysis: Let us Analyze
1. What do you feel after discussing your answer with your partner
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2. Are your answers the same? Or not?

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3. As a teacher, how are you going to utilize the curriculum map in the
teaching learning process?
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Abstraction: Let us build on
A curriculum must be reviewed and evaluated regularly. This is to ensure

that competencies identified are aligned with the regulatory standards. Curriculum
mapping model is based on Dr. Heidi Hayes Jacobs’s work (1997, 2004, 2006,
2008, 2010) which addresses the need to create various models that focuses on the
recommendations and requisites that affect students’ learning and teaching
environments.
How is it defined?
Curriculum Mapping
 Process of organizing core skills, competencies, contents, learning

experiences and assessment used for each course. 60
 An activity involving teachers and stakeholders utilizing appropriate
strategies.
 Utilizes diagram to correct misalignments and redundancy and improve
overall coherence of a course of study.
 Provides the visual that presents the timeline, sequence and articulation of
content and other important details.
What are the processes involved?
Curriculum Mapping Process
Determine subject
Indicate the Write the learning
Make a matrix areas to be
timeline outcomes
covered
Review the map Identify teaching

List the applicable
and revise based learning methods
assessment tasks
on the suggestions and activities
How is it mapped?
Curriculum mapping can either be:
1. Horizontal alignment or a pacing guide allows teacher teachers teaching the

same subject in a particular grade level to use the same timeline and
accomplish the same learning outcomes.
2. Vertical alignment is strategy used to ensure that no overlapping will

happen in the process of writing the curriculum. It builds concepts and
skills from simple to more complex ones.
3. Subject-area alignment is a technique used to ensure coherence within a

subject area for example Mathematics, Science must be aligned within and
across year level.
4. Interdisciplinary alignment is a strategy used to ensure that content is

coherent across multiple subject areas and may be aligned both within and
across year level. It usually emphasize on essential skills needed by
students to succeed in a particular academic course. For example
vocabulary can also be taught in other subjects not only in English courses.
Fill out the last column of the table indicating what you have learned after the
discussion. 61
K W H L
What I know or What I want to How I can learn What I learned
think I know learn this
A. Application
B.
What to do:
 Using the sample curriculum map for Bachelor of Secondary Education

particularly for the Professional Education Courses.
 Analyze and answer the questions below:
1. What is the meaning of Practiced for subject Technology for Teaching
and learning 1 and PO2?
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2. What is the interpretation of Demonstrated for subject Teaching
Internship and PO7?
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3. What is your understanding of introduced for subject Facilitating
learning-centered teaching and PO1?
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62
Sample Curriculum Map
Course Title Program Outcomes
PO1 PO2 PO3 PO4 PO5 PO PO7
6
Child & Adolescent Learners & Learning Principles I
The Teacher & Community, School Culture & Organizational I
Leadership
Facilitating Learning-Centered Teaching I P
Technology for Teaching and Learning 1 I P P
Foundation of Special & Inclusive Education I
Building & Enhancing Literacy Skills Across Curriculum I
Assessment of Learning 1 I P P
The Teaching Profession I
Assessment of Learning 2 I P
The Teacher and the School Curriculum I P P
Field Study 1 D D D D D D D
Field Study 2 D D D D D D D
Teaching Internship D D D D D D D
CURRICULUM MAP OF PROGRAM OUTCOMES
Bachelor of Secondary Education major in Mathematics

Legends: I – Introduced Concepts/Principle P – Practiced with Supervision D – Demonstrated
Sample Program Outcomes
Program Outcomes:
1. Exhibit competence in mathematical concepts and procedures to perform

tasks systematically, intellectually, morally, and ethically.
2. Exhibit proficiency in relating mathematics within and/or across curriculum
teaching areas to systematically create new and worthwhile ideas.
3. Manifest meaningful, comprehensive, and relevant pedagogical content
knowledge (PCK) of mathematics to develop critical and creative thinking,
and/or other higher order thinking skills.
4. Demonstrate competence in designing, constructing, selecting, and utilizing
different forms of assessment strategies in mathematics to make useful
contribution when needed.
5. Demonstrate proficiency in problem-solving by working positively and
ethically with others in solving and creating routine and non-routine
problems with different levels of complexity.
6. Demonstrate ability to use effectively appropriate approaches, methods,
and techniques in teaching mathematics including responsible use of
technological tools and crafting of messages to address learning goals.
7. Manifest continuous appreciation of mathematics as an opportunity for
creative work, moments of discovery, and gaining insights of the world to
enhance one’s performance and productivity.
C. Today I learned that
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63
Closure
Congratulations! Well done.

You may now proceed to the next
module!
Curriculum Implementation
Lesson
1 Models of Implementation
At the end of the session you are expected to:

 Analyze the models of curriculum implementation in the context of
curriculum change
 Discuss the three-stage process of educational change.
Introduction
Curriculum implementation means putting into practice the written
curriculum that has been designed in the syllabi, course of study, curricular guides
and subjects. It is a process wherein the learners acquire the planned or intended
knowledge, skills and attitudes that are aimed at the same learners to function
effectively in society. (SADC MoE, Africa 2000) You will now see some of the
commonly practiced models.
Read the given notes about the models of implementation. Fill in the PMI Chart.
Write what you think are the advantages of each model under Plus, and its
disadvantages under Minus. If you find something interesting in the model,
write it under interesting.
Models of Implementation
1. Overcoming Resistance to Change Model - This model rests on the
assumption that the success of curriculum implementation primarily
depends on the impact the developer can make on the consumers, i.e.,
teachers, students and the society in general. While addressing the persons
within the system, we should remember that to get the desired result the
subordinates should be motivated rather than ordered
2. Leadership-Obstacle Course (LOC) Model. This model treats staff
resistance to change as problematic and proposes that we should collect
data to determine the extent and nature of the resistance. 64
3. Linkage Model – This model recognizes that there are innovators in
research and development centers, universities, etc. Educators in the field,
however, find some of their attempts at innovations that are inappropriate
for solving the problems. What is therefore needed is a match between the
problems and innovations-the establishment of linkages. This model
foresees two systems: user system and resource system. There has to be a
link between these two systems.
4. The Rand Model is based on the assumption that the success of the
implementation of new program depends on: the characteristics of the
proposed change; competencies of the teaching and administrative staff; the
support of the local community; and the school organizational structure
4. Organizational Development Model – This model is an information-

processing change strategy that enables the system to improve its
operations and the quality of interactions among its members to
facilitate the introduction of change.This model improves the
organization’s problem solving and renewal process and its emphasis
on teamwork and organizational culture.

1. In the ORC Model, what should be addressed to make curriculum
implementation successful?
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2. What conditions must exist for the Leadership Obstacle Course Model to
prosper?
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3. The Linkage Model foresees two systems: user system and resource
system. There has to be a link between these two systems. Describe the link
between the user system and the resource system.
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4. What are some implications in the use of the Rand Model?

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Models of Implementation
 The implementation of the curriculum is more than delivering new
materials for courses. It requires an understanding of the purpose of the
program, the roles people will play, and those affected. This process needs
to be planned, but not rigid. It requires constant fine-tuning. It requires a
community of trust.
 Let us remember that curriculum implementation is a process of change,
and every such process will have some resistance to offer initially. To
understand the models presented earlier, let us emphasize the following
points of each model:
1. (Overcoming Resistance to Change) rests on the assumption that the

success or failure of planned organizational change basically depends on
the leaders’ ability to overcome staff resistance to change.
1. LOC (Leadership Obstacle Course) eextends the ORC model and puts
emphasis on the gathering of data to determine the extent and nature of the
resistance in order to deal with it appropriately.
2. Linkage Model involves a cycle of diagnosis, search, retrieval, formulation
of solution, dissemination and evaluation.
3. The Rand Change Agent (RCA) model suggests that organizational
dynamics seem to be the chief barriers to change.
4. Organizational Model’s emphasis on teamwork and organizational culture.
Curriculum implementation is ongoing and interactive 66
All these models suggest that the educational change is a three-stage process. Write
a sentence to capture the idea for each stage.
1. Initiating the change
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2. incorporating the change
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3. implementing the change
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Application
1. Describe how you would use each of the curriculum implementation

models presented in the readings to facilitate curriculum change.
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2. Which of the curriculum implementation models presented in the readings

is the most consistent with your way of thinking? Why?
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3. Today I learned that

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Closure

module!
Lesson Change Processes

2
IMPLEMENTATION INSTITUTIONALIZATION
INITIATION
68
At the end of the session you are expected to:
 Analyze what is change process in curriculum implementation
 Explain the phases of the change process
Introduction
Curriculum change is a learning process for teachers and for their schools.
Good understanding of change and a clear conception of the curriculum are
necessary conditions for improved implementation of the new curriculum into
practice (Pasi Sahlberg).
The field of education is as dynamic as the changes in the environment and
society. From the traditional practices, it has to keep pace with the fast-changing
world. The emerging innovative pedagogies and technologies have challenged
schools to introduce innovations in their institutions. Changes are inevitable.
Change occurs in three phases over time (Fullan, 2007; Miles et al., 1987).
In your succeeding activities, you will come to understand and appreciate
implementing the designed curriculum as a change process.
Recall your experiences in your schools (senior high school or higher education
school). What changes did you experience in your curriculum?
Figure out where your answers will be in the given table.
1. What made you decide to place your answers in a particular column?
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2. How did those changes affect you, the other students and teachers?
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3. Why do we need to implement changes in curriculum?
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4. What resources were made available by your school to support the
initiation and implementation?
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Your previous activity showed you the three phases of curriculum change. They
are as follows:
Initiation Implementation Institutionalization
Figure: The three overlapping phases of the change process (Miles et al.,1987)
1. INITIATION - is the first phase of the change process. In most cases,
those facilitating and leading change pay close attention to launching the
innovation because they recognize that how well something begins affects
how it ends. Yet launching an initiative is only the beginning. While
initiation deserves considerable emphasis, leaders plan for all three phases
simultaneously.
The initiation phase is about deciding to embark on innovation, and of

developing commitment towards the process. The key activities in the
initiation phase are the decision to start, and a review of the school's current
state as regards the particular change. Matthew Miles (1986) made an
analysis of the various stages of school improvement. This is a list
of factors that Miles believes make for successful initiation:
 the innovation should be tied to a local agenda and high profile local need
 a clear, well-structured approach to change
 an active advocate or champion who understands the innovation and
supports it
 active initiation to start the innovation (top-down is OK under certain
conditions)
 good quality innovation.
2. IMPLEMENTATION - is the second phase of the change process. Once

the vision of institutionalization is clear and consistent, leaders concentrate
on what is needed to put the innovation into practice by planning for and
supporting
implementation. 70
Implementation is the phase of the process that has received the most
attention. It is the phase of attempted use of the innovation. The key
activities occurring during implementation are the carrying out of action
plans, the developing and sustaining of commitment, the checking of
progress and overcoming problems. The key factors making for success at
this stage, according to Miles (1986), are:
• clear responsibility for orchestration/co-ordination (head, coordinator,
external consultant)
• shared control over implementation (top-down is not OK); good cross-
hierarchical work and relations; empowerment of both individuals
and the school
• mix of pressure, insistence on `doing it right', and support
• adequate and sustained staff development and in-service training
• rewards for teachers early in the process (empowerment, collegiality,
meeting needs, classroom help, load reduction, supply cover,
expenses, resources).
3. INSTITUTIONALIZATION - occurs when the innovation becomes

routine practice in its frequency, consistency, accuracy, and results.
Members of the organization use the change at least at the routine level of
use and have resolved
major issues related to its implementation, such as resources, time,
materials,
and so on.
Institutionalization is the phase when innovation and change stop
being
regarded as something new and become part of the school's usual way of
doing things. The move from implementation to institutionalization often
involves the transformation of a pilot project, to a school-wide initiative,
often without the advantage of the previously available funding. Key
activities at this stage according to Miles (1986) are:
 an emphasis on `embedding' the change within the school's structures, its
organization and resources
 the elimination of competing or contradictory practices
 strong and purposeful links to other change efforts, the curriculum and
classroom teaching
 widespread use in the school and local area
 an adequate bank of local facilitators, (e.g., advisory teachers) for skills
training.
Adapted from: Fullan, M. (2007). The new meaning of educational

change (4th ed.). New York, NY: Teachers College Press.
Categories of Curriculum Change

McNeil in 1990 categorizes curriculum change as follows:
1. Substitution – The current curriculum will be replaced or substituted
by a new one.
Example: Changing an old book to a new one
2. Alteration – There is a minor change to the existing curriculum.
Example: Use a graphing calculator to replace a graphing paper
3. Restructuring – It would mean major change or modification in the
school system, degree program or educational system.
Example: Using an integrated curriculum for the school for K to 12
requires the elementary and secondary levels to work as a team
4. Perturbations – These are changes that are disruptive, but teachers
have to adjust to them within a short period of time. 71
Example: The principal approves of the time schedule because there is a

need to catch up with the national testing time, the teacher has to
shorten schedule to accommodate unplanned extra-curricular activities.
5. Value Orientation – This category will respond to shift in the
emphasis that the teacher provides which are not within the mission or
vision of the school or vise versa.
Example: When new teachers who are recruited in sectarian schools,
give emphasis only on academics and forget the formation of values or
faith. These teachers need a curriculum value orientation.
Application
A. Answer the given questions.

1. What would be your response to curriculum implementation as a part of
curriculum change?
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2. What are the challenges of curriculum implementation?
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3. How will the institution be able to sustain the change over time?
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B. Give your own examples applying the different categories of curriculum

change.
1. Substitution
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2. Alteration 72
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3. Restructuring
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4. Perturbations
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5. Value Orientation
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Today I learned that

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Closure

lesson!
73
CURRICULUM EVALUATION
Lesson
Reasons for Evaluation
1
1. Acquire clear understanding of what is curriculum evaluation.

2. Explain the need to evaluate the curriculum.
Introduction
Evaluation, in the context of education, is not merely about the students’

evaluation of learning, development, and achievement but also the assessment of
different aspects of the curriculum. Curriculum evaluation aims to examine the
impact of implemented curriculum on students’ learning achievement.
In this lesson, you will learn the basic concepts and reasons for curriculum
evaluation. Illustrations and activities are also provided for you to better learn the
concepts.
Empty Outlines
Direction: Look for a partner and complete the empty outline below. Share your
answer with partner.
For me, curriculum evaluation means:
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74
Analysis : Let us Analyze
Guide Questions:
1. What common understanding do you have about curriculum evaluation?

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2. Do you agree that curriculum evaluation is important? Why?
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3. How does your understanding about curriculum evaluation influence your
assessment plan?
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Abstraction: Let Us Build on!
Curriculum Evaluation: A Process and a Tool
In any educational system, curriculum evaluation is necessary because it

provides the basis for curriculum policy decisions, feedback on continuous
curriculum adjustments and processes. A regular evaluation of any curriculum will
ensure that the written and delivered curriculum has the desired effect on the
students' achievements.
But what is really meant of curriculum evaluation? Below are just some of
the definitions of the curriculum evaluation. 75
Evaluation This is a method Evaluation is to

Curriculum of identifying,
answers two identify the
evaluation is a collecting, and
questions: weaknesses and
process done to presenting
1. Do planned strengths as well
gather data that relevant
Based learning as problems
enables one toon the analysis of the diverse meanings and definitions
information for
of curriculum
opportunities, encountered in
decide whether
evaluation, it reveals programs,
that it is both a the process andof a tool.the Evaluation is
evaluation
to accept, alternatives to
courses and implementation,
a process because
change, it follows a procedure
activities as based on models
modify or and frameworks
to improveto theget to
eliminate the eliminate the
thewhole
desired developed
results. On the other and
hand, it is a tool because curriculum
it will help teachers and
curriculum curriculum.
organized development
of a textbook
program implementers actually
to judge the worth or merit of the program and innovation
process. It is to
produced determine the
or curricular change. Itdesiredis both a
results?process and a tool because the
effectivenessof
results of the
2. How and the returns
evaluation will be the basis to can a
improve the curriculum.
curriculum best on allocated
Ornstein, A. &
improved? finance.
Hunkins, F (1998)
Reasons for Evaluation Olivia, P. (1988)
McNeil, J. (1997) Gay, L. (1985)
The desire to review the curriculum emerges because it is important for
both the instructors and students to assess to what degree their existing
curriculum and its implementation have generated meaningful, positive, and
appropriate outcomes for students. Let us always remember that curriculum
evaluation aims to improve on what has already been available. Enumerated
below are some of the reasons for the evaluation.
Curriculum Evaluation defines the strengths and weaknesses of an existing

1 curriculum that will form the basis of the proposed plan, design, or
implementation. This is referred to as the needs assessment
When the evaluation is done in the middle of the curriculum development, it

2 will tell of the designed or implemented a curriculum that can produce or is
producing the desired results. This is related to monitoring.
Based on some standards, curriculum evaluation should determine whether

3 the outcomes have equaled or met the standards so that they can be labeled as
a success. This is sometimes called a terminal assessment.
Curriculum evaluation provides information necessary for instructors, school

4 administrators, curriculum specialist for policy recommendations that will
enhance achieved learning outcomes. This is the basis for decision making.
Do this: Write a slogan that will encapsulate the meaning and importance
of curriculum evaluation.
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Application: Let’s Apply
A. Direction: Fill in the matrix below by writing specific activities that

describes the curriculum as a process and as a tool.
Concept Activities
Curriculum evaluation as a process
Curriculum evaluation as a tool
B. Today I learned that

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Closure
CONGRATULATIONS for a job well done!
You may now proceed to lesson 2.
Lesson
Types of Evaluation
2
77
At the end of the session you can:
1. Identify the types of evaluation

2. Determine when to use a certain evaluation
Introduction
Types of evaluation refer to various procedures, products, and people that
are subject to evaluation. The fact that we are talking about various forms of
evaluations does not mean there are a variety of different evaluation processes. The
methods implemented in the evaluation process are the same, regardless of what is
being evaluated. What varies is what is being evaluated, how the evaluation is
being implemented, and the types of decisions being made.
In this lesson, you will explore the different types of evaluation, and when they are
best utilized.
Quick Writes
Direction: You write anything that comes into your mind about the words
below. Look for a partner and share your answers with him or her.
1. Student Evaluation
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2. School Evaluation
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3. Curriculum Evaluation
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4. Personnel Evaluation
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Guide Questions:
1. Are your answers the same? Or not?
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2. Based on the activity, do you agree that evaluation may vary
as to each other? Why?
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3. On what context does evaluation vary as to each other?
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Types of Evaluation
Over the last decades, it has been observed by various stakeholders that a
percentage of graduates have been found unsuitable for employment due to the
lack of skills in performing the tasks expected from them. These issues have
contributed to the criticism of the educational curriculum. In order to produce
competent graduates, we must continually evaluate the curriculum.
There are different types of evaluation. They are classified on the basis of
how it is used and how the results are interpreted. Types of evaluation refer to the
various processes, products, and persons subject to evaluation. These include
students, schools, schools, systems, programs, and personnel.
The matrix below illustrates the types of evaluation based on purpose and based on
what is being evaluated.
Types of evaluation based on purpose
 The entry behavior or potential of the learner is

measured to find out if the student possesses the
knowledge, skills, and attitudes required to begin the
Placement course of instruction.
 used to find out to what extend student has already
mastered the objectives of the planned instruction,
e.g. entrance exam
 used to monitor student’s learning progress during

instruction which aims to provide ongoing feedback
Formative to students and teachers regarding success and failure
of the teaching-learning process
 strengthen or improve the object being evaluated
Diagnostic
 is concerned with finding out the reasons for
student’s persistent or recurrent learning problem
that cannot be resolved by standard corrective
measures of formative evaluation
80
 the goal or aim is to find out the causes of learning
problems and plan or prepare to take remedial
actions
 observational techniques or specially prepared
designed techniques can be used to diagnose the
problem
 usually given at the end of the course or unit of

instructions to find out which student has mastered
the expected learning outcomes and to what degree
 While the summative assessment outcomes are

Summative
usually used for assigning grades or for certifying the
mastery of instruction goals of the learners, they can
also be used to provide feedback on the
appropriateness of the objectives and the
effectiveness of the instruction.
Types of evaluation based on what is being evaluated
 evaluation of any instructional materials

 evaluation of instructional strategies, physical and
organizational arrangements
Student
 involve evaluation of a total package of the
Evaluation curriculum
 evaluate the attainment of the curriculum’s
objectives/goal
 evaluation of any instructional materials

 evaluation of instructional strategies, physical and
organizational arrangements
Curriculum  involve evaluation of a total package of the
Evaluation curriculum
 evaluate the attainment of the curriculum’s
objectives/goal
School
 evaluation of the overall educational program of the
Evaluation
school and entails the collection of data on all
aspects of its operation
 determine the degree to which school objectives or
goals are being achieved
 identify areas of strengths and weaknesses in the
total program
 provide feedback to which gives direction to the
future activities
 includes evaluation of persons responsible for

Evaluation of educational outcomes
Personnel  evaluate the attainment of teacher’s instruction
81
Source: Gafoor, Kunnathodi. (2013). Types and Phases of Evaluation in Educational Practice.
10.13140/2.1.3801.168

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_____ 1. Classify the following examples learning activities to the following
_____ categories: placement, diagnostic, formative, and summative
_____
_____ _______ a. Asking students to draw concept map
_____ _______ b. National achievement test
_____ _______ c. Domain unit exam
_____ _______ d. Turn in a research proposal for early feedback
_____ _______ e. College readiness test
_____ _______ f. Midterm exam
_____ _______ g. College entrance exam
_____ _______ h. Asking students to create a “My Opinion Journal”
_____ _______ i. A Research paper
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_____ 2. Based from your answer in item 1, write a short description of each
_____ type of evaluation.
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_____
_____
__________________________________________________________________
____________________________________________________
Closure 82
CONGRATULATIONS for completing lesson 2
You may now proceed to the next lesson.
Lesson
Evaluation Models
3
At the end of the lesson you can:
1. Describe the several processes for evaluating the curriculum

2. Explain the major features of curriculum evaluation models
Introduction
There are several evaluation models that have been utilized in evaluating the
existing curriculum. Similar to what the teachers are doing with the assessment of
students, these models help you plan and structure evaluation.
In this lesson, you will explore the different major concepts of curriculum
evaluation models.
K-W-L
Direction: What do you think you know about curriculum models? After
completing the first two columns look for a partner and share your answer.
What I know What I want to know What I learned
83
1. Are your answers the same? Or Not?

__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
2. As a teacher, how are you going to utilize curriculum evaluation

models in conducting curriculum evaluation?
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
84
Curriculum Evaluation Models

In conducting
curriculum Tyler’s Model of Curriculum Evaluation evaluation, it is
Propounded by Ralph Tyler in 1949

Tyler’s model is also referred to as “the goal attainment model of curriculum
evaluation
emphasizes more on goals formulation through a detailed analysis of feedback
from the students, society and subject matter
measures the extent to which the educational goals of a program have been
attained (Singla & Gupta, n.d)
compare performance data with the objectives/standards specified
proceeds from the broader view of a concept and narrow it down to the specific
Tyler’s Model:
Selection of Selection of Organization Evaluation of

educational learning of learning learning
Limitation: Leaves evaluationexperiences
purposes towards the tail endexperiences
of the framework. experiences
Not useful for diagnosis of reasons why a curriculum has failed.
Source: Models of curriculum evaluation and application in educational. Retrieved from

https://www.slideshare.net/koldaf20/models-of-curriculum-evaluation-and-application-in-
educational
important that you must choose a suitable evaluation model that will guide you in
designing your own evaluation. In the context of the academe, below are the
examples of evaluation models that have been utilized in evaluating curriculum
85
CIPP Model
Propounded in 1971
The CIPP model came as a consensus of the Phi-Delta Committee that was chaired by Daniel
Stufflebeam in 1971
Focused more on decision making at each stages of the curriculum processes.
Seeks to improve and achieve accountability in educational programming through a “learning by
doing” approach (Zhang et al., 2011)
CIPP Model four stages:
goals and priorities are attuned to needs, and assess whether proposed objectives are sufficiently
responsive to assessed needs.
Input – refers to the ingredients of the curriculum which include the goals, instructional
strategies, the learners, the teachers, the contents and all the materials
Process – refers to the ways and means of how the curriculum has been implemented
– monitors the project implementation process and access the extent to which
participants accept and carry out their roles
Product – indicates if the curriculum accomplishes
Stake’s Countenance its Model
goals
– measure, interpret, and judge
Propounded in 1969 by Robert E. Stake a project’s outcomes by assessing their merit, worth,
significance, and probity
It examines the basis of the educational programme such as the background
philosophy and purpose for which the programme was developed. These intents
refer to the goals and plans of the practitioners, such as the curricula and
education programme planners, teachers and students.
Orients more toward program activities than results
Stake’s Model three sets of data: Context
Antecedent – conditions existing prior to Curriculum Evaluation
Needs Assessment
Students interests or prior learning What should we do?
LearningOver
Limitation: Environment in the but
values efficiency Institution
undervalues student’s aims
Sources: Models of curriculum evaluation and application in educational. Retrieved from
Traditions and Values of the Institution
https://www.slideshare.net/koldaf20/models-of-curriculum-evaluation-and-application-in-educational
Cipp evaluation model - Outcome
Product LinkedIn & Impact
SlideShare. Retrieved from Program Planning
Input
Transactions – activities occurring
Does it work? during implementation
https://www.slideshare.net/mylenepilongo7/cipp-evaluation-model
How shall we do it?
ComponentsInteractions
of curriculum -that
LinkedIn
occurSlideShare.
between:Retrieved from8
https://www.slideshare.net/josephestroga/components-of-curriculum 86
teachers students
Implementation
students students
Are we doing as planned?
students curricular materials

Process
students educational environment
Outcomes – impact of curriculum implementation on students, teachers,
administrators, and community
Limitation: Stirs up value conflicts and ignore causes
Source: Models of curriculum evaluation and application in educational. Retrieved from

https://www.slideshare.net/koldaf20/models-of-curriculum-evaluation-and-application-in-educational
Shortcoming:
87
Scriven’s Goal-Free Model

Propounded Michael Scriven in 1972
Goal-free evaluation (GFE) is any evaluation in which the evaluator conducts the
evaluation without particular knowledge of or reference to stated or
predetermined goals and objectives
The goal-free evaluator attempts to observe and measure all actual outcomes,
effects, or impacts, intended or unintended, all without being cued to the
program’s intentions
Merit is determined by relating program effects to the relevant needs of the
impacted population (Scriven, 1991. p. 180)
A comprehensive needs assessment is conducted simultaneously with data
collection
Steps in
The evaluator conducting
should provideaexperiential
curriculumaccounts
evaluation
of program activity so that
readers of the report can, through naturalistic
In conducting curriculumgeneralization, arrive
evaluation, you mayatopt
their
toown
use any
judgements of quality
specific in addition
curriculum to those
evaluation the evaluator
model provides (Stake,
or a combination 2004.
of them. p.
ASCD,
215) 1983 suggests the steps enumerated below: 88
In the academe, GFE is use to evaluate programs targeting pre-requisite skills,
Steps may impact more than initial skills,
where success What to Consider
such as
1. Identifying primary audiences Curriculum Program Sponsors,
Reading fluency
Managers and Administrators,
Mathematical operations and reasoning School Heads, Participants
Writing skills (Teachers and Students) Content
Specialist; other stakeholders
Problem solving or critical thinking skill
2. The model
Limitation: Identifying
failed to comecritical Outcomes
to grip with the question(expected, desired,
of what effects to
issues/problems intended) Process (Implementation)
look at, and what needs to be assessed. This eventually led Scrivens to admit that
goal – free evaluation was best used as a supplement Resources (Inputs)
to goal – based evaluation.
3. Identifying data source People (teachers, students, parents,
Source: Goal free model - LinkedIn SlideShare. Retrieved from
curriculum developers); Existing
https://www.slideshare.net/mdmehadirahman/goal-free-model
documents; Available records;
Evaluation Studies
4. Identifying techniques for Standardized Test, Informal tests;
collecting data Samples of Students Work;
Interviews; Participant
Observations, Checklist, Anecdotal
records
5. Identifying established standards Standards previously set by
and criteria agency; DepEd, CHED,
Professional Organization
6. Identifying techniques in data Content Analysis, Process
analysis Analysis, Statistics, Comparison,
Evaluation Process
7. Preparing evaluation report Written; Oral; Progress: Final;
Summary; Descriptive, Graphic,
Evaluative and Judgmental; List of
Recommendations
8. Preparing modes of displays Case Studies; Test Scores
Summary; Testimonies;
Multimedia representation; Product
Display (exhibits); Technical
Report.
Chapter 4: Evaluating the curriculum. Retrieved from
https://www.slideshare.net/RizzaLynnLabastida/chapter-4-evaluating-the-curriculum-
67274672
89
Do this: Fill in the last column of the matrix.
What I know What I want to know What I learned

90
Be an Evaluator
1. Look for any curriculum products. A textbook for Basic Education or

Higher Education is an example.
2. Fill up the table below
Preliminary Information
Title:
Author(s):
Publisher:
Copyright Date:
Material Evaluator:
3. Select a certain chapter of the said book. Review and evaluate that
chapter using the Consumer-Oriented Evaluation Approach by Scriven and
adapted from the work of Marvin Patterson shown below.
(+) Yes (o) All (-) No or (NA) Not

or of right but poor applicable
Criteria good not of quality
quality good
quality
Content covers a
significant portion of the
course competencies
Contents are up-to-date
Reading level is
appropriate for most
students who will use
the material
Intended learning
outcomes, competencies
are stated
Formative and
summative assessments
are included
Activities are varied to
meet the needs of
students
Teacher’s guide is
included with
management
suggestions.
Materials are presented
in logical order
Degree of match
between learning
activities and intended
learning outcomes.
91
3. What are your major comments?

____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________

____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
_____________________
Closure
CONGRATULATIONS for reaching

this far. Be ready for the next lesson
Lesson
Curriculum Innovation:
1
Models and Level of Curriculum
Innovation
1. Describe the models of curriculum innovation as a strategy used for a more relevant
curriculum.
2. Determine levels of curriculum innovation as basis for curriculum change.

Introduction
Globalization and other issues and trends in the 21st century influence the
school operation. Added to that is the problem with the integration of technology
and the fourth industrial revolution. Schools therefore, must revisit its offering to
be more responsive and relevant. In this section, you will be provided with a brief
concept on models and levels of curriculum Innovation.
Two Minute Talk
Direction: Look for a partner and answer the question below:
1. What is the benefit of curriculum innovation to students? 92

_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
____________
Guide Questions:
1. What is your understanding about curriculum innovation and its benefit

to students?
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
__________
2. Do you agree that curriculum innovation is important? Why?
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
____________
3. How does your understanding of curriculum innovation influence you
as a future teacher in terms of instructional planning?
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
____________
Curriculum Innovation is a challenging task. It requires constant contact

with stakeholders to be more relevant. Thus it requires one to explore and discover
something new. Below are the different models of curriculum innovation.
93
Models of Curriculum Innovation
Model Description
Researching  Conduct of environmental scanning to determine
background of parents and the community
 Gather information on the needs, interest, and
capabilities of individual students
 Serve as the basis in decision making for
curricular improvement and innovation
Ethos Building  Techniques which allows curriculum makers to
discover, trial and pilot curriculum innovation
 Provide support system to new and less qualified
teachers
Trialling  Pilot testing of the curricular innovation
 May be done in collaboration with other schools
Implementation  Actual implementation of the innovation
 Change may occur from simple to complex
depending upon the situation and circumstances
Evaluation and  Analysis of the result against the expected output
Review as stipulated in the plan.
But curriculum Innovation usually takes place in different levels. Let us try to
examine the levels of curriculum innovation
Level of Curriculum Innovation
Level Description
Central  Referred to as official laws and regulations
Approach provided by the national government
 Consist of broad policies, standards, and guidelines
 Serves as the basis for decision making and
framework in the school level
 Involves a system-wide decision making
 Describes general objectives and educational
principles as the basis for decision making in the
school level
School-based  Referred to as more specific and detailed plans by
approach the school
 Decision making made by schools m board of
directors, teachers and stakeholders and industry
partner
 Schools are encouraged to exercise increase
improvement regarding outcomes, strategies, and
content
 Innovation may not be uniform in all schools but
are responsive to the needs of the students and the
community at large
94
A. Direction: 95
Assume that you are a member of the school-based curriculum innovation
committee, what curriculum innovation can you suggest in addressing
issues on fourth industrial revolution and the COVID 19 pandemic?
Issue Curriculum Innovation

Fourth Industrial Revolution
COVID 19 pandemic
B. Today I learned that

____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
______________________________
Closure
CONGRATULATIONS!!!!!
lesson.
4
Module Summary
This module was designed to provide students an opportunity to understand

phases and processes of curriculum development. The activities, analysis,
abstraction and application included throughout the module afford students a
chance to make sense on the activities and processes a curriculum maker undertake
in crafting a curriculum particularly curriculum planning, curriculum design and
organization, curriculum implementation, curriculum evaluation and curriculum
improvement. As future educator and curriculum maker, understanding the
relevance, importance and applicability of the aforementioned concepts is deemed
important.
References:
Bilbao, Purita P. Ed.D, Dayagbil, Filomena T. Ed.D and Corpuz, Brenda B. Ph.D,
(2015) Curriculum Development for Teachers – OBE and K-12 Based, Lorimar
Publishing Inc.
Brundrett, Mark and Duncan, Diane (2011)Leading curriculum innovation in

primary schools, Management in Educatio
Gafoor, Kunnathodi. (2013). Types and Phases of Evaluation in Educational

Practice. 10.13140/2.1.3801.1680.
Kiira Kärkkäinen, BRINGING ABOUT CURRICULUM INNOVATIONS: IMPLICIT APPROACHES

IN THE OECD AREA OECD Education Working Paper No. 82
Pawilen, Greg Tabios. (2015) Curriculum Development A Guide for Teachers and
Students, Rex Bookstore Inc.
https://www.slideshare.net/bibashenry/curriculum-evaluation-57058694
http://talc.ukzn.ac.za/Libraries/Curriculum/
models_of_curriculum_evaluation.sflb.ashx
https://www.slideshare.net/koldaf20/models-of-curriculum-evaluation-and-
application-in-educational
https://www.ipl.org/essay/Importance-Of-Curriculum-Evaluation-FK765DNPC486
http://talc.ukzn.ac.za/Libraries/Curriculum/
models_of_curriculum_evaluation.sflb.ashx
https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1143&context=ajte
https://www.slideshare.net/koldaf20/models-of-curriculum-evaluation-and-
application-in-educational
http://egyankosh.ac.in/bitstream/123456789/8282/1/Unit-17.pdf
https://napoos.files.wordpress.com/2014/03/es-331-ii.pdf
https://www.slideshare.net/upycon/types-of-evaluation-15926729 95
Gafoor, Kunnathodi. (2013). Types and Phases of Evaluation in Educational Practice.

10.13140/2.1.3801.1680.
Chapter 4: Evaluating the curriculum. Retrieved from

https://www.slideshare.net/RizzaLynnLabastida/chapter-4-evaluating-the-curriculum-
67274672
Curriculum evaluation - LinkedIn SlideShare. Retrieved from

https://www.slideshare.net/bibashenry/curriculum-evaluation-57058694
Chapter 1 Basic Concept in Assessment. Retrieved from

https://www.slideshare.net/sksukae/chapter-1-basic-concept-in-assessment
Evaluation and measurement - LinkedIn SlideShare. Retrieved from

https://www.slideshare.net/AkolIvanOluka/evaluation-and-measurement
Models of curriculum evaluation and application in educational.

https://www.slideshare.net/koldaf20/models-of-curriculum-evaluation-and-application-
in-educational
Models of curriculum evaluation and application in educational. Retrieved from

in-educational
Cipp evaluation model - LinkedIn SlideShare. Retrieved from

Components of curriculum - LinkedIn SlideShare. Retrieved from

https://www.slideshare.net/josephestroga/components-of-curriculum
Models of curriculum evaluation and application in educational. Retrieved from

in-educational
Goal free model - LinkedIn SlideShare. Retrieved from

https://www.slideshare.net/mdmehadirahman/goal-free-model
Curriculum evaluation - LinkedIn SlideShare.

https://www.slideshare.net/bibashenry/curriculum-evaluation-57058694 96
Module Overview Module 4
Trends and Issues on Curriculum

and Curriculum Development
“Live as if you were to die tomorrow. Learn as if you
were to live forever” – Mahatma Gandhi
In this Module
Lesson 1: Researches on Curriculum Development (local)
Lesson 2: Researches on Curriculum Development (foreign/

international)
Lesson 3: Contextualization of the Curriculum
Lesson 4: Curriculum Indigenization
Lesson 5: Curriculum Localization
Lesson
1 Researches on Curriculum
Development (Local)
At the end of the session, you are expected to:
1. Analyze research studies relative to curriculum design and development.

2. Propose continuous quality improvement initiatives relevant to curriculum
design and development 97
Introduction
Please note that all curricula are not absolute. These are all subject to assessment,
evaluation and continuous quality improvement to continually respond to the latest
trends and developments of the different disciplines, international standards and
the needs of the society in general. Expectedly, a curriculum will be revised either
by Department of Education (DepEd), Commission on Higher Education (CHED)
or Technical Education and Skills Development Authority (TESDA). In this
lesson, you will be required to read research investigations in the local and national
level.
Reading of Research
Articles
Instruction: Read the research articles below. Please fill out the tables provided
based from the research article:
1. “Effective Implementation of the Senior High School Curriculum: A Descriptive

Analysis by: Nacorda, S.H. and associates (2019). International Journal of
Engineering Research & Technology (IJERT).
Research Findings Conclusions Recommendations

Questions
1.
2.
3.
2. Bongco, R. T., & David, A. P. (2020). Filipino teachers' experiences as

curriculum policy implementers in the evolving K to 12 landscape. Issues in
Educational Research, 30(1), 19-34. 98
Research Findings Conclusions Recomme

Questions ndations
1.
2.
3.
Analysis
Focus Questions:
Based from the research articles that you have read, explain extensively the
following questions:
1. Do you agree that the senior high school curriculum is highly congested? If
yes, how to decongest? If no, please elaborate.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
_______________
2. Do you agree that senior high school graduates are not industry ready? Please
explain from a curriculum point of view and based from your previous readings
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_____________
3. What are the tensions experienced by teachers in making sense and
operationalizing curriculum policies in their classroom:
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
__________________ 99
Abstraction: Let Us Build On!
Implementation of the Senior High School Curriculum
The Philippine educational system can be summarized into the following:
 A total of 13 years from kindergarten to grade 12 mandatory and free in the

public schools.
 Grade 11 to 12 classes in the private schools or universities/colleges are
subsidized through the voucher program.
 Students’ chosen SHS strands is used as a requirement for college
admission. This is based on aptitude, interests, and school capacity.
 Students will undergo standardized assessments (aptitude tests, national
career assessment examination – NCAE and occupational interest test to
empirically determine their strengths and interests leading to strand
preference.
 Curriculum guides are distributed to elementary, junior and SHS teachers to
use as a tool for teaching instructions based on standards.
 Mass training was conducted to prepare prospective SHS teachers in the
actual implementation of the curriculum.
 The purpose of the SHS curriculum is for graduates to demonstrate
essential knowledge, skills and behaviors that will increase their
employability to the relevant industries.
Implementation Challenges of SHS Curriculum
Until today, a substantial number of critiques argue that the country is not
yet prepared to implement the SHS curriculum. However, these did not hinder the
full implementation of the said curriculum. Thus, challenges are experienced:
 The resources of a particular area dictate what SHS strands will be offered.
 Inadequacy of facilities. It is more glaring in the public schools particularly
for hard sciences and technical/vocational courses.
 Lack of qualified teachers. The teacher education curriculum does not
include preparing teachers to teach in the SHS level.
 Difficulty of the private schools in particular to apply for permission to
offer SHS levels because of the many very idealistic requirements.
 Lack of buildings, simulation spaces and laboratories especially for
technical and hard science courses in the different strands.
Curricular Policies
Today’s educational landscape is heavily inundated with changes and
demands in health, technological and academic domains. These have dictated the
education quality assurance procedures to ensure a quality and responsive
education. The following are: 100
1. Globalization. Even during the COVID-19 pandemic, globalization still

