QUESTIONS

1. Basically, the society and its culture affect the curriculum itself. According to
Albert Einstein, “All that is valuable in human society depends upon the
opportunity for development accorded the individual.” Therefore, the curriculum
is carved through the needs of the society.
Psychology provides information about the teaching and learning process. It
also seeks answers as to how a curriculum be organized in order to achieve
students’ learning at the optimum level, and as to what amount of information
they can absorb in learning the various contents of the curriculum.
The philosophical foundation of curriculum helps determine the driving purpose
of education, as well as the roles of the various participants. While all
foundations propose to set goals of curriculum, philosophy presents the manner
of thinking from which those goals are created.
A Philosophical foundation of curriculum is essential, because its principles
have united historical, social, and psychological foundations together as a
unifying body to meet the social, emotional, and moral needs student, schools
and teachers.
2. Planning, implementing and assessing are three processes in curriculum
development that are taken separately but are connected to each other.
The cycle continues as each is embedded in a dynamic change that happens in
curriculum development. Key Idea: Planning is an initial step in curriculum
development. Course planning is important—it helps teachers carefully
consider their long-range goals. Within courses, teachers must consider how
their courses will be organized into smaller units. Instructional units are typically
two to three weeks of instruction focused on a single theme or question.
Curriculum evaluation is an essential phase of curriculum development.
Through evaluation a faculty discovers whether a curriculum is fulfilling its
purpose and whether students are actually learning.

3. A. Functional performance is also observed in how the student engages in

the routine activities of everyday life, including communication, mobility,
behavior skills, social skills, and daily living skills
B The criteria for evaluating the curriculum generally includes alignment with
the standards, consistency with objectives, and comprehensiveness of
the curriculum. Relevance and continuity are also factors.
C. Evaluation of teaching involves collecting evidence, from various
stakeholders, for the purpose of improving the effectiveness of the teaching-
learning process. A successful evaluation generates outcomes that are valid,
reliable and indicate directions and action for development.
4. Assessments help teachers determine what instructional approaches would be
best for certain students, what the students may already know about a certain
topic, and what topics may need to be reintroduced. It also provides educators
with data to discover students' success in certain skill sets as well.  First,
curriculum-based measurement is developed to measure or monitor
student learning progress. They “could include timed tests of performance on
reading, math, and writing skills.” On the other hand, performance assessment
 are curriculum based, which require students to “engage in a process or
construct some product, often real-world tasks.” Lastly, portfolio assessments 
First, curriculum-based measurement allows teachers to choose teaching
methods that work well with her class and get rid of those that aren’t working. It
shows an academic performance goal on the chart, which can help both
the teacher and parents know if the student is making progress to meet the
intended goal. They are also easy to understand and may help the teacher know
what students are understanding the material and focus more on helping those
that are struggling. However, curriculum-based measurement can make students
feel unmotivated if no progress is shown on the graphs. Performance
assessment allows students to show what skills they’ve learned, integrated
learning is represented, and “learning occurs during the process until completion
of the task.” The disadvantages with performance assessments are that it’s not
easily calculated, it’s hard to judge student learning, and it’s time consuming. Like
curriculum-based measurement and performance assessment, portfolio
assessments also have advantages. The advantages of portfolio assessments
are that they include the student’s progress and accomplishments, allows the
students to reflect on their own work, it allows them to monitor their own progress,
they“measure the student’s ability overtime,” and promotes ownership
5. Planning, implementing, and assessing a service-learning project can be a
complex task because service-learning projects often involve multiple
constituencies and aim to meet both the needs of service providers and
community partners. In this article, Stufflebeam’s Context, Input, Process, and
Product (CIPP) evaluation model is recommended as a framework to
systematically guide the conception, design, implementation, and assessment
of service-learning projects, and provide feedback and judgment of the project’s
effectiveness for continuous improvement. This article (1) explores the
evaluation model’s theoretical roots and applications, (2) delineates its four
components, (3) analyzes each component’s role in a service-learning project’s
success, and (4) discusses how the model effectively addresses
ServiceLearning Standards for Quality Practice.
6. Assessment is a diagnostic tool focused on the learning of individual students,
whereas evaluation determines the extent to which a program or pedagogy
achieves predetermined goals or outcomes.
7. 1. Knowledge- Knowledge is defined as the remembering of previously learned
material. This may involve the recall of a wide range of material, from specific
facts to complete theories, but all that is required is the bringing to mind of the
appropriate information. Knowledge represents the lowest level of learning
outcomes in the cognitive domain.

Illustrative General Instructional Objectives Knows common terms. Knows

specific facts. Knows methods and procedures. Knows basic concepts. Knows
principles.

Illustrative Verbs for Stating Specific Learning Outcomes Defines, describes,

identifies, labels, lists, matches, names, outlines, reproduces, selects, states.

2. Comprehension- Comprehension is defined as the ability to grasp the

meaning of material. This may be shown by translating material from one form
to another (words or numbers), by interpreting material (explaining or
summarizing, and by estimating future trends (predicting consequences or
effects). These learning outcomes go one step beyond simple remembering of
material, and represent the lowest level of understanding.

Illustrative General Instructional Objectives Understands facts and principles.