prospers. This can be evidenced by the country’s compliance to international
standards such as the ASEAN Qualifications Reference Framework (AQRF)
which officially recognizes the Philippines version of Qualifications Framework
(PQF). The AQRF is predominantly benchmarked with prestigious global
standards e.g. Malcolm Baldridge quality framework, European and Australian
qualifications framework.
2. Technological advances. With the advent of industrial revolution 4.0 (Internet of
Things, Rise of the Machines), teaching and learning are not just delivered face-
to-face but other flexible modes as well that are highly technology-integrated
and embedded. The current health crisis has popularized in the Philippines the
use of learning management system (LMS) and open technologies to sustain
quality of teaching and learning processes.
3. Holistically developed lifelong learners. More than ever, education has over
emphasized on producing graduates who are equipped with 21st century
competencies (e.g. critical thinking, problem solving, decision making, global
citizenship, ability to work in teams etc.).
4. Culturally sensitive curriculum and inclusivity. This means education for all.
Regardless of race, ethnicity, color, social economic status, religion, gender etc.
all students should be educated. This requirement makes contextualization or
indigenization of curriculum an important feature of the new curriculum.
5. Child protection policy (DepEd Order 40, series of 2012) which seeks to protect
“children in school from abuse, violence, exploitation, discrimination, bullying,
and other forms of abuse”. This procedure has significantly affected the
teacher’s classroom management and paved the way for differentiated
instruction which responds to the needs and interests of students.
6. Competency/outcome-based curriculum. There is now a heavier focus on the
deployment of performance over traditional assessment tasks. This means that
the performance of students is matched with established grade-level, content
and performance standards.
7. Expectation vs reality. The curricular goals do not match with the realities of the
classroom particularly for the public schools.
Required Readings:
Effective Implementation of the Senior High School Curriculum: A Descriptive

Analysis by: Nacorda, S.H. and associates (2019). International Journal of
Engineering Research & Technology (IJERT).
Bongco, R. T., & David, A. P. (2020). Filipino teachers' experiences as curriculum

policy implementers in the evolving K to 12 landscape. Issues in Educational
Research, 30(1), 19-34.

Using the curriculum guide of the Department of Education, choose a grade level
and subject (1 quarter only), create a 1-quarter curriculum guide that shows
decongestion of a highly saturated unit or quarter (see table below). Please use the
recent “Most Essential Learning Competencies (MELCs)” of DepEd to guide you
in the task. Before the table, explain why the unit you designed is not congested.
Please consider the coverage of the topics, formative assessment tasks and nature
of learning activities in your explanation.
101
Sample Subject: English
(your explanation here)
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
___________________________
Grade- Content Performance MELCs Formative

Level Standard Standard Assessments/
Standard Resources
Please do not forget:
1. Curriculum is subject to revision. The changes may come from voluntary

and mandated curriculum review, assessment, evaluation and continuous
quality improvement. The revisions may also be caused by government
mandates, trends and developments of the discipline, international demands
and qualifications, and the needs of the society in general.
2. As a front liner in the curriculum implementation, you should be reminded
of curriculum congestion and saturation. This means that in your design,
include only what are essentials in the pursuit of the substance of the lesson
and the demonstration of the knowledge skills and attitudes that you
promised students to demonstrate after completion of the unit.
102
lesson.
Lesson
2 Researches on Curriculum
Development (Foreign)
1. Analyze international research studies relative to curriculum design and

development.
2. Propose continuous quality improvement initiatives relevant to curriculum

design and development
Introduction
In lesson 1, you analyzed the most recent local and national investigations in
curriculum design and development. You will be needing the same mind-set and
skills in this lesson because this time you will deal with research projects
conducted in the international level. This is intentionally designed to give you a
vantage point on how the country’s educational curricula compete with our
international counterparts. In lesson 1 and 2, you may find inspiration or interest in
conceptualizing your thesis project during your fourth year in the teacher education
program.
Acrostics
Instruction: Read the research articles below. Please fill out the tables provided
based from the article:
1. Gunay, R. (2016). An Evaluation of High School Curricula Employing Using

the Element-based Curriculum Development Model. Journal of Education and
Training Studies 4 (7). DOI 10.11114/jets.v4i7.1477.
Questions
1. 103
2.
3.
2. Ulferts, H. (2019). The relevance of general pedagogical knowledge for

successful teaching: Systematic review and meta-analysis of the international
evidence from primary to tertiary education. Paris: Organisation for Economic
Cooperation and Development (OECD). doi:http://dx.doi.org/10.1787/ede8feb6-
en.

Questions
1.
2.
3.
Analysis
Focus Questions:
Based from the research articles that you have read, explain extensively the
following questions:
1. What accounts as a quality curriculum? Explain each element of a quality

curriculum in the Philippine context.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
______________________________________________________________104_
__________________________________________________________________
______________
2. Explain each of the typology of teacher’s knowledge according to Schulman in

relation to the establishment of a quality curriculum.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_______________
3. How crucial is the teacher’s technological competence in the implementation of

a quality curriculum?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_______________
Abstraction: Let Us Build On!
What accounts as quality curriculum?
Once again, as previously learned, all curricula are subject assessment,

evaluation and continuous quality improvement cycle. This cycle ensures the
quality of the curriculum relative to the achievement of intended goals, standards
and competencies. Curricular quality should take into cognizance the following:
1. High expectations. All students including those academically struggling,

when informed about the challenges and expectations of the curriculum will result
in the increase of academic achievement. In other words, a quality curriculum
should be able to challenge the intellectual, psychological and physical domains of
the learners
2. Responsiveness. Since the curriculum is dynamic and continually

evolving, the assessment, evaluation and continuous quality improvement are
designed to determine its relevance and significance to the needs of the learners
and society in general.
3. Coherence. The principle of sequence and content curation of curriculum
will help establish the chronology of topics, activities, formative and summative
assessment tasks. You may refresh yourself with the spiral curriculum of Bruner,
where learning is premised on prior learning.
4. Stakeholders involvement. One trademark of a quality curriculum is

when key stakeholders such as the parents, teachers, students, people from the
relevant industries, representatives from government agencies and local
government among others are actively involved in the curriculum planning,
assessment, evaluation and continuous quality improvement. 105
5. Flexibility. The centralized system of the Philippine education lessens

the degree of flexibility of its curricular offerings. The review of the curriculum
typically is only done after 3-5 years based on the strategic plan of the government.
However, in terms of implementation, the schools and teachers are given freedom
to exercise flexibility in terms of pace, criteria by which students’ performance will
be assessed, the learning experiences, teaching strategies and methods and the
completion time.
6. Learner-centeredness. In today’s pedagogical landscape, there is a

general shift from teaching to learning, from instruction to assessment, from what
to how students learn, from cognition to metacognition, from direct instruction to
guided discovery, from individualized to collaborative problem learning among
others. These shifts define the learner-centeredness principle of curriculum design
and development.
Quality Teacher’s Knowledge
1. Content knowledge. Pre-requisite to becoming a quality teacher is one’s

expertise of the subject being taught. A teacher with a trivial content
knowledge is as good as not teaching at all. What separates teachers from
pretending to be teachers is expertise. This implies that should really
prepare for the challenges of teaching. For pre-service teachers, you can
endlessly update yourself with the trends and developments of your subject
through research. For in-service teachers, deepening one’s content
knowledge can be done through professional development activities such as
pursuing master’s or doctorate degree or attendance to training and
seminars relevant with the subject being taught.
2. Pedagogical knowledge. The set of skills on how to teach covers

pedagogical knowledge. This includes the seamless conduct of teaching-
learning activities and classroom management skills. However, a teacher
who is good in pedagogical knowledge does not automatically mean the
teacher also has content knowledge.
3. Pedagogical content knowledge. The competence of the teacher to choose

appropriate and constructively aligned teaching and learning activities or
strategies in teaching the content is pedagogical content knowledge.
4. Technological pedagogical content knowledge. The advent of COVID-19

and advancement of technology in and of education now requires teachers
to be technologically-savvy. In today’s instructional landscape, the use of
learning management systems (LMS), open technologies, open educational
resources, course wares and the maximization of blended-online and other
flexible learning delivery modes.
Required Readings:
Gunay, R. (2016). An Evaluation of High School Curricula Employing Using the

Element-based Curriculum Development Model. Journal of Education and
Training Studies 4 (7). DOI 10.11114/jets.v4i7.1477.
Ulferts, H. (2019). The relevance of general pedagogical knowledge for successful

teaching: Systematic review and meta-analysis of the international evidence from
primary to tertiary education. Paris: Organisation for Economic Cooperation and
Development (OECD). doi:http://dx.doi.org/10.1787/ede8feb6-en. 106
Quality criteria may target aspects such as: Source: International Bureau of
Education. http://www.ibe.unesco.org/en/geqaf/annexes/technical-notes/what-
makes-quality- curriculum.
1. Using the curriculum guide that you made in lesson 1, assess and evaluate
the document using the elements of a quality curriculum that you have read
in this lesson. Justify whether or not the curriculum you designed meets the
quality curriculum criteria. If not, propose recommendations on how you
can further improve the curriculum guide.
(your curriculum guide here)
Criteria 1:
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Criteria 2
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Criteria 3
__________________________________________________________________
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1. Is it possible for a teacher to have content knowledge without pedagogical

knowledge? Explain your answer.
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Please do not forget:
1. One of the many jobs of teachers is to design and implement a curriculum.

Having said that, you should take into consideration the different quality criteria.
These criteria will guide you in your journey as teachers and your tireless quest for
quality teaching and learning.
2. To be a quality teacher, you should demonstrate competence not just in character

but also in content and pedagogical knowledge, pedagogical content knowledge
and technological content knowledge.
lesson . 108
Lesson
Contextualization of the Curriculum
3
1. Distinguish the best practices and suggest improvement in the implementation of

curriculum in the Philippine education system
2. Explain the concept of contextualization in the curriculum of the Philippines’

basic education
3. Present an argument through writing on the perception of the stakeholders in the

implementation of the K to 12 curriculum in the Philippines
Introduction
By now, you are already equipped with the knowledge on the basics of the school
and the curriculum. This part you will go further by understanding the concept in
the adaptation of contextualization in the curriculum.
Acrostics
Instruction: Read the case study on the Philippine Education. After reading, Fill
out the matrix below in the Best Practices and Needs Improvement on the areas of:
Reforms, School Management, Institutionalization, Handling Challenges and
Opportunities, and Curriculum . Click the link on the copy of the case study
provided below for reference.
https://www.brookings.edu/wp-content/uploads/2017/03/global-20170307-
philippines-case-study.pdf
109
Areas Best Practices Needs Improvement
1. Reforms
2.School Management
3. Institutionalization
4. Handling Challenges 110

and Opportunities
5. Curriculum
Analysis
Focus Questions:
Now, answer the following questions based on the activity you have done.
1. What are significant reforms in the Philippine education that made an impact to
its system?
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2. What is its impact to the trends in curriculum development?
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3. What areas in the current curriculum that should be improved?
__________________________________________________________________
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4. How important is contextualization in the curriculum?
__________________________________________________________________
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5. Can contextualization of the curriculum improve the current status of Philippine

Education? Why or Why not?
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__________________________________________________________ 112
After answering the questions, we will read further contextualization in curriculum

and how did it shape the Philippine Education System.

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PPRE-FINAL MODULE

Lesson Components of a Curriculum Design

At the end of the lesson you are expected to:

1. Distinguish between horizontal alignment and vertical alignment in

2. Are your answers the same? Or not?

Abstraction: Let us build on

A curriculum must be reviewed and evaluated regularly. This is to ensure

 Process of organizing core skills, competencies, contents, learning

What are the processes involved?

Curriculum Mapping Process

Review the map Identify teaching

Curriculum mapping can either be:

1. Horizontal alignment or a pacing guide allows teacher teachers teaching the

2. Vertical alignment is strategy used to ensure that no overlapping will

3. Subject-area alignment is a technique used to ensure coherence within a

4. Interdisciplinary alignment is a strategy used to ensure that content is

 Using the sample curriculum map for Bachelor of Secondary Education

CURRICULUM MAP OF PROGRAM OUTCOMES

Bachelor of Secondary Education major in Mathematics

1. Exhibit competence in mathematical concepts and procedures to perform

C. Today I learned that

Congratulations! Well done.

At the end of the session you are expected to:

4. Organizational Development Model – This model is an information-

Analysis: Let us Analyze

4. What are some implications in the use of the Rand Model?

Abstraction: Let us build on

1. (Overcoming Resistance to Change) rests on the assumption that the

1. Describe how you would use each of the curriculum implementation

2. Which of the curriculum implementation models presented in the readings

3. Today I learned that

Congratulations! Well done.

Lesson Change Processes

Figure out where your answers will be in the given table.

Analysis: Let us Analyze

1. What made you decide to place your answers in a particular column?

Abstraction: Let us build on

Initiation Implementation Institutionalization

The initiation phase is about deciding to embark on innovation, and of

2. IMPLEMENTATION - is the second phase of the change process. Once

3. INSTITUTIONALIZATION - occurs when the innovation becomes

Adapted from: Fullan, M. (2007). The new meaning of educational

Categories of Curriculum Change

Example: The principal approves of the time schedule because there is a

A. Answer the given questions.

B. Give your own examples applying the different categories of curriculum

Today I learned that

Congratulations! Well done.

1. Acquire clear understanding of what is curriculum evaluation.

Evaluation, in the context of education, is not merely about the students’

Analysis : Let us Analyze

1. What common understanding do you have about curriculum evaluation?

Abstraction: Let Us Build on!

Curriculum Evaluation: A Process and a Tool

In any educational system, curriculum evaluation is necessary because it

Evaluation This is a method Evaluation is to

Curriculum Evaluation defines the strengths and weaknesses of an existing

When the evaluation is done in the middle of the curriculum development, it

Based on some standards, curriculum evaluation should determine whether

Curriculum evaluation provides information necessary for instructors, school

Application: Let’s Apply

A. Direction: Fill in the matrix below by writing specific activities that

Curriculum evaluation as a process

Curriculum evaluation as a tool