Interprets verbal material. Interprets charts and graphs. Translates verbal
material to mathematical formulas. Estimates consequences implied in data.
Justifies methods and procedures.

Illustrative Verbs for Stating Specific Learning Outcomes Converts, defends,

distinguishes, estimates, explains, extends, generalises, gives examples, infers,
paraphrases, predicts, rewrites, summarizes.

3. Application- Application refers to the ability to use learned material in new

and concrete situations. This may include the application of such things as
rules, methods, concepts, principles, laws, and theories. Learning outcomes in
this area require a higher level of understanding than those of comprehension.

Illustrative General Instructional Objectives Applies principles to new situations.

Applies theories to practical situations. Solves mathematical problems.
Constructs charts and graphs. Demonstrates correct usage of a procedure.

Illustrative Verbs for Stating Specific Learning Outcomes Changes, computes,

demonstrates, discovers, manipulates, modifies, operates, predicts, prepares,
produces, relates, shows, solves, uses.

4. Analysis- Analysis refers to the ability to break down material into its

component parts so that its organizational structure may be understood. This
may include the identification of the parts, analysis of the relationship between
parts, and recognition of the organizational principles involved. Learning
outcomes here present a higher intellectual level than comprehension and
application because they require an understanding of both the content and
structural form of the material.

Illustrative General Instructional Objectives Recognises unstated assumptions.

Recognises logical fallacies in reasoning. Distinguishes between facts and
inferences. Evaluates the relevancy of data. Analyses the organisational
structure of a work (art, music, writing).

Illustrative Verbs for Stating Specific Learning Outcomes Breaks down

 diagrams, differentiates, discriminates, distinguishes, identifies, illustrates,
infers, outlines, points out, relates, selects, separates, subdivides.

5. Synthesis- Synthesis refers to the ability to put parts together to form a new
whole. This may involve the production of a unique communication (theme or
speech), a plan of operations (research proposal), or a set of abstract relations
(scheme for classifying information). Learning outcomes in this area stress
creative behaviours, with major emphasis on the formulation of new patterns
and structures.

Illustrative General Instructional Objectives Writes a well-organised theme.

Gives a well-organised speech. Writes a creative short story (or poem).
Proposes a plan for an experiment. Integrates learning from different areas into
a plan for solving a problem. Formulates a new scheme for classifying objects
(or events, or ideas).

Illustrative Verbs for Stating Specific Learning Outcomes Categorises,

combines, complies, composes, creates, devises, designs, explains, generates,
modifies, organises, plans, rearranges, reconstructs, relates, reorganises,
revises, rewrites, summarises, tells, writes.

6. Evaluation- Evaluation is concerned with the ability to juge the value of

material (statement, novel, poem, research report) for a given purpose. The
judgements are to be based on definite criteria. These may be internal criteria
(organisation) or external criteria (relevance and purpose) and the student may
determine the criteria or be given them. Learning outcomes in this area are
highest in the cognitive hierarchy because they contain elements of all of the
other categories, plus value judgements based on clearly defined criteria.

Illustrative General Instructional Objectives Judges the consistency of written

material. Judges the adequacy with which conclusions are supported by data.
Judges the value of a work (art, music, writing) by using internal criteria. Judges
the value of a work (art, music, writing) by use of external standards.

Illustrative Verbs for Stating Specific Learning Outcomes Appraises, compares,

concludes, contrasts, criticises, describes, discriminates, explains, justifies,
interprets, relates, summarises, supports.

8. A portfolio assessment is a collection of student works that are associated

with standards you are required to learn. This collection of work is often
gathered over a long period of time to reflect what you have been taught as well
as what you have learned.
9. An idea that has changed my concept about using technologies in education is
“technology cannot teach students. Rather, students learn as they use
 technology.” As a millennial, I have grown up in an era where technology is
used for everything. It has helped to arguably make my generation lazier and
unwilling to go the extra-mile. However, I also feel as though since my
generation has always been surrounded by technology, at times teachers and
professors require us to teach ourselves or assume we know how to use
technologies. Yes, using technology is helpful for students in the learning
process, but it is also on the educator’s hands to maintain a standard and
practice of how to teach their students; to not completely let go of the student
and allow independent learning through technology, but rather replace the child-
leash with holding hands if that makes sense.
10. DISTINGUISH ED TECH AND ED MEDIA EDUCATIONAL TECHNOLOGY
EDUCATIONAL MEDIA Is the study and ethical practice of facilitating learning
and improving performance by creating, using and managing appropriate
technological processes and resources. Are channels or avenues or
instruments of communication. Is the application of scientific knowledge about
learning & conditions of learning to improve the effectiveness & efficiency of
teaching & training Are the means of communication available for educational
purposes other than the teacher himself.
7. DISTINGUISH ED TECH AND ED MEDIA EDUCATIONAL TECHNOLOGY
EDUCATIONAL MEDIA A field of study which is concerned with the practice of
using educational methods & resources for the ultimate goal of facilitating the
learning process. Are the means for transferring or delivering messages. Is a
systematic way of designing, implementing and evaluating the total learning and
teaching in terms of specific objectives based on research in human learning
and communication; and employing a combination of human and non-human
resources to bring about more effective instruction. Refers to the channels of
communication that carry messages with an instructional purpose